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Historico-legal and Philosophical
Bases of the Philippine Education
Historico legal and philosophical
A PowerPoint Presentation
                of
    Mr. Kenneth June S. Potot
         English Teacher
G. Jurado Foundation School Inc.
From a historical standpoint, the Philippine
educational system has been regarded as a hybrid,
   reflecting the country‟s cultural and colonial
  history. Education laws and policies that have
    been enacted and implemented throughout
           history are testaments to this.
Observably, Philippine culture and society value
education as a means to an end. This is probably
 the reason why the Philippines has one of the
 highest literacy rates in Asia and in the world.
In this chapter, the Philippine educational system
is presented within the context of history, law, and
    philosophy across the timeline of Philippine
                       history.
Pre-historic and early education
             history
Historico legal and philosophical
The discovery of Laguna Copperplate Inscription
    dated 900AD highlighted the cultural links
present between the Tagalog-speaking people this
time and the various contemporary civilizations in
 Asia, most notably the middle kingdoms of India,
             and the Srivijaya empire.
For emphasis, 900AD is now the recognized date
 when the first surviving written record that came
 from the Philippines was inscribed. The plate has
 an inscribed date of Saka era 822, corresponding
to April 21, 900 AD. Written in the Kavi script, the
   plate contains many words from Sanskrit, old
       Javanese, old Malay, and old Tagalog.
In this document, the places of Tondo, Pila and
Pulian in the area around Manila Bay and Medan
(the Javanese Kingdom of Medang in Indonesia)
 were mentioned, apparently as sites of trade or
            business during that time.
When Spanish came in 1521, they noticed that the
   Filipino natives could read and write with
 common scripts in Baybayin, the pre-Spanish
               Filipino alphabet.
Historico legal and philosophical
Colonial, revolutionary, and
  commonwealth periods

      Spanish Colonial Period
Historico legal and philosophical
The Spanish conquest started in 1521 with the
   arrival of the Portuguese explorer Ferdinand
  Magellan, and ended in 1898. Tribal tutors this
time were replaced by Christian missionaries. The
 education system was basically Catholic and elite
  based. Education was then a privilege that was
        never made available to the indios.
Compulsory public education was initiated and
      implemented through the enactment of
Educational Decree of 1863. The decree mandated
a system of free, compulsory primary education. It
also initiated the establishment of primary schools
     for boys and girls in each town under the
responsibility of the municipal government; and a
    normal school for male teachers under the
tutelage of the Jesuits. It included the compulsory
          teaching of the Spanish language.
This system benefited largely the illustrados who
could afford to send their children to the limited
   number of secondary and tertiary schools
        (colegios) open to non-Spaniards.
Historico legal and philosophical
Citing a Joint Congressional Committee on
  Education Report in 1949, Elevaso & Elevaso
  (1995) point out the underlying philosophical
concerns of education during the Spanish period:
• The development of knowledge of the Christian
  faith and ethics in preparation for the afterlife
• The ability to read, write, and count, which are
  the fundamental tools of knowledge.
• The practice of allegiance to the colonial rule of
  Spain
• The acquisition of vocational skills in agriculture
  and trade
• The ability to sing and read music primarily for
  participation in religious activities and
  secondarily for leisure.
Colonial, revolutionary, and
  commonwealth periods

    The First Philippine Republic
Article XXII of the provisional Constitution
 written in Biak-na-Bato contained a provision on
     education: “Religious liberty, the right of
     association, the freedom of education, the
freedom of the press, as well as the freedom in the
exercise of professions, arts, trades, and industries
                  are established.”
The Revolutionary Government pursued
remarkable efforts to promote the education of the
people after its establishment on June 12, 1898. It
created a position of director of public instruction
   under the Secretario de Fomento, to handle
                 education matters.
Spanish built institutions that were closed for
three centuries were reopened, and the medium of
instruction focused primarily on the development
   of Filipino citizenship and nationalism. The
 philosophy of education during the revolutionary
   period was centered on freedom and “love of
    country within the context of love of God.”
Colonial, revolutionary, and
  commonwealth periods

