TEACHER AND SCHOOL STAFF RIGHTS

If you have any questions regarding Teacher Rights or School Staff Rights, please contact us for a Free Teacher Rights and School Staff Rights Consultation.

Teachers and school staff including food services, maintenance and operations, office and clerical, paraeducators, special services and administration enjoy a number of
rights pertaining to their employment, including recognition of certain freedoms, prohibition against certain forms of disrimination, and significant protections against
dismissal from their position. These rights are derived from state and federal constitutional provisions, state and federal statutes, and state and federal regulations.

Constitutional provisions provide protection to teachers and school staff at public schools that are generally not available to teachers at private schools. Since public schools
are state entities, constitutional restrictions on state action limit some actions that public schools may take with respect to teachers or other employees. Rights that are
constitutional in nature include the following:

Substantive and procedural due process rights, including the teacher right to receive notice of termination and right to hearing
Freedom of expression and association provided by the First Amendment
Academic freedom, a limited concept recognized by courts based on principles of the First Amendment
Protection against unreasonable searches and seizures by school officials of a teacher's personal property

Though private school teachers do not generally enjoy as much of the constitutional protection as public school teachers, statutes may provide protection against
discrimination. The CIVIL RIGHTS Act of 1964, for example, protects teachers at both public and private schools from racial, sexual, or religious discrimination. Private school
teachers may also enjoy rights in their contracts that are similar to due process rights, including the inability of a private school to dismiss the teacher without cause, notice,
or a hearing.

Denial or Revocation of Teaching Certificate

Courts have held consistently that teaching certificates are not contracts. Thus, requirements to attain or maintain a certificate may be changed and applied to all teachers
and prospective teachers. The certification process is administered by state certifying agencies in each state, and most of these agencies have been delegated significant
authority with respect to the administration of these rules. Despite this broad delegation, however, the state agencies may not act arbitrarily, nor may these agencies deny
or revoke certification on an arbitrary basis. Some state statutes provide that a certificate may be revoked for "just cause." Other common statutory grounds include the
following:

Immoral conduct or indecent behavior

Incompetency
Violations of ethical standards
Unprofessional conduct
Misrepresentation or fraud
Willful neglect of duty

Teacher Tenure
Most states protect teachers in public schools from arbitrary dismissal through tenure statutes. Under these tenure statutes, once a teacher has attained tenure, his or her
contract renews automatically each year. School districts may dismiss tenured teachers only by a showing of cause, after following such procedural requirements as
providing notice to the teacher, specifying the charges against the teacher, and providing the teacher with a meaningful hearing. Most tenure statutes require teachers to
remain employed during a probationary period for a certain number of years. Once this probationary period has ended, teachers in some states will earn tenure
automatically. In other states, the local school board must take some action to grant tenure to the teacher, often at the conclusion of a review of the teacher's performance.
Tenure also provides some protection for teachers against demotion, salary reductions, and other discipline. However, tenure does not guarantee that a teacher may retain a
particular position, such as a coaching position, nor does it provide indefinite employment.

Prior to attaining tenure, a probationary teacher may be dismissed at the discretion of the school district, subject to contractual and constitutional restrictions. Laws other
than those governing tenure will apply to determine whether a discharge of a teacher is wrongful. If a probationary teacher's dismissal does not involve discrimination or
does not violate terms of the teacher's contract, the school district most likely does not need to provide notice, summary of charges, or a hearing to the teacher.

In the absence of a state tenure STATUTE, a teacher may still attain de facto tenure rights if the customs or circumstances of employment demonstrate that a teacher has a
"legitimate claim of entitlement for job tenure." The United States Supreme Court recognized this right in the case of Perry v. Sindermann, which also held that where a
teacher has attained de facto tenure, the teacher is entitled to due process prior to dismissal by the school district.

State laws do not govern the tenure process at private schools. However, a contract between a private school district and a teacher may provide tenure rights, though
enforcement of these rights is related to the contract rights rather than rights granted through the state tenure statute.

