The Era of Education Complete

NATIONAL TEACHERS COLLEGE
Graduate School of Teacher Education

GED 104 Leadership in Education
THE ERA OF EDUCATION

(Pre-17th Century, 17th Century, 18th Century, 19th Century, 20th Century and 21th Century)
Prepared by:
Gina M. Mina
Sheryl S. Santos
Jonel H. Morallos
Trecy P. Matabang
Ma. Jesusa C. Bosi
Josefina J. Satimbre
Mark Vincent B. Giray
Jerkin Jexel T. Pedrosa
Maria Angeline Delos Santos
Submitted to:
Philip R. Baldera, Ph.D.
November 16, 2019

TABLE OF CONTENTS
I. Hallmarks ………………………………………………………………pp. 3-8

a. Pre- 17th Century
b. 18th Century
c. 19th Century
d. 20th Century
e. 21st Century
II. How (where, when) were people educated

(in primary, secondary, tertiary)?............................................................pp. 9-28
b. 18th Century
c. 19th Century
d. 20th Century
e. 21st Century
III. What changed in education during this time?.........................................pp. 29-39

b. 18th Century
c. 19th Century
d. 20th Century
e. 21st Century
IV. References ……………………………………………………………pp. 40
The Era of Education 2

I. HALLMARKS IN EDUCATION
Pre-17th Century
 Many children during this era has taught survival skills.

 Household education was a trend in this era. (Many children especially, girls, has
learned reading and writing at home.)
 Physical Education were introduced in some Western countries. (In preparation of
war)
 They had started to study music and poetry as well.
 The idea of having kindergarten schools has started in this era.
 Disciplinarian schools were also present at this time.
 Due to the presence of social classes in this era, there’s a separate way of having their
children learned. Rich children have tutors while middle class children were taught by
their mothers at home.
 Prior to the 17th and 18th centuries, education and literacy were generally restricted to
males who belonged to the nobility and the mercantile and professional classes.
 The “petty” schools taught basic literacy and were sometimes taught by women.
Children in these schools were generally five to seven years old.
 Many students stopped schoolwork once they had learned to read in this era.
17th Century
 Protestant Education was introduced by Martin Luther in opposing the Roman

Catholic belief.
 Churches provide schooling for children.
 Quaker Education doesn’t prepare boys for college, and classic subjects weren’t
taught. (Greek and Latin)
 Apprenticeships were privileges that provided an education which ensured a child’s
livelihood later on.
 There were also dame schools, usually run by a woman where young girls were taught
skills like reading and writing.

 A law that stipulates all children including servant should be able to demonstrate
competency in reading and writing.
 Latin Grammar School was established in Boston.
 The printing press which facilitated the educational process arrived in New England. It
allowed publications of textbooks for children.
 A law was passed in Pennsylvania that required anyone having charge over children to
make sure that the children could read by the age of twelve.
 Friends Public School started in Quakers (Pennsylvania).
 During the 17th century boarding schools for girls were founded in many towns. In
them girls were taught subjects like writing, music and needlework.
 At college, a pupil at first studied Latin, then Greek, with history, dialectics and rhetoric
in the last two classes.
18th Century
 Dame schools continually flourished.

 Protestants weren’t allowed to attend England public schools.
 The Oratorian took charge of the more liberal ideas as the Jesuit order was banned in
France.
 Real Schule was established in Germany. Private schools, mostly supported by
merchants and the professional bourgeois, focused more on teaching practical skills.
Mathematics and modern languages, not Latin and morality, were the core subjects in
the curriculum of these institutions.
 The British formed the Royal Military Academy.
 Government-subsidized military academies began to emerge.
 Boston became the second largest publishing center in the English Empire.
 The Royal School of Naval Engineering was established to educate shipbuilders and
navy officers.
 Non-conformists or dissenters (Protestants who did not belong to the Church of
England) were not allowed to attend most public schools. Instead they went to their
own dissenting academies.

19th Century
 In the early 19th century there were still dame schools for very young children. They
were run by women who taught a little reading, writing, and arithmetic. However many
dame schools were really a child minding service.
 Friedrich Froebel (1782-1852) and Maria Montessori (1870-1952) invented more
progressive methods of educating infants.
 At the beginning of the 19th century a man named Joseph Lancaster (1778-1838)
invented a new method of educating the working class. In the Lancaster system, the
ablest pupils were made monitors and they were put in charge of other pupils. The
monitors were taught early in the day before the other children arrived. When they did
the monitors taught them.
 In 1811 the National Society for Promoting the Education of the Poor in the Principle
of the Established Church (The Church of England) was formed. Its schools were
called National Schools.
 In 1880 school was made compulsory for 5 to 10-year-old. However, school was not
free, except for the poorest children until 1891 when fees were abolished. From 1899
children were required to go to school until they were 12.
 Pre-19th century was there public education in the Philippines, and even then, the church
controlled the curriculum.
 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.
 During American colonization in the Philippines, volunteer American soldiers became
the first teachers of the Filipinos. Part of their mission was to build classrooms in every
place where they were assigned. The American soldiers stopped teaching only when a
group of teachers from the U.S. came to the Philippines in June 1901. In August 1901,
600 teachers called Thomasites arrived.
 The Monroe Commission on Philippine Education was created in 1925 with the aim
of reporting on the effectiveness of the education in the Philippines during the period
of U.S. annexation. During 1925 the Commission visited schools all throughout the
Philippines, interviewing a total of 32,000 pupils and 1,077 teachers.
 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.
 n 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.
20th Century
 A great increase in the quantity of education provided.

 Middle class children went to grammar schools and upper class children went to public
schools.
 Following the 1944 Education Act all children had to sit an exam called the 11 plus.
Those who passed went to grammar schools while those who failed went to secondary
modern schools.
 Lessons focus on the lower level of Bloom’s Taxonomy – knowledge, comprehension
and application.
 Teacher-‐centered: teacher is center of attention and provider of information.
 Literacy is the 3 R’s – reading, writing and math which the focus of teaching and
learning process.
 A 20th century education emphasized compliance and conformity over creativity, two
skills that were necessary to do well in a professional or corporate environment and to
hold down a good job for decades.
 The influence of psychology and other fields on education began to manifest during
this time. Edward L. Thorndike is credited with the introduction of modern educational
psychology, with the publication of Educational Psychology in 1903.
 Attempts to apply psychology to national training and education tasks in the 1940s and
’50s, stimulated the development of educational psychology, and the field became
recognized as a major source for educational theory.
 John Dewey was a 20th century pioneer for education. He promoted the value of
everyday experience for young children. During this time, the childen would be found

sitting patiently in their seats and listening to their teacher teach something and put in
their memory.
 By the beginning of 2001, the participation of nongovernmental organizations and the
private sector in education was evident with the donation of 1,000 personal computers
for use during school year 2001-2002 in 1,000 public high schools of 16 regions. The
program, called One Thousand PCs, has four major components, namely: curriculum
development with the creation of a one-year course on computer education as a
specialization in entrepreneurship; teacher training for recipient schools; courseware
development through the creation of Information Technology materials; and the
purchase of hardware from the private sector through the Adopt-A-School Program.
 To alleviate the fast-emerging population of pupils, certain schools hold double
sessions (one in the morning and another in the afternoon) in elementary schools.
Some high schools even have triple sessions due to space and resource problems.
21st Century
 Focus on 21st Century Skills : Collaboration, digital literacy, critical thinking, and
problem-solving.
 The Internet, which has enabled instant global communication and access to
information, likewise holds the key to enacting a new educational system, where
students use information at their fingertips and work in teams to accomplish more than
what one individual can alone, mirroring the 21st-century workplace.
 The design of 21st century teaching/learning include Project Based Learning (PBL)
some projects which about Hands-On, Collaborative, Multi-Disciplinary, Student
Centered, Real-Time, Real-World, Flexible. PBL provides a plethora of opportunities
for students and teachers to be engaged in ways that are best suited to their optimum
learning styles.
 Matching learning styles to a variety of IT tools that touch senses and are auditory,
visual, kinesthetic, etc.
 Using Wiki spaces, Ning, Blogger, My Space, etc, to leverage tools to enhance and
captivate learners to share their ideas.
 Combining pedagogy and effective practice with technical skill. This combination is
what labels a teacher a skilled professional in the 21st century.

