Let Review 2013 Prof - Ed

FIVE PHILOSOPHIES OF EDUCATION
1. ESSENTIALISM
2. PROGRESSIVISM
3. PERENNIALISM
4. EXISTENTIALISM
5. BEHAVIORISM
Essentialism
-contends that teachers teach
for learners to acquire basic
knowledge, skills and values.
-teachers teach not to

radically reshape the society but
rather to transmit the traditional
moral values and intellectual
knowledge that students need to
become citizens.
Essentialism
*Why teach?
-teachers teach not to
radically reshape the society but
rather to transmit the traditional
moral values and intellectual
knowledge that students need to
become citizens.
Essentialism
*What to teach?
-Essentialist programs are
academically rigorous.
-learn the fundamental r’s
(reading, ’riting, ’rithmetic, right conduct)
as these are essential to the acquisition of
higher or more complex skills.
-Essentialist curriculum includes the
“traditional disciplines” such as math,
natural science, history, foreign
language, and literature.
-The teachers & administrators decide
what is most important for the students to
learn and place little emphasis on
student interests.
Essentialism
*How to teach?
-Essentialist teachers emphasizes mastery
of subject matter.
-they are expected to be intellectual
and moral models of their students.
-teachers are seen as “fountain of
information” or “paragon of virtue.”
-they have to observe core
requirements, longer school day, a longer
academic year.
-teachers rely heavily on the use of
prescribed textbooks, the drill method and
lecture method.
-there is a heavy stress on memorization
and discipline.
Progressivism
*Why teach?
-Progressivist teachers teach to
develop learners into becoming
enlightened and intelligent citizens of
a democratic society.
-teach learners so they may live life
fully NOW not to prepare them for
adult life.
Progressivism
*What to teach?
-Progressivists are identified with
need-based and relevant curriculum
(responds to students’ needs and that
relates to students’ personal lives and
experiences).
-they accept the impermanence of
life and the inevitability of change.
-teachers are more concerned with
teaching the learners the skills to cope
with change.
-subjects that are given emphasis are
the natural and social sciences.
Progressivism
*How to teach?
-Progressivist teachers employ
experiential methods. They believe
that one learns by doing.
-John Dewey believes that book
learning is no substitute for actual
experience.
-teachers heavily rely on the
problem-solving method (or the use
of scientific method).
-”hands-on-minds-on” teaching
methodology: field trips
Why teach? What to How to teach?
teach?
Perrenialis - We are all rational - Perennialist - The perrenialist
m animals Curriculum classroom are
- School should is a universal one on “centered
develop the around teachers”.
the students’ rational view that all human The
and moral powers. beings possess the teachers do not
- Aristotle said, if we same allow
neglect the students’ essential nature. the students’ interests
reasoning skills, we - It is heavy on the or experiences to
deprive them of the humanities, on substantially dictate
ability to use their general what they teach
higher education - They apply whatever
faculties to control - It is not a specialist creative techniques
their curriculum but rather and
passions and a other tried and true
appetites general one methods which are
- There is less believed to be the
emphasis most
on vocational and conducive to
technical education. disciplining
the students’ mind.
- Students engaged in
Socratic dialogues,
teach?
Existentialism -To help students - Extentialist - It focuses on
understand and Curriculum , students individual.
appreciate are given a wide -Learning is a self-
themselves as variety of options paced , self-directed.
unique individuals from which to -It includes a great
who accept choose. deal of individual
complete - Students are contact with the
responsibility for their afforded great teacher, who relates
thoughts, feelings latitude in their to each student
and actions. choice of subject openly and honestly.
- Since ‘existence matter. -To help students
precedes essence’, -The humanities, know themselves and
the extentialist ‘ however, are given their place in society,
teacher’s role is to tremendous teachers employ
help students emphasis to “provide values clarification
 define their own students with strategy.
essence by vicarious In using such
exposing them to experiences that will strategy, teachers
various paths they help unleash their remains non-
take in life own creativity and judgmental and take
 creating an self-expression” care not to impose
environment in -Vocational their values on their
which they freely Education is students since values
Why teach? What to teach? How to teach?
Existentialis - Since feeling is not -In teaching art,
m divorced from reason existentialism
in decision-making, it encourages
demands the whole individual creativity
person, not just the and imagination
mind more than copying
and imitating
established models”
teach?
Behavioris -Behaviorist schools - Because - Behaviorist teachers
m are concerned with behaviorists look at “ought to arrange
the modification and “people and other environmental
shaping of students’ animals… as conditions so that
behavior by complex students can make the
providing a combination of responses to stimuli.
favorable matter that act only -Physical variables like
environment, since in response to light, temperature,
they believe that internally and arrangement of furniture,
they are a product of externally generated size and quantity of
their environment. stimuli” visual aids have to be
-They are after the - Behaviorist controlled to get the
students who exhibit teachers teach desired responses from
desirable behavior students to respond the learners.
society favorably to various -Teachers ought to make
stimuli in the stimuli clear and
environment interesting to capture
and hold the learners’
attention
-They ought to provide
appropriate incentives to
reinforce positive
responses and weaken
or eliminate negative
Summary
We have a very rich philosophical heritage. But only five
philosophies were discussed here:
1. Essentialism
2. Progressivism
3. Perennialism
4. Existentialism
5. Behaviorism
The five philosophies differ their concepts of the learner
and values, in what should be taught and in the
manner of arriving at the truth. However, there exist
also some similarities especially between
essentialism and perennialism
THEFOUNDATIONAL
PRINCIPLES OF MORALITY
AND YOU
What is morality?
 from the Latin word “moralitas” means
manner, character and proper behavior.
 it is differentiation of intuitions, decisions
and action between those that are good
(right) and those that are bad (wrong).
 it refers to the quality of human acts by
which we call them right or wrong, good or
evil.
A man’s action, habit or
character is good when it
is not lacking of what is
natural to man i.e. when it
is in accordance with
man’s nature.
FOUNDATIONAL
MORAL PRINCIPLES
What is Principles?
 comes from the Latin word

“princeps” whichMORAL
FOUNDATIONAL means a
beginning or a source.
PRINCIPLES
 is an accepted or proposed rule
of action or conduct.
 a principle is that on something is
based, founded, originated and
initiated.
A foundational moral
principle, is therefore,
the universal norm
upon which all other
principles on the
rightness or wrongness
of an action are
based. It is the source
of morality.
Where is this
foundational moral
principle?
Itis contained in the
natural law.
What is natural law?
 Isa view that certain rights or values are
inherent in or universally cognizable by
virtue of human reason or human nature.
 It
is the law “written by the hearts of
men”.(Roman 2:15)
For theists
-it is “man’s share in the Eternal Law of God”.
St.Thomas
- “the light of natural reason, whereby we
discern what is good and what is evil”.
THE FOUNDATIONAL
MORAL PRINCIPLE IS:
“DO GOOD
AND AVOID
“Writings, customs and monuments of past
and present generation point out to this
conclusion: that all peoples on earth, no
matter how illiterate and savage, have
recognized a supreme law of divine origin
commanding good and forbidding evil”.
-Pazino
The natural law that says “ do good and
avoid evil” comes in different versions:
 “do not do to
others what you do
not like others to do
to you”
 “love God with all your
heart, with all your mind,
with all your strength”
“love your neighbor as

you love yourself”
Buddhist Eightfold Path:
1. Strive to know the truth

2. Resolve to resist evil
3. Say nothing to hurt others
4. Respect life, morality and property
5. Engage in a job that does not
injure others
6. Strive to free their mind of evil
7. Control their feelings and
thoughts, and
“honor for parents,
kindness to slaves,
protection for the
orphaned and widowed
and charity to the poor”.
-ISLAMIC KORAN
TEACHER AS A
PERSON OF A GOOD
MORAL CHARACTER
“teachers are duly licensed
professionals who possess
dignity and reputation with
high moral values as well as
technical and professional
competence”
4 ways of describing
Good Moral Characters:
1. Being fully human
2. Being a loving person
3. Being a virtuous person
4. Being morally mature
person
ETYMOLOGY OF WORD
“VOCATION”
Vocation comes from the
Latin word “vocare” which
means a call.
If there is a call , there
must be a caller and
someone who called. There
must also a response.
Teaching as your vocation
From the eyes of those who
believe, it was God who called
you to teach. Just as God called
Abraham, Moses and Mary of
the Bible.
Like you those biblical
figures did not also understand
the events surrounding their
call . But in their faith .they
answered YES.
Etymology of word
“mission”
Teaching is also a
mission.
The word mission
comes the Latin
word “misio” which
means “to send”.
Teaching as you
mission
It is the task entrusted to
you on this world. You are
expected to contribute to the
betterment of this world in
your own way. Your unique
and most significant
contribution to the
humanization of life on earth is
in the field where you are
The elements of a
profession
Teaching is like
engineering,
nursing ,
accounting and
the like is a
profession. A
teacher like an
“The professional is one of the
most exalted is the English
language, denoting as it does ,
long and arduous years of
preparation , a striving for
excellence , dedication to the
public interest and commitment to
moral and ethical values.”
-Hon. Hermogenes P. Pobre
Teaching as your
profession
If you take
teaching as your
profession , this means
that you must be willing
to go through a long
period of preparation
and a continuing
professional
The “pwede na” mentality
vs. excellence
“Striving for
excellence” as another
element of profession
bring us to our “pwede
na” mentality which is
inimical to excellence.
This mentality is
expressed in other
Teaching and a life
“Teaching may not be a lucrative
of
meaning
position. It cannot guarantee financial
security. It even means investing your
personal time , energy and resources .
Sometimes it means disappointments ,
heartaches and pain . But touching the
hearts of people and opening the minds of
child can give you joy and contentment
which money cant buy. These are
moments I teach for. These are the
moments I live for.”
-Dr. Jossette
T. Biyo
The Teacher the
Classroom and
Community
 The school and the community are on the “front
lines” of the teacher’s educational reach.
 Both are instrumental in bringing about a favorable
environment that could facilitate mutual assistance
and needed services.
 The school serves as the center for educational
pursuit
 Community provides institutions or establishments
which serve as extended learning centers and
sources of instructional material
TEACHERS
Classroom Community
assume well-defined roles and responsibilities

as efficien
classroom managersand channels for
community t
school and
affair.
a) organizing a well-managed classroom in
terms of time management, record-
keeping, orderliness and discipline
b) fostering linkages (between school and
community) for mutual concern
c) undertaking networking activities with
organizations for educational, social and
civic purposes.
 Classroom Management is an integral part of the
teaching process.
time schedule
 It suggests providing
•Appropriate forenvironment
a classroom various that
is conducive to learning,
activities
•orderly placement of furniture and
instructional materials.
•A clean and well-lighted area, together with
a comfortable seating arrangement
•Well-kept records of performance to keep
tract of progress
•Establishing discipline.
A. Organizational Plan
B. Scheduling
C. Record Keeping
D. Physical Environment
A. Discipline