Teacher Dismissal
A school must show cause in order to dismiss a teacher who has attained tenure status. Some state statutes provide a list of circumstances where a school may dismiss a
teacher. These circumstances are similar to those in which a state agency may revoke a teacher's certification. Some causes for dismissal include the following:

Immoral conduct
Incompetence
Neglect of duty
Substantial noncompliance with school laws
Conviction of a crime

Insubordination
Fraud or misrepresentation

Due Process Rights of Teachers and School Staff

The Due Process Clause of the Fourteenth Amendment, like its counterpart in the Fifth Amendment, provides that no state may "deprive any person of life, liberty, or
property, without due process of law." This clause applies to public school districts and provides the minimum procedural requirements that each public school district must
satisfy when dismissing a teacher who has attained tenure. Note that in this context, due process does not prescribe the reasons why a teacher may be dismissed, but rather
it prescribes the procedures a school must follow to dismiss a teacher. Note also that many state statutory provisions for dismissing a teacher actually exceed the minimum
requirements under the Due Process Clause.

The United States Supreme Court case of Cleveland Board of Education v. Loudermill is the leading case involving the question of what process is due under the Constitution.
This case provides that a tenured teacher must be given oral or written notice of the dismissal and the charges against him or her, an explanation of the EVIDENCE obtained
by the employer, and an opportunity for a fair and meaningful hearing.

Teacher Contracts
The law of contracts applies to contracts between teachers and school districts. This law includes the concepts of offer, acceptance, mutual ASSENT, and consideration. For a
teacher to determine whether a contract exists, he or she should consult authority on the general law of contracts. This section focuses on contract laws specific to teaching
and education.

Ratification of Contracts by School Districts

Even if a school official offers a teacher a job and the teacher accepts this offer, many state laws require that the school board ratify the contract before it becomes binding.
Thus, even if a principal of a school district informs a prospective teacher that the teacher has been hired, the contract is not final until the school district accepts or ratifies
the contract. The same is true if a school district fails to follow proper procedures when determining whether to ratify a contract.

Teacher's Handbook as a Contract

Some teachers have argued successfully that provisions in a teacher's handbook granted the teacher certain contractual rights. However, this is not common, as many
employee handbooks include clauses stating that the handbook is not a contract. For a provision in a handbook to be legally binding, the teacher must demonstrate that the
actions of the teacher and the school district were such that the elements for creating a contract were met.

Breach of Teacher Contract

Either a teacher or a school district can breach a contract. Whether a breach has occurred depends on the facts of the case and the terms of the contract. Breach of contract
cases between teachers and school districts arise because a school district has terminated the employment of a teacher, even though the teacher has not violated any of the
terms of the employment agreement. In several of these cases, a teacher has taken a leave of absence, which did not violate the employment agreement, and the school
district terminated the teacher due to the leave of absence. Similarly, a teacher may breach a contract by resigning from the district before the end of the contract term
(usually the end of the school year).

Remedies for Breach of Contract

The usual remedy for breach of contract between a school district and a teacher is monetary damages. If a school district has breached a contract, the teacher will usually
receive the amount the teacher would have received under the contract, less the amount the teacher receives (or could receive) by attaining alternative employment. Other
damages, such as the cost to the teacher in finding other employment, may also be available. Non-monetary remedies, such as a court requiring a school district to rehire a
teacher or to comply with contract terms, are available in some circumstances, though courts are usually hesitant to order such remedies. If a teacher breaches a contract,
damages may be the cost to the school district for finding a replacement. Many contracts contain provisions prescribing the amount of damages a teacher must pay if he or
she terminates employment before the end of the contract.

Teacher Freedom from Discrimination

The EQUAL PROTECTION Clause of the Fourteenth Amendment of the Constitution protects teachers at public schools from discrimination based on race, sex, and national
origin. These forms of discrimination are also barred through the enactment of Title VII of the Civil Rights Act of 1964, which was amended in 1972 to include educational
institutions. This law provides that it is an unlawful employment practice for any employer to discriminate against an individual based on the race, color, religion, sex, or
national origin of the individual. Title IX of the Education Amendments of 1972 provides protection against discrimination based on sex at educational institutions that
receive federal financial assistance. Title VII and IX also prohibit SEXUAL HARASSMENT in the workplace.

