TRENDS AND FADS during the ...
19th Century (1 January 1801 – 31 December 1900)
GETTING TO KNOW MORE ABOUT THIS CENTURY
This was the century marked by the collapse of the Spanish, Napoleonic, Holy Roman and Mughal empires.Focusing in the Philippoines, the late 18th century, political and economic changes in Europe were finally beginning to affect Spain. Important as a stimulus to trade was the gradual elimination of the monopoly enjoyed by the galleon to Acapulco. The last galleon arrived in Manila in 1815, and by the mid-1830s Manila was open to foreign merchants almost without restriction. The demand for Philippine sugar and abaca (hemp) grew apace, and the volume of exports to Europe expanded even further after the completion of the Suez Canal in 1869.
The growth of commercial agriculture resulted in the appearance of a new class. Alongside the landholdings of the church and the rice estates of the pre-Spanish nobility there arose haciendas of coffee, hemp, and sugar, often the property of enterprising Chinese-Filipino mestizos. Some of the families that gained prominence in the 19th century have continued to play an important role in Philippine economics and politics.
Not until 1863 was there public education in the Philippines, and even then the church controlled the curriculum. Less than one-fifth of those who went to school could read and write Spanish, and far fewer could speak it properly. The limited higher education in the colony was entirely under clerical direction, but by the 1880s many sons of the wealthy were sent to Europe to study. There, nationalism and a passion for reform blossomed in the liberal atmosphere. Out of this talented group of overseas Filipino students arose what came to be known as the Propaganda Movement. Magazines, poetry, and pamphleteering flourished. José Rizal, this movement’s most brilliant figure, produced two political novels—Noli me tangere (1886; Touch Me Not) and El filibusterismo (1891; The Reign of Greed)—which had a wide impact in the Philippines. In 1892 Rizal returned home and formed the Liga Filipina, a modest reform-minded society, loyal to Spain, that breathed no word of independence. But Rizal was quickly arrested by the overly fearful Spanish, exiled to a remote island in the south, and finally executed in 1896. Meanwhile, within the Philippines there had developed a firm commitment to independence among a somewhat less privileged class. Shocked by the arrest of Rizal in 1892, these activists quickly formed the Katipunanunder the leadership of Andres Bonifacio, a self-educated warehouseman. The Katipunan was dedicated to the expulsion of the Spanish from the islands, and preparations were made for armed revolt. Filipino rebels had been numerous in the history of Spanish rule, but now for the first time they were inspired by nationalist ambitions and possessed the education needed to make success a real possibility.
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TRENDS during this century in the field of Education
Reform trends
Although most of the Latin American countries achieved nominal independence in the 19th century, they remained politically, economically, and culturally dependent on U.S. and European powers throughout the first half of the 20th century. By 1960 many viewed this dependency as the reason for Latin America’s state of “underdevelopment” and felt that the situation could best be remedied through educational reform. The most general reform movement (desarrollista) simply accepted the idea of achieving change through “modernization,” in order to make the system more efficient. The Brazilian educationist Paulo Freire, however, advocated mental liberation through self-consciousness, a view that was influential in the 1960s and ’70s throughout Latin America. Because political dictatorship prevailed through the 1960s and part of the 1970s in many countries, authoritarian pedagogy became the practice, especially in Chile. In the 1980s the deep economic crisis in Latin America proved to be the greatest influence on education, obstructing all renovation or modernization of public education.
The pre-Spanish Philippines possessed a system of writing similar to Arabic, and it was not uncommon for adults to know how to read and write. Inculcation of reverence for the god Bathala, obedience to authority, loyalty to the family or clan, and respect for truth and righteousness were the chief aims of education. After the Spanish conquest, the first educational institutions to be established on Western lines, apart from parochial schools run by missionaries, were in higher education. The Santo Tomás College, established in 1611 and raised to the status of a university in 1644–45, served for centuries as a centre of intellectual strength to the Filipino people. Educational growth, however, was slow, mainly because of lack of government support.
