7/21/2019 Historical Perspective of the Philippine Educational System http://slidepdf.com/reader/full/historical-perspective-of-the-philippine-educational-system-56d969db83515 1/40 http://www.deped.gov.ph Vision, Mission, Core Values, and Mandate The DepEd Vision We dream of Filipinos who passionately love their country and whose values and competencies enable them to realie their full potential and contribute meaningfully to building the nation. !s a learner"centered public institution# the Department of Education continuously improves itself to better serve its sta$eholders. The DepEd %ission To protect and promote the right of every Filipino to &uality# e&uitable# culture"based# and complete basic education where: Students learn in a child"friendly# gender"sensitive# safe# and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staf # as stewards of the institution# ensure an enabling and supportive environment for e'ective learning to happen. Family, community, and other stakeholders are actively engaged and share responsibility for developing life"long learners. (ur )ore Values %a$a"Diyos %a$a"tao %a$a$ali$asan %a$abansa (ur %andate
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Historical Perspective of the Philippine Educational System
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7/21/2019 Historical Perspective of the Philippine Educational System
and contribute meaningfully to building the nation.
!s a learner"centered public institution#
the Department of Education
continuously improves itselfto better serve its sta$eholders.
The DepEd %ission
To protect and promote the right of every Filipino to &uality# e&uitable# culture"based# and complete basic
education where:
Students learn in a child"friendly# gender"sensitive# safe# and motivating environment.Teachers facilitate learning and constantly nurture every learner.
Administrators and staf # as stewards of the institution# ensure an enabling and supportive environment for
e'ective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing
The Department of Education was established through the Education Decree of *+,- as the uperior
)ommission of rimary 0nstruction under a )hairman. The Education agency underwent many reorganiation
e'orts in the 12th century in order to better de3ne its purpose vis a vis the changing administrations and
charters. The present day Department of Education was eventually mandated through 4epublic !ct 5*66#
otherwise $nown as the 7overnance of 8asic Education act of 122* which establishes the mandate of this
agency.
The Department of Education 9DepEd formulates# implements# and coordinates policies# plans# programs andpro;ects in the areas of formal and non"formal basic education. 0t supervises all elementary and secondary
education institutions# including alternative learning systems# both public and private< and provides for the
establishment and maintenance of a complete# ade&uate# and integrated system of basic education relevant
to the goals of national development.
Historical Perspective of the Philippine Educational System
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at
certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. hildren
were provided more vocational training and less academics !" #s$ %y their parents and in the houses of tri%altutors.
&he pre-Spanish system of education underwent ma'or changes during the Spanish coloni(ation. &he tri%al
tutors were replaced %y the Spanish Missionaries. Education was religion-oriented. It was for the elite,
especially in the early years of Spanish coloni(ation. Access to education %y the )ilipinos was later li%erali(ed
through the enactment of the Educational *ecree of +" which provided for the esta%lishment of at least one primary school for %oys and girls in each town under the responsi%ility of the municipal government and the
esta%lishment of a normal school for male teachers under the supervision of the esuits. Primary instruction wasfree and the teaching of Spanish was compulsory. Education during that period was inade0uate, suppressed, and
controlled.
&he defeat of Spain %y American forces paved the way for Aguinaldo1s #epu%lic under a #evolutionary
2overnment. &he schools maintained %y Spain for more than three centuries were closed for the time %eing %utwere reopened on August 34, +4 %y the Secretary of Interior. &he 5urgos Institute in Malolos, the Military
Academy of Malolos, and the 6iterary 7niversity of the Philippines were esta%lished. A system of free and
compulsory elementary education was esta%lished %y the Malolos onstitution.
An ade0uate seculari(ed and free pu%lic school system during the first decade of American rule was esta%lishedupon the recommendation of the Schurman ommission. )ree primary instruction that trained the people for the
duties of citi(enship and avocation was enforced %y the &aft ommission per instructions of President
Mc8inley. haplains and non-commissioned officers were assigned to teach using English as the medium ofinstruction.
A highly centrali(ed pu%lic school system was installed in +49+ %y the Philippine ommission %y virtue of Act
:o. ;<. &he implementation of this Act created a heavy shortage of teachers so the Philippine ommission
authori(ed the Secretary of Pu%lic Instruction to %ring to the Philippines 99 teachers from the 7.S.A. &heywere the &homasites.
7/21/2019 Historical Perspective of the Philippine Educational System
*epartment of Education Secretary #A 4+, August 399+ !2overnance of 5
Education Act$
&he high school system supported %y provincial governments, special educational institutions, school of arts
and trades, an agricultural school, and commerce and marine institutes were esta%lished in +493 %y thePhilippine ommission. In +49, the Philippine 6egislature approved Act :o. +;9 which created the
7niversity of the Philippines.