A teacher who has been subjected to discrimination has several causes of action, though proof in some of these cases may be difficult. A teacher may bring a cause of action
under section 1983 of Title 42 of the United States Code for deprivation of rights under the Equal Protection Clause (or other constitutional provision). However, to succeed
under this cause of action, the teacher would need to prove that the school had the deliberate intent to discriminate. Similarly, a teacher bringing a claim under Title VII
must demonstrate that the reasons given by a school for an employment decision were false and that the actual reason for the decision was discrimination.

Teacher Academic Freedom

Teachers in public schools have limited freedoms in the classroom to teach without undue restrictions on the content or subjects for discussion. These freedoms are based
on rights to freedom of expression under the First Amendment of the Bill of Rights. However, the concept of academic freedom is quite limited. The content taught by a
teacher must be relevant to and consistent with the teacher's responsibilities, and a teacher cannot promote a personal or political agenda in the classroom. Factors such as
the age, experience, and grade level of students affect the latitude in which a court will recognize the academic freedom of a teacher.

Teacher Freedom of Expression

A leading case in First Amendment JURISPRUDENCE regarding protected forms of expression is Pickering v. Board of Education. This case involved a teacher whose job was
terminated when he wrote to a local newspaper an editorial critical of the teacher's employer. The Supreme Court held that the school had unconstitutionally restricted the

First Amendment rights of the teacher to speak on issues of public importance. Based on Pickering and similar cases, teachers generally enjoy rights to freedom of
expression, though there are some restrictions. Teachers may not materially disrupt the educational interest of the school district, nor may teachers undermine authority or
adversely affect working relationships at the school.

Teacher Freedom of Association

Similar to rights to freedom of expression, public school teachers enjoy rights to freedom of association, based on the First Amendment's provision that grants citizens the
right to peaceful assembly. These rights generally permit public school teachers to join professional, labor, or similar organizations; run for public office; and similar forms of
association. However, teachers may be required to ensure that participation in these activities is completely independent from their responsibilities to the school.

Teacher Freedom of Religion

The First Amendment and Title VII of the Civil Rights Act of 1964 provide protection against religious discrimination by school districts against teachers. Teaches may
exercise their religious rights, though there are certain restrictions to such rights. This existence of restrictions is particularly relevant to the public schools, since public
schools are restricted from teaching religion through the Establishment Clause of the First Amendment. Thus, for example, a teacher is free to be a practicing Christian, yet
the teacher cannot preach Christianity in the classroom.

Teacher Privacy Rights

Teachers enjoy limited rights to personal privacy, though courts will often support disciplinary action taken by a school district when a teacher's private life affects the
integrity of the school district or the effectiveness by which a teacher can teach. Thus, for example, a teacher may be terminated from his or her position for such acts as
ADULTERY or other sexual conduct outside marriage, and courts will be hesitant to overrule the decisions of the school board.

Teacher Age
The Age Discrimination in Employment Act of 1967, with its subsequent amendments, provides protection for teachers over the age of 40 against age discrimination. Under
this act, age may not be the sole factor when a school district terminates the employment of a teacher. If a teacher charges a school district with age discrimination, the
school district has the burden to show that some factor other than age influenced its decision.

Teacher Pregnancy
The Pregnancy Discrimination Act of 1978 provides protection for teachers who are pregnant. Under this act, a school district may not dismiss or demote a pregnant teacher
on the basis of her pregnancy, nor may a district deny a job or deny a promotion to a pregnant teacher on the basis of her pregnancy.