Structured Classroom
The learning activities are well-planned ahead of
time and the procedures follow accepted rules
and regulations established by the school.
 The lesson plan is carefully prepared such that all
discussions are directed towards the achievement
of its objectives.
 The instructional material and tools needed are
readily available to ensure smooth conclusion of
the lesson.
 Both teacher and students feel responsible for a
successful completion of the day’s plan

Flexible Classroom
There is allowance for free movement, time
allotment and decision regarding modes of
undertaking the learning activities.
 Students are given the chance to express and
pursue special interests and responsibility to gain
relevant experiences.
 This classroom setting promotes spontaneous
explorations and discovery of informing,
encouraging “active participation”
Individual Approach
 Allinstructional approaches are
intended for each individual
student considering their ability,
interests and needs
Group Set-up
 Grouping may be organized
for a number of purpose:
 Grouping together students of

the same level of achievement
 This particular organization

could facilitate teaching
strategies that promotes
cooperative learning.
Mixed
 This
is the combination of both types of
organization depending on conditions.
 Teaching strategies includes:

 watching demonstration,
 listening to a resource speaker and taking a
field trip.
Scheduling
Proper timing could sustain
motivation and interest, resulting in
students’ active involvement in all
class undertaking.
 Teacher must be able to plan thoroughly for their
Scheduling
daily lessons and for additional activities which
includes:
 parent-teacher conference after classes,
 working with teachers during occasional school events
,
 preparing new teaching devices,
 advanced requests for supplies and materials for the
week’s lessons and for learning centers,
 supervising students along the corridors and school
grounds or while eating in the canteen)
Scheduling
 It helps if the teacher practice the habit
giving direct and clear instructions,
 Establish routine procedures,
 Assigning students corresponding task and

responsibilities, and
 Always prepare filler activities when the lesson

is completed ahead of time.
Filler or Emergency Activities
 Are activities, that are connected to the

lesson, that are used to fill the in the gaps
in between lesson or if the lesson is
finished ahead of time.
Filler or Emergency Activities
 Some relevant activities that may be used

are:
 Ask for a brief story that is extension of the
lesson
 An anecdote that happened recently
 Having a question box and let a student
pick one and answer
 Role play about the lesson conclusion
 Compose a short poem
Tips for maintaining good time
management
 Schedule all activities with corresponding time
allotment way ahead of time.
 Provide enough time for everything you expect
to happen
 Avoid rushing since you know you have
carefully allotted required time for every activity
 Anticipate difficulties or failure of some
operations in order to be able to pursue
alternative actions
 Be flexible with time assignments.
 Use fillers in case you finish the lesson ahead of
time
 Set example by showing that you are time
Time Management
 good time management can help
teachers determine the amount of
learning objectives that can be
accomplished in a given time and it helps
provide sufficient time to sustain students’
interests in the lesson.
Teachers )
History
The promulgation of
Presidential Decree No. 1006 on
September 22, 1976 formally
organized the National Board for
Teachers (NBT). Directly under the
supervision of the Civil Service
Commission, the NBT was the first
board to exercise regulatory
exercise over the teaching
On December 16, 1994 the
regulation and licensing of teachers
was transferred to the PRC through the
enactment of Republic Act No. 7836,
otherwise known as “The Philippine
Teachers Professionalization Act of
1994.” The law provided for the
professionalization of teaching under
the aegis of the PRC.
Pursuant to the law, the first
Board for Professional Teachers (BPT)
was constituted on September 19,
1995 with the appointment of Dr. Nilo L.
Rosas as Chairman, Dr. Aurelio O.
Elevazo as Vice-Chairman and Dr.
Lucila F. Tibigar, Dr. Fe A. Hidalgo and
FERDINAND E. MARCOS
PROVIDING FOR THE
PROFESSIONALIZATION OF
TEACHERS, REGULATING THEIR
PRACTICE IN THE PHILIPPINES
AND FOR OTHER PURPOSES
WHEREAS, 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 goals of national
development";
WHEREAS, in the pursuit on these

objectives, the Department of
Education and Culture has adopted
ways and means of overseeing all
WHEREAS, although teaching
requires a number of years of
collegiate study, it is the only
course that it is not yet considered
a profession;
WHEREAS, 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
professionals and teaching be
Section 1. Title
This Decree shall be known

as the Decree Professionalizing
Teaching.
Section 2. Declaration of Policy
It is hereby declared a policy
that teacher education shall be
given primary concern and
attention by the government and
shall be of the highest quality, and
strongly oriented to Philippine
conditions and to the needs and
aspirations of the Filipino people
even as it seeks enrichment from
adoptable ideas and practices of
other people.
Section 3. Definition of Terms.
As used in this Decree, the
following shall be construed as
follows:
(a) Teaching
-refers to the profession
primarily concerned with the
classroom instruction, at the
elementary and secondary levels,
in accordance with the
curriculum prescribed by National
Board of Education, whether on
part-time or full-time basis in the
public or private schools.
(b) Teachers
-refers to all persons
engaged in teaching at the
elementary and secondary levels,
whether on a full-time or part-time
basis, including guidance
counselors, school librarians,
industrial arts or vocational
teachers and all other persons
performing supervisory and/or
administrative functions in all
schools in the aforesaid levels and
legally qualified to practice
teaching under this Decree.
(c)Board
-refers to the National

Board for Teachers duly
constituted under this Decree.
Section 4. Creation of the National Board
for Teachers.
There is hereby created a
National Board for Teachers,
hereinafter called the Board, to
be composed of the following:
1) Secretary of Education and Culture Co-
Chairman
2) Chairman, Civil Service
Commission
3) Commissioner, Professional Member
Regulations Commission
4) Two members representing the

private sector to be appointed by
the President
Section 5. Powers and Duties.
(a) Appoint a set of examiners
for every examination who will
determine and prepare the
contents of the Board
examination for teachers,
hereinafter referred to as
examination, in the elementary
and secondary levels of
instruction, to be held at least
once a year;
(b) Section 5. Powers and Duties.
•Determine and fix the places and
dates of examination,
•appoint supervisors and room
examiners from among the
employees of the Government who
shall be entitled to a daily
allowance to be fixed by the Board
for every examination day actually
attended,
•use the buildings and facilities of
public and private schools for
examination purposes,
•approve applications to take
examination, and
•approve the release of
(c) Look from time to time into
the conditions affecting the
practice of the teaching
profession, adopt such
measures as may be deemed
proper for the enhancement
of said profession, and/or
maintenance of the
professional standards and
ethics;
(d) Issue, suspend, revoke,
replace or reissue Professional
Teachers Certificate, and
administer oaths;
(e) Appoint, subject to the

provisions of existing laws, such
officials and employees as are
necessary in the effective
performance of its functions
and responsibilities, prescribe
their duties and fix their
(f) Prescribe and collect
examination and other fees as
it may deem proper; and
(g) Promulgate rules and

regulations, and exercise such
other powers, functions and
duties as may be necessary to
carry into effect the purposes
of this Decree.
Section 6. Qualification requirements
for examination 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:
(a) Except those who have been
engaged in teaching as herein
defined for at least five years in
schools in the Philippines not
organized exclusively for nationals
of a foreign country at the time of
the effectivity of this Decree, the
applicant must be a citizen of the
Section 6. Qualification requirements for
examination applicants.
(b) That he is of good moral

character;
(c) That he is free from any

physical and/or mental defect
which will incapacitate him to
render efficient service; and
(d) That he possesses the
following minimum
educational qualifications:
1)For teachers in the

kindergarten
and elementary grades,
Bachelor's
degree in Elementary
Education
(B.S.E.Ed.) or its equivalent;
2) For teachers of the

secondary schools, Bachelor's
degree in Education or its
equivalent with a major and
minor, or a Bachelor's degree
in Arts or Sciences with at least
eighteen units in professional
education; and
3) For teachers of secondary

vocational and two-year
technical courses, Bachelor's
degree in the field of
specialization with at least
eighteen units in professional
education.
All applications shall be filed
with an office or offices
designated by the Board,
preferably the offices of the Civil
Service Commission and the
Department of Education and
Culture.
These offices shall screen and

approve such applications and
issue the corresponding permits to
take the examination to qualify
REPUBLIC ACT No. 9293
“AN ACT AMENDING
CERTAIN SECTIONS OF REPUBLIC
ACT NUMBERED SEVENTY-EIGHT
AND THIRTY-SIX (R.A. NO. 7836)
OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS
PROFESSIONALIZATION ACT OF
1994”
Section1. section 15; (e) (3) of
Republic 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:
(e) “A graduate of a school,
college and university
recognized by the government
and possesses the minimum
educational qualifications, as
follows: ”
(1) For teachers in preschool, a bachelor’s
degree in early childhood education (BECED)
or its equivalent.
(2) For teachers in the elementary grades, a
bachelor’s degree in elementary education
(BECED) or its equivalent;
(3) For teachers in the secondary grades,
bachelor’s degree in education or its
equivalent with a major and a minor, or a
bachelor’ degree in arts and sciences with at
least 18 units in professional education; and
(4) For teachers of vocational and two-year
technical courses, a bachelor’s degree in the
field of specialization or its equivalent, with at
Section 2. Section 26 of the same
Act is hereby amended 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 the person is a duly registered professional
teacher, and a holder of a valid certificate of
registration and a valid professional license or a
holder of a valid special/temporary permit.
(a) A holder of a certificate of eligibility as a teacher
issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
(b) A registered professional teacher with the
National Board for Teachers under the
department of Education, Culture and Sports
(DECS) pursuant to Presidential Decree No. 1006
 Professional teachers who have not practiced
their profession for the past five (5) years shall take
at least twelve (12) units of education courses,
consisting of at least six (6) units of pedagogy and
six (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.
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 three (3) and five
(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 three (3) years may be renewed
upon expiration for non-extendible period of two (2)
years.
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.
Becoming
a
Professional Teacher
THE PROFESSIONALIZATION OF TEACHING
Historical Perspective of the