 Creating student-centric work spaces; a learning environment with flexible furnishings.
 Integrating technology-rich media and the Internet for learning; using projection,
audio/visual conferencing, web publishing, etc.
 Creating “platforms for participation” (Wesch) that allow students to see the
technologies as tools for learning.
 It’s no longer enough to “know things.” It’s even more important to stay curious about
finding out things.
 Most students continue to be educated in the same way as they were in the past, being
taught a standardized curriculum through rote learning and individualized testing, at a
one-size-fits-all pace.
 In order to become paralleled with the educational standards around the world, the
Department of Education in the Philippines adopt the K-12 (Kinder-Grade 12
education).

II. HOW (WHERE, WHEN) WERE PEOPLE EDUCATED
(IN PRIMARY, SECONDARY, TERTIARY)?
Pre- 17th Century
Even before the advent of technologies, education has already taken place. This can either be
formal or informal education. According to some articles, formal education is classroom-based,
provided by trained teachers while Informal education happens outside the classroom, in after-
school programs, community-based organizations, museums, libraries, or at home. In line with
this, it is important if we will start digging up the past to know the foundations of education.
In some countries in the early 17th century, only boys went to grammar school. Upper class
girls (and sometimes boys) were taught by tutors. Middle glass girls were taught by their
mothers. There were also dame schools, usually run by a woman where young girls were taught
skills like reading and writing. In rich Roman families children were educated at home by a
tutor. Other boys and girls went to a primary school called “Ludus” at the age of 7 to learn to
read and write and do simple arithmetic. Boys went to secondary school where they would
learn geometry, history, literature and oratory (the art of public speaking). Children wrote on
wax tablets with a pointed bone stylus. (Adults wrote on a form of paper called papyrus, which
was made from the papyrus plant).
Grammar school during early 17th century

Among the Medieval poor the better-educated priests might teach some children to read and
write - a little. In many towns there were grammar schools where middle class boys were
educated. (They got their name because they taught Latin grammar). Boys worked long hours
in the grammar schools and discipline was severe. Boys were beaten with rods or birch twigs.
There were also chantry schools. Some men left money in their wills to pay for a priest to chant
prayers for their soul after their death. When he was not praying the priest would educate local
children.
From the early 13th century England had two universities at Oxford and Cambridge. At them
students learned seven subjects, grammar, rhetoric (the art of public speaking), logic,
astronomy, arithmetic, music and geometry. In the earliest times, survival skills were taught to
them. Discipline and wit play a significant role in the teaching-learning process. In here, the
sole authority of education was the teachers.
17th Century
Countries from each continent have their unique history of what education is. Western
countries, for example, they didn’t only contribute to ancient civilizations but also to various
Educational foundations. Even then, each country already knew the importance of educating
themselves.
In Greece, they have primary schools or considered as elementary education wherein they were
taught the basics, reading, writing, counting, and music. They also have religious fraternities
that were founded in Reims that enabled boys from poor families to learn trades. This is when
the French language was introduced. The study of Cartesian philosophy and logic has started
by this time. In Secondary Schools, the Latin language took precedence over the French. Only
Oratorical colleges followed recommendations of Descartes and Comenius and French,
history, geography, and science were highly regarded subjects. Only in the second half of the
18th century was French literature added to rhetorical studies. In Universities, education
adhered to the Aristotelian logic of antiquity and condemned Descartes. Compared to colleges
and academies, universities developed slowly. General liberal education was finally introduced
in the late 18th century as the basis of sciences. Furthermore, Education for girls: Fénelon

(New Catholics Congregation) and Madame de Maintenon (Saint-Cyr-l'École) provided
education to girls. Reading, writing, grammar, history, literature and art were among the
disciplines taught. On the other hand, Central Schools: after the revolution, Central Schools
were opened under a decree. The curriculum covered the following disciplines: mathematics
and physics, as well as humanities, experimental, and social sciences. *Working class girls did
not get schooling until the 17th century, where access to schools was enabled by the religious
orders.
Further, teaching methods in this country vary in schools or school levels. In primary schools,
they were divided into groups according to their level. Most students learnt by memorizing the
answers to question. Port-Royal Schools, on the other hand, they’ve used innovative teaching
methods and psychological characteristics of individual were acknowledged. Games were used
as a learning method. Oral methods of teaching and personal judgment were preferred to books
and encyclopedic knowledge respectively. Brothers of the Christian doctrine: their principles
of teaching included knowing their students, specialized and practical education for life, and
enabling children to participate in school life along with differential teaching. In Rousseau’s
novel Emile (1762), the active pedagogy which formed the basis of modern pedagogy was
emphasized, and inspired teachers such as Kant, Basedow or Pestalozzi.
Even then, social discrimination seems to be very evident with educational institutions even
though their main goal was to educate. In Small charity schools: elemental education was given
to people living in temporary shelters surrounding parishes. Teacher services were paid by
charitable institutions or individuals. There were more schools in the North than in the South
of France, and schools in cities provided better quality education. Small Port-Royal
schools: these schools were created by the Jansenists and spread out by Louis XIV. Brothers
of Christian doctrine: these schools were intended for children of the working class. Primary
schools after the revolution: in the late 18th century, Condorcet defined 3 levels of learning:
the first provided general education, the second describes specific professional skills, and the
third represents scientific learning. Lakanal’s Law of 1794 appointed teachers who were paid
by the state to teach in the primary schools, but free education in such schools was eventually
cancelled. From 1795 there was one school in every canton. Secondary schools: these schools
were intended for privileged people. Technical schools: military schools were responsible for
technical education and developed from the late 18th century. Higher schools appeared
(Central, Polytechnic, Higher Normal School, and the Pedagogical Institute).

Trainings and professional improvement had already taken place even in the earliest times in
Greece. Teachers, as the imparter of knowledge and learnings had to undergone trainings,
though hiring process is quite different from what we have right now. In Primary
schools: teachers were hired by residents or by the parish priest. They were often poorly
educated, poorly paid and had a very unstable status. While ,Brothers of Christian doctrine:
Jean-Baptiste de la Salle set up a seminar to train school teachers and founded a practical
school. And the idea of Higher Normal (Pedagogical) School for training of teachers arose,
although the first project lasted only a few months.
Charity school during 17th century
During this era, three movements strongly fostered changes in traditions: Locke’s philosophy
(knowledge stems from perception and education should be founded on
curiosity), Rousseau (education can be effective only if it is based on the nature of the child),
the Encyclopedists (development of technical humanism that contributed to the development
of manual and technical skills). After the revolution, education was nationalized and thus,
aimed at shaping “an enlightened citizen”.
In some countries, Protestant Education was at trend. The main reason was to hand the
Reformed Faith, and same with time being, it was said that it is impossible to imagine a non-
religious education. Duties of schooling the children were given to the parents and Churches
for the reason that it had been an essential component of the French Reformed Churches’ code
since their 1578 national synod held in Sainte-Foy. The Edict of Nantes allowed members of
the so-called ‘So-called Reformed Religion’ to run their own schools, but only in places set
aside by the same Edict for services of worship.

