Alamat ni Tungkung Langit [Hango sa mito ng Hiligaynon at Waray, at muling
isinalaysay ni Roberto T. Añonuevo]
Hindi makapaniwala ang mga tao noon na wala naman talagang langit at lupa. Ako, si Alunsina, at ang asawa kong si Tungkung Langit ang pinagmulan ng lahat ng bagay. Kaming dalawa lamang ang pinag-ugatan ng buhay. Mula sa kaibuturan ng kawalan, itinakda ng aming kasaysayan ang paglitaw ng daigdig ng mga tao.
Nabighani si Tungkung Langit nang una niya akong makita. Katunayan, niligawan niya ako nang napakatagal, sintagal ng pagkakabuo ng tila walang katapusang kalawakan na inyong tinitingala tuwing gabi. At paanong hindi mapaiibig si Tungkung Langit sa akin? Mahahaba’t mala-sutla ang buhok kong itim. Malantik ang aking balakang at balingkinitan ang mahalimuyak na katawan. Higit sa lahat, matalas ang aking isip na tumutugma lamang sa gaya ng isip ni Tungkung Langit.
Kaya sinikap ng aking matipuno’t makapangyarihang kabiyak na dalhin ako doon sa pook na walang humpay ang pag-agos ng dalisay, maligamgam na tubigan. Malimit kong marinig ang saluysoy ng tubig, na siya ko namang sinasabayan sa paghimig ng maririkit na awit.
Napapatigalgal si Tungkung Langit tuwing maririnig ang aking tinig. “Alunsina,” aniya, “ikaw ang iibigin ko saan man ako sumapit!” Pinaniwalaan ko ang kaniyang sinambit. At ang malamig na simoy sa paligid ang lalo yatang nagpapainit ng aming dibdib kapag kami’y nagniniig.
Napakasipag ng aking kabiyak. Umaapaw ang pag-ibig niya; at iyon ang aking nadama, nang sikapin niyang itakda ang kaayusan sa daloy ng mga bagay at buhay sa buong kalawakan. Iniatang niya sa kaniyang balikat ang karaniwang daloy ng hangin, apoy, lupa, at tubig. Samantala’y malimit akong maiwan sa aming tahanan, na siya ko namang kinayamutan.
Bagaman inaaliw ko ang sarili sa paghabi ng mga karunungang ipamamana sa aming magiging anak, hindi mawala sa aking kalooban ang pagkainip. Wari ko, napakahaba ang buong maghapon kung naroroon lamang ako’t namimintana sa napakalaki naming bahay.
Madalas akong gumawi sa aming pasigan, at manalamin sa malinaw na tubig habang sinusuklay ang mababangong buhok. Ngunit tuwing tititig ako sa tubig, ang nakikita ko’y hindi ang sarili kundi ang minamahal na si Tungkung Langit.
Sabihin nang natutuhan ko kung paano mabagabag. Ibig kong tulungan ang aking kabiyak sa kaniyang mabibigat na gawain. Halimbawa, kung paano itatakda ang hihip ng hangin. O kung paano mapasisiklab ang apoy sa napakabilis na paraan. O kung paano gagawing malusog ang mga lupain upang mapasupling nang mabilis ang mga pananim. Ngunit ano man ang aking naisin ay hindi ko maisakatuparan. Tumatanggi ang aking mahal. “Dito ka na lamang sa ating tahanan, Alunsina, di ko nais na makita kang nagpapakapagod!”
Tuwing naririnig ko ang gayong payo ni Tungkung Langit, hindi ko mapigil ang maghinanakit. Kaparis ko rin naman siyang bathala, bathala na may angkin ding kapangyarihan at dunong. Tila nagtutukop siya ng mga tainga upang hindi na marinig ang aking pagpupumilit. Nagdulot iyon ng aming pagtatalo. Ibig kong maging makabuluhan ang pag-iral. At ang pag-iral na yaon ang sinasagkaan ng aking pinakamamahal.
Araw-araw, lalong nagiging abala si Tungkung Langit sa kaniyang paggawa ng kung ano-anong bagay. Makikita ko na lamang siyang umaalis sa aming tahanan nang napakaaga, kunot ang noo, at tila laging malayo ang iniisip. Aaluin ko siya at pipisilin naman niya ang aking mga palad . “Mahal kong Alunsina, kapag natapos ko na ang lahat ay wala ka nang hahanapin pa!” At malimit nagbabalik lamang siya kapag malalim na ang gabi.
Sa mga sandaling yaon, hindi ko mapigil ang aking mga luha na pumatak; napapakagat-labi na lamang ako habang may pumipitlag sa aking kalooban.
Dumating ang yugtong nagpaalam ang aking kabiyak. “Alunsina, may mahalaga akong gawaing kailangang matapos,” ani Tungkung Langit. “Huwag mo na akong hintayin ngayong gabi’t maaga kang matulog. Magpahinga ka. Magbabalik din agad ako. . . .” May bahid ng
pagmamadali ang tinig ng aking minamahal. Lingid sa kaniya, nagsisimula nang mamuo sa aking kalooban ang matinding paninibugho sa kaniyang ginagawa. Umalis nga si Tungkung Langit at nagtungo kung saan. Subalit pinatititikan ko siya sa dayaray upang mabatid ang kaniyang paroroonan. Ibig ko siyang sundan.
Natunugan ni Tungkung Langit ang aking ginawa. Nagalit siya sa dayaray at ang dayaray ay isinumpa niyang paulit-ulit na hihihip sa dalampasigan upang ipagunita ang pagsunod niya sa nasabing bathala. Samantala, nagdulot din yaon ng mainit na pagtatalo sa panig naming dalawa. “Ano ba naman ang dapat mong ipanibugho, Alunsina?” asik ni Tungkung Langit sa akin. “Ang ginagawa ko’y para mapabuti ang daloy ng aking mga nilikha sa daigdig ng mga tao!” Napoot ang aking kabiyak sa akin. Nakita ko sa kaniyang mga mata ang paglalagablab, at lumalabas sa kaniyang bibig ang usok ng pagkapoot. Dahil sa nangyari, inagaw niya sa akin ang
kapangyarihan ko. Ipinagtabuyan niya ako palabas sa aming tahanan.