Philippine Educational System
What is Professionalization?
- is the social process by which

any trade or occupation
transforms itself into a true
"profession of the highest
integrity and competence."
• In Jan. 1977 Presidential Decree No. 1006
entitled “Providing for the
professionalization of teachers, Regulating
Their Practice in the Philippines” or the
decree of professionalizing Teaching was
promulgated.
- The examination for teachers was

jointly given by Civil Service Commission
and Deped and culture
• In 1991 the Congressional Commission to
Review and Assess Phil. Education
(EDCOM)
-“quality of Phil. Education is

declining”
- and the teachers are “ at the heart

of the problem”.
• The Congressional Commission to Review
and Assess Phil. Education (EDCOM)
discussed further that:
• teacher are poorly trained
• there is low quality of students enrolled
in teacher training
• teaching is perceived as a poorly
esteemed profession so it does not
attract the best a s mandated in the
Phil. Constitution that “ teaching will
attract and retain its rightful share of the
best available talents through adequate
remuneration and other means of job
satisfaction and fulfillment” (Art. XIV, Sec.
• In 1994 R.A. No. 7836 known as the Phil.
Teachers Professionalization Act of 1994
declared the policy recognizing the vital
role of the teachers in nation building.
• The act created by Board for Professional
Teachers,
-a collegial body under the general
supervision and administrative control of
the Professional Regulation Commission.
• The dynamics of teaching is a continous
interaction of the teacher and the learners,
the learners.
• The dynamism in teaching would result to

the acceptance of roles, responsibilities
and accountability of the teacher.
•(Llagas, 2003).
• Education in the Philippines has
undergone several stages of development
from the pre-Spanish times to the present in
meeting the needs of the society
• Education serves as focus of

emphases/priorities of the leadership at
certain periods/epochs in our national
struggle as a race
• Education in the Philippines has
undergone several stages of development
from the pre-Spanish times to the present in
meeting the needs of the society
• Education serves as focus of

emphases/priorities of the leadership at
certain periods/epochs in our national
struggle as a race
• In pre-Magellanic times, education was
informal, unstructured, and devoid of
methods. Children were provided more
vocational training and less academics (3
Rs) by their parents and in the houses of
•tribal
Pre-Spanish
tutors. system of education
underwent major changes during the
Spanish colonization. The tribal tutors were
replaced by the Spanish Missionaries.
Education was religion-oriented.
- The Educational Decree of 1863
which provided for the establishment of at
least one primary school for boys and girls in
each town under the responsibility of the
• The defeat of Spain by American forces
paved the way for Aguinaldo's Republic
under a Revolutionary Government. -A
system of free and compulsory elementary
education was established by the Malolos
Constitution.
• An adequate secularized and free public
school system during the first decade of
American rule was established upon the
recommendation of the Schurman
Commission. - Free primary instruction
that trained the people for the duties of
citizenship and avocation was enforced by
the Taft Commission per instructions of
President McKinley
- A highly centralized public school system
was installed in 1901 by the Philippine
Commission by virtue of Act No. 74.
-The Secretary of Public Instruction bring
to the Philippines 600 teachers from the U.S.A.
They were the Thomasites
(The Thomasites is a group of about five hundred
pioneer American teachers sent by the U.S. government
to the Philippines in August 1901.)
• Under the Japanese regime, the
teaching of Tagalog, Philippine History,
and Character Education was reserved
for Filipinos. Love for work and dignity of
labor was emphasized.
• In 1947, by virtue of Executive Order No. 94,

the Department of Instruction was changed to
Department of Education. During this period,
the regulation and supervision of public and
private schools belonged to the Bureau of
Public and Private Schools.
• The Congressional Commission on Education
(EDCOM) report provided the impetus for
Congress to pass RA 7722 and RA 7796 in 1994
creating the Commission on Higher Education
(CHED) and the Technical Education and Skills
Development Authority (TESDA), respectively.
• The trifocal education system refocused

DECS’ mandate to basic education which
covers elementary, secondary and nonformal
education, including culture and sports. TESDA
now administers the post-secondary, middle-
level manpower training and development
while CHED is responsible for higher education.
Summary of the Historical
perspective follows: OFFICIAL
YEAR OFFICIAL NAME OF DECS LEGAL BASES
TITULAR HEAD
Superior Commission of Primary
1863 Chairman Educational Decree of 1863
Instruction
General Act. No. 74 of the Philippine
1901-1916 Department of Public Instruction
Superintendent Commission, Jan. 21, 1901
Organic Act Law of 1916
1916-1942 Department of Public Instruction Secretary
(Jones Law)
Renamed by the Japanese
Department of Education, Health
1942-1944 Commissioner Executive Commission, June
and Public Welfare
11, 1942
Renamed by Japanese
Department of Education, Health
1944 Minister Sponsored Philippine
and Public Welfare
Republic
Renamed by Japanese
1944 Department of Public Instruction Secretary Sponsored Philippine
Republic
Department of Public Instruction Renamed by the
1945-1946 Secretary
and Information Commonwealth Government
Renamed by the
1946-1947 Department of Instruction Secretary
Commonwealth Government
E.O. No. 94 October 1947
1947-1975 Department of Education Secretary (Reorganization Act of
1947)
Department of Education and Proc. No. 1081,
1975-1978 Secretary
Culture September 24, 1972
Ministry of Education and P.D. No. 1397, June 2,
1978-1984 Minister
Culture 1978
Ministry of Education, Culture
1984-1986 Minister Education Act of 1982
and Sports
Department of Education, E.O. No. 117. January 30,
1987-1994 Secretary
Culture and Sports 1987
RA 7722 and RA 7796,
Department of Education,
1994-2001 Secretary 1994 Trifocalization of
Culture and Sports
Education Management
RA 9155, August 2001
2001 -
Department of Education Secretary (Governance of Basic
present
Education Act)
• In August 2001, Republic Act 9155, otherwise
called the Governance of Basic Education
Act, was passed transforming the name of the
Department of Education, Culture and Sports
(DECS) to the Department of Education
(DepEd) and redefining the role of field offices
(regional offices, division offices, district offices
and schools).
• RA 9155 provides the overall framework for (i)

school head empowerment by strengthening
their leadership roles and (ii) school-based
management within the context of
transparency and local accountability.
Prepared by:
Ferdinand T. De Jesus
R
E
S S
O E
Pursuant to the provisions of
L R paragraph (e), Article 11, of R.A. No.
I
U E 7836, otherwise known as the Philippine
T S Teachers Professionalization Act of
I O 1994 and paragraph (a), section 6, P.D.
O F
No. 223, as amended, the Board for
N
1 Professional Teachers hereby adopt the
9
N 9 Code of Ethics for Professional
o. 7 Teachers.
4
3
5
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.
Article I: Scope and Limitations
Section 2. This Code covers all public and

Section
private 1. The Philippine
school teachers Constitution provides
in all educational
that all educational
institutions institutionprimary,
at the preschool, shall offer quality
education
elementary, forand
all competent
secondary levelsteachers.
whether
Committed
academic, to its full realization,
vocational, special,the provision
technical, orof
this Code shall
non-formal. Theapply, therefore, to
term “teacher” all include
shall teachers in
schools
industrialin arts
the or
Philippines.
vocational teachers and all
other persons performing supervisory and /or
administrative functions in all school at the
aforesaid levels, whether on full time or part-
time basis.
Code of Ethics of a Professional
Teacher
Article II: The Teacher and the State
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.
Teacher
Article III: The Teacher and the
Community
Section 1. A teacher is a facilitator of learning

and of the development of the youth; he
shall, therefore, render the best service by
providing an environment conducive to such
learning and growth.
Section 2. Every teacher shall provide leadership
and initiative to actively participate in
community movements for moral, social,
educational, economic and civic betterment.

Teacher
Community
Section 3. Every teacher shall merit reasonable

social recognition for which purpose he shall
behave with honor and dignity at all times
and refrain from such activities as gambling,
smoking, drunkenness, and other excesses,
much less illicit relations.
Section 4. Every teacher shall live for and with
the community and shall, therefore, study and
understand local customs and traditions in
order to have sympathetic attitude, therefore,
refrain from disparaging the community.
Teacher
Community
Section 6. Every teacher is intellectual leader in

the community, especially in the barangay,
and shall welcome the opportunity to provide
such leadership when needed, to extend
counseling services, as appropriate, and to
actively be involved in matters affecting the
welfare of the people.
Section 5. Every teacher shall help the school
keep the people in the community informed
about the school’s work and accomplishments
as well as its needs and problems.
Teacher
Community
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.

Teacher
Article IV: A Teacher and the Profession
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.
Teacher
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.
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. Code of Ethics of a Professional
Teacher
Section 5. Every
teacher shall use
the teaching profession in a
manner that makes it dignified
means for earning a descent
living.

Teacher
Article V: The Teacher and the Teaching
Community
Section 1. Teachers shall, at all times, be imbued

with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-
sacrifice for the common good, and full
cooperation with colleagues. When the best
interest of the learners, the school, or the
profession is at stake in any controversy,
Section 2.shall
teachers A teacher
supportisone
not another.
entitled to claim
credit or work not of his own, and shall give due
credit for the work of others which he may use.

Teacher
Community
Section 3. Before leaving his position, a teacher

shall organize for whoever assumes the position
such records and other data as are necessary
to carry on the work.
Section 4. A teacher shall hold inviolate all
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
permission.

Teacher
Community
Section 5. It shall be the responsibility of every

teacher to seek correctives for what may
appear to be an unprofessional and unethical
conduct of any associate. However, this may be
done only if there is incontrovertible evidence
for such conduct.
Section 6. A teacher may submit to the proper
authorities any justifiable criticism against an
associate, preferably in writing, without
violating the right of the individual concerned.

Teacher
Community
Section 7. A teacher 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.

Teacher
Article VI: The Teacher and Higher
Authorities in the Profession
Section 1. Every teacher shall make it his duty

to 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. A teacher 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.
Teacher
Section 3. A teacher shall transact all official

business through channels except when special
conditions warrant a different procedure, such
as when special conditions are advocated but
are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the
appropriate higher authority.

Teacher
Section 4. Every teacher, individually or as part

of a group, has a right to seek redress against
injustice to the administration and to extent
possible, shall raise grievances within
acceptable democratic possesses. In doing so,
they shall avoid jeopardizing the interest and
the welfare of learners whose right to learn
must be respected.

Teacher
Section 5. Every teacher has a 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.