Illinois Laws Regarding Teachers' Rights

Each state provides laws governing education agencies, hiring and termination of teachers, tenure of teachers, and similar laws. Teachers should consult with statutes and
education regulations in their respective states, as well as the education agencies that enforce these rules, for additional information regarding teachers' rights. Moreover,
teachers should review their contracts, COLLECTIVE BARGAINING AGREEMENT, and/or employee handbook for specific provisions that may have been included in an
agreement. In Illinois, th Teacher's certificate may be revoked or suspended for immorality, health condition detrimental to students, incompetence, unprofessional conduct,
neglect of duty, willful failure to report CHILD ABUSE, conviction of certain sex or narcotics offenses, or other just cause. Teachers may be dismissed on similar grounds.

Additional Teacher Rights Resources

- Deskbook Encyclopedia of American School Law. Oakstone Legal Publishing, 2001.
- Education Law. Rapp, James A., Lexis Publishing, 2001.
- Education Law, Second Edition. Imber, Michael, and Tyll Van Geel, 2000.
- The Law of Public Education, 4th Ed. Reutter, E. Edmund, Jr., Foundation Press, 1994.
- Private School Law in America, 12th Ed. Oakstone Legal and Business Publishing, 2000.
- School Law and the Public Schools: A Practical Guide for Educational Leaders. Essex, Nathan, Allyn and Bacon, 1999.
- Teachers and the Law. Fischer, Louis, David Schimmel, and Cynthia Kelly, Addison Wesley Longman, 1999.

The Privileges of Public School Teachers

Our school's teaching force.

My co teacher, who's taking an MA in ED Management, was reading a book; she was obviously preparing a presentation for her MA class. I took a look at the book and it was an
old book about educational supervision and management, sort of a principals manual.
Anyway, there were interesting things that I learned from my reading some of which I already knew some of which I did not know. Anyway, Im just sharing some excerpts from
School Administration and Supervision by Gregorio p. 363 ff. This book was copyrighted in 1961 so there may be some changes that have been effected since then. Anyway,
here are the excerpts. For brevity, I did not copy all the details except for items which think are not that known to some public school teachers.
Here we go:
As Civil Service employees, the public school teachers, supervisors, and administrators are enjoying special privileges. All privileges of the teaching personnel are prescribed by
law. Some of these privileges are the following: (I did not cite all the relevant laws for this is just an overview of what I have read. For complete information I suggest you read
Gregorios book.)

1. Teachers as persons in authority.

This means that teachers cannot be attacked physically when performing their duties. This law protects the teachers from
being physically harmed by parents and other individuals who may have grudges against them.
.
2. Maternity Leave. {I think there are already provisions for paternity leave]

3. Study Leave.
Public school teachers are encouraged to raise their educational qualifications. Study leave is intended to assist teachers in
securing personal and professional improvement and to retain in service those teachers who are efficient.
4. Outside teaching.
The Department allows public school teachers to teach in private evening classes in not more than 12 hours a week in addition to
their regular loads in their own schools.
5. Vacation and sick leave.
6. Compulsory insurance. [GSIS is the main insuring agency of the government.]
7. Vacation Pay.
Teachers are entitled to pay during the Christmas and long vacation.
8. Service Credit.
A teacher on the teachers leave basis is given service credit when he is asked to work during the vacation period. This service
credit maybe used to offset past and future absences due to illness and other reasonable causes.
9. Salary Loans.
10. Free Medical Consultations.
11. Cost of living and hardship allowance.
Public school teachers are entitled to cost of living allowance. The teachers salaries shall keep pace with the rise in cost of living
by the payment of cost-of-living allowance.
Likewise, special hardship allowances are to be enjoyed by public school teachers in some areas of the country.
In areas to
where teachers are exposed to hardships such as difficulty in commuting to the place of work or other hazards as determined by
the Secretary of Education.
12. Compensation for injuries.
13. Joining Teachers Organization.
Public school teachers shall have the right and without previous authorization to freely to establish or to join organizations of their
choosing whether local or national to further defend their interest, subject to existing laws, Civil Service Rules, and policies of the
State. The right established shall be exercised without any interference or coercion.
14. Enjoy Academic Freedom.
Teachers are free to use any method of teaching they think best for their pupils. Likewise, they are free to experiment and express
the result of their experiment.
15. Working Hours for Teachers
Teachers engaged in actual classroom teaching are required to render not more than six hours of actual classroom teaching a day
to give hime/her time for the preparation and correction exercises and other work incidental to his normal teaching duties.
They maybe required to render more than six hours but not exceeding eight hours of actual classroom teaching a day upon
payment of additional compensation at the same rate as his regular remuneration plus at least twenty five percent of his basic
salary.
16. Retirement Benefit.
17. Tenure of office.
Regular or permanent public school teachers and officials are granted stability of employment and security of tenure.

