The document discusses the historical development of curriculum in the Philippines under different ruling powers. It traces curriculum goals and methods from the pre-Hispanic informal education, to the religion-focused Spanish curriculum, the English-medium American curriculum, the Japanese propaganda-driven curriculum during WWII, and post-independence reforms emphasizing nationalism, democracy, and economic development. The changing curriculums reflected the goals and ideologies of successive foreign and local rulers in the Philippines.

1. Historical Perspective of
Education and the
Curriculum of the Philippines
Leonilita Ferrer-Badillo

2. The development of curriculum in
history is basically founded on
five outstanding motives
• Religion • Mass education
• Political • Excellence in
• Utilitarian education

3. Pre-Spanish Curriculum
• Before the coming of the Spaniards, the
Filipinos possessed a culture of their own.
They had contacts with other foreign
people from Arabia, India, China, Indo-
China and Borneo.
• The diaries of Fr. Chirino attest to the
historical facts that “the inhabitants were
civilized people, possessing their system of
writing, laws and moral standards in a well
organized system of government

4. • They did not have an organized system of
education.
• They have the code of Kalantiao and
Maragtas – their belief in the Bathala, the
solidarity of family, the modesty of the
women, the children’s obedience and
respect for their elders and in the valour of
the men.

5. • Informal education is what they have;
ideas and facts were acquired through
suggestions, observation, example and
imitation. There’s no direct teaching, no
formal method of information.
• Education was oral, practical and hands-
on

6. Spanish-Devised Curriculum
• The Spanish curriculum consisted of 3R’s –
reading, writing and religion.
• The schools were parochial or convent
schools.
• The main reading materials were the
cartilla, the caton and the catecismo.

7. • The schools were ungraded and the
curriculum organization was separately
subject organization
• The method of organization was
predominantly individual memorization

8. The American-Devised
Curriculum
• The curriculum was based on the ideals and
traditions of American and her hierarchy of
values
• English was the medium of instruction

9. • The primary curriculum prescribed in 1904
by the Americans for the Filipinos consisted
of three grades which provides training in
two aspects
• Body Training that is consist of singing,
drawing, hard word and physical education
• Mental Training that is compose of English
(reading, writing, conversation, phonetics
and spelling), nature study and arithmetic

10. • In grade III geography and civic were added
to the list of the subjects
• Intermediate Curriculum consisted of
subjects such s arithmetic, geography,
science and english science, plant life,
physiology and sanitation
• Collegiate level, normal schools were
opened with a teacher’s training curriculum
appropriate for elementary mentors. It’s aim
was to replace the soldiers and the
Thomasites

11. • The curriculum organization remained
separate subjects
• Group method of teaching was adopted
• A significant aspect of the American
devised curriculum was the prohibition of
compulsory religious instruction in the
public schools

12. Commonwealth Curriculum
• Also known as the period of expansion and
reform in the Philippine curriculum
• American trained Filipino teachers applied
in the Philippines the educational reforms
they learned from the United States.
• The educational leaders expanded the
curriculum by introducing courses in
farming, trade, business science

13. • The curriculum for the training of elementary
school teachers was expanded by the Bureau of
Education by elevating it from the secondary
schools to the collegiate level, organizing eight
regional normal schools
• Commonwealth Act 586, also know as
Educational Act of 1940, reorganized the
elementary school system by eliminating Grade
VII and providing for the double-single session in
which elementary pupils attended classes for one-
half day only.

14. Japanese Devised Curriculum
• They introduced many changes in the
curriculum by including Nipongo and
abolishing English as a medium of
instruction and as a subject
• All textbook were censored and revised
• The Japanese-Devised curriculum caused a
blackout in the Philippine education and
impeded the educational progress

15. Liberation Period Curriculum
• Great experiments in the community school
idea and the use of the vernacular in the first
two grades of the primary school as a
medium of instruction were some of them
• Some reforms were merely extensions of
the educational trends in previous decades
• Others were implemented in response to
circumstances in the culture

16. • And still others were results of research and
experimentation in education and related
disciplines
• An experiment worth mentioning that led to
a change in the Philippine education and
community collaboration pioneered by Jose
V. Aguilar
• The community school concept had for its
goal the improvement of pupil and
community life through the curriculum

17. • Due to its successful implementation the
community school concept was given official
cognizance by the Bureau of Public Schools in
June 1949
• Another experiment led by Aguilar was the use of
the vernacular as a medium of instruction in the
first two grades of the primary school. He believed
that the primary school would give the pupils a
leverage on social, political and economic forces
and for those who go through these grades, the
vernacular based may promote better learning in
English

18. • The crucial role of instructional materials in the
promotion of nationalism is now well organized
• According to the responsible education leaders,
we are in great need of instructional materials that
will give emphasis on the following areas:
• The improvement of home industries so that they
will be patronized
• The appreciation of the services of great men and
women of our country
• Preservation of our cultural heritage

19. The Implications For Philippine
Education
• Education dramatically changed in terms of
goals, focus and methodology every new
conqueror forcibly took control of our
country

20. Period Goal Focus Method Course of General
Study Characteristic
Pre Hispanic Era Integration of Customs and Oral Immersion None Not Formal;
individuals into traditions community
tribes based; no
educational
system
Spanish Era Spread of religion Catechetical Not prescribed; No grade level;
Christianity instruction; use flexible; not church based; no
of corporal centralized educational
punishment; rote system
memorization
American Era Spread of Academic Democratic Prescribed Formal;
Democracy English language English as a uniform; structured;
and Literature medium of centralized existence of an
instruction educational
system
Japanese Era Spread of the Principles of the Rote Prescribed; Propaganda tool;
New Asian Order New Order memorization; uniform; repressively anti-
use of threat and centralized American and
punishment anti- British;
military-backed
existence of an
educational
system

21. Education After 1946
• When filipinos regain our sovereignty on
July 4, 1946 there were no immediate
changes instituted in the educational system
• In 1955, the Board of National Education,
approved a set of new objectives that reflect
desire to mold and develop the youth into
useful and upright citizens that integrated
nationalistic and democracy inspired
educational system

22. The List of Objectives
• To inculcate moral and spiritual values inspired by
the abiding faith in God
• To develop an enlightened, patriotic, useful and
upright citizenry in a democratic society
• To instill habits of industry and thrift, and to
prepare individuals to contribute to the economic
development and wise conservation of the nation’s
natural resources

23. • To maintain family solidarity, to improve
community life, to perpetuate all that is
desirable in our national heritage, and to
serve the cause of the world peace.
• To promote the sciences, arts and letters for
the enrichment of life and the recognition of
the dignity of the human person