Historical Background Of Adult Education In Philippines PDF

Chapter 1: Historical Background of Adult Education in Philippines Johaira C. Tuba, L. Agr.  Adult education should begin at the top. People in the upper level refuse to comprehend the importance of adult education. Absence of interest in adult education movement. ...

Chapter 1: Historical Background of Adult Education in Philippines Johaira C. Tuba, L. Agr.  Adult education should begin at the top. People in the upper level refuse to comprehend the importance of adult education. Absence of interest in adult education movement.  Created a Movement on Adult Education Gives emphasis on the eradication of illiteracy. Office of adult Concerned with wiping education out the illiteracy and presume to be a school for illiterates for the purpose of teaching them how to read and write.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 1st Phase Spanish Regime The “comedia” or “moro-moro”, the “Duplo”, “Balagtasan” , and “pasion chanting” provided occasions for popular gathering which resembled the “open air school” for the masses. These occasions served as factors for the literacy and cultural improvement of the people  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 2nd Phase American Regime Took the form of the popular civico- educational activities which started 7 years after implementation of the American civil regime in the Philippines.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 2nd Phase American Regime “Majority of the Filipino farmers had but little knowledge of advanced farming and that the masses in general had no adequate conception of the value keeping the  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 2nd Phase American Regime “much good could be accomplished if some means could be used to reach those Islands who were too old to attend public schools.”  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 2nd Phase American Regime May 21, 1908 Act No. 1829 – provided for a system of popular civico- educational lectures.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 2nd Phase American Regime Lectures were to be conducted in the municipalities and barrios and sitios. 1912 – 522,474 people attended the civico- educational lectures  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 3rd Phase National Supreme Council 1926  Founded by the different political parties Presenting a solid stand against the reactionary administration of Gov. Gen Leonard Wood.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 3rd Phase National Supreme Council Inauguration – 50.8 % of people are Illiterate Presenting a solid stand against the reactionary administration of Gov. Gen Leonard Wood.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 3rd Phase National Supreme Council Launched the First crusade for the eradication of illiteracy in the Philippines.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 3rd Phase National Supreme Council “Our country must have a wholly literate population, because only on the foundation of an intelligent public opinion can we build structure of liberty and sound government”.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 4th Phase Community Assemblies 1932 Gov. Gen Theodore  Sympathized Roosevelt Jr. with the poor and improvement of welfare. Hoped to bring social improvement through community assembly.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 4th Phase Community Assemblies Inauguration “We hope that these assemblies may serve to tie you together so that your strength will be great.”  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 4th Phase Community Assemblies February 18, 1933 Act No. 4046 -Served as the foundation of community assembly movement.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 4th Phase Community Assemblies Serves as means to encourage the people to maintain good health habits and adopt measures to prevent sickness and spread diseases.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 4th Phase Community Assemblies September 24, 1932 – June 10, 1937of 13, 983 assemblies A total were held. 75% conducted in barrios and rural communities. A total of 16,148 lectures delivered  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 5th Phase U.P. Rural Adult Education Projects 1935 President’s Committee on Literacy and Civic Education  Task to organize alumni of university into corps of volunteer workers to undertake adult- education work.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 5th Phase U.P. Rural Adult Education Projects 300 alumni – able to teach thousand adults how to READ and WRITE Teachings are done mostly in the homes of adults. Extension Program in diff. places around Manila  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 5th Phase U.P. Rural Adult Education Projects Included courses such as:  Shop work for men  Dressmaking, flower making, knitting, and painting for women.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 5th Phase U.P. Rural Adult Education Projects  Nine adult schools were set up May, 1938 – taken together, composed UP Rural Adult Education Projects. Office of Adult Education created by Commonwealth Act No. 80 – October 26, 1936.  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 6th Phase Office of Adult Education January 25, 1937 CW Act. No. 80- provides objectives of adult education in Phil. Should eliminate illiteracy and give vocational and citizenship training to adult. 140,000.00 – annually  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 6th Phase Office of Adult Education Establish 5,053 adult schools with an enrolment of 289,449 adults in the different projects. Organize 466 community assemblies, 586 citizenship study circles and 1323 vocational clubs for adults  PHASES OF ADULT EDUCATION IN THE PHILIPPINES 7th Phase Liberation August 15, 1945 – was reopened.  