Teacher
Other Education
and
Teacher-Related Laws
EDUCATION, SCIENCE

AND TECHNOLOGY,
ARTS, CULTURE AND
SPORTS
EDUCATION
SECTION 1. The state
shall protect and
promote the right of all
citizens to quality
education at all levels
and shall take
appropriate steps to
SECTION 2. The state shall:
1. Establish, maintain and support a
complete, adequate, and integrated
system of education relevant to the
needs of the people and society.
2. Establish and maintain a system of
free public education in the
elementary and high school levels.
3. Establish and maintain a system of
scholarship grants, students loan
programs, subsidies, and other
incentives which shall be available to
deserving students in both public and
private schools.
4. Encourage non-formal, informal and
indigenous learning systems.
5. Provide adult citizens, the disabled,
and out-of-school youth with training
in civics, vocational efficiency, and
other skills.
SECTION 3.
1.All educational institutions shall include
the study of the Constitutions as part of the
curricula.
2. They shall inculcate patriotism and
nationalism, foster love of humanity.
3. At the option expressed in writing by the
parents or guardians, religion shall be
allowed to be taught to their children
onwards in public elementary and high
schools.
SECTION 4.
1.The state recognizes the complementary
roles of public and private institutions in the
educational system.
2. Educational institutions, other than those
established by religious groups and mission
boards, shall be owned solely by citizens of
the Philippines.
3. All revenues and assets of non-
stock, non-profit educational
institutions used actually, directly,
and exclusively for educational
purposes.
4. Subject to conditions prescribed
by law, all grants, endowments,
donations or contribution.
SECTION 5.
1. The state shall take into account regional and
sectoral needs and conditions.
2. Academic freedom shall be enjoyed in all
institutions of higher learning.
3. Every citizen has a right to select a profession or
course of study, subject to fair, reasonable and
equitable admission
4. The state shall enhance the right of teachers to
professional advancement.
5. The State shall assign the highest budgetary
priority to education.
LANGUAGE
SECTION 6. The national language of the Philippines
is Filipino.
SECTION 7. For purposes of communication and
instruction, the official language of the Philippines are
Filipino.
SECTION 8. This Constitution shall be promulgated
in Filipino and English.
SECTION 9. The Congress shall establish a national
language commission composed of representatives of
various regions.
SCIENCE AND TECHNOLOGY
SECTION 10. Science and technology are
essential for national development and
progress. The State shall give priority to
research and development, invention,
innovation, and their utilization.
SECTION 11. The Congress may provide for
incentives, including tax deductions, to
encourage private participation in programs of
basic and applied scientific research.
SECTION 12. The State shall regulate
the transfer and promote the adaptation
of technology from all sources for the
national benefit.
SECTION 13. The State shall protect and
secure the exclusive rights of scientist,
inventions, artists to their intellectual
property.
ARTS AND CULTURE
SECTION 14. The State shall foster the
preservation, enrichment and dynamic
evolution of the Filipino national culture.
SECTION 15. Arts and letters shall enjoy
the patronage of the State.
SECTION 16. All the country's artistic and
historic wealth constitutes the cultural
treasure of the nation.
.
SECTION 17. The State shall recognize,
respect and protect the rights of indigenous
cultural communities to preserve and develop
their cultures , traditions and institutions.
SECTION 18.
1. The State shall ensure equal access to cultural
opportunities through the educational system.
2. The State shall encourage and support researches
and studies on the Arts and Culture.
SPORTS
SECTION 19
1.The State shall promote physical
education and encourage sports,
programs, league competitions
and amateur sport.
2. All educational institutions shall
undertake regular sports
activities.
The Magna Carta for Public
School Teachers
DECLARATION OF POLICY – COVERAGE
I.
Section 1. Declaration of Policy. – It is hereby declared to be the
policy of this Act to promote and improve the social and economic status
of public school teachers, their living and working conditions, their
employment and career prospects in order that they may compare
favorably with existing opportunities in other walks of life, attract and
retain in the teaching profession more people with the proper
qualification, it being recognize that advance in education depends on the
qualification and ability of the teaching staff and that education is an
essential factor in the economic growth of the nation as a productive
investment of vital importance.
Section 2. Title – Definition. – This Act shall be known as the
“Magna Carta for Public School Teachers” and shall apply to all public
school teachers except those in the professorial staff of state colleges and
universities.
As used in this Act, the term “teacher” shall mean all persons engaged
in classroom teaching, in any level of instruction, on full-time basis,
including guidance counselors, school librarians, industrial arts and
vocational instructors, and all other performing supervisory and/or
administrative functions in all schools, colleges and universities operated
by the Government or its political subdivisions; but shall not include school
nurses, school physicians, school dentists, and other school employees.
II. RECRUITMENT AND CAREER
Section 3. Recruitment and Qualification. – Recruitment policy
with respect to the selection and appointment of teachers shall be
clearly defined by the Department of Education: Provided, however,
That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-
applicants:
(a) For teachers in the kindergarten and elementary grades,
Bachelor’s degree in Elementary Education (B.S.E.E.D)
(b) For teachers in secondary schools, Bachelor’s degree in
Education or its equivalent with a major and a minor; or a
Bachelor’s degree in Arts or Science with at least 18 professional
units in Education.
(c) For teachers of secondary vocational and 2 years technical
courses, Bachelor’s degree in the field or specialization with at least
18 professional units in education.
(d) For teachers of courses on the collegiate level, other than
vocational master’s degree with a specific area of specialization
Section 4. Probationary Period. – When recruitment takes place
after adequate training and professional preparation recognized by
the Government, no probationary period preceding regular
appointment shall be imposed if the teacher possesses the
appropriate civil service eligibility. Provided, however, That where,
due to the exigencies of the service, it is necessary to employ as
teacher a person who possesses the minimum educational
qualifications herein above set forth but lacks the appropriate civil
service eligibility, such person shall undergo a period of probation
for not less than one year from and after the date of his provisional
appointment.
Section 5. Tenure of Office. – Stability of employment
and security of tenure shall be assured the teachers as provided
under existing laws.
Subject to the provisions of Section 3 hereof, teachers
appointed on a provisional status for lack of necessary civil
service eligibility shall be extended permanent appointment for
the position he is holding after being rendered at least 10 years
of continuous, efficient and faithful service in such position.
Section 6. Consent for Transfer – Transportation Expenses. –
Except for cause and as herein otherwise provided, no teacher
shall be transferred without his consent from one station to
another.
Where the exigencies of the service require the transfer of
a teacher from one station to another, such transfer may be
effected by the school superintendent who shall previously
notify the teacher concerned of the transfer and the reason or
the reasons therefor.
Section 7. Code of Professional Conduct for Teachers. – Within 6
months from the approval of this Act, the secretary of Education
shall formulate and prepare a code of Professional Conduct for
Public School Teacher. A copy of the Code shall be furnished each
teacher. Provided, however, That where this is not possible by
reason of inadequate fiscal resources of the Department of
Education, at least 3 copies of the same Code shall be deposited with
the office of the school principal or head teacher where they may be
accessible for use by the teachers.
Section 8. Safeguards in Disciplinary Procedure. – Every teacher shall
enjoy equitable safeguards at each stage of any disciplinary
procedure and shall have:
a) The right to be informed, in writing of the charges;
b) The right to full access to the evidence of the case;
c) The right to depend himself and to defended by a representative
of his choice and/or his organization, adequate time being given to
the teacher for the preparation of his defense; and
d) The right to appeal to clearly designated authorities.
Section 9. Administrative Charges. – Administrative charges against a
teacher shall be heard initially by a committee composed of the
corresponding School Superintendent of the division or the duly
authorized representative who should at least have the rank of a
division supervisor, where the teacher belongs, as chairman, a
representative of the local, in its absence, any existing provincial or
national teachers’ organization and supervisor of the Division, the
last two to be designated by the Director of Public Schools.
Section 10. No Discrimination. – There shall be no discrimination
whatsoever in entrance to the teaching profession, or during its
exercise, or in the termination of services, based on any ground
other than professional consideration.
Section 11. Married Teachers. – Whenever possible, the proper
authorities shall take all steps to enable married couples, both of
whom are public school teachers, to be employed in the same
locality.
Section 12. Academic Freedom. – Teachers shall enjoy academic
freedom on discharge of the professional duties, particularly with
regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Section 13. Teaching Hours. – Any teacher engaged in
actual classroom instruction shall not be required to render
more than 6 hours of actual classroom teaching a day,
preparation and correction of exercises and other work
incidental to his normal teaching duties.
Section 14. Additional Compensation. – Notwithstanding
any provision of existing law to the contrary, co-curricular and
out of school activities and any other activities outside of what
is defined as normal duties of any teachers shall be paid an
additional compensation of at least 25% of his regular
remuneration after the teacher has completed at least 6 hours
of actual teaching a day.
Section 15. Criteria for Salaries. – Teachers’ salaries shall
correspond to the following criteria:
(a) They shall compare favorably with those paid in other
occupations requiring equivalent or similar qualifications, training
and abilities;
(b) They shall be such as to ensure teachers a reasonable standard of
life for themselves and their families; and
(c) They shall be properly graded so as to recognize the fact that
certain positions require higher qualifications and greater
responsibility than others.
Section 16. Salary Scale. – Salary scales of teachers shall provide for a
gradual progression from minimum to a maximum salary by means
of regular increments, granted automatically after three years.
Section 17. Equality in Salary Scales. – The salary of teachers whose
salaries are appropriated by a city, municipal, municipal district, or
provincial government, shall not be less than those provided for
teachers of the National Government.
Section 18. Cost of Living Allowance. – Teachers’ salaries shall, at the
very least, keep pace with the rise in the cost of living by payment
of a cost-of-living index.
Section 19. Special Hardships Allowances. – In areas in which teachers are
exposed to hardships such as difficulty in commuting to the place of work
or other hazards peculiar to the place of employment, as determined by the
Secretary of Education, they shall be compensated by special hardship
allowances equivalent to at least 25% of their monthly salary.
Section 20. Salaries to Paid in Legal Tender. – Salaries of teachers shall be
paid in legal tender of the Philippines or its equivalent in checks or treasury
warrants.
Section 21. Deductions Prohibited. – No person shall make any deduction
whatsoever from the salaries of teachers except under specific authority of
law authorizing such deductions.
IV. HEALTH MEASURES AND INJURY BENEFITS
Section 22. Medical Examination and Treatment. – Compulsory medical
examination shall be provided free of charge for all teachers before they
take up teaching, and shall be repeated not less than once a year during the
teacher’s professional life.
In regions where there is scarcity of medical facilities, teachers may
obtain elsewhere the necessary medical care with the right to e reimbursed
for their traveling expenses by the government entity concerned in the 1st
paragraph of this section.
Section 23. Compensation For Injuries. – Teachers shall be
protected against the consequences of employment injuries in
accordance with existing laws. The effects of the physical and
nervous strain on the teacher’s health shall be recognized as a
compensable occupation disease in accordance with existing
laws.
V. LEAVE AND RETIREMENT BENEFITS
Section 24. Study Leave. - In addition to the leave
privileges now enjoyed by the teachers in the public schools,
they shall be entitled to study leave not exceeding 1 school
year after 7 years of service. Such leave shall be granted in
accordance with a schedule set by the Department of
Education. During the period of such leave the teachers shall
be entitled to at least 60% of their monthly salary.
Section 25. Indefinite Leave. – an indefinite sick leave of
absence shall be granted to teachers when the nature of the
illness demands a long treatment that will exceed 1 year at
least.
Section 26. Salary Increase Upon Retirement. – Public school
teachers having fulfilled the age and service requirements of
the applicable retirement laws shall be given one range salary
raise upon retirement, which shall be the basis of the
computation of the lump sum of the retirement pay and
monthly benefits thereafter.
BATAS PAMBANSA Blg.
232
An Act Providing for the Establishment and

