Educational Change in the Philippines

THE EDUCATIONAL COMMUNITY

FORMAL SCHOOL

THE EDUCATIONAL SYSTEMIN THE PHILIPPINES

THE EDUCATIONAL SYSTEM IN THE PHILIPPINES

• THE SYSTEM OF EDUCATION IN THE PHILIPPINES WAS PATTERNED, BOTH FROM THE EDUCATIONAL SYSTEMS OF SPAIN AND THE UNITED STATES. HOWEVER, AFTER THE LIBERATION OF THE PHILIPPINES IN 1946, THE SYSTEM HAVE CHANGED RADICALLY AND MOVED AT ITS OWN.


• THE DEPARTMENT OF EDUCATION (DEPED) ADMINISTERS THE WHOLE EDUCATIONAL SYSTEM WHICH INCLUDES THE ALLOCATION OF FUNDS UTILIZED FOR SCHOOL SERVICES AND EQUIPMENT (SUCH AS BOOKS, SCHOOL CHAIRS ETC.), RECRUITMENT OF TEACHERS FOR ALL PUBLIC IN THE PHILIPPINES, AND THE SUPERVISION AND ORGANIZATION OF THE SCHOOL CURRICULA.


• THE FORMER EDUCATION SYSTEM OF THE PHILIPPINES IS COMPOSED OF SIX (6) YEARS OF ELEMENTARY STARTING AT THE AGE OF 6 OR 7 AND FOUR (4) OF HIGH SCHOOL EDUCATION STARTING AT THE AGE OF 12 OR 13. IN THIS SYSTEM, EDUCATION IS NOT COMPULSORY.


• HOWEVER, SINCE JUNE 4, 2012, DEPED STARTED TO IMPLEMENT THE NEW K TO 12 EDUCATIONAL SYSTEM WHICH INCLUDES THE NEW CURRICULA FOR ALL SCHOOLS. IN THIS SYSTEM, EDUCATION IS NOW COMPULSORY.


• ALL PUBLIC AND PRIVATE SCHOOLS IN THE PHILIPPINES MUST START CLASSES FROM A DATE MANDATED BY THE DEPARTMENT OF EDUCATION (USUALLY EVERY FIRST MONDAY OF JUNE FOR PUBLIC SCHOOLS ONLY) AND MUST END AFTER EACH SCHOOL COMPLETES THE 200 DAY SCHOOL CALENDAR OF DEPED (USUALLY AROUND THE THIRD WEEK OF MARCH TO THE SECOND WEEK OF APRIL).

HISTORICAL DEVELOPMENT OF THE PHILIPPINE EDUCATIONAL

SYSTEM

PRE-MAGELLANIC TIMES

PRE – MAGELLANIC TIMES • READING, WRITING AND ARITHMETIC

EDUCATION OF THE ANCIENT EARLY FILIPINOS


• INFORMAL AND UNSTRUCTURED.


• THE FATHERS TAUGHT THEIR SONS HOW TO LOOK FOR FOOD AND OTHER MEANS OF LIVELIHOOD.


• THE MOTHERS TAUGHT THEIR GIRLS TO DO THE HOUSEHOLD CHORES.


• THIS EDUCATION BASICALLY PREPARED THEIR CHILDREN TO BECOME GOOD HUSBAND AND WIVES.


• EARLY FILIPINO ANCESTORS VALUED EDUCATION VERY MUCH.


• FILIPINO MEN AND WOMEN KNOW HOW TO READ AND WRITE USING THEIR OWN NATIVE ALPHABET CALLED ALIBATA. THE ALIBATA WAS COMPOSED OF 17 SYMBOLS REPRESENTING THE LETTERS OF THE ALPHABET. AMONG THESE SEVENTEEN SYMBOLS WERE THREE VOWELS AND FOURTEEN CONSONANTS.

