lesson 2
LESSON 2 HISTORICAL FOUNDATIONS OF EDUCATION Introduction: This is Lesson 2 of Unit 1 and discusses the Historical Foundations of Education. As noted, this lesson makes use of the textbook ―The Teacher and the Community, School Culture and Organizational Leadership‖ by Prieto, Arcangel and Corpus (2018). Web researches should also be undertaken by the PST to complement the material in this lesson. Objectives: At the end of this Lesson, the Pre-Service Teacher (PST) should be able to: 1. State the relationship of society and schools. 2. Prove that schools transmit cultural values by stating facts gathered from local and world-wide history of education. 3. Explain the meaning of socialization as a function of schools Read this quote and answer the following questions on a separate piece of paper for discussion in the class and to form part of your e-portfolio: “When a school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious." - John Dewey 1. What is the function of schools according to John Dewey? 2. Who creates schools? 3. What is the relationship between schools and society? A school is an institution created by society. Education is a function of society and as such arises from the nature and character of society itself. Society seeks to preserve itself and to do this it maintains its functions and institutions, one of which is education, to assure its survival, stability and convenience. As John Dewey claimed, it is the school that "introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction..." When schools succeed in doing this, in the words of Dewey "we shall have the deepest and best guaranty of a larger society which is worthy, harmonious, and lovely.‖ 26 This is called the socialization process. Socialization is the process of learning the roles, statuses and values necessary for participation in social institutions. ..." (Brinkerhoff, 1989). Socialization is a lifelong process. It occurs starting from early childhood. But as we progress from infancy to old age we shed old roles and adopt new ones. Role learning that prepares us for future roles is termed anticipatory socialization (Brinkerhoff, 1989). Because of anticipatory socialization most of us are more or less prepared for our future roles like spouse, parent, professional teacher. The family is the most important agent of socialization. Psychology tells us that the self-concept formed during childhood has lasting consequences. Besides, "the parents' religion, social class and ethnicity influence the child's social roles and self concept which in turn influence the expectations that others have for the child, and they determine the groups with which the child will interact outside the family" (Brinkerhoff, 1989). The school is also an important agent of socialization. It is an institution charged by society to impart specific knowledge and skills necessary for functioning in a society. They are also charged with the task of transmitting society's cultural values. The next part of this Chapter is devoted to how schools (formal or informal) did their task as agents of socialization in different periods of history. Education in Primitive Society: Brinkerhoof (1989) explains further that: In primitive societies, preliterate persons faced the problem of survival in an environment that pitted them against natural forces and wild animals. To survive, human beings needed food, shelter, warmth and clothing. To transform a hostile environment into one that is life-sustaining, humankind developed life skills that eventually became cultural patterns. These life skills included: 1) tool or instrument making, 2) adherence to the moral behavior code of group life, and 3) language. Early humans found security in group life based on kinship and tribal patterns. Life in the human group was educational as children observed and learned from the elders, and as they were deliberately taught by their parents and elders. For these cultural patterns to continue, the adults had to teach these skills and values to their children. This is socialization, a function of education in society. Socialization is the process by which individuals internalize the norms and values of society so that social and cultural continuity are attained. This is also informal education in action. As abstract thinkers, human beings create, use and manipulate symbols. They communicate with one another through gestures, sounds and words. These symbols were expressed in signs, pictographs, and letters. The creation and introduction of oral and written language made a great leap on literacy which in turn had tremendous educational consequences which citizens of a civilized society like netizens of the 21st century now enjoy. 27 Key Periods in Educational History: In the following pages are shown key periods in educational history from 7000 B.C. to AD 1600. Study the table thoroughly. The notes should make you see that education and school are a function of society and schools reflect the nature and character of society itself. What society considers important is what education focuses on to preserve society. Table 1 Key Periods in Educational History, 1000 BC to A.D. 1600 Historical Group or Period Educational Goal Curriculum Agent Influences On Western Education Primitive Societies 7000 B.C 5000 B.C To teach group survival skills; to cultivate group cohesiveness Practical skills of hunting, fishing, food ,gathering stories, myths, songs, poems, dances Parents, tribal, elders and priests Emphasis on the role of information education in transmission of skills and values Greeks 1600 B.C 300 B.C To cultivate civic responsibility and identify with city state; = Athenian, to develop well- rounded person. = Spartan, to develop soldier and military leaders. Athenians: reading, writing, arithmetic, drama music, physical education, literature, poetry Spartan: military songs and tactics. Athens: private teachers and schools; sophists; philosophers. Sparta: military songs and tactics. Athens: the concept of the well-bounded, liberally educated person Sparta: the concept of the military state Romans 750 B.C A.D. 450 To develop a sense of civic responsibility for republic and then empire; to develop administrative and military skills. Reading, writing, arithmetic, laws of Twelve tables, law, philosophy. Private school and teacher ; school of rhetoric Emphasis on ability to use education for practical administrative skills; relating education to civic responsibility. In primitive societies survival against natural forces was the need; therefore what were taught were survival skills and values to cultivate group cohesiveness. For the Athenian in ancient Greece, what mattered most in education was the rounded development of every individual, while for the Spartan it was the development of soldiers and military leaders. For the early Romans, schools needed to develop a sense of civic responsibility and to develop administrative and military skills as citizens of the Roman Empire, 28 For the ancient Arabic world where Islam arose, the most important concern of education was to cultivate religious commitment to Islamic beliefs. During the Medieval period, schools were concerned with the development of religious commitment, knowledge and rituals to establish order. The Renaissance was a fervent period of European cultural, artistic, political and economic "rebirth‖ following the Middle Ages. Education was focused on the rediscovery of classical philosophy, literature and art. The Reformation period had for its educational goals the cultivation of a sense of commitment to a particular religious denomination and general literacy. The History of the Philippine Educational System: Let us also see how the nature and character of Philippine society are reflected in the education processes of different periods of Philippine history. As you study the summary of the Philippine educational system, just remember this sociological concept, which is the focus of this Lesson - that education is a function of society and as such what are taught in schools arise from the nature and character of society itself. What society considers important is what schools teach. Be ready to answer this question at the end: What was/were the focus/foci of education or schools during the: 1) pre-colonial period, 2) Spanish period, 3) American regime, 4) Japanese occupation, and 5) post-colonial period. Education during the Pre-colonial Period: Education was informal and unstructured, decentralized. Fathers taught their sons how to look for food and other means of livelihood. Mothers taught their girls to do the household chores. This education basically prepared their children to become good husbands and wives. Children were provided more vocational training but lesser academics. Teachers were tribal tutors (Babaylan or Katalonan). Education During the Spanish Era: Education was more formal and organized. It was authoritarian in nature. Tribal tutors of the pre-Spanish period were replaced by Spanish missionaries. Pupils attended formal schooling in the parochial school. Instruction was religion-oriented. Christian doctrines, sacred songs and music and prayers were taught because they were required for confession and communion. There was a separate school for boys and girls. Wealthy Filipinos or the ilustrados were accommodated in the schools. The Educational Decree of 1863: This law gave Filipinos a complete system of education from elementary to the collegiate level. The law provided for the establishment of elementary schools in all municipalities in the country. Although religion was the core of the curriculum, it also included subjects such as reading, writing, arithmetic, history, Christian doctrine, 29 Spanish language, vocal music, agriculture for the boys, and needlework for the girls. Attendance in school was compulsory between the ages of seven and twelve. Education during the American Regime 1898-1946: The Americans promoted democratic ideals and the democratic way of life. The schools maintained by the Spaniards for more than three centuries were closed but were reopened on August 29, 1898 by the Secretary of the Interior. A system of free and compulsory elementary education was established by the Malolos Constitution (Political Constitution of 1899). In May 1898, the first American school was established in Corregidor, and shortly after the capture Manila in 1899, seven schools were opened in the city. Training was done through the schools that were both public and secular manned by Chaplains and Military Officers of the US Army. Thomasites arrived in the Philippines on August 23, 1901. The University of the Philippines was founded in 1908. UP was the first state school of university status. The Department of Public Instruction set up a three level school system. The first level considered a four-year primary and three-year intermediate or seven-year elementary curriculum. The second level was a four-year junior college and later a four year program. The Commonwealth Period (1935-1942): Free education in public schools was provided all over the country, in accordance with the 1935 Constitution. Vocational education and some household activities like sewing, cooking, and farming were also given importance. Education also emphasized nationalism and students were taught about the life of the Filipino heroes. Vocational education and some household activities were also given importance as well as Good Manners and Right Conduct (GMRC) and discipline. were also taught the students. The institute of private education was established in order to observe private schools. Formal adult education was also given. Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as our National Language. Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools. Executive Order No. 263 in (1940) required the teaching of the Filipino national language in the senior year of all high schools and in all years in the normal schools. The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940, which provided for the following: Reduction of the 7 year elementary course to 6 years Fixing the school entrance age at 7 National support for elementary education Compulsory attendance of primary children enrolled in Grade 1 Adoption of double-single sessions in the primary grade with one teacher one class assignment of intermediate teachers. The Japanese Occupation: 30 Aims of education during Japanese occupation: Make the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere Eradication of the idea of reliance upon Western States particularly the US and Great Britain Fostering a new Filipino culture based on the consciousness of the people as Orientals Elevating the morale of the people giving up over-emphasis on materialism Diffusion of elementary education and promotion of vocation education Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools Developing in people the love of labor Post-colonial Philippines Education aimed at the full realization of the democratic ideals and way of life. The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, 1954. A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to R.A. 1265 approved on June 11, 1955. Included in curricular offerings in all levels in all schools were the life, the works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo. Elementary education was nationalized and matriculation fees were abolished. Magna Carta for Teachers was passed into law by virtue of R.A. 4670 The fundamental aims of education in the 1973 Constitution are to: o foster love of country o teach the duties of citizenship o develop moral character, self-discipline and scientific, technological and vocational efficiency Other Developments: Integration of Values in all learning areas Emphasis on mastery learning Youth Development Training (YDT) and Citizens‘ Army Training (CAT) introduced as new courses Media of Instruction Bilingual Education Policy: Mandates the use of English and Filipino separately as media of instruction in schools. Education Act of 1982 - created the Ministry of Education, Culture and Sports. The National College Entrance Examination (NCEE) was introduced Executive Order No.117 - President Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987 Creation of the Board for Professional Teachers composed of 5 members under PRC 31 Replacing the Professional Board Examination for Teachers (PBET) by the Licensure Examination for Teachers (LET) Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC Trifocalization of Education System The trifocal education system refocused - DECS' mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. - - Under R.A. 7796 of 1994, the Technical Education and Skills Development Act (TESDA) now administers the post-secondary, middle level manpower training and development R.A. 7796. CHED is responsible for higher education. R.A. 7722 - Higher Education Act of 1994 In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provided the overall framework for school head empowerment by strengthening their leadership roles; and school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. Values Education is offered as a separate subject in NSEC and integrated in all subject areas in both curricula Implementation of New Secondary Education Curriculum (NSEC) R.A. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing the kindergarten education into the basic education system K to 12 Program (R.A 10533), May 15, 2013 - The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School (SHS]) to provide Sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship Varied Goals of Education during Different Historical Periods of Philippine History What was considered important in each historical period of the country was also the focus or direction of the education of the Filipino. During the pre-colonial period, girl students were given vocational training but lesser academics for them to be good mothers. Schools focused on religious Christian faith. During the Spanish period, schools focused formation to help them live the Christian faith, and for boys to grow up to be good fathers. Girls to be good mothers. The Japanese regime taught the youth to love labor. 32 The American regime aimed to form good citizens of a democratic time and to teach the duties of citizenship, discipline and scientific inquiry. Post-colonial period educational system was devoted to the following goals: foster love of country; teach the duties; develop moral character self-discipline; and technological and vocational efficiency. The present DepEd mission and vision statements aimed to shed light on the present goals of Philippine educational system. The Importance of Studying the History of Education: Why do we have to bother with the educational goals of the past, which is already in the past and we can no longer undo? Dewey explains why a study of the history of education is valuable: Educational issues and problems are often rooted in the past; the study of educational history can help us to understand and solve today's problems, Realistic efforts to reform education begin with present conditions which are a product of our past; by using our past, we can shape the future. The study of education's past provides a perspective that explains and illuminates our present activities as teachers.