   American Colonization Period
Historico legal and philosophical
The Treaty of Paris on December 10, 1898 which
 ended the Spanish-American War, marked the
  beginning of another colonial regime in the
     Philippines. The US-sponsored military
  government in the Philippines used the First
Philippine Commission as its instrumentality to
impose an American type of colonial governance
  in the country. It promulgated legal policies
 affecting all aspects of Filipino lives, including
                    education.
With the mandate of then President William
    McKinley, the Commission was instructed to
 institute an adequate secularized and free public
school system during the first decade of American
 rule “to enable the people to become a „civilized‟
community”. The free primary instruction covered
primarily the teaching of the duties of citizenship,
  simple livelihood, and vocation as mandated by
     the Taft Commission. Chaplains and non-
 commissioned officers were assigned to serve as
    teachers in the country, with English as the
               medium of instruction.
The American period was known for the
establishment of a highly centralized public school
   system by virtue of Act No. 74, enacted by the
 Philippine Commission in 1901. The Americans
  patterned the Philippine public school system
          after their system of education.
Philippine public schools used American
textbooks and reading materials to teach reading,
writing, arithmetic, language, gardening, domestic
science, American history, and Philippine history.
 Vocational education was limited to “gardening,
   carpentry, sewing, lace-making, and almost
  everything that would „civilize‟ the „uncivilized‟
                      Filipino.”
The implementation of Act No. 74 caused heavy
 shortage of teachers in the country. Because of
   this, between 1901 and 1902, the Philippine
 Commission authorized the secretary of public
instruction to bring to the Philippines more than
1,600 teachers from the US, popularly called the
                   Thomasites.
Colonial, revolutionary, and
  commonwealth periods

      Commonwealth Period
From 1935-1946, a commonwealth system of
government prevailed in the Philippines. Prior to
  this period, the status of the Philippines was
 virtually undefined as some called it an insular
    territory with non-commonwealth status.
The creation of the Philippine Commonwealth was
  envisioned under the Philippine Independence
Act, also known as the “Tydings-McDuffie Act.” It
was a self-governing, although foreign policies and
military affairs remained under the responsibility
of the US, and the passage of law by the legislature
    affecting immigration, foreign trade, and the
  currency system had to be approved by the US
                     president.
Meanwhile, the 1935 Constitution provided the
framework and philosophy for public education
system in the Philippines. Section 5, Article XIV
             thereof provides that:

SEC 5. All educational institutions shall be under
the supervision of and subject to regulation of the
    state. All schools shall aim to develop moral
  character, personal discipline, civic conscience,
 and vocational efficiency, and to teach the duties
                    of citizenship.
Considering the foregoing constitutional mandate,
  Manuel L. Quezon, the elected president of the
 Commonwealth, formulated a system of guiding
principles to serve as standards of behavior for the
 Filipino people, especially the youth. He issued
   Executive Order No. 217, now known as the
“Quezon Code of Citizenship and Ethics,” reciting
  the foundational philosophy for the emerging
          system of Philippine education.
It contains fundamental guidance on how to
develop moral character, personal discipline, civic
conscience, and the duties of citizenship. The first
  two principles therein are about faith in Divine
  Providence and love of country. The basic legal
      guidelines that actually implemented the
     constitutional provision on education were
 embodied in Commonwealth Act No. 586, which
   was enacted to substantially reform the public
   school system along the following principles:
1. To simplify, shorten, and render more practical
        and economical both the primary and
     intermediate courses of instruction so as to
    place the same within the reach of the largest
         possible number of school children;

 2. To afford every child of school age adequate
    facilities to commence and complete at least
          the primary course of instruction;
3. To give every child completing the primary
course an adequate working knowledge of reading
  and writing, the fundamentals of arithmetic,
 geography, Philippine history and government,
      and character and civic training; and

   4. To ensure that all children attending the
  elementary schools shall literate and become
      useful, upright, and patriotic citizens.
Colonial, revolutionary, and
  commonwealth periods

