Historical Perspective of the Philippine Educational System Essay

Education in the Thailand has been subject to several phases of creation from the pre-Spanish times to the present. In conference the requires of the society, education serves as focus of emphases/priorities of the management at particular periods/epochs inside our national struggle as a competition.

As early as in pre-Magellanic moments, education was informal, unstructured, and with no methods. Children were provided more professional training and less academics (3 Rs) by their parents in addition to the houses of tribal instructors. The pre-Spanish system of education underwent key changes during the Spanish colonization.

The tribe tutors were replaced by Spanish Missionaries. Education was religion-oriented. It had been for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was after liberalized throughout the enactment from the Educational Rule of 1863 which provided for the organization of by least a single primary college for young boys and girls in every single town underneath the responsibility in the municipal authorities; and the institution of a normal school pertaining to male professors under the direction of the Jesuits. Primary training was cost-free and the educating of Spanish was compulsory.

Education in that period was inadequate, under control, and controlled. The wipe out of Italy by American forces paved the way for Aguinaldo’s Republic within Revolutionary Government. The schools taken care of by The country for more than 3 centuries had been closed at the moment but were reopened about August twenty nine, 1898 by Secretary of Interior. The Burgos Start in Malolos, the Military Academy of Malolos, as well as the Literary University of the Korea were set up.

A system of totally free and required elementary education was established by Malolos Metabolism. An adequate secularized and cost-free public college system through the first 10 years of American secret was established after the suggestion of the Schurman Commission. Totally free primary instructions that trained the people to get the duties of citizenship and avocation was unplaned by the Taft Commission every instructions of President McKinley. Chaplains and non-commissioned representatives were designated to teach using English while the channel of teaching. A highly central public university system was installed later, in 1901, by the Philippine Commission by virtue of Act No . 74.

The implementation of the Act create a heavy deficit of teachers therefore the Philippine Commission authorized the Secretary of Public Training to bring to the Philippines six hundred teachers in the U. S. A. These were the Thomasites. The high school graduation system maintained provincial governments, special educational institutions, school of arts and trades, an agricultural university, and commerce and underwater institutes had been established in 1902 by Philippine Percentage. In 1908, the Philippine Legislature accepted Act Number 1870 which created the School of the Thailand.

The Reorganization Act of 1916 presented the Filipinization of all division secretaries apart from the Admin of Public Instruction. Western educational policies were embodied in Armed service Order Number 2 in 1942. The Philippine Professional Commission established the Commission payment of Education, Health and Public Welfare and schools had been reopened in June 1942. On March 14, 43, the Japanese sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Filipino History, and Character Education was reserved for Filipinos.

Appreciate for work and pride of labor was stressed. On Feb . 27, 1945, the Office of Teaching was made part of the Department of Public Instructions. In 1947, by virtue of Professional Order Number 94, the Department of Instruction was changed to Division of Education. During this period, the regulation and supervision of public and schools belonged to the Bureau of Open public and Private Educational institutions. In 1972, it has become the Division of Education and Culture by virtue of Proclamation 1081 plus the Ministry of Education and Culture in the late 70s y advantage of P. D. Number 1397.

Thirteen regional offices were developed and main organizational improvements were applied in the educational system. The training Act of 1982 created the Ministry of Education, Culture and Sporting activities which after became the Department of Education, Tradition and Athletics in 1987 by virtue of Professional Order Number 117. The structure of DECS because embodied in EO Number 117 has practically remained unchanged right up until 1994 when the Commission in Higher Education (CHED), and 1995 when the Specialized Education and Skills Development Authority (TESDA) were set up to regulate tertiary degree programs and nondegree technical-vocational programs, correspondingly.

The Congressional Commission upon Education (EDCOM) report provided the inspiration for Congress to pass RA 7722 and RA 7796 in year 1994 creating the Percentage on Degree (CHED) as well as the Technical Education and Skills Development Expert (TESDA), respectively. The trifocal education system refocused DECS’ requirement to standard education which covers elementary, secondary and nonformal education, which includes culture and sports. TESDA now supervises the post-secondary, middle-level staff members training and development while CHED is liable for higher education.

In August 2001, Republic Act 9155, otherwise referred to as the Governance of Fundamental Education Take action, was passed transforming the name of the Department of Education, Tradition and Sports activities (DECS) to the Department of Education (DepEd) and defining the position of discipline offices (regional offices, department offices, region offices and schools). RA 9155 offers the overall construction for (i) school head empowerment simply by strengthening their leadership jobs and (ii) school-based administration within the circumstance of transparency and local answerability. The goal of simple education is to provide the institution age inhabitants and youngsters with expertise, knowledge, and values to become caring, self-reliant, productive and patriotic people.

