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The Role of the Phillipine Education System in National Development During and After the New Society 1972-1986

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The Role of the Phillipine Education System in National Development During and After the New Society 1972-1986 Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1987 The Role of the Phillipine Education System in National Development During and After the New Society 1972-1986 Loudres Rayla Baluga Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Baluga, Loudres Rayla, "The Role of the Phillipine Education System in National Development During and After the New Society 1972-1986" (1987). Dissertations. 3128. https://ecommons.luc.edu/luc_diss/3128 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1987 Loudres Rayla Baluga THE ROLE OF THE PHILIPPINE EDUCATION SYSTEM IN NATIONAL DEVELOPMENT DURING AND AFTER THE NEW SOCIETY 1972 - 1986 by Lourdes Rayla Baluga A Dissertation Submitted to the Faculty of the Graduate School of Education of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Education May 1987 Lourdes Rayla Baluga Loyola University of Chicago THE ROLE OF THE PHILIPPINE EDUCATION SYSTEM IN NATIONAL DEVELOPMENT DURING AND AFTER THE NEW SOCIETY 1972 - 1986 Ever since a system of education was established in the Philippines, the school had been the principal and foremost agent of modernization and economic development. There were also some attempts to use the school as agents of social change, especially in health and sanitation. These attempts were not successful. Schools were, however, successful in their major goal of raising the level of literacy. With an increasing school enrollment, caused by the rapid rate of population increase, the desire and motivation of the Filipino/a youth to be educated for social mobility and economic advancement, the educational system, took on its constitutional responsibility of providing the people with the needed education. However, in the 1960s, there was widespread clamor for and concern about the quality and relevance of the Philippine educational system to national needs social and economic development. A survey made by a presidential commission in 1969, came up with the conclusion that the Philippine educational system was not contributing substantially toward the nation's goal of economic development. The commission also made recommendations to improve the educational system. In response, the education system tried to adopt reforms. This was at the time martial law was declared by President Marcos (21 September 1972), who sought to reform Philippine society into a "New Society." The education system was used as the vehicle for reforms. Considering that social and economic reforms have been specified as major means to attain national development, and that the different government agencies were expected to contribute toward the attainment of this goal, this research therefore presents a documentary analysis in historical perspective, of how the Philippine educational system in particular, played its role in national development efforts during the period of the New Society, from 1972 to 1981. The study concerns itself mainly with development efforts initiated, adopted and implemented by the Philippine educational system during said period. A chapter on the aftermath of these development efforts covers the period after martial law was lifted ( 1981) to the end of the Marcos regime in early 1986. ACKNOWLEDGMENTS Due acknowledgment is hereby given to the following for their invaluable help in the preparation of this dissertation: The members of the dissertation committee Dr. John M. Wozniak, Dr. Gerald L. Gutek, and Dr. Joan K. Smith -- for their guidance and direction in the professional structuring of this dissertation; Dr. John M. Wozniak, adviser and director, for his support, assistance and encouragement throughout the writer's education at Loyola University; Minister Lourdes R. Quisumbing, for her kind response to the request for vital documents and current relevant information about Philippine education. Special mention and grateful acknowledgment is due to the Baluga family -- for their love and generous support, assistance, encouragement and prayers, toward the completion of this work and education; To Fr. Peter M. Rutayongororwa, for the moral and spiritual support and inspiration; To colleagues and friends, for their valuable suggestions, assistance, support and encouragement. ii VITA The author, Lourdes Rayla Baluga, is the daughter of the late Judge Antonio Baluga of Kalinga-Apayao, and Antonina Reynes Rayla Baluga of Cebu City. She was born on 2 November 1946, in Mayoyao, Ifugao