Reviewer Flashcards
1
Q
• To teach group survival skills; to cultivate group cohesiveness
A
Primitive societies 7000 BC-5000 BC
2
Q
• Practical skills of hunting, fishing, food gathering, stories, myths, songs, poems, dances
A
Primitive societies 7000 BC-5000 BC
3
Q
• Parents, tribal elders, and priests
A
Primitive societies 7000 BC-5000 BC
4
Q
• Emphasis on the role of informal education in transmission of skills and values.
A
Primitive societies 7000 BC-5000 BC
5
Q
The concept of the well-rounded, liberally educated person.
A
Greek 1600 BC-300 BC
(Athens)
6
Q
The concept of the military state
A
Greek 1600 BC-300 BC (Spartan)
7
Q
Reading, writing, arithmetic, drama, music, physical education, literature, poetry
A
Athenian (Greek)
8
Q
• Athens: private teachers and schools; Sophists, philosophers
A
Greek
9
Q
Drill, military songs, and tactics
A
Spartan (Greek)
10
Q
• To cultivate civic responsibility and identity with city-state
A
Greek
11
Q
To develop well rounded person
A
Athenian (Greek)
12
Q
To develop soldiers and military leaders
A
Spartan (Greek)
13
Q
• Reading, writing, arithmetic, Laws of the Twelve Tables, law, philosophy
A
Roman 750 BC-AD 450
14
Q
•To develop sense of civic responsibility for republic and then empire; to develop administrative and military skills
A
Roman 750 BC-AD 450
15
Q
•Private schools and teachers; schools of rhetoric
A
Roman 750 BC-AD 450
16
Q
• Emphasis on ability to use education for practical administrative skills; relating education to civic responsibility
A
Roman 750 BC-AD 450
17
Q
• To cultivate religious commitment to Islamic beliefs, to develop expertise in mathematic, medicine and science
A
Arabic AD 700-AD 1350
18
Q
• Reading, writing, mathematics, religious literature; scientific studies
A
Arabic AD 700-AD 1350
19
Q
• Mosques, court schools
A
Arabic AD 700-AD 1350
20
Q
• Arabic numerals and computation; re-entry of classical materials on science and medicine
A
Arabic AD 700-AD 1350
21
Q
• To develop religious commitment, knowledge, and ritual; to re-establish social order, to prepare persons for appropriate roles
A
Medieval AD 500 AD 1400
22
Q
• Reading, writing, arithmetic, liberal arts; philosophy, theology, crafts; military tactics and chivalry
A
Medieval AD 500 AD 1400
23
Q
•Parish, chantry, and cathedral schools; universities, apprenticeship; knighthood
A
Medieval AD 500 AD 1400
24
Q
• Establishing the structure, content and organization of the university as a major institution of HE; the institutionalization and preservation of knowledge
A
Medieval AD 500 AD 1400
25
• Latin, Greek, classical literature, poetry, art
Renaissance AD 1350 AD 1500
26
•To cultivate a humanist who was expert in the classics Greek and Latin; to prepare courtiers for service to dynastic leaders
Renaissance AD 1350 AD 1500
27
• Classical humanist educators and schools such as lycee, gymnasium, Latin grammar school
Renaissance AD 1350 AD 1500
28
• An emphasis on literary knowledge, excellence, and style as expressed in classical literature; a two-track system of schools
Renaissance AD 1350 AD 1500
29
• To cultivate a sense of commitment to a particular religious denomination; to cultivate general literacy
Reformation AD 1500 AD 1600
30
• Reading, writing, arithmetic, catechism, religious concepts and ritual; Latin and Greek; theology
Reformation AD 1500 AD 1600
31
• Vernacular elementary schools for the masses; classical schools for the upperclasses
Reformation AD 1500 AD 1600
32
• A commitment to universal education to provide literacy to the masses; the origins of school systems with supervision to ensure doctrinal conformity
Reformation AD 1500 AD 1600
33
• Education was informal and unstructured, decentralized.
