Republic of the Philippines

Philippine Normal University

National Center For Teacher Education
The indigenous People Education Hub
North Luzon Campus
Alicia , Isabela

Name: Princes Anne B. Albano Year/Section: OBTEC-NL1

FLA#2: Philippine Educational Systems

Era Aims Curriculum Methods of Teaching Structure and Contribution

Teacher

 Observation  There is no
 Imitation structure.  Practical
 Survival  Communication  Participation teaching
Pre-Spanish  Conformity  Skills  Indoctrinations  Teachers:  Story telling
Period  Enculturation  Behavior  Informal Parents- taught  Oral teaching
communication informally
 Show me, Tell me

 Formal  Primary  Established

education  Cathecism  Secondary universities
 Religion-based  Memorization  Tertiary  Parochial
Spanish  Catholicism  La Pagina dela  Imitation schools
Colonization Infancia-  Observation  Teachers:
children’s book  Dogmatic The Priest and
Friars- evangelized
the catholic religion
to the Filipinos.
  Elementary  Government
 Secondary  Infrastructure
 To educate and to  Primary  Socialized  Tertiary  Health and
train in self- education recitation sanitation
American government.  Intermediate  Student’s  Teachers:  Attitude
Colonization  To teach curriculum participation Thomasites-  Clothings
democracy/democr American  English
atic education soldiers became language
the first teachers
of the Filipinos.

 “Filipino”
language was
used as the
medium of
 Develop moral  Period of  Memorization  Elementary instruction.
character expansion  Recitation  Secondary  Vocational
Commonwealth  Civic conscience  Reform in the  Socialized  Tertiary schools were
Education  Personal discipline Philippine recitation made more
 Vocational curriculum  C.A.T.  Teachers: similar in
efficiency. To Promote curriculum to
nationalism Academic
schools
 Celebration of
National
Language
Week every
August
  School calendar
became longer
 No summer  Elementary
vacation for  Secondary
students  Tertiary
 Foster a new  Class size  Promotion of
Filipino culture increased to 60 Vocational
based  Deleted anti-  Teachers: education.
 Endeavor to Asian opinions,  Purely Teaching of  Love of labor
Japanese elevate the morals banned the memorization Tagalog, Philippine  Military
Occupation of the people, singing of History, and training
giving up over American songs, Character Education
emphasis to deleted was reserved for
materialism. American Filipinos. Teachers
 Diffusion of the symbols, poems are not allowed to
Japanese language and pictures use vernacular.
in the Philippines.  Nihongo as a
means of
introducing and
cultivating love
for Japanese
culture
 To foster faith in  Primary
democracy as a  Social  Secondary  Daily flag
way of life Orientation  Ability to think and  Tertiary ceremony
 To provide the  Training for act rationally  Singing of
The Republic proper climate that occupation  Expression of  Teachers: National
would bring about  Promotion of thought clearly More science and Anthem
the full realization democratic  Read and listen mathematics lessons,  Civil Service
of democratic ideal nation building with understanding in view of their Eligibility of
 To preserve and  A new thrust on importance in Teachers
advance the cause community present-day life and  Rise of barrio
of democracy development world progress high schools
  Elementary
 High school
 College  Improvement
 National  Educational  Bilingual education of the
The New Society Development education  Teachers: High Philippine
 Vocational standards education
curricula because some system
are Master
Teachers.