&he #eorgani(ation Act of +4+ provided the )ilipini(ation of all department secretaries e@cept the Secretary of
Pu%lic Instruction.
apanese educational policies were em%odied in Military =rder :o. 3 in +4<3. &he Philippine E@ecutiveommission esta%lished the ommission of Education, >ealth and Pu%lic ?elfare and schools were reopened
in une +4<3. =n =cto%er +<, +4<", the apanese - sponsored #epu%lic created the Ministry of Education.
7nder the apanese regime, the teaching of &agalog, Philippine >istory, and haracter Education was reservedfor )ilipinos. 6ove for worB and dignity of la%or was emphasi(ed. =n )e%ruary 3;, +4<, the *epartment of
Instruction was made part of the *epartment of Pu%lic Instruction.
In +4<;, %y virtue of E@ecutive =rder :o. 4<, the *epartment of Instruction was changed to *epartment of
Education. *uring this period, the regulation and supervision of pu%lic and private schools %elonged to the5ureau of Pu%lic and Private Schools.
In +4;3, it %ecame the *epartment of Education and ulture %y virtue of Proclamation +9+ and the Ministry of
Education and ulture in +4; y virtue of P.*. :o. +"4;. &hirteen regional offices were created and ma'or
organi(ational changes were implemented in the educational system.
&he Education Act of +43 created the Ministry of Education, ulture and Sports which later %ecame the
*epartment of Education, ulture and Sports in +4; %y virtue of E@ecutive =rder :o. ++;. &he structure of
*ES as em%odied in E= :o. ++; has practically remained unchanged until +44< when the ommission on
>igher Education !>E*$, and +44 when the &echnical Education and SBills *evelopment Authority!&ES*A$ were esta%lished to supervise tertiary degree programs and non-degree technical-vocational programs,
respectively.
7/21/2019 Historical Perspective of the Philippine Educational System
&he ongressional ommission on Education !E*=M$ report provided the impetus for ongress to pass #A
;;33 and #A ;;4 in +44< creating the ommission on >igher Education !>E*$ and the &echnical Educationand SBills *evelopment Authority !&ES*A$, respectively.
&he trifocal education system refocused *ESC mandate to %asic education which covers elementary, secondary
and nonformal education, including culture and sports. &ES*A now administers the post-secondary, middle-
level manpower training and development while >E* is responsi%le for higher education.
In August 399+, #epu%lic Act 4+, otherwise called the 2overnance of 5asic Education Act, was passedtransforming the name of the *epartment of Education, ulture and Sports !*ES$ to the *epartment of
Education !*epEd$ and redefining the role of field offices !regional offices, division offices, district offices andschools$. #A 4+ provides the overall frameworB for !i$ school head empowerment %y strengthening their
leadership roles and !ii$ school-%ased management within the conte@t of transparency and local accounta%ility.
&he goal of %asic education is to provide the school age population and young adults with sBills, Bnowledge,
and values to %ecome caring, self-reliant, productive and patriotic citi(ens.
DepEd anagement Structure
&o carry out its mandates and o%'ectives, the *epartment is organi(ed into two ma'or structural components.
&he entral =ffice maintains the overall administration of %asic education at the national level. &he )ield=ffices are responsi%le for the regional and local coordination and administration of the *epartmentCs mandate.#A 4+ provides that the *epartment should have no more than four !<$ 7ndersecretaries and
four !<$ Assistant Secretaries with at least one 7ndersecretary and one Assistant Secretary who are career
service officers chosen among the staff of the *epartment.
At present, the *epartment operates with four !<$ 7ndersecretaries in the following areasD
Programs and Pro'ects
#egional =perations
)inance and Administration
6egal Affairs
)our !<$ Assistant Secretaries are assigned in the following areasD
Programs and Pro'ects
Planning and *evelopment
5udget and )inancial Affairs
6egal Affairs
Supporting the =ffice of the Secretary !=SE$ at the entral =ffice are the different services, %ureaus and
centers.
7/21/2019 Historical Perspective of the Philippine Educational System
We are on the 3fth year of the implementation of the = to *1 rogram. (ur last mile is the enior Aigh
chool. !ll 11* divisions of the Department of Education 9DepEd have 3nished planning and have 3gures on
enrolment a year in advance. These plans were reviewed by a separate team and 3nalied upon consultation
with other sta$eholders.