For small schools, each Reformed Church set up its own school. In most cases, a primary
school were set for boys or a primary schools for girls or often, mixed schools. The
schoolmaster or regent was recruited by the presbytery from each Church, the latter providing
accommodation and a small salary. This was increased by a contribution paid by the parents
(school fees). The teaching was on an individual basis : each pupil would come up in turn to
read, write or recite at the schoolmaster’s desk. The only common activities were psalm-singing
and catechism. The day began and ended with prayer while catechism formed part of the school
curriculum. The schoolmasters took the pupils to hear the Sunday sermon.
For colleges, there were about thirty Reformed colleges (the 1596 national synod of Saumur
had stipulated that there should be at least one college for each provincial synod). At college,
a pupil at first studied Latin, then Greek, with history, dialectics and rhetoric in the last two
classes. The colleges were run by a headmaster selected as much for his spiritual qualities as
for his administrative and teaching abilities. The masters and teachers all had to sign the
confession of faith and the church code of the Reformed Churches (a decision taken at the 1620
national synod of Alès).
Academies, on the other hand, were described as college which had been upgraded to become
a teaching center of university level and including a faculty of theology, on the Geneva model.
After a two years course consisting mainly of philosophy and leading to a Master of Arts
degree, the student could go on for a three years course in theology. The study of Hebrew,
Greek, grammar and rhetoric led to a thorough study of the texts. A student thus acquired a
sound basis in theology, necessary to a minister of the word of God whose main duty was to
preach. Though the primary aim was to train future ministers, some academies offered courses
in other subjects such as law or medicine. The Academy was headed by a rector who often
taught as well – he was appointed for one or possibly two years and could be re-elected.
Although religion was the main aim of Academy teaching, it was also possible to thoroughly
study classics. Both Protestant colleges and Catholic ones – such as Jesuit or Oratorian – gave
great importance to studies with a humanist orientation. At times, the same school books and
exercises were used by both.
All along the 17th century, various measures were adopted with a view to curtailing the
development of Protestant primary schools and colleges. Mixed schools were closed down on
moral grounds and if a Protestant Church was no longer in use, its school was closed down

with it. The Jesuits would take over the previously Protestant schools. Aside from protestant
education, petty schools or infant schools were also founded wherein boys and girls from well-
off families were sent to be trained. However only boys went to grammar school. Upper class
girls (and sometimes boys) were taught by tutors. Middle class girls were taught by their
mothers. There were also dame schools, usually run by a woman where young girls were taught
skills like reading and writing. During the 17th century boarding schools for girls were founded
in many towns. In them girls were taught subjects like writing, music and needlework.
18th Century
A slow shift to an emphasis on science in the curriculum emerged at the beginning of the 18th
century. Religious explanations of natural phenomena were slowly being questioned, and
certain areas, particularly Pennsylvania, became notable centers of scientific studies.
Eighteenth-century changes in educational approaches reflected the changing needs of
American society. For instance, the theater arts were considered sinful in the American
colonies. But after the 1730s, as tastes changed and society became more sophisticated, the
demand for live stage performances increased, and the popularity of theater arts also increased.
Similarly, interest in classical music and the fine arts grew slowly during this period.
As the colonies grew and evolved into networks of towns, cities, and states, the economy also
evolved. There was a growing perception that the Latin-focused grammar school was too elitist
and provided little of the practical education needed for an economy based on business and
other vocations. Pressure was placed on the education system to provide a more practical
education that would offer vocational and business skills to young men. This was especially
evident in the middle colonies, which had a large middle-class business population.
The emergence of English grammar schools was one response to the call for a more practical
education system. These schools served students who needed education beyond elementary
school but who did not intend to go to college. In addition to courses that led to the world of
work in business, students were also taught courses in the “social graces” (e.g., dance, art,
music). English grammar schools were the first secondary schools to accept both girls and boys.

A second outcome of the need for more practical education was the growth of the academy, a
school for higher learning, and the precursor of the modern university. Benjamin Franklin
established the first academy, which was chartered in 1749 and opened in 1751. In 1791, it
became the University of Pennsylvania. Academies were essentially private secondary schools
that offered a broad range of subjects and practical training.
In a sense, they combined aspects of Latin grammar schools and English grammar schools. The
curriculum included courses in mathematics, languages, science, astronomy, athletics,
dramatics, agriculture, and navigation. Because academies were not bound by religious
influence, they were free to evolve unfettered. They admitted both boys and girls. As industries
grew, private academies prospered and flourished. Although academies focused on practical
aspects of education, elements of the classical curriculum continued to surface.
The education of ethnic minorities, namely African Americans and Native Americans, was
limited in the 18th century, and the education of slaves in America was strictly forbidden by
law. The Anglican Church did establish schools for the religious education of minorities as
early as 1704. But even these efforts were sporadic, unsupported, or not sustained.
The 18th century planted the seeds that would grow into the structures of the Industrial
Revolution and beyond. To get a full look at the story of American schooling and where it’s
come from, check out our other articles on where education went in the 19th century and on,
all the way up to present day.
In other areas of the world, The Kingdom of Prussia introduced a modern public educational
system designed to reach the entire population; it was widely copied across Europe and the
United States in the 19th century. The basic foundations of the Prussian primary education
system were laid out by Frederick the Great with his "Generallandschulreglement," a decree of
1763, drafted by Johann Julius Hecker. It mandated the schooling of all young Prussians, both
girls and boys, to be educated by mainly municipality funded schools from age 5 until age 13
or 14. Prussia was among the first countries in the world to introduce a tax-funded and generally
compulsory primary education. In comparison, compulsory schooling in France or Great
Britain was not successfully enacted until the 1880s.[13]

The Prussian system consisted of an eight-year course of primary education, called
Volksschule. It provided not only basic technical skills needed in a modernizing world (as
reading and writing), but also music (singing), religious (Christian) education in close
corporation with the churches and tried to impose a strict ethos of duty, soberness and
discipline. Mathematic and calculus were not compulsory in the start and taking such courses
was requiring additional payment by parents. Frederick the Great also formalized further
educational stages, such as the Realschule and the highest stage, the gymnasium (state funded
secondary school), which was used as university-preparatory school.[14] The final
examination, Abitur, was introduced in 1788, implemented in all Prussian secondary schools
by 1812, and extended to all of Germany in 1871 and is in place till the present. Passing the
Abitur was a pre-requisite to entering the learned professions and higher echelons of civil
service. Generations of Prussian and as well German teachers, which in the 18th century often
had no formal education and in the very beginning often were former petty officers without
pedagogic training, tried to gain more academic recognition, training and better pay and played
an important role in various protest and reform movements.
The Prussian system, after its modest beginnings, succeeded in reaching compulsory
attendance, specific training for teachers, national testing for all students (of all genders),
national curriculum set for each grade and mandatory Kindergarten.[15] In 1810, Prussia
introduced state certification requirements for teachers, which significantly raised the standard
of teaching. During the era, , states were paying more attention to their educational systems
because they recognized that their subjects are more useful to the state if they are well educated.
The conflicts between the crown and the church helped the expansion of the educational
systems. In the eyes of the church and the state, universities and colleges were institutions that
existed to maintain the dominance of one over the other. The downside of this conflict was that
the freedom of thought on the subjects taught in these institutions was restricted. An
educational institution was either a supporter of the monarchy or the religion, never both.
Also, changes in educational criteria for higher income professions such as lawyers and
physicians became stricter, e.g., requirements to have certain educational experience before
being licensed, helped to promote increases in the numbers of students attending universities
and colleges.