LESSON 2 HISTORICAL FOUNDATIONS OF EDUCATION Introduction: This is Lesson 2 of Unit 1 and discusses the Historical Foundations of Education. As noted, this lesson makes use of the textbook ―The Teacher and the Community, School Culture and Organizational Leadership‖ by Prieto, Arcangel and Corpus (2018). Web researches should also be undertaken by the PST to complement the material in this lesson. Objectives: At the end of this Lesson, the Pre-Service Teacher (PST) should be able to: 1. State the relationship of society and schools. 2. Prove that schools transmit cultural values by stating facts gathered from local and world-wide history of education. 3. Explain the meaning of socialization as a function of schools Read this quote and answer the following questions on a separate piece of paper for discussion in the class and to form part of your e-portfolio: “When a school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious." - John Dewey 1. What is the function of schools according to John Dewey? 2. Who creates schools? 3. What is the relationship between schools and society? A school is an institution created by society. Education is a function of society and as such arises from the nature and character of society itself. Society seeks to preserve itself and to do this it maintains its functions and institutions, one of which is education, to assure its survival, stability and convenience. As John Dewey claimed, it is the school that "introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction..." When schools succeed in doing this, in the words of Dewey "we shall have the deepest and best guaranty of a larger society which is worthy, harmonious, and lovely.‖ 26 This is called the socialization process. Socialization is the process of learning the roles, statuses and values necessary for participation in social institutions. ..." (Brinkerhoff, 1989). Socialization is a lifelong process. It occurs starting from early childhood. But as we progress from infancy to old age we shed old roles and adopt new ones. Role learning that prepares us for future roles is termed anticipatory socialization (Brinkerhoff, 1989). Because of anticipatory socialization most of us are more or less prepared for our future roles like spouse, parent, professional teacher. The family is the most important agent of socialization. Psychology tells us that the self-concept formed during childhood has lasting consequences. Besides, "the parents' religion, social class and ethnicity influence the child's social roles and self concept which in turn influence the expectations that others have for the child, and they determine the groups with which the child will interact outside the family" (Brinkerhoff, 1989). The school is also an important agent of socialization. It is an institution charged by society to impart specific knowledge and skills necessary for functioning in a society. They are also charged with the task of transmitting society's cultural values. The next part of this Chapter is devoted to how schools (formal or informal) did their task as agents of socialization in different periods of history. Education in Primitive Society: Brinkerhoof (1989) explains further that: In primitive societies, preliterate persons faced the problem of survival in an environment that pitted them against natural forces and wild animals. To survive, human beings needed food, shelter, warmth and clothing. To transform a hostile environment into one that is life-sustaining, humankind developed life skills that eventually became cultural patterns. These life skills included: 1) tool or instrument making, 2) adherence to the moral behavior code of group life, and 3) language. Early humans found security in group life based on kinship and tribal patterns. Life in the human group was educational as children observed and learned from the elders, and as they were deliberately taught by their parents and elders. For these cultural patterns to continue, the adults had to teach these skills and values to their children. This is socialization, a function of education in society. Socialization is the process by which individuals internalize the norms and values of society so that social and cultural continuity are attained. This is also informal education in action. As abstract thinkers, human beings create, use and manipulate symbols. They communicate with one another through gestures, sounds and words. These symbols were expressed in signs, pictographs, and letters. The creation and introduction of oral and written language made a great leap on literacy which in turn had tremendous educational consequences which citizens of a civilized society like netizens of the 21st century now enjoy. 27 Key Periods in Educational History: In the following pages are shown key periods in educational history from 7000 B.C. to AD 1600. Study the table thoroughly. The notes should make you see that education and school are a function of society and schools reflect the nature and character of society itself. What society considers important is what education focuses on to preserve society. Table 1 Key Periods in Educational History, 1000 BC to A.D. 1600 Historical Group or Period Educational Goal Curriculum Agent Influences On Western Education Primitive Societies 7000 B.C 5000 B.C To teach group survival skills; to cultivate group cohesiveness Practical skills of hunting, fishing, food ,gathering stories, myths, songs, poems, dances Parents, tribal, elders and priests Emphasis on the role of information education in transmission of skills and values Greeks 1600 B.C 300 B.C To cultivate civic responsibility and identify with city state; = Athenian, to develop well- rounded person. = Spartan, to develop soldier and military leaders. Athenians: reading, writing, arithmetic, drama music, physical education, literature, poetry Spartan: military songs and tactics. Athens: private teachers and schools; sophists; philosophers. Sparta: military songs and tactics. Athens: the concept of the well-bounded, liberally educated person Sparta: the concept of the military state Romans 750 B.C A.D. 450 To develop a sense of civic responsibility for republic and then empire; to develop administrative and military skills. Reading, writing, arithmetic, laws of Twelve tables, law, philosophy. Private school and teacher ; school of rhetoric Emphasis on ability to use education for practical administrative skills; relating education to civic responsibility. In primitive societies survival against natural forces was the need; therefore what were taught were survival skills and values to cultivate group cohesiveness. For the Athenian in ancient Greece, what mattered most in education was the rounded development of every individual, while for the Spartan it was the development of soldiers and military leaders. For the early Romans, schools needed to develop a sense of civic responsibility and to develop administrative and military skills as citizens of the Roman Empire, 28 For the ancient Arabic world where Islam arose, the most important concern of education was to cultivate religious commitment to Islamic beliefs. During the Medieval period, schools were concerned with the development of religious commitment, knowledge and rituals to establish order. The Renaissance was a fervent period of European cultural, artistic, political and economic "rebirth‖ following the Middle Ages. Education was focused on the rediscovery of classical philosophy, literature and art. The Reformation period had for its educational goals the cultivation of a sense of commitment to a particular religious denomination and general literacy. The History of the Philippine Educational System: Let us also see how the nature and character of Philippine society are reflected in the education processes of different periods of Philippine history. As you study the summary of the Philippine educational system, just remember this sociological concept, which is the focus of this Lesson - that education is a function of society and as such what are taught in schools arise from the nature and character of society itself. What society considers important is what schools teach. Be ready to answer this question at the end: What was/were the focus/foci of education or schools during the: 1) pre-colonial period, 2) Spanish period, 3) American regime, 4) Japanese occupation, and 5) post-colonial period. Education during the Pre-colonial Period: Education was informal and unstructured, decentralized. Fathers taught their sons how to look for food and other means of livelihood. Mothers taught their girls to do the household chores. This education basically prepared their children to become good husbands and wives. Children were provided more vocational training but lesser academics. Teachers were tribal tutors (Babaylan or Katalonan). Education During the Spanish Era: Education was more formal and organized. It was authoritarian in nature. Tribal tutors of the pre-Spanish period were replaced by Spanish missionaries. Pupils attended formal schooling in the parochial school. Instruction was religion-oriented. Christian doctrines, sacred songs and music and prayers were taught because they were required for confession and communion. There was a separate school for boys and girls. Wealthy Filipinos or the ilustrados were accommodated in the schools. The Educational Decree of 1863: This law gave Filipinos a complete system of education from elementary to the collegiate level. The law provided for the establishment of elementary schools in all municipalities in the country. Although religion was the core of the curriculum, it also included subjects such as reading, writing, arithmetic, history, Christian doctrine, 29 Spanish language, vocal music, agriculture for the boys, and needlework for the girls. Attendance in school was compulsory between the ages of seven and twelve. Education during the American Regime 1898-1946: The Americans promoted democratic ideals and the democratic way of life. The schools maintained by the Spaniards for more than three centuries were closed but were reopened on August 29, 1898 by the Secretary of the Interior. A system of free and compulsory elementary education was established by the Malolos Constitution (Political Constitution of 1899). In May 1898, the first American school was established in Corregidor, and shortly after the capture Manila in 1899, seven schools were opened in the city. Training was done through the schools that were both public and secular manned by Chaplains and Military Officers of the US Army. Thomasites arrived in the Philippines on August 23, 1901. The University of the Philippines was founded in 1908. UP was the first state school of university status. The Department of Public Instruction set up a three level school system. The first level considered a four-year primary and three-year intermediate or seven-year elementary curriculum. The second level was a four-year junior college and later a four year program. The Commonwealth Period (1935-1942): Free education in public schools was provided all over the country, in accordance with the 1935 Constitution. Vocational education and some household activities like sewing, cooking, and farming were also given importance. Education also emphasized nationalism and students were taught about the life of the Filipino heroes. Vocational education and some household activities were also given importance as well as Good Manners and Right Conduct (GMRC) and discipline. were also taught the students. The institute of private education was established in order to observe private schools. Formal adult education was also given. Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as our National Language. Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools. Executive Order No. 263 in (1940) required the teaching of the Filipino national language in the senior year of all high schools and in all years in the normal schools. The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940, which provided for the following: Reduction of the 7 year elementary course to 6 years Fixing the school entrance age at 7 National support for elementary education Compulsory attendance of primary children enrolled in Grade 1 Adoption of double-single sessions in the primary grade with one teacher one class assignment of intermediate teachers. The Japanese Occupation: 30 Aims of education during Japanese occupation: Make the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere Eradication of the idea of reliance upon Western States particularly the US and Great Britain Fostering a new Filipino culture based on the consciousness of the people as Orientals Elevating the morale of the people giving up over-emphasis on materialism Diffusion of elementary education and promotion of vocation education Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools Developing in people the love of labor Post-colonial Philippines Education aimed at the full realization of the democratic ideals and way of life. The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, 1954. A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to R.A. 1265 approved on June 11, 1955. Included in curricular offerings in all levels in all schools were the life, the works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo. Elementary education was nationalized and matriculation fees were abolished. Magna Carta for Teachers was passed into law by virtue of R.A. 4670 The fundamental aims of education in the 1973 Constitution are to: o foster love of country o teach the duties of citizenship o develop moral character, self-discipline and scientific, technological and vocational efficiency Other Developments: Integration of Values in all learning areas Emphasis on mastery learning Youth Development Training (YDT) and Citizens‘ Army Training (CAT) introduced as new courses Media of Instruction Bilingual Education Policy: Mandates the use of English and Filipino separately as media of instruction in schools. Education Act of 1982 - created the Ministry of Education, Culture and Sports. The National College Entrance Examination (NCEE) was introduced Executive Order No.117 - President Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987 Creation of the Board for Professional Teachers composed of 5 members under PRC 31 Replacing the Professional Board Examination for Teachers (PBET) by the Licensure Examination for Teachers (LET) Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC Trifocalization of Education System The trifocal education system refocused - DECS' mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. - - Under R.A. 7796 of 1994, the Technical Education and Skills Development Act (TESDA) now administers the post-secondary, middle level manpower training and development R.A. 7796. CHED is responsible for higher education. R.A. 7722 - Higher Education Act of 1994 In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provided the overall framework for school head empowerment by strengthening their leadership roles; and school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. Values Education is offered as a separate subject in NSEC and integrated in all subject areas in both curricula Implementation of New Secondary Education Curriculum (NSEC) R.A. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing the kindergarten education into the basic education system K to 12 Program (R.A 10533), May 15, 2013 - The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School (SHS]) to provide Sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship Varied Goals of Education during Different Historical Periods of Philippine History What was considered important in each historical period of the country was also the focus or direction of the education of the Filipino. During the pre-colonial period, girl students were given vocational training but lesser academics for them to be good mothers. Schools focused on religious Christian faith. During the Spanish period, schools focused formation to help them live the Christian faith, and for boys to grow up to be good fathers. Girls to be good mothers. The Japanese regime taught the youth to love labor. 32 The American regime aimed to form good citizens of a democratic time and to teach the duties of citizenship, discipline and scientific inquiry. Post-colonial period educational system was devoted to the following goals: foster love of country; teach the duties; develop moral character self-discipline; and technological and vocational efficiency. The present DepEd mission and vision statements aimed to shed light on the present goals of Philippine educational system. The Importance of Studying the History of Education: Why do we have to bother with the educational goals of the past, which is already in the past and we can no longer undo? Dewey explains why a study of the history of education is valuable: Educational issues and problems are often rooted in the past; the study of educational history can help us to understand and solve today's problems, Realistic efforts to reform education begin with present conditions which are a product of our past; by using our past, we can shape the future. The study of education's past provides a perspective that explains and illuminates our present activities as teachers.