SPANISH SYSTEM

SPANISH SYSTEM• TRIBAL TUTORS WERE REPLACED BY THE SPANISH

MISSIONARIES

SPANISH SYSTEM• RELIGION - ORIENTED.

SPANISH SYSTEM• FOR THE ELITE

SPANISH SYSTEM• EDUCATIONAL DECREE OF 1863 – ONE PRIMARY SCHOOL

FOR BOYS AND GIRLS IN EACH TOWN

SPANISH SYSTEM• NORMAL SCHOOL FOR MALE TEACHERS

SPANISH SYSTEM• PRIMARY INSTRUCTION IS FREE AND COMPULSORY

SPANISH SYSTEM• EDUCATION IS INADEQUATE, SUPPRESSED AND

CONTROLLED

SPANISH SYSTEM• SUBJECTS OFFERED: READING, CHRISTIAN DOCTRINE,

WRITING, SPANISH, ARITHMETIC, VOCAL/MUSIC, GEOGRAPHY, AGRICULTURE, HISTORY, NEEDLE WORKS (BOYS AND GIRLS)

REVOLUTIONARY GOVERNMENT

REVOLUTIONARY GOVERNMENT• SCHOOLS WERE REOPENED ON AUGUST 29, 1898 BY THE

SECRETARY OF INTERIOR

REVOLUTIONARY GOVERNMENT• THE BURGOS INSTITUTE IN MALOLOS, THE MILITARY

ACADEMY OF MALOLOS AND THE LITERARY UNIVERSITY OF THE PHILIPPINES WERE ESTABLISHED.

REVOLUTIONARY GOVERNMENT• THE MALOLOS CONSTITUTION ESTABLISHED A SYSTEM OF

FREE AND COMPULSORY ELEMENTARY EDUCATION.

AMERICAN REGIME

AMERICAN REGIME• SCHURMAN COMMISSION – ADEQUATE SECULARIZED AND

FREE PUBLIC SCHOOL SYSTEM

AMERICAN REGIME• TAFT COMMISSION AS PER INSTRUCTION OF PRESIDENT

MCKINLEY – FREE PRIMARY INSTRUCTION THAT TRAINED PEOPLE FOR THE DUTIES OF CITIZENSHIP AND AVOCATION.

AMERICAN REGIME• ENGLISH IS THE MEDIUM OF INSTRUCTION

AMERICAN REGIME• AMERICAN INFLUENCES CAN STILL BE SEEN IN OUR

LIFESTYLE OR WAY OF LIFE.

AMERICAN REGIME• THE COMMONWEALTH PROVIDED FREE EDUCATION IN

PUBLIC SCHOOLS ALL OVER THE COUNTRY, IN ACCORDANCE WITH THE 1935 CONSTITUTION.

AMERICAN REGIME• EDUCATION ALSO EMPHASIZED NATIONALISM SO THE

STUDENTS WERE TAUGHT ABOUT THE LIFE OF THE FILIPINO HEROES.

AMERICAN REGIME• VOCATIONAL EDUCATION AND SOME HOUSEHOLD

ACTIVITIES LIKE SEWING, COOKING, AND FARMING WERE ALSO GIVEN IMPORTANCE.

AMERICAN REGIME• GOOD MANNERS AND DISCIPLINE WERE ALSO TAUGHT TO

THE STUDENTS.

AMERICAN REGIME• THE INSTITUTE OF PRIVATE EDUCATION WAS ESTABLISHED

IN ORDER TO OBSERVE PRIVATE SCHOOLS.

AMERICAN REGIME• IN 1941, THE TOTAL NUMBER OF STUDENTS STUDYING IN

THE 400 PRIVATE SCHOOLS IN THE COUNTRY REACHED 10,000.

AMERICAN REGIME• THERE WAS ALSO THE EXISTENCE OF "ADULT EDUCATION"

IN ORDER TO GIVE FORMAL EDUCATION EVEN TO ADULTS.