Professional Code of Ethics for Teachers

By Angela Robinson, eHow Contributor , last updated April 17, 2014

Share
Print this article

Teachers must follow a code of ethics in the classroom.

The way teachers do their work is regulated by their own ethical standards and by those of the teaching profession. Whereas some professions have formulated their own
universal code of ethics, such as the Hippocratic Oath of doctors, there are several published codes of ethics for teachers. Even though the best known is the code of the
National Education Association, most state departments of education have developed their own codes that govern the work of teachers.

Other People Are Reading

Code of Ethics for the Teaching Profession

What Is the Purpose of the Code of Ethics for Teachers?

1.
o

Personal Example
Guidelines listed in most ethical codes outline how teachers should conduct themselves with students. It includes instructions concerning the care and manner
with which they do their work and how they treat students and others.

Classroom Climate
o

Teachers can establish beneficial classroom climates by creating an environment of safety and trust where students are free from fear and ridicule. It is
important for teachers to conduct a spirit of cooperation and friendly competition. The classroom teacher should motivate all students to work hard and should never
embarrass a student if he does not work as hard as others.
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Ethical Dialogue
o

Teachers should establish an ethical dialogue in their classrooms by discussing with the students the core ethical values such as honesty, respect for others and
responsibility. These values come to play not only in the study of classroom subjects, but in the real life events of the school.

Discrimination
o

It is against any code of ethics for teachers to harass or discriminate against a student due to their race, color, sex, nationality, religion or physical or mental
condition. All students have the right to an education and should receive quality care from the teacher.

Obligation to the Public

o

Precautions should be taken to distinguish between teachers' personal views and those of the institution or organization in which the teacher is affiliated.
Teachers should not knowingly misrepresent information in communicating with students, parents or other teaching professionals.
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References

NEA: Code of Ethics

Republic Act No. 6713

AN ACT ESTABLISHING A CODE OF CONDUCT AND ETHICAL STANDARDS FOR PUBLIC
OFFICIALS AND EMPLOYEES, TO UPHOLD THE TIME-HONORED PRINCIPLE OF PUBLIC
OFFICE BEING A PUBLIC TRUST, GRANTING INCENTIVES AND REWARDS FOR
EXEMPLARY SERVICE, ENUMERATING PROHIBITED ACTS AND TRANSACTIONS AND
PROVIDING PENALTIES FOR VIOLATIONS THEREOF AND FOR OTHER PURPOSES
Section 1. Title. - This Act shall be known as the "Code of Conduct and Ethical Standards for Public
Officials
and
Employees."
Section 2. Declaration of Policies. - It is the policy of the State to promote a high standard of ethics in
public service. Public officials and employees shall at all times be accountable to the people and shall
discharge their duties with utmost responsibility, integrity, competence, and loyalty, act with patriotism
and
justice,
lead
modest
lives,
and
uphold
public
interest
over
personal
interest.
Section 3. Definition of Terms. - As used in this Act, the term:
(a) "Government" includes the National Government, the local governments, and all other
instrumentalities, agencies or branches of the Republic of the Philippines including governmentowned
or
controlled
corporations,
and
their
subsidiaries.
(b) "Public Officials" includes elective and appointive officials and employees, permanent or
temporary, whether in the career or non-career service, including military and police personnel,
whether
or
not
they
receive
compensation,
regardless
of
amount.
(c) "Gift" refers to a thing or a right to dispose of gratuitously, or any act or liberality, in favor of
another who accepts it, and shall include a simulated sale or an ostensibly onerous disposition
thereof. It shall not include an unsolicited gift of nominal or insignificant value not given in
anticipation of, or in exchange for, a favor from a public official or employee.
(d) "Receiving any gift" includes the act of accepting directly or indirectly, a gift from a person other
than a member of his family or relative as defined in this Act, even on the occasion of a family
celebration or national festivity like Christmas, if the value of the gift is neither nominal nor
insignificant, or the gift is given in anticipation of, or in exchange for, a favor.
(e) "Loan" covers both simple loan and commodatum as well as guarantees, financing arrangements
or
accommodations
intended
to
ensure
its
approval.