Oo, nilisan ko ang aming bahay nang walang taglay na anumang mahalagang bagay. Nang lumabas ako sa pintuan, hindi na muli akong lumingon nang hindi ko makita ang bathalang inibig ko noong una pa man. Hubad ako nang una niyang makita. Hubad di ako nang kami’y maghiwalay.
Alam kong nagkamali ng pasiya si Tungkung Langit na hiwalayan ako. Mula noon, nabalitaan ko na lamang na pinananabikan niya ang paghihintay ko sa kaniya kahit sa gitna ng magdamag; hinahanap niya ang aking maiinit na halik at yakap; pinapangarap niyang muling marinig ang aking matarling na tinig; inaasam-asam niya na muli akong magbabalik sa kaniyang piling sa paniniwalang ibig kong makamit muli ang kapangyarihang inagaw niya sa akin. Ngunit hindi.
Hindi ko kailangan ang aking kapangyarihan kung ang kapangyarihan ay hindi mo rin naman magagamit. Hindi ko kailangan ang kapangyarihan kung magiging katumbas iyon ng
pagkabilanggo sa loob ng bahay at paglimot sa sariling pag-iral.
Ipinaabot sa akin ng dayaray ang naganap sa dati naming tahanan ni Tungkung Langit. Sinlamig ng bato ang buong paligid. Pumusyaw ang dating matitingkad na palamuti sa aming bahay. Lumungkot nang lumungkot si Tungkung Langit at laging mainit ang ulo. “Mabuti naman,” sabi ko sa dayaray. “Ngayon, matututo rin si Tungkung Langit na magpahalaga sa kahit na munting bagay.”
Umaalingawngaw ang tinig ni Tungkung Langit at inaamo ako dito sa aking bagong
pinaghihimpilan upang ako’y magbalik sa kaniya. Ayoko. Ayoko nang magbalik pa sa kaniya. Kahit malawak ang puwang sa aming pagitan, nadarama ko ang kaniyang paghikbi. Oo,
nadarama ko ang kaniyang pighati. Lumipas ang panahon at patuloy niya akong hinanap. Ngunit nanatili siyang bigo.
Ang kaniyang pagkabigo na mapanumbalik ang aking pagmamahal ay higit niyang dinamdam. Nagdulot din yaon sa kaniya upang lalong maging malikhain sa paghahanap. Akala niya’y maaakit ako sa kaniyang gawi. Habang nakasakay sa ulap, naisip niyang lumikha ng malalawak na karagatan upang maging salamin ko. Hindi ba, aniya, mahilig si Alunsina na manalamin sa gilid ng aming sapa? Nababaliw si Tungkung Langit. Hind gayon kababaw ang aking katauhang mabilis maaakit sa karagatan.
Pumaloob din si Tungkung Langit sa daigdig na nilikha niya na laan lamang sa mga tao. Naghasik siya ng mga buto at nagpasupling ng napakaraming halaman, damo, palumpong, baging, at punongkahoy. “Marahil, maiibigan ito ni Alunsina,” ang tila narinig kong sinabi niya. Gayunman, muli siyang nabigo dahil hindi ako nagbalik sa kaniyang piling.
Humanap pa ng mga paraan ang dati kong kabiyak upang paamuin ako. Halimbawa, kinuha niya sa dati naming silid ang mga nilikha kong alahas. Ipinukol niya lahat ang mga alahas sa
kalawakan upang masilayan ko. Naging buwan ang dati kong ginintuang suklay; naghunos na mga bituin ang mga hiyas ko’t mutya; at naging araw ang ginawa kong pamutong sa ulo. Kahit ano pa ang gawin ni Tungkung Langit, hindi na muli akong nagbalik sa kaniyang piling.
Namighati siya. At nadama niya kung paanong mamuhay nang mag-isa, gaya lamang ng naganap sa akin dati doon sa aming tirahan. Lumuha nang lumuha si Tungkung Langit, at ang kaniyang pagluha ay nagdulot sa unang pagkakataon ng pag-ulan. Kapag siya’y humahagulgol,
nagbubunga yaon ng malalakas na pagkulog at pagkidlat. May panahong tumitindi ang kaniyang pighati, kaya huwag kayong magtaka kung bakit umuulan. Ang mga luha ni Tungkung Langit ang huhugas sa akin, at sa aking kumakawag na supling.
Ang Alamat ng Bundok Kanlaon
Posted by Coconuter at 4:33 AMSa bahaging Bisaya ay may isang bundok ng humahati sa Silangan at Kanluran. Ito ang bundok Kanlaon.
Noong unang panahon, may isang malupit na namiminsala sa mga tao. Ito ay ang ulupong na may pitong ulo. Nagbubuga ito ng apoy. Wala itong patawad. Waring walang makakagapi sa ulupong na ito na nakatira sa bundok. Marami na siyang napatay dahil sa pagbubuga ng apoy kapag nagagalit.
Kumunsulta si Haring Matog sa mga pantas. May manggagamot na nagmungkahing mag-alay sila sa ulupong ng isang magandang dalaga upang matigil ito sa pamiminsala.
Ipinaabot naman ng kura paroko sa mga mamamayan ang balita. Sa takot ng mga kababaihan na baka sila ang ialay ay pinintahan nila ang kanilang mga muka. Pumangit ang itsura nila dahil sa mga pinta.