#lassrooms$ DepEd has built ,,#+*- classrooms from 12*2 to 12*-. There are --#,2+
classrooms completed and undergoing construction in 12*>. !s of DepEd is planning to establish 6#+55 enior
Aigh chools nationwide. !s of !pril -2# 12*6# DepEd has issued provisional permits to *#+,, private schools
set to o'er enior Aigh chool in 12*,.
Teachers$ From 12*2"12*># DepEd has 3lled *1+#*26 new teacher items. DepEd is targeting two
$inds of teachers: those who will teach the core sub;ects# and those who will teach the specialied sub;ects per
trac$. DepEd will hire -?#222 teachers for enior Aigh chool for 12*, alone.
Te%t"ooks$ earning materials are being produced for elementary to ;unior high while
tetboo$s for enior Aigh chool 9which has specialied sub;ects are being bid out.
#urriculum$ The = to *1 curriculum is standards" and competence"based. 0t is inclusive and
built around the needs of the learners and the community. The curriculum is done and is available on theDepEd website. 0t is the 3rst time in history that the entire curriculum is digitied and made accessible to the
public.
Pri&ate S'S$ There are 1#*55 private schools cleared to o'er enior Aigh chool and over 122 more
being processed.
'ow will K to 12 afect the college curriculum?
The )ollege 7eneral Education curriculum will have fewer units. ub;ects that have been ta$en up in8asic Education will be removed from the )ollege 7eneral Education curriculum.
Details of the new 7E )urriculum may be found in )AED %emorandum (rder o. 12# series of 12*-.
()&e "een hearing that a lot o! eole ha&e not "een consulted regarding K to 12* (s this true?
DepEd has always been transparent in the planning and implementation of = to *1. There have been
regular consultations with various sectors since 12*2# before the law was passed# during the crafting of the
044# and during implementations. DepEd representatives have also attended various fora and conferences#including legislative in&uiries# regarding = to*1. We are open to criticisms and suggestions regarding this.
'ow can ( hel imro&e "asic education?
rivate partners can donate through the !dopt"!"chool program. ! *62G ta incentive will be
$hy is there a need for #lternative %earnin! "ystem in the Philippines&
Many )ilipinos do not have a chance to attend and finish formal %asic education !2rades +- and Hear +-<$ due
to many reasons. Some drop out from schools while some do not have schools in their communities. Since
every )ilipino has a right to free %asic education, the 2overnment esta%lishes A6S to provide all )ilipinos the
chance to have access to and complete %asic education in a mode that fits their distinct situations and needs.
$hat is the 'asis of #%" implementation in the Philippines&
&he +4; Philippine onstitution provides for the recognition and promotion of other forms of education other
than formal education. Article IG, Section 3, Paragraph !+$ declares that the State shall esta%lish, maintain and
support a complete, ade0uate and integrated system of education relevant to the needs of the people and society
and paragraph !<$ concisely encourages non-formal, informal and indigenous learning systems as well as self-
learning, independent and out-of-school study programs particularly those that respond to community needs.
&he 2overnance Act for 5asic Education otherwise Bnown as the #epu%lic Act 4+ stipulates the
esta%lishment of the Alternative 6earning System !A6S$ to provide out-of-school children, youth and adults
population with %asic education.
o does #%" ork&
&here are two ma'or programs on A6S that are %eing implemented %y the *epartment of Education, through the
5ureau of Alternative 6earning System !5A6S$. =ne is the 5asic 6iteracy Program and the other is the
ontinuing Education Program - Accreditation and E0uivalency !AJE$. 5oth programs are modular and
fle@i%le. &his means that learning can taBe place anytime and any place, depending on the convenience and
availa%ility of the learners.
$hat is the difference 'eteen the ormal Education "ystem and the #lternative %earnin! "ystem (#%")
Non*formal Education&
)ormal Education system is classroom-%ased, managed %y trained formal school teachers.
A6S :on-formal Education happens outside the classroom, community-%ased, usually conducted at communitylearning centers, %arangay multi-purpose hall, li%raries or at home, managed %y A6S learning facilitators, such
as mo%ile teachers, district A6S oordinators, instructional managers at an agreed schedule and venue %etween
the learners and facilitators.
7/21/2019 Historical Perspective of the Philippine Educational System
&he A6S Programs are carried out %y A6S Mo%ile &eachers and *istrict A6S oordinators in the +; regions of
the country. 5oth are *epEd employed and hold regular teacher items.
Mo%ile &eachers are Lspeciali(ed teachers who live among the people in remote barangays of the country to
conduct the 56P for illiterate out-of-school children, youth and adults who are willing to learn %asic literacy
sBills and proceed to ontinuing Education programD Accreditation and E0uivalency !AJE$ for those who leftformal school system or have no access to schools.