PHILIPPINE COMMISSION

PHILIPPINE COMMISSION• 1901 – A HIGHLY CENTRALIZED PUBLIC SCHOOL SYSTEM

WAS INSTALLED

PHILIPPINE COMMISSION• CREATED A HEAVY SHORTAGE OF TEACHERS

PHILIPPINE COMMISSION• THE COMMISSION AUTHORIZED THE SECRETARY OF PUBLIC

INSTRUCTION TO BRING TO THE PHILIPPINES 600 TEACHER FROM USA. THEY WERE THE THOMASITES.

PHILIPPINE COMMISSION• 1902 – THE HIGH SCHOOL SYSTEM SUPPORTED BY

PROVINCIAL GOVERNMENTS, SPECIAL EDUCATIONAL INSTITUTIONS, SCHOOL OF ARTS AND TRADES, AN AGRICULTURAL SCHOOL AND COMMERCE AND MARINE INSTITUTES WERE ESTABLISHED.

PHILIPPINE COMMISSION• 1908 – THE PHILIPPINE LEGISLATURE APPROVED ACT NO.

1870 CREATED THE UNIVERSITY OF THE PHILIPPINES.

PHILIPPINE COMMISSION• REORGANIZATION ACT OF 1916 – THE FILIPINIZATION OF

ALL DEPARTMENT SECRETARIES EXCEPT THE SECRETARY OF PUBLIC INSTRUCTION.

JAPANESE REGIME

JAPANESE REGIME• MILITARY ORDER NO. 2 OF 1942 – JAPANESE EDUCATIONAL

POLICIES

JAPANESE REGIME• JUNE 1942 – THE PHILIPPINE EXECUTIVE COMMISSION,

COMMISSION OF EDUCATION, HEALTH AND PUBLIC WELFARE AND SCHOOLS REOPENED.

JAPANESE REGIME• OCTOBER 14, 1913 - MINISTRY OF EDUCATION WAS

CREATED

JAPANESE REGIME• TAGALOG, PHILIPPINE HISTORY AND CHARACTER

EDUCATION WAS RESERVED FOR FILIPINOS.

JAPANESE REGIME• LOVE FOR WORK AND DIGNITY OF LABOR WAS

EMPHASIZED.

JAPANESE REGIME• FEBRUARY 27, 1945 – THE DEPARTMENT OF INSTRUCTION

WAS MADE PART OF THE DEPARTMENT OF PUBLIC INSTRUCTION

JAPANESE REGIME THE GOVERNMENT MADE SOME CHANGES IN THE SYSTEM OF EDUCATION IN FEBRUARY, 1942. THESE CHANGES WERE:

• TO STOP DEPENDING ON WESTERN COUNTRIES LIKE THE U.S., AND GREAT BRITAIN. PROMOTE AND ENRICH THE FILIPINO CULTURE.

• TO RECOGNIZE THAT THE PHILIPPINES IS A PART OF THE GREATER EAST ASIA CO-PROSPERITY SPHERE SO THAT THE PHILIPPINES AND JAPAN WILL HAVE GOOD RELATIONS.

• TO BE AWARE OF MATERIALISM TO RAISE THE MORALITY OF THE FILIPINOS.

• TO LEARN AND ADOPT NIPPONGO AND TO STOP USING THE ENGLISH LANGUAGE.

• TO SPREAD ELEMENTARY AND VOCATIONAL EDUCATION.

• TO DEVELOP LOVE FOR WORK.