Makalipas ang isang buwan, bigong bumalik ang pari. "Wala na pong natitirang magandang dalaga. Nasunog po ang kanilang mukha nang abuting sila nang ibinugang apoy ng ulupong." Nalungkot ang hari sapagkat maging si Datu Sagay ay nagpatunay sa mga ibinalita ng pari. Tanging si Prinsesa Talisay na lamang ang natitirang magandang dalaga rito.
Samantala, isang banyaga ang nagkataong nakabalita sa pananalanta ng ulupong. Inalok ng binata ang hari ng kanyang tulong. Anito ay siya ang pupuksa sa ulupong.
"Matapang ka, binata. Kung mapapatay mo ang salot na ulupong ay ibibigay ko sa iyo ang kalahati ng aking yaman. At ipakakasal ko rin sa iyo ang kaisa-isa kong anak na si Prinsesa Talisay," may paghangang wika ng hari.
Naglakbay si Laon, ang binatang banyaga. Sa paglalakbay niya patungong bundok ay nakasalubong niya ang isang langgam.
"Hoy, Langgam! Ako si Laon. Pakisabi mo kay Haring Langgam may utos ang panginoon ninyong si Laon. Lahat ng sundalong langgam ay papuntahin sa bundok. Papatayin natin ang namiminsalang salot na ulupong. Ito ay pata na rin sa ating kapayapaan."
Gayundin ang sinabi ni Laon kay Haring Bubuyog at kay Haring Lawin na handa ring tumulong. Lahat sila ay nagtungo sa bundok.
Doon naganap ang umaatikabong bakbakan. Halos matabunan na ang ulupong sa rami ng umatakeng mga langgam. Pinagkakagat nila ang ulupong. Tinusok naman ng mga bubuyog ang mga mata ng salot. Hindi nila pansin ang ibinubugang apoy ng ulupong. Patuloy sila sa laban
nila.
Samantala, sa kaharian ay hindi mapalagay ang mga tao. Umiiyak si Prinsesa Talisay. Humingi siya ng tulong sa kanyang amain na si Datu Sagay. Nagpasya si Datu Sagay na sundan si Khan-Laon upang pigilan ito sa iba pang binabalak. Ipinagsisigawan naman ng mga tao na si Prinsesa Talisay ang iaalay sa ulupong kapag nabigo si Khan-Laon sa labanan.
Nakarating sa bundok si Datu Sagay at ang kanayang mga kawal. Kitang-kita nila na diniudukot ng lawin ang mga mata ng halimaw at pinagtatagpas ni Khan-Laon ang mga ulo ng ulupong. tuwa nang bumalik sa kaharian sina Khan-Laon at ang kanyang mga kaibigan. Tuwang-tuwa rin si Datu Sagay na ibinalita ang kagitingan ni Khan-Laon.
"Ang lahat pong ito ay hindi ko kayang gawin kung wala ang aking mga kaibigan, Mahal na Hari. Kaya ang hiling ko lamang ay huwag silang patayin sapagkat tulad din natin sila na nilikha ng Diyos," pakiusap ni Khan-Laon.
Agad namang ibinigay ng hari ang kanyang ipinangako. Ipinikasal din niya ang anak na prinsesa kay Laon. Mula noon ay masyadong nagsama ang mag-asawa. Tinawag nilang Kanlaon ang bundok bilang pagkilala sa kabayanihan ni Laon.
History
Pre-colonial period
Further information: Ancient Philippine scripts and Baybayin
During the pre-colonial period, children were provided with vocational training but there was no schooling or traditional academics. Training was headed by parents or by tribal tutors or leaders. Stories, songs, poetry and dances were passed from generation to generation mostly through oral tradition. There was a writing system known as Baybayin and its use was wide and varied.
Spanish period
Main article: Education in the Philippines during Spanish rule
According to some accounts, when the Spanish first arrived in Manila, they were surprised to find a population with a high literacy rate, "higher than that of Madrid".[4]
Formal education in the Philippines was introduced during the Spanish period. During the early period, this was conducted mostly by religious orders.[5] Friars opened the first schools and
universities as early as the 16th century. They also introduced printing presses to produce books in Spanish and Tagalog, sometimes using baybayin.[4] Missionaries studied the local languages
and the baybayin writing system to better communicate with the local populations and teach Christianity.
The church and the school cooperated to ensure that Christian villages had schools for students to attend.[6]
Spanish missionaries established schools immediately after reaching the islands. The
Augustinians opened a school in Cebu in 1565. The Franciscans, immediately took to the task of improving literacy in 1577, aside from the teaching of new industrial and agricultural techniques. The Jesuits followed in 1581, as well as the Dominicans in 1587, and they started a school in their first mission at Bataan.[7]
In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and was
incorporated into the University of Santo Tomas, College of Medicine and Pharmacy following the suppression of the Jesuits.
Cover of Doctrina Christiana
The first book printed in the Philippines dates back to 1590. It was a Chinese language version of Doctrina Christiana. A Spanish and Tagalog version, in both Latin script and the locally used baybayin script, was later printed in 1593.
In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes referred as the "Patriarch of Filipino Printing", wrote his famous "Librong Pagaaralan nang manga Tagalog nang Uicang Castilla", which was meant to help Filipinos learn the Spanish language. The prologue read:
“
Let us therefore study, my countrymen, for although the art of learning is somewhat difficult, yet if we are persevering, we shall soon improve our knowledge.Other Tagalogs like us did not take a year to learn the Spanish language when using my book. This good result has given me satisfaction and encouraged me to print my work, so that all may derive some profit from it. In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first
public university in the Philippines. On April 28, 1611, the University of Santo Tomas was founded in Manila as the Colegio de Nuestra Señora del Santisimo Rosario.
By the end of the 16th century, several religious orders had established charity hospitals all over the archipelago and provided the bulk of public services. These hospitals also became the setting for rudimentary scientific research work on pharmacy and medicine.