(f) "Substantial stockholder" means any person who owns, directly or indirectly, shares of stock
sufficient to elect a director of a corporation. This term shall also apply to the parties to a voting
trust.
(g) "Family of public officials or employees" means their spouses and unmarried children under
eighteen
(18)
years
of
age.
(h) "Person" includes natural and juridical persons unless the context indicates otherwise.
(i) "Conflict of interest" arises when a public official or employee is a member of a board, an officer,
or a substantial stockholder of a private corporation or owner or has a substantial interest in a
business, and the interest of such corporation or business, or his rights or duties therein, may be
opposed
to
or
affected
by
the
faithful
performance
of
official
duty.
(j) "Divestment" is the transfer of title or disposal of interest in property by voluntarily, completely
and actually depriving or dispossessing oneself of his right or title to it in favor of a person or persons
other
than
his
spouse
and
relatives
as
defined
in
this
Act.
(k) "Relatives" refers to any and all persons related to a public official or employee within the fourth
civil degree of consanguinity or affinity, including bilas, inso and balae.
Section 4. Norms of Conduct of Public Officials and Employees. - (A) Every public official and employee
shall observe the following as standards of personal conduct in the discharge and execution of official
duties:
(a) Commitment to public interest. - Public officials and employees shall always uphold the
public interest over and above personal interest. All government resources and powers of their
respective offices must be employed and used efficiently, effectively, honestly and
economically,
particularly
to
avoid
wastage
in
public
funds
and
revenues.
(b) Professionalism. - Public officials and employees shall perform and discharge their duties
with the highest degree of excellence, professionalism, intelligence and skill. They shall enter
public service with utmost devotion and dedication to duty. They shall endeavor to discourage
wrong perceptions of their roles as dispensers or peddlers of undue patronage.
(c) Justness and sincerity. - Public officials and employees shall remain true to the people at all
times. They must act with justness and sincerity and shall not discriminate against anyone,
especially the poor and the underprivileged. They shall at all times respect the rights of others,
and shall refrain from doing acts contrary to law, good morals, good customs, public policy,
public order, public safety and public interest. They shall not dispense or extend undue favors
on account of their office to their relatives whether by consanguinity or affinity except with
respect to appointments of such relatives to positions considered strictly confidential or as
members of their personal staff whose terms are coterminous with theirs.
(d) Political neutrality. - Public officials and employees shall provide service to everyone without
unfair
discrimination
and
regardless
of
party
affiliation
or
preference.
(e) Responsiveness to the public. - Public officials and employees shall extend prompt,
courteous, and adequate service to the public. Unless otherwise provided by law or when
required by the public interest, public officials and employees shall provide information of their
policies and procedures in clear and understandable language, ensure openness of information,
public consultations and hearings whenever appropriate, encourage suggestions, simplify and
systematize policy, rules and procedures, avoid red tape and develop an understanding and
appreciation of the socio-economic conditions prevailing in the country, especially in the
depressed
rural
and
urban
areas.
(f) Nationalism and patriotism. - Public officials and employees shall at all times be loyal to the
Republic and to the Filipino people, promote the use of locally produced goods, resources and
technology and encourage appreciation and pride of country and people. They shall endeavor to
maintain
and
defend
Philippine
sovereignty
against
foreign
intrusion.
(g) Commitment to democracy. - Public officials and employees shall commit themselves to the
democratic way of life and values, maintain the principle of public accountability, and manifest
by deeds the supremacy of civilian authority over the military. They shall at all times uphold the
Constitution and put loyalty to country above loyalty to persons or party.
(h) Simple living. - Public officials and employees and their families shall lead modest lives
appropriate to their positions and income. They shall not indulge in extravagant or ostentatious
display of wealth in any form.
(B) The Civil Service Commission shall adopt positive measures to promote (1) observance of these
standards including the dissemination of information programs and workshops authorizing merit
increases beyond regular progression steps, to a limited number of employees recognized by their
office colleagues to be outstanding in their observance of ethical standards; and (2) continuing
research and experimentation on measures which provide positive motivation to public officials and
employees in raising the general level of observance of these standards.
Section 5. Duties of Public Officials and Employees. - In the performance of their duties, all public officials
and employees are under obligation to:
(a) Act promptly on letters and requests. - All public officials and employees shall, within fifteen (15)
working days from receipt thereof, respond to letters, telegrams or other means of communications
sent by the public. The reply must contain the action taken on the request.