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION• 1947 – DEPARTMENT OF INSTRUCTION WAS CHANGED TO

DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION• BUREAU OF PUBLIC AND PRIVATE SCHOOLS REGULATES

AND SUPERVISES PUBLIC AND PRIVATE SCHOOLS

DEPARTMENT OF EDUCATION• 1972 – DEPARTMENT OF EDUCATION WAS RENAMED

DEPARTMENT OF EDUCATION AND CULTURE (PROCLAMATION NO. 1081)

DEPARTMENT OF EDUCATION• 1978 – MINISTRY OF EDUCATION AND CULTURE IN VIRTUE

OF PD NO. 1397

DEPARTMENT OF EDUCATION• 13 REGIONAL OFFICES WERE CREATED MAJOR

ORGANIZATIONAL CHANGES WERE IMPLEMENTED

DEPARTMENT OF EDUCATION• EDUCATION ACT OF 1982 – MINISTRY OF EDUCATION,

CULTURE AND SPORTS

DEPARTMENT OF EDUCATION• EO NO. 117 – DECS STRUCTURE REMAINED UNCHANGED

UNTIL 1994 WHEREIN CHED (COMMISSION ON HIGHER EDUCATION) AND TESDA (TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY) SUPERVISE TERTIARY DEGREE PROGRAMS AND NON-DEGREE TECHNICAL – VOCATIONAL PROGRAMS RESPECTIVELY.

DEPARTMENT OF EDUCATION• RA 7722 - CHED (COMMISSION ON HIGHER EDUCATION)

WAS CREATED

DEPARTMENT OF EDUCATION• RA 7796 - TESDA (TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT AUTHORITY) WAS CREATED.

THE TRIFOCAL EDUCATION SYSTEM

TRIFOCAL EDUCATION SYSTEM• DECS (DEPARTMENT OF EDUCATION, CULTURE AND

SPORTS) – ELEMENTARY, SECONDARY AND NON-FORMAL EDUCATION INCLUDING CULTURE AND SPORTS

RA 9155GOVERNANCE OF

BASIC EDUCATION ACT

RA 9155• DECS (DEPARTMENT OF EDUCATION, CULTURE AND

SPORTS) WAS RENAMED TO DEPED DEFINING THE ROLE OF FIELD OFFICES (REGIONAL, DIVISION, DISTRICT OFFICES AND SCHOOLS)

RA 9155• PROVIDES THE OVERALL FRAMEWORK FOR (I) SCHOOL

HEAD EMPOWERMENT BY STRENGTHENING THEIR LEADERSHIP ROLES (II) SCHOOL – BASED MANAGEMENT WITHIN THE CONTEXT OF TRANSPARENCY AND LOCAL ACCOUNTABILITY, GOAL TO BASIC EDUCATION: PROVIDE THE SCHOOL AGE POPULATION AND YOUNG ADULTS WITH SKILLS, KNOWLEDGE AND VALUES TO BECOME CARING, SELF – RELIANT, PRODUCTIVE AND PATRIOTIC CITIZENS.

EDUCATION SYSTEM IN THEPRESENT PERIOD

EDUCATIONAL SYSTEM IN THE PRESENT PERIOD

• PHILIPPINE EDUCATION IS PATTERNED AFTER THE AMERICAN SYSTEM, WITH ENGLISH AS THE MEDIUM OF INSTRUCTION.


• SCHOOLS ARE CLASSIFIED INTO PUBLIC (GOVERNMENT) OR PRIVATE (NON-GOVERNMENT).


• THE GENERAL PATTERN OF FORMAL EDUCATION FOLLOWS

FOUR STAGES:

1. PRE-PRIMARY LEVEL (NURSERY, KINDERGARTEN AND PREPARATORY) OFFERED IN MOST PRIVATE SCHOOLS;

2. SIX YEARS OF PRIMARY EDUCATION,

3. FOLLOWED BY FOUR YEARS OF SECONDARY EDUCATION.

4. COLLEGE EDUCATION USUALLY TAKES FOUR, SOMETIMES FIVE AND IN SOME CASES AS IN MEDICAL AND LAW SCHOOLS, AS LONG AS EIGHT YEARS.


• GRADUATE SCHOOLING IS AN ADDITIONAL TWO OR MORE YEARS.


• CLASSES IN PHILIPPINE SCHOOLS START IN JUNE AND END IN MARCH.