The Jesuits also founded the Colegio de San Jose in 1601 and took over the management in what later became Escuela Municipal in 1859. Escuela Municipal was later renamed to Ateneo
Municipal de Manila in 1865, and is known today as Ateneo de Manila University). The Dominicans founded the Colegio de San Juan de Letran in 1620 in Manila.
The Educational Decree of 1863 created a free public education system in the Philippines that was run by the government. It was the first such education system in Asia. The decree mandated the establishment of at least one primary school for boys and one for girls in each town under the responsibility of the municipal government, as well as the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary education was free and available to every Filipino, regardless of race or social class. Contrary to what the propaganda of the Spanish–American War tried to depict, they were not religious schools, but schools that were established, supported, and maintained by the Spanish Government.[9]
In 1866, the total population of the Philippines was 4,411,261. The total number of public schools for boys was 841, and the number of public schools for girls was 833. The total number of children attending those schools was 135,098 for boys, and 95,260 for girls. In 1892, the number of schools had increased to 2,137, of which 1,087 were for boys, and 1,050 for girls.[9]
By 1898, enrollment in schools at all levels exceeded 200,000 students.[10][11]
Because of the implementation of public education, a new social class of educated Filipinos arose, the Ilustrados ('enlightened ones'). This new, well-educated middle class of Filipinos would later lead the Philippine independence movement, using Spanish as their common
language. Among the Ilustrados who had also studied in Spain were José Rizal, Graciano López Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna, who were later to lead the cause of Filipino self-government and independence.[12]
First Republic
The defeat of Spain following the Spanish–American War led to the short-lived independence movement, which established the insurgent First Philippine Republic. The schools maintained by Spain for more than three centuries were closed briefly, but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute (the country's first law school), the Academia Militar (the country's first military academy), and the Literary University of the Philippines were established. Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic. However, the Philippine–American War hindered its progress.
American period
Main article: Education in the Philippines during the American rule
An improved public school system was established during the first decade of American rule upon the recommendation of the Schurman Commission. Free primary instruction that trained people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President William McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine Commission and legislated by Act No. 74. Act No. 74 exposed a severe shortage of qualified teachers. As a result, the Philippine Commission authorized the Secretary of Public Instruction to bring more than 1,000 teachers from the United States, who were called the Thomasites, to the Philippines between 1901 to 1902. These teachers were scattered throughout the islands to establish barangay schools.[11] The same law established the Philippine Normal School (now the
Philippine Normal University) to train aspiring Filipino teachers.
The high school system was supported by provincial governments and included special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes, which were established in 1902 by the Philippine Commission.
In 1908, the Philippine Legislature approved Act No. 1870, which created the University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.[13]
The emergence of high school education in the Philippines, however, did not happen until 1910. It was borne out of the rise in big businesses and technological advances in factories and the emergence of electrification, which required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for professional white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee; the investment in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. Two decades later, enrollment in elementary schools was about one million (up from about 150,000 in 1901), and about 100,000 in high school (up from less than 20,000 in 1901).[11]
Third Republic
In 1947, under Executive Order No. 94, the Department of Instruction was changed to the Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.
In 1972, the Department of Education became the Department of Education and Culture under Proclamation 1081, which was signed by President Ferdinand Marcos.
Following a referendum of all barangays in the Philippines from January 10–15, 1973, President Marcos ratified the 1973 Constitution by Proclamation 1102 on January 17, 1973. The 1973 Constitution set out the three fundamental aims of education in the Philippines:
To foster love of country;
Teach the duties of citizenship; and
Develop moral character, self-discipline, and scientific, technological and vocational efficiency.[14]
On September 24, 1972, by Presidential Decree No. 1, the Department of Education, Culture and Sports was decentralized with decision-making shared among thirteen regional offices.[15]
In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became the Ministry of Education and Culture.
The Education Act of 1982 provided for an integrated system of education covering both formal and non-formal education at all levels. Section 29 of the act sought to upgrade education
institutions' standards to achieve "quality education", through voluntary accreditation for schools, colleges, and universities. Section 16 and Section 17 upgraded the obligations and qualifications required for teachers and administrators. Section 41 provided for government financial assistance to private schools.[16] This act also created the Ministry of Education, Culture and Sports.
Fifth Republic
A new Constitution for the Philippines was ratified on February 2, 1987, and proclaimed in force of February 11.[17]Section 3, Article XIV of the 1987 Constitution contains the ten fundamental
aims of education in the Philippines.[18] It is also seen that under the 1987 Constitution (under
Section 2 (2), Article XIV), only elementary school was made compulsory.
In 1987, the Ministry of Education, Culture and Sports became the Department of Education, Culture and Sports under Executive Order No. 117. The structure of DECS as embodied in the order remained practically unchanged until 1994.
On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 and the Free Public Secondary Education Act of 1988, which mandated free public secondary education commencing in the school year 1988–1989.[19][19][20]
On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during Christmas and summer vacation with a salary not lower than the minimum wage—with 60% of the wage paid by the employer and 40% by the
government.[19][21]
The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS into three parts. On May 18, 1994, the Congress passed Republic Act 7722, the Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education and supervised tertiary degree programs.[22] On August 25, 1994, the Congress passed Republic Act 7796, the Technical
Education and Skills Development Act of 1994, creating the Technical Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education as well as the National Manpower and Youth Council, and began to supervise non-degree technical-vocational programs.[23] DECS retained responsibility for all elementary and
secondary education.[19] This threefold division became known as the "trifocal system of
education in the Philippines". 2000s
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed. This act changed the name of the Department of Education, Culture and Sports (DECS) to the Department of Education and redefined the role of field offices (regional offices, division offices, district offices and schools). The act provided the overall framework for school empowerment by strengthening the leadership roles of headmasters and fostering transparency and local accountability for school administrations. The goal of basic education was to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive, and patriotic citizens.[13]
In 2005, the Philippines spent about US$138 per pupil compared to US$3,728 in Japan, US$1,582 in Singapore and US$852 in Thailand.[24]
In January 2009, the Department of Education signed a memorandum of agreement with the United States Agency for International Development to seal $86 million assistance to Philippine education, particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), and the Western and Central Mindanao regions.[25]
2010s and the K–12 program
The start of the twenty-first century's second decade saw a major improvement in the Philippine education system.