&he *istrict A6S oordinators are primarily designated to harmoni(e A6S initiatives in a district. >owever, 'ust
liBe the Mo%ile &eachers, they also serve as learning facilitators in the delivery of the different A6S
programs/pro'ects.
o does learnin! intervention take place in the #%"&
In the conduct of A6S sessions, use of supplementary learning materials is %eing encouraged particularly those
that are developed %y the )acilitator to suit the local need and conte@t and are locally availa%le.
In partnership with various organi(ations, %oth local and international, the *epEd-5A6S was a%le to adapt
and/or produce print and non-print learning materials to supplement the e@isting modules in the conduct of A6S
learning sessions.
Supplementary materials are important in the conduct of A6S learning sessions. Additional materials maBelearning sessions more effective %y reinforcing newly ac0uired literacy sBills. &hey also serve as spring%oards
to a new lesson, thus, maBing learning more fun and interesting. 7se of multi-media also gives %oth )acilitators
and learners chance to access new information and technology and activates multi-sensory learning.
$hat are the areas of learnin! in the #%"&
&he learning areas in the A6S are called learning strands which are the e0uivalent of the Lsu%'ects in the
formal school system.
&hese learning strands areD
Communication %ills !listening, speaBing, reading and writing$
"roblem-ol&ing and Critical 'hin%ing !numeracy and scientific thinBing$
ustainable use of Resources("roducti&ity !a%ility to earn a living through self-employment, outside
employment, entrepreneurship, sustaina%le use of resources and appropriate technology and productivity$
De&elopment of elf and a ense of Community !self-development, a sense of personal and national
history and identity, cultural pride and recognition and understanding of civil and political rights$
)panding +ne,s orld .ision !Bnowledge, respect and appreciation for diversity, peace and non-violent
resolution of conflict, and glo%al awareness and solidarity$
+s there an entrance test in the #%"&
&he potential learner in the A6S goes through a screening process to determine whatever prior learning thathe/she may have through the )unctional 6iteracy &est !)6&$. &his assessment will assist the 6earning )acilitator
to set-up a teaching and learning plan for a particular learner.
&he )6& is composed of five !$ parts. &hese are +$ the Personal Information Sheet !PIS$, 3$ 6istening and
SpeaBing, "$ #eading, <$ ?riting, and $ :umeracy.
7/21/2019 Historical Perspective of the Philippine Educational System
outside the frameworB of the formal school system to provide selected types of learning to a segment of the
population.
=n the other hand, Informal Education is defined as La lifelong process of learning %y which every person
ac0uires and accumulates Bnowledge, sBills, attitudes and insights from daily e@periences at home, at worB, at
play and from life itself.
5A6S carries out two :on-formal Education ProgramsD a$ the 5asic 6iteracy Program !56P$ for illiterates and
the %$ ontinuing EducationD Accreditation and E0uivalency !AJE$ Program for elementary and high school
drop-outs.
5A6S has developed Informal Education courses that include self-interest and life e@periences programs.Initially, it has already developed a special curriculum for indigenous peoples !IPs$. ?ith this construct, greater
learning needs will %e addressed and funneled to promote lifelong learning in all streams of education.
!LS Programs
Pro!ram for illiterates,
Basic %iteracy Pro!ram (B%P)
&he 5asic 6iteracy Program !56P$ is a program aimed at eradicating illiteracy among out-of-schools youth and
Pro!ram for dropouts of formal Elementary and "econdary %evels,
Continuin! Education, #ccreditation and E-uivalency (#.E) Pro!ram
&he Accreditation and E0uivalency !AJE$ Program is a program aimed at providing an alternative pathway of
learning for out-of-school children, youth and adults who are %asically literate %ut who have not completed the
+9 years of %asic education mandated %y the Philippine onstitution. &hrough this program, school dropouts area%le to complete elementary and high school education outside the formal school system.
)or information on the AJE &est, go to the A6S Accreditation and E0uivalency &est page.
As stated in *epEd =rder :o. , s. 39+3, the EM& is taBen every five !$ years unless otherwise recommended
%y the *epEd E@ecutive ommittee. &he :ational Education &esting and #esearch enter !:E&#$, together
with the appointed 5oard of E@aminers, is in charge of managing and conducting the EM&.
DepED Orders
DO ?%8 s; 6&%@ / Senior High School "areer #uidance Program and Early -egistration
&he *epartment of Education !*epEd$ issues the enclosed #uidelines on the Senior High School +SHS,
"areer #uidance Program +"#P, and Early -egistration, which aims to guide 2rade +9 students/S>S
entrants in maBing informed decisions regarding their choice of S>S tracB in view of the conduct of the S>S
Early #egistration.