• COLLEGES AND UNIVERSITIES FOLLOW THE SEMESTRAL CALENDAR FROM JUNE-OCTOBER AND NOVEMBER-MARCH.


• THERE ARE A NUMBER OF FOREIGN SCHOOLS WITH STUDY PROGRAMS SIMILAR TO THOSE OF THE MOTHER COUNTRY.


• AN OVERALL LITERACY RATE WAS ESTIMATED AT 95.9 PERCENT FOR THE TOTAL POPULATION IN 2003, 96 % FOR MALES AND 95.8 % FOR FEMALES.

FORMAL EDUCATIONALIN THE PHILIPPINES

FORMAL EDUCATIONAL SYSTEM IN THE PHILIPPINES

FORMAL EDUCATION IN THE PHILIPPINES FOLLOWS THE EDUCATIONAL LADDER OF 6 + 4 + 4 STRUCTURE (I.E. SIX YEARS OF ELEMENTARY EDUCATION, FOUR YEARS OF SECONDARY EDUCATION AND FOUR YEARS OF HIGHER EDUCATION FOR A DEGREE PROGRAM), EXCEPT FOR SOME HIGHER EDUCATION PROGRAMS WHICH REQUIRE A LONGER PERIOD OF STUDY TO COMPLETE A DEGREE, COVERING A TOTAL OF 14 YEARS FOR ELEMENTARY, SECONDARY AND TERTIARY EDUCATION.


STRUCTURE OF FORMAL EDUCATION

FORMAL EDUCATION

AGE OF STUDENT NUMBER OF YEARS

LEVELS

Elementary (Grade School)

6 to 11 years old 6 Grade 1 to 6 (Public)Grade 1 to 7 (for some private schools)

Secondary(High School)

12 to 15 years old 4 1st, 2nd, 3rd and 4th year

Tertiary(College or University)

16 – 20 or 21 years old 4 to 5 1st, 2nd, 3rd and to 4th or 5th year


• PRESCHOOL EDUCATION

PRESCHOOL EDUCATION IS OPTIONAL FOR CHILDREN 3 TO 4

YEARS OLD; SOME PRIVATE ORGANIZATIONS AND SOME PUBLIC SCHOOLS OFFER NURSERY, KINDERGARTEN AND PREPARATORY CLASSES. THIS IS NOT PREREQUISITE FOR ENTRANCE TO GRADE ONE FOR THE ELEMENTARY LEVEL BUT MOST OF THE PRIVATE SCHOOLS REQUIRE PRESCHOOL OF KINDERGARTEN EDUCATION BEFORE ADMISSION. ON THE OTHER HAND, ELEMENTARY EDUCATION IS REQUIRED FOR CHILDREN SIX TO ELEVEN YEARS OLD AND SOME PRIVATE EXCLUSIVE SCHOOLS OFFER SEVEN YEARS OF ELEMENTARY EDUCATION.


• ELEMENTARY LEVEL

ELEMENTARY LEVEL PROVIDES BASIC EDUCATION

TRADITIONALLY UNTIL THE SIXTH GRADE WHILE OTHER SCHOOLS OFFER UNTIL THE SEVENTH. IT IS DIVIDED INTO TWO CATEGORIES: PRIMARY LEVEL WHICH COVERS FIRST TO FOURTH GRADES AND THE INTERMEDIATE LEVEL WHICH COVERS FIFTH TO SIXTH GRADE OR UNTIL THE SEVENTH GRADE.


• SECONDARY LEVEL

THE SECONDARY LEVEL COVERS A PERIOD OF FOUR YEARS WHICH INCLUDES LEARNING AND TRAINING IN BASIC EMPLOYABLE SKILLS.

STUDENTS RECEIVE A CERTIFICATE OF GRADUATION OR DIPLOMA FOR THE SUCCESSFUL COMPLETION OF ELEMENTARY AND SECONDARY EDUCATION. BOTH LEVELS ARE PREREQUISITES FOR PURSUING TERTIARY EDUCATION.