In 2011, the Department of Education started to implement the new K-12 educational system, which also included a new curriculum for all schools nationwide. The K-12 program[26][27] has a
so-called "phased implementation", which started in S.Y 2011-2012.
There are four "phases" during the implementation of the new system. These are:
Phase I: Laying the Foundations. Its goal is to finally implement the universal
kindergarten, and the "development of the (entire) program".
Phase II: Modeling and Migration. Its goal is to promote the enactment of the basic education law, to finally start of the phased implementation of the new curriculum for Grades 1 to 4 and 7 to 10, and for the modeling of the senior high school.
Phase III: Complete Migration. Its goal is to finally implement the Grades 11 and 12 or the senior high school, and to signal the end of migration to the new educational system.
Phase IV: Completion of the Reform. Its goal is to complete the implementation of the K–12 education system.
Outline of the new system
In kindergarten, the pupils are mandated to learn the alphabet, numbers, shapes, and colors through games, songs, and dances, but in their mother tongue; thus after Grade 1, every student can read on his/her mother tongue.
o The 12 original mother tongue languages that have been introduced for the 2012–2013 school year are Bahasa Sug, Bikolano, Cebuano,
Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan,
Maranao, Pangasinense, Tagalog, and Waray.
o 7 more mother tongue languages have been introduced for the 2013– 2014 school year. These are Ibanag, Ivatan, Sambal, Akeanon, Kinaray-a, Yakan and Surigaonon.
In Grade 1, the subject areas of English and Filipino are taught, with a focus on "oral fluency".
In Grade 4, the subject areas of English and Filipino are gradually introduced, but now, as "languages of instruction".
The Science and Mathematics subjects are now modified to use the spiral progression approach starting as early as Grade 1 which means that every lesson will be taught in every grade level starting with the basic concepts to the more complex concepts of that same lesson until Grade 10.
The high school from the former system will now be called junior high school, while senior high school will be the 11th and 12th year of the new
educational system. It will serve as a specialized upper secondary education. In the senior high school, students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. Senior high school subjects fall under either the core curriculum or specific tracks.
o Core curriculum learning areas include languages, literature,
communication, mathematics, philosophy, natural sciences, and social sciences.
o There are three choices that are available to be chosen by the students — or the so-called "specific tracks". These are:
Academics, which includes four strands which are: 1. Accountancy, Business, and Management
2. Humanities, Education, and Social Sciences
3. Science, Technology, Engineering, and Mathematics
4. General Academic
Technical-Vocational-Livelihood, which specializes in vocational learning. A student can obtain a National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the
Technical Education and Skills Development Authority. This certificate improves employability of graduates in fields like agriculture,
electronics, and trade.
Arts and Design, which is helping interested senior high school
students in the particular fields of journalism, media, and arts.
Sports, which is responsible for educating senior high school students in the fields of sports and health.
Enrollment figures
School year Kindergarten Elementary High school
2012-2013 1,773,505 ( ) 13,259,489 ( ) 5,641,898 ( )
2013-2014 2,213,973 ( 24.84%) 14,523,353 ( 9.53%) 7,127,475 ( 26.33%)
Educational system
Compulsory education
Former educational system (used from 1945 until June 5, 2011)
School Grade Other names Age
Kindergarten is not compulsory
Elementary school (Primary)
Grade 1 Primary 6–7 Grade 2 7–8 Grade 3 8–9 Grade 4 Intermediate 9–10 Grade 5 10–11 Grade 6 11–12
High school (Secondary)
First Year Freshman 12–13 Second Year Sophomore 13–14 Third Year Junior 14–15 Fourth Year Senior 15–16
Current educational system (used since June 6, 2011)
School Grades Ag e
What are the changes? Implementati on status Is it a new grade? Did it now become compulsory? Did the curriculum change? Did it have a new name? Elementa ry school Kindergart
en 5–6 No Yes Yes No Since 2011 Grade 1 6–7 No Retained compulsory status Yes No Since 2012 Grade 2 7–8 No Retained compulsory status Yes No Since 2013 Grade 3 8–9 No Retained compulsory Yes No Since 2014
status Grade 4 9– 10 No Retained compulsory status Yes No Since 2015 Grade 5 10– 11 No Retained compulsory status Yes No Starting 2016 Grade 6 11– 12 No Retained compulsory status Yes No Starting 2017 Junior high school Grade 7 12– 13 No Retained compulsory status
Yes Yes Since 2012
Grade 8 13–
14 No
Retained compulsory
status
Yes Yes Since 2013
Grade 9 14–
15 No
Retained compulsory
status
Yes Yes Since 2014
Grade 10 15–
16 No
Retained compulsory
status
Yes Yes Since 2015
Senior high school
Grade 11 16–
17 Yes Yes Yes Yes Starting 2016
Grade 12 17–
18 Yes Yes Yes Yes Starting 2017
Voluntary education
Higher education
Curriculum
Disciplines Subjects Grade
# Name # Name Elementary School Junior High School Senior High School Kinder garten Gra de 1 Gra de 2 Gra de 3 Gra de 4 Gra de 5 Gra de 6 Gra de 7 Gra de 8 Gra de 9 Gra de 10 Gra de 11 Gra de 12 1Language Arts 1English 2Filipino 3Mother Tongue 2Mathematics 1 Numbers and Number Sense 2Measure ment 3 Patterns and Algebra 4Geometr y 5 Statistics and Probabili ty 3Science 1Chemistr y 2Biology 3Physics 4Earth and Space
Disciplines Subjects Grade # Name # Name Elementary School Junior High School Senior High School Science 4Araling Panlipunan 4 Values Education/E dukasyon sa Pagpapakata o 5MAPEH 1Music 2Art 3 Physical Educatio n 4Health 6 Technology and Livelihood Education/E dukasyong Pantahanan at Pangkabuha yan (for Grades 4 and 5) 1 Agri-Fishery Arts 2 Home Economi cs 3Industrial Arts 4 Informati on and Commun ications Technolo gy Further information
Elementary school
Signage showing the different shifts for students attending the H. Bautista
Elementary School in Marikina, Metro Manila. Starting in the 2010–11 school year, different year levels are given different class hours and are scheduled to go to school in different shifts to compensate for the lack of school buildings, teachers, and materials.