Maintenance of an Integrated System of Education
Section 2.
This Act shall apply to
and govern both
formal and non-formal
systems in public
schools in all levels of
the entire educational
 The educational system aims to:
Section 4.
 Provide for a broad general education
that will assist each individual in the
peculiar ecology of his own society.
 Train the nation’s manpower in the
middle – level skills required for national
development.
 Develop the professions that will
provide leadership for the nation in the
advancement of knowledge for
improving the quality of human life.
ItSection
is likewise
5.declared government
policy to foster, at all times, a spirit
of shared purposes and
cooperation among the members
and elements of the educational
community, and between the
community and other sectors of
society, in the realization that only
in such an atmosphere can the
Section 6. Educational
community
 The
members and elements of the educational
community are:
 Parents or guardians
 Students
 School Personnel
 Teaching or academic staff
 School administrators
 Academic non – teaching personnel
 Non – academic personnel
 Schools
Section 7. Community
Every educational institution shall
Participation
provide for the establishment of
appropriate bodies through which
the members of the educational
community may discuss relevant
issues, and communicate
information and suggestions for
assistance and support of the
school and for the promotion of
Section 8. Rights of Parents
The right to organize by
themselves and/or with
teachers.
The right to access to

any official record
directly relating to the
Section 9. Right of Students in
School
The right to receive, primarily
through competent instruction,
relevant quality education.
The right to freely choose their
field of study subject to existing
curricula and to continue their
course therein up to graduation.
Theright of school guidance and
counseling services for making
School
 Theright to access to his own school
records.
 Theright of the issuance of official

certificates, diplomas, transcript of
records, grades, transfer credentials and
other similar documents within thirty days
from request.
 The
right to publish a student newspaper
and similar publications.
School
The right to free expression of
opinions and suggestions.
The right to form, establish, join
and participate in
organizations and societies
recognized by the schools.
The right to be free from
involuntary contributions.
Section
The State19.
recognize that
formal education or the school
system,
is society’s primary learning
system, and therefore the main
instrument for the
achievement of the country’s
educational goals and
Section 20. Formal Education
Elementary Education
Secondary Education
Tertiary Education
An Act Creating the
Commission on Higher
Education, Appropriating
Funds therefore and for
Other Purposes
Section 1. Title
This act shall be known as

the “Higher Education Act of
1994”.
 The state shall protect, foster and promote the right
of citizens to affordable quality education at all levels and
shall take appropriate steps to ensure that education
shall accessible to all.
 The state shall likewise ensure and protect academic

freedom and shall promote its exercise and the
observance for the continuing intellectual growth, the
advancement of learning and research the development
of responsible and effective leadership, the education of
high level and middle level professionals, and the
enrichment of our historical and cultural heritage.
Section 3. Creation of the Commission
on Higher Education
 In Pursuance of the above mentioned policies, the
CHED Is hereby created, hereafter referred to as
Commission.
 The Commission shall be independent and separate

from the Dept. of Education, Cultural and Sports
(DECS) and attached to the office of the President for
administrative purposes only.
Section 4. Composition of the
Commission
 The Commission shall be composed of five full time
members. During the transition period which begins
upon approval of this Act., the President may appoint
the Secretary of DECS as ex-oficio chairman of the
Commission for a maximum period of one year.
 Thereafter, the President shall appoint a chairman of

the Commission and four commissioners, who shall be
holders of earned doctorate(s), who have been actively
engaged in higher education for at least 10 years, must
not have been a candidate for elective positions in the
elections immediately preceding their appointment.
Section 5. Term of Office
 the President shall appoint the full-time chairman
and the commissioners for a term of four (4) years,
without prejudice to one reappointment. The terms of
the initial appointees shall be on staggered basis: the
full-time chairman shall hold office for a term of four
(4) years, the next two (2) commissioners for three (3)
years and the last two (2) commissioners for two (2)
years.
Section 6. Rank and Emoluments
The chairman and the
commissioners shall have the rank
of a Department Secretary and
Undersecretary, respectively.
Section 13. Guarantee of Academic
Freedom
 Nothing in this Act shall be construed as
limiting the academic freedom of universities
and colleges. In particular. No abridgement of
the curricular freedom of the individual
educational institutions by the Commission
shall be made except for;
(a) minimum unit requirements for specific
academic programs;
(b) general education distribution requirements
for specific academic programs ; and
(c) specific professional subjects as may be
stipulated by the various licensing entities.
Section 14. Accreditation
 The Commission shall provide
incentives to institutions of higher
learning, public and private, whose
programs are accredited or whose
needs are for accreditation
purposes.
Section 15. Tax Exemptions
 Any donations, contribution, bequest, and grant
which may be made to the commission shall
constitute as allowable deduction from the income of
the donor for income tax purposes and shall be
exempt from donors tax, subject to such conditions as
provided under the National Internal Revenue Code,
as amended.
Section 16. Authority
 The Commission shall Exercise such authority as
may be deemed necessary within its premises or areas
of operation to effectively carry out its powers and
functions and to attain its objectives; Provided, that
the Commission may seek assistance of other
government agencies for the proper implementation
of its Act.
Section 21. Effectivity
 This Act shall take effect upon
its approval.
Approved: August 25, 1994

(Sgd.) Fidel V. Ramos
President of the Philippines
REPUBLIC ACT NO.
9155
AN ACT INSTITUTING A FRAME WORK OF GOVERNANCE FOR BASIC
EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY, RENAMING THE
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT OF
EDUCATION, AND FOR OTHER PURPOSES
SECTIONS:
SECTION 1: Short Title.
 “Governance of Basic Education Act of 2001”.
SECTION 2: Declaration of
Policy.
It is hereby declared the policy of the State to
protect and promote the right of all citizens to quality
basic education and to make such education
accessible to all by providing all Filipino children a free
and compulsory education in the elementary level and
free education in the high school level. Such education
shall also include alternative learning systems for out-of-
school youth and adult learners.
 The school shall be the heart of the formal education
system. It is where children learn. Schools shall have a single
aim of providing the best possible basic education for all
learners.
 Sec. 3. Purposes and Objectives. - The purposes and
objectives of this Act are:
 (a) To provide the framework for the governance of
basic education
 (b) To define the roles and responsibilities of and
provide resources to, the field offices
 (c) To make schools and learning centers the most
important vehicle for the teaching and learning of
national values and for developing in the Filipino
learners love of country and pride in its rich heritage
 (d) To ensure that schools and learning centers receive
the kind of focused attention they deserve
 (e) To enable the schools and learning centers to reflect
the values of the community by allowing
teachers/learning facilitators and other staff
 (f) To encourage local initiatives for the improvement of
schools and learning centers and to provide the means
by which these improvements may be achieved and
sustained;
 (g)
To establish schools and learning centers as
facilities where schoolchildren are able to learn a
range of core competencies prescribed for
elementary and high school education programs or
where the out-of-school youth and adult learners
SectionLearning
4. Definition
 Alternative ofaTerms
System -is parallel learning
system to provide a viable alternative to the existing
formal education instruction.
 Basic Education - is the education intended to meet
basic learning needs which lays the foundation on
which subsequent learning can be based.
 Cluster of Schools - is a group of schools which are
geographically contiguous and brought together to
improve the learning outcomes
 Formal Education - is the systematic and deliberate
process of hierarchically structured and sequential
learning corresponding to the general concept of
elementary and secondary level of schooling.
 Integrated School. - is a school that offers a complete
basic education in one school site and has unified
instructional program;
 Learner - is any individual seeking basic literacy skills and
functional life skills or support services for the
improvement of the quality of his/her life.
 Learning Center - is a physical space to house learning
resources and facilities of a learning program for out-of-
school youth and adults.
 Learning Facilitator - is the key learning support person
who is responsible for supervising/facilitating the learning
process and activities of the learner.
 Informal Education - is a lifelong process of learning by
which every person acquires and accumulates
knowledge, skills, attitudes
 Non-Formal Education - is any organized, systematic
educational activity carried outside the framework of
the formal system.
 Quality Education - is the appropriateness, relevance
and excellence of the education
 Quality Education - is the appropriateness, relevance and
excellence of the education
 School - is an educational institution, private and public,
undertaking educational operation with a specific age-
group of pupils or students pursuing defined studies at
defined levels
 School Head - is a person responsible for the administrative
and instructional supervision of the school
CHAPTER 1
GOVERNANCE OF BASIC EDUCATION
Sec. 6. Governance.
 TheDepartment of Education, Culture and Sports shall
henceforth be called the Department of Education
Sec. 7. Powers, Duties and

Functions
• The Secretary of the Department of
Education shall exercise overall authority
and supervision over the operations
A. National Level
 The Sec. of Education shall be assisted by not more

than (4) assistant secretaries whose assignments,
duties and responsibilities shall be governed by law.
There shall be at least one undersecretary and one
assistant secretary who shall be career executive
service officers chosen from among the staff of the
Department.
 (1) Formulating national educational policies;
 (2) Formulating a national basic education plan;
 (3) Promulgating national educational Standards;
 (4) Monitoring and assessing national learning outcomes;
 (5) Undertaking national educational research and studies;
 (6) Enhancing the employment status, professional competence,
welfare and working conditions of all personnel of the
Department; and
 (7) Enhancing the total development of learners through local
and national programs and/or projects.
B. Regional Level
 Thereshall be as many regional offices as

may be provided by law. Each regional
office shall have a DIRECTOR, an assistant
director and an office staff for program
promotion and support, planning,
administrative and fiscal services.
Region Location No.of School/City
Divsion
I San Fernando City, La 12
II Union 6
III Carig, Tuguegarao City 17
IV-A San Fernando ,Pampanga 13
IV-B Rizal Provincial Capitol 7
V Pasig City 13
VI Meralco Avenue, Pasig City 17
VII Rawis, Legaspi City 15
VIII Iloilo City 10
IX Cebu City 9
X Palo Leyte 11
XI Zamboanga City 9
XII Cagayan de Oro City 9
XIII Davao City 8
Cordillera Cotabato City 7
Autonomous Butuan City
Region (CAR) La Trinidad ,Benguet 17
National Capital 7
Region (NCR) Quezon City
Cotabato City
C. Division Level
A division shall have a school division superintendent
at least one assistant school division superintendent
and an office staff for programs promotion ,planning
administrative ,fiscal ,legal , ancillary and other
supports services.
 The school division superintendents are accountable
and responsible in ensuring compliance of quality
standards for basic education programs and for this
purpose strengthening the role of division supervisors as
subject area specialists.
D. Schools District Level
 Schools districts already existing at all time of
passage of this law shall be maintained. A
schools district supervisor and an office staff for
the program promotion.
 (1)
Providing professional and instructional
advice and support to the school heads
and teachers/facilitators of schools
 (2) Curricula supervision; and
 (3)
Performing such other functions as may
be assigned by proper authorities.
E. School Level
 The school head who may be assisted by school

head, shall be both an instructional leader and
administrative manager .the school head shall form
a team form with school teachers/learning
facilitators for delivery of quality educational
programs ,projects and services.
 (1) Setting the mission, vision, goals and objectives of the
school;
 (2) Creating an environment within the school that is
conducive to teaching and learning;
 (3) Implementing the school curriculum and being
accountable for higher learning outcomes;
 (4) Developing the school education program and
school improvement plan;
 (5) Offering educational programs, projects and services
which provide equitable opportunities for all learners in
the community;
 (6) Introducing new and innovative modes of instruction
to achieve higher learning outcomes;
 (7) Administering and managing all personnel, physical and fiscal
resources of the school;
 (8) Recommending the staffing complement of the school based on its
needs;
 (9) Encouraging staff development;
 (10) Establishing school and community networks and encouraging the
active participation of teachers organizations, nonacademic personnel
of public schools, and parents-teachers-community associations
 (11) Accepting donations, gifts, bequests and grants for the purpose of
upgrading teachers' learning facilitators' competencies, improving ad
expanding school facilities and providing instructional materials and
equipment
 (12) Performing such other functions as may be assigned by proper
authorities.
Act Creating the Technological Education and Skills Development
Authority, Providing for its Powers, Structure and for other Purposes
Section 1
Title
known as the “Technical Education and Skills