CONNECT WITH BRITANNICA
With the advent of American rule, the stress laid on universal primary education in the policy announced by U.S. Pres. William McKinley on April 7, 1900, led to a rapid growth in primary education. A number of institutions of higher education were also established between 1907 and 1941, including the University of the Philippines (1908). Private institutions of higher education, however, far outnumbered the state institutions, thus indicating a trend that remains a characteristic feature of the system of higher education in the Philippines.
The new Republic of the Philippines emerging after World War II launched a series of national development plans that included components aimed at the renovation and expansion of education to promote socioeconomic modernization. After 1948, enrollments rose dramatically in primary, secondary, and tertiary schools. In the late 20th century the Philippines had more than 1,000 higher-education institutions, and nearly all primary pupils attended public schools.
During this era, in the field of education, there were countless of articles made and published. The trend that lasted for a long period of time was the pieces of writing such as NOLI ME TANGERE AND EL FILIBUSTERISMO of Jose Rizal. There were actually many more however some of those weren't made known.
Home Schooling
Since education was not that inclusive before, parents especially mothers teaches their children at home. This is just a fad because it didn't last long because time din't favored and that schools were made as well.
During the time of Rizal, or during the late 18th to early 19th century, the Friars occupied the Philippines. These friars controlled the educational system in the Philippines and they were able to own different schools comprising from the primary level to the tertiary levels of education. The people who took charge in teaching, implementation of the rules and regulations and the monitoring of students were assigned to the missionaries during that time. The teachings of the Catholic religion were emphasized to the levels of education in the schools owned by the friars. In the primary level, they were taught of the Christian Doctrines, how to read Spanish books and a little of the native’s language. In the universities, Science and Mathematics were not vey much introduced to the students. Instead of Spanish, students were taught how to speak and understand Latin.
Discrimination during the early times was very much utilized. This is because the schools before were exclusive only for the Spaniards. Filipinos were only able to attend school in the late 19th century. Some schools also limited their lodging to the sons of wealthy Filipino families. Friars hardly discriminated Filipinos because even if they were able to enter school and study, the friars believed that Filipinos would not still be able to match their skills and they will only learn fast if they would strictly implement disciplinary actions or the means of applying corporal punishment. Also, during their time, the schools for boys and girls were separated. Schools for the boys were the first ones that were established. In 1565, Augustinians built the first school in the Philippines that was situated in Cebu.
During the Spanish regime, college was already equal to a university. The most common course was Bachelor of Arts or Bachiller en Artes. In 1589, the Jesuits established the first college for boys in Manila and it was named “Colegio de San Ignacio.” They also established other schools like Colegio de San Idelfonso in Cebu in 1595 and Colegio de San Jose in 1601. For the mean time, the school Escuela Pia was entrusted by the government to the Jesuits. Later, this was called Ateneo de Municipal which is now the famous Ateneo de Manila University. While the Dominicans also made a name as they established one of the popular universities in the Philippines, the University of Santo Tomas that was opened in 1611. Dominicans also built the San Juan de Letran but only for the orphaned boys.
The first college school for girls was opened in 1589 and this was Colegio de Santa Pontenciana. Colegio de Santa Isabel opened in 1632. The religious congregations also established schools for the girls and it was eventually called beaterio. It was meant for orphaned girls who could not afford to attend school and educate themselves. The subjects in the beaterio taught housekeeping, cooking, sewing and embroidery making. Even if discrimination was utilized before by the friars, they also brought a good impact to us, Filipinos. The friars were effective in evangelizing the catholic religion to the Filipinos. There is one major failure in the educational system of the religious parishioners and it was the preventing the Filipinos to learn other bodies of knowledge. They limit education to the teaching of Spanish, Latin and Filipino language, the teaching of Religion was also emphasized. Mathematics and Science was absolutely neglected.