• TERTIARY LEVEL

TERTIARY EDUCATION PROVIDE COURSES OF STUDIES GEARED TOWARDS DEGREES IN ACADEMIC/TECHNICAL DISCIPLINES AND PROFESSIONS. IT COVERS A WIDE SCOPE OF CURRICULUM FROM TECHNICAL/VOCATIONAL TO PROFESSIONAL DEGREE PROGRAMS. THE TECHNICAL/VOCATIONAL PROGRAM IS USUALLY TAKEN BETWEEN ONE TO THREE YEARS OF SCHOOLING WHILE PROFESSIONAL DEGREE PROGRAMS REQUIRES FOUR TO FIVE YEARS OF SCHOOLING.

BATAS PAMBANSA 232THE EDUCATION ACT OF 1982

BATAS PAMBANSA 232CHAPTER 1

PRELIMINARY MATTERS

• SECTION 1. TITLE - THIS ACT SHALL BE KNOWN AS THE "EDUCATION ACT OF 1982."

• SECTION 2. COVERAGE - THIS ACT SHALL APPLY TO AND GOVERN BOTH FORMAL AND NON-FORMAL SYSTEMS IN PUBLIC AND PRIVATE SCHOOLS IN ALL LEVELS OF THE ENTIRE EDUCATIONAL SYSTEM

BATAS PAMBANSA 232III. THE EDUCATIONAL SYSTEMS

CHAPTER 1FORMAL EDUCATION

• SECTION 19. DECLARATION OF POLICY. - THE STATE RECOGNIZES THAT FORMAL EDUCATION, OR THE SCHOOL SYSTEM, IN SOCIETY'S PRIMARY LEARNING SYSTEM, AND THEREFORE THE MAIN INSTRUMENT FOR THE ACHIEVEMENT OF THE COUNTRY'S EDUCATIONAL GOALS AND OBJECTIVES.

BATAS PAMBANSA 232• SECTION 20. DEFINITION - "FORMAL EDUCATIONAL" REFERS TO

THE HIERARCHICALLY STRUCTURED AND CHRONOLOGICALLY GRADED LEARNING ORGANIZED AND PROVIDED BY THE FORMAL SCHOOL SYSTEM AND FOR WHICH CERTIFICATION IS REQUIRED IN ORDER FOR THE LEARNER TO PROGRESS THROUGH THE GRADES OR MOVE TO HIGHER LEVELS. FORMAL EDUCATION SHALL CORRESPOND TO THE FOLLOWING LEVELS:

• 1. ELEMENTARY EDUCATION. - THE FIRST STAGE OF COMPULSORY, FORMAL EDUCATION PRIMARILY CONCERNED WITH PROVIDING BASIC EDUCATION AND USUALLY CORRESPONDING TO SIX OR SEVEN GRADES, INCLUDING PRE-SCHOOL PROGRAMS.

BATAS PAMBANSA 232• 2. SECONDARY EDUCATION. - THE STATE OF FORMAL

EDUCATION FOLLOWING THE ELEMENTARY LEVEL CONCERNED PRIMARILY WITH CONTINUING BASIC EDUCATION AND EXPANDING IT TO INCLUDE THE LEARNING OF EMPLOYABLE GAINFUL SKILLS, USUALLY CORRESPONDING TO FOUR YEARS OF HIGH SCHOOL.

• 3. TERTIARY EDUCATION. - POST SECONDARY SCHOOLING IS HIGHER EDUCATION LEADING TO A DEGREE IN A SPECIFIC PROFESSION OR DISCIPLINE.