Further, during the 17th century, there were a number of schools dedicated to girls, but the
cultural norm was for girls to be informally educated at home. During the 18th century, there
was an increase in the number of girls being educated in schools. This was especially true for
middle-class families whose rising financial status and social aspirations made providing an
aristocratic style of education for their daughters both desirable and possible.
18th century class or room

In France, one of the most famous schools for girls was the Saint-Cyr, which was founded by
Madame de Maintenon. Although the school Saint-Cyr was meant to educate women, it did
not dare to challenge the traditional views towards women. Therefore, the fact that there were
schools for women did not bring about a social change because the schools themselves did not
challenge the social status quo. Women were excluded from learning subjects such as science
and politics. In October, 1795, France created “a National Institute and Normal Schools that
excluded women from the professional study of Philosophy” In d’Épinay's recollection of her
childhood education, she pointed out that girls were not taught much of anything and that a
proper education was considered to be inappropriate for the female sex. The main issue about
female education relates to the traditional view of women's weakness being due to nature.
However, there were people, such as John Locke and d’Épinay, who argue that women's
weakness was due to faulty education.
Catherine the Great of Russia would become a patron of women's education in her country
throughout the 18th century. Heeding to the advice of Ivan Betskoy, an educational reformer
and close adviser, the Empress created separate boarding schools for both boys and girls. Her
establishment of the Smolny Institute for Noble Girls in 1764 became the first higher learning
institute for women in Europe; the following year Catherine would also establish the
Novodevichii Institute, an all-female institute for the daughters of Russian commoners. Just as

Frederick the Great would oversee the establishment of compulsory education in Prussia,
Catherine would contribute to the evolution of women's education on the continent and allow
for the further modernization of the Russian state during the Enlightenment.
19th Century
The new social and economic changes also called upon the schools, public and private, to
broaden their aims and curricula. Schools were expected not only to promote literacy, mental
discipline, and good moral character but also to help prepare children for citizenship, for jobs,
and for individual development and success. Although teaching methods remained oriented
toward textbook memorizing and strict discipline, a more sympathetic attitude toward children
began to appear.
As the numbers of pupils grew rapidly, individual methods of “hearing recitations” by children
began to give way to group methods. The monitorial system, also called the Lancastrian system,
became popular because, in the effort to overcome the shortage of teachers during the quick
expansion of education, it enabled one teacher to use older children to act as monitors in
teaching specific lessons to younger children in groups. Similarly, the practice of dividing
children into grades or classes according to their ages—a practice that began in 18th-century
Germany—was to spread everywhere as schools grew larger.
The late 18th and 19th centuries represent a period of great activity in reformulating
educational principles, and there was a ferment of new ideas, some of which in time wrought
a transformation in school and classroom. The influence of Jean-Jacques Rousseau was
profound and inestimable. One of his most famous followers was Pestalozzi, who believed that
children’s nature, rather than the structure of the arts and sciences, should be the starting point
of education. Rousseauism ideas are seen also in the work of Friedrich Froebel, who
emphasized self-activity as the central feature of childhood education, and in that of Johann
Friedrich Herbart, perhaps the most influential 19th-century thinker in the development of
pedagogy as a science.
In some European countries, education greatly improved for both boys and girls. In the early
19th century there were still dame schools for very young children. They were run by women

who taught a little reading, writing, and arithmetic. However, many dame schools were really
a child-minding service. Girls from upper class families were taught by a governess. Boys were
often sent to public schools like Eton. In Victorian public schools, boys were taught the classics
like Latin but little else. Science and technical subjects were neglected. Public schools also
placed great emphasis on character building through sports and games. Middle class boys went
to grammar schools. Middle class girls went to private schools where they were taught
'accomplishments' such as music and sewing.
19th century class in European country
In Britain, the state did not take responsibility for education until 1870. Forsters Education Act
laid down that schools should be provided for all children. If there were not enough places in
existing schools then board schools were built. In 1880 school was made compulsory for 5 to
10 year olds. However, school was not free, except for the poorest children until 1891 when
fees were abolished. From 1899 children were required to go to school until they were 12.
The Philippines during the late 18th to early 19th century is occupied by the Spanish Friars.
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.

19th century class in the Philippines
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
Education vastly improved during the 20th century. In 1900 children sometimes left school
when they were only 12 years old. However in 1918 the minimum school leaving age was
raised to 14. Between the wars working class children went to elementary schools. Middle class
children went to grammar schools and upper class children went to public schools. In 1948 the
school leaving age was raised to 15 and in 1973 it was raised to 16.
Following the 1944 Education Act all children had to sit an exam called the 11 plus. Those
who passed went to grammar schools while those who failed went to secondary modern
schools. However in the late 1950s public opinion began to turn against the system and in the
1960s and early 1970s most schools became comprehensives.
Until the late 20th century teachers were allowed to hit children. However corporal punishment
was phased out in most primary schools in the 1970s. The cane was abolished in state secondary
schools in 1987. It was finally abolished in private schools in 1999. There was a huge expansion
of higher education in the 1960s and many new universities were founded. In 1992 polytechnics

were changed to universities. Meanwhile the Open University began in 1969. In the late 20th
century people had far more opportunities for education and training than ever before. However
student grants were ended in 1998 and most students now have to take loans.
In the American school system on this era is the product of centuries’ worth of educational
reform and revision. One of the biggest movements that laid the foundation for modern
education was the progressive education movement of the 20th century. The progressive
education movement surfaced in the 1880s, and continued well into the 20th century.
Progressive education in the 20th century embraced democratic concepts such as participation
and engagement of all citizens, in ways that affected social, economic, and political benefits
for all. The underlying convictions of progressivism rested on respect for diversity and
development of an engaged population that could effectively participate in community affairs.
John Dewey, the leader of the movement, was a fervent believer in education for human
development and democratic participation. He tested many of his ideas at his Laboratory
School at the University of Chicago published books, and gave lectures to advance the ideas
of progressive education from 1896 to 1916. In 1919, the Progressive Education Association
was founded. Progressive educators sought to advance a “reconstructivist” approach where
students respected diversity and participated in their communities. Leading school reformers,
like Francis W. Parker and Ella Flagg Young, as well as the Teacher’s College at Columbia
University, lent support to this movement.
During the Cold War, cultural conservatism caused the disintegration of the movement.
However, progressivism experienced a revival in the 1960s and 1970s. Concepts such as open
schools, experiential education, and schools without walls are based on progressive principles.
John Goodlad’s concept of “nongraded” schools, Theodore Sizer’s “essential” schools, Elliott
Wigginton’s Foxfire project, and Deborah Meier’s student-centered Central Park East schools
have elements of progressivism as well. Paul Goodman and George Dennison furthered
Dewey’s ideas to give rise to the free school movement.
Maria Montessori was another prominent educational theorist, whose materials and methods
are still in use today in Montessori schools. She emphasized observation of each child to
determine how to best tailor their education and believed that education should be
developmentally appropriate for each child.

