1. CULTURAL ANTHROPOLOGY
Chapter 20: EDUCATION

2. The Nature and Etymology of
Education
Education may be held to
include the whole process of
development through which a
human being passes from
infancy to maturity, gradually
adapting himself to his physical
and social environment.

3. It refers to that deliberately
and consciously planned
process of systematic
instruction, schooling, or
training in preparation for
life or some particular task.

4. Different perspectives of Education:
1. Formal Education – instruction given in schools. It is
often called schooling.
2. Informal Education – a lifelong process of learning
while people go about their daily lives.
3. Non-Formal Education – comprises all those education
activities that are organized outside the established
formal system and designed for identifiable clientele and
educational objectives such as those for out-of-school
youths and illiterate adults.

5. Etymologically speaking
_Latin “E” or “Ex” – What is inside is
brought out.
_“ducere” – to draw out; to bring forth; to
lead; elicit; develop from the talent,
rudimentary or potential condition.
_Education therefore is the process by
which one draws out what is within a
person; it helps a person to externalize what
is internal and present within him.

6. Liberating education
Liberating education – is one
where the teacher is like a
midwife as envisioned by
Socrates. The midwife draws the
human (the infant) from the
human (the mother).

7. Historical Perspectives of the
Philippine Educational System
Pre-Magellanes time:
• Education was informal,
unstructured, and devoid of methods;
• Children were provided more
vocational training and less academics
by their parents and tribal tutors.

8. Pre-Spanish time:
• Education underwent major changes;
Tribal tutors were replaced by the Spanish
missionaries;
• Education was religious-oriented;
• Access to education by the Filipinos was
later liberalized through the enactment of the
Educational Degree of 1863
• Primary instruction was free and the
teaching of Spanish was compulsory.

9. Spain vs. America:
The defeat of Spain by American forces
paved the way for Aguinaldo’s Republic under a
revolutionary Government.
Schools were closed but were reopened
on August 29,1898 by the Secretary of Interior.
Burgos Institution in Malolos, Military
Academy of Malolos, and Literary University of the
Philippines were established.

10. •President McKinley Schurman Commission – adequate
secularized and free public school system.
•Taft Commission – free primary instruction that trained the
people for the duties of citizenship & avocation.
•Philippine Commission Act No. 74 – highly centralized
public school system installed in 1901.
- Highly school system supported by provincial
governments.
- 600 teachers from USA was brought in the
Philippines which was authorized special education
institutions, school of arts & trades, by the secretary of
Public Instruction. Agricultural schools and commerce &
marine institutes were established in 1902.

11. •Philippine Legislative Act No. 1870 – created the
University of the Philippine in 1908.
•Reorganization Act of 1916 – provided for the
filipinization of all depart secretaries except the secretary
of Public Institution
•Military Order No. 2 – in 1942, Japanese educational
policies were embodied.
•Philippine Executive Commission – established the
commission of Education, Health & Public Welfare &
schools where reopened in June 1942.

12. •Ministry of Education – created by the
Japanese-sponsored Republic on October 14,
1943.
- The teaching of Tagalog.
Philippine History & character Education
was reserved for Filipinos.

13. •Department of Instruction – was made part on the
Department of Public Instruction on February 27, 1945.
- In 1947, by virtue of executive order No. 94, it
was changed to Department of Education.
-In 1972, it became the Department of Education
and Culture by virtue of Proclamation 1081.
-In 1978, it became the Ministry of Education and
Culture by virtue of P.D No. 1397.
-Thirteen regional offices were created & major
organizational changes were implemented in the education
system.

14. •The Education Act of 1982 – created by Ministry of
Education Culture & Sports which became the
Department of Education Culture & sports in 1978 by
virtue of Executive order No 117.
•DECS – its structure, as embodied in EO No. 117,
practically remained unchanged until the Commission
on higher Education (CHED) and the Technical
Education and skills Development Authority (TESDA)
were established in 1994 & in 1995, respectively to
supervise tertiary degree programs & non-degree
technical vocational program.