Development Act of 1994
Section 2
Declaration of Policy
Hereby declared the policy of the State to provide relevant,

accessible, high quality and efficient technical and skills
development in support of the development of high
quality Filipino middle – level manpower responsible to
and in accordance with Philippine development goals
and priorities.
Section 3
Statement of Goals and Objectives
a. Promote and strengthen the scientific and technical

quality of technical education knowledge base of middle –
and skill development man manpower development
programs to attain programs
international competitiveness. d. Recognize and encourage the
b. Focus technical education complementary roles of public
and skills development in and private institution in
meeting the changing technical education and skills
demands for quality middle – development training systems.
level manpower e. Inculcate desirable values
c. Encourage critical and through the development of
creative thinking by moral character with emphasis
disseminating the on work ethics , self – reliance
and nationalism.
Section 4
Definitions of Terms
a. “Skills” the acquired and practice ability to carry out a task or

job.
b. “Skills Development” the process through which learners and
workers are systematically provided with learning opportunities
to acquire or upgrade, or both, their ability, knowledge and
behavior pattern required as qualifications for a given
occupation area.
c. “Technical Education” refer to the education process
designated at post-secondary and lower tertiary levels,
officially recognize as non-degree programs aimed at
preparing technicians, paraprofessionals and other categories
of middle – level workers.
d. “Trade” any group of interrelated jobs or any occupation which
is traditionally or officially recognized as craft or artisan in nature
requiring specific qualifications that can be acquired through
work experience and/or training.
e. “Middle – Level Manpower”
1. who have acquired practical skills and knowledge through
formal or non – formal education and training equivalent to at
least as secondary education but preferably as post – secondary
education with a corresponding degree or diploma.
2. skilled workers who have become highly competent in their
trade or craft as attested by industry.
f. “Private Enterprises” an economic system under which property
of all kinds can be privately owned and in which individuals, alone
or in association with another, can embark on a business activity.
g. “Trainers” persons who direct the practice of the skills toward
immediate improvement in some task.
h. “Trainors/trainers” person who provide training to trainers aimed
at developing the latter's capacities for imparting attitudes,
knowledge, skills and behavior patterns required for specific jobs,
occupations or group of related occupations.
i. “Trainees” persons who are participants in a vocational,
administrative or technical training program for the purpose of
acquiring and developing job – related skills.
j. “Apprenticeship” training within employment with compulsory
related theoretical instruction involving a contract between an
apprentice and an employer an approved apprenticeable
occupation.
k. “Apprentice” person undergoing training for an approved
apprenticeable occupation during an established period
assured by an apprenticeship agreement.
l. Apprenticeship Agreement” contract wherein a prospective
employer binds himself to train the apprentice who in turn
accept the terms of training for a recognized apprenticeable
occupation emphasizing the right, duties and responsibilities of
each party.
m. “Apprentice Occupation” occupation officially endorsed by a
tripartite body approved for apprenticeship by the Authority.
n. “Learners” persons hired as trainees in semi – skilled and other
industrial occupations which are non – apprenticeable.
o. “User – Led” or “Market – Driven Strategy” strategy which
promotes strengthened linkages between education/training
institution and industry to ensure that appropriate skills and
knowledge are provided by the educational system.
p. “Dual System Training” a delivery system of quality technical and
vocational education which requires training to be carried out
alternately in two venues:
1. In – school
2. Production Plant/In – plant
q. “Levy Grant System” a legal contribution from participating
employers who would be beneficiaries of the program(often as a
percentage of the payroll) which is subsequently turned over or
rebated to enterprises offering employee training programs.
Section 5
Technical Education and Skills
Development Authority; Creation
referred to as the Authority, which shall replace and absorb

the National Manpower and Youth Council (NMYC), the
Bureau of Technical and Vocational Education (BTVE) and the
personnel and function pertaining to the technical –
vocational education in the regional offices of the
Department of Education, Culture and Sports (DECS) and the
apprenticeship program of the Bureau of Local Employment
of the Department of Labor and Employment.
Section 6
Composition of the Authority
the Authority shall be composed of the TESDA

Board and the TESDA Secretariat
Section 7
Composition of the TESDA Board
The Secretary of Labor and Employment Chairperson

Secretary of Education, Culture and Sports Co – Chairperson
Secretary of Trade and Industry Co –
Chairperson
Secretary of Agriculture Member
Secretary of Interior and Local GovernmentMember
Director General of the TESDA Secretariat Member
 two (2) representatives from the employer/industry
 three (3) representatives from the labor sector
 two (2) representatives of the national associations
of private technical – vocational education and
training institutions
 1/3 of their member shall expire every year

Section 8
Powers and Function of the
Board
a. the State policy declared herein of giving new direction and

thrust to efforts in developing the quality of Filipino human
resource through technical education and skills development.
b. the implementation of the above – mentioned policy requires
the coordination and cooperation of policies, plans and
programs of different concerned sectors and Philippine
society.
c. equal participation of representatives of industry groups trade
associations, employers, workers and government shall be
made the rule in order to ensure that urgent recommendation
are readily addressed.
d. improved linkages between industry, labor and government
shall be given priority in the formulation of any national – level
plan.
The Board shall have the following powers:

1. promulgate, after due consultation with industry groups, trades,
association, employers, workers, policies, plans, programs and
guidelines as may be necessary for the effective implementation
of this Act.
2. organize and constitute various standing committees, and
subsidiary groups or technical working groups for efficient
integration, and skills development programs at the national,
regional, and local levels.
3. enter into, make execute perform and carry –out domestic and
foreign contracts subject to existing laws, rules and regulations.
4. restructure the entire sub – sector consisting of all institutions and
programs involved in the promotion and development of middle
– level manpower through upgrading, merger and/or phase – out
following a user – led strategy.
5. approved trade skills standards and trade test as established
6. establish and administer a system of accreditation of both public
and private institutions.
7. establish, develop and support institutions, trainors, training and/or
programs.
8. lend support and encourage increasing utilization of the dual
training system as provided for by Republic Act 7686.
9. exact reasonable fees and charges for such tests and trainings
conducted and retain such earnings for its own use, subject to
guidelines promulgate by the Authority.
10. allocate resources, based on the Secretariat’s recommendation,
for the provide and projects it shall undertake pursuant to approved
National Technical Education and Skills Development Plan.
11. determine and approve systematic funding schemes such as Levy
and Grant scheme for technical education and skills development
purposes.
12. create, when deemed necessary, and Advisory Committee which
shall provide expert and technical advice to the Board to be chosen
from the academe and private sector.
13. perform such other duties and functions necessary to carry out the
provisions of this Act consistent with the purposes of the creation of
TESDA.
Section 9
Power to Review and Recommend
Action
authority shall review and recommend action to

concerned authorities on proposed technical assistance
programs and grant – in – aid for technical education and skills
development.
Section 15
The Provisional TESDA Offices
The Provisional Offices shall be headed by Skill

Development Officers who shall have the rank and
emoluments of a Director III.
shall have the following functions:
1. To serve as Secretariat to Provincial TESDA
Committees;
2. To provide technical assistance particularly to local
government units for effective supervisions, coordination,
integration and monitoring of technical-vocational
education and training programs within their localities;
3. To review and recommend TESDA Programs for
implementation within their localities.
4. To perform such other duties and functions as may

be authorized.
Section 16
Compliance with the Salary
Standardization
The compensation and emoluments of the officials and

employees of the Authority shall be in accordance with
the salary standardization law and other applicable
laws under the national compensation and classification
plan.
Section 18
Transfer of the Apprenticeship
Program
The Apprenticeship Program of the Bureau of Local

Employment of the Department of Labor and Employment
shall be transferred to the Authority which shall implement and
administer said program in accordance with existing laws,
rules and regulations.
Section 19
Technical Education and Skills
Development Committee
Authority shall establish Technical Education and Skills

Development Committees at the regional and local levels to
coordinate and monitor the delivery of all skills development
activities by the public and private sectors. These committees
shall likewise serve as the Technical Education and Skills
Development Committees of the Regional and local
development councils.
Section 20
Skills Development Centers
The Authority shall strengthen the network of national,

regional and local skills training centers for the
purpose of promoting skills development.
This network shall include skills training centers in
vocational and technical schools, technical
institutes, polytechnic colleges, and all other duly
accredited public and private dual system
educational institutions.
Section 21
Formulation of a Comprehensive
Development Plan for Middle – Man
Manpower
Authority shall formulate a comprehensive development

plan for middle-level manpower based on a national
employment plan or policies for the optimum allocation,
development and utilization of skilled workers for
employment entrepreneurship and technology
development for economic and social growth.
The comprehensive plan shall provide for a reformed industry-
based training program including apprenticeship, dual training
system and other similar schemes intended to:
a. Promote maximum protection and welfare of the worker-
trainee;
b. Improve the quality and relevance and social accountability
of technical education and skills development;
c. Accelerate the employment-generation effort of the
government; and
d. Expand the range of opportunities for upward social mobility
of the school-going population beyond the traditional higher
levels of formal education.
Section 22
Establish and Administration of
National Trade Skills Standards
shall be national occupational skills standards to be established by TESDA-

accredited industry committees. The Authority shall develop and
implement a certification and accreditation program in which private
industry groups
and trade associations are accredited to conduct approved trade tests,
and the local government units to promote such trade testing activities in
their respective areas in accordance with the guidelines to be set by the
Authority.
Section 23
Administration and Training
Programs
Authority shall design and administer training programs and

schemes the will develop the capabilities of public and
private institutions to provide quality and cost-effective
technical education and skills development and related
opportunities.
Section 24
Assistance to Employers and
Organizations
Authority shall assist any employer or organization engaged in

skills training schemes designed to attain its objectives under
rules and regulations which the Authority shall establish for this
purpose.
Section 26
Industry Boards
The Authority shall establish effective and efficient institutional

arrangements with industry boards and such other bodies or associations
to provide direct participation of employers and workers in the design
and implementation of skills development schemes, trade skills
standardization and certification and such other functions in the
fulfillment of the Authority's objectives.
Section 27
Incentive Schemes
The Authority shall develop and administer appropriate

incentive to encourage government and private
industries and institutions to provide high-quality
technical education and skills development
opportunities.
Section 28
Skills Development Opportunities
The Authority shall design and implement an effective and efficient

delivery system for quality technical education and skills development
opportunities particularly in disadvantaged sectors, with new tools of
wealth creation and with the capability to take on higher value-added
gainful activities and to share equitably in productivity gains.
Section 29
Devolution of TESDA’s Training
Function to Local Government
In establishing the delivery system provided for in the preceding Section,

the Authority shall formulate, implement and finance a specific plan to
develop the capability of local government units to assume ultimately
the responsibility for effectively providing community-based technical
education and skills development opportunities
Section 30
Skills Olympics
To promote quality skills development in the country and with

the view of participating in the international skills
competitions, the Authority, with the active participation of
private industries, shall organize and conduct annual National
Skills Olympics.
Section 32
Scholarship Grants
The authority shall adopt a system of allocation and

funding of scholarship grants which shall be
responsive to the technical education and skills
development needs of the different regions in the
country.
RENAMING THE
BUREAU OF
NONFORMAL
EDUCATION TO
BUREAU OF
ALTERNATIVE
LEARNING
SYSTEM
RENAMING THE BUREAU OF NONFORMAL EDUCATION TO
BUREAU OF ALTERNATIVE LEARNING SYSTEM
It is a declared State policy,