(b) Submit annual performance reports. - All heads or other responsible officers of offices and
agencies of the government and of government-owned or controlled corporations shall, within fortyfive (45) working days from the end of the year, render a performance report of the agency or office
or corporation concerned. Such report shall be open and available to the public within regular office
hours.
(c) Process documents and papers expeditiously. - All official papers and documents must be
processed and completed within a reasonable time from the preparation thereof and must contain, as
far as practicable, not more than three (3) signatories therein. In the absence of duly authorized
signatories, the official next-in-rank or officer in charge shall sign for and in their behalf.
(d) Act immediately on the public's personal transactions. - All public officials and employees must
attend to anyone who wants to avail himself of the services of their offices and must, at all times, act
promptly
and
expeditiously.
(e) Make documents accessible to the public. - All public documents must be made accessible to, and
readily available for inspection by, the public within reasonable working hours.
Section 6. System of Incentives and Rewards. - A system of annual incentives and rewards is hereby
established in order to motivate and inspire public servants to uphold the highest standards of ethics. For
this purpose, a Committee on Awards to Outstanding Public Officials and Employees is hereby created
composed of the following: the Ombudsman and Chairman of the Civil Service Commission as CoChairmen, and the Chairman of the Commission on Audit, and two government employees to be appointed
by
the
President,
as
members.
It shall be the task of this Committee to conduct a periodic, continuing review of the performance of public
officials and employees, in all the branches and agencies of Government and establish a system of annual
incentives and rewards to the end that due recognition is given to public officials and employees of
outstanding
merit
on
the
basis
of
the
standards
set
forth
in
this
Act.
The conferment of awards shall take into account, among other things, the following: the years of service
and the quality and consistency of performance, the obscurity of the position, the level of salary, the
unique and exemplary quality of a certain achievement, and the risks or temptations inherent in the work.
Incentives and rewards to government officials and employees of the year to be announced in public
ceremonies honoring them may take the form of bonuses, citations, directorships in government-owned or
controlled corporations, local and foreign scholarship grants, paid vacations and the like. They shall
likewise be automatically promoted to the next higher position with the commensurate salary suitable to
their qualifications. In case there is no next higher position or it is not vacant, said position shall be
included in the budget of the office in the next General Appropriations Act. The Committee on Awards shall
adopt
its
own
rules
to
govern
the
conduct
of
its
activities.
Section 7. Prohibited Acts and Transactions. - In addition to acts and omissions of public officials and
employees now prescribed in the Constitution and existing laws, the following shall constitute prohibited
acts and transactions of any public official and employee and are hereby declared to be unlawful:
(a) Financial and material interest. - Public officials and employees shall not, directly or indirectly,
have any financial or material interest in any transaction requiring the approval of their office.
(b) Outside employment and other activities related thereto. - Public officials and employees during
their incumbency shall