15. •Congressional Commission on Education (EDCOM) –
provided the impetus for congress to pass RA. 7722 and
RA. 7796 in 1994 creating the CHED and the TESDA.
•TESDA – administers the post secondary, middle-level
manpower training & development.
•CHED – responsible for higher education.
•Governance of Basic Education Act – Republic Act 9155
– in August 2001, was passed transforming the name of
the Department of Education, Culture and Sports (DECS)
to the Department of Education and redefining the role of
field offices.

16. •Philippine Legislative Act No. 1870 – created the
University of the Philippine in 1908.
•Reorganization Act of 1916 – provided for the
filipinization of all depart secretaries except the
secretary of Public Institution.
•Military Order No. 2 – in 1942, Japanese
educational policies were embodied.
•Philippine Executive Commission – established the
commission of Education, Health & Public Welfare
& schools where reopened in June 1942.

17. •RA 9155 provides for the overall framework
for:
1.) School head empowerment by
strengthening their leadership roles.
2.) School-based management within the
context of transparency & local
accountability.

18. Goal of Basic Education:
To provide the school age population
and young adults with skills,
knowledge and values to become
caring, self-reliant, productive and
patriotic citizens.

19. Structure and Governance of the Philippines
Education System
Higher Education
Age
22
16 to 21
Years in Schools
12 to 15
6 to 11
3 to 5
Post Graduate
Graduate
Undergraduate
Technical
Vocational
courses
(1 to 3 years)Secondary
Elementary
(compulsory)
Pre-school
(optional)
4 years
6 years
1-3 years

20. Aims/ Objectives of Philippines Education
The primary goal of education is to
socialize the young society’s beliefs,
values, social norms, skills and
knowledge for the preservation of the
existing social order.

21. - In the Philippines
•The aim of informal education was to train the
youth to develop the knowledge & skills for
survival & for their adult roles in the community.
•One of the aims of education was to develop
literate members of the community.
•During the Spanish regime, the aim of
education was the hispanization of the Filipinos
& the propagation of the Christian religion.

22. •During the American colonization, the
objectives of education shifted to the institution
of popular education, liberal democracy, training
for citizenship & eventual self-governance of
the Filipinos.
•During the short-lived Japanese regime and
Japanese sponsored puppet government, the aim
of Philippine Education was the transmission of
Japanese culture & ideology under their vision
of Eat-Asia co-prosperity sphere.

23. •In the 1935 Constitution of the Philippine up to
the 1977 Constitution, the aims/objectives of the
Philippine Education is
“ To develop moral character
personal discipline, civic-
consciousness, love of country,
vocational efficiency & to teach the
duties of citizenship”.

24. Article XIV, Sec. 3 Sub. Par. (2) of the New Philippine
Constitution states the following aims of Education:
“All Educational institutions shall inculcate patriotism
and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national
heroes in the development of the country, teach the
rights and duties of the citizenship, strengthen ethical
and spiritual values, develop moral character and
personal discipline, encourage critical and creative
thinking, broadened scientific and technological
knowledge, and promote vocational efficiency.”

25. Sec. 5, Sub-paragraph 5 states:
“The state shall assign the highest budgetary
priority to education and ensure that teaching
will attract and retain its rightful share of the
best available talents through adequate
remuneration and other means of job
satisfaction and fulfillment.”

26. Function of Education:
1. Manifest functions – refers to the explicit, expected,
intended or predetermined activities, goals or purposes of formal
education.
The manifest function include:
A. Inculcation of values and norms of society.
-The school serves as an agency that passes on to the young the
expressed ideals and values of the society.
B. Maintenance and Perpetuation of the cultural heritage.
-The accumulated knowledge, understandings, and wisdom of our
society in particular and the world society in general are passed
on one generation to another through socialization and more
deliberately through formal education.

27. C. Extension and Addition to the cultural heritage.
-One of the major functions of institution of higher
learning is the interpretation, production, and generation
of new knowledge.
- The norm or idea behind the expectation of society for
universities to engage in research is made quite clear in
the colloquial “PUBLISH OR PERISH”
D. Selection, Training and allocation to adult position.
-Traditionally, family background, sex, race, ethnicity, and
religion determine the social position one holds in the
society. This is especially through in societies with a close
class system of social stratification.

