Insights of Education Insights: Insights “Americans thought us the importance of education, and that importance is still evident today. Before the Americans, Americans, education was not for everyone, only the elite people were given the chance of the Spaniards Sp aniards to study. Americans introduced the public school system and by that we should thanked them because theyre the reason why theres !hilippine !hilippine "ormal #niversity, our school. $e all know that they had hidden h idden agendas for their own good goo d thats why they helped and educated us. But In my own opinion, I must say that both parties benefitted, what they did had a mutual effect to the Americans and to us %ilipinos.&American colonial period 'o help win over the %ilipinos to the new American colonial government, (eneral )acArthur provided *+, for !hilippine education. "ew schools were established with -nglish as the medium of instruction, with chaplains and noncommissioned officers serving as teachers. %ollowing the surrender of Aguinaldo, !resident )c/inley directed the Second !hilippine 0ommission to establish a free secular public school system that would prepare the %ilipinos for citi1enship. 'he 2epartment of !ublic Instruction spawned the Bureau of -ducation under Act 344. 'he establishment of the public school system in +5+ +5 + under Act "o. 43 re6uired a great number of teachers. 'hus the Secretary of !ublic Instruction, with the approval of the !hilippine 0ommission, brought to the !hilippines +, American teachers, known as the 'homasites. 'eachers 'eachers were also trained in the "ormal School S chool founded in )anila in +5+ + 5+ and its branches subse6uently established in ma7or towns. -lementary school teachers were trained in -nglish language and literature, geography, mathematics, principles of education, teaching methods, and educational psychology. 'he free elementary schools that were established consisted of 3 primary grades and 8 intermediate grades. In the first decade, the intermediate grades focused on vocational education, with a special course for those who intended to go to high school. Apart from -nglish language and literature and arithmetic, the elementary schools taught taugh t geography, nature study, music, drawing, physiology, hygiene, and physical education. e ducation. Ageappropriate industrial skills were taught in all levels. In +59, secular public high schools were established, teaching courses on current events, #.S. history and government, algebra, geometry and arithmetic, general sciences and history, and physics as well as -nglish literature and composition and physical education. %or the tertiary level, the !ensionado !rogram ! rogram was established on 9 August +58 to enable about 8 chosen !hilippine high school graduates to study in American colleges for free, under the condition that they serve the !hilippine government upon their graduation. In +5;, the #niversity of the !hilippines was established.
and #S', and a number of new schools like St. Scholastica>s 0ollege and San Beda 0ollege. Such schools were preferred by the elite. Some private nonsectarian schools were also founded. ?eformists such as %elipe 0alderon,@ipolito )agsalin, =eon )a. (uerrero and )ariano <. 2el ?osario established the =iceo de )anila and -scuela de 2erecho in an attempt to produce a more nationalistic education, but they did not succeed. In general, education under American coloni1ation led to widespread Americani1ation of the !hilippines, with the emphasis on -nglish language and literature, #.S. history and government, the use of American tetbooks, and the emphasis on American values. apanese occupation )ost schools were damaged during $orld $ar II and had to be closed down. In une +539, the schools were reopened by the apanese. 'heir educational policies, as detailed in )ilitary Crder "o. 9, mandated the teaching of 'agalog, !hilippine history, and character education to %ilipino students, with emphasis on love for work and dignity of labor. D @istorical !erspective of the !hilippine -ducational System D 9. !?-)A(-==A"I0 'I)-S?eadingwritingithmetic D 8. !?-S!A"IS@ SES'-) 'he tribal tutors were replaced b y the Spanish )issionaries. religionoriented. It was for the elite-ducational 2ecree of +;8 municipal government one primary school for boys and girls in each townesuits normal school for male teachers. !rimary instruction: free and compulsory. -ducation inade6uate, suppressed, and controlled D 3. ?evolutionary (overnment'he schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 95, +;5; by the Secretary of Interior'he Burgos Institute in )alolos, the )ilitary Academy of )alolos, an d the =iterary #niversity of the !hilippines were established.)alolos 0onstitution established a system of free and compulsory elementary education. D F. American rule Schurman 0ommission ade6uate seculari1ed and free public school system'aft 0ommission per instructions of !resident )c/inley %ree primary instruction that trained the people for the duties of citi1enship and avocation.-nglish medium of instruction. D . !hilippine 0ommission by virtue of Act "o. 43+5+ A highly centrali1ed public school system was installed. 'he implementation of this Act created a heavy shortage of teachers so the !hilippine 0ommission authori1ed the Secretary of !ublic Instruction to bring to the !hilippines teachers from the #.S.A. 'hey were the 'homasites. D 4. !hilippine 0ommission 'he high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in +59. +5; the !hilippine =egislature approved Act "o. +;4 created #niversity of the !hilippines. 'he ?eorgani1ation Act of +5+ the %ilipini1ation of all department secretaries ecept the Secretary of !ublic Instruction.
D ;. A!A"-S- ?-(I)- )ilitary Crder "o. 9 in +539 apanese educational policies. 'he !hilippine -ecutive 0ommission 0ommission of -ducation, @ealth and !ublic $elfare and schools reopened in une +539. Cn Cctober +3, +538, the apanese sponsored ?epublic created the )inistry of -ducation. 'agalog, !hilippine @istory, and 0haracter -ducation was reserved for %ilipinos. =ove for work and dignity of labor was emphasi1ed. %ebruary 94, +53F, the 2epartment of Instruction was made part of the 2epartment of !ublic Instruction. D 5. 2epartment of -ducation +534, by virtue of -ecutive Crder "o. 53, the 2epartment of Instruction was changed to 2epartment of -ducation.Bureau of !ublic and !rivate Schools regulation and supervision of public and private schools. +549 2epartment of -ducation and 0ulture by virtue of !roclamation +;+ +54; )inistry of -ducation and 0ulture in virtue of !.2. "o. +854. +8 regional offices were created ma7or organi1ational changes were implemented D +. 'he -ducation Act of +5;9 )inistry of -ducation, 0ulture and Sports +5;4 2epartment of -ducation, 0ulture and Sports in by virtue of -ecutive Crder "o. ++4.-C "o. ++4 'he structure of 2-0S as embodied has practically remained unchanged until +553 0ommission on @igher -ducation G0@-2H, and 'echnical -ducation and Skills 2evelopment Authority G'-S2AH supervise tertiary degree programs and nondegree technicalvocational programs, respectively. 'he 0ongressional 0ommission on -ducation G-20C)H report provided the impetus for 0ongress to pass ?A 4499 and ?A 445 in +553 creating the 0ommission on @igher -ducation G0@-2H and the 'echnical -ducation and Skills 2evelopment Authority G'-S2AH, respectively. D ++. 'he trifocal education system 2-0S elementary, secondary and nonformal education, including culture and sports. '-S2A postsecondary, middlelevel manpower training and development 0@-2 is responsible for higher education August 9+, ?epublic Act 5+FF, G(overnance of Basic -ducation ActH G2-0SH to G2ep-dH redefining the role of field offices Gregional offices, division offices, district offices and schoolsH. D +9. ?A 5+FFprovides the overall framework for GiH school head empowerment b y strengthening their leadership rolesGiiH schoolbased management within the contet of transparency and local accountability. goal of basic education: provide the school age population and young adults with skills, knowledge, and values to become caring, selfreliant, productive and patriotic citi1ens.