The progressive education movement expanded the idea of whom schooling should be for and
how it could occur. It moved education thoroughly away from the “one size fits all” approach
of one-room schools from the days of the early settlers, and brought it closer to the diversified,
increasingly individualized schooling of today.
20th century class
In the Philippines, three government organizations handle the country’s education. These are
the Department of Education, Culture, and Sports (DECS), the Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority (TESDA).
In 1999, the Department of Education, Culture and Sports, which governs both public and
private education in all levels, stated that its mission was "to provide quality basic education
that is equitably accessible to all by the foundation for lifelong learning and service for the
common good." The Department also stipulated its vision to "develop a highly competent, civic
spirited, life-skilled, and God-loving Filipino youth who actively participate in and contribute
towards the building of a humane, healthy and productive society." All these ambitions were
embodied in the development strategy called "Philippines 2000."
The academic year in the Philippines is patterned after its wet/cool and dry/hot seasons. The
hottest months of the year are from March to May, thus making them the "summer break." The
wet season starts in June, which also marks the beginning of the academic school year.
Beginning 1993, DECS increased the number of school days from 185 to 200. The school year
ends during the first few weeks of March. The Philippines, a Catholic country, has a two- to
three-week break during Christmas in December and a four- to five-day break at the start of
November to celebrate the Day of the Saints and the Day of the Dead.

The language of instruction has been a much debated topic. For a country dispersed over 7,107
islands, with 11 languages and 87 dialects, colonized by Spain for more than 300 years, and
educated by the Americans, the decision to pick a particular language of instruction has been
very controversial. The languages used for instruction have switched from Spanish to Tagalog,
to English to the local vernacular, including some Chinese languages, and Arabic, which is
used in the southern part of the country.
According to an official publication of the U.S. Library of Congress, the Philippine census
reported that during the 1990s a total of 65 percent of Filipinos understood English. During the
last four decades of the twentieth century, education in all levels had vastly improved. In the
compulsory elementary level, from 1965-1966, there were a total of 5.8 million students
enrolled, 4.5 percent of which were in private institutions. In 1987-1988 these numbers grew
to 9.6 million enrolled, 6.6 percent of which were in private schools. By school year 1999-
2000, 12.6 million were enrolled with 7.1 percent in the private sector. This level is for grades
1 through 6—ages 7 to 12. The various Philippine grade levels are referred to with cardinal
numbers (one, two, three) rather than ordinal numbers (first, second, third). Secondary
education is taught for 4 years from ages 13 to 16.
Primary and secondary schools are taught from Monday to Friday, starting at 7:30 A.M. The
school day begins with a flag raising, national anthem, and pledge of allegiance. Students
usually have an hour for lunch. School cafeterias are mostly non-existent and those that exist
are largely inadequate. Students either go home for lunch or pack their lunch. Some parents,
usually mothers, come to school to bring warm lunch for their children. Classes resume for the
afternoon, until about 4:30 to 5:00 p.m. In some areas, due to lack of facilities, certain schools
are forced to have double shifts, minimizing the hours children spend in school.
20th century class in the Philippines

Access has been a problem for certain sectors of the population and DECS has made this the
number one priority. In the secondary level for 1965-1966, approximately 1.17 million students
were enrolled with 62.3 percent in the private sector. In 1987-1988, there was a total of 3.49
million students enrolled, 40.8 percent of whom were in private schools. By 1999-2000 there
was an overall total of 5.1 million students, with 24 percent in private schools.
Higher education in the Philippines is strongly in the private sector. Most bachelor degrees are
for four years. Students are usually from 17 to 20 years old. In 1985, the private sector of higher
education was close to 80 percent of the student population. Of these institutions one-third are
considered non-profit, while two-thirds function for monetary gain. This has lead to the
reputation of certain schools as "diploma mills" and to the more serious problem of producing
unqualified, unemployed, and underemployed graduates.
During the 1970s, there was a wide discrepancy in the literacy rates of the various regions of
the country. The capital region of Metro Manila had a 95 percent literacy rate; the Central
Luzon area had a 90 percent literacy rate while the Western portion of Mindanao had a 65
percent rate. Three principal indigenous languages in the Manila area are Cebuano in the
Visayas, Tagalog and Ilocano in the northern portion of Luzon. In 1939 Philipino (which is
based on the Tagalog language) was made the national language. Philipino later evolved to
Filipino which is based on the languages used in the Philippines. English still remains the most
important non-indigenous language used by media, higher education, private, primary and
secondary schools, government administration, and business. Only a handful of families have
maintained speaking in Spanish. The multiplicity of languages used in the Philippines has not
affected its literacy rate of 94.6 percent, one of the highest in East Asia and the Pacific region.
Technology use is starting to gain momentum in the overall education of the Philippines. In
1999, there were 93 Internet Service Providers (ISP) in the country. By the beginning of 2001,
the participation of nongovernmental organizations and the private sector in education was
evident with the donation of 1,000 personal computers for use during school year 2001-2002
in 1,000 public high schools of 16 regions. The program, called One Thousand PCs, has four
major components, namely: curriculum development with the creation of a one year course on
computer education as a specialization in entrepreneurship; teacher training for recipient
schools; courseware development through the creation of Information Technology materials;

and the purchase of hardware from the private sector through the Adopt-A-School Program.
The Department of Trade and Industry chaired this project.
Curricular development is under the jurisdiction of the DECS. Authority slowly trickled down
to the municipal/local levels as the system shifted to decentralize decision-making and
empower local schools. Despite these efforts, much of the important decisions, such as the
purchase of all public school textbooks, is done by DECS.
Important curricular changes needed to respond to emerging student needs are limited due to
budgetary constraints. Three tests are administered to students, the preparation for which must
be addressed through further curricular development. These tests are the National Elementary
Aptitude Test (NEAT), the National Secondary Aptitude Test (NSAT), and the National
College Entrance Examination (NCEE).
The Philippine population grows at a rate of 2.07 percent per year. In July 2000, the estimated
population was 81,159,644 people. About 37 percent of this population was from birth to 14-
years-old. A 2 percent yearly population growth translates to about 1.6 million children born
every year. This growth rate strains the resources of the educational system. During 1999-2000,
a 2 percent increase in the number of students meant 8,000 more classrooms needed. The deficit
was 29,000 since DECS was able to build only 6,000 new rooms for the year. More teachers
required (total lack of 21,000 since the budget allowed for hiring only 4,700 new teachers)
400,000 more desks (of the 2.2 million needed, only 500,000 were purchased) and 10 million
additional textbooks with a ratio of 2 students per book. To alleviate this strain, certain schools
hold double sessions (one in the morning and another in the afternoon) in elementary schools.
Some high schools even have triple sessions due to space and resource problems.
As for gender distribution in the elementary level, male and female students are almost equally
represented, while there are more females students at the secondary and higher education level.
In rural areas, men are expected to do work while women are allowed to pursue education.
Males have a higher rate of failure, dropout, and repetition in both elementary and secondary
levels.