"to protect and promote the right of all citizen to quality
basic education and to promote the right of all citizens
to quality basic education and such education
accessible to all by providing all Filipino children in the
elementary level and free education in the high school
level. Such education shall also include alternative
learning system for out-of school youth and adult
learners."
(Section 2 of PA. 9155, The Governance of Basic
Education Act of 2001)
The Department of Education, through the
Bureau of Nonformal Education is mandated to
ensure that all learning needs of marginalized
learners are addressed;
SEC. 2 The Bureau of Alternative Learning
System shall
have the following functions:
a. Address the learning needs of the

marginalized groups of the population including
the deprived, depressed and underserved
citizens,
b. Coordinate with various agencies for skills

development to enhance and ensure
continuing employability, efficiency,
c. Ensure the expansion of access to
educational opportunities for citizens of
different interests, capabilities demographic
characteristics and socio-economic origins and
status; and
d. Promote certification and accreditation of

alternative learning programs both formal and
informal in nature for basic education.
SEC. 3. Funds necessary to carry out the
provisions of this Executive Order shall be taken
from the present funds available in the
Department of Education and shall thereafter
be included in the General Appropriations Act.
SEC. 4. All orders, issuances, rules and

regulations, or parts thereof inconsistent with this
Executive Order are hereby repealed or
modified accordingly.
SEC. 5. This Executive Order shall take effect

fifteen (15) days after its publication in the
Official Gazette,
The Department of Education desires to make
education accessible to out-of-school youth
and adults who live in remote barrages of the
country. It is in this context that the Alternative
Learning System(ALS) Mobile Teachers Program
was conceptualized as a timely educational
intervention program .
The ALS Mobile Teacher Program is an

immediate response to the demand of millions
of target learners for relevant and
accessible alternative learning system.
The objectives of the program are as
follows:
Make education accessible to out-of-school

youth and adults.
Raise the level of literacy in the target areas

and Improve the quality of life of individuals and
underserved communities.
The ALS Mobile perform various duties and
responsibilities that range from conduct of
learning sessions with the learners, develop
literacy and other related skills based on the ALS
competencies, establish functional networking
and reporting system, conduct action-research
activity and other related functions.
Problems encountered are:
Lack of cooperation among local officials.
Learners are often times hungry during

learning session due to their poverty situation.
This hampers their learning ability.

Problems encountered are:
Most out-of-school-youths find it difficult to
regularly attend learning session as most of
them have jobs to attend to.
 Work to them is a priority rather than

attending learning session.
Mobile teachers are also exposed to high

health risk areas as learning centers are situated
within depressed areas that are not
well sanitized.
How to avail ALS?
 Must taken and passed the Accreditation
& Equivalency Test .
 Passers will be able to get certificate which is

equivalent to the graduate school diploma of
the formal education system.
 This leads them to acquire formal education

and be enrolled in college or in any universities
choosing any course they wanted. Also, such
certificate issued to A& E passers can seek
employment particularly those jobs which
require high school diploma.
Deped’s accreditation and
equivalency test
 AlternativeLearning Systems (ALS) 6 Chief
Corazon Pulohan said the A&E tests are given to
measure the competencies of those who have
not finished formal elementary or secondary
education.
 applicantswho pass the test will have the

opportunity to re-enter formal schooling or allow
them a chance to pursue other productive
endeavors.
 EducationSecretary Jesli Lapus, in a press release, said
the A&E test is one of the many ways to make
education accessible to all learners and is part of our
commitment to the goals of Education for All (EFA).
 Qualifiedto take the tests are unemployed or

underemployed adults, drop-outs or those who have
left formal schooling, differently-abled persons, inmates,
rebel or soldier integrees, members of cultural minorities,
IPs, helpers, housewives, factory workers and drivers.
The test will be administered for three hours
and a half for the elementary level and longer
by an hour for the high school level.
Five learning areas will be covered:

communication, problem solving and critical thinking,
sustainable use of resources and productivity,
development of self and sense of community, and a 30-
minute composition-writing test.
Elementary school drop-outs who pass the elementary
level test can enroll as high school freshman.
Those who pass the test for high school may choose to
enroll in post secondary technical and vocational
courses, or enroll in two, three, four or five-year course in
member schools of Philippine association of State
Universities and Colleges, or CHEd-supervised schools, or
avail of skills training programs of the TESDA.
REPUBLIC ACT NO. 7610
Excerpts: Special Protection of Children Against Child

Abuse, Exploitation and Discrimination Act
ARTICLE VI
Other Acts of Abuse
Sec. 10. Other Acts of Neglect, Abuse, Cruelty or
Exploitation and Other Conditions Prejudicial to the
Child's Development. –
(a) Any person who shall commit any other acts of child
abuse, cruelty or exploitation or to be responsible for other
conditions prejudicial to the child's development including
those covered by Article 59 of Presidential Decree No. 603,
as amended, but not covered by the Revised Penal Code,
as amended, shall suffer the penalty of prison mayor in its
minimum period.
(b) Any person who shall keep or have in his
company a minor, twelve (12) years or under or
who in ten (10) years or more his junior in any
public or private place, hotel, motel, beer joint,
discotheque, cabaret, pension house, sauna or
massage parlor, beach and/or other tourist resort or
similar places shall suffer the penalty of prision
mayor in its maximum period and a fine of not less
than Fifty thousand pesos (P50,000): Provided,
That this provision shall not apply to any person
who is related within the fourth degree of
consanguinity or affinity or any bond recognized by
law, local custom and tradition or acts in the
performance of a social, moral or legal duty.
(c) Any person who shall induce, deliver or offer
a minor to any one prohibited by this Act to
keep or have in his company a minor as
provided in the preceding paragraph shall suffer
the penalty of prison mayor in its medium period
and a fine of not less than Forty thousand
pesos (P40,000); Provided, however, That
should the perpetrator be an ascendant,
stepparent or guardian of the minor, the penalty
to be imposed shall be prison mayor in its
maximum period, a fine of not less than Fifty
thousand pesos (P50,000), and the loss of
parental authority over the minor.
(d) Any person, owner, manager or one entrusted
with the operation of any public or private place of
accommodation, whether for occupancy, food, drink
or otherwise, including residential places, who allows
any person to take along with him to such place or
places any minor herein described shall be imposed
a penalty of prison mayor in its medium period and a
fine of not less than Fifty thousand pesos (P50,000),
and the loss of the license to operate such a place or
establishment.
(e) Any person who shall use, coerce, force or
intimidate a street child or any other child to;
(1) Beg or use begging as a means of living;
(2) Act as conduit or middlemen in drug trafficking
or pushing; or
(3) Conduct any illegal activities, shall suffer the
penalty of prison correccional in its medium period
to reclusion perpetua.
The victim of the acts
committed under this section
shall be entrusted to the care of
the DEPARTMENT OF
SOCIAL WELFARE AND
DEVELOPMENT.
Republic Act No. 10157
AN ACT INSTITUTIONALIZING THE

KINDERGARTEN EDUCATION INTO THE
BASIC EDUCATION SYSTEM AND
APPROPRIATING FUNDS THERFORE
Section 1. This act shall be known as the
“Kindergarten Education Act”
Kindergarten education is vital to the academic and

technical development of the Filipino child for it is
the period when the young mind’s absorptive
capacity for learning is at its sharpest. It is also
the policy of the State to make education learner-
oriented and responsive to the needs, cognitive
and cultural capacity, the circumstances and
diversity of learners, school and communities
through the appropriate languages of teaching
and learning.
Section 3. Definition of Terms. – The terms used in
this Act are defined as follows:
(a) DepEd shall refer to the Department of
Education;
(b) BEE shall refer to the Bureau of Elementary
Education;
(c) Kindergarten education shall be understood in
this as to mean one (1) year of preparatory
education for children at least five (5) years old
as a prerequisite for Grade I; and
(d) Mother tongue refers to the language first
learned by a child.
Section 4. Institutionalization of Kindergarten
Education.
Kindergarten education is hereby institutionalized

as part of basic education and for school year
2011-2012 shall be implemented partially, and
thereafter, it shall be made mandatory and
compulsory for entrance to Grade 1.
Section 5. Medium of Instruction.
The State shall hereby adopt the mother tongue-

based multilingual education (MTB-MLE)
method. The mother tongue of the learner shall
be the primary medium of instruction for teaching
and learning in the kindergarten level.
However, exceptions shall be made to the following
cases:
(a) When the pupils in the kindergarten classroom

have different mother tongues of when some
of them speak another mother tongue;
(b) When the teacher does not speak the mother
tongue of the learners;
(c) When resources, in line with the use of the
mother tongue, are not yet available; and
(d) When teachers are not yet trained how to use
the MTB-MLE program.
EXCERPTS
FROM
REPUBLIC ACT
NO. 8980
Section 1.
Short Title
It is hereby declared the policy of the
State to promote the rights of children to
survival, development and special
protection with full recognition of the
nature of childhood and its special needs;
and to support parents in their roles as
primary caregivers and as their children’s
first teachers.
Section 3. Objectives
a. To achieve improved infant and child rates
by ensuring that adequate health and
nutrition programs are accessible to young
children and their mothers from the prenatal
period throughout the early childhood
years;
b. To enhance the physical, social, emotional,

cognitive, psychological, spiritual and
language development of children;
c. To enhance the role of parents and other

