IMPLEMENTING RULES AND REGULATIONS

OF THE ENHANCED BASIC EDUCATION ACT OF 2013

(REPUBLIC ACT NO. 10533)

Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the
Philippine Basic Education System by Strengthening Its Curriculum and Increasing the
Number of Years for Basic Education, Appropriating Funds Therefor and for Other
Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013,” approved
on May 15, 2013, and which took effect on June 8, 2013, the Department of Education
(DepEd), the Commission on Higher Education (CHED), and the Technical Education and
Skills Development Authority (TESDA), hereby issue the following rules and regulations
to implement the provisions of the Act.

RULE I. GENERAL PROVISIONS

Section 1. Title. These rules and regulations shall be referred to as the Implementing
Rules and Regulations (IRR) of the “Enhanced Basic Education Act of 2013” (Republic
Act No. 10533).

Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all
public and private basic educational institutions and learning centers. This IRR shall also
apply to Higher Education Institutions (HEIs), Technical-Vocational Institutions (TVIs),
duly recognized organizations acting as Teacher Education Institutions (TEIs), and
foundations.

Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration
of Policy found in Section 2 of the Act.

Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean
or be understood as follows:

(a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic
Education System by Strengthening Its Curriculum and Increasing the Number of Years
for Basic Education, Appropriating Funds Therefor and for Other Purposes,” otherwise
known as the “Enhanced Basic Education Act of 2013.”

(b) Learning Center refers to a physical space to house learning resources and facilities
of a learning program for out-of-school youth and adults. It is a venue for face-to-face
learning activities and other learning opportunities for community development and
improvement of the people’s quality of life. This may also be referred to as “Community
Learning Center” authorized or recognized by the DepEd.

(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.
(d) Mother Language or First Language (L1) refers to the language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of
by others, which he/she knows best, or uses most. This includes Filipino sign language
used by individuals with pertinent disabilities. The regional or native language refers to
the traditional speech variety or variety of Filipino sign language existing in a region, area
or place.

(e) Non-DepEd Public School refers to a public school offering basic education
operated by an agency of the national government other than the DepEd, or by a local
government unit.

Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is

intended to meet basic learning needs which provides the foundation on which
subsequent learning can be based. It encompasses kindergarten, elementary, and
secondary education as well as alternative learning systems for out-of-school learners
and those with special needs under Section 8 of this IRR.

Section 6. Enhanced Basic Education Program. For purposes of this IRR and
pursuant to Section 4 of the Act, the enhanced basic education program encompasses at
least one (1) year of kindergarten education, six (6) years of elementary education, and
six (6) years of secondary education, in that sequence. Secondary education includes
four (4) years of junior high school and two (2) years of senior high school education. The
enhanced basic education program may likewise be delivered through the alternative
learning system.

Kindergarten Education is the first stage of compulsory and mandatory formal

education which consists of one (1) year of preparatory education for children at least five
(5) years old as a prerequisite for Grade 1.

Elementary Education refers to the second stage of compulsory basic education which
is composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary Education refers to the third stage of compulsory basic education. It consists
of four (4) years of junior high school education and two (2) years of senior high school
education. The entrant age to the junior and senior high school levels are typically twelve
(12) and sixteen (16) years old, respectively.

The DepEd may allow private educational institutions flexibility in adopting the program
provided that they comply with the DepEd-prescribed minimum standards consistent with
the Act.

Section 7. Compulsory Basic Education. It shall be compulsory for every parent or

guardian or other persons having custody of a child to enroll such child in basic education,
irrespective of learning delivery modes and systems, until its completion, as provided for
by existing laws, rules and regulations.
Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of
the Act, inclusiveness of enhanced basic education shall mean the implementation of
programs designed to address the physical, intellectual, psychosocial, and cultural needs
of learners, which shall include, but shall not be limited to, the following:

8.1. Programs for the Gifted and Talented. These shall refer to comprehensive
programs for the gifted and talented learners in all levels of basic education.

8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive
programs designed for learners with disabilities which may be home-, school-, center- or
community-based.

8.3. Madrasah Program. This shall refer to the comprehensive program using the
Madrasah curriculum prescribed by the DepEd, in coordination with the Commission on
Muslim Filipinos, for Muslim learners in public and private schools.

8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that
supports education initiatives undertaken through formal, non-formal, and informal
modalities with emphasis on any of, but not limited to, the key areas of: Indigenous
Knowledge Systems and Practices and community history; indigenous languages;
Indigenous Learning System (ILS) and community life cycle-based curriculum and
assessment; educational goals, aspirations, and competencies specific to the Indigenous
Cultural Community (ICC); engagement of elders and other community members in the
teaching-learning process, assessment, and management of the initiative, recognition
and continuing practice of the community’s ILS; and the rights and responsibilities of
ICCs.

8.5. Programs for Learners under Difficult Circumstances. This shall refer to
the timely and responsive programs for learners under difficult circumstances, such as,
but not limited to: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement, or disasters; child abuse and child labor practices.

Section 9. Acceleration. Acceleration of learners in public and private basic educational

institutions shall be allowed, consistent with DepEd rules and regulations.

RULE II. CURRICULUM

Section 10. Basic Education Curriculum Development. In the development of the

Basic Education Curriculum, the DepEd shall be guided by the following:

10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall
formulate the design and details of the enhanced basic education curriculum. The DepEd
shall work with the CHED and TESDA to craft harmonized basic, tertiary, and technical-
vocational education curricula for Filipino graduates to be locally and globally competitive.
10.2. Standards and Principles. The DepEd shall adhere to the following standards and
principles, when appropriate, in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be gender- and culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from
what they already know proceeding from the known to the unknown; instructional
materials and capable teachers to implement the MTB-MLE curriculum shall be available.
For this purpose, MTB-MLE refers to formal or non-formal education in which the learner’s
mother tongue and additional languages are used in the classroom;

(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts.

10.3. Production and Development of Materials. The production and development of

locally produced teaching and learning materials shall be encouraged. The approval of
these materials shall be devolved to the regional and division education unit in
accordance with national policies and standards.

10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and 5 of the Act, basic
education shall be delivered in languages understood by the learners as language plays
a strategic role in shaping the formative years of learners.

The curriculum shall develop proficiency in Filipino and English, provided that the first and
dominant language of the learners shall serve as the fundamental language of education.
For Kindergarten and the first three years of elementary education, instruction, teaching
materials, and assessment shall be in the regional or native language of the learners. The
DepEd shall formulate a mother language transition program from the mother/first
language to the subsequent languages of the curriculum that is appropriate to the
language capacity and needs of learners from Grade 4 to Grade 6. Filipino and English
shall be gradually introduced as languages of instruction until such time when these two
(2) languages can become the primary languages of instruction at the secondary level.
10.5. Stakeholder Participation. To achieve an enhanced and responsive basic
education curriculum, the DepEd shall undertake consultations with other national
government agencies and other stakeholders including, but not limited to, the Department
of Labor and Employment (DOLE), the Professional Regulation Commission (PRC),
private and public schools associations, national student organizations, national teacher
organizations, parents-teachers associations, chambers of commerce and other industry
associations, on matters affecting the concerned stakeholders.

Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act, a

Curriculum Consultative Committee shall be created, to be chaired by the DepEd
Secretary or his/her duly authorized representative, and with members composed of, but
not limited to, a representative each from the CHED, TESDA, DOLE, PRC, the
Department of Science and Technology (DOST), and a representative from business
chambers such as the Information Technology – Business Process Outsourcing (IT-BPO)
industry association. The Consultative Committee shall oversee the review and
evaluation of the implementation of the enhanced basic education curriculum and may
recommend to the DepEd the formulation of necessary refinements in the curriculum.

RULE III. TEACHER QUALIFICATIONS, TRAINING AND CONTINUING

PROFESSIONAL DEVELOPMENT

Section 12. Teacher Education and Training. To ensure that the enhanced basic
education program meets the demand for quality teachers and school leaders, the
DepEd, CHED, and TESDA shall conduct teacher education and training programs, in
collaboration with relevant partners in government, academe, industry, and non-
governmental organizations. Such professional development programs shall be initiated,
conducted and evaluated regularly throughout the year to ensure constant upgrading of
teacher skills. Teacher education and training programs shall include, but shall not be
limited to:

12.1. In-service Training on Content and Pedagogy. DepEd teachers who will
implement the enhanced basic education curriculum but have not undergone pre-service
education that is aligned with the enhanced basic education curriculum shall be trained
to meet the content and performance standards of the enhanced basic education
curriculum.

The DepEd shall ensure that private educational institutions shall be given the opportunity
to avail of such training.

12.2. Training of New Teachers. New graduates of the Teacher Education curriculum
not aligned with the enhanced basic education curriculum shall undergo additional
training, upon hiring, to upgrade their competencies and skills to the content and
performance standards of the new curriculum. Furthermore, the CHED, in coordination
with the DepEd and relevant stakeholders, shall ensure that the Teacher Education
curriculum offered in these TEIs will meet the necessary quality standards for new
teachers. Duly recognized organizations acting as TEIs, in coordination with the DepEd,
CHED, and other relevant stakeholders, shall ensure that the curriculum of these
organizations meets the necessary quality standards for trained teachers.

For purposes of this subparagraph, the term “duly recognized organizations acting as
TEIs” refers to organizations, other than schools or HEIs, contracted out by the DepEd
during the transition and for a fixed period, to provide teacher training for purposes of
retooling the graduates of the Teacher Education curriculum, and only in such areas
where there is a shortage of trained teachers.

12.3. Training of School Leadership. Superintendents, principals, subject area

coordinators, and other instructional school leaders shall likewise undergo workshops and
training to enhance their skills on their roles as academic, administrative, and community
leaders.

12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional

Managers, Mobile Teachers, and Learning Facilitators. ALS coordinators,
instructional managers, mobile teachers, and learning facilitators shall likewise undergo
workshops and training to enhance their skills on their roles as academic, administrative,
and community leaders.

Section 13. Hiring of Other Teachers. Notwithstanding the provisions of Sections 26,
27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers
Professionalization Act of 1994,” the DepEd and private educational institutions shall hire,
as may be relevant to the particular subject:

13.1. Graduates of science, mathematics, statistics, engineering, music and other degree
courses needed to teach in their specialized subjects in elementary and secondary
education with shortages in qualified applicants who have passed the Licensure
Examination for Teachers (LET). They shall also include graduates admitted by
foundations duly recognized for their expertise in the education sector and who
satisfactorily complete the requirements set by these organizations; Provided, That they
pass the LET within five (5) years after their date of hiring; Provided, further, That if such
graduates are willing to teach in basic education on part-time basis, the provisions of LET
shall no longer be required.

The term “foundations,” as used in this section, refers to non-stock, non-profit

organizations, which are not operating as educational institutions, contracted out by the
DepEd for a fixed period, to provide volunteers to teach in basic education in areas where
there is a shortage of qualified teachers. The DepEd shall issue the guidelines and
procedures for selection and eligibility of these organizations.

13.2. Graduates of technical-vocational courses to teach in their specialized subjects in

the secondary education; Provided,That these graduates possess the necessary
certification issued by TESDA; Provided, further, That they undergo appropriate in-
service training to be administered by the DepEd or HEIs at the expense of the DepEd.
The DepEd shall provide administrative support to private educational institutions for the
in-service training of their teachers on the enhanced basic education curriculum.

13.3. Faculty of HEIs to teach in their general education or subject specialties in

secondary education; Provided, That the faculty must be a holder of a relevant Bachelor’s
degree, and must have satisfactorily served as a full-time HEI faculty;

13.4. The DepEd and private educational institutions may hire practitioners, with expertise
in the specialized learning areas offered by the enhanced basic education curriculum, to
teach in the secondary level: Provided, That they teach on part-time basis only. For
this purpose, the DepEd, in coordination with the appropriate government agencies, shall
determine the necessary qualification standards in hiring these experts.

RULE IV. PRIVATE EDUCATIONAL INSTITUTIONS

Section 14. Reasonable Supervision and Regulation. As a matter of policy laid down
in Article XIV, Section 5(1) of the 1987 Philippine Constitution, the State recognizes the
complementary roles of public and private institutions in the educational system and shall
exercise reasonable supervision and regulation of all educational institutions.

Section 15. Issuance and Revocation of Permits and/or Recognition of Private

Senior High Schools. The DepEd shall regulate the offering of senior high school in
private educational institutions. Private educational institutions may only offer senior high
school when so authorized by the DepEd. The DepEd shall prescribe the guidelines on
the issuance and revocation of permits and/or recognition of senior high schools.

Section 16. Specializations in Private Senior High School. Private educational

institutions may offer specializations in senior high school that are essential to the
economic and social development of the nation, region or locality. Local planning in the
development of educational policies and programs shall be encouraged consistent with
the State policy to take into account regional and sectoral needs and conditions.

RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY

Section 17. Career Guidance and Counseling Programs. Consistent with Section 9 of
the Act, to properly guide the students towards becoming productive and contributing
individuals through informed career choices, the DepEd, in coordination with the DOLE,
TESDA, CHED, PRC, NYC, industry associations, professional associations, and other
relevant stakeholders, shall pursue programs that expose students to the world and value
of work, and develop the capability of career counselors and advocates to guide the
students and equip them with the necessary life skills and values.

Section 18. Career Advocacy Activities. Career advocacy activities refer to activities
that will guide secondary level students in choosing the career tracks that they intend to
pursue. Career advocacy activities involve provision of career information and
experiences, advising, coordinating and making referrals, and may include, but are not
limited to, career talks, career and job fairs, parents’ orientations, and seminar-workshops
on career decision-making.

Section 19. Career Advocates. Notwithstanding the provisions of Section 27 of Republic

Act No. 9258, otherwise known as the “Guidance and Counseling Act of 2004,” career
advocates shall be allowed to conduct career advocacy activities for secondary-level
students of the schools where they are currently employed; Provided, That they undergo
appropriate capacity building programs developed and implemented by the DepEd, in
coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations, industry
associations, guidance and counseling associations, professional associations, and other
relevant stakeholders.

Career advocacy may be conducted by career advocates and peer facilitators. Consistent
with Section 9 of the Act, career advocates refer to career and employment guidance
counselors who are not registered and licensed guidance counselors. Career advocates
include homeroom advisers and teachers of all learning areas who will implement career
advocacy activities. Peer facilitators are secondary-level students trained to assist career
advocates in implementing career advocacy activities.

Section 20. Role of the DepEd. The DepEd shall:

(a) Integrate career concepts in the curriculum and undertake teaching in relevant
learning areas;

(b) Conduct career assessments;

(c) Conduct regular career advocacy activities;

(d) Conduct continuous professionalization and capacity building of guidance counselors,

career advocates, and peer facilitators;

(e) Develop or accredit training programs on career advocacy;

(f) Establish a career advocacy unit and provide adequate office space in high schools;
and

(g) Designate guidance supervisors at the division level and career advocates at the
school level.

RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS

WITH PRIVATE EDUCATIONAL INSTITUTIONS AND NON-DEPED PUBLIC
SCHOOLS

Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of the Act,

the DepEd shall develop programs of assistance that will extend the benefits accorded
by Republic Act No. 8545, or the “Expanded Government Assistance for Students and
Teachers in Private Education Act,” to qualified students enrolled in senior high school.

Section 22. Criteria for Assistance to Qualified Students. The programs of assistance
shall be made available primarily to students who completed junior high school in public
schools, taking into account the income background and financial needs of students,
available capacities of public, private and non-DepEd public schools in the locality, socio-
economic needs of regions, overall performance of private and non-DepEd public
schools, as well as geographic spread and size of the student population.

The programs of assistance may also be made available to students who completed
junior high school in private educational institutions, whether these students are E-
GASTPE beneficiaries or not, subject to compliance with the qualifications and guidelines
to be determined by the DepEd.

Section 23. Forms and Amount of Assistance. The forms of assistance that may be
provided by the DepEd may include any of the following:

(a) A voucher system, where government issues a coupon directly to students to enable
them to enroll in eligible private educational institutions or non-DepEd public schools of
their choice under a full or partial tuition or schooling subsidy;

(b) Education Service Contracting (ESC), where the government enters into contracts
with private educational institutions or non-DepEd public schools to shoulder the tuition
and other fees of high school students who shall enroll in private high schools under this
program;

(c) Management contracts, where government enters into contractual arrangements with
private educational institutions or non-DepEd public schools to manage the day-to-day
operations of public schools under agreed performance targets;

(d) Forms of assistance provided under Republic Act No. 8545; and

(e) Other forms of financial arrangements consistent with the principles of public-private
partnership.

The DepEd shall take into account the ability of program beneficiaries to cover tuition
differentials, if any, in setting the amount of the voucher, ESC, or other forms of
assistance. The amount of assistance to be given by the government shall not exceed
the determined per student cost in public schools.

Section 24. Participating Schools. Private educational institutions, non-DepEd public

schools, and other potential providers of basic learning needs that may be authorized to
offer senior high school are eligible to participate in programs of assistance, as may be
applicable, under the E-GASTPE program and other financial arrangements formulated
by the DepEd and DBM based on the principles of public-private partnership. The
continued participation of said providers in the E-GASTPE program and other financial
arrangements is subject to their meeting minimum requirements and standards, including
student performance, as determined by the DepEd.

To promote partnership and greater cooperation between public and private educational
institutions, government will take into account existing and potential capacities of private
educational institutions in expanding public school capacity.

Section 25. Implementation Mechanisms. The DepEd may enter into contractual
arrangements or establish new mechanisms for the design, administration, and
supervision of programs of assistance or aspects thereof, subject to the approval of the
appropriate government agencies. For this purpose, the DepEd shall:

(a) Issue the appropriate guidelines for the implementation of the programs of assistance;

(b) Ensure transparency and accountability in the implementation of the programs of

assistance;

(c) Implement information and advocacy programs to inform the general public and
ensure greater participation and availment of the programs of assistance; and

(d) Undertake periodic reviews of the program features and make adjustments, as
necessary, to ensure the successful, effective and sustainable implementation of the
program. The program features shall include, among others, amount of subsidy, number
of grantees, eligibility requirements, and performance of participating schools.

Section 26. Funding Requirement. The budgetary requirement of the programs under
this Rule shall be ensured by the national government.

The DepEd shall encourage private and corporate donors to support the programs of
assistance in this section under the framework of Republic Act No. 8525, entitled, “An Act
Establishing An ‘Adopt-A-School Program,’ Providing Incentives Therefor, And For Other
Purposes,” and other relevant laws and policies.

Section 27. Timeframe. The DepEd shall implement the programs provided in this Rule
no later than the start of School Year 2016-2017.

Section 28. Additional Beneficiaries. The DepEd may develop similar programs of
assistance for kindergarten and elementary pupils and alternative learning system
learners in accordance with specific objectives, taking into account the need and
capacities of public and private educational institutions.

RULE VII. TRANSITORY PROVISIONS

Section 29. Private Basic Educational Institutions’ Transition to the Enhanced

Basic Education Program. The DepEd shall ensure the smooth transition of private
elementary and high schools in the country that are not aligned with the enhanced basic
education program. Private educational institutions or a group thereof shall develop their
plans detailing how to transition from their current basic education system to the
enhanced basic education program. The DepEd shall provide the appropriate guidelines
on the evaluation of the transition plans.

Private educational institutions offering twelve (12) to thirteen (13) years of basic
education prior to the enactment of this Act shall submit to the DepEd their transition plans
within twelve (12) months from the effectivity of this IRR, subject to the guidelines that will
be issued by the DepEd.

Section 30. Implementation Mechanisms and Strategies. Pursuant to Section 12 of

the Act, the DepEd, CHED and TESDA shall formulate the appropriate strategies and
mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education program. The strategies may cover,
among others, changes in physical infrastructure, human resource, organizational and
structural concerns, bridging models linking secondary education competencies and the
entry requirements of new tertiary curricula, and partnerships between the government
and other entities. Modeling for Senior High School (SHS) may be implemented in
selected schools to simulate the transition process and provide concrete data for the
transition plan following the guidelines set by the DepEd. The results of the SHS modeling
program may be considered in the nationwide implementation of the SHS program in
School Year 2016-2017.

30.1. Partnerships with HEIs and TVIs. To manage the initial implementation of the
enhanced basic education program and mitigate the expected multi-year low enrolment
turnout for HEIs and TVIs starting School Year 2016-2017, the DepEd shall engage in
partnerships with HEIs and TVIs for the utilization of the latter’s human and physical
resources, and issue relevant guidelines on such partnerships. Moreover, the DepEd,
CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement
strategies that ensure the academic, physical, financial, and human resource capabilities
of HEIs and TVIs to provide educational and training services for graduates of the
enhanced basic education program to ensure that they are not adversely affected. The
faculty of HEIs and TVIs allowed to teach students of secondary education under Section
8 of the Act, shall be given priority in hiring for the duration of the transition period.

30.2. Financing Framework for State Universities and Colleges During the
Transition Period. The CHED and DBM shall review the financing policy framework for
State Universities and Colleges in light of the Act with the end in view of optimizing the
use of government resources for education, the results of which shall be covered by a
joint administrative issuance.

30.3. Effects of Initial Implementation of the Enhanced Basic Education Program

on Industry Human Resource Requirements. The DOLE, CHED, DepEd, TESDA and
PRC, in coordination with industry associations and chambers of commerce, shall
develop a contingency plan, not later than the start of School Year 2015-2016, to mitigate
the effects of the enhanced basic education program with respect to a potential reduction
or absence of college graduates to meet the human resource requirements of industry.
The plan shall contain mitigation strategies for industries to adjust their employment
policies as deemed necessary and expedient, and may include the adoption of other
relevant programs or appropriate qualifications.

Section 31. Labor and Management Rights. In the implementation of the Act, including
the transition period, the rights of labor as provided in the Constitution, the Civil Service
Rules and Regulations, Labor Code of the Philippines, and existing collective
agreements, as well as the prerogatives of management, shall be respected. The DOLE,
DepEd, CHED and TESDA shall promulgate the appropriate joint administrative issuance,
within sixty (60) days from the effectivity of this IRR, to ensure the sustainability of the
private and public educational institutions, and the promotion and protection of the rights,
interests and welfare of teaching and non-teaching personnel.

For this purpose, the DOLE shall convene a technical panel with representatives from the
DepEd, CHED, TESDA and representatives from both teaching and non-teaching
personnel organizations, and administrators of the educational institutions.

Section 32. Transition Period. The transition period shall be reckoned from the date of
the approval of this IRR until the end of School Year 2021-2022.

RULE VIII. JOINT CONGRESSIONAL OVERSIGHT COMMITTEE

Section 33. Joint Congressional Oversight Committee on the Enhanced Basic

Education Program. The Joint Congressional Oversight Committee created under
Section 13 of the Act shall be composed of five (5) members each from the Senate and
from the House, including Chairs of the Committees on Education, Arts and Culture, and
Finance of both Houses. The membership of the Committee for every House shall have
at least two (2) opposition or minority members.

RULE IX. MANDATORY EVALUATION AND REVIEW

Section 34. Mandatory Evaluation and Review. By the end of School Year 2014-2015,
the DepEd shall conduct a mandatory review and submit a midterm report to Congress
as to the status of implementation of the Enhanced Basic Education Program in terms of
closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d)
seats; (e) toilets; (f) other shortages that should be addressed.

The DepEd shall include among others, in this midterm report, the following key metrics
of access to and quality of basic education: (a) participation rate; (b) retention rate; (c)
National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training
profiles; (f) adequacy of funding requirements; and (g) other learning facilities including,
but not limited to, computer and science laboratories, libraries and library hubs; and
sports, music and arts.
 RULE X. COMMITMENT TO INTERNATIONAL BENCHMARKS

Section 35. Commitment to International Benchmarks. The DepEd shall endeavor to

increase the per capita spending on education towards the immediate attainment of
international benchmarks. Towards this end, the DepEd shall seek to:

a) engage local government units to efficiently use the special education fund and other
funds to advance and promote basic education;

b) implement programs that will enhance private sector participation and partnership in
basic education; and

c) propose an annual budget allocation in accordance with these goals. The DepEd shall
further develop a multi-year spending plan to ensure that the UNESCO-prescribed
standards on education spending are attained.

RULE XI. FINAL PROVISIONS

Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial funding for the
operationalization of the Enhanced Basic Education Program shall be charged against
the current appropriations of the DepEd. Thereafter, such sums which shall be necessary
for the continued implementation of the enhanced basic education program shall be
included in the annual General Appropriations Act.

Section 37. Implementing Details. The DepEd, CHED and TESDA may issue such
policies and guidelines as may be necessary to further implement this IRR.

Section 38. Amendment. Amendments to this IRR shall be jointly promulgated by the
DepEd Secretary, CHED Chairperson, and TESDA Director-General.

Section 39. Separability Clause. Should any provision of this IRR be subsequently
declared invalid or unconstitutional, the same shall not affect the validity and effectivity of
the other provisions.

Section 40. Repealing Clause. Pursuant to Section 18 of the Act, rules and regulations
implementing the pertinent provisions of Batas Pambansa Bilang 232 or the “Education
Act of 1982,” Republic Act No. 9155 or the “Governance of Basic Education Act of
2001,” Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees,
executive orders and rules and regulations, contrary to or inconsistent with the provisions
of the Act are deemed repealed or modified accordingly.

Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.

This IRR shall be registered with the Office of the National Administrative Register at the
University of the Philippines Law Center, UP Diliman, Quezon City.
 Done this 4th day of September 2013.

(Sgd.) BR. ARMIN A. LUISTRO FSC (Sgd.) DR. PATRICIA B. LICUANAN

Secretary Chairperson
Department of Education Commission on Higher Education

(Sgd.) SEC. EMMANUEL JOEL J. VILLANUEVA

Director General

Technical Education and Skills Development Authority

https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/

DEPED

Republic act no. 7836 regulating practice of teaching

1. 1. REPUBLIC ACT NO. 7836 AN ACT TO STRENGTHEN THE REGULATION AND
SUPERVISION OF THE PRACTICE OF TEACHING IN THE PHILIPPINES AND
PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER
PURPOSES ARTICLE I TITLESECTION 1. Short Title. — This Act shall be known as the
"Philippine TeachersProfessionalization Act of 1994."SECTION 2. Statement of Policy. —
The State recognizes the vital role of teachers innation-building and development through a
responsible and literate citizenry. Towardsthis end, the State shall ensure and promote
quality education by proper supervision andregulation of the licensure examination and
professionalization of the practice of theteaching profession.SECTION 3. Objectives. — This
Act has the herein objectives:(a) The promotion, development and professionalization of
teachers and the teachingprofession; and(b) The supervision and regulation of the licensure
examination.SECTION 4. Definition of Terms. — For purposes of this Act, the following
terms shallmean:(a) "Teaching" — refers to the profession concerned primarily with
classroominstruction, at the elementary and secondary levels in accordance with the
curriculumprescribed by the Department of Education, Culture and Sports, whether on part-
time orfull-time basis in the private or public schools.(b) "Teachers" — refers to all persons
engaged in teaching at the elementary andsecondary levels, whether on full-time or part-time
basis, including industrial arts orvocational teachers and all other persons performing
supervisory and/or administrativefunctions in all schools in the aforesaid levels and qualified
to practice teaching under thisAct.(c) "Board" — refers to the Board for Professional
Teachers duly established andconstituted under this Act.(d) "Commission" — refers to the
Professional Regulation Commission. ARTICLE II BOARD FOR PROFESSIONAL
TEACHERSSECTION 5. Creation and Composition of the Board. — There is hereby created
under thisAct a Board for Professional Teachers, hereinafter called the Board, a collegial
body underthe general supervision and administrative control of the Professional
RegulationCommission, hereinafter referred to as the Commission, composed of five (5)
memberswho shall be appointed by the President of the Philippines from among the
recommendeeschosen by the Commission. The recommendees shall be chosen from the list
of nomineesselected by the accredited association of teachers, who duly possess all the
qualificationsprescribed in Section 8 of this Act.
2. 2. The chairman and the voice-chairman of the Board shall be appointed from these five
(5)members by the President: provided, that the members of the first Board appointed
 underthis Act shall be automatically registered as professional teachers and issued with
thecertificate of registration and professional license upon payment of the fees
forexamination, registration, and other fees prescribed by the Commission.SECTION 6.
Duties and Function of the Board. — The Board shall have the followingduties and
functions:(a) Promulgate, administer and enforce rules and regulations necessary for
carrying outthe provisions of this Act in accordance with the charter of the Professional
RegulationCommission;(b) Determine and fix the frequency, dates, and places of
examination, appointsupervisors, proctors, and other personnel as needed who shall be
entitled to a dailyallowance to be fixed by the Board for every examination day actually
attended, usebuildings and facilities of public or private schools for examination purposes;(c)
Issue, suspend, or revoke the certificate of registration for the practice of the
teachingprofession;(d) Prescribe and collect examination and other fees as it may deem
proper;(e) Prescribe and/or adopt a code of ethical and professional standards for the
practice ofthe teaching profession. Such ethical standards, rules and regulations to take
effect sixty(60) days after its publication in the Official Gazette or in any newspaper of
generalcirculation;(f) Administer oaths in connection with the administration of this Act;(g)
Supervise and regulate the registration, licensure and practice of professionalteachers in the
Philippines;(h) Adopt an official seal of the Board;(i) Look into the conditions affecting the
practice of the teaching profession andwhenever necessary, adopt such measures as may
be deemed proper for the enhancementand maintenance of high professional and ethical
standards of the profession;(j) Ensure that all educational institutions offering elementary and
secondary educationcomply with the essential requirements for curricula, faculty and
facilities for theelementary and secondary levels;(k) Investigate such violations of this Act,
the rules and the code of ethical andprofessional standards for professional teachers as it
may come to the knowledge of theBoard, and for this purpose, to issue subpoena and
subpoena duces tecum to secure theappearance of witnesses and the production of
documents in connection therewith; and(l) Discharge such other powers, duties and
functions as the Board may deem necessaryfor the practice of the teaching profession and
the upgrading, enhancement, developmentand growth of education in the Philippines.
3. 3. SECTION 7. Term of Office. — The members of the Board shall hold office for a term
ofthree (3) years from the date they assume office: provided, that the first appointees to
theBoard under this Act shall hold office according to the following terms: one (1)
membershall serve for one (1) year; one (1) member for two (2) years; the chairman, vice-
chairman, and one (1) member for three (3) years. Vacancies shall be served for
theunexpired term only. No person who has served for two (2) consecutive terms shall
beeligible for reappointment. Appointment to fill an unexpired term shall be considered
anappointment to a complete term.The chairman or any member shall take his oath of office
prior to the performance of hisduties.SECTION 8. Qualification of Board Members. — Each
Board member must at the time ofhis appointment:(a) Be a citizen and resident of the
Philippines;(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of
highmoral values in his personal as well as professional conduct and has not been convicted
ofany offense involving moral turpitude;(c) Be a holder of the degree of Bachelor of Arts or
Bachelor of Science in Education andpreferably a holder of a masters or doctorate degree in
education, or their equivalents,from a university, school, college, academy or institute duly
constituted, recognized and/oraccredited by the Philippine government;(d) Be a professional
teacher with a valid certificate of registration and valid professionallicense, save those
members who shall compose the first Board for Professional Teachers;(e) Has been a
professional teacher in the active practice of the teaching profession for atleast ten (10)
years in the elementary and secondary level; and(f) Not be an official or member of the
faculty of, nor have pecuniary interest in anyuniversity, college, school, or institution
conferring a bachelors degree in education or itsequivalents for at least three (3) years prior
to his appointment, and neither connectedwith a review center or with any group or
association where review classes or lectures inpreparation for the licensure examination are
 offered or conducted.Provided, however, that, the membership to the Board shall be evenly
distributed to coverall levels of education, including equitable representation of the different
fields ofspecialization.SECTION 9. Compensation of the Board. — The chairman, vice-
chairman, and members ofthe Board shall receive compensation comparable to the
compensation received by existingregulatory boards under the Professional Regulation
Commission, computed on the basis ofthe number of examinees/candidates.SECTION 10.
Supervision of the Board and Custodian of its Records. — The Board shall beunder the
supervision and control of the Commission. All records, including applicationsfor
examination, examination papers and results, minutes of deliberation, administrativecases
and investigative cases and investigations involving professional teachers shall bekept by
the Commission.SECTION 11. Secretariat and Support Services. — The Professional
RegulationCommission, through its chairman, shall provide the secretariat and other support
servicesto implement effectively the provisions of this Act.
4. 4. SECTION 12. Removal of a Board Member. — The chairman or any member of the
Boardmay be removed by the President of the Philippines upon recommendation of
theCommission for neglect of duty, incompetence, unprofessional, unethical, immoral
ordishonorable conduct, commission or toleration of irregularities in the examination,
afterhaving been given the opportunity to defend himself in a proper
administrativeinvestigation.In the course of investigation, the President may preventively
suspend the respondent. ARTICLE III EXAMINATION AND REGISTRATIONSECTION 13.
Examination, Registration and License Required. — Except as otherwisespecifically allowed
under the provisions of this Act, all applicants for registration asprofessional teachers shall
be required to undergo a written examination which shall begiven at least once a year in
such places and dates as the Board may determine uponapproval by the Commission. A
valid certificate of registration and a valid professionallicense from the Commission are
required before any person is allowed to practice as aprofessional teacher in the Philippines,
except as otherwise allowed under this Act.SECTION 14. Scope of Examination. — The
examinations for the elementary andsecondary school teachers shall be separate. The
examination for teachers in theelementary level shall consist of two (2) parts, namely:
professional education and generaleducation. The examination for teachers in the secondary
level shall consist of three (3)parts, namely: professional education, general education, and
field of specialization.SECTION 15. Qualification Requirements of Applicants. — No
applicant shall be admittedto take the examination unless, on the date of filing of the
application, he shall havecomplied with the following requirements:(a) A citizen of the
Philippines or an alien whose country has reciprocity with thePhilippines in the practice of the
teaching profession;(b) At least eighteen (18) years of age;(c) In good health and of good
reputation with high moral values;(d) Has not been convicted by final judgment by a court for
an offense involving moralturpitude;(e) A graduate of a school, college or university
recognized by the government andpossesses the minimum educational qualifications, as
follows:(1) For teachers in preschool, a bachelors degree in early childhood education
(BECED)or its equivalent;(2) For teachers in the elementary grades, a bachelors degree in
elementary education(BSEED) or its equivalent;(3) For teachers in the secondary grades, a
bachelors degree in education or itsequivalent with a major and minor, or a bachelors degree
in arts and sciences with at leastten (10) units in professional education; and(4) For teachers
of vocational and two-year technical courses, a bachelors degree in thefield of specialization
or its equivalent, with at least eighteen (18) units in professionaleducation.
5. 5. SECTION 16. Report of the Results of the Examination. — The Board shall, within
onehundred twenty (120) days after the examination, report the ratings obtained by
eachcandidate to the Professional Regulation Commission for approval and appropriate
action.SECTION 17. Issuance of Certificate of Registration and Professional License. —
Theregistration of a professional teacher commences from the date his name is enrolled in
theroster of professional teachers.Every registrant who has satisfactorily met all the
requirements specified in this Act shall,upon payment of the registration fee, be issued a
 certificate of registration as a professionalteacher bearing the full name of the registrant with
serial number and date of issuancesigned by the chairman of the Commission and the
chairman, vice-chairman, and membersof the Board, stamped with the official seal, as
evidence that the person named therein isentitled to practice the profession with all the rights
and privileges appurtenant thereto.The certificate shall remain in full force and effect until
withdrawn, suspended and/orrevoked in accordance with law.A professional license signed
by the chairman of the Commission and bearing theregistration number and date of issuance
thereof and the month of expiry or renewabilityshall likewise be issued to every registrant
who has paid the annual registration fees forthree (3) consecutive years. This license shall
serve as evidence that the licensee canlawfully practice his profession until the expiration of
its validity.SECTION 18. Oath Before Practice. — Every registrant shall be required to take
hisprofessional oath before practicing as a professional teacher.SECTION 19. Periodic Merit
Examination of Teachers. — To encourage continuingprofessional growth and development
and to provide additional basis for merit promotion,in addition to their performance rating,
teachers may take an oral and written examinationat least once in five (5) years as basis for
merit promotion. In taking this examination, nofee shall be required.SECTION 20. Failure to
Pass the Merit Examination. — If a teacher fails to pass the meritexamination, he or she
shall be allowed to take the examination for a second time. Shouldhe or she fail to pass the
merit examination for the second time, then he or she shall berequired to take a DECS
accredited refresher course or program before being allowed toretake the
examination.Failure of any permanent teacher to pass the merit examination shall not,
however, be usedas a ground for his/her dismissal or demotion.SECTION 21. Incentives. —
Teachers who pass the merit examination shall:(a) Be awarded a diploma of merit by the
Board;(b) Earn merit points for purposes of promotion in salary or to a higher position or
gradelevel;(c) Be placed in the priority list for government scholarship; and(d) Enjoy such
other benefits as may be promulgated by the Board.Similar incentives shall be given to
teachers who make inventions, develop new methods ofteaching, write a book or books and
create works of artistic merit.
6. 6. SECTION 22. Integration of the Teaching Profession. — The teaching profession shall
beintegrated into one national organization which shall be recognized by the Board and
theCommission as the one and only integrated and accredited association of
professionalteachers. Upon registration with the Board, every professional teacher shall be
encouragedto become a member of the integrated national organization. Those who have
beenregistered with the Board but are not members of the said integrated organization shall
beallowed to register as members of the said integrated organization within three (3)
yearsafter the effectivity of this Act. Membership in the integrated organization shall not be a
barto membership in other associations of the teaching profession. The professional
teachersshall receive the benefits and privileges appurtenant to their membership in the
saidintegrated and accredited organization of professional teachers only upon payment of
therequired membership fees and dues.SECTION 23. Revocation of the Certificate of
Registration, Suspension from the Practice ofthe Teaching Profession, and Cancellation of
Temporary or Special Permit. — The Boardshall have the power, after due notice and
hearing, to suspend or revoke the certificate ofregistration of any registrant, to reprimand or
to cancel the temporary/special permit of aholder thereof who is exempt from registration, for
any of the following causes:(a) Conviction for any criminal offense by a court of competent
jurisdiction;(b) Immoral, unprofessional or dishonorable conduct;(c) Declaration by a court of
competent jurisdiction for being mentally unsound or insane;(d) Malpractice, gross
incompetence, gross negligence or serious ignorance of the practiceof the teaching
profession;(e) The use of or perpetration of any fraud or deceit in obtaining a certificate
ofregistration, professional license or special/temporary permit;(f) Chronic inebriety or
habitual use of drugs;(g) Violation of any of the provisions of this Act, the rules and
regulations and otherpolicies of the Board and the Commission, and the code of ethical and
professionalstandards for professional teachers; and(h) Unjustified or willful failure to attend
 seminars, workshops, conferences and the likeor the continuing education program
prescribed by the Board and the Commission.The decision of the Board to revoke or
suspend a certificate may be appealed to theregional trial court of the place where the Board
holds office within fifteen (15) days fromreceipt of the said decision or of the denial of the
motion for reconsideration filed in duetime.SECTION 24. Registration by Reciprocity. — No
teacher of a foreign nationality shall beadmitted to the examination, or be given a certificate
of registration or be entitled to any ofthe rights and privileges provided under this Act; unless
the country or state of which he isa subject permits Filipino professional teachers to practice
within its territorial limits onthe same basis as subjects or citizens of said country or state:
provided, that therequirements of certification of teachers with said foreign state or country
are substantiallythe same as those required and contemplated under this Act: provided,
further, that thelaws of such state or country grant the same privilege to Filipino professional
teachers onthe same basis as the subject or citizens of such foreign country or state.
7. 7. SECTION 25. Roster of Professional Teachers. — A roster of professional
teacherscontaining the names and addresses of professional teachers, date of registration
orissuance of certificate, and other data which in the opinion of the Board may
appearpertinent shall be maintained. Copies of the roster shall be provided by the
Commission tothe Board, the Department of Education, Culture and Sports, and the
integrated andaccredited organization of professional teachers.SECTION 26. Registration
and Exception. — Two (2) years after the effectivity of this Act,no person shall engage in
teaching and/or act as a professional teacher as defined in thisAct, whether in the preschool,
elementary or secondary level, unless he is a duly registeredprofessional teacher, and a
holder of a valid certificate of registration and a validprofessional license or a holder of a
valid special/temporary permit.Upon approval of the application and payment of the
prescribed fees, the certificate ofregistration and professional license as a professional
teacher shall be issued withoutexamination as required in this Act to a qualified applicant,
who at the time of the approvalof this Act, is:(a) A holder of a certificate of eligibility as a
teacher issued by the Civil ServiceCommission and the Department of Education, Culture
and Sports; or(b) A registered professional teacher with the National Board for Teachers
under theDepartment of Education, Culture and Sports (DECS) pursuant to Presidential
Decree No.1006; or(c) Not qualified under paragraphs one and two but with any of the
followingqualifications. To wit:(1) An elementary or secondary teacher for five (5) years in
good standing and a holder ofBachelor of Science in Education or its equivalent; or(2) An
elementary or secondary teacher for three (3) years in good standing and a holderof a
masters degree in education or its equivalent.Provided, that they shall be given two (2) years
from the organization of the Board forprofessional teachers within which to register and be
included in the roster of professionalteachers: provided, further, that those incumbent
teachers who are not qualified to registerwithout examination under this Act or who, albeit
qualified, were unable to register withinthe two-year period shall be issued a five-year
temporary or special permit from the timethe Board is organized within which to register after
passing the examination andcomplying with the requirements provided this Act and be
included in the roster ofprofessional teachers: provided, furthermore, that those who have
failed the licensureexamination for professional teachers shall be eligible as para-teachers
and as such, shallbe issued by the Board a special or temporary permit, and shall be
assigned by theDepartment of Education, Culture and Sports (DECS) to schools as it may
determine underthe circumstances. ARTICLE IV PROVISIONS RELATIVE TO THE
PRACTICE OF THE TEACHING PROFESSIONSECTION 27. Inhibition Against the Practice
of the Teaching Profession. — Except asotherwise allowed under this Act, no person shall
practice or offer to practice the teachingprofession in the Philippines or be appointed as
teacher to any position calling for ateaching position without having previously obtained a
valid certificate of registration anda valid professional license from the Commission.
8. 8. SECTION 28. Penal Provisions. — The following shall be punishable by a fine of not
lessthan Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos
 (P20,000.00)or imprisonment of nor less than six (6) months nor more than five (5) years, or
both, atthe discretion of the court:(a) Any person who practices the teaching profession in the
Philippines without beingcertified in accordance with the provisions of this Act;(b) Any person
who represents or attempts to use as his own certificate of registrationthat of another;(c) Any
person who gives any false or fraudulent evidence of any kind to the Board or anymember
thereof in obtaining a certificate of registration as teacher;(d) Any person who impersonates
any registrant of the same or different name;(e) Any person who uses a revoked or
suspended certificate of registration;(f) Any person who, in connection with his name,
otherwise assumes, uses or advertisesany title or description tending to convey or conveys
the impression that he is a teacherwithout holding a valid certificate; and(g) Any person who
violates or who abets the violation of any of the provisions of this Act.The penalty of fine or
imprisonment or both, as provided in this section, shall also apply toany school official who
shall cause or be responsible for the commission of any of theabove-enumerated
acts.SECTION 29. Appropriations. — Such sums as may be necessary to carry out
theprovisions of this Act shall be included in the 1996 General Appropriations Act
andthereafter.SECTION 30. Implementing Guidelines. — The Board shall formulate and
adopt thenecessary guidelines for the effective implementation of the provisions of this Act
withinsixty (60) days of its approval.The Board shall submit to both Committees on
Education, Arts, and Culture; and theCommittees on Civil Service and Professional
Regulation of the Senate and House ofRepresentatives, copies of the implementing rules
and guidelines within thirty (30) daysafter its promulgation.Any violation of this section shall
render the official/s concerned liable under Republic ActNo. 6713, otherwise known as the
"Code of Conduct and Ethical Standards for PublicOfficials and Employees" and other
pertinent administrative and/or penal laws.SECTION 31. Transitory Provision. — All
incumbent teachers in both the public andprivate sector not otherwise certified as
professional teachers by virtue of this Act, shall begiven (5) years temporary certificates from
the time the Board for Professional Teachers isorganized within which to qualify as required
by this Act and be included in the roster ofprofessionals.Provided, however, that the
Professional Board Examination for Teachers (PBET) shall stillbe administered by the Civil
Service Commission and the Department of Education, Cultureand Sports for the year 1995.
9. 9. SECTION 32. Separability Clause. — If, for any reason, any section or provision of this
Actor the application of such section or provision to any person or circumstance is
declaredunconstitutional or invalid, no other section or provision of this Act shall be
affectedthereby.SECTION 33. Repealing Clause. — All laws, presidential decrees, executive
orders, rulesand regulations or parts thereof inconsistent with the provisions of this Act are
herebyrepealed or modified accordingly.SECTION 34. Effectivity Clause. — This Act shall
take effect after fifteen (15) daysfollowing its complete publication in the Official Gazette or in
two (2) newspapers ofgeneral circulation.Approved: December 16, 1994
https://www.slideshare.net/jaredram55/republic-act-no-7836-regulating-practice-of-teaching

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ode of Ethics for Professional Teachers of the Philippines

1. 1. CODE OF ETHICS OF PROFESSIONAL TEACHERS (Resolution No.435, 1997)
(Pursuant to Paragraph (e), Article II, of R.A No.7836 (Phil. Teachers Professionalization Act
of 1994) FELIX V. BERNAL, JR. II, R.Ed Presenter
2. 2. Preamble Teachers are duly licensed professionals who possesses dignity and reputation
with high moral values as well as technical and professional competence in the practice of
their noble profession, and they strictly adhere to, observe, and practice this set of ethical
and moral principles, standards, and values.
3. 3. Code of Ethics for Professional Teacher
4. 4. Section 1. This code shall apply to ALL TEACHERS in schools in the Philippines Section
2. Covers ALL PUBLIC and PRIVATE school TEACHERS in all educational institution at the
pre-school, primary, elementary, and secondary levels whether academic, vocational,
special, technical, or non-formal. “Teacher”-industrial arts or vocational teachers and all other
persons performing SUPERVISORY and/or ADMINISTRATIVE functions in all school,
whether on full time or part time basis.
5. 5. Section 1. The schools are the nurseries of the future citizens of the state; each teacher is
a trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learners such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted
authorities, and promote obedience to the laws of the state. Section 2. Every teacher or
school official shall actively help carry out the declared policies of the state, and shall take an
oath to this effect.
6. 6. Section 3. In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall
possess and actualize a full commitment and devotion to duty. Section 5. A teacher shall not
engage in the promotion of any political, religious, or other partisan interest, and shall not,
directly or indirectly, solicit, require, collect, or receive any money or service or other valuable
material from any person or entity for such purposes.
7. 7. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility. Section 7. A teacher shall not use his position or official authority or influence
to coerce any other person to follow any political course of action. Section 8. Every teacher
shall enjoy academic freedom and shall have privilege of expounding the product of his
researches and investigations; provided that, if the results are inimical to the declared
policies of the State, they shall be brought to the proper authorities for appropriate remedial
action.
8. 8. FYI What is academic freedom?
9. 9. ANSWER The Supreme Court of the U.S said that Academic Freedom means a university
can “determine for itself on academic grounds: 1. Who may teach 2. What may taught 3.
How it should be taught 4. Who may be admitted to study.”
10. 10. Section 1. A teacher is: -facilitator of learning and of the development of the youth; -
render the best service by providing an environment conducive to such learning and growth.
Section 2. …shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment. Section 3. …shall
merit reasonable social recognition ….shall behave with honor and dignity at all times
….refrain from such activities as gambling, smoking, drunkenness, and other excesses,
much less illicit relations.
11. 11. Section 4. …shall live for and with the community’ …shall study and understand local
customs and traditions in order to have sympathetic attitude, …refrain from disparaging the
community. Section 5. …shall help the school keep the people in the community informed
about the school work and accomplishments as well as its needs and problems. Section 6.
…is intellectual leader in the community, …shall welcome the opportunity to provide such
leadership when needed, …extend counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.
12. 12. Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people, individually
or collectively. Section 8. A teacher posses freedom to attend church and worships as
appropriate, but shall not use his positions and influence to proselyte others.
13. 13. Section 1. Every teacher shall actively insure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every
teacher shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be at his best at all times and in the
practice of his profession.
14. 14. What is QUALITY EDUCATION? “x x x making sure that basic education is really solid,
because if it is not solid, it affects the quality of secondary education. If secondary education
is poor, then the person goes to college unprepared for college work. And if he is allowed to
graduate again with a poor quality college education, he goes to university professional
education even more unprepared.” - Rev. Fr. Joaquin Bernas, SJ
15. 15. Two (2) Basic Methods of Ensuring Quality Education 100% 90% 80% 70% 60% 50%
40% 30% 20% 10% 0% Faculty Student Facility Administrative
16. 16. Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as
will improve his efficiency, enhance the prestige of the profession, and strengthen his
competence, virtues, and productivity in order to be nationally and internationally
competitive.
17. 17. In Evelyn Pena vs. NLRC, the SC said— “x x x schools can set high standards of
efficiency for its teachers since quality education is a mandate of the Constitution x x x
(s)ecurity of tenure x x x cannot be used to shield incompetence.”
18. 18. Section 4. Every teacher shall help, if duly authorized, to seek support from the school,
but shall not make improper misrepresentations through personal advertisements and other
questionable means. Section 5. Every teacher shall use the teaching profession in a manner
that makes it dignified means for earning a decent living.
19. 19. Section 1. Professional loyalty, mutual confidence, and faith in one another, self-sacrifice
for the common good, and full cooperation with colleagues. Support one another. Section 2.
…refrain from claiming credit or work not of his own, and give due credit for the work of
others which he may use. Section 3. …organize and leave to his successor such records
and other data as are necessary to carry on the work before leaving.
20. 20. Section 4. …shall keep confidential information concerning associates and the school,
and shall not divulge to anyone documents which has not been officially released, or remove
records from files without official permission. Section 5. seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, if there is
incontrovertible evidence for such conduct. Section 6. …submit to the proper authorities any
justifiable criticism against an associate, preferably in writing, without violating any right of
the individual concerned.
21. 21. Section 7. …may apply for a vacant position for which he is qualified, provided that he
respects the system of selection on the basis of merit and competence, provided, further,
that all qualified candidates are given the opportunity to be considered.
22. 22. Section 1. …make an honest effort to understand and support the legitimate policies of
the school and the administration regardless of personal feeling or private opinion and shall
faithfully carry them out. Section 2. …shall not make any false accusations or charges
against superiors, especially under anonymity. However, if there are valid charges, he should
present such under oath to competent authority. Section 3. …transact all official business
through channels except when special conditions warrant a different procedure..
23. 23. GRIEVANCE COMMITTEE (Faculty Club Pres, PTA Pres, SSG Pres and SUBJECT
COORDINATORS TEACHER PRINCIPAL (Academic Matters) DIVISION SUPERVISOR
DIVISION SUPERINTENDENT REGIONAL DIRECTOR DEPED SECRETARY other)
24. 24. Section 4. …has a right to seek redress against injustice to the administration and …shall
raise grievances within acceptable democratic processes. …shall avoid jeopardizing the
interest and the welfare of learners whose right to learn must be respected. Section 5. …right
to invoke the principle that appointments, promotions, and transfer of teachers are made only
on the basis of merit and needed in the interest of the service. Section 6. A teacher who
accepts a position assumes a contractual obligation to live up to his contract, assuming full
knowledge of employment terms and conditions.
25. 25. FYI PROCEDURE ON THE APPOINTMENT & PROMOTION OF TEACHING RELATED,
TEACHING AND NON-TEACHING POSITION 1. Publish vacant position. 2. Announce
vacant position and post in at least three (3) conspicuous places in the DepED/schools
 concerned for at least 15 working days. 3. List applicants 4. Conduct preliminary evaluation
of the qualifications of all applicants. 5. Prepare selection line-up which shall REFLECT the
QUALIFICATIONS of all applicants. 6. Post in 3 conspicuous places for at least 15 calendar
days. Indicate the date of posting. 7. Notify all applicants for the outcome of the preliminary
evaluation. 8. Submit the selection line-up to the PERSONNEL SELECTION BOARD for
deliberation en banc. 9. Conduct further assessment (written exam, skills test, interview and
others. 10. Submit to the appointing authority the short list of 5 ranking candidates.
26. 26. FYI COMPOSITION OF PERSONNEL SELECTION BOARD DIVISION LEVEL
Chairperson :Assistant School’s Div. Superintendent Members :Head of the school where
vacancy exists :Admin. Officer V :Admin. Officer II (HRMO I) :President Division DepED
Employees Union/ Faculty Association/ Non- Teaching Association SECONDARY LEVEL
Chairperson :Principal/ School Head Members :Department Head where vacancy exists
:Administrative Officer :President of Teachers’ Association NON-TEACHING Chairperson
:Principal/School Head Members :Two Department Heads :Admin. Officer :President of
Employees Ass./ Pres. Non- Teaching Ass.
27. 27. Section 1. …at all times show professional courtesy, helpfulness and sympathy towards
teachers and other personnel… Section 2. …cooperative responsibility to formulate policies
or introduce important changes in the system at all levels. Section 3. School officials shall
encourage and attend the professional growth of all teachers… recommend them for
promotion, giving them due recognition for meritorious performance, and allowing them to
participate in conferences in training programs.
28. 28. QUESTION (Sec. 3) How shall the state enhance the right of teachers to professional
advancement?
29. 29. ANSWER By providing trainings and seminars to teachers; by providing sabbatical leave
to teachers; by giving scholarship to teachers.
30. 30. QUESTION What are the rights of a Public School Teacher?
31. 31. ANSWER (Sec.4 R.A. 4670) 50.1 No Probationary Period preceding regular
appointment; 50.2 Consent for Transfer; 50.3 Safeguards in Disciplinary Procedure; 50.4
Administrative Charges shall be heard by a Committee; 50.5 teacher shall NOT be required
to render more than 6 HOURS of ACTUAL classroom teaching; 50.6 Additional
Compensation 50.7 Salary Grade- gradual progression from a minimum to a maximum
salary by means of REGULAR INCREMENTS granted automatically every 3years/
satisfactory/ maximum level within ten years.
32. 32. ANSWER (Sec.4 R.A. 4670) 50.9 Special hardship Allowance 50.10 Deductions
Prohibited 50.11 Medical Examinations and Treatment 50.12 Compensation for Injuries
(Physical and nervous strain is recognized as COMPENSABLE OCCUPATIONAL DISEASE;
50.13 Study Leave; 50.14.1 Freedom to Organize; 50.14.2 Discrimination Against Teachers
Prohibited; 50.15 Security of Tenure; 50.16.1 Productivity Incentive Benefit; 50.16.2 Year
End Bonus and Cash Gift (in service as of 31 of October each year).
33. 33. QUESTION (Sec. 3) How will the state insure that teaching will attract and retain its
rightful share of the best available talents?
34. 34. ANSWER Through adequate remuneration and other means of job satisfaction and
fulfillment.
35. 35. ANSWER Through adequate remuneration and other means of job satisfaction and
fulfillment.
36. 36. Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause. Section 5. …public school teachers are employed in
accordance with pertinent civil service rules, ….if qualified, subsequent permanent tenure, in
accordance with existing laws, and provided, further that they are duly registered and
licensed professional teachers.
37. 37. Section 1. A teacher has a right and duty to determine the academic marks and the
promotion of learners in the subject they handle. Section 2. …interest and welfare of learners
are of first and foremost concern, and shall deal justifiably and impartially with each of them.
 Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a
learner. Section 4. …shall not accept favors or gifts from learners, their parents or others in
their behalf in exchange for requested concessions, especially if undeserved.
38. 38. SAMPLE CASE (Sections 2 and 3) May a principal of a public high school refuse the
enrolment of a student due to sex, ethnic grouping, or religion of the child or his parents?
39. 39. ANSWER No, because such refusal will violate the right of the student to have quality
education as provided in Sec. 1Art.XIV of the 1987 Constitution and it will also violate his
constitutional right to be accorded equal protection of the laws guaranteed under Sec.1 Art.
III of them 1987 Constitution to all Filipino citizens.
40. 40. SAMPLE CASE (Sections 2 and 3) Mr. P of Bulubundkin high school refused to admit a
student for not being a resident of the said barangay where the school is located. Is it legal?
41. 41. ANSWER No, because such refusal will violate the Constitutional right of the child to
have quality education.
42. 42. SAMPLE CASE Mr. L, a principal of Masambahin elementary school limit the enrolment
to sixty pupils per classroom and gave priority to residents over the non-residents of the
barangay. Is it valid and acceptable?
43. 43. ANSWER Yes, because limiting the enrolment is in consonance with DepEd Order No.32
S.2003 provided that the principal will give assistance to the student to enrol in nearby
school so as not to deprive him of his right to education.
44. 44. Section 5. …shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for such service. Section 6. …evaluation of the learner must be based on
work only in merit and quality of academic performance. Section 7. …where mutual attraction
and subsequent love develop between teacher and learner, the teacher shall exercise
utmost professional discretion to avoid scandal, gossip and preferential treatment of the
learner.
45. 45. Section 8. …shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions
contribute to the maximum development of learners are adequate, and shall extend needed
assistance in preventing or solving learner problems and difficulties.
46. 46. Section 1. …establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect. Section 2. …shall inform parents, through
proper authorities, of the progress and deficiencies of learner under him, exercising utmost
candor and tact in pointing out the learner's deficiencies… Section 3. A teacher shall hear
parent complaints with sympathy and understanding, and shall discourage unfair criticism.
47. 47. Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. …maintain a good reputation with respect to the financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affairs.
48. 48. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and other school commodities
in the purchase and disposal of which he can exercise official influence, except only when
his assignment is inherently, related to such purchase and disposal; provided they shall be in
accordance with the existing regulations; provided, further, that members of duly recognized
teachers cooperatives may participate in the distribution and sale of such commodities.
49. 49. Section 1. …highest obligation to live with dignity in all places at all times. Section 2.
…self-respect and self-discipline as the principle of personal behavior in all relationships with
others and in all situations. Section 3. …maintain at all times a dignified personality which
could serve as a model worthy of emulation by learners, peers and all others. Section 4.
…always recognize the Almighty God as guide of his own destiny and of the destinies of
men and nations.
50. 50. Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of his
 Certification of Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, or reprimand or cancellation of his temporary/special permit
under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article
VIII, of the Rules and Regulations Implementing R.A. 7836.
51. 51. Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette or any
newspaper of general circulation, whichever is earlier.
52. 52. A THOUSAND AND ONE WAY OF INSPIRING TEACHERS
53. 53. “Observation without judgment is the highest form of intelligence.”
54. 54. • Books • Duka, Cecilio D. (2008). The Law and the Teaching Profession in the
Philippines, C & E Publishing • Civil Service Commission (2007). Omnibus Rules
Implementing Book V of Executive Order No.292 and Other Pertinent Civil Service Laws,
Civil Service. • Salandanan, Gloria G. (2001). Teacher Education Journal, Katha Publishing,
Inc. • Sunga, Franklin C.,(2010). Q&A On Governance for Basic Education and Regulations
Governing Public Schools • Website • http://eduphil.org/code-of-ethics-for-teachers-in-the-
philippines.html • http://saicebrian.wordpress.com/2009/09/29/code-of-ethics-for-
professional-teachers/ • SELECTED READING MATERIAL • Civil Service Commission
(2001). Manual on Definitions of Administrative Offenses in the Civil Service
55. 55. End….thank you ! God bless you
56. 56. IPR CLAUSE The owner/ creator of this POWERPOINT PRESENTATION has exclusive
right over this powerpoint /visual/multimedia presentation. Use or distribution of this material
in whole or in part without the owner’s permission is prohibited. For professional
advancement and educational purposes , PROPER CITATION is highly required.
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Basic laws on the professionalization of teaching

1. 1. Basic Laws on the Professionalization of Teaching
2. 2. DISCUSSANTS: Evangelista, JasminT. Forte, Jessica T. Galvan, Jeliane Escalicas,
Maricel
3. 3. Basic Laws on the Professionalization of Teaching In recognition of the vital role of a
teachers in nation building and as an incentives to raise the morale of the teachers, it is
imperative that they be considered as professionals and teaching be recognized as a
profession. On January 1, 1977 President decree 1006, entitled Providing for the
Professionalization of Teachers, Regulating their Practice in the Philippines, otherwise
known as the Decree Professionalizing Teaching was proclaimed. With this presidential
proclamation, teaching became professionalized in the Philippines. The proclamation of PD
1006 was premised on the following: 1.’’the institutions of the country have relied upon …
teachers whose direct and continuing interaction with the young people and the children
make then potent forces for the development of proper attitudes among the citizenry. 2.the
tremendous growth of the teaching population, comprising in the civil service sector alone
more than 300,000 teachers deployed all over the country; 3. to insure that in the
immediately and urgency of teacher recruitment, qualitative requirements are not overlooked,
it has become necessary to regulate the teaching profession; 4. teaching requires a number
of years of collegiate study, it is the only curse that is not yet considered a profession and 5.
In recognition of the vital role of teachers in nation- building and as an incentive to raise the
morale of teachers, it is imperative that they be considered as profession’’ ( PD 1006).
4. 4. The Policy goals should be to ensure that all children have access to skillful teachers to
make the teaching profession more attractive to talented young adults, and to produce
 humane intellectually lively learning communities for both students and teachers- Linda
Darling- Hammond
5. 5. PRESIDENTIAL DECREE No. 1006 January 1, 1977 PROVIDING FOR THE
PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR PRACTICE IN THE
PHILIPPINES AND FOR OTHER PURPOSES
6. 6. The Congressional Commission to Review and Assess Philippine Education (EDCOM)
came out with finding that "the quality of Philippine Education is declining" and that teachers
are "at the heart of the problem". EDCOM discussed further that: • teachers are poorly
trained. • there is low quality of students enrolled in teacher training.
7. 7. Article 11, of R.A. No. 7836
8. 8. .
9. 9. Historical Perspective of the Philippine Educational System
10. 10. Education in the Revolutionary Government
11. 11. Education during the American Regime
12. 12. Education during the Japanese Era • Taught Tagalog, Philippine History and Character
Education. • Love for work and dignity of labour was emphasized. • 1994, Commission oh
Higher Education (CHED) and the Technical Education and skills Development
Authority(TESDA) were established to supervise tertiary degrees, programs and non-degree
technical-vocational programs. • CHED is responsible for Higher Education In 2001 Republic
Act 9155 or Government of Basic Education Act was passed transforming DECS to DepEd. •
The main goal is to provide the school age population and young adults with skills,
knowledge, and values to become caring, self reliant, productive and patriotic citizens.
13. 13. PRESIDENTIAL DECREE No.1006 Providing for the professionalization of teachers,
regulating their practice in the philippines and for other purposes.
14. 14. WHERE AS, the Constitution provides that • “all educational institutions shall be under
the supervision of, and subject to regulation by, the state”, and requires that • “the State shall
establish and maintain a complete, adequate and integrated system of education relevant to
the goal of national development”.
15. 15. WHERE AS, • In the pursuit of these objectives, the Department of Education and
Culture has adopted ways and means of overseeing all the educational institutions in the
country.
16. 16. WHERE AS, • this supervisory function of the DEC has been primarily beamed towards
insuring that the educational institutions inculcate in the studentry, love of the country, teach
the duties of citizenship, and develop moral character, personal discipline, and scientific
technological and vocational efficiency.
17. 17. WHERE AS, • To implement these objectives, the institutions have replied upon their
teachers whose direct and continuing interaction with the young people and the children
make them potent forces of the development of proper attitudes among the citizenry.
WHERE AS, • This accounts for the tremendous growth of the teaching population,
comprising in the civil service sector alone- more than 300,000 teachers deployed all over
the country.
18. 18. WHERE AS, • To insure that in the immediacy and urgency of the teacher recruitment
qualitative requirements are not overlooked it has become necessary to regulate the
teaching profession. WHERE AS, • In recognition of the vital role of the teachers in nation-
building and as an incentive to raise the morale of teachers, it is imperative that they be
considered as professionals and teaching be recognized of a profession.
19. 19.  SECTION 1: Title  SECTION 2: Declaration of policy  SECTION 3: Definition of
terms  SECTION 4: Creation of the National Board of Teacher  SECTION 5: Powers and
Duties  SECTION 6: Qualification requirements for examination applicants.
20. 20. SECTION 7 APPOINTMENT OF EXAMINERS The Board shall appoint a set of
examiners for every examination who are organized authority in teacher education and their
names shall not be disclosed until after the release of results of the examinations.
21. 21. Section 8 Scope of the examination The examination shall consist of written tests, the
scope of which shall be determined by the Board, taking into consideration the teaching plan
of the school legally constituted in the Philippines.
22. 22. Section 9 RATINGS OF THE Examination In order that a candidate may be deemed to
have successfully passed the examinations, he must have obtained a general average of at
least 70 percent in all subjects with no rating below 50 percent in any subject.
23. 23. Section 10 Report of the results of examination The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the
examination, unless extended by the latter.
24. 24. Section 11 Issuance of certificate Teachers who have passed examinations given by
the Civil Service Commission and the Department of Education and Culture shall be
considered as having passed the board examination for teachers.
25. 25. Section 12 Registration The Civil Service Commission shall, as an arm of the Board,
register holders of Professional Teachers Certificate which registration shall evidence that
the Registrant is entitled to all rights and privileges of a professional Teacher until and unless
the certificate is suspended or cancelled by the Board for a just cause.
26. 26. Section 13 Reissuance of revoked certificate and replacement of lost certificate The
Board may, for reason of equity and justice, and upon proper application therefore, issue
another copy, original or duplicate, upon payment of the required fee, of a certificate, which
has been revoked.
27. 27. Section 14 Registration of reciprocity The Civil Service Commission shall, upon
approval of the Board, effect the registration, without examination of a teacher validly
registered under the law of any foreign state or country; Provided.
28. 28. Section 15 Prohibition Three years after the effectivity of this Decree, no person shall
engage in teaching and/or act as defined in the Decree, whether in the public or private
elementary or secondary school, unless he is holder of a Professional Teacher Certificate or
is considered a Professional Teacher under this Decree.
29. 29. Section 16 Penal provision Any person who shall practice teaching without a valid
Professional Teacher Certificate, or any person representing as his her own the certificate of
another, or any person representing as his own the certificate of another, or any person
giving any false or forged evidence on order to obtain for Professional Teacher Certificate or
admission, or any person assuming himself a registered professional teachers or any person
violating any provision of this Decree shall, be penalized by a fine or not less than One
Thousand Pesos nor more than Five Thousand Pesos with subsidiary imprisonment or to
suffer an imprisonment of not less than six months nor more two years, or both such fine and
imprisonment at the discretion of the Court.
30. 30. section 17 Repealing clause All Acts, Decree, Executive Orders, Administrative Orders,
rules and regulations or parts thereof inconsistent with the provisions of this Decree and
hereby repealed or modified accordingly.
31. 31. Section 18 Separability clause In case any provision of this Decree or any portion
thereof is declared unconstitutional by a competent court, other provision shall not be
affected nearby.
32. 32. Section 19 Effectivity This Decree shall take effect January 1, 1997.Done in the City of
Manila, this 22nd day of September in the year of Our Lord, nineteen hundred and seventy
six.
33. 33. PhilippineTeachers Professionalization Act of 1994
34. 34. AN ACTTO STRENGTHENTHE REGULATION AND SUPERVISION OFTHE
PRACTICE OFTEACHING INTHE PHILIPPINES AND PRESCRIBING A LICENSURE
EXAMINATION FORTEACHERS AND FOR OTHER PURPOSES.
35. 35. ARTICLE I
36. 36. SECTION 1. ShortTitle. —This Act shall be known as the "PhilippineTeachers
Professionalization Act of 1994.“ Sec. 2. Statement of Policy. —The State recognizes the
 vital role of teachers in nation-building and development through a responsible and literate
citizenry.
37. 37. Sec. 3. Objectives. —This Act has the herein objectives:  (a)The promotion,
development and professionalization of teachers and the teaching profession; and  (b)The
supervision and regularization of the licensure examination.
38. 38. Sec. 4. Definition ofTerms. — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at
the elementary and secondary levels in accordance with the curriculum prescribed by the
Department of Education, Culture and Sports, whether on part-time or full-time basis in the
private or public schools.
39. 39. Section 4. Definition ofTerms (b) "Teachers" — refers to all persons engaged in teaching
at the elementary and secondary levels, whether on full-time or part-time basis, including
industrial arts or vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and qualified to practice
teaching under this Act.
40. 40. Section 4. Definition ofTerms (c) "Board" — refers to the Board for Professional Teachers
duly established and constituted under this Act. (d) "Commission" — refers to the
Professional Regulation Commission.
41. 41. ARTICLE II ___________________________________ BOARD FOR
PROFESSIONALTEACHERS
42. 42. Sec. 5 Creation and Composition of the Board The Board is composed of five (5)
members including the Chairman and theVice-Chairman appointed by the President of the
Philippines from among the recommendees chosen by the Commission.
43. 43. Sec. 6 Duties and Function of the Board The two most important duties of the Board: 
Prescribe and/or adopt a code of ethical and professional standards for the practice of the
teaching profession.  Look into the conditions affecting the practice of the teaching
profession and whenever necessary, adopt such measures as may be deemed proper for
the enhancement and maintenance of high professional and ethical standards of the
profession;
44. 44. Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three
(3) years from the date they assume office. No person who has served for two (2)
consecutive terms shall be eligible for reappointment. The chairman or any member shall
take his oath of office prior to the performance of his duties.
45. 45. Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:  (a) Be a citizen and resident of the Philippines;  (b) Be at least thirty-five
(35) years of age, of proven integrity, and possessed of high moral values;  (c) Be a holder
of the degree of Bachelor of Arts or Bachelor of Science in Education and preferably a holder
of a master's or doctorate degree in education, or their equivalents;
46. 46.  (d) Be a professional teacher with a valid certificate of registration and valid
professional license;  (e) Has been a professional teacher in the active practice of the
teaching profession for at least ten (10) years in the elementary and secondary level; (f) Not
an official or member of faculty of any university for at least 3 years prior to his appointment
nor connected with a review center.
47. 47. Sec. 9. Compensation of the Board. Sec. 10. Supervision of the Board and Custodian of
its Records. — The Board shall be under the supervision and control of the Commission.
Sec. 11. Secretariat and Support Services. Sec. 12. Removal of a Board Member.
48. 48. What is Republic act 9293?  “An act amending certain sections of RA 7836 otherwise
known as the “Philippine Teachers Professionalization Act of1994”
49. 49. Section 1. Section 15;(e) (3) of Republic Act No. 7836 is hereby amended as follows;
Section 15. Qualification Requirements of Applicants – No applicant shall be admitted to take
the examination unless, on the date of filing of the application, he shall have complied with
the following requirements:
50. 50. (e) “A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications as follows:
51. 51. 1. For teachers in preschool, a bachelor’s degree in early childhood education (BECED)
or its equivalent;
52. 52. 2. For teachers in the elementary grades,a bachelor’s degree in elementary education
(BECED) or its equivalent;
53. 53. 3. For teachers in the secondary grades, bachelor’s degree in education or its equivalent
with a major or minor, or a bachelor’s degree in arts and sciences with at least 18 units in
professional education; and
54. 54. 4. For teachers of vocational and 2-year technical courses a bachelor’ degree in the field
of specialization or its equivalent, with at least 18 units in professional education.
55. 55. Section 2. Section 26 of the same act is hereby recommended to read as follows:
Section 26. Registration and Exception.– No person shall engage in teaching and or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or
secondary level, unless a person is duly registered professional teacher, and a holder of
valid special or temporary permit.
56. 56. Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant who is: (a) A holder of a certificate
of eligibility as a teacher issued by the Civil Service Commission and the DECS; or (b) A
registered professional teacher with the National Board for Teachers under the DECS
pursuant to P.D. No. 0016.
57. 57. Professional teachers who have not practiced their profession for the past 5 years shall
take at least units of pedagogy and 6 units of content courses or the equivalent training and
number of hours; to be chosen from a list of courses to be provided by the Board and the
Department of Education, before they can be allowed to practice their profession in the
country.
58. 58.  Those who have failed the licensure examination for the professional teachers, with a
rating of not lower than five percentage points from the passing general average rating shall
be eligible as para-teachers upon issuance by the Board of a two-year special permit,
renewable for a non-extendible period of 2 years.
59. 59. The para-teachers shall be assigned to areas where there is a shortage or absence of a
professional teacher, as identified or provided by the Department of Education and the
ARMM EDUCATION DEPARTMENT to the Board for Professional Teachers and to the
Commission. The special permit shall indicate the area of assignment of the para-teacher.
60. 60. A special permit may also be issued by the Board to a person who has excelled and
gained international recognition and is a widely acknowledged expert in his or her respective
field of specialization.
61. 61. Section 3. Section 31 of the same Act is hereby amended to read as follows: Section 31.
Transitory Provision.--- Special Permits, with a validity of 3 and 5 years, issued to para-
teachers by the Board for Professional Teachers before the effectivity of this Act shall be
allowed to expire based on the period granted therein: Provided, That only special permit
with a validity of 3 years may be renewed upon expiration for a non-extendible period of 2
years.
62. 62. Section 4. References to the Term.— “Department of Education, Culture and Sports”, in
Section 4 (a) and Section 25, and the term “DECS” IN Section 20, of the same Act, are
hereby amended to read as “Department of Education” and “DepEd”, respectively.
63. 63. Section 5. Separability Clause.—If for any reason, any section or provision of this Act or
the application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.
64. 64. Section 6. Repealing Clause.—All laws, decrees , circulars, administrative orders, rules
and regulations and other issuances which are inconsistent with the provision of this Act are
hereby repealed or modified accordingly.
 65. 65. Section 7. Effectivity.– This Act shall take effect upon approval. Approved, (Sgd.) JOSE
DE VENECIA, JR. Speaker of the House of Representative (Sgd.)FRANKLIN M. DRILON
President of the Senate
66. 66. This Act which is a consolidation of the Senate Bill No. 2698 and House Bill No. 5411
was finally passed by the Senate and the House of Representative on February 6, 2004 and
February 7, 2004, respectively. (Sgd.)ROBERTO P. NAZARENO Secretary General House
of Representatives (Sgd.) OSCAR G YABES Secretary of the Senate Approved: (Sgd.)
GLORIA MACAPAGAL-ARROYO President of the Philippines
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