REPUBLIC OF THE PHILIPPINES
POLYTECHNIC COLLEGE OF LA UNION
San Joaquin Sur Agoo, La Union 2504
Member: Philippine Association of Colleges and Universities
TOPIC: ORGANIZATION AND STRUCTURE OF THE SYSTEM
INTRODUCTION
Education in the Philippines has undergone several stages of development in meeting the needs of the
society.It serves as focus of emphases/priorities of the leadership at certain periods in our national struggle as a
race.
Development of Education in the Philippines from Pre-Spanish to Present times
Timeline
Before 1521 Education before the coming of Spaniards
1521-1896 Education during the Spanish Regime
1896-1899 Education during the Philippine Revolution
1898-1935 Education during the American Occupation
1935-1941 Education during the Philippine Commonwealth
1941-1944 Education during the Japanese Occupation
1944-1946 Education after the World War II
1946-present Education under the Philippine Republic
Pre- Hispanic Education
Pre- Hispanic education in the Philippines was informal, unstructured and devoid in methods.
Education was oral, practical, and hands-on
Children were provided more vocational training and less academics (3Rs) by their parents and in the
houses of tribal tutors
The objective was basically to promote reverence for, and adoration of Bathala, respect for laws, customs, and
authorities represented by parents and elders.When the Spaniards arrived in the Philippines they encountered
islanders who knew how to read and write.
Education during the Spanish Regime
The Friars established parochial schools linked with churches to teach catechism to the natives (Tribal tutors
were replaced by Spanish Missionaries).
•Instruction was in the dialect and was religion oriented.
•Education was limited only for the elites
•Primary instruction was free.
•Teaching of Spanish language was compulsory.
•Education was managed, supervised, and controlled by the friars
•Education in the country was not uniform
•The system of schooling was not hierarchical nor structured, thus there were no grade levels
•Established at least one primary school for boys and girls in each town by the Decree of 1863
•Establishment of normal school for male teachers under the supervision of the JESUITS.
Major Problems
•Lack of trained teachers
•Lack of teachers (150 teacher-missionaries to instruct over half a million inhabitants)
• Lack of funds, instructional materials, and in many instances school houses
REVOLUTIONARY GOVERNMENT
•Established the BURGOS INSTITUTE in Malolos, Military Academy of Malolos and Literary
University of the Philippines.
