Insights of Education

Insights:
Insights Americans thought us the importance of education, and that importance is still evident
today. Before the Americans, education was not for everyone, only the elite people were given
the chance of the Spaniards to study. Americans introduced the public school system and by that
we should thanked them because theyre the reason why theres Philippine Normal University,
our school. We all know that they had hidden agendas for their own good thats why they helped
and educated us. But In my own opinion, I must say that both parties benefitted, what they did
had a mutual effect to the Americans and to us Filipinos.American colonial period
To help win over the Filipinos to the new American colonial government, General
MacArthur provided $100,000 for Philippine education. New schools were established with
English as the medium of instruction, with chaplains and non-commissioned officers serving as
teachers. Following the surrender of Aguinaldo, President McKinley directed the Second
Philippine Commission to establish a free secular public school system that would prepare the
Filipinos for citizenship. The Department of Public Instruction spawned the Bureau of Education
under Act 477.
The establishment of the public school system in 1901 under Act No. 74 required a great number
of teachers. Thus the Secretary of Public Instruction, with the approval of the Philippine
Commission, brought to the Philippines 1,000 American teachers, known as the Thomasites.
Teachers were also trained in the Normal School founded in Manila in 1901 and its branches
subsequently established in major towns. Elementary school teachers were trained in English
language and literature, geography, mathematics, principles of education, teaching methods, and
educational psychology.
The free elementary schools that were established consisted of 4 primary grades and 3
intermediate grades. In the first decade, the intermediate grades focused on vocational education,
with a special course for those who intended to go to high school. Apart from English language
and literature and arithmetic, the elementary schools taught geography, nature study, music,
drawing, physiology, hygiene, and physical education. Age-appropriate industrial skills were
taught in all levels. In 1902, secular public high schools were established, teaching courses on
current events, U.S. history and government, algebra, geometry and arithmetic, general sciences
and history, and physics as well as English literature and composition and physical education.
For the tertiary level, the Pensionado Program was established on 26 August 1903 to enable
about 300 chosen Philippine high school graduates to study in American colleges for free, under
the condition that they serve the Philippine government upon their graduation. In 1908,
the University of the Philippines was established. Vocational schools, however, were given more
emphasis.
Many Filipinos still preferred a Catholic education. Thus many private Catholic
schools flourished, including those established during the Spanish period, like Ateneo, Letran,

and UST, and a number of new schools like St. Scholastica's College and San Beda College.
Such schools were preferred by the elite. Some private non-sectarian schools were also founded.
Reformists such as Felipe Calderon,Hipolito Magsalin, Leon Ma. Guerrero and Mariano V. Del
Rosario established the Liceo de Manila and Escuela de Derecho in an attempt to produce a more
nationalistic education, but they did not succeed. In general, education under American
colonization led to widespread Americanization of the Philippines, with the emphasis on English
language and literature, U.S. history and government, the use of American textbooks, and the
emphasis on American values.
Japanese occupation
Most schools were damaged during World War II and had to be closed down. In June 1942, the
schools were reopened by the Japanese. Their educational policies, as detailed in Military Order
No. 2, mandated the teaching of Tagalog, Philippine history, and character education to Filipino
students, with emphasis on love for work and dignity of labor.
* Historical Perspective of the Philippine Educational System
* 2. PRE-MAGELLANIC TIMESReadingwritingithmetic
* 3. PRE-SPANISH SYSTEM The tribal tutors were replaced by the Spanish Missionaries.
religion-oriented. It was for the eliteEducational Decree of 1863 municipal government- one
primary school for boys and girls in each townJesuits - normal school for male teachers. Primary
instruction: free and compulsory. Education inadequate, suppressed, and controlled
* 4. Revolutionary GovernmentThe schools maintained by Spain for more than three centuries
were closed for the time being but were reopened on August 29, 1898 by the Secretary of
InteriorThe Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary
University of the Philippines were established.Malolos Constitution established a system of free
and compulsory elementary education.
* 5. American rule Schurman Commission- adequate secularized and free public school
systemTaft Commission per instructions of President McKinley - Free primary instruction that
trained the people for the duties of citizenship and avocation.English- medium of instruction.
* 6. Philippine Commission by virtue of Act No. 741901 - A highly centralized public school
system was installed. The implementation of this Act created a heavy shortage of teachers so the
Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines
600 teachers from the U.S.A. They were the Thomasites.
* 7. Philippine Commission - The high school system supported by provincial governments,
special educational institutions, school of arts and trades, an agricultural school, and commerce
and marine institutes were established in 1902. 1908 - the Philippine Legislature approved Act
No. 1870 created University of the Philippines. The Reorganization Act of 1916 the
Filipinization of all department secretaries except the Secretary of Public Instruction.

* 8. JAPANESE REGIME Military Order No. 2 in 1942 - Japanese educational policies. The
Philippine Executive Commission- Commission of Education, Health and Public Welfare and
schools reopened in June 1942. On October 14, 1943, the Japanese - sponsored Republic created
the Ministry of Education. Tagalog, Philippine History, and Character Education was reserved
for Filipinos. Love for work and dignity of labor was emphasized. February 27, 1945, the
Department of Instruction was made part of the Department of Public Instruction.
* 9. Department of Education 1947, by virtue of Executive Order No. 94, the Department of
Instruction was changed to Department of Education.Bureau of Public and Private Schoolsregulation and supervision of public and private schools. 1972- Department of Education and
Culture by virtue of Proclamation 1081 1978- Ministry of Education and Culture in virtue of P.D.
No. 1397. 13 regional offices were created major organizational changes were implemented
* 10. The Education Act of 1982 - Ministry of Education, Culture and Sports 1987- Department
of Education, Culture and Sports in by virtue of Executive Order No. 117.EO No. 117 -The
structure of DECS as embodied has practically remained unchanged until 1994 Commission on
Higher Education (CHED), and Technical Education and Skills Development Authority
(TESDA) supervise tertiary degree programs and non-degree technical-vocational programs,
respectively.
The Congressional Commission on Education (EDCOM) report provided the
impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority (TESDA),
respectively.
* 11. The trifocal education system DECS - elementary, secondary and nonformal education,
including culture and sports. TESDA- post-secondary, middle-level manpower training and
development CHED is responsible for higher education August 2001, Republic Act 9155,
(Governance of Basic Education Act) (DECS) to (DepEd) redefining the role of field offices
(regional offices, division offices, district offices and schools).
* 12. RA 9155provides the overall framework for (i) school head empowerment by strengthening
their leadership roles(ii) school-based management within the context of transparency and local
accountability. goal of basic education: provide the school age population and young adults with
skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.