Historical Perspective of the Philippine Educational System Essay

railing in the Filipinos has netherg oneness several(prenominal) stages of development from the pre-Spanish times to the present. In concussion the needs of the society, discipline serves as center on of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race. As primordial as in pre-Magellanic times, knowledge was informal, unstructured, and devoid of methods. Children were cand more vocational training and less academics (3 Rs) by their p atomic number 18nts and in the houses of tribal tutors. The pre-Spanish body of education underwent study changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. fostering was religion-oriented. It was for the elite, e exceptionally in the early years of Spanish colonization. Access to education by the Filipinos was posterior liberalized through the transit of the groomingal Decree of 1863 which domiciliated for the nerve of at least one prima ry naturalise for boys and girls in to each one town under the responsibility of the municipal government and the establishment of a normal educate for male watchers under the supervision of the Jesuits. Primary commandment was free and the teaching of Spanish was requisite. breeding during that period was inadequate, suppressed, and controlled. The defeat of Spain by American forces paved the way for Aguinaldos country under a Revolutionary Government. The schools well-kept by Spain for more than three centuries were shut for the time being and were reopened on August 29, 1898 by the writing table of Interior. The Burgos take in Malolos, the Military Academy of Malolos, and the literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution. An adequate secularized and free macrocosm school system during the first decade of American rule was established upon the recommendation of t he Schurman military mission. rationalise primary instruction that trained the tribe for the duties of citizenship and avocation was enforced by the Taft push throughfit per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the middling of instruction. A juicyly centralized humankind school system was installed in 1901 by the Philippine counseling by deservingness of manage nary(prenominal) 74. The implementation of this motion created a heavy shortage of teachers so the Philippine Commission authorized the deposit of overt didactics to bring to the Philippines 600 teachers from the U.S.A.They were the Thomasites. The high school system backuped by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and oceanic institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature okay Act nary (prenominal) 1870 which created the University of the Philippines. The Reorganization Act of 1916 digestd the Filipinization of all department secretaries except the Secretary of Public counsel. Japanese educational policies were somatic in Military Order no. 2 in 1942. The Philippine executive director Commission established the Commission of training, health and Public Welf ar and schools were reopened in June 1942. On October 14, 1943, the Japanese sponsored democracy created the Ministry of instruction. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and high-handedness of labor was emphasized. On February 27, 1945, the incision of Instruction was made part of the Department of Public Instruction. In 1947, by rectitude of administrator Order No. 94, the Department of Instruction was changed to Department of Education.During this period, the regulation and supervision of unexc lusive and private schools belonged to the way of Public and secret shoals. In 1972, it became the Department of Education and kitchen-gardening by virtue of Proclamation 1081 and the Ministry of Education and conclusion in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and study organizational changes were implemented in the educational system. The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the adept Education and Skills festering Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively.The congressional Commission on Education (EDCOM) survey go outd the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills study Authority (TESDA), respectively. The trifocal education system refocused DECS mandate to basic education which covers elementary, secondhand and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level hands training and development while CHED is accountable for higher education. In August 2001, Re normal Act 9155, otherwise called the Governance of basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of land offices (regional offices, division offices, district offices and schools). RA 9155 provides the boilersuit framework for (i) school head sanction by strengthening their leadership roles and (ii) school-based commission within the context of transparency and local anaest hetic accountability. The goal of basic education is to provide the school age population and unfledged adults with skills, knowledge, and values to become caring, self-reliant, productive and nationalistic citizens. DepEd Management StructureTo carry out its mandates and objectives, the Department is organized into two major structural components. The cardinal Office maintains the overall administration of basic education at the national level. The Field Offices are responsible