     Japanese Colonial Period
Historico legal and philosophical
When the Japanese Imperial Forces invaded the
 Philippines in 1942, the war-time educational
objectives and philosophies were pronounced on
 February 17, 1942 by its commander-in-chief,
                      thus:
• To make people understand the position of the
    Philippines as a member of the East Asia Co-
     prosperity Sphere, the true meaning of the
 establishment of a New Order in the sphere and
  the share which the Philippines should take for
    the realization of the New Order, and thus to
   promote friendly relations between Japan and
        the Philippines to the furthest extent.
 • To eradicate the old idea of reliance upon the
   Western nations, especially the US and Great
     Britain, and to foster a new Filipino culture
    based on the self-consciousness of people as
                       Orientals;
• To endeavour to elevate the morals of the
      people, giving up the overemphasis on
                    materialism;
  • To strive for the diffusion of the Japanese
language in the Philippines and to terminate the
           use of English in due course;
   • To put an importance to the diffusion of
 elementary education and to the promotion of
            vocational education; and
 • To inspire the people with the spirit to love
                       labor.
During this period (1942-45), the Philippine
     Executive Commission established the
 Commission of Education, Health and Public
Welfare. Schools were reopened in June 1942.
     The Japanese military administration
immediately conducted re-orientation and re-
  training of Filipino prewar teachers for the
 attainment of the aforementioned objectives.
Post-liberation Philippine
        education
The discussion of post-liberation period covers
 from Japan to the pre-Martial Law period. With
     the termination of World War II and the
  restoration of the Philippine independence on
    July 4, 1946, the philosophy of Philippine
education to foster faith in democracy as a way of
                life was reinstated.
One important piece of legislation during this
 period was R.A. No. 896 otherwise known as the
   “Elementary Education Act of 1953.” It made
   compulsory the enrolment of a child the next
  school year following his/her seventh birthday
  and the requirement for him/her to remain in
     school until he/she completed elementary
     education, subject to the same exceptions
 provided under Commonwealth Act No. 586 and
 the said Act. It also restored Grade VII, provided
that the pupils who were in Grade VI at the time of
  its implementation were no longer required to
 complete the seventh grade to be eligible for first
                   year high school.
Notably, the right to education has been
      universally recognized since the Universal
 Declaration of Human Rights in 1948. Article 26
  of the Declaration proclaims that “Everyone has
the right education.” For instance, recognizing the
right to education as a basic human right, Article 2
 of the first Protocol to the European Convention
   on Human Rights (1952) obliges all signatory
  parties to guarantee the right to education. The
     United Nations‟ International Covenant on
  Economic, Social and Cultural Rights (ICESCR,
             1966) guarantees this right.
Add this
Post EDSA educational system
After President Aquino assumed the presidency, the
1987 Constitution was approved on February 2, 1987,
  replacing the 1973 Constitution ratified during the
 dictatorial government of President Marcos. Section
3, Article XIV of the new Constitution contains the 10
  fundamental aims of education in the Philippines.
 Prior thereto, President Aquino issued E. O. No. 117,
reorganizing the Ministry of Education, Culture, and
  Sports; and in the process, renaming the Bureau of
     Sports Development as the Bureau of Sports
Development as the Bureau of Physical Education and
     School Sports, and the Bureau of Continuing
 Education as the Bureau of Non-formal Education.
  The structure of DECS as embodied in E.O. No.117
     remained practically unchanged until 1994.
The duties of all educational institutions in
 relation to this mandate are clearly stated in Art.
 XIV, Sec.3 (par.2) of the 1987 Constitution, thus:
 “They shall inculcate patriotism and nationalism,
 foster love of humanity, respect of human rights,
  appreciation of the role of national heroes in the
  historical development of the country, teach the
rights and duties of citizenship, strengthen ethical
and spiritual values, develop moral character and
personal discipline, encourage critical and creative
   thinking, broaden scientific and technological
  knowledge, and promote vocational efficiency.”
Art. II, Section 17 of the 1987 Constitution states
  that: “The State shall give priority to education,
science and technology, arts, culture, and sports to
   foster patriotism and nationalism, accelerate
     social progress, and promote total human
            liberation and development.”
The trifocal system of education in the Philippines
had its impetus on the Congressional Commission
 on Education (EDCOM) Report dated December
 28, 1991, entitled “Making Philippines Education
    Work: An Agenda for Reform,” specifically
  recommending the division of DECS into three
 agencies because of its findings on the declining
 state of the Philippine education system brought
  about by poor public governance, among other
reasons. It found out that the quality of Philippine
      education was declining continuously as
             evidenced by the following:
• Elementary and high schools are failing to teach
    the competence the average citizen needs to
     become responsible, productive, and self-
                      fulfilling;
 • Colleges and technical/vocational schools were
  not producing manpower needed to develop our
                   economy; and
  • Graduate education was mediocre. It was not
    generating the researched-based knowledge
  needed to create more jobs and to raise the value
                   of production.
According to the EDCOM Report, the two main
reasons for the decline of Philippine education
                     were:

  • Not enough investment in the educational
                  system; and
• Poorly managed educational establishments.
In line with this, the trifocal system of education
  was put in place through various legislations.
First, Congress passed on May 18, 1994 R.A. No.
  7722 or the “Higher Education Act of 1994,”
creating CHED, which assumed the functions of
    the Bureau of Higher Education and the
    supervision of tertiary degree programs.
Second, Congress passed on August 25, 1994 R.A.
No. 7796 known as the “Technical Education and
  Skills Development Act of 1994,” which created
 the Technical Education and Skills Development
Authority (TESDA), which absorbed the Bureau of
Technical Vocational Education plus the National
Manpower and Youth Council. While TESDA was
   to supervise non-degree, technical-vocational
   programs, DECS, on the other hand, retained
  responsibility for all elementary and secondary
                      education.
Third, in August 2001, Congress passed R.A. No.
 9155, otherwise called the “Governance of Basic
 Education Act of 2001,” which renamed DECS as
the Department of Education (DepEd) and refined
    the role of its field offices (regional offices,
   division offices, district offices, and schools).
Thank you for your indulgence

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Historico legal and philosophical

  • 1. Historico-legal and Philosophical Bases of the Philippine Education
  • 3. A PowerPoint Presentation of Mr. Kenneth June S. Potot English Teacher G. Jurado Foundation School Inc.
  • 4. From a historical standpoint, the Philippine educational system has been regarded as a hybrid, reflecting the country‟s cultural and colonial history. Education laws and policies that have been enacted and implemented throughout history are testaments to this.
  • 5. Observably, Philippine culture and society value education as a means to an end. This is probably the reason why the Philippines has one of the highest literacy rates in Asia and in the world.
  • 6. In this chapter, the Philippine educational system is presented within the context of history, law, and philosophy across the timeline of Philippine history.
  • 7. Pre-historic and early education history
  • 9. The discovery of Laguna Copperplate Inscription dated 900AD highlighted the cultural links present between the Tagalog-speaking people this time and the various contemporary civilizations in Asia, most notably the middle kingdoms of India, and the Srivijaya empire.
  • 10. For emphasis, 900AD is now the recognized date when the first surviving written record that came from the Philippines was inscribed. The plate has an inscribed date of Saka era 822, corresponding to April 21, 900 AD. Written in the Kavi script, the plate contains many words from Sanskrit, old Javanese, old Malay, and old Tagalog.
  • 11. In this document, the places of Tondo, Pila and Pulian in the area around Manila Bay and Medan (the Javanese Kingdom of Medang in Indonesia) were mentioned, apparently as sites of trade or business during that time.
  • 12. When Spanish came in 1521, they noticed that the Filipino natives could read and write with common scripts in Baybayin, the pre-Spanish Filipino alphabet.
  • 14. Colonial, revolutionary, and commonwealth periods Spanish Colonial Period
  • 16. The Spanish conquest started in 1521 with the arrival of the Portuguese explorer Ferdinand Magellan, and ended in 1898. Tribal tutors this time were replaced by Christian missionaries. The education system was basically Catholic and elite based. Education was then a privilege that was never made available to the indios.
  • 17. Compulsory public education was initiated and implemented through the enactment of Educational Decree of 1863. The decree mandated a system of free, compulsory primary education. It also initiated the establishment of primary schools for boys and girls in each town under the responsibility of the municipal government; and a normal school for male teachers under the tutelage of the Jesuits. It included the compulsory teaching of the Spanish language.
  • 18. This system benefited largely the illustrados who could afford to send their children to the limited number of secondary and tertiary schools (colegios) open to non-Spaniards.
  • 20. Citing a Joint Congressional Committee on Education Report in 1949, Elevaso & Elevaso (1995) point out the underlying philosophical concerns of education during the Spanish period:
  • 21. • The development of knowledge of the Christian faith and ethics in preparation for the afterlife • The ability to read, write, and count, which are the fundamental tools of knowledge. • The practice of allegiance to the colonial rule of Spain • The acquisition of vocational skills in agriculture and trade • The ability to sing and read music primarily for participation in religious activities and secondarily for leisure.
  • 22. Colonial, revolutionary, and commonwealth periods The First Philippine Republic
  • 23. Article XXII of the provisional Constitution written in Biak-na-Bato contained a provision on education: “Religious liberty, the right of association, the freedom of education, the freedom of the press, as well as the freedom in the exercise of professions, arts, trades, and industries are established.”
  • 24. The Revolutionary Government pursued remarkable efforts to promote the education of the people after its establishment on June 12, 1898. It created a position of director of public instruction under the Secretario de Fomento, to handle education matters.
  • 25. Spanish built institutions that were closed for three centuries were reopened, and the medium of instruction focused primarily on the development of Filipino citizenship and nationalism. The philosophy of education during the revolutionary period was centered on freedom and “love of country within the context of love of God.”