Education under the Spanish administration was privileged only to Spanish students. Philippine education was only a means to remain in the Philippines as colonizers. Filipinos became followers to the Spaniards even if these things happened here in the Philippines. Filipinos were greatly influenced by the Spaniards to the extent that even their lifestyles were already influenced by the Spaniards. The educated Filipinos were called as ilustrados and they began movements directed towards change in the government of the Philippines. They wanted to be the same level with the proud Spaniards. The growing number of ilustrados in the Philippines is considered as one of the major effects of education by the Spaniards in the Philippines.
20th Century
(January 1, 1901 and ended on December 31, 2000)
(January 1, 1901 and ended on December 31, 2000)
GETTING TO KNOW MORE ABOUT THIS CENTURY
American rule in the Philippines was paternalistic. They called their policy 'Benevolent Assimilation'. They wanted to 'Americanize' the Filipinos but they never quite succeeded. However they did do some good. Many American teachers were sent to the Philippines in a ship called the Thomas and they did increase literacy.
In 1935 the Philippines were made a commonwealth and were semi-independent. Manuel Quezon became president. The USA promised that the Philippines would become completely independent in 1945.
However in December 1941 Japan attacked the US fleet at Pearl Harbor. On 10 December 1941 Japanese troops invaded the Philippines. They captured Manila on 2 January 1941. By 6 May 1942 all of the Philippines were in Japanese hands.
However American troops returned to the Philippines in October 1944. They recaptured Manila in February 1945.
The Philippines became independent on 4 July 1946. Manuel Roxas was the first president of the newly independent nation.
Ferdinand Marcos (1917-1989) was elected president in 1965. He was re-elected in 1969. However the Philippines was dogged by poverty and inequality. In the 1960s a land reform program began. However many peasants were frustrated by its slow progress and a Communist insurgency began in the countryside.
On 21 September 1972 Marcos declared martial law. He imposed a curfew, suspended Congress and arrested opposition leaders.
The Marcos dictatorship was exceedingly corrupt and Marcos and his cronies enriched themselves.
Then, in 1980 opposition leader Benigno Aquino went into exile in the USA. When he returned on 21 August 1983 he was shot. Aquino became a martyr and Filipinos were enraged by his murder.
In February 1986 Marcos called an election. The opposition united behind Cory Aquino the widow of Benigno. Marcos claimed victory (a clear case of electoral fraud). Cory Aquino also claimed victory and ordinary people took to the streets to show their support for her. Marcos's cronies deserted him and he bowed to the inevitable and went into exile.
Things did not go smoothly for Corazan Aquino. (She survived 7 coup attempts). Furthermore the American bases in the Philippines (Subic Bay Naval Base and Clark Air Base) were unpopular with many Filipinos who felt they should go. In 1992 Mount Pinatubo erupted and covered Clark in volcanic ash forcing the Americans to leave. They left Subic Bay in 1993.
In 1992 Fidel Ramos became president. He improved the infrastructure in the Philippines including the electricity supply. Industry was privatized and the economy began to grow more rapidly.
However at the end of the 1990s the Philippine economy entered a crisis. Meanwhile in 1998 Joseph Estrada, known as Erap became president. Estrada was accused of corruption and he was impeached in November 2000. Estrada was not convicted. Nevertheless people demonstrated against him and the military withdrew its support. Estrada was forced to leave office and Vice-president Gloria Macapagal-Arroyo replaced him. She was re-elected in 2004.
TRENDS in the FIELD OF EDUCATION
- Bitay System (the usage of Manila paper or any type of paper)
- Content copying (the copying of texts or competencies from the book to the student/pupil's notebook
FADS
- Cellphones for research purposes (this has become a fad because of the fact not all has this and its 'kasikatan' didn't last long considering that only few who knows such)
21st Century (1 January 1801 – 31 December 1900)
GETTING TO KNOW MORE ABOUT THIS CENTURY
The 21st century is the current century of the Anno Domini era, in accordance with the Gregorian calendar. It began on January 1, 2001 and will end on December 31, 2100. It is the first century of the 3rd millennium.