21st Century
Our world is changing, and in order to prepare our children for this new world we need to
change the way we educate them. In the 21st century educators must create a curriculum that
will help students connect with the world and understand the issues that our world faces.
Schools in the 21st century will become nerve centers, a place for teachers and students to
connect with those around them and their community. Teachers in this new environment will
become less instructors and more orchestrators of information, giving children the ability to
turn knowledge into wisdom.
In order to educate in the 21st century, teachers and administrators need to cultivate and
maintain the student's interest in the material by showing how this knowledge applies in the
real world. They must also try to increase their student's curiosity, which will help them become
lifelong learners. Next they should be flexible with how they teach and give learners the
resources to continue learning outside of school.
There are many skills that children will need in order to be successful in the 21st century. Here
are a few of the most important 21st century skills:
 Ability to collaborate, work in teams
 Critical thinking skills
 Oral presentation skills
 Written communication skills
 Ability to use technology
 Willingness to examine civic and global issues
 Ability to conduct research to learn about issues and concepts
 Chance to learn about new career opportunities
In the ideal 21st century classroom, kids are actually excited about going to school, and there
are little or no discipline problems because everyone is eager to learn. In this type of classroom
activities and lessons are related to the community, whether local or global. Students
collaborate with people from different schools and different countries to learn about issues that
affect us all, as well as how we can solve them today and in the future.

A dream to be 21st century class
The curriculum in the classroom is designed to incorporate many skills and intelligence levels,
and makes use of technology and multimedia. The lessons are not based on textbooks, instead
they are project based. Skills and content are learned through their research and projects, and
textbooks are provided as one of many possible resources.
A new addition to 21st century curriculum is the study of green education and environmental
issues. Kids are taught awareness of their world and real experts such as scientist and politicians
are brought in to answer student's questions.
New schools in the 21st century will be bright and spacious, and kids will have room for group
projects and individual assignments. Walls will be hung with student work, and there will be
places for students to put on performances for their parents and members of the community.
Students have full access to technology and, if possible, every student will have a laptop.
Within the school there will be labs and learning centers, as well as studios for art, music,
theatre, and so on. Each classroom will be equipped with a television so that all students can
watch school productions and other school presentations.
While it may take some time before schools and teachers are equipped to properly educate in
the 21st century once they are the results will be dramatic. Children will be engaged and eager
to learn. In fact, they will carry on learning at home and over holidays, and they will have the
resources they need to keep learning no matter where they are. This ability to foster a love of
learning is truly the role of education in the 21st century.

III. WHAT CHANGED IN EDUCATION DURING THIS TIME?
Pre-17th Century
For hundreds of thousands of years, before the advent of agriculture, we lived as hunter-
gatherers. Children in hunter-gatherer cultures learned what they needed to know to become
effective adults through their own play and exploration. The strong drives in children to play
and explore presumably came about, during our evolution as hunter-gatherers, to serve the
needs of education. Adults in hunter-gatherer cultures allowed children almost unlimited
freedom to play and explore on their own because they recognized that those activities are
children's natural ways of learning.
The hunter-gatherer way of life had been skill-intensive and knowledge-intensive. To be

effective hunters and gatherers, people had to acquire a vast knowledge of the plants and
animals on which they depended and of the landscapes within which they foraged. They also
had to develop great skill in crafting and using the tools of hunting and gathering. They had to
be able to take initiative and be creative in finding foods and tracking game. Anthropologists
have reported that the hunter-gatherer groups they studied did not distinguish between work
and play—essentially all of life was understood as play.
Agriculture gradually changed all that. With agriculture, people could produce more food,
which allowed them to have more children. While hunter-gatherers skillfully harvested what
nature had grown, farmers had to plow, plant, cultivate, tend their flocks, and so on. Successful
farming required long hours of relatively unskilled, repetitive labor, much of which could be
done by children. With larger families, children had to work in the fields to help feed their
younger siblings, or they had to work at home to help care for those siblings. Children's lives
changed gradually from the free pursuit of their own interests to increasingly more time spent
at work that was required to serve the rest of the family.
In sum, for several thousand years after the advent of agriculture, the education of children
was, to a considerable degree, a matter squashing their willfulness in order to make them good
laborers. A good child was an obedient child, who suppressed his or her urge to play and
explore and dutifully carried out the orders of adult masters. Such education, fortunately, was

never fully successful. The human instincts to play and explore are so powerful that they can
never be fully beaten out of a child. But the philosophy of education throughout that period, to
the degree that it could be articulated, was the opposite of the philosophy that hunter-gatherers
had held for hundreds of thousands of years earlier.
17th Century
For various reasons, some religious and some secular, the idea of universal, compulsory
education arose and gradually spread. Education was understood as inculcation. Much of the
impetus for universal education came from the emerging Protestant religions. Luther and other
leaders of the Reformation promoted public education as Christian duty, to save souls from
eternal damnation.
In America, in the mid-17th century, Massachusetts became the first colony to mandate
schooling, the clearly stated purpose of which was to turn children into good Puritans.
Employers in industry saw schooling as a way to create better workers. To them, the most
crucial lessons were punctuality, following directions, tolerance for long hours of tedious
work, and a minimal ability to read and write.
As nations became more centralized, national leaders saw schooling as means of creating good
patriots and future soldiers. To them, the crucial lessons were about the glories of the
fatherland, the wondrous achievements and moral virtues of the nation's founders and leaders,
and the necessity to defend the nation from evil forces elsewhere.
There are also reformers, who saw schools as places for protecting children from the damaging
forces of the outside world and for providing children with the moral and intellectual grounding
needed to develop into upstanding, competent adults. But they too had their agenda for what
children should learn. Children should learn moral lessons and disciplines, such as Latin and
mathematics, that would exercise their minds and turn them into scholars.
So, everyone involved in the founding and support of schools had a clear view about what
lessons children should learn in school. All of them saw schooling as inculcation, the

implanting of certain truths and ways of thinking into children's minds. The only known method
of inculcation, then as well as now, is forced repetition and testing for memory of what was
repeated.
18th Century
Repetition and memorization of lessons is tedious work for children, whose instincts urge them
constantly to play freely and explore the world on their own. By this point in history, the idea
that children's own willfulness had any value was pretty well forgotten. Everyone assumed that
to make children learn in school the children's willfulness would have to be beaten out of them.
Punishments of all sorts were understood as intrinsic to the educational process. Play was not
considered to be a vehicle of learning. In the classroom, play was the enemy of learning.
Misbehaving students were often publicly shamed. The teacher sat the naughty child at the
front of the class and had him wear a paper cone-shaped hat, branded with the letter “D” for
dunce, meaning “idiot.”The practice was common in both the United States and Europe.
Charles Dickens even mentioned it in a description of an English schoolroom in his novel The
Old Curiosity Shop, published in 1841:
“Displayed on hooks upon the wall in all their terrors, were the cane and ruler; and
near them, on a small shelf of its own, the dunce’s cap, made of old newspapers and
decorated with glaring wafers of the largest size.”
Other punishments included making a child hold heavy books, stand against the wall for
extended periods of time, or receive lashes with a whip.
A prominent attitude of eighteenth-century school authorities toward play is reflected in John

Wesley's rules for Wesleyan schools, which included the statement: "As we have no play days,
so neither do we allow any time for play on any day; for he that plays as a child will play as a
man."
The brute force methods long used to keep children on task on the farm or in the factory were
transported into schools to make children learn.