Province, Philippines. She obtained her elementary education from the Mayoyao central School in 1959. Her secondary education was completed in 1963 at Assumption Academy, Mayoyao. A consistent honor student, she graduated as valedictorian of the graduating classes in both elementary and secondary level. Miss Baluga completed an Elementary Teachers' Certificate with honors, at the age of eighteen, from Sta. Theresita's Jr. College, Lubuagan, Kalinga. In 1965, she entered St. Louis Uni­ versity, Baguio City for the degree in Bachelor of Science in Education, but before completing the degree, she was called to teach at the Irnrnacula te Concept ion School, Banaue, If ugao. She continued to teach from 1967-71 at Assumption Academy, her Alma Mater. She then, completed her Bachelor of Education degree at the University of Southern Philippines, Cebu City in 1972. In January 1981, Lourdes Baluga was admitted as a graduate student at Roosevelt University, Chicago, Illinois. She was granted an assistantship in 1982, until she completed her Master of Arts degree in Educational Administration and Supervision in May 1983. She entered Loyola University for the doctoral degree in Foundations of Education (Comparative/International Education) in September 1983. iii In the Philippines, while teaching for the catholic schools from 1971 - 1979: St. Joseph's Academy, Mandaue City, and Don Bosco High School, Lagawe, Ifugao, Miss Baluga served in important positions in various school, civic/community and religious organizations. She presented a paper: Evaluation strategies in the New Social Studies for Philippine High Schools, during a Seminar for the private schools in Mandaue City. While in the United States, Miss Baluga served as Eucharistic Minister (1983 - 1986) and volunteer CCD teacher at the Holy Trinity Parish, Westmont, Illinois (1983). Since Septem­ ber 1983, she holds the position as Contract Programs Coordinator for the College of Education, Roosevelt University, and teaches part time at the same college. She is a member of the Phi Delta Kappa, Loyola Chapter. In the Filipino community of Chicago, Lourdes Baluga served as secretary of the Ad Hoc Commit tee for Ninoy Aquino Memorial Day Celebration, August, 1986; and secretary of the Committee for the First Freedom Day Celebration ("People Power" Anniversary), 25 February 1987. She is recording secretary for the newly organized Filipino Solidarity (USA) of Chicago, 1987. iv TABLE OF CONTENTS Page ACKNOWLEDGMENT ii LIST OF ILLUSTRATIONS . ix CONTENTS OF APPENDICES xi Chapter I. INTRODUCTION 1 Purpose of the Study . • • • . 7 Need for the Study . • • • • • • • . 8 Method and Procedure . • • • . • . 13 Organization of the Study 16 II. COUNTRY PROFILE 18 Country 19 The People . 24 History 26 Government . • . • • . 30 Educational System Prior to 1972 .. 41 History . 42 Educational System Post 1972 . 44 Administration and Organization 44 Structure of Education . • 49 Language of Instruction 52 Problems of Philippine Education 54 Quality of Elementary and Secondary Education . • . 54 Rationalizing Higher Education . 56 Administration of the formal Education System . • • . • . 56 Educational Financing . • . • 57 III. RECOMMENDATIONS OF THE PRESIDENTIAL COMMISSION TO SURVEY PHILIPPINE EDUCATION . 58 The Report of the Presidential Commission to Survey Philippine Education (PCSPE) . 58 Objectives of the Survey • • . • • . 60 Strategy for Attaining the Objectives . • . 62 Human Resources and Manpower Development . • . • . • . 62 v Contents and Methods . 63 Logistics of Education . 63 Financing • . • • 64 The Survey Methodology . 64 The Commission's Findings 65 Major £indings . 65 Other findings . 67 Major Recommendations 76 New Educational Aims . 77 New Educational Ladder • 78 Financing of Education . • . 81 Reorganization of Administration . • . • 81 Language of Instruction • . • . 82 Implementation . • . • . 82 Recommendations for Priority Areas .. 84 Educational Planning: Development and Educational Aims • . • . • . 84 Elementary and Secondary Education . • . • . 88 Vocational/Technical Education . • . • . 90 Higher Education . • . • . 91 Language of Instruction . • . • 94 Educational Financial Administration and Logistics . • . • . 94 Project Proposals . • . 97 IV. THE EDUCATIONAL SYSTEM RESPONDS TO THE RECOMMENDATIONS OF THE COMMISSION 100 The Educational Development Decree of 1972 (P. D. No. 6-A) . • . • . 103 Aims of Education • . • . • . • 106 Achieving the Goals . • • . • 110 The Role of the Schools in Accomplishing the Education Aims . • . 114 Education and the 1973 Constitution 117 Other Developmental Thrusts of the New Society • . • . • . 124 V. DEVELOPMENT
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