  • 26. Colonial, revolutionary, and commonwealth periods American Colonization Period
  • 28. The Treaty of Paris on December 10, 1898 which ended the Spanish-American War, marked the beginning of another colonial regime in the Philippines. The US-sponsored military government in the Philippines used the First Philippine Commission as its instrumentality to impose an American type of colonial governance in the country. It promulgated legal policies affecting all aspects of Filipino lives, including education.
  • 29. With the mandate of then President William McKinley, the Commission was instructed to institute an adequate secularized and free public school system during the first decade of American rule “to enable the people to become a „civilized‟ community”. The free primary instruction covered primarily the teaching of the duties of citizenship, simple livelihood, and vocation as mandated by the Taft Commission. Chaplains and non- commissioned officers were assigned to serve as teachers in the country, with English as the medium of instruction.
  • 30. The American period was known for the establishment of a highly centralized public school system by virtue of Act No. 74, enacted by the Philippine Commission in 1901. The Americans patterned the Philippine public school system after their system of education.
  • 31. Philippine public schools used American textbooks and reading materials to teach reading, writing, arithmetic, language, gardening, domestic science, American history, and Philippine history. Vocational education was limited to “gardening, carpentry, sewing, lace-making, and almost everything that would „civilize‟ the „uncivilized‟ Filipino.”
  • 32. The implementation of Act No. 74 caused heavy shortage of teachers in the country. Because of this, between 1901 and 1902, the Philippine Commission authorized the secretary of public instruction to bring to the Philippines more than 1,600 teachers from the US, popularly called the Thomasites.
  • 33. Colonial, revolutionary, and commonwealth periods Commonwealth Period
  • 34. From 1935-1946, a commonwealth system of government prevailed in the Philippines. Prior to this period, the status of the Philippines was virtually undefined as some called it an insular territory with non-commonwealth status.
  • 35. The creation of the Philippine Commonwealth was envisioned under the Philippine Independence Act, also known as the “Tydings-McDuffie Act.” It was a self-governing, although foreign policies and military affairs remained under the responsibility of the US, and the passage of law by the legislature affecting immigration, foreign trade, and the currency system had to be approved by the US president.
  • 36. Meanwhile, the 1935 Constitution provided the framework and philosophy for public education system in the Philippines. Section 5, Article XIV thereof provides that: SEC 5. All educational institutions shall be under the supervision of and subject to regulation of the state. All schools shall aim to develop moral character, personal discipline, civic conscience, and vocational efficiency, and to teach the duties of citizenship.
  • 37. Considering the foregoing constitutional mandate, Manuel L. Quezon, the elected president of the Commonwealth, formulated a system of guiding principles to serve as standards of behavior for the Filipino people, especially the youth. He issued Executive Order No. 217, now known as the “Quezon Code of Citizenship and Ethics,” reciting the foundational philosophy for the emerging system of Philippine education.
  • 38. It contains fundamental guidance on how to develop moral character, personal discipline, civic conscience, and the duties of citizenship. The first two principles therein are about faith in Divine Providence and love of country. The basic legal guidelines that actually implemented the constitutional provision on education were embodied in Commonwealth Act No. 586, which was enacted to substantially reform the public school system along the following principles:
  • 39. 1. To simplify, shorten, and render more practical and economical both the primary and intermediate courses of instruction so as to place the same within the reach of the largest possible number of school children; 2. To afford every child of school age adequate facilities to commence and complete at least the primary course of instruction;
  • 40. 3. To give every child completing the primary course an adequate working knowledge of reading and writing, the fundamentals of arithmetic, geography, Philippine history and government, and character and civic training; and 4. To ensure that all children attending the elementary schools shall literate and become useful, upright, and patriotic citizens.
  • 41. Colonial, revolutionary, and commonwealth periods Japanese Colonial Period
  • 43. When the Japanese Imperial Forces invaded the Philippines in 1942, the war-time educational objectives and philosophies were pronounced on February 17, 1942 by its commander-in-chief, thus:
  • 44. • To make people understand the position of the Philippines as a member of the East Asia Co- prosperity Sphere, the true meaning of the establishment of a New Order in the sphere and the share which the Philippines should take for the realization of the New Order, and thus to promote friendly relations between Japan and the Philippines to the furthest extent. • To eradicate the old idea of reliance upon the Western nations, especially the US and Great Britain, and to foster a new Filipino culture based on the self-consciousness of people as Orientals;