PRECOLONIAL PERIOD
34
• Children were provided more vocational training but lesser academics.
PRECOLONIAL PERIOD
35
• Teachers were tribal tutors (Babaylan or Katalonan).
PRECOLONIAL PERIOD
36
• Education was formal and organized, and authoritarian in nature.
SPANISH ERA
37
• Teachers were Spanish missionaries.
SPANISH ERA
38
• Pupils attended formal schooling in parochial school.
SPANISH ERA
39
• Instruction was Religion-oriented.
SPANISH ERA
40
• Christian doctrines, sacred songs and music and prayers were taught because they were acquired for confession and communion.
SPANISH ERA
41
• There was a separate school for boys and girls.
SPANISH ERA
42
• Ilustrados were accommodated in schools.
SPANISH ERA
43
The Educational Decree of 1863
• Gave Filipinos a complete system of education from elementary to the collegiate level;
• Provided the establishment of the elementary schools in the municipalities;
• Designed a curriculum which includes subjects reading, writing, arithmetic, history, Christian doctrine, Spanish language, vocal music, agriculture for the boys and needlework for the girls.
• Mandated a compulsory attendance between the ages 7-12.
SPANISH ERA
44
• Gave Filipinos a complete system of education from elementary to the collegiate level;
The Educational Decree of 1863 (Spanish)
45
• Provided the establishment of the elementary schools in the municipalities;
The Educational Decree of 1863 (Spanish)
46
• Designed a curriculum which includes subjects reading, writing, arithmetic, history, Christian doctrine, Spanish language, vocal music, agriculture for the boys and needlework for the girls.
The Educational Decree of 1863 (Spanish)
47
• Mandated a compulsory attendance between the ages 7-12.
The Educational Decree of 1863 (Spanish)
48
• A system of free and compulsory elementary education was established was established by the Malolos Constitution.
AMERICAN REGIME (1898-1946)
49
• In May 1898, the first American school was established in _______.
Corregidor
50
• Shortly after the capture of Manila in 1899, seven schools were opened in the city.
AMERICAN REGIME (1898-1946)
51
• Training was done through public and secular schools manned by Chaplains and Military Officers of the US Army.
AMERICAN REGIME (1898-1946)
52
• Thomasites arrived in the Philippines on _______.
August 23, 1901
53
• The University of the Philippines, the first state school of university status, was founded on 1908.
AMERICAN REGIME (1898-1946)
54
• The Department of Public Instruction set up a 3-level school system: 1st level with 4-year primary and 3-year intermediate; 2nd level was a 4-year junior college; and 3rd level, a 4-year program
AMERICAN REGIME (1898-1946)
55
• Free education in public school was provided under the 1935 Constitution.
THE COMMONWEALTH PERIOD (1935-1942)
56
• Vocational education and some household activities were given importance.
THE COMMONWEALTH PERIOD (1935-1942)
57
• Nationalism was emphasized where the life of Filipino heroes were taught.
THE COMMONWEALTH PERIOD (1935-1942)
58
• Good manners and discipline were taught.
THE COMMONWEALTH PERIOD (1935-1942)
59
• The Institute of Private Education was established.
THE COMMONWEALTH PERIOD (1935-1942)
60
• Formal adult education was given
THE COMMONWEALTH PERIOD (1935-1942)
61
• Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as our National Language.
THE COMMONWEALTH PERIOD (1935-1942)
62
• Executive Order No. 217, also known as the Quezon Code of Ethics, was taught in schools.
THE COMMONWEALTH PERIOD (1935-1942)
63
• Executive Order No. 263 (of 1940) required the teaching of the Filipino, national language in the senior year of all high schools and in all years in the normal schools.
THE COMMONWEALTH PERIOD (1935-1942)
64
• The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, which provided for the following:
THE COMMONWEALTH PERIOD (1935-1942)
65
• Reduction of the 7 year elementary course to 6 years
THE COMMONWEALTH PERIOD (1935-1942)
66
• Fixing the school entrance age at 7
• National support for elementary education
THE COMMONWEALTH PERIOD (1935-1942)
67
• Compulsory attendance of children enrolled in Grade 1.