On this basis, there have been uncertainties assailing our vision of Philippine Education for the year 2020. Moreover, it is worth mentioning that the use of a computer or an electronic machine cannot make a better Filipino child, neither can it uplift our economy, although undoubtedly, in one way or another it can facilitate procedures. Nothing more is significant than the good traits that the Filipino children should have possessed, net to a high level of knowledge of work to be done. Indeed, quality education underscores acquisition of a valuable trait and high degree of knowledge or skills. For an individual whose community he lives in is wanting in prosperity, this is primary importance.
On the other hand, is as much as the most comprehensive and effective education is given in school, it is also of chief importance to put a premium on school education which is to be sustained by an effective administrative machinery whose educational functions and policies must have been focused on the year 2020. Undeniably, the teacher has a vital role in attaining the objects set up by no less than the Department of Education, but as far as the duties of the teacher are concerned, there is something more than meets the eye. That is, even with smooth implementation of educational policies and goals, the whole thing is bound to end up in vain unless the teacher becomes proud of her profession – that she has to feel for herself that she is not underpaid but overburdened. It is only then that every Filipino child will find himself on the right course resulting from purified education. And no wonder, he will be equipped with the kind of education that is of God’s design, such that he has not only been properly trained, but has been nurtured in the true sense of righteousness and other values that would enable him to meet the demands of education as envisioned for the year 2020.
21ST CENTURY IS THE CENTURY OF EMPOWERMENT.
TRENDS
K to 12 CURRICULUM
A recent change in the Philippines’ educational system was implemented starting in 2011. The K to 12 education was signed into law back in 2013, adding three years to the country’s basic education curriculum.
The new K to 12 curriculum guide requires all Filipino students to have one year of kindergarten, six years of elementary schooling (grades 1 to 6), four years of junior high school (grades 7 to 10), and two years of senior high school (grades 11 to 12).The importance of a basic K-12 education is supposed to prepare you for life.
In many ways it is simple indoctrination, to make you a working member of society. An example, getting up every morning at a set time, go someplace, spend hours doing what you are told, go home, only to get up and do it again.
This basic education also teaches some kind of work ethic, because assignments must be completed, and turned in. Work produced.
At the helm of these sustainable development goals is better access to education. When an individual gains sufficient knowledge and skills, he can make life better, not just for himself, but for others. Education is the gateway to address all other development issues, including equality, environmental preservation, and modernization.
Access to inclusive and quality education is global concern. According the UN, enrollment in primary education in developing countries has reached 91 percent, but 57 million children remain out of school. Worldwide, 103 million youth still lack basic literacy skills, and more than 60 percent of them are women.
Despite higher budget allocations from the government, the state of education in the Philippines still lags compared to our Southeast Asian neighbors. Last year, the World Economic Forum ranked the Philippines 86th out of 140 countries in terms of primary education and health.
Long-standing problems such as lack of resources and poor infrastructure all contribute to our consistent poor performance.
ICT FOR EDUCATION. For the youth, better access to digital technology means better access to learning and opportunities. Image from Shutterstock
ICT for inclusive education
The Department of Education recognizes the key role of information and communications technology (ICT) in improving the state of education. The Internet, with its capacity to hold an infinite number of resources, can provide accessible and comprehensive education for students, wherever they may be in the country.
Online learning databases do not waste precious natural resources. A single laptop and projector set-up, for example, can be used for a learning session for an entire classroom. In lieu of books and papers, students can access modules, submit assignments, and consult with their teachers and classmates online.
Teachers can also benefit from learning tools that do not require traditional logistics and multiple materials. For example, the DepEd has launched the Learning Resources Management and Development System (LRMDS), a portal for online teaching and learning materials created by teachers and education partners.