caregivers as the primary caregivers and
educators of their children from birth
d. To facilitate a smooth transition from
care and education provided t home to
community or school-based setting and
to primary school;
e. To enhance capabilities of service

providers and their supervisors to comply
with quality standards for various ECCD
programs;
f. To enhance and sustain the efforts of

communities to promote ECCD programs
and ensure that special support is
provided for poor and disadvantaged
communities;
g. To ensure that young children are
adequately prepared for the formal learning
system that both public and private schools are
responsive to the development needs of these
children;
h. To establish an efficient system for early

identification, prevention, referral and
intervention for development disorders and
disabilities in early childhood; and
i. To improve the quality standards of public

and private ECCD programs through; but not
limited to, a registration and credential system
for ECCD service providers.
Section 4. Definitions
a. Early Childhood Care and
Development (ECCD) System refers to the
full range of health, nutrition, early
education and social services programs
that provide for the basic holistic needs of
young children from birth to age six , to
promote their optimum growth and
development.
b. ECCD Service Providers include the
various professionals, paraprofessionals,
and volunteers caregivers who are
directly responsible for the care and
education of young children through the
various center and home-based
programs.
c. ECCD Curriculum refers top the age-

appropriate and developmentally
appropriate educational objectives,
programs of activities, organized learning
experiences and recommended learning
materials for children that are
implemented by service providers
through center and home-based
d. Parent Education refers to the various
formal and alternative means providing
parents with information, skills, and
support systems to assist them in their roles
as their children’s primary caregivers and
educators.
Section 5. System Framework and
Components
a. ECCD Curriculum
b. Parent Education and Involvement,
Advocacy, and mobilization of Communities
c. Human Resource Development Program
d. ECCD Management
e. Quality Standards and Accreditation
Section 6. Establishment of ECCD
System
The National ECCD System shall be
established in at least three (3) regions
each year, as may be determined by the
National ECCD Coordinating Council, to
achieve national coverage over a five-
year period.
The United Nations Educational, Scientific and Cultural
Organization UNESCO is a United Nations
organization to promote International Corporation
and implementation of international agreements.
The learning process should be
based on four pillars of education
Learning to know
Learning to do
 Learning to live together
Learning to be
EDUCATION FOR ALL
 The Philippine was signatory in the world
Conference on education for all EFA on a global
plan to give every child in the world quality basic
education. The EFA commitment was translated
into a ten-year EFA Philippine Plan of action, 1999-
2000, and committed to the Philippine EFA 2015
Plan.
Four major intentions defined in the UNESCO’s Framework
for Action to meet basic learning needs are as follows:
 Institutionalized early childhood care and development
 Provide universal quality primary education
 Eradicate illiteracy
 Launch continuing education programs for adults and
out-of-the-school
The Millennium Development Goals (MDGs) set
within 2015 include the following:
 Reducing by half the number of people, who live in
extreme poverty, with little access to food and safe
drinking water.
 Reducing death in mothers and children below
 Making primary education accessible to all
 Reducing gender disparities
 Providing access to reproductive health services
 Pursuing national strategies for sustainable
development Reversing environmentalist resources
losses
 Developing a global partnership for development
Child Friendly School System
 Characteristics of a Child-Friendly School are:
 The gender sensitive and not discriminating
 Child-centered, imparts quality learning and
encourages children to participate in school and
community activities
 Promotes good health practices and behaviors and
guarantees that school premises are safe and clean
 Has the best interest of children in mind and seeks to
provide an environment that is safe, secure and a
home away from home
 Works closely with children’s families and engages
the support and interaction of community institutions
and other individual
AN ACT DECLARING SEXUAL

HARASSMENT UNLAWFUL IN THE
EMPLOYMENT, EDUACATION OR
TRAINING ENVIRONMENT, AND FOR
OTHER PURPOSES
 Work, education or training-related sexual
Section 3: WORK,
harassment EDUCATION
is committed OR
by any person
TRAINING-RELATED SEXUAL
who, having authority, HARASSMENT
influence or moral
ascendancy over another in a work or
DEFINED
training or education environment,
demands, request for requirement or
submission is accepted by the object of
this Act.
Section 3: WORK, EDUCATION OR
(a) In a work related or employment environment, sexual harassment is
HARASSMENT DEFINED

committed when:
(1) The sexual favor is made as A CONDITION IN THE HIRING OR IN
THE EMPLOYMENT, RE-EMPLOYMENT OR CONTINUED EMPLOYMENT OF SAID
INDIVIDUAL, OR IN GRANTING SAID INDIVIDUAL FAVORABLE
COMPENSATION, TERMS, CONDITIONS, PROMOTIONS, OR PRIVILEGES; OR
THE REFUSAL TO GRANT THE SEXUAL FAVOR RESULTS IN LIMITING,
SEGREGATING OR CLASSIFYING THE EMPLOYEE WHICH IN A WAY WOULD
DISCRIMINATE, DEPRIVE OR DIMINISH EMPLOYMENT OPPORTUNITIES OR
OTHERWISE ADVERSELY AFFECT SAID EMPLOYEE;
(2) The above acts would impair the employee’s rights or privileges
under existing labor laws; or
(3) The above acts would result in an intimidating, hostile, or offensive
environment for the employee.
HARASSMENT DEFINED
(b) In an education or training environment, sexual
harassment is committed when:
 (1) Against one who is under the care, custody
or supervision of the offender;
 (2) Against one whose education, training,
apprenticeship or tutorship is entrusted to the
offender;
 (3) When the sexual favor is made a condition to
the giving of a passing grade, or the granting of
honors and scholarships, or the payment of a
stipend, allowance or other benefits, privileges, or
considerations; or
 (4) When the sexual advances result in an
intimidating, hostile or offensive environment for the
student, trainee or apprentice.
HARASSMENT DEFINED
 Any person who directs
or induces another to
commit any act of sexual
harassment as herein
defined, or who cooperates
in the commission thereof
by another, without which it
would not have been
SECTION 4. of
The duty DUTY OF THE EMPLOYER
the employer or the headOR HEAD
of the
OF OFFICE IN A WORK-RELATED,
work-related, EDUCATION
educational or training
OR TRAINING
environmentENVIRONMENT.
or institution is to:
-prevent or deter the commission of acts
of sexual harassment and to provide the
procedures of acts of sexual harassment;
and
-to provide the procedures for the
resolution, settlement or prosecution of
acts of sexual harassment
SECTION 4. DUTY OF THE EMPLOYER OR HEAD
OF OFFICE IN A WORK-RELATED, EDUCATION
OR TRAINING ENVIRONMENT.
 The office shall:

(a)Promulgate appropriate rules and regulations
prescribing the procedure for the investigation of
sexual harassment cases and the administrative
sanctions there for. The said rules and regulations
shall include guidelines on proper decorum in the
workplace and educational or training institutions.
 Create a committee on decorum and investigation
of cases on sexual harassment. The committee shall
conduct meetings with officers, and employees,
teachers, instructors, professors, coaches, trainors
and students or trainees to increase understanding
and prevent incidents of sexual harassment. It shall
also conduct the investigation of the alleged cases
constituting sexual harassment.
 In the case of a work-related environment, the

committee shall be composed of at least one (1)
representative each from the management, the
union, if any, the employees from the supervisory
rank, and from the rank and file employees.
 In the case of the educational or training
institution, the committee shall be composed of at
least one (1) representative from the
administration, the trainors, teachers, instructors,
professors or coaches and students or trainees, as
the case maybe.
THE EMPLOYER OR HEAD

OF OFFICE,
EDUCATIONAL OR
TRAINING INSTITUTION
SHALL DISSEMINATE OR
POST A COPY OF THIS
ACT FOR THE
SEC. 5. employer
 The LIABILITY or OF
headTHE EMPLOYER, HEAD
of office,
OF OFFICE,
educational EDUCATIONAL
training institutionOR
shallTRAINING
be
solidarily liable for damage arising from
INSTITUTION.
the acts of sexual harassment committed
in the employment, education or training
environment if the employer or head of
office, educational or training institution is
informed of such acts by the offended
party and no immediate action is taken
thereon.
Nothing in this Act
SECTION 6. INDEPENDENT ACTION
shall
FOR DAMAGES
preclude the
victim of sexual
harassment from
instituting a separate
and independent
 Any person who violates the provisions of
SECTION 7: PENALTIES
this Act shall upon conviction, be
penalized by:
 imprisonment of not less than one (1)
month nor more than six (6) months,
 a fine of not less than Ten thousand pesos
(P10,000) nor more than Twenty thousand
pesos (P20,000), or
 both such fine and imprisonment at the
discretion of the court.
SECTION 7: PENALTIES
ANY ACTION
ARISING FROM THE
VIOLATION OF THE
PROVISION OF THIS
ACT SHALL PRESCRIBE
IN THREE (3) YEARS.

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FIVE PHILOSOPHIES OF EDUCATION

-teachers teach not to

 comes from the Latin word

“love your neighbor as

1. Strive to know the truth

assume well-defined roles and responsibilities

 Grouping together students of

 This particular organization

 Teaching strategies includes:

 Establish routine procedures,

 Assigning students corresponding task and

 Always prepare filler activities when the lesson

 Are activities, that are connected to the

 Some relevant activities that may be used

WHEREAS, in the pursuit on these

WHEREAS, in recognition of the

This Decree shall be known

-refers to the National

4) Two members representing the

(e) Appoint, subject to the

(g) Promulgate rules and

(b) That he is of good moral

(c) That he is free from any

1)For teachers in the

2) For teachers of the

3) For teachers of secondary

These offices shall screen and

 No applicant shall be admitted to take the

Historical Perspective of the

- is the social process by which

- The examination for teachers was

-“quality of Phil. Education is

- and the teachers are “ at the heart

• The dynamism in teaching would result to

• Education serves as focus of

• Education serves as focus of

• In 1947, by virtue of Executive Order No. 94,

• The trifocal education system refocused

• RA 9155 provides the overall framework for (i)

Section 2. This Code covers all public and

Section 1. The schools are the nurseries of the

Section 1. A teacher is a facilitator of learning

Code of Ethics of a Professional

Section 3. Every teacher shall merit reasonable

Section 6. Every teacher is intellectual leader in

Section 7. Every teacher shall maintain

Section 8. A teacher posses freedom to attend

Code of Ethics of a Professional

Section 1. Every teacher shall actively insure

Section 2. Every teacher shall uphold the

Code of Ethics of a Professional

Section 1. Teachers shall, at all times, be imbued

Code of Ethics of a Professional

Section 3. Before leaving his position, a teacher

Code of Ethics of a Professional

Section 5. It shall be the responsibility of every

Code of Ethics of a Professional

Section 7. A teacher may apply for a vacant

Code of Ethics of a Professional

Section 1. Every teacher shall make it his duty

Section 3. A teacher shall transact all official

Code of Ethics of a Professional

Section 4. Every teacher, individually or as part