Dept. Order No.

25, S. 1974
Bilingual Education Policy
 What is Dept. order #25 series of
1974?
In 1974, the Philippines underwent various educational reforms
aimed at improving the quality and accessibility of education
across the country. DepEd orders during this time likely
addressed issues such as curriculum development, teacher
training, administrative guidelines, and educational policies.

The policy was first implemented in 1974 when the Department

of Education, Culture and Sports (DECS) Now DepEd issued the
Dept. order No. 25, series of 1974 titled “Implementing
Guidelines for Policy on Education”.
1974 DepEd order number 25 series of
1974
What is it?
Department Order No. 25, Series of 1974,
was an educational directive issued by the
Department of Education (DepEd) in the
Philippines. Its purpose was to promote
bilingual education, encouraging
proficiency in both Filipino (Tagalog) and
English languages among students. This
directive aimed to accommodate the
linguistic diversity within the country while
ensuring that students were equipped with
the necessary language skills for
communication, academic success, and
socio-economic opportunities. By
integrating local languages and dialects
into the educational system, the order
aimed to preserve cultural heritage and
create a more inclusive learning
environment.
 ; WHAT ARE THE DEPT. ORDER
INTERGRATION
PROMOTIONCOVERS?
OF OF LOCAL
1 BILINGUALISM 2 LANGUAGES
The order likely It probably encouraged
emphasized the the integration of local
importance of languages and dialects
promoting proficiency into the educational
in both Filipino system, especially in
areas where these
CURRICULUM
(Tagalog) and English
languages were widely
languages among
DEVELOPMENT
students. TEACHER TRAINING
spoken.
3 The order likely 4 There might have been
included guidelines for provisions for teacher
developing bilingual training programs to
curriculum materials equip educators with
that effectively teach the skills and
subjects in both Filipino knowledge necessary
and English languages. to implement bilingual
education effectively.
 ; WHAT ARE THE DEPT. ORDER
ASSEMENT AND
5 EVALUATION COVERS? CULTURAL
6 SENSITIVITY
The order probably
outlined methods for It might have
assessing students' emphasized the
language proficiency importance of
levels in both Filipino cultural sensitivity
and English and in the
evaluating the implementation of
COMMUNITY
effectiveness of bilingual education,
bilingual education encouraging respect
7 ENGAGEMENT
programs. for diverse linguistic
The order might have and cultural
emphasized the backgrounds.
importance of involving
parents, communities,
and other stakeholders
in the education
process.
Impact and Significance of the
order on the Educational
System
 Enhanced Language Proficiency
By promoting bilingualism, the order contributed to the
development of students' language proficiency in both Filipino
(Tagalog) and English. This proficiency is crucial for
communication, academic success, and future career
opportunities.

Cultural Preservation and Inclusivity

The integration of local languages and dialects into the
educational system helped preserve and promote the cultural
heritage of diverse ethnic groups within the Philippines. It
fostered a more inclusive learning environment that
acknowledged and respected linguistic and cultural diversity.
1974 DepEd order number 25 series of
1974
What is it?
 Improved Access to Education
The bilingual education policy aimed to make education more
accessible to students from various linguistic backgrounds. By
accommodating the language needs of diverse learners, the
policy helped reduce barriers to education and ensure that all
students had the opportunity to succeed academically.

Educational Equity
The policy promoted educational equity by providing students
with the necessary language skills to participate fully in the
educational system. It aimed to level the playing field for
students from different linguistic backgrounds, thereby reducing
disparities in academic achievement.
1974 DepEd order number 25 series of
1974
What is it?
 Global Competitiveness
Proficiency in both Filipino and English languages equips
students with the linguistic skills needed to compete in a
globalized world. It enhances their ability to engage with
international communities, pursue higher education
opportunities abroad, and succeed in an increasingly
interconnected global economy.

Professional Development for Educators

The implementation of bilingual education required teacher
training programs to equip educators with the skills and
knowledge necessary to teach effectively in both languages. This
professional development contributed to the overall quality of
1974 education in the DepEd order number 25 series of
Philippines.
1974
What is it?
 Long-term Societal Impact
The promotion of bilingualism through Department Order No. 25
likely had long-term societal impacts, contributing to the
development of a more linguistically and culturally diverse
society that values and celebrates its rich heritage.

1974 DepEd order number 25 series of

1974
What is it?
Teacher Shortage: Not enough teachers
were trained to teach in both Filipino and
English.

Resistance to Change: Some people

Challenges and
didn't like the idea of teaching in two criticism faced by
languages and preferred the old way.
the order
Not Enough Resources: Schools didn't
have all the books and materials needed
to teach in both languages.
Testing Troubles: It was hard to test
students' language skills in both Filipino
and English accurately.

Money Problems: Schools didn't always Challenges and

have enough money to pay for bilingual
education. criticism faced by
Ignoring Local Languages: Some
the order
people thought the policy didn't do
enough to respect and include local
languages.

Government Changes: Changes in the

government or policies could disrupt the
implementation of the bilingual education
policy.
AMENDMENTS AND REVISIONS MADE
TO OVER THE YEARS

Teacher Assessment
Curriculum Training and Inclusion of
updates Programs Evaluation New
Procedures Languages
AMENDMENTS AND REVISIONS MADE
TO OVER THE YEARS

Integration Addressing Alignment

of Community Criticisms with National
Technology Engagement and Education
Challenges Policies
 SUCCESSES AND ACHIEVEMENTS RESULTING
FROM THE ORDER
1. Cultural Preservation and Diversity: The integration of
local languages and dialects into the educational system likely
helped preserve and promote the rich cultural heritage of
diverse ethnic groups within the Philippines, fostering a more
inclusive and culturally sensitive learning environment.
2. Enhanced Educational Access: By accommodating the
language needs of diverse learners, the order likely helped
reduce barriers to education, ensuring that all students had
the opportunity to succeed academically regardless of their
linguistic background.
3. Promotion of Equity: The bilingual education policy likely
promoted educational equity by providing students with the
necessary language skills to participate fully in the
 SUCCESSES AND ACHIEVEMENTS RESULTING
FROM THE ORDER
1. Global Competitiveness: Proficiency in both Filipino and
English languages likely enhanced students' competitiveness in
the global arena, enabling them to engage with international
communities, pursue higher education opportunities abroad,
and succeed in an increasingly interconnected world.
2. Teacher Professional Development: The implementation
of bilingual education likely necessitated teacher training
programs, which could have improved the overall quality of
education by equipping educators with the skills and knowledge
necessary to teach effectively in both languages.
3. Cultural Sensitivity and Inclusivity: By recognizing and
valuing linguistic and cultural diversity, the order likely fostered
Department Order No. 25, Series of
1974, remains relevant today by
emphasizing bilingual education, CURRENT STATUS
cultural inclusivity, and educational AND RELEVANCE
equity in the Philippines. Its principles
inform current policies, ensuring
OF THE ORDER IN
students' proficiency in both Filipino PRESENT DAY
and English languages while
preserving cultural heritage and
addressing disparities in access to
education.
 IN CONCLUSION;
In conclusion, Department Order No. 25, Series of 1974, has left
a lasting impact on the Philippine educational system by
promoting bilingual education, cultural inclusivity, and
educational equity. By emphasizing proficiency in both Filipino
and English languages while respecting and preserving cultural
diversity, the order has helped students succeed academically
and prepare for the challenges of a globalized world. While
challenges persist and adaptations are necessary, the principles
outlined in the order continue to guide efforts towards an
inclusive, equitable, and culturally rich educational environment
in the Philippines.
1974 DepEd order number 25 series of
1974
What is it?