One-room schoolhouses were the norm during this era. It’s hard to imagine, but in the 1800s
a single teacher taught grades one through eight in the same room. Rural areas were just too
sparsely populated to support multiple classrooms, so towns built one-room schools about 20-
by-30 feet large. Young kids, nicknamed Abecedarians, sat in the front and older students in
the back. They learned reading, writing, math, geography, and history. Teachers would call a
group of students to the front of the classroom for their lesson, while other grades worked at
their seats. Sometimes older kids helped teach the younger pupils.
Students used slate instead of paper. Paper was expensive in the 1800s, so students wrote on
thin slabs of slate. They took notes with slate pencils made of clay. Paper was only used for
penmanship lessons when kids dipped their quills in ink bottles and practiced their cursive.
Textbooks were equally scarce. Students had to bring books from home, often borrowing used
textbooks from older kids. Members of a class never had matching copies.
19th and 20th Century
In the 19th and 20th centuries, public schooling gradually evolved toward what we all
recognize today as conventional schooling. The methods of discipline became more humane,
or at least less corporal; the lessons became more secular; the curriculum expanded, as
knowledge expanded, to include an ever-growing list of subjects; and the number of hours,
days, and years of compulsory schooling increased continuously. School gradually replaced
fieldwork, factory work, and domestic chores as the child's primary job. Children now are
almost universally identified by their grade in school, much as adults are identified by their job
or career.
Schools are much less harsh than they were, but certain premises about the nature of learning
remain unchanged: Learning is hard work; it is something that children must be forced to do,
not something that will happen naturally through children's self-chosen activities.
In line with academic year, based on the statistics from the US Department of Education, the
school year in 1869–70 was about 132 days long (today it’s more like 180), but most students
only went about 78 days a year. The attendance rate was 59 percent, partly because kids were

more likely to be sick since medicine was less advanced. Parents also kept them home to work
on the farm, especially during harvests.
Teachers, on the other hand, most were men, since women were thought to belong at home.
Westward expansion changed that. As the country’s size and population grew, there was a
serious shortage of good teachers. Calls went out for women to respond to this emergency in
education. They responded in droves, though they were paid 40 to 60 percent of what male
teachers earned. By the 1870s, a quarter of all American-born white women had been teachers
at some point in their lives. Most left the profession once they married—often because they
had no choice. Some school districts actually banned married women from being teachers.
How has Technology Changed Education?
Technology has impacted almost every aspect of life today, and education is no exception. Or
is it? In some ways, education seems much the same as it has been for many years. A 14th
century illustration by Laurentius de Voltolina depicts a university lecture in medieval Italy.
The scene is easily recognizable because of its parallels to the modern day. The teacher lectures
from a podium at the front of the room while the students sit in rows and listen. Some of the
students have books open in front of them and appear to be following along. A few look bored.
Some are talking to their neighbors. One appears to be sleeping. Classrooms today do not look
much different, though you might find modern students looking at their laptops, tablets, or
smart phones instead of books (though probably open to Facebook). A cynic would say that
technology has done nothing to change education.
However, in many ways, technology has profoundly changed education. For one, technology
has greatly expanded access to education. In medieval times, books were rare and only an elite
few had access to educational opportunities. Individuals had to travel to centers of learning to
get an education. Today, massive amounts of information (books, audio, images, videos) are
available at one’s fingertips through the Internet, and opportunities for formal learning are
available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online
degree programs, and more. Access to learning opportunities today is unprecedented in scope
thanks to technology.

Opportunities for communication and collaboration have also been expanded by technology.
Traditionally, classrooms have been relatively isolated, and collaboration has been limited to
other students in the same classroom or building. Today, technology enables forms of
communication and collaboration undreamt of in the past. Students in a classroom in the rural
U.S., for example, can learn about the Arctic by following the expedition of a team of scientists
in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and
even talk live with the scientists via a videoconference. Students can share what they are
learning with students in other classrooms in other states who are tracking the same expedition.
Students can collaborate on group projects using technology-based tools such as wikis and
Google docs. The walls of the classrooms are no longer a barrier as technology enables new
ways of learning, communicating, and working collaboratively.
Technology has also begun to change the roles of teachers and learners. In the traditional
classroom, such as what we see depicted in de Voltolina’s illustration, the teacher is the primary
source of information, and the learners passively receive it. This model of the teacher as the
“sage on the stage” has been in education for a long time, and it is still very much in evidence
today. However, because of the access to information and educational opportunity that
technology has enabled, in many classrooms today we see the teacher’s role shifting to the
“guide on the side” as students take more responsibility for their own learning using technology
to gather relevant information. Schools and universities across the country are beginning to
redesign learning spaces to enable this new model of education, foster more interaction and
small group work, and use technology as an enabler.
Technology is a powerful tool that can support and transform education in many ways, from
making it easier for teachers to create instructional materials to enabling new ways for people
to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart
devices that can connect to it, a new age of anytime anywhere education is dawning. It will be
up to instructional designers and educational technologies to make the most of the opportunities
provided by technology to change education so that effective and efficient education is
available to everyone everywhere.

General Changes in Education
1. Discipline
In past times a child was expected to be seen and not heard while now students are actively
encouraged to be vocal in lessons and to play a great role in participating in their education.
Modern day punishments include detentions, removal of privileges and exclusion from school.
Previous punishments included everything from writing lines on the board to actual physical
discipline, such as caning.
2. Curriculum
Many years ago children were taught a much more limited curriculum that offered the basics
such as reading, writing and arithmetic. Additional subjects were offered but were often
dependent upon the academic ability of the child. Another difference is that boys and girls were
taught separate subject based on what society at that time believed to be relevant and
appropriate. For example, girls were taught cooking and needlework while boys had lessons in
wood work. The modern curriculum offers a greater diversity in subjects and students of both
sexes are offered the same opportunities. Another difference is the teaching of ICT as this was
a non-existent subject 100 years ago and is now considered to be an essential part of day-to-
day life with a great influence on future job prospects.
3. Classroom equipment
Chalk, a blackboard and their own subject knowledge serve as the teacher’s equipment in
teaching-learning process. . The pupils’ equipment would usually consist of simply a pen or
pencil and paper or a workbook. A current classroom offers a wide range of equipment that is
greatly influenced by technology. Items such as a whiteboard and computers are commonplace
and have extended learning opportunities for students. The equipment that is required by pupils
is also much more extensive. Parents often receive letters listing the essential equipment that
is required for each year.
4. Teaching style
The way that teachers teach their students has also changed over time. Over the years there has
been a gradual move towards pupils playing a greater role in their own education and having

input into lessons. Teachers are also more focused on the individual needs and learning styles
of their students. Lessons are less teacher led as there is a lesser proportion of the lesson with
the teacher relaying information to students and more focus on students researching subjects
themselves.
5. Segregation
Throughout history segregation in the classroom has been rife with some groups of people not
being educated at all. Examples include separate education for people of different races and
religions, single sex schools and different schools for the rich and the poor. Modern day
education is much more inclusive in most countries, such as the US and UK, although some
families still opt for schools based on factors such as their religious teachings. However, in
some culture’s segregation is not only still in existence it is encouraged
21th Century
Restructuring the Philippines’s basic educational system through the K to 12 Program

is a tough but strategic move by the government to ensure that it produces competent
graduates who can serve as the backbone for a highly skilled and employable work
force.
Introduced in 2011 by the Department of Education (DepEd), headed by Secretary

Armin Luistro, FSJ, the K to 12 Program made kindergarten a prerequisite to basic
education. It lengthened basic schooling to include a two-year senior high school and
offered technical and vocational courses to students not planning to go to college, thus
giving them more chances of getting employed in blue-collar work..
The program replaced the 10-year basic education curriculum, which consisted of six
years in grade school and four years in high school that concentrated on the English
language and Filipino, the sciences, arithmetic and mathematics, and the social sciences.