DepEd Supervision Structure To carry out its mandates and targets, the Department is organized into two major structural components. The Central Workplace maintains the entire administration of basic education at the national level. The Field Offices are responsible to get the local and local dexterity and government of the Department’s mandate.

RA 9155 gives that the Department should have no more than four Undersecretaries and four Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who happen to be career services officers picked among the staff of the Division. (See DepEd Organizational Data. ) Currently, the Department operates with four Undersecretaries in the areas of: (1) Programs and Tasks; (2) Regional Operations; (3) Finance and Administration; and (4) Legal Affairs; 4 Assistant Secretaries in the areas of: (1) Courses and Jobs; (2) Organizing and Development; (3) Spending budget and Financial Affairs; and (4) Legal Affairs. Backstopping the Office with the Secretary on the Central Business office are the different services, agencies and centers.

The five services would be the Administrative Support, Financial and Management Assistance, Human Resource Advancement Service, Preparing Service, and Technical Assistance. Three staff bureaus provide assistance in formulating plans, standards, and programs relevant to curriculum and staff advancement. These are the Bureau of Elementary Education (BEE), Bureau of Supplementary Education (BSE), and Bureau of non-formal Education (BNFE).

By virtue of Business Order Number 81 group of 1999, the functions of your fourth bureau, the Bureau of Physical Education and School Sporting activities (BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25, 1999. Six centers or models attached to the Department similarly provide specialized and management support for the realization from the Department’s perspective. These are the National Education Testing and Research Middle (NETRC), Health and Nutrition Centre (HNC), Countrywide Educators Senior high of the Israel (NEAP), Educational Development Assignments Implementing Activity Force (EDPITAF), National Science Teaching Arrangement Center (NSTIC), and Educational Materials Authorities Secretariat (IMCS).

There are several special offices under OSEC: the Adopt-a-School Program Secretariat, Center for individuals and Co-curricular Affairs, Educational Technology Product, and the Job Force Architectural Assessment and Monitoring. Other attached and support agencies to the Section are the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy Coordinating Council (LCC), plus the Instructional Supplies Council (IMC). At the sub-national level, the Field Office buildings consist of this: 1 . 16 (16) Regional Offices, like the Autonomous Location in Muslim Mindanao (ARMM*), each headed by a Local Director (a Regional Admin in the case of ARMM); 2 . One hundred fifty-seven (157) Provincial and City Universities Divisions, each headed with a Schools Division Superintendent.

Supporting the Schools Department Offices are 2, 227 School Districts, each headed by a Section Supervisor; a few. Under the oversight of the Colleges Division Office buildings are forty-eight thousand, four hundred forty-six (48, 446) colleges, broken down the following: 1 . 40, 763 fundamental schools (36, 234 public and 4, 529 private) 2 . several, 683 extra schools (4, 422 general public and 3, 261 private) Issues and Problems inside the Philippine Educational System: Challenging Towards the Attainment of Quality Education Our country moved through many changes and development for the past few years. The continuous procedure made superb impacts in the lives of millions of Filipinos.

Relatively, the changes have provided us positive aspects not to mention the disadvantages this brought triggering downfall to several people. There are many questions regarding the issues and problems existing in the Filipino Educational System as to the way you can handle it the easiest way we could to achieve that sort of quality of education we’ve been searching and longing for. Exactly where do we get started and how can we respond to this kind of? Public colleges are the building blocks of our communities. They can be regarded as our foundational instruments.

Although these sites of learning play significant roles, they may be unable to supply the best they will, due to their numerous flaws. Since I’ve gone through different readings and researches, questions were arising to my way of thinking as to what alternatives are applicable in addressing the difficulties about the quality of education, cost, budget, mismatch, integration of sex education in the subjects, R. A. 9710 (Magna Carta intended for Women) and other concerns which are somehow relevant to it.

I will always symbolize what I rely on according to my observations that we have good guidelines and policies upon education but you may be wondering what is lacking is the ability to implement this sort of in accordance to the needs of every school, most of which participate in the public education system. Generally, Philippine Education aims to offer quality and free education both to get the fundamental and second public colleges but again this kind of have not recently been observed and understood very well causing this to be a burden most especially for the students and oldsters. Declining standards in public schools is one of the most controversial education issues today is the continuous decline in student learning