BATAS PAMBANSA 232• SECTION 21. OBJECTIVES OF ELEMENTARY EDUCATION -

THE OBJECTIVES OF ELEMENTARY EDUCATION ARE:

• 1. TO PROVIDE THE KNOWLEDGE AND DEVELOP THE SKILLS, ATTITUDES, AND VALUES ESSENTIAL TO PERSONAL DEVELOPMENT AND NECESSARY FOR LIVING IN AND CONTRIBUTING TO A DEVELOPING AND CHANGING SOCIAL MILIEU;

BATAS PAMBANSA 232• 2. TO PROVIDE LEARNING EXPERIENCES WHICH INCREASE THE

CHILD'S AWARENESS OF AND RESPONSIVENESS TO THE CHANGES IN AND JUST DEMANDS OF SOCIETY AND TO PREPARE HIM FOR CONSTRUCTIVE AND EFFECTIVE INVOLVEMENT;

• 3. TO PROMOTE AND INTENSIFY THE CHILD'S KNOWLEDGE OF, IDENTIFICATION WITH, AND LOVE FOR THE NATION AND THE PEOPLE TO WHICH HE BELONGS; AND

• 4. TO PROMOTE WORK EXPERIENCES WHICH DEVELOP THE CHILD'S ORIENTATION TO THE WORLD OF WORK AND CREATIVITY AND PREPARE HIMSELF TO ENGAGE IN HONEST AND GAINFUL WORK.

BATAS PAMBANSA 232• SECTION 22. OBJECTIVES OF SECONDARY EDUCATION. -

THE OBJECTIVES OF SECONDARY EDUCATION ARE:

• 1. TO CONTINUE TO PROMOTE THE OBJECTIVES OF ELEMENTARY EDUCATION; AND

• 2. TO DISCOVER AND ENHANCE THE DIFFERENT APTITUDES AND INTERESTS OF THE STUDENTS SO AS TO EQUIP HIM WITH SKILLS FOR PRODUCTIVE ENDEAVOR AND/OR PREPARE HIM FOR TERTIARY SCHOOLING.

BATAS PAMBANSA 232• SECTION 23. OBJECTIVE OF TERTIARY EDUCATION. - THE

OBJECTIVES OF TERTIARY EDUCATION ARE:

• 1. TO PROVIDE A GENERAL EDUCATION PROGRAM THAT WILL PROMOTE NATIONAL IDENTITY, CULTURAL CONSCIOUSNESS, MORAL INTEGRITY AND SPIRITUAL VIGOR;

• 2. TO TRAIN THE NATION'S MANPOWER IN THE SKILLS REQUIRED FOR NATIONAL DEVELOPMENT;

BATAS PAMBANSA 232• 3. TO DEVELOP THE PROFESSIONS THAT WILL PROVIDE

LEADERSHIP FOR THE NATION; AND

• 4. TO ADVANCE KNOWLEDGE THROUGH RESEARCH WORK AND APPLY NEW KNOWLEDGE FOR IMPROVING THE QUALITY OF HUMAN LIFE AND RESPONDING EFFECTIVELY TO CHANGING SOCIETAL NEEDS AND CONDITIONS.

REFERENCE• BATAS PAMBANSA 232 – THE EDUCATION ACT OF 1982

• NOLLEDO, JOSE N. THE EDUCATION ACT OF THE PHILIPPINES ANNOTATED WITH RELATED LAWS, ISSUANCES AND OTHER MATERIALS, NATIONAL BOOKSTORE, MANDALUYONG CITY, 2004, PP. 14 -16

• HISTORY OF EDUCATION IN CARDONA, 2011, PP. 5 - 7

• AZARCON, MARIVIC B. THE EDUCATIONAL COMMUNITY (TOPICAL REPORT), 2012, PP. 1 -3

• HTTP://EN.WIKIPILIPINAS.ORG/INDEX.PHP?TITLE=FORMAL_EDUCATION_IN_THE_PHILIPPINES

• HTTP://WWW.TCMC.EDU.PH/COURSES/GRADUATE-STUDIES/

• WWW.GOOGLE.COM/IMAGES

http://en.wikipilipinas.org/index.php?title=Formal_education_in_the_Philippines




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