October 1947– by virtue of EO No. 94  Re-organizing the National  Government. Function of office transferred to Bureau of Public Schools Chapter 2: Adult Education during the Spanish Regime Johaira C. Tuba, L. Agr.  No formal system of teaching adults Orphanages, beaterios, college girls extended asylum-teaching practical home arts and household duties such as: Sewing Embroidery painting, drawing and laundering “Open-air schools for the masses” The “comedia” or “moro-moro”, the “Duplo”, “Balagtasan” , and “pasion chanting” The “comedia” or “moro-moro”,  A play portraying a conflict between Mohammedans and Christians.  The play ordinarily lasted three or more consecutive nights usually held in connection in barrio festa.  The first moro-moro play was written in 1637 to celebrate a Christian Filipino army’s victory over an Islamic stronghold. The “comedia” or “moro-moro”,  Performed during village fiestas and religious festivals, involving elaborate costumes, music, and dance.  It served as a tool for the Spanish colonizers to spread Christianity and has become an important part of Filipino cultural heritage. The “Duplo”  Literary joust in speaking and reasoning similar to the present  “balagtasan.” Participants were usually the local poets and individuals who were dubbed as “pilosopos”.  The “Duplo”  This is held only on special occasion.principles of  Learned ethics and morals which they could teach their  family members. Rural folks mingled and learned each others way of living Chanting the “Pasion”  Reading and singing of passion, story of Jesus Christ written in vernacular verse.  Done during Lent Season  Holy week - Men, women and children visits the place where the picture is kept for weeks. Chanting the “Pasion”  Rule: Once started, whole passion should be finished.  Children in rural communities were taught early how to chant the passion.  Holy week-rural folks spent days at home of their  landlords. Gives pride to people the ability of their children to sing the pasion. Chanting the “Pasion”  Santa Cruz de Mayo - Another occasion the passion was sung  Participants in nightly procession sang the part of passion referring to the search by Emperor Constantine and Queen Helena  “ARAL” – used by parents to teach children good manners and right conduct. Chanting the “Pasion”  During Holy Thursday and Friday – people abstained  from servile work. People are prohibited to wash clothes, take a bath, cut or trimmed hair or nails, no vehicles running, no carretelas, no shouting, no singing or anything that might produce unnecessary noise. “Juego de Prenda”  “Game of Penalty”.  This game is not only fun but also helps in developing quick thinking and attentiveness among players. Story Telling  “Kwentuhan” Answering Riddles  Bugtungan  Chapter 3: PERIOD OF THE CIVICO- EDUCATION LECTURE Johaira C. Tuba, L. Agr. 1907 -important landmark of Philippine Political History -inauguration of Philippine Assembly -first step towards local autonomy and political emancipation 1907….. -deemed to strengthen the economic structure of the country through.. Extension of practical form of education to farmers Known as ADULT EDUCATION 1907….. “Majority of the Filipino farmers had but little knowledge of advanced farming and that the masses in general had no adequate conception of the value of keeping their surroundings in a sanitary condition”. “Much good could be accomplished if some means could be used to reach those people of the Islands who were too old to attend the public schools.” Act No. 1829 - An Act Creating the Civico- Educational Lecture - Passed by Philippine Legislature on May 21, 1908. - Conducted in municipalities, specifically in barrios Act No. 1829 -Lectures Created: Rights and duties of the Citizen Municipal Code and Provincial Government Act Organization of Central Government Popular notion on certain crimes in the Philippines Geography 1912 522,474 attended the civico- educational lectures Topic on the lectures: - Rights and duties of citizens - The Housing of the Public Schools - The Prevention of the Disease in Corn - A Garden for Every Home - Agriculture and Other industries as Honorable Vocations - Good Citizenship - Good Manners and Right Conduct - Care and Treatment of Domestic Animals - The Care of Children  Municipal Teachers declared as ex-officio lecturers.  Private citizens authorized by local school boards could substitute for ex-officio lecturers. Municipal council of each Municipality – should fix the compensation to be received by the lectures Traveling expenses should also be reimbursed by the municipal treasurer out of the school fund  1913 - Director of Education “although considerable good has been accomplished, the results secured by the giving of civico-educational lectures in compliance with Act No. 1829 have never been entirely satisfied” 1908-1914 necessity on conducting civico- educational lectures “From the reports received in this office it appeared that very few of the divisions made any serious attempt to give these lecture…” Diminishing Interest Allowing services of citizens who were willing to deliver lectures. Political or religious topics delighted adults in community assemblies. Occupations and vocations did not appear attractive to the adults Participation of private citizen was not active due to payment of honoraria for lectures due to the poor condition of municipality. Lack of variety of the lecture materials. Lack of expertise of the vocation delivered. Limiting the holding of assemblies on non-work days Act No. 2424 December 4, 1914 Section 2 of Act No. 1829 Municipal teachers take charge of the lectures and specified that such lectures should be delivered on non- workdays The amendment allowed the lectures to be delivered not only on Sundays and holidays but on workdays as well. 1921 Circulars continued to issued by the General Office concerning civico- educational lectures. 1933 New movement for the revival old popular civico-educational lectures was started. Followed the adult education Renaissance accomplished through Community Assemblies. Thank you!