28. E. Political and Social Integration.
-In countries rocked by internal strives and conflicts
brought about by diverse cultures, religious, ethnic
groups, races, dialects, creeds, loyalties, or social classes,
the school is tasked with exploring ways and means of
reducing if not totally eliminating friction and conflicts
brought about by racial, religious, ideological or socio-
political biases and prejudices.

29. 2. Latent functions
-These activities, goals or purposes are unintended or not
originally designed to serve.
Commonly named Latent functions are:
A. Childcare- The school acts as a baby sitter for families
where both parents are employed or want to be able to do
something other than constant childcare.
B. Postponing job hunting- Traditionally, seeking for a job
is normally done only after finishing a certain level of
schooling, depending on the level of schooling of the
society.

30. C. Reduce the level of unemployment- In the
Philippines, there is a move to restore Grade 7 or
to add one more year in the elementary school
level. But as we extend the length of years
education of our youth, we also keep them in
school longer and out of the labor force.
D. Marriage market or marriage broker- The
school provides a variety of settings and
opportunities for young people of the opposite sex
to interact and share various activities together.

31. E. Social control- In the schools, children get formal
lessons and training to develop self-discipline, personal
control and social skills. However, some of the most
significant lessons learn in school are not listed in the
formal curriculum, but rather, the social attitudes and
values acquired by the learners are those found in the
“hidden curriculum”.
F. Reflection of the society’s social structure- It is
hardly surprising that the society’s schools tent to mirror
and reproduce its system of social stratification.
G. Prepares cheap labor for capital- The schools o9f
the poor Third World countries receive funds, donations
and foreign aids from the rich First World countries.

32. SOME FACTS AND FIGURES IN THE
PHILIPPINE EDUCATIONAL SYSTEM
Table 1
GOING PRIVATE
Number of Government and Private Schools
Level Government Private Total
Pre-School
Elementary
Secondary Post
Secondary/Non-Degree
Technical/ Vocational
Higher
2,458
32,875
3,347
253
71
1,143
1,651
2,149
612
639
3,691
34,562
5,496
865
810

33. Public-Private Mix of Institutions and Enrollments in
the Philippines
Table 2
1997/1998 Level
of Education
Public Private Percent
Private
Pre-school 4.928 2,372 32.5
230 243 51.4
Elementary 35,516 3,083 8.0
11,296 938 7.7
Secondary 3,909 2,681 40.7
3,613 1,406 28.0
Technical
Vocational
723 1,383 67.7
47 214 62.0
Higher Education 237 1,019 81.1
633 1,991 79.9

34. KEY ISSUES AND PROBLEMS IN
PHILIPPINE EDUCATION
1.Deteriorating quality of education
It is not uncommon to hear college teachers
decry the quality of students that come to them.
2. Colonial, feudal, imperial, commercial, and
elitist orientation in Philippine education
A rather sweeping indictment is that the
Philippine educational system has been and still is
basically American in orientation and objectives.

35. 3. Shortage of school buildings,
textbooks and equipment
The shortages of classrooms and textbooks are
particularly severe. Other teaching tools, such as
science materials, teaching devices and audio-visual
aids, are also in short supply.
4. Overworked and underpaid teacher
staff
Teaching has often been referred to as “most noble of
all professions” The fact that teachers are paid
subsistence wages is only half of their sad story. They
also have to report during weekends and holidays and
even during their yearly vacation time.

36. 5. Bilingual policy and the problem of
a national language
The bilingual policy in education aims to
develop a Filipino who is proficient in both
English and Filipino.
6. Mismatch
The major problem of the tertiary level is
the large proportion of the so called
“mismatch” between training and actual
jobs, as well as the existence of a large
group of educated unemployed.

37. 7. Globalization issue in education
It is in the educational sector where the
concept of globalization is further
refined.
The structural adjustments as basis for
the grants of loans, basically require
liberalization, deregulation and
privatization in a recipient country.

38. The End
Thank you!