菲律宾教育历史.ppt

JOSERIZALUNIVERSITYGRADUATESCHOOLDCS-LAEILEGALASPECTSINEDUCATIONBYSIMON.FU,COURSEOUTLINEEDUCATIONAIMSDURINGTHE,2.2Americanregime,LiketheSpaniards,theAmericansbroughtmanychangesintheir45yearsofreigninthecountry.Untilnow,theseAmericaninfluencescanstillbeseeninourlifestyleorwayoflife.,EducationbecameveryimportantfortheFilipinos.ThiswassomethingthattheAmericansgaveimportanceto,ThespreadofdemocracyandformationofgoodcitizensincludingtherightsandresponsibilitiesofthepeoplewerethefocusofAmericaneducationinthecountry.EducationallowedtheAmericanstospreadorsharetheirculture,particularlytheEnglishlanguage,totheFilipinos.,TheAmericangovernmentwantedtogiveeveryonethechancetostudysotheybuiltpublicschoolsfortheFilipinos.VolunteerFilipinosoldiersbecamethefirstteachersoftheFilipinos.Partoftheirmissionwastobuildclassroomsineveryplacewheretheywereassigned.TheFilipinosoldiersstoppedteachingonlywhenagroupofteachersfromtheU.S.cametothePhilippinesinJune1901.TheycameaboardtheshipSheridan.InAugust1901,600teacherscalledThomasitesarrived.Theirnamecamefromtheshiptheytraveledon,theS.S.Thomas.Thisgroupbecamesuccessfulintheirmission.,Everychildfromage7wasrequiredtoregisterinschoolslocatedintheirowntownorprovince.Thestudentsweregivenfreeschoolmaterials.TherewerethreelevelsofeducationduringtheAmericanperiod.Theelementarylevelconsistedoffourprimaryyearsand3intermediateyears.Thesecondaryorhighschoollevelconsistedoffouryears;andthethirdwasthecollegeortertiarylevel.,Manyelementaryandsecondaryschoolswereopenedincitiesandprovinces.Normal,vocational,agricultural,andbusinessschoolswerealsoopened.TherewerealsocollegesduringtheAmericanperiod.Someofthesecollegesare:PhilippineNormalSchoolin1901(nowauniversity);NationalUniversity(1901);,UniversityofManila(1914);PhilippineWomenUniversity(1919);andFarEasternUniversity(1933).Examplesofvocationalschoolsare:thePhilippineNauticalSchool,PhilippineSchoolofArtsandTradesandtheCentralLuzonAgricultureSchool.TheUniversityofthePhilippineswasalsofoundedin1908.,Religionwasnotincludedinthecurriculumoftheschools.TheAmericansalsogaverecognitiontothosestudentswhoexcelledacademically.TheyweresenttotheU.S.tocontinuetheirstudiesandtobecomeexpertintheirdesiredfieldsorprofessions.Theywerecalledscholarsbecausethegovernmentcoveredalltheirexpenses.Inreturn,theyweretoteachorworkingovernmentofficesaftertheyfinishedtheirstudies.ThereweresuccessfulFilipinoscholarslikeJudgeJoseAbadSantos,FranciscoBenitez,Dr.HonoriaSisonandFranciscoDelgado.,Thegovernmentwasnotonlyconcernedwiththewelfareoftheyouth.Formaleducationwasalsoprovidedtothosewhowereofage.Schoolswerealsobuiltinnon-CatholicareaslikeSulu,Mindanao,andtheMountainProvinces.Attentionwasgiventovocationalandhealthpractice.TheknowledgeoftheFilipinosinreadingandwritingwereveryhighduringtheAmericanperiod.,ManyFilipinosstillpreferredaCatholiceducation.ThusmanyprivateCatholicschoolsflourished,includingthoseestablishedduringtheSpanishperiod,likeAteneo,Letran,andUST,andanumberofnewschoolslikeSt.ScholasticasCollegeandSanBedaCollege.Suchschoolswerepreferredbytheelite.Someprivatenon-sectarianschoolswerealsofounded.ReformistssuchasFelipeCalderon,HipolitoMagsalin,LeonMa.GuerreroandMarianoV.DelRosarioestablishedtheLiceodeManilaandEscueladeDerechoinanattempttoproduceamorenationalisticeducation,buttheydidnotsucceed.Ingeneral,educationunderAmericancolonizationledtowidespreadAmericanizationofthePhilippines,withtheemphasisonEnglishlanguageandliterature,U.S.historyandgovernment,theuseofAmericantextbooks,andtheemphasisonAmericanvalues.,2.3Commonwealthgovernment,Theperiod19351946wouldideallybededicatedtothefinaladjustmentsrequiredforapeacefultransitiontofullindependence,greatlatitudeinautonomybeinggrantedinthemeantime.TheHare-HawesCuttingAct,passedbyCongressin1932,providedforcompleteindependenceoftheislandsin1945after10yearsofself-governmentunderU.S.supervision.ThebillhadbeendrawnupwiththeaidofacommissionfromthePhilippines,butManuelL.Quezon,theleaderoftheleadingNationalistparty,opposedit,partiallybecauseofitsthreatofAmericantariffsagainstPhilippineproductsbutprincipallybecauseoftheprovisionsleavingnavalbasesinU.S.hands.Underhisinfluence,thePhilippinelegislaturerejectedthebill.TheTydings-McDuffieIndependenceAct(1934)closelylooksliketheHare-HawesCuttingAct,butstrucktheprovisionsforAmericanbasesandcarriedapromiseoffurtherstudytocorrect“imperfectionsorinequalities.”,ThePhilippinelegislatureapprovedthebill;aconstitution,approvedbyPresidentRoosevelt(Mar.,1935)wasacceptedbythePhilippinepeopleinavotebytheelectoratedeterminingpublicopiniononaquestionofnationalimportance(May);andQuezonwaselectedthefirstpresident(Sept.).OnMay14,1935,anelectiontofillthenewlycreatedofficeofPresidentoftheCommonwealthofthePhilippineswaswonbyManuelL.Quezon(NacionalistaParty)andaFilipinogovernmentwasformedonthebasisofprinciplesapparentlysimilartotheUSConstitution.(See:PhilippineNationalAssembly).WhenQuezonwasinauguratedonNov.15,1935,theCommonwealthwasformallyestablishedin1935,featuredaverystrongexecutive,aunicameralNationalAssembly,andaSupremeCourtcomposedentirelyofFilipinosforthefirsttimesince1901.,Thenewgovernmentembarkedonanambitiousagendaofestablishingthebasisfornationaldefense,greatercontrolovertheeconomy,reformsineducation,improvementoftransport,thecolonizationoftheislandofMindanao,andthepromotionoflocalcapitalandindustrialization.TheCommonwealthhowever,wasalsofacedwithagrarianunrest,anuncertaindiplomaticandmilitarysituationinSouthEastAsia,anduncertaintyaboutthelevelofUnitedStatescommitmenttothefutureRepublicofthePhilippines.,2.4ChangesinEducationDuringtheJapaneseOccupation,ThegovernmentmadesomechangesinthesystemofeducationinFebruary,1942.Thesechangeswere:TostopdependingonwesterncountriesliketheU.S.,andGreatBritain.PromoteandenrichtheFilipinoculture.TorecognizethatthePhilippinesisapartoftheGreaterEastAsiaCo-ProsperitySpheresothatthePhilippinesandJapanwillhavegoodrelations.,TobeawareofmaterialismtoraisethemoralityoftheFilipinos.TolearnandadoptNippongoandtostopusingtheEnglishlanguage.Tospreadelementaryandvocationaleducation.Todeveloploveforwork.,1.)someofthejapanesecanttalktagalogorenglishsoitsreallyhardforthemtocommunicatewithus.2.)whatwilltheyteach?theydontknowanythingaboutourpastourculturebecausetheyrejustnewhere3.)thejapanesewerefocusedatthewarnotattheFilipinoseducation.,2.5Republicofthephilippines,ThedevelopmentofthePhilippineeducationsystemhasbeenheavilyinfluencedbyitscolonialhistory,whichhasincludedperiodsofSpanish,AmericanandJapanesecolonizationandoccupation.DuringtheperiodofAmericancolonization,beginningin1898,EnglishwasinstitutedasthelanguageofInstructionandapublicschoolsystemwasestablished,administeredbyaDepartmentofInstruction,andmodeledontheUSsystem.Anumberofcollegesanduniversitieswereestablishedprimarilytotrainteachers,althoughin1908theUniversityofthePhilippineswascharteredasthenationsfirstcomprehensivepublicuniversity.Primaryeducationthroughgradesevenwasfundedbythegovernmentandfreetoall.Privateuniversitiesandcollegeswerealsoestablishedduringthisperiod.,TheUnitedStateshasleftthelargestimprintontheeducationsystemwhichcanbediscernedinanumberofways.Oneistheextensive,relativelynon-elitistsystemofhighereducation,towhichaccessiswidelyavailable(comparativetootherSouthEastAsiannations).TheUnitedStatescontinuestoinfluencethesystemindirectlythroughthelargenumberofacademicstaffwhohaveearnedgraduatedegreesfromU.S.universities.,primaryenrollment.Thesesuccesses,however,maskalong-termdeteriorationinquality,andthenationalfiguresobscurewideregionaldifferences.InManila,closeto100percentofstudentsfinishprimaryschool,whereasinMindanaoandEasternVisayaslessthan30percentofstudentsfinish.ArecentstudyshowedthatscoresofFilipinochildrenbetween9and14inmathematics,scienceandreadingweretwostandarddeviationsbelowtheinternationalmean.,Educationisofferedthroughformalandnon-formalsystems.ThenumberofyearsofformalschoolinginthePhilippinesisoneoftheshortestintheworld.Theeducationalladderhasa6+4+4structure,(i.e.,sixyearsofelementaryeducation,fouryearsofsecondaryeducation,andtypicallyfouryearstogainabachelorsdegree).,TheacademicschoolyearinthePhilippinesstartsinJuneandendsinMarch,coveringaperiodof40weeks.Institutionsofhighereducationoperateonasemestersystemwithanoptionalsummersemester.Educationiscompulsoryfromageseventotwelve,coveringthefirstsixgradesofeducation.,PRIMARYEDUCATION,Primaryeducationiscompulsoryandissixyearsindurationdividedintoafour-yearprimarycycleandatwo-yearintermediatecycle.Childrengenerallybeginfirstgradeatsevenyearsofage;however,privateschoolsoftenoperateaseven-yearcurriculumstartingayearearlier.Studentsareannuallypromotedfromonegradetothenextprovidedthattheymeettheachievementstandardssetforthegrade.Studentsareratedineverysubjectfourtimesduringtheyear.Acumulativeratingsystemisusedasthebasisforpromotion.Thepassgradeis75percent.IngradesIlofwhichisownedbysuchcitizens.ThecontrolandadministrationofeducationalinstitutionsshallbevestedincitizensofthePhilippines.Noeducationinstitutionshallbeestablishedexclusivelyforaliens,andnogroupofaliensshallcomprisemorethanone-thirdoftheenrollmentofanyschool.Theprovisionsofthissubsectionshallnotapplytoschoolsestablishedforforeigndiplomaticpersonnelandtheirdependentsand,unlessotherwiseprovidedbylaw,forotherforeigntemporaryresident.,(8)Attheoptionexpressedinwritingbytheparentsorguardians,andwithoutcosttothemandthegovernment,religionshallbetaughttotheirchildrenorwardsinpublicelementaryandhighschoolsasmaybeprovidedbylaw.,1987Constitution,ArticleXIV,Sec.1-5:,Quote:Section1.TheStateshallprotectandpromotetherightofallcitizenstoqualityeducationatalllevels,andshalltakeappropriatestepstomakesucheducationaccessibletoall.Section2.TheStateshall:(1)Establish,maintain,andsupportacomplete,adequate,andintegratedsystemofeducationrelevanttotheneedsofthepeopleandsociety;(2)Establishandmaintain,asystemoffreepubliceducationintheelementaryandhighschoollevels.Withoutlimitingthenaturalrightsofparentstoreartheirchildren,elementaryeducationiscompulsoryforallchildrenofschoolage;,(3)Establishandmaintainasystemofscholarshipgrants,studentloanprograms,subsidies,andotherincentiveswhichshallbeavailabletodeservingstudentsinbothpublicandprivateschools,especiallytotheunder-privileged;(4)Encouragenon-formal,informal,andindigenouslearningsystems,aswellasself-learning,independent,andout-of-schoolstudyprogramsparticularlythosethatrespondtocommunityneeds;and(5)Provideadultcitizens,thedisabled,andout-of-schoolyouthwithtrainingincivics,vocationalefficiency,andotherskills.,Section3.(1)AlleducationalinstitutionsshallincludethestudyoftheConstitutionaspartofthecurricula.(2)Theyshallinculcatepatriotismandnationalism,fosterloveofhumanity,respectforhumanrights,appreciationoftheroleofnationalheroesinthehistoricaldevelopmentofthecountry,teachtherightsanddutiesofcitizenship,strengthenethicalandspiritualvalues,developmoralcharacterandpersonaldiscipline,encouragecriticalandcreativethinking,broadenscientificandtechnologicalknowledge,andpromotevocationalefficiency.,(3)Attheoptionexpressedinwritingbytheparentsorguardians,religionshallbeallowedtobetaughttotheirchildrenorwardsinpublicelementaryandhighschoolswithintheregularclasshoursbyinstructorsdesignatedorapprovedbythereligiousauthoritiesofthereligiontowhichthechildrenorwardsbelong,withoutadditionalcosttotheGovernment.,Section4.(1)TheStaterecognizesthecomplementaryrolesofpublicandprivateinstitutionsintheeducationalsystemandshallexercisereasonablesupervisionandregulationofalleducationalinstitutions.(2)Educationalinstitutions,otherthanthoseestablishedbyreligiousgroupsandmissionboards,shallbeownedsolelybycitizensofthePhilippinesorcorporationsorassociationsatleastsixtypercentumofthecapitalofwhichisownedbysuchcitizens.TheCongressmay,however,requireincreasedFilipinoequityparticipationinalleducationalinstitutions.,ThecontrolandadministrationofeducationalinstitutionsshallbevestedincitizensofthePhilippines.Noeducationalinstitutionshallbeestablishedexclusivelyforaliensandnogroupofaliensshallcomprisemorethanone-thirdoftheenrollmentinanyschool.Theprovisionsofthissubsectionshallnotapplytoschoolsestablishedforforeigndiplomaticpersonnelandtheirdependentsand,unlessotherwiseprovidedbylaw,forotherforeigntemporaryresidents.,(3)Allrevenuesandassetsofnon-stock,non-profiteducationalinstitutionsusedac