In a previous launch statement, current DepEd secretary Armin Luistro said: “These programs will help our learners have more access to relevant, up-to-date and quality education materials. It also provides a database to our educators where they can derive their lessons from. These materials will assist them in their lesson plans, and may also give an array of contextualized classroom discussions.”
OVERDUE DEVELOPMENT. Major broadband players need the government and private sector's full cooporation to fast-track ICT developement. Image from Shutterstock
Recognizing the challenges
In 2011, the Philippine government put up a national strategy for improving Internet access, identifying education as a key area that would benefit from ICT development. Among the targets were that 100 percent of secondary schools and 80 percent of elementary schools in the country should have Internet access by 2016.
The existence of strategies and portals are not enough. Next comes the heavier challenge of deploying these resources to school children.
Today, many schools continue to struggle with limited budgets for acquiring enough desktop computers and laptops. According to a broadband policy brief released by Arangkada Philippines last year, almost 80 percent of public schools in the Philippines still do not have Internet access. (READ: Statistics on broadband and mobile Internet in the PH)
Computer literacy must become mandatory for teacher licensure, and in-service ICT training for educators must be continuously improved. The DepEd’s 5-year strategic plan acknowledges that the education system as a whole lacks infrastructure for connectivity and access to technologies.
Major broadband players also need the government’s urgent support to fast-track Internet development in the country.
Yoly Crisanto, Globe Senior Vice President for Corporate Communications said: “To help the education sector, we are poised to aggressively deploy broadband infrastructure in the country. We want to build more cell sites and fill the infrastructure gap so we can continue to support the country’s growth. Today, far too many young Filipinos are unable to take full advantage of advancement in digital technology when compared with other countries, because a significant portion of the public school system does not have Internet access.”
Global Schools for Filipinos
Through shared connectivity and innovative teaching methods with ICT integration in the classroom, teachers and school leaders can significantly increase the quality of learning in the public sector.
Aside from improving current policies, the DepEd sees the private sector as an important partner in implementing these strategies. Among the DepEd’s collaborative efforts is the Global Filipino Schools Program, a long-term educational initiative that seeks to transform select public schools into centers of ICT excellence and innovative teaching methods.
A HI-TECH CLASSROOM. At least 80 schools are expected to be part of the Global Filipino Schools program this year. Image courtesy of Globe
The program consists of providing schools with online connectivity, a uniquely-designed collaborative learning space, a Globe Mobile Laboratory package, and 21st Century Teaching Methods using ICT in the classroom. It is covered by the DepEd’s partnerships with selected public schools around the country, Globe, Ayala Foundation, and various tech and device partners.
“Access to basic education is a fundamental human right, and by integrating ICT into our public education system, we are giving our youth the capability to compete globally in today’s digital environment,” Crisanto noted.
Currently, there are 20 schools under the Global Filipino School program around the country. An additional 60 more schools are expected to be launched this year. The aim of the program is to have a Global Filipino School in each of the 221 DepEd divisions around the country.
EDUCATION FOR ALL. Digitally-empowered students can become more competitive citizens and leaders. Image courtesy of Globe
Do your part
Every Filipino who receives a better education is an individual who can contribute to the Philippines’ continuous growth and development. Every citizen, then, is a stakeholder in ensuring that all children can get equal access to this right.
Building a sustainable world does not stop with education in classrooms. Sustainability is holistic mindset that can be practiced at home, in the office, and in local communities. Modern technology enables us to create better communication channels, minimize waste, improve efficiency, and increase access for all. But it’s up to dedicated, passionate human individuals to make the whole system work.
USING PROJECTORS INSTEAD USING MANILA PAPERS
FADS
GADGETS
AS TIME WENT BY, WE COULD ACTUALLY SAY THAT PHILIPPINES IS IMPROVING NOT JUST IN THE FIELD OF ADVANCEMENTS BUT ON THE EDUCATIONAL ASPECT AS WELL. SO, TOGETHER, TO ACHIEVE FURTHER OUR DESIRED GOALS, LET US EMBRACE CHANGES.
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