It also incorporated these basic lessons to include basic science and technology,
engineering, mathematics, accountancy, business and management, humanities and
social sciences, and general academic courses such as technical-vocational-livelihood,
arts and design, and sports.
The implementation of the program has aroused fear among 13,600 teachers and 11,400
nonteaching staff in higher education institutions (HEIs) that they would end up losing
their jobs due to the lack of college enrollees.
Petitions have been submitted to the Supreme Court to suspend the program because
politicians and groups find the new system as insufficient preparation for life after
school.
Lack of infrastructure is also one of the issues confronting the DepEd prior to and
during the initial implementation of the program. Needed for the new curriculum are
30,000 new classrooms; 30,000 new teachers; and 6,000 nonteaching staff.
Toward this end, business organizations have been supporting the K to 12 Program on
its continued and proper reform implementation. Consistent support has been provided
by the Makati Business Club, Philippine Business for Education (PBEd), Philippine
Chamber of Commerce and Industry, Management Association of the Philippines, the
Information Technology and Business Process Association of the Philippines,
Employers Confederation of the Philippines, American Chamber of Commerce of the
Philippines, German-Philippine Chamber of Commerce and Industry, and the
Australia-New Zealand Chamber of Commerce of the Philippines.
Studies have repeatedly shown that “more schooling leads to a higher income, averaging
a 10-percent increase for every additional year in school.”
The League of Cities of the Philippines has also expressed its full and unwavering
support for the flagship education reform of the Aquino administration, led by Quezon
City Mayor Herbert Bautista.
Quality education is the best that the country can offer, a call that leads to quality
employment for a better quality of life. Hence, lawmakers should still be in the lookout
for potential advancements in the current status of our education system.

Despite the massive number of graduates the country’s institutions of higher learning
produce annually, not all possess the life skills needed to enter and become productive
members of the work force.
Workers in the services sector dominated the largest proportion by 54.6 percent,
comprised of those engaged in wholesale and retail trade, or in the repair of motor
vehicles as the largest percentage. Meanwhile, workers in the agriculture and industry
sector comprised the second and the smallest group with 29.5 percent and 15.9 percent,
respectively. Laborers and unskilled workers have remained in the largest group,
accounting for 31 percent.
Due to financial reasons, many high-school graduates today cannot proceed to college,
which contributes to the aggregate of about 15 million out-of-school youth, according
to PBEd.
The nonprofit organization proposes a voucher system to the DepEd and Commission
for Higher Education (CHED) to give out-of-school youth a chance to pursue tertiary
education.
The community where the students live is a key factor in collective assistance and
encouragement. With the help of volunteers through the DepEd’s Brigada Eskuwela
program, the public and private sectors unite to provide services and resources through
the repair and ensuring the safety and cleanliness of classrooms and schools for the
opening of public schools this June.
The program brings together teachers, parents, community members and stakeholders
every third week of May to maximize civil participation and utilize local resources to
prepare public schools for the opening of classes. During the long week event,
volunteers take time doing minor repairs, painting and cleaning of school campuses.
The program has become the DepEd’s model of genuine public and private partnership
to curb challenges that Philippine education is facing and serves as one of its front-line
initiatives.
The Gulayan sa Paaralan Program of the DepEd, which began in 2007, also helps to
address child malnutrition among elementary students. The crops harvested from
school gardens, which were also planted by the students, are used to sustain the school’s

feeding programs. Children lacking proper nutrients have lesser energy, physically and
mentally, hence are unable to fully participate in class.
Because of significant inflation in the country and improvement of facilities, private

institutions have raised their tuition in 313 private colleges and universities for the
coming school year, slightly higher than the 287 HEIs allowed by the CHED last year,
for an increase in tuition and other fees.
The CHED said that of the 313 schools, only 283 HEIs were allowed to increase tuition,
212 would increase other fees, and 182 out of 313 schools were allowed to increase
both tuition and other school fees.
For a program to go through, right appropriation is essential to deliver a smooth

program implementation. Mandated by the Philippine Constitution, the government
must allocate the highest proportion of its budgetary needs to education. As part of the
Aquino administration vow, of the P2.606-trilliion national budget, the Department of
Budget and Management (DBM) allocated P367.1 billion for the DepEd, the highest
among the government agencies. The 2015 budget increased by 18.6 percent from last
year.
Among the DepEd’s programs are Abot-Alam Program, Alternative Delivery Mode
Projector e-IMPACT, Basic Education Madrasah Program, Computerization Program,
Redesigned Technical-Vocational High School Program and Government Assistance
to Students and Teachers in Private Education.
Modernizing the higher public education system is an integral part of making school
facilities a conducive environment for students to learn. Hence, to improve the
country’s state universities and colleges (SUCs), a total of P44.4 billion was allocated to
the SUCs, 16.8 percent higher from last year.
The P2.5-billion allocation is designed to aid 40,453 Pantawid Pamilyang Pilipino

Program beneficiaries.
To aid students who want to earn a college degree, the DBM allotted P7.9 billion for
scholarship grants and financial assistance. Under this allocation, the CHED’s Students
Financial Assistance Program was appropriated a total of P763 million that will help
54,208 students nationwid

IV. REFERENCES
 https://www.britannica.com/topic/education/Education-in-the-20th-century
 https://www.britannica.com/topic/education/Education-after-World-War-
II#ref47706
 https://www.njascd.org/cms/lib/NJ01001271/Centricity/Domain/7/21stCenturyDo
cumentFinalInfoBrief.pdf
 https://prezi.com/pp73sa5cwgib/education-in-the-20th-century/
 http://www.localhistories.org/education.html
 https://en.wikipedia.org/wiki/Education_in_the_Age_of_Enlightenment
 https://www.plimoth.org/sites/default/files/media/pdf/edmaterials_education.pdf
 http://www.localhistories.org/education.html
 https://en.wikipedia.org/wiki/Education_in_the_Philippines_during_American_rul
e
 https://www.teacherph.com/history-system-education-philippines/
 https://education.stateuniversity.com/pages/1199/Philippines-EDUCATIONAL-
SYSTEM-AN-OVERVIEW.html
 https://www.encyclopedia.com/social-sciences/news-wires-white-papers-and-
books/education-reform-movement
 http://www.unesco.org/education/pdf/15_15.pdf

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NATIONAL TEACHERS COLLEGE

Graduate School of Teacher Education

THE ERA OF EDUCATION

Philip R. Baldera, Ph.D.

November 16, 2019

I. Hallmarks ………………………………………………………………pp. 3-8

II. How (where, when) were people educated

III. What changed in education during this time?.........................................pp. 29-39

IV. References ……………………………………………………………pp. 40

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 Many children during this era has taught survival skills.

 Protestant Education was introduced by Martin Luther in opposing the Roman

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 Dame schools continually flourished.

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 A great increase in the quantity of education provided.

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Pre- 17th Century

Grammar school during early 17th century

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Charity school during 17th century

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18th century class or room

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19th century class in European country

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20th century class

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20th century class in the Philippines

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The hunter-gatherer way of life had been skill-intensive and knowledge-intensive. To be

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A prominent attitude of eighteenth-century school authorities toward play is reflected in John

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19th and 20th Century

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How has Technology Changed Education?

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Restructuring the Philippines’s basic educational system through the K to 12 Program

Introduced in 2011 by the Department of Education (DepEd), headed by Secretary

The Era of Education 36

The Era of Education 37

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