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Prepared by: Ma. Edylyn L. Noguerra

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PROGRAM OUTCOMES

In pursuance of the above-stated mission, the objectives of the Bachelor of Elementary Education are as
follows:
1. acquire basic level literacy, communication, numeracy, critical thinking, learning and ICT skills needed
for lifelong learning;
2. demonstrate deep and principled understanding of the learning processes and the role of the teacher
in facilitating these processes in their students;
3. manifest a meaningful and comprehensive knowledge of the subject matter they will teach;
4. cultivate direct experience in the field/classroom (e.g . classroom observations, teaching assistance,
practice teaching);
5. demonstrate and practice the professional and ethical requirements of the teaching profession;
6. facilitate learning of diverse types of learners, in diverse types of environment, using a wide range of
teaching knowledge and skills; and
7. show creativity and innovative thinking of alternative teaching approaches and evaluate the
effectiveness of such approaches in improving student learning

(Please insert the program outcomes for BSEd)

COURSE TITLE

The Teacher and the Community, School Culture & Organizational Leadership

COURSE DESCRIPTION

This course focuses on society as a context upon which the schools have been established. Educational
philosophies that are related to the society as a foundation of schools and schooling shall be emphasized.
Further, principles and theories on school culture, and organizational leadership shall be included to prepare
prospective teachers to become school leaders and managers. The last part of this course focuses on the
essential concepts and principles of peace education. Active engagement in the planning, implementation
and documentation of service-learning project via the celebration of International Day of Peace shall be this
course’s culminating activity.

COURSE OUTCOMES (CMO)

1. Demonstrate an in-depth understanding of the connections between the school and society;
2. Demonstrate critical understanding of the influence of school culture on the roles of teachers and student
learning;
3. Exhibit critical attitude towards effective organizational leadership and ethos; and
4. Demonstrate appreciation on the role of schools in creating culture of peace in the society.

Course Requirements

-Compilation of Required Readings

-Quizzes
- Reflection Journal
-Case Analysis and Presentations
- Quarterly Projects
-Major Examinations
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MODULE 2 – HISTORICAL FOUNDATION OF EDUCATION

INTRODUCTION

This module presents points of emphasis on education in history, history of the Philippine educational
system and the varied goals of education in different historical periods of Philippine history.

PRE-ASSESSMENT

LET’S SEE THIS

Instruction. In not more than two sentences, state the relationship of society and schools.

______________________________________________________________________________________
_____________________________________________________________________________________

LESSON MAP

Education during the Spanish

Education during the Pre-
Era
Colonial Period

Education during the The Commonwealth Period

HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM (1935-1942)
American Regime 1898-1946

The Japanese Occupation Post- Colonial Philippines

The lesson Map shows the contributions of the different eras in the History of the Philippine
educational system.

Lesson Learning Outcomes

At the end of this module, the students should be able to:

1. state the relationship of society and schools

2. prove that schools transmit cultural values by stating facts from education history in the world
and in the Philippines
3. explain the meaning of socialization as a function of schools
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CONTENT

ENGAGE

Let’s Read These

Instruction. Read the quote from the famous John Dewey then answer the following questions:

“ When a school introduces and trains each child of society into membership within such a
little community, saturating him with the spirit of service, and providing him with the
instruments of effective self-direction, we shall have the deepest and best guaranty of a larger
society which is worthy, lovely and harmonious.”

- John Dewey-

1. What is the function of schools according to John Dewey’s statement?

2. Who creates schools?

EXPLORE Let Let’s Analyze

Instruction. Answer the given question briefly.

Question: Why do we have to bother with the educational goals of the past which is past and so we can no
longer undo?
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________