Upper Uma Elementary School, Pasil Valley, Upper Kalinga, viewed from Ag-gama track, July 2008. Note distance from road (centre left).
Only access from roadside (mid centre) to Upper Uma Elementary School Kalinga
(behind) is via this one hour mud climb. Viewed December 2008.
Elementary school, sometimes called primary school or grade school (Filipino: paaralang elementarya, sometimes mababang paaralan), is the first part of the educational system, and it includes Kindergarten and the first six years of compulsory education (Grades 1–6).
In public schools, the core/major subjects that are introduced starting in Kindergarten and Grade 1 include mathematics, Filipino, and Araling Panlipunan (this subject is synonymous to social studies). English is only introduced after the second semester of Grade 1. Science is only introduced starting Grade 3. Other major subjects then include music, arts, physical education, and health (abbreviated as MAPEH), TLE (Technology and Livelihood Education) for Grade 6, EPP (Edukasyong Pantahanan at Pangkabuhayan) for Grades 4 and 5, Mother Tongue (until Grade 3) and Values Education. In private schools, subjects in public schools are also included with the additional subjects including: computer education. In Christian and Catholic schools, religious education is also part of the curriculum. International schools also have their own subjects in their own language and culture.
From Kindergarten-Grade 3, students will be taught using their mother tongue, meaning the regional languages of the Philippines will be used in some subjects (except Filipino and English) as a medium of instruction. It may be incorporated as a separate subject. But from Grade 4, Filipino and English as a medium of instruction will then be used.
On December 2007, the Philippine president Gloria Macapagal Arroyo announced that Spanish is to make a return as a mandatory subject in all Filipino schools starting in 2008, but this didn't come into effect.[28][29]
DECS Bilingual Policy is for the medium of instruction to be Filipino for: Filipino, Araling Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English, Science and Technology, Home Economics and Livelihood Education.[30] Article XIV, Section 7 of the
1987 Philippine constitution mandates that regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein.[31] As a result, the
language actually used in teaching is often a polyglot of Filipino and English with the regional language as the foundation, or rarely the local language. Filipino is based on Tagalog, so in Tagalog areas (including Manila), Filipino is the foundational language used. International English language schools use English as the foundational language. Chinese schools add two language subjects, such as Min Nan Chinese and Mandarin Chinese and may use English or Chinese as the foundational language. The constitution mandates that Spanish and Arabic shall be promoted on a voluntary and optional basis. Following on this, a few private schools mainly catering to the elite include Spanish in their curriculum. Arabic is taught in Islamic schools.[31]
Until 2004, primary students traditionally took the National Elementary Achievement Test (NEAT) administered by the Department of Education, Culture and Sports (DECS). It was intended as a measure of a school's competence, and not as a predictor of student aptitude or success in secondary school. Hence, the scores obtained by students in the NEAT were not used as a basis for their admission into secondary school. During 2004, when DECS was officially converted into the Department of Education, the NEAT was changed to the National
Achievement Test (NAT) by the Department of Education. Both the public and private
elementary schools take this exam to measure a school's competency. As of 2006, only private schools have entrance examinations for secondary schools.
The Department of Education expects over 13.1 million elementary students to be enrolled in public elementary schools for school year 2009–2010.[32]
Though elementary schooling is compulsory, as of 2010 it was reported that 27.82% of Filipino elementary-aged children either never attend or never complete elementary schooling,[33] usually
due to the absence of any school in their area, education being offered in a language that is foreign to them, or financial distress. In July 2009, the Department of Education moved to overcome the foreign language issue by ordering all elementary schools to move towards initial mother-tongue based instruction (grades 1–3). The order allows two alternative three-year bridging plans. Depending on the bridging plan adopted, the Filipino and English languages are to be phased in as the language of instruction for other subjects beginning in the third and fourth grades.[34]
Secondary education
PSHS Main Campus. There is a disparity between rural and urban education facilities in the Philippines.
Secondary school in the Philippines, more commonly known as "high school" (Filipino:
paaralang sekundarya, sometimes mataas na paaralan), consists of 4 lower levels and 2 upper levels. The Philippine high school system had not significantly evolved from where it was when the Philippines achieved independence from the United States in 1946. It formerly consisted of only four levels with each level partially compartmentalized, focusing on a particular theme or content. Because of the K-12 curriculum, the high school system now has six years divided into 2 parts. The lower exploratory high school system is now called "Junior High School" (Grades
7-10) while the upper specialized high school system is now called "Senior High School" (Grades 11 and 12).
