The document provides an overview of the Philippine educational system from pre-colonial times to the present. It discusses the contributions and characteristics of education under Spanish, American, Japanese, and post-WWII rule. Key developments include the establishment of a formal, centralized system influenced by the US; Japan's emphasis on nationalism and culture during WWII; and the recent K-12 reforms introducing kindergarten, a revised curriculum, and senior high school tracks. The present system is managed by DepEd, CHED, and TESDA and includes elementary, secondary, tertiary, non-formal, and technical-vocational education.

1. OVERVIEWOF PHILIPPINEEDUCATIONALSYSTEMAND
ITSPRESENTSTATUS
DISCUSSANT: FRANCISCO I. BARCELONA JR.

2. Philippine Educational System
Spanish Contribution
Present Educational System
American Contribution
Japanese Contribution

3. Before 1521

4. Pre-colonial Period
1. The type of education is
informal and unstructured
2. The home serves as their
school
3. The parents serves as their
teachers
4. Focused more on vocational
than academics
5. tribal tutors (for example,
the babaylan)

5. Pre-colonial Period
6. most communities, stories, songs,
poetry, dances, medicinal practices
and advice regarding all sorts of
community life issues were
passed from generation to generation
mostly through oral tradition.
7. Some communities utilised a writing
system known as baybayin
8. alibata - composed of 17 symbols
representing the letters of the
alphabet.

6. Method of Education:
1. “Tell Me” or “Show Me” or
demonstration method
2. Alibata (Baybayin )which
is composed of 14
consonants and 3 vowels
3. Oral, practical and hands
on

7. 1521-1896

8. Spanish Contribution
• education was formal
• established schools from the
primary level to the tertiary
level of education.
• focused on the Christian
Doctrines
• separate school for boys
(colegios) and girls (beaterio)
• Ilustrados were accommodated
in the schools

9. Spanish Contribution
• missionary teachers (friars) replaced the tribal
tutors
• Catholic doctrine schools that were set up
initially became parochial schools which taught
reading and writing along with catechism.
• Education Decree of 1863 - mandated the
establishment of free primary schools in each
town, one for boys and one for girls, with the
precise number of schools depending on the
size of the population.

10. SPANISH CONTRIBUTION
• There were 3 grades: entrada, acenso, and termino
• The curriculum required the study of Christian doctrine,
values and history as well as reading and writing in Spanish,
mathematics, agriculture, etiquette, singing, world geography,
and Spanish history. Girls were also taught sewing.
• The Normal School, run by the Jesuits, was also established
which gave men the opportunity to study a three-year teacher
education for the primary level. Normal schools for women
teachers were not established until 1875, in Nueva Caceres.

11. Method of teaching:
a. catechetical instruction,
b.use of corporal punishment
c. rote memorization
d.instruction was in dialect

12. Spanish Contribution
Roles:
1. The friars controlled the educational system
2. The missionaries took charge in teaching, controlling
and maintaining the rules and regulations
3. Parochial schools were led by Dominicans and
Jesuits
4. Establishment of normal school for male teachers
under the supervision of the Jesuits

13. American Contribution
1898-1935

14. American Contribution
• Course of study is
prescribed uniform and
centralized
• Formal structured and
existence of an
educational system

15. 1899 - more schools were opened, this time, with 24
English-language teachers and 4500 students
Act No. 74 - a highly centralised, experimental public school
system was installed in 1901 by the Philippine
Commission . between 1901 and 1902 - Philippine
Commission authorized the Secretary of Public Instruction
to bring more than 1,000 teachers from the United States,
who were called the Thomasites, to the Philippines . These
teachers were scattered throughout the islands
establish barangay schools.

16. The same law established the Philippine Normal School
(now the Philippine Normal University) to train aspiring
Filipino teachers.
The high school system was supported by provincial
governments and included special educational institutions,
schools of arts and trades, an agricultural school, and
commerce and marine institutes, which were established in
1902 by the Philippine Commission.
Act No. 372 - authorised the opening of provincial high
schools.

17. Act No. 1870 initiated the opening of the University of the
Philippines, now the country's national university. (1908)
attainment.
Act No. 1381, also known as Gabaldon Law, was passed in
1907, which provided a fund of a million pesos for
construction of concrete school buildings
Filipinization policy of the government, the Reorganization
Act of 1916 provided that all department secretaries except
the Secretary of Public Instruction must be a natural-born
Filipino.

18. JAPANESE CONTRIBUTION
1941-1944

19. Japanese Contribution
Characteristics:
Course of study:
a. Prescribed;
b. Uniform; and
c. Centralized

20. Japanese Contribution
6 Basic Principles of Japanese Education
1. To stop depending on western countries like the U.S., and Great
Britain. Promote and enrich the Filipino culture.
2. To recognize that the Philippines is a part of the Greater East Asia
Co-Prosperity Sphere so that the Philippines and Japan will have
good relations.
3. To be aware of materialism to raise the morality of the Filipinos
4. To learn and adopt Nippongo and to stop using the English
language.
5. To spread elementary and vocational education.
6. To develop love for work.

21. The Present Education System in the
Philippines
1946 to present

22. The Philippine Education System
• was patterned to the educational systems of SPAIN and
of the UNITED STATES After the Liberation of the
Philippines in1946, Filipinos
• had moved in various directions of its own
• Elementary and high school is compulsory which is
administered by the DEPARTMENT OF EDUCATION

23. EDUCATION IN THE PHILIPPINES
CHED and TESDA, on the other hand, are
responsible for higher education; CHED
regulates the academically-
oriented universities and colleges while TESDA
oversees the development of technical and
vocational education institutions and programs in
the country.

24. EDUCATION IN THE PHILIPPINES
Managed and regulated by the:
• Department of Education (DepEd)
• Commission on Higher Education (CHED)
• Technical Education and Skills Development
Authority (TESDA)
DepEd is responsible for the K–12 basic education; it
exercises full and exclusive control over public schools and
nominal regulation over private schools, and it also enforces
the national curriculum that has been put in place since
2013.

25. Former educational systam (used from 1945 until June 5, 2011
School Grade Other names Age
Kindergarten was not
compulsory
Primary
Primary Grade 1 6-7
Grade 2 7-8
Grade 3 8-9
Grade 4 Intermediate 9-10
Grade 5 0-11
Grade 6 11-12
Secondary First Year Freshman 12-13
Second Year Sophomore 13-14
Third Year Junior 14-1
Fourth Year Senior 15-16

26. The start of the twenty-first century's second decade
saw a major improvement in the Philippine education
system.
In 2011, the Department of Education started to
implement the new K-12 educational system, which also
included a new curriculum for all schools nationwide. The K-
12 program has a so-called "phased implementation", which
started in S.Y 2011-2012.

27. • 2010 - Senator Benigno Aquino III expressed
his desire to implement the K–12 basic
education cycle to increase the number of
years of compulsory education to thirteen
years.
• the K–6–4–2 basic education system
• Kindergarten Education Act of 2012 -
kindegarten compulsory
• Enhanced Basic Education Act of 2013.
• SY 2011–2012 DepEd - has already
implemented the K–12 Program it was still
enacted into law to guarantee its continuity in
the succeeding years.

29. General Features of K to 12 Education Program
• Strengthening Early Childhood Education (Universal
Kindergarten)
• Making the Curriculum Relevant to Learners
(Contextualization and Enhancement)
• Ensuring Integrated and Seamless Learning (Spiral
Progression)
• Building Proficiency through Language (Mother Tongue-
Based Multilingual Education)
• Gearing Up for the Future (Senior High School)
• Nurturing the Holistically Developed Filipino (College and
Livelihood Readiness, 21st Century Skills)

30. Pre-school
• Ages 3 to 5
• Students learn the alphabet, numbers, shapes, and colors
through games, songs, and dances in their Mother
Tongue.
• Offered to private and public schools
• Pre-school education is optional before entering
elementary level since not everyone could afford it
• Recent events and activities show a high need for young
children to undergo preschool education first before
stepping into formal education

31. Pre-school
Republic Act 8980 Early Childhood Care and Development
Act - Enacted in 2000, this law identifies the growing
importance of providing preschool education and
addressing young children's other needs. It also recognizes
parents as the children’s primary caregivers and teachers.
Republic Act 6972 (Barangay Level Total Protection of
Children Act) Enacted in 1990, this law requires all local
government units to set up a day care center in every
barangay. Day care centers are mandated not only to
provide for the children’s learning needs but also to attend
to their health and psychosocial needs.

32. Primary Education
• Age of 6 to 11
• consists of compulsory six grades (Grades 1-6)
• Primary level (grades 1-3)
• Intermediate level (grades 4-6)
Subjects taught
• Mathematics, Science, Filipino, English, HEKASI
(Heyograpiya, Kasaysayan at Sibika)
• Minor subjects: Music, Arts, Physical Education and
Health
• Computer Education and HELE are the additional minor
subjects for private schools

33. Primary Education
Medium of Instruction
Grades 1-3: the use of Mother tongue except Filipino and
English subject
Grades 4-6: Filipino and English

34. Secondary Education
• Ages 12-17
• Prerequisite of which is the completion of elementary
education
• Four years of junior high school and two years of senior
high school
• Junior high school is composed of grade 7 to grade 10
• Senior high school is from grade 11 to grade 12

35. Junior High School
• Subjects are taught from the simplest concepts to more
complicated concepts through grade levels in spiral
progression
• Subjects are connected and integrated from Grades 7 to
10

37. Senior High School
• two years of specialized upper secondary education
• choice of career track will define the content of the subjects a
student will take in Grades 11 and 12
• subjects fall under either the Core Curriculum or specific Tracks
Senior high school- CORE CURRICULUM
• 7 Learning Areas under the Core Curriculum and these
are:
• Languages Mathematics Social Sciences
• Literature Philosophy
• Communication Natural Science

39. • TVET (Technical Vocational Education & Training)
NATIONAL CERTIFICATE student can obtain Certificates
of Competency (COC) or a National Certificate Level I (NC
I) after finishing grade 10
• After finishing a Technical-VocationalLivelihood track in
Grade 12, a student may obtain a National Certificate Level
II (NC II) :provided that he/she passes the competency-
based assessment of the Technical Education and Skills
Development Authority (TESDA)
Technical - Vocational -Livelihood

40. Arts and Design Track
Arts and Design Track will prepare
student for the creative industries in various
creative and artistic fields such as but not
limited to: music, dance, creative writing
and literature, visual arts, media arts,
broadcast arts, film and cinema, applied
arts, architecture and design, theater,
entertainment, etc.

41. Sports Track
Sports track will prepare students with sports
science, sports-related, physical education-
related, health-related, and movement-related
courses which will let them explore and
specialize in fields like sports fundamental
coaching, student-athlete development, sports
officiating and activity management,
recreational and fitness or sports leadership.

42. Tertiary Education/ Higher Education
CHED is responsible in the formulation and
implementation of policies, plans and programs
for the development and efficient operation of
the higher education system in the country. The
delivery of higher education in the Philippines is
provided by private and public higher education
institutions (HEIs).

43. Three DegreeStages of Higher Education
• Bachelor Degrees - minimum of 4 years in duration
• Master Degrees - typically span 2 years for full-time
students, culminating with minor thesis or comprehensive
examination
• PhD Degrees - Doctor of Philosophy, involve great deal of
coursework, as well as dissertation that may comprise
from 1/5 - 1/3 of the final grade.

45. NON-FORMAL EDUCATION AND ALTERNATIVE
LEARNING SYSTEM
• an organized learning activity aimed at attaining a
set of objectives outside the established formal
system intended for a particular clientele,
especially the out-of-school youth or adult
illiterates who cannot avail themselves of formal
education
• courses are skills-oriented and range from 6 to 10
months

46. NON-FORMAL EDUCATION AND ALTERNATIVE
LEARNING SYSTEM
• it is not only a supplement and complement of formal
education but is an indispensable component of a lifelong
learning system
• non-formal education plays a very important role in
national development
• the only effective way of providing education to the
millions of out-ofschool youths and adults to enable them
to participate more effectively in the various development
programs of the government

47. Technical Education and Skills Development
Authority
The merging of the National Manpower and Youth
Council(NMYC) of the Department of Labor and
Employment (DOLE). The Bureau of Technical and
Vocational Education (BTVE) of the Department of
Education, Culture and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local
Employment(BLE) of the DOLE gave birth to TESDA.

48. Technical Education and Skills Development Authority
• aims to encourage the full participation of and mobilize the
industry, labor, local government units and technical-vocational
institutions in the skills development of the country's human
resources.
• Institutions may be government operated, often by provincial
government, or private
• offer programs ranging in duration from a couple of weeks to two-
year diploma courses.
• Programs can be technology courses like automotive technology,
computer technology, and electronic technology service. Upon
graduating from most of these courses, students may take an
examination from TESDA to obtain the relevant certificate or
diploma

50. Timeline
Before 1521 Education before the coming of Spaniards
1521-1896 Education during the Spanish Regime
1896-1899 Education during the Philippine Revolution
1898-1935 Education during the American Occupation
1935-1941 Education during the Philippine Commonwealth
1941-1944 Education during the Japanese Occupation
1944-1946 Education after the World War II
1946-present Education under the Philippine Republic