EXPLAIN Let Let’s Conceptualize

Education or school is an institution created by society. Education is a function of society and as such
arises from the nature and character society itself. Society seeks to preserve itself and to do this it maintains
its functions and institutions, one of which is education, to assure its survival, stability and convenience.
As John Dewey claimed, it is the school that “introduces and trains each child of society into
membership within such a little community, saturating him with the spirit of service, and providing him with
the instruments of effective self-direction…”When schools succeed to this, in the words of Dewey “ we shall
have the deepest and best guaranty of a larger society which is worthy, harmonious, and lovely.
This is called the socialization process. Socialization is the “process of learning the roles, statuses
and values necessary for participation in social institutions…(Brinkerhoff,D., 1989)
Socialization is a lifelong process. It occurs primarily during early childhood but as we progress from
infancy to old –age we shed old roles and adopt new ones. Role learning that prepares us for future roles is
termed anticipatory socialization. (Brinkerhoff,D., 1989). Because of anticipatory socialization most of us
are more or less prepared for our future roles like spouse, parent, professional teacher.
The family is the most important agent of socialization. Psychology tells us that the self-concept
formed during childhood has lasting consequences. Besides, “the parents’ religion, social class and ethnicity
influence the child’s social roles and self-concept which in turn influence the expectations that others have for
the child, and they determine the groups with which the child will interact outside the family”. (Brinkerhoff,D.,
1989).
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The school is also an important agent of socialization. It is an institution charged by society to impart
specific knowledge and skills necessary for functioning in a society. They are also charged with the task of
transmitting society’s cultural values.

EDUCATION IN PRIMITIVE SOCIETY

Brinkerhoof (1989) explains further:

In primitive societies, preliterate persons faced the problem of survival in an environment that pitted
them against natural forces and wild animals. To survive, human beings needed food, shelter, warmth and
clothing. To transform a hostile environment into one that is life-sustaining, humankind developed life skills
that eventually became cultural patterns.
These life skills included 1.) tool or instrument making, 2.) adherence to the moral behaviour code of
group life and 3.) language
Early humankind found security in group life based on kinship and tribal patterns. Life in the human
group was educational as children observed and learned from the elders and as they were deliberately
taught by their parents and elders, For these cultural patterns to continue, the adults had to teach these skills
and values to their children. This is socialization, a function of education in society. Socialization is the
process by which individual internalize the norms and values of society and so social and cultural continuity
are attained. This is also informal education in action.
As abstract thinkers, human beings could create , use and manipulate symbols. They could
communicate with one another through gestures, sounds and words. These symbols were expressed in
signs, pictographs, letters. The creation and introduction of oral and written language made a great leap on
literacy which in turn had tremendous educational consequences which citizens of a civilized society lie
netizens of the 21st century now enjoy.

Key Periods in Educational History

Below are key periods in educational history from 7000 B.C. to AD 1600. Study the table thoroughly.
The notes should make you see that education and school are a function of society and schools reflect the
nature and character of society itself. What society considers important is what education focuses on to
preserve society.

Table 1. Points of Emphasis on Education in History

Historical Educational Goals Curriculum Agents Influences on

Group or Western Education
Period

Primitive To teach group survival Practical Skills of Parents, tribal Emphasis on the
societies skills; to cultivate group hunting, fishing, food elders and priests role of informal
7000 B.C.- cohesiveness gathering stories, education in
5000 B.C. myths, songs, poems transmission of
dances skills and values

Greek 1600 To cultivate civic Athenian: reading, Athens: private Athens: The
B.C.-300 responsibility and writing, arithmetic, teachers and concept of the well-
B.C. identify with city-state; drama, music, physical schools; Sophists; rounded, liberally
education, literature , philosophers educated person
Athenian: to develop poetry
well rounded person Sparta: military Sparta: The
Spartan: drill, military teachers, drill concept of the
Spartan: to develop songs and tactics sergeants military state
soldiers and military
leaders

Roman 750 To develop sense of Reading, writing, Private schools and Emphasis on ability
B.C.-A.D. civic responsibility for arithmetic, Laws of teachers; schools to use education
450 republic and then Twelve Tables, law of rhetoric for practical
empire; to develop philosophy administrative
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administrative and skills; relating

military skills education to civic
responsibility

Arabic A.D. To cultivate religious Reading, writing, Mosques; court Arabic numerals
700-A.D. commitment to Islamic mathematics, religious schools and computation,
1350 beliefs; to develop literature; scientific re-entry of classical
expertise in studies materials on
mathematics medicine, Science and
and science medicine

Medieval To develop religious Reading, writing, Parish, chantry, Establishing the

A.D. 500- commitment, arithmetic, liberal arts; and cathedral structure, content,
A.D. 1400 knowledge, and ritual; philosophy, theology; schools; and organization of
to re-establish social crafts; military tactics universities; the university as a
order; to prepare and chivalry apprenticeships; major institution of
persons for appropriate knighthood higher education;
roles the institution and
preservation of
knowledge

Renaissance To cultivate a humanist Latin, Greek, classical Classical humanist An emphasis on