The Department of Education specifies a compulsory curriculum for all high schooling, public and private. Grade 7 has five core subjects: Mathematics 7, Science 7, English 7:Philippine Literature, Filipino 7:Regional Literature, and Asian Studies as part of Araling Panlipunan 7. The Grade 8 curriculum has Mathematics 8, Science 8, English 8:Afro-Asian Literature, Filipino 8:Philippine Literature, and World History as part of Araling Panlipunan 8. Grade 9 has Mathematics 9, Science 9, English 9:British and American Literature, Filipino 9:Asian Literature, and Economics as part of Araling Panlipunan 9. The Grade 10 curriculum has Mathematics 10, Science 10, English 10:World Literature, Filipino 10:World Literature, and Contemporary Issues as part of Araling Panlipunan 10. Other subjects in all levels of junior high school include MAPEH (Music, Art, Physical Education and Health), Values Education and TLE (Technology and Livelihood Education).
In selective schools, various languages may be offered as electives, as well as other subjects such as computer programming and literary writing. Chinese schools have language and cultural electives. Preparatory schools usually add some business and accountancy courses, while science high schools have biology, chemistry, and physics at every level.
Secondary students used to sit for the National Secondary Achievement Test (NSAT), which was based on the American SAT, and was administered by the Department of Education. Like its primary school counterpart, NSAT was phased out after major reorganizations in the education department. Its successors, the National Career Assessment Examination and National
Achievement Test are administered to third- and fourth-year students respectively. Neither the NSAT nor NAT have been used as a basis for being offered admission to higher education institutions, partly because pupils sit them at almost the end of their secondary education. Instead, higher education institutions, both public and private, administer their own College Entrance Examinations (CEE) (subjects covered will depend on the institutions). Vocational colleges usually do not have entrance examinations, simply accepting the Form 138 record of studies from high school, and enrolment payment.
Technical and vocational education
Formal technical and vocational education starts at secondary education, with a two-year curriculum, which grants access to vocational tertiary education.[35] Non-formal technical and
vocational education is assumed by institutions usually accredited and approved by TESDA: center-based programs, community-based programs and enterprise-based training, or the Alternative Learning System (ALS).[35] The Institutions may be government operated, often by
provincial government, or private. They may offer programs ranging in duration from a couple of weeks to two-year diploma courses. Programs can be technology courses like automotive
nursing aide, hotel and restaurant management; and trades courses such as electrician, plumber, welder, automotive mechanic, diesel mechanic, heavy vehicle operator & practical nursing. Upon graduating from most of these courses, students may take an examination from TESDA to obtain the relevant certificate or diploma.
Tertiary education
Main article: Higher education in the Philippines
According to the last CHED published statistics on its website, there were 7,766 foreign nationals studying in various higher education institutions in the Philippines as of 2011-2012. Koreans were the top foreign nationals studying in the country with 1,572. The rest were Iranian, Chinese, American and Indian. [36]
Other schools
There are other types of schools such as private schools, preparatory schools, international schools, laboratory high schools, and science high schools. Several foreign ethnic groups, including Chinese, British, Americans, Koreans, and Japanese operate their own schools. Chinese schools
Main article: List of Chinese schools in the Philippines
Chinese schools add two additional subjects to the core curriculum, Chinese communication arts and literature. Some also add Chinese history, philosophy and culture, and Chinese mathematics. Still, other Chinese schools called cultural schools, offer Confucian classics and Chinese art as part of their curriculum. Religion also plays an important part in the curriculum. American evangelists founded some Chinese schools. Some Chinese schools have Catholic roots. Islamic schools
In 2004, the Department of Education adopted DO 51, putting in place the teaching of Arabic Language and Islamic Values for (mainly) Muslim children in the public schools. The same order authorized the implementation of the Standard Madrasa Curriculum (SMC) in the private madaris (Arabic for schools, the singular form is Madrasa).
While there has been recognized Islamic schools—i.e., Ibn Siena Integrated School (Marawi), Sarang Bangun LC (Zamboanga), and Southwestern Mindanao Islamic Institute (Jolo)—their Islamic studies curriculum varies. With the Department of Education-authorized SMC, the subject offering is uniform across these private madaris.
Since 2005, the AusAID-funded Department of Education project Basic Education Assistance for Mindanao[37] (BEAM) has assisted a group of private madaris seeking government permit to
operate (PTO) and implement the SMC. To date, there are 30 of these private madaris scattered throughout Regions XI, XII and the ARMM.
The SMC is a combination of the RBEC subjects (English, Filipino, Science, Math, and Makabayan) and the teaching of Arabic and Islamic studies subjects.
In ancient Philippines, children were given the rudiments of education. Such education was both academic and vocation. The father trained his sons to be warriors, hunters, fishermen, miners, lumbermen and ship builders. The mother on her part trained her daughters in cooking, gardening, serving and other household arts.
It is said that in ancient Panay, there was a barangay school called Bothoan under the charge of the teacher usually an old man. The subjects taught to the children in this barangay school were reading, writing, arithmetic, use of weapons and lubus (acquiring kinaadman or amulets). Hence, education during that time was geared toward their needs. Because of colonization by several foreign countries and several historical events, our education underwent several changes although we also retained some of the ancient teachings which are practical even during our time.
With the country’s celebration of independence in 1946, scarcely seven decades ago, have come every aspect of educational system in line with the new status of a new nation seeking to achieve and maintain political and economic independence and to fashion a nation truly united out of social and cultural diversities.
Introduction of the Western or European System of Education With the coming of Spain, the European system of education was introduced to the archipelago. Primary schools, colleges and universities were established in our country by the missionaries. The principal aim of Spain in the Philippines during their regime was to make the native
Filipinos obedient and God-fearing Christians. For this reason, religion was a compulsory subject at all levels – from the primary schools to the universities.
The first schools were the parochial schools opened by the missionaries in their parishes. In addition to religion, the native children in these schools were taught reading, writing, arithmetic and some vocational and practical arts subjects.
Later on, colleges for boys and girls were opened by the missionaries. These colleges were the equivalent of our high schools today. The subjects taught to the students included history, Latin, geography, mathematics and philosophy.