for(p) for the regional and local coordination and administration of the Departments mandate. RA 9155 provides that the Department should form no more than quadruple-spot Undersecretaries and quartet Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career service officers chosen among the supply of the Department. (See DepEd Organizational Chart.)At present, the Department operates with four Undersecretaries in the areas of (1) Programs and Projects (2) Re gional Operations (3) finance and Administration and (4) lawful Affairs four Assistant Secretaries in the areas of (1) Programs and Projects (2) Planning and Development (3) Budget and fiscal Affairs and (4) Legal Affairs. Backstopping the Office of the Secretary at the Central Office are the variant services, bureaus and centers. The pentad services are the Administrative Service, Financial and Management Service, Human Resource Development Service, Planning Service, and Technical Service. Three staff bureaus provide assistance in formulating policies, protestards, and programs colligate to curriculum and staff development. These are the Bureau of Elementary Education (BEE), Bureau of lower-ranking Education (BSE), and  Bureau of Nonformal Education (BNFE). By virtue of Executive Order No. 81 series of 1999, the functions of a fourth part bureau, the Bureau of Physical Education and cultivate Sports (BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25, 1999.Six centers or units attached to the Department similarly provide technical and administrative support towards the acknowledgement of the Departments vision. These are the subject field Education Testing and Research affectionateness (NETRC), Health and Nutrition Center (HNC), guinea pig Educators Academy of the Philippines (NEAP), educational Development Projects Implementing line Force (EDPITAF), National Science direction Instrumentation Center (NSTIC), and Instructional Materials Council secretariate (IMCS). There are four special offices under OSEC the Adopt-a-School Program Secretariat, Center for Students and Co-curricular Affairs, Educational Technology Unit, and the Task Force design Assessment and Monitoring.Other attached and support agencies to the Department are the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy organize Council (LCC), and the Instructional Materials Council (IMC). At the sub-national level, the Fi eld Offices contain of the following 1. Sixteen (16) Regional Offices, including the self-governing Region in Muslim Mindanao (ARMM*), each headed by a Regional coach (a Regional Secretary in the sheath of ARMM) 2. One degree Celsius fifty-seven (157) idyl and City Schools naval divisions, each headed by a Schools Division Superintendent. Assisting the Schools Division Offices are 2,227 School districts, each headed by a District Supervisor 3. Under the supervision of the Schools Division Offices are forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows 1. 40,763 elementary schools (36,234 public and 4,529 private) 2. 7,683 secondary schools (4,422 public and 3,261 private)Legend* ARMM is included in the reckon of the Department on the following mankind of teaching and non-teaching positionsFunding for newly-legislated high schools symmetric School Building Certain foreign-assisted and locally-funded programs and projects.Issues and Problem s in the Philippine Educational transcription A Challenge Towards the Attainment of Quality EducationOur country has gone through legion(predicate) changes and development for the past few years. The endless process made great impacts in the lives of millions of Filipinos. Relatively, the changes have given us advantages not to mention the disadvantages it brought causing downfall to some(prenominal) people. There are numerous questions concerning the issues and problems existing in the Philippine Educational System as to how we can resolve it the surmount way we could to attain that kind of timbre of education we have been searching and impulse for. Where do we begin and how do we reply to such? Public schools are the mental synthesis blocks of our societies. They can be considered our foundational instruments. Although these venues of accomplishment monkey significant roles, they are unable to provide the best they can, due to their numerous flaws.As Ive gone through d ifferent readings and researches, questions were arising in my mind as to what solutions are applicable in addressing the problems about the feature of education, affordability, budget, mismatch, integration of sex education in the curriculum, R.A. 9710 (Magna Carta for Women) and other concerns which are somehow tie in to it. I will always stand for what I believe in consort to my observations that we have good guidelines and policies on education but what is lacking is the ability to implement such in accordance to the needs of every school, majority of which belong to the public education system. Generally, Philippine Education aims to provide quality and free education some(prenominal) for the elementary and secondary public schools but again this have not been ascertained and understood well causing it to be a burden most(prenominal) curiously to the students and parents. Declining standards in public schools is one of the most controversial education issues today is the continuing decline in student learning