THE COMMONWEALTH PERIOD (1935-1942)
68
• Adoption of double-single sessions in the primary grade with one teacher-one class assignment of intermediate teachers.
THE COMMONWEALTH PERIOD (1935-1942)
69
• Make the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere
JAPANESE OCCUPATION:
70
• Eradication of the idea of reliance upon Western States (US and Great Britain).
JAPANESE OCCUPATION:
71
• Fostering a new Filipino culture based on the consciousness of the people as Orientals.
JAPANESE OCCUPATION:
72
• Elevating the moral of the people giving up over-emphasis on materialism.
JAPANESE OCCUPATION:
73
• Diffusion of elementary education and promotion of vocation education.
JAPANESE OCCUPATION:
74
• Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools.
JAPANESE OCCUPATION:
75
• Developing in people the love of labor.
JAPANESE OCCUPATION:
76
• Education aimed at the full of realization of the democratic ideals and way of life.
POST-COLONIAL PHILIPPINES
77
• The Civil Service Eligibility of teachers was made permanent pursuant to RA 1079.
POST-COLONIAL PHILIPPINES
78
• A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to RA 1265.
POST-COLONIAL
79
• Curricular offerings in all schools, the life, the works and writings of Jose Rizal shall be included in all levels.
POST-COLONIAL
80
• Elementary education was nationalized and matriculation fees were abolished.
POST-COLONIAL
81
• Magna Carta for Teachers was passed into law by virtue of RA 4670.
POST-COLONIAL
82
• The fundamental aims of education in the 1973 Constitution are: foster love of country; teach the duties of citizenship; develop moral character, self-discipline and scientific, technological and vocational efficiency.
POST-COLONIAL
83
• Integration of values in all learning areas
POST-COLONIAL
84
• Emphasis on mastery learning
Post Colonial
85
• YDT and CAT introduced as new courses
POST-COLONIAL
86
• Media of Instruction: Bilingual Education Policy
POST-COLONIAL
87
• Education Act of 1982: created the Ministry of Education, Culture and Sports
POST-COLONIAL
88
• National College Entrance Examination introduced
POST-COLONIAL
89
• Executive Order No. 117 renamed the Ministry to DECS
POST-COLONIAL
90
• Creation of the Board for Professional Teachers
POST-COLONIAL
91
• Replacement of PBET by LET
POST-COLONIAL
92
• Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC
POST-COLONIAL
93
• Trifocalization of education system: refocused DECS' mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. In 1994, TESDA now administers the post-secondary, middle-level manpower training and development through RA 7796.
POST-COLONIAL PHILIPPINES: OTHER DEVELOPMENTS
94
• As per RA 7722 (Higher Education Act of 1994), CHED is responsible for higher education.
POST-COLONIAL PHILIPPINES: OTHER DEVELOPMENTS
95
• RA 9155 s 2001 transformed the name DECS to DepEd and redefined the role of field offices. It also provide the overall framework for (i) school head empowerment (ii) and school-based management within the context of transparency and local accountability.
POST-COLONIAL PHILIPPINES: OTHER DEVELOPMENTS
96
• Values Education is offered as a separate subject in New Secondary Education Curriculum and integrated in all subject areas.
POST-COLONIAL PHILIPPINES: OTHER DEVELOPMENTS
97
Students were given vocational training but lesser academics for them to be good fathers and mothers.
• Pre-colonial
98
Schools were focused on religious formation to help them live the Christian faith.
• Spanish
99
Schools educated the Filipinos to become good citizens of a democratic country.
• American
100
Schools taught students love of labor.
• Japanese
101
The educational system was devoted to: (1) foster love of country; (2) teach the duties of citizenship; (3) develop moral character and self-discipline; (4) scientific, technological and vocational efficiency.
• Post-Colonial