[blockquote type=”center”]What the Philippines needs is a realistic educational system adaptable to local conditions.[/blockquote]
There was no co-education during the Spanish times. Boys and girls studied in separate schools. University education was started in the Philippines during the early part of the 17th century. Originally, the colleges and universities were open only to the Spaniards and those with Spanish
blood (mestizos). It was only during the 19th century that these universities began accepting native Filipinos.
It is interesting to note that for nearly 300 years, education in the Philippines was the primary responsibility of the Catholic Church. The missionaries established the schools, provided the teachers and facilities and decided what should be taught. It was only in the last half of the 19th century that the government took an active part in promoting education in the colony. In 1863, a royal decree called for the establishment of a public school system in the colony.
Education under the Americans
The United States had a different approach dictated by what the Americans considered to be their principal goal in coming to the Philippines – “to educate and to train in the science of self-government.”
Consequently, it was not surprising that the United States considered educating the Filipinos as one of its top priorities in the Philippines. Even while US troops were consolidating their foothold in Manila in 1898, schools were already opened in the city. But unlike the Spaniards who neglected to propagate their language, the Americans made it a point to teach English to the Filipinos. The American soldiers were the first teachers of the Filipinos.
In January 1901, free primary education was provided and a school for Filipino teachers was established. It called for the recruitment of trained teachers in America. It abolished compulsory religious instruction.
The Americans gave bright young Filipino students opportunity to take up higher education in American colleges and universities. These Filipinos came to be known as “pensionados” for their education in the United States was financed by the government in the Philippines. Hundreds of Filipino pensionados were able to study in the US until 1928. From the ranks of these
pensionados came the future civic, business and political leaders of our country.
Hungry for education, the Filipinos flocked to public and private schools in large numbers. Education under the Commonwealth
Education continued to receive from the Commonwealth government the same attention that the Americans gave it. President Quezon created the National Council of Education in 1936 as an advisory body on educational matters. The council made important recommendations to further improve the educational system in the Philippines. Most of these recommendations were accepted and carried out by the government.
It was also during the Commonwealth regime that an organized effort to develop a common national language was stared in compliance with the mandate of the 1935 constitution. To help counteract the American cultural influence among the Filipinos, President Quezon greatly encouraged the revival of native culture as well as desirable Filipino values.
And to help strengthen the moral fibers of the Filipinos and to foster love of country especially among the youth, President Quezon issued his famous Code of Ethics which was required to be taught in all schools.
In 1940, several changes were made in the Philippine educational system by virtue of the Educational Act of 1940. Under this law, the elementary course was reduced from 7 years to 6 years. The minimum age for admission to Grade I was raised to 7. The school calendar was also changed so instead of the school year from June to March, it was changed to July to April. Education under the Japanese
Schools and churches were also used as propaganda tools of the Japanese. Nippon-go, the Japanese language, was made a compulsory subject in all schools. In government and private offices, classes in Nippon-go were opened to propagate the Japanese language and culture. Japanese Catholic priests were sent to the Philippines to help promote the idea that Japan, being an Asian country, was a friend of all Asian people’s including the Filipinos.
The Iloilo Experiment
In 1948. Dr. Jose V. Aguilar, the Superintendent of the Iloilo school division initiated a six year experiment with vernacular instruction in his school division. The experiment involved seven control schools where English was used as the medium of instruction in Grades 1 and 2 and seven experimental schools where the vernacular, Hiligaynon, was used as the instructional medium. This was controversial. As late as 1963, the Dean of the College of Education, Xavier University on the island of Mindanao, observed that the vernacular instruction was not producing maximum results. It was curtailing full instructional benefit. Instead of narrowing the regional gaps of the country, it was widening it and was producing dangerous trends towards regional and cultural imbalance.
Educational Thrust of the New Society and Today
It was assumed that the most fundamental objective of education is the development of an individual’s potential which will simultaneously improve society. Educational policies have been geared to the accomplishment of better manpower production through the understanding by the students of land reform, taxation, economic production, anti-drug and anti-pollution and
conservation education. To accomplish these goals, the value and work oriented curricula were encouraged. However, many parents and teachers were still confused because they did not understand the philosophy, operations, and evaluations of this innovation in education. The
concept of an average layman or teacher in the “new society” was always associated with the advent of Martial Law. This must be redirected to a functional definition of wholesome
integration of our economic, social and moral lives for a progressive Philippines. The direction of education as envisioned by our educators can be best described by the following changes:
1. A relevant and flexible curriculum. Educational content is focused on the need of society which is for sound economy. This means better knowledge in skills and food production, conservation of natural resources, technical knowledge in harnessing mineral deposits and less emphasis on white collar jobs which result only in producing the “educated unemployed.”
2. Productive-coordinated technocrats. The inevitable reorganization of the Department of Education (DepEd) was a response to these needs. For
centuries, our educational system generally operated on a system of isolation where the Bureau of Public, Private and Vocational Education worked almost independently and promoted secrecy and privacy instead of attaining
harmony for the good of our country.
3. A quality teacher with effective methods of teaching. To teach effectively, the teacher must have the solid foundations in terms of educational training from reputable institutions, update his method of
teaching by reading and attending conferences, and should have the courage of trying out various means or ways of maximizing learner. To do this, it becomes necessary to understand the psychology of pupils and to be able to communicate with them in teaching-learning situations. The increase in teachers’ pay should be a strong justification for the better policy on the recruitment and retention of teachers.
Every time changes in our educational system occur to search for the solution for our educational ills, some pressure groups interfere and say it is “unrealistic and expensive,” which is not a valid reason. Courage and energy for action should be sustained to invigorate the lives of the citizenry.
After four centuries and a half of being a colony of Spain, America and Japan, the concern of the Filipino educators and policy makers is the Filipinization of the Filipinos and Filipino
institutions. Alejandro Roces, while holding office as the Secretary of Education, voiced this concern thus:
