The Teaching Profession

Teachers...are the most responsible and

important member of society because their
professional efforts affect the fate of the
future .
Helen Caldicott
Seven Philosophies of Education
Essentialism
Contends that teachers teach for
learners to acquire basic
knowledge,skills and values.

Progressivism
Progressivists accept the
impermanence of life and the
inevitability of change.
Change is the only thing that
does not change.
Perennialism
The perennialist curriculum is a
universal one on the view that
all human beings possess the
same essential nature. It is
heavy on the humanities,on
general education.It is not a
specialist curriculum but rather
a general one. There is less
emphasis on vocational and
technical education.
Existensialism
The main concern of the existentialists
is to help students understand
and appreciate themselves as
unique individuals who accept
complete responsibility for their
thoughts,feelings and actions.
Existence precedes essence.
Behaviorism
Behaviorist schools are concerned with
the modification and shaping of
students behavior by providing
for a favorable environment,
since they believe that they are a
product of environment.
Linguistic Philosophy
It develops communication skills of the
learner, to articulate, to voice
out the meaning and values of
things that one obtains from
his/her experience of life and
the world is the very essence of
man.
Constructivism

To develop intrinsically
motivated and independent
learners adequately
equipped with learning and
skills for them to be able to
construct knowledge and
make meaning of them.
 Formulating your philosophy of Education
Philosophy is vital only when the questions are mine and so is the
struggle towards answers. W Luijpen

Your philosophy of education is Philosophy of education includes our

your window concept about:
to the world and compass
in life. The human person, the learner in
particular and the educated person.

Your philosophy of education is

reflected in your dealings with
students, colleagues, parents and What is true and good and therefore
must be taught.
administrators. Your attitude
towards problems in life as a
whole has an underlying
philosophy. How a learner must be taught in
order to come close to the truth.
 The Foundational Principles of Morality and You
When you carry out acts of kindness you get a wonderful feeling inside. It is as though something
inside your body responds and says, yes, this is how I ought to feel. - Unknown

What is morality?
Morality refers to the quality of human acts by which we call
them right or wrong, good or evil.
Your human action is right when it conforms with the norm, rule
or law of morality.(Panizo, 1964)

What is meant of foundational moral principle:

Came from a Latin word princeps which means a beginning a
source. A principle is that on which something is based,
founded, originated initiated.
What is natural law?

It is the law written in the hearts of

men (Romans 2:15)
For theists, it is mans share in the
Eternal Law of God
According to St. Thomas it is the
light of the natural reason,
whereby we discern what is good
and what is evil
It is the law that says. Do good and
avoid evil . THIS IS THE
FUNDAMENTAL OF MORAL
PRINCIPLE .
 Teacher as a person of good moral character
The preamble of our Code of Ethics of a Professional Teachers, teachers are duly licensed professionals who
possess dignity and reputation with high moral values as well as technical and professional competence.

Four ways of describing good

moral character according
to one Christian author:

1.Being fully human

2.Being a loving person
3.Being a virtuous person
4. Being a morally mature person
 Value Formation and You
Education in values means the cultivation of affectivity, leading the educand through
exposure to an experience of value and of the valuable R Aquino

Values
Formation

Values have Includes formation

Virtuous versus
Values are cognitive In the cognitive, Training
vicious life and
Thought and affective Affective and of intellect
their effect on
Caught and behavioral Behavioral and will
the will.
dimensions aspects
 Max Schelers hierarchy of values
Pleasure Values
The pleasant against the
unpleasant
The agreeable against the
disagreeable
Spiritual Values
Values independent of the
whole sphere of the body
and of the environment
Grasped in spiritual acts of
preferring, loving and hating
Vital Values
Values pertaining to the
well being either of the
individual or of the
community
Values of the Holy
Appear only in regard to
objects intentionally given
as absolute objects.
 Teaching as your Vocation, Mission and Profession
One looks back with appreciation to the brilliant teachers, but with guarantee to those
who touched our human feelings. Carl Jung

Vocation came from a Latin word vocare which means call. Based on
the etymology of the word, therefore means a call.

Mission came from the Latin word misio which means to send.
 Teaching Mission and/or Job?
If you are doing it only because you are paid for it, its a job;
If you are doing it not only for the pay but also for service its a mission

If you quit because your boss or colleague criticized you, its a job;
If you keep on teaching out of love, its a mission

If you teach because it does not interfere with your other activities, its a job;
If you are committed to teaching even if it means letting to go of other activities, its a mission

If you quit because no one praises or thanks you for what you do, its a job;
If you remain teaching even though nobody recognizes your efforts, its a mission.

It is hard to get excited about a teaching job;

Its almost impossible not to get excited about a mission

If our concern is success its a job;

If our concern is success plus faithfulness, its a mission

An average school is filled by teachers doing their job;

A great school is filled with teachers involved in a mission of teaching.
Adapted from Ministry of Job Anna Sandberg
 Chapter Two
The Teacher in the Classroom and Community
The teacher is a diplomat and ambassador of tact and sensitivity, as he/she facilitates
productive, positive interactions, among the multiplicity of personalities, cultures, belief and
ideals - Unknown
Domain 1
Social Regard
For Learning
Acts as a positive
Role model for
Domain 7 Students
Domain 2
Personal Growth
The Learning
and Professional
Environment
Development

Statement of
Principle
Domain 6 Domain 3
Community Diversity of
Linkages Learner

Domain 5
Planning
Domain 4
Assessing
The Curriculum
And
Reporting
 The NCBTs are the standards of good teaching in the
Philippines. It consists of 7 domains, 21 strands and 80
performance indicators.
The ideal teacher functions well in the classroom as well in the
community. He/She does the following:
serves as a positive and powerful model of learning and leaving;
provides a social, psychological, and physical environment that is
conducive for learning because students from varied backgrounds are
treated with respect, engaged in different learning activities and are
motivated to work towards high standards of learning;
facilitates the learning process by considering diversity of learners;
Implements curriculum effectively by making students understands
curriculum goals and standards, by his/her mastery of subject matter and
skillful use of teaching- learning strategies and activities and learning
resources
 aligns assessment to curricular goals, objectives and standards, uses
assessments results to improve teaching- learning , and report
assessment results to those concerned;
links with communities to help attain curricular goals; and
Demonstrates a high regard for the teaching profession and embarks in
a continuing professional development

The Code of Ethics for Professional Teachers comprising of a Preamble and

13 articles spells out how the teacher should relate to the state, the
community, the teaching profession itself, the teaching community,
higher authorities in the Philippines, school officials, fellow teachers and
other personnel, the learners, and the parents. It also states how the
teacher should conduct himself/herself as a person at all places at all
times including his/her business and financial matter.
 The 21st Century Teacher
If we teach today as we taught yesterday we rob our children of tomorrow.
John Dewey

Communication
Skills

The 21st
Life and Career category Learning and
Skills skills of a innovation skills

teacher

Information
media and
technology skills
Communication Skills Learning and Life and Career Information Media
Innovation Skills Skills and Technology
Skills
Teaming Creativity Flexibility and Visual and
Adaptability Information
Litiracies
Collaboration Curiosity Leadership and Media Literacy
Responsibility
Interpersonal Skill Critical Thinking Social and Cross- Basic, Scientific ,
Problem Solving Cultural Skills Economic and
Skills Technological
Literacies
Local, National and Risk Taking Initiative and Self Multi cultural
Global Orientedness Direction Litiracies
Interactive Productivity and
Communication Accountability
Visual Literacy ability to interpret, make
meaning from the information presented in the
form of an image.
Information Literacy- ability to identify what
information is needed, identify the best sources
of information for a given need, locate the
sources, evaluate the sources critically and
share that information.
Media Literacy ability to critically analyze the
messages that inform, entertain and sell to us
every day.
Scientific Literacy- encompasses written,
numerical, and digital literacy as they pertain
to understanding science, its methodology,
observations and theories.
Economic Literacy- ability to apply basic
economic concepts in situations relevant to
ones life.
Technological Literacy- the ability to use
computers and other technology to improve
learning, productivity, and performance.
 School and Community Relations
It takes a village to raise a child
A favorable partnership between the African Proverb
school and the community will
yield bountiful harvest by way of
establishing a conducive learning
environment in the school and an
orderly and civic minded citizenry
in the community.
The teachers are committed to spend
time, effort and expertise in Teachers and parents from the
serving the academic needs and community can establish a close
interests of community members relationship that can pave the way
while the community leadership towards a better understanding of
and authorities are equally willing the difficulties met in both locations
to provide assistance by way of and jointly suggesting positive
material resources and learning solutions. The same holds true with
center for the school population the strengthening of values and
attitudes of students through
modeling by the teacher in school
and by parents at home
 Linkages and Networking with Organizations
We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads
And along these sympathetic fibers, our actions run as causes and return to us a results.

Linkages or interconnections, with institutions functioning along

the same mission are intended to serve members of both sides
according to their respective needs, interests and objectives.

Networking is a grid/web whose members actively demonstrate

how they can work together to attain common objectives,
undertake innovative practices and update members
regarding breakthrough in different disciplines.
International Linkages are Networking With Foundations
as follow: The Educational Research and
Development Assistance ( ERDA)
Pi Lambda Theta Metrobank Foundation Inc.
INNOTECH Network of Outstanding Teachers
and Educators (NOTED)
World Council for Ayala Foundation Inc.
Curriculum and GMA Foundation
Instruction (WCCI) SM Foundation Inc.
Foundation for Upgrading
Association for Standards in Education (FUSE)
Supervision and Philippine Foundation for Science
Curriculum and Technology (PFST)
Books for the Barrio and Asia
Development (ASCD) Foundation
Bato Balani Foundation
Philippine Business for Education
( PBed)
 Chapter Three
On becoming a Global Teacher
Being world class does not mean going internationally and showing our best out there. Being
world class is a passion and commitment to our profession; being world class is giving our best to
teaching. Being world class starts right inside the classroom. Conrado de Quiros
Offers new curricular dimensions
And possibilities, current, scientific
And technological breakthroughs
For completely new frontiers in education

Poses variety of goals

ranging from increased
Knowledge about the people
Paves the way for borderless
Of the world to resolutions of
education to respond to the needs
Global problems, from
of educating children of the world
Increased influence in
they are entering.
Foreign languages
To the people

Education embraces todays challenges

as national borders are opened
 Global Education and Global Teachers
Benchmarking is learning the best from the past practices of the worlds best

educational systems.

GLOBAL EDUCATION

UNESCO defines
global education as
a goal to become
Aware of educational
conditions or lack of
it, in developing intellectually, professionally
countries
A curriculum that is
international in scope
which prepares todays
youth around the world
to function in one
world environment
under teachers who are
and humanistically
prepares
 The United Nations 6 goals to achieve some standards
of education place in by 2015 worldwide

1. Expand early childhood care

education;
2. Provide free and compulsory
primary education for all;
3. Promote learning and life skills
for young and adult;
4. Increase adult literacy by 50%
5. Achieve gender parity by 2005,
gender quality by 2015;
6. Improve quality education
 Global Teachers
* is a competent teacher who is armed with enough skills, appropriate attitude and universal values to teach students
with both time tested as well as modern technologies in education in any place in the world.
*he or she is someone who thinks and acts both locally and globally with world wide perspectives, right in the
communities where he or she is situated.

Qualities of a Global Filipino Teachers:

understands how this world is interconnected

recognizes that the world has rich variety of ways of life
has a vision of the future sees what the future would be for himself/herself and the students
must be creative and innovative;
must understand ,respect and be tolerant of the diversity of cultures.
must believe and take action for education that will sustain the future;
must be able to facilitate digitally- mediated learning;
must have depth of knowledge
must possess good communication skills ( for Filipino teachers to be multi- lingual).
must possess the competencies of a professional teacher as embodied in the National Competency-
Based Standards for teachers ( NCBTS)
 A Closer Look on the Education System of
Selected Countries
Benchmarking is learning the best from the best practices of the worlds best educational systems.

Multicultural education anchors on the diversity of learners . It enables teachers

and educators to give value to the differences in prior knowledge, experiences of
learners from diverse background and familiarity with students histories of diverse
cultures
Teachers should teach and students should learn about the values shared by
virtually all cultural groups like justice, equality, compassion and charity among
others.
Kindergarten or pre school, now made compulsory by the virtue of Republic Act
10157, institutionalize universal kindergarten. For every exit level ( Grade 6, Grade
10, Grade 12 ) in educational structure in basic education , a student is certified
through a diploma or a certificate completion. The certificate or diploma is one of
the requirements for entrance to higher or tertiary education, which is available
almost in almost all of the countries. With the implementation of K to 12 in the
Philippines, the number of years in basic education is now equal to those of the
countries in the world.
Multicultural Diversity: A challenge to Global Teachers
All men are pretty much alike. It is only by culture that they are set apart. Confucius

Teacher Exchange Programs enhance

professional development and
broaden perspectives
The major goal of multicultural
education is to transform the
school so that the male and
female students, exceptional
learners, as well as students
coming from diverse cultural,
social class, racial and ethnic
groups will experience an equal
opportunity to learn in school
( James Banks 1975 Sadker,1991)
Multiculturalism has broadened and deepened our traditional curriculum into
a wider range of accommodating cultures not of the teachers cultural alone.
It has understood fundamental concepts which before were given less
importance. Below are some basic assumptions that will enhance teacher
development

No two learners are alike.

Children in all classrooms are
heterogeneous.
Strategies that work with one leaner
may not work with the another.
Students background and
experiences should be considered
when teaching.
Community members from various
ethnic groups can assist teachers in
facing issues of ethnic differences
and similarities.
 Broadening Teaching Perspectives:
Teacher Exchange Programs
We cannot hold the torch to light another s path without brightening our own Ben Sweetland

To become a global teacher, you need to broaden your teaching perspectives.

Expanding your experiences beyond the confines of your classroom to
the wider learning environment of the world is one of the many avenues
in order to achieve a global of competitiveness. Opportunities for this
endeavor can be achieved through teacher exchange programs. See
below programs that still exists:
1. Visiting International Faculty Program
2. Fulbright Teacher Exchange Program
3. Inter-African Teacher Exchanges
4. Canadian Educators exchange
5. Global Teachers Millennium Awards
 Bringing the World Into the Classroom Through Educational
Technology
Digitally-mediated learning encompasses more than knowledge of new technology tools.
Educators must be prepared to mediate learning through ever-evolving digital tools. Media is
rapidly taking over teaching as a students learn from gaming , open source knowledge, virtual
scenarios, avatars and Second Life. Educators must prepare for facilitative roles that can harness
these opportunities to be best student advantage. Jane Bailey

Technology provides support to the solution of meaningful problems

Technology acts as a cognitive support.
Technology promotes collaboration as well as independent learning.
(Goldman, S, Williams R. et al, 1999 )
Various technology programs that can be used to assist
teachers to be innovative in teaching:
Stand Alone Program Some programs are available as
stand alone software, videodisc, or CD-ROM media
Programs Available on the Internet There are several
programs available on the Internet from where the school can choose a
site. Knowledge Integration Environment (KIE)
Information Databases Many forms of print- based materials
are now available in electronic form. The entire set of the National
Geographic magazine is now on CD-ROM. Encarta and Grollier provide
access to vast information. These resources take advantage of
hypermedia.
HYPERMEDIA: the ability to jump in a nonlinear fashion to related
information, whether that information is text, graphic video or sound.
 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, 1997 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).
 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.

Section 1. Short title

Section 2. Statement of Policy
Section 3. Objectives
Section 4. Definition of Terms
Section 5. Creation and Composition of the Board
Section 6. Duties and Function of the Board
Section 7. Term of Office
Section 8. Qualifications of Board of Members
Section 9. Compensation of Board
Section 10. Supervision of the Board and Custodian of its record
Section 11. Secretariat and Support Services
Section 12. Removal of a Board Member
Section 13. Examination , Registration and Licensure Required
Section 14. Scope of Examination
Section 15. Qualification Requirement of Applicants
Section 16. Report of the Results of the Examination
Section 17.Issuance of Certificate and Professional License
Section 18. Oath Before Practice
Section 19. Periodic Merit Examination of Teachers
Section 20. Failure to Pass the Merit Examination
Section 21. Incentives
Section 22. Integration of the Teaching Profession
Section 23.Revocation of the Certificate of the Registration, Suspension from the
Practice of the Teaching Profession and Cancellation of Temporary or Special
Permit
Section 24. Registration by Reciprocity
Section 25. Roster of Professional Teachers
Section 26. Registration and Exception
Article IV: PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Section 27. Inhibition against the practice of teaching profession
Section 28. Penal Provisions
Section 29. Appropriations
Section 30. Implementation Guidelines
Section 31. Transitory Provision
Section 32. Separability Clause
Section 33. Repealing Clause
Section 34. Effectivity Clause

REPUBLIC ACT No. 9293

Section 1.Section 15;(e) of Republic Act No. 7836 is hereby amendment to read as follow
Section 15. Qualifications Requirements of Applicants
Section 2. Section 26 of the same act is hereby amendment to read as follows:
Section 26. Registration and Exception
Section 3. Section 31of the same Act is hereby amended to read as follows:
Section 31.Transitory Provision
Section 4. References to the Term
Section 5. Separability Clause
Section 6. Repealing Clause
Section 7. Effectivity
 Chapter V.
The Code of Ethics for Professional Teachers
There is no more noble profession than teaching. A great teacher is a great artist, but his medium
is not canvas, but the human soul. - Anonymous-

PREAMBLE
A professional teacher is the
licensed professional who
possesses dignity and
reputation, with high moral
values as well as technical
and professional
competence.. She/He
adheres to, observes, and
practices a set of ethnical
and moral principles,
standard, and values. ( Code of
Ethnics of Professional Teachers,1997).
 Resolution No. 435
Series of 1997
Pursuant to the provisions of paragraphs (e). Article II, of R.A No. 78236, otherwise
known as the Philippines Teachers Professionalization Act of 1994 and paragraph
(a), Section 6,P.D No. 223, as amended, the Board for Professional Teachers hereby
adopts and promulgates the following Code of Ethics for Professional Teachers.

Article I - Scope and Limitations Article VII - School Officials

Article II - The Teacher and the
State
Article III - The Teacher and the
Community
Article IV - The Teacher and the
Profession
Article V - The Teacher and the
Teaching Community
Article VI - The Teacher and the
Higher Authorities in the
Philippines
Teachers and Other Personnel
Article VIII - The Teacher and the
Learner
Article IX - The Teacher and the
Parents
Article X - The Teacher and the
Business
Article XI - The Teacher as a
Person
Article XII - Disciplinary Action
Article XIII - Effectivity
 The 1987 Constitution
Article XIV Education, Science and Technology, Arts, Culture and Sports
Education : The state shall protect and promote the right of all citizens to quality education at
all levels and shall take appropriate steps to make such education accessible to all.
The state shall enhance the right of a teachers to professional advancement.
The state shall establish, maintain and support complete, adequate, and integrated
system of education relevant to the needs if the people and society
Science and Technology are essential for national development and progress
The state shall promote physical education and encourage sports programs, league
competitions, and amateur sports, including training for international competitions, to
foster self discipline, team work , and excellence for the development of healthy and alert
citizenry.
 Republic Act 4670
The Magna Carta for Public School Teachers
I. DECLARATION OF POLICY - COVERAGE
Section 1. Declaration of Policy.
Section 2. Title Definition.
II. RECRUITMENT AND CAREER
Section 3. Recruitment and Qualification.
Section 4. Probationary Period.
Section 5. Tenure of Office.
Section 6. Consent for Transfer- Transportation Expenses.
Section 7. Code of Professional Conduct for Teachers.
Section 8. Safeguards in Disciplinary Procedure.
Section 9. Administrative Charges.
Section 10. No Discrimination.
Section 11. Married Teachers.
Section 12. Academic Freedom.
 Republic Act 4670
The Magna Carta for Public School Teachers
III. HOURS OF WORK AND REMUNERATION
Section 13. Teaching Hours.
Section 14. Additional Compensations.
Section 15. Criteria for Salaries.
Section 16. Salary Scale.
Section 17. Equality in Salary Scale.
Section 18. Cost of Leaving Allowance.
Section 19. Special Hardship Allowance.
Section 20. Salaries to be paid in Legal Tender.
Section 21. Deduction Prohibited.
IV. HEALTH MEASURES AND INJURY BENEFITS
Section 22. Medical Examination and Treatment.
Section 23. Compensation for Injuries.
V. LEAVE AND RETIREMENT BENEFITS
Section 24. Study Leave.
Section 25. Indefinite Leave.
Section 26. Salary Increase Upon Retirement.
VI. TEACHERS ORGANIZATION
Section 27. Freedom to Organize.
Section 28. Discrimination Against Teachers
Prohibited.
Section 29. National Teachers Organizations.
VII. ADMINISTRATION AND ENFORCEMENT
Section 30. Rules and Regulations.
Section 31. Budgetary Estimates.
Section 32. Penal Provisions.
Section 33. Repealing Clause.
Section 34. Separability Clause.
Section 35. This Act shall take effect upon approval.
 BATAS PAMBANSA Blg. 232 An Act of Providing for the
Establishments and Maintenance of and Integrated System of
Education
I. GENERAL PROVISONS Chapter 2. RIGHTS
Chapter 1. PRELIMINARY MATTERS Section 8. Rights of Parents
Section 1 Title. The Act shall be known as the Section 9. Rights of Students in School
Education Act of 1982. Section 10.Rights of all School Personnel
Section 2. Title Coverage. This Act shall apply to Section 11. Special Rights and/or Privileges of
and govern both formal and non formal systems Teaching or Academic Staff.
in public and private schools in all levels of the Section 12. Special Rights of School Administrators
entire educational systems. Section 13. Rights of School
Chapter 2. DECLARATION OF BASIC STATE POLICY
AND OBJECTIVES
Chapter 3. DUTIES AND OBLIGATIONS
Section 3.Declaration of Basic Policy
Section 14. Duties of Parents
Section 4. Declaration of Objectives
Section 15. Duties and Responsibilities of Students
Section 16. Teachers Obligation
II. THE EDUCATIONAL COMMUNITY
Section 17. School Administrators Obligations
Chapter 1. PRELIMINARY PROVISIONS
Section 18. Obligations of Academic Non Teaching
Section 5. Declaration of Policy and Objectives Personnel
Section 6. Definition and Coverage
Section 7. Community Participation
 BATAS PAMBANSA Blg. 232 An Act of Providing for the
Establishments and Maintenance of and Integrated System of
Education
II. THE EDUCATIONAL SYSTEM
Chapter 1. FORMAL EDUCATION
Section 19. Declaration of Policy. The state
recognizes that formal education or the school
system, is society primary learning system, and
therefore the main instrument for the
achievement of the countrys educational goals
and objectives
Section 20. Definition. Formal Education refers to
hierarchally structured and chronologically
graded learning organized and provided the
formal school system and for which certification
is required in order for the learner to progress
through the grades or move to higher levels.
Formal education shall correspond the following
levels.
a. Elementary Level
b. Secondary Level
c. Tertiary Level
Section 21. Objectives of Elementary Education
Section 22. Objectives of Secondary Education
Section 23. Objectives of Tertiary Education
Chapter 2. NON FORMAL EDUCATION AND
SPECIALIZED EDUCATIONAL SERVICES
Section 24. Specialized Educational Service
a. Work Education or Practical Arts
b. Special Education
c. Non formal Education
Chapter 3. ESTABLISHMENTS OF SCHOOLS
Section 25. Establishments of school
Section 26. Definition of Terms. The terms used in
the chapter defined as follows:
a. Schools duly established institutions of learning or
educational institutions.
b. Public Schools are educational institutions
established and administered by the
government.
c. Private Schools are educational institutions
maintained and administered by private
individual or groups.
 BATAS PAMBANSA Blg. 232 An Act of Providing for the
Establishments and Maintenance of and Integrated System of
Education
Chapter 4. INTERNAL ORGANIZATION OF SCHOOLS
Section 30. Organization of School
Section 31. Governing Board
Section 32. Personnel Transactions
Chapter 5. SCHOOL FINANCE AND ASSISTANCE
Section 33. Declaration of Policy. It is hereby
declared to be the policy of the State that the
national Government shall contribute to the
financial support of educational programs
pursuant to the goals of education as declared
in the Constitution.
A. FUNDING OF PUBLIC SCHOOL
Section 34. National Funds
Section 35. Financial Aid and Assistance to Public
Secondary Schools
Section 36. Share of Local Government
Section 37. Special Education Fund
Section 38. Special Education Fund
Section 39. Income from other Sources
B. FUNDING OF PRIVATE SCHOOL
Section 40. Funding of Private School
Section 41. Government Assistance
Section 42. Tuition and other School Fees
Section 43. Income from other Sources
Section 44. Institutional Funds
C. INCENTIVES TO EDUCATION
Section 45. Declaration of Policy. It is a policy of the
state in pursuit of its national educational
development goals to provide an incentive
programs to encourage the participation of the
community in the development of educational
sector.
Section 46. Relating to School Property
Section 47. Relating to Gifts or Donation to School
Section 48. Relating to Earnings from Established
Scholarship Funds.
Section 49. School Dispersal Program
Section 50. Conversion to Educational Foundations.
 BATAS PAMBANSA Blg. 232 An Act of Providing for the
Establishments and Maintenance of and Integrated System of
Education
D. ASSISTANCE TO STUDENTS
Section 51. Government Assistance to Students
Section 52. Grant of Scholarship Pursuant to Existing Law
Section 53. Assistance from the Private Sector