"osted on August 748 79/
DO ?&8 s; 6&%@ / #uidelines on $ to %6 Partnerships
&o achieve the goals of the 8 to +3 Program, the *epartment of Education !*epEd$ needs to enter into partnerships with different groups in the fields of worB immersion opportunities for pu%lic Senior >igh School
!S>S$ learners, use of facilities and e0uipment, additional teacher training opportunities, and additional
resources in the form of donations.
"osted on August 748 79/
DO A8 s; 6&%@ / E:tension of the Deadline for Learner .nformation System +L.S, and Enhanced Basic
Education .nformation System +EBE.S, 0pdating for Beginning of School Year +BOSY, 6&%@/6&%C
In reference to *epEd =rder :o. 3, s. 39+ entitled earner <nformation ystem 2<3 and )nhanced !asic
)ducation <nformation ystem 2)!)<3 =pdating for !eginning of chool >ear 2!+>3 79/-79/? , the
*epartment of Education !*epEd$ issues this =rder.
"osted on August 748 79/
DO A8 s; 6&%@ / #uidelines on the 0tili2ation of Support )unds for the Special Education +SPED,
Program
&he *epartment of Education !*epEd$ through the 5ureau of Elementary Education !5EE$ and the 5ureau of
Secondary Education !5SE$ issues the enclosed #uidelines on the 0tili2ation of Support )unds for the
Special Education +SPED, Program.
"osted on August /@8 79/
DO A8 s; 6&%@ / The "omprehensive Disaster -is* -eduction and anagement +D--, in Basic
Education )rame9or*
&he *epartment of Education !*epEd$ issues the enclosed "omprehensive Disaster -is* -eduction and
anagement +D--, in Basic Education )rame9or* to guide *##M efforts in the %asic education sector
towards resilience-%uilding in offices and schools, and to ensure that 0uality education is continuously provided
and prioriti(ed even during disasters and/or emergencies.
"osted on August /78 79/
DO AC8 s; 6&%@ / .mplementing -ules and -egulations +.--, of -epu'lic !ct; No; %&C% +!n !ct
Esta'lishing -ural )arm Schools as !lternative Delivery ode of Secondary Education and
!ppropriating )unds Therefor,
)or the information and guidance of all concerned, enclosed is a copy of the .mplementing -ules and
-egulations +.--, of -epu'lic !ct +-!, No; %&C% entitled An Act )stablishing Rural Farm chools as
Alternati&e Deli&ery Mode of econdary )ducation and Appropriating Funds 'herefor , otherwise Bnown
as Rural Farm chools Act .
"osted on August /78 79/
DO A@8 s; 6&%@ / 6&%@ #uidelines on the 0tili2ation of Support )unds for !dopt/!/School Program +!SP,
Mandated to provide an enhanced learning environment and resources which would %enefit children and youthin pu%lic schools, the *epartment of Education !*epEd$, through its Adopt-a-School Program !ASP$, is
continuously engaged in o%taining the support from various entities, ensuring that such support contri%utes to
e@panding access to 0uality education.
"osted on August ?8 79/
DO A?8 s; 6&%@ / -evisions to DepEd Order No; AA8 s; 6&%@ +.mplementation of the School/Based )eeding
Program +SB)P, for School Year +SY, 6&%@/6&%C,
&he provisions stipulated in the Enclosure of *epEd =rder :o. "", s. 39+ entitled .mplementation of theSchool/Based )eeding Program +SB)P, for School Year +SY, 6&%@/6&%C shall remain in force and in effect,
e@cept for the changes stated herein.
"osted on August ?8 79/
DO AA8 s; 6&%@ / .mplementation of School/Based )eeding Program +SB)P, for School Year +SY, 6&%@/
6&%C
&he *epartment of Education !*epEd$, through the >ealth and :utrition enter !>:$, shall implement
the School/Based )eeding Program +SB)P, for School Year +SY, 6&%@/6&%C to address undernutrition and
short-term hunger among pu%lic school children.
"osted on uly 098 79/
DO A68 s; 6&%@ / !dopting the .ndigenous Peoples Education "urriculum )rame9or*
Pursuant to *epEd =rder :o. 3, s. 39++ entitled Adopting the Bational <ndigenous "eoples )ducation 2<")d3
"olicy Framewor% and *epEd =rder :o. <", s. 39+" entitled <mplementing Rules and Regulations of Republic
Act Bo$ /900 +therwise nown as the )nhanced !asic )ducation Act of 79/0, the *epartment of Education
!*epEd$ is adopting the enclosed .ndigenous Peoples Education "urriculum )rame9or* .