  • 45. • To endeavour to elevate the morals of the people, giving up the overemphasis on materialism; • To strive for the diffusion of the Japanese language in the Philippines and to terminate the use of English in due course; • To put an importance to the diffusion of elementary education and to the promotion of vocational education; and • To inspire the people with the spirit to love labor.
  • 46. During this period (1942-45), the Philippine Executive Commission established the Commission of Education, Health and Public Welfare. Schools were reopened in June 1942. The Japanese military administration immediately conducted re-orientation and re- training of Filipino prewar teachers for the attainment of the aforementioned objectives.
  • 48. The discussion of post-liberation period covers from Japan to the pre-Martial Law period. With the termination of World War II and the restoration of the Philippine independence on July 4, 1946, the philosophy of Philippine education to foster faith in democracy as a way of life was reinstated.
  • 49. One important piece of legislation during this period was R.A. No. 896 otherwise known as the “Elementary Education Act of 1953.” It made compulsory the enrolment of a child the next school year following his/her seventh birthday and the requirement for him/her to remain in school until he/she completed elementary education, subject to the same exceptions provided under Commonwealth Act No. 586 and the said Act. It also restored Grade VII, provided that the pupils who were in Grade VI at the time of its implementation were no longer required to complete the seventh grade to be eligible for first year high school.
  • 50. Notably, the right to education has been universally recognized since the Universal Declaration of Human Rights in 1948. Article 26 of the Declaration proclaims that “Everyone has the right education.” For instance, recognizing the right to education as a basic human right, Article 2 of the first Protocol to the European Convention on Human Rights (1952) obliges all signatory parties to guarantee the right to education. The United Nations‟ International Covenant on Economic, Social and Cultural Rights (ICESCR, 1966) guarantees this right.
  • 53. After President Aquino assumed the presidency, the 1987 Constitution was approved on February 2, 1987, replacing the 1973 Constitution ratified during the dictatorial government of President Marcos. Section 3, Article XIV of the new Constitution contains the 10 fundamental aims of education in the Philippines. Prior thereto, President Aquino issued E. O. No. 117, reorganizing the Ministry of Education, Culture, and Sports; and in the process, renaming the Bureau of Sports Development as the Bureau of Sports Development as the Bureau of Physical Education and School Sports, and the Bureau of Continuing Education as the Bureau of Non-formal Education. The structure of DECS as embodied in E.O. No.117 remained practically unchanged until 1994.
  • 54. The duties of all educational institutions in relation to this mandate are clearly stated in Art. XIV, Sec.3 (par.2) of the 1987 Constitution, thus: “They shall inculcate patriotism and nationalism, foster love of humanity, respect of human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.”
  • 55. Art. II, Section 17 of the 1987 Constitution states that: “The State shall give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development.”
  • 56. The trifocal system of education in the Philippines had its impetus on the Congressional Commission on Education (EDCOM) Report dated December 28, 1991, entitled “Making Philippines Education Work: An Agenda for Reform,” specifically recommending the division of DECS into three agencies because of its findings on the declining state of the Philippine education system brought about by poor public governance, among other reasons. It found out that the quality of Philippine education was declining continuously as evidenced by the following:
  • 57. • Elementary and high schools are failing to teach the competence the average citizen needs to become responsible, productive, and self- fulfilling; • Colleges and technical/vocational schools were not producing manpower needed to develop our economy; and • Graduate education was mediocre. It was not generating the researched-based knowledge needed to create more jobs and to raise the value of production.
  • 58. According to the EDCOM Report, the two main reasons for the decline of Philippine education were: • Not enough investment in the educational system; and • Poorly managed educational establishments.
  • 59. In line with this, the trifocal system of education was put in place through various legislations.
  • 60. First, Congress passed on May 18, 1994 R.A. No. 7722 or the “Higher Education Act of 1994,” creating CHED, which assumed the functions of the Bureau of Higher Education and the supervision of tertiary degree programs.
  • 61. Second, Congress passed on August 25, 1994 R.A. No. 7796 known as the “Technical Education and Skills Development Act of 1994,” which created the Technical Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical Vocational Education plus the National Manpower and Youth Council. While TESDA was to supervise non-degree, technical-vocational programs, DECS, on the other hand, retained responsibility for all elementary and secondary education.
  • 62. Third, in August 2001, Congress passed R.A. No. 9155, otherwise called the “Governance of Basic Education Act of 2001,” which renamed DECS as the Department of Education (DepEd) and refined the role of its field offices (regional offices, division offices, district offices, and schools).
  • 63. Thank you for your indulgence