A.D. 1350- who was expert in the literature, poetry, art educators and literary knowledge,
A.D.1500 classics-Greek and schools such as excellence and
Latin; to prepare lycee, gymnasium, style as expressed
courtiers for service to latin grammar in classical
dynastic leaders school literature; a two
track system of
schools

Reformation To cultivate a sense of Reading, writing, Vernacular A commitment to

A.D. 1500- commitment to a arithmetic, catechism, elements schools universal education
A.D. 1600 particular religious religious concepts and for the masses; to provide literacy
denomination ; to ritual; Latin and Greek; classical schools to the masses; the
cultivate general theology for the upper origins of school
literacy classes systems with
supervision to
ensure doctrinal
conformity

EXTEND Let’s Check your Understanding

THE THE HISTORY OF THE PHILIPPIN EDUCATIONAL SYSTEM

Let us also see how the nature and character of Philippine society are reflected in the education
process in different periods of Philippine history.
As you study the summary of the Philippine educational system, just remember this sociological
concept, which is the focus of this module-that education is a function of society and as such what are taught
in schools arise from the nature and character of society itself. What society considers important is what
schools teach.

Education during the Pre-colonial period

Education was informal and unstructured, decentralized. Fathers taught their sons how to look for
food and other means of livelihood. Mothers taught their girls to do the household chores,. This education
basically prepared their children to become good husband and wives. Children were provided more
vocational training but lesser academics. Teachers were tribal tutors (Babaylan or Katalonan).
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Education during the Spanish Era

Education was formal and organized. It was authoritarian in nature. Tribal tutors of the pre-Spanish
period were replaced by Spanish missionaries. Pupils attended formal schooling in the parochial school.
Instruction was Religion-oriented. Christian doctrines, sacred songs and music and prayers were taught
because they were required for confession and communion. There was a separate school for boys and girls.
Wealthy Filipinos or the ilustrados were accommodated in the schools.

The Educational Decree of 1863

 This law gave Filipinos a complete system of education from elementary to the collegiate level. The
law provided for the establishment of the elementary schools in all municipalities in the country.
Although religion was the core of the curriculum, the curriculum included subjects reading, writing,
arithmetic, history Christian doctrine, Spanish language, vocal music, agriculture for the boys and
needlework for the girls. Attendance in school was compulsory between the ages of seven and
twelve.

Education during the American Regime 1898-1946

During the United States colonial period of the Philippines (1898-1946), the United States government was in
charge of providing education in the Philippines.

Public system of education

Education became a very important issue for the United States colonial government, since it allowed it to
spread their cultural values, particularly the English language, to the Filipino people. Instruction in English
language, and American history, lead to forming of a national identity and Filipino nationalism.

Every child from age 7 was required to register in schools located in their own town or province. The students
were given free school materials. There were three levels of education during the American period. The
"elementary" level consisted of four primary years and 3 intermediate years. The "secondary" or high school
level consisted of four years; and the third was the "college" or tertiary level. Religion was not part of the
curriculum of the schools. as it had been during the Spanish period.

In some cases those students who excelled academically were sent to the U.S. to continue their studies and
to become experts in their desired fields or professions. They were called "scholars", and "pensionados"
because the government covered all their expenses. In return, they were to teach or work in government
offices after they finished their studies. Some examples of these successful Filipino scholars were Judge
José Abad Santos, Francisco Benitez, Dr. Honoria Sison and Francisco Delgado.

Many elementary and secondary schools from the Spanish era were recycled and new ones were opened in
cities and provinces, among which there were normal, vocational, agricultural, and business schools. Among
the most important colleges during United States rule were: Philippine Normal School in 1901 ( Philippine
Normal University) and other normal schools throughout the country such as Silliman University (1901),
Central Philippine University (1905), Negros Oriental High School (1902),St. Paul University Dumaguete
(1904), Cebu Normal School (1915) also a university at present, Filamer Christian University (1904), Iloilo
Normal School in 1902 (now West Visayas State University) and Zamboanga Normal School in 1904 (now
Western Mindanao State University) ; National University (1901); University of Manila (1914); Philippine
Women's University (1919); and Far Eastern University (1933). Examples of vocational schools are: the
Philippine Nautical School, Philippine School of Arts and Trades (1901, now Technological University of the
Philippines) and the Central Luzon Agriculture School. The University of the Philippines was also founded in
1908.

Schools were also built in remote areas like Sulu, Mindanao, and the Mountain Provinces, where attention
was given to vocational and health practice.
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Thomasites

Volunteer American soldiers became the first teachers of the Filipinos. Part of their mission was to build
classrooms in every place where they were assigned. The American soldiers stopped teaching only when a
group of teachers from the U.S. came to the Philippines in June 1901. They came aboard the ship
"Sheridan." In August 1901, 600 teachers called Thomasites arrived. Their name derived from the ship they
traveled on, the USS Thomas.
The original batch of Thomasites was composed by 365 males and 165 females, who sailed from United
States on July 23, 1901. The U.S. government spent about $105,000 for the expedition. More American
teachers followed the Thomasites in 1902, making a total of about 1,074 stationed in the Philippines.

The Commonwealth Period (1935-1942)

- Free education in public schools was provided all over the country, in accordance with the 1935
Constitution.
- Vocational education and some household activities like sewing, cooking and farming were also given
importance. –
- Education also emphasized nationalism so the student were taught about the life of the Filipino
heroes.
- Vocational education and some household activities were also given importance. Good manners and
discipline were also taught to the students.
- The institute of private education was established in order to observe private schools.
- Formal adult education was also given.
- Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as
our National Language.
- Executive Order No . 217 otherwise known as the Quezon Code of Ethics was taught in schools.
- Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the
senior year of all high schools and in all years in the normal schools.
- The Education Act of 1940 )C.A. 586) was approved by the Philippine Assembly on August 7, 1940,
which provided for the following:
 Reduction of the 7 year elementary course to 6 years
 Fixing the school entrance age at 7
 National support for elementary education
 Compulsory attendance of primary children enrolled in Grade 1
 Adoption of double-single sessions in the primary grade with one teacher one class
assignment of intermediate teachers.

The Japanese Occupation

Aims of education during the Japanese occupation

- Make the people understand the position of the Philippines as a member of the East Asia Co-
Prosperity Sphere
- Eradication of the idea of reliance upon Western States particularly the US and Great Britain
- Fostering a new Filipino culture based on the consciousness of the people as Orientals
- Elevating the moral of the people giving up over –emphasis on materialism
- Diffusion of elementary education and promotion of vocation education
- Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of
English in schools.
- Developing in people the love of labor

Post –colonial Philippines

- Education aimed at the full of realization of the democratic ideals and way of life.
- The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, 1954
- A daily flag ceremony was made compulsory in all schools including the singing of the National
Anthem pursuant to R.A. 1265 approved on June 11, 1955.
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- Curricular offerings in all schools, the life, the works and writings of Jose Rizal especially the Noli Me
Tangere and El Filibusterismo shall be included in all levels.
- Elementary education was nationalized and matriculation fees were abolished
- Magna Carta for Teachers was passed into law by virtue of R.A. 4670

The fundamentals aims of education in the 1973 Constitution are-foster love of country-teach the
duties of citizenship-develop moral character, self-discipline and scientific, technological and
vocational efficiency

Other Developments

- Integration of values in all learning areas

- Emphasis on mastery learning
- YDT and CAT introduced as new courses Media of Instruction – Bilingual Education Policy: Mandates
the use of English and Filipino separately as media of instruction in schools.
- Education Act of 1982-created the Ministry of Education, Culture and Sports.
- NCEE –National College Entrance Examination introduced
- Executive Order No. 117- President Corazon C. Aquino renamed Ministry of Education , Culture and
Sports (DECS) in 1987
- Creation of the Board for Professional Teachers composed of 5 under PRC
- Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure
Examination for Teachers)
- Transfer of authority of administering the LET from CSC and DECS to the Board of Professional
Teachers under PRC
- Trifocalization of Education System
- The trifocal education system refocused DECS’ mandate to basic education which covers elementary
, secondary and nonformal education, including culture and sports. TESDA now administers the post-
secondary , middle –level manpower training and development R.A. 7796-Technical Education and
Skills Development Act of 1994
- CHED is responsible for higher education. R.A. 7722-Higher Education Act of 1994
- In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was
passed transforming the name department of Education, Culture and Sports (DECS)to the
Department of Education (DepEd) and redefining the role of field offices (regional office, division,
offices, district offices and schools). RA 9155 provide the overall framework for (i) school head
empowerment by strengthening their leadership roles and (ii) school-based management within the
context of transparency and local accountability . The goal of basic education is to provide the school
age population and young adults with skills, knowledge, and values to become caring, self-reliant,
productive and patriotic citizens.
- Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to DepEd and
redefining the role of field offices which include the regional offices, division offices, district offices and
schools.
- Values Education is offered as a separate subject in NSEC and Integrated in all subject areas in both
curricula-Implementation of New Secondary Education Curriculum (NSEC)
- R.A. 10157, Jan. 20,2012- Kindergarten Act, an act institutionalizing the kindergarten education into
the basic education system
- K o 12 Program (R.A. 10533), May 15, 2013- The K to 12 Program covers Kindergarten and 12 years
of basic education (six years of primary education, four years of Junior High School, and two years of
Senior High School (SHS) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills development,
employment and entrepreneurship.
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The Varied Goals of Education in Different Historical Periods of Philippine history

What was considered important in each historical period of the country was also the focus or
directions of the education of the Filipino.

During the pre-colonial period, students were given vocational training but lesser academics
for them to be good fathers and mothers. During the Spanish period, schools focused on religious
formation to help them live the Christian Faith. The American regime educated the Filipinos to
become good citizens of a democratic country while the Japanese regime taught them love of labor.
The post-colonial period educational system was devoted to the following goals: 1.) foster love of
country; 2.) teach the duties of citizenship; 3.) develop moral character self-discipline; and 4.)
scientific, technological and vocational efficiency. The present DepEd vision and mission statement
and core values and the fourth mission of the Commission on Higher Education add light to the
present goals of Philippine education. They are given below:

To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation

(e.g. fundamental respect for other as human beings with intrinsic rights, cultural rootedness,
avocation to serve; 2)analytical and problem solving skills;3) the ability to think things through the
ethical and social implication of a given source of action; and 4) the competency to learn continuously
throughout life- that will enable them to live meaningfully in a complex, rapidly changing and
globalized world while engaging (in) their community and the nation’s development issues and
concern-Commission on Higher Education

The Department of Education has the following vision, mission and core values:

The DepEd Vision

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation…

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:

Students learn in a child-friendly, gender-sensitive, safe and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrative and Staff, as stewards of the institution, ensure an enabling and supportive environment for
effective learning to happen.

Family, community and other stakeholders are actively engaged and share responsibility for developing
life-long learners.

Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
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EVALUATE LETLET CLINCHERS

Instruction. Answer the following briefly.

1. Why was the focus of education different for different groups of people in different places and at
different periods in world history? What does this point to regarding relationship of schools and
society?
2. Given the different characteristics of the different periods in Philippine history, what were the goals of
education/schools during the:
a.) Pre-colonial,
b.) Spanish period,
c.) American regime,
d.) Japanese regime,
e.) Post colonial period?

3. DepEd’s mission is “to protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education.” Has the Philippine educational system from pre-colonial to
present given equal access to quality , culture –based and complete basic education? Or was it a
privilege of a few? Explain your answer.

TOPIC SUMMARY

Education and school are a function and a creation of society. Goals in education reflect what society
considers as necessary for survival, stability and convenience. A study of the history of education in
the world and in the Philippines helps us see what societies in the past considered important and
enables us to appreciate the present which is a product of the past. Schools are agents of
socialization. They prepare individuals for their varied roles in society.

POST-ASSESSMENT

Instruction. Select the correct answer by writing the letter on the space provided.

__1. Education is a function of society. What does this imply?

I. Citizens are taught what society considered most important.

II. Society determines curriculum to be taught.
III. Those in education taught what they believed should be taught regardless of society’s
need.
A. I only
B. I and II
C. II and III
D. III only

__2. If education is a function of society then it has to be _____

A. Relevant
B. Complete
C. For a selected few
D. free
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__3. Complete the analogy. Athenian education: well-rounded development of individuals Spartan education:
________

A. military training
B. religious training
C. liberally educated
D. wholistically developed person

__4. While the Japanese taught the Filipinos love for labor, the American taught the Filipino ______

A. citizenship in a democratic country

B. survival skills
C. love for country
D. dignity of labor

__5. Schools are tasked for socialization. Which is a CORRECT explanation of socialization?

A. Developing the young to become socialize

B. Learning the roles, statuses and values necessary for participation in society
C. Developing speaking and relating skills
D. Developing the socialite to remain forever young

REFERENCES

Brinkerhoff, David B, and Lynn K. White, (1989) Essentials of sociology. MN:West Publishing Company.

Education in the Philippines During the American Rule | K12 . Retrieved from www.k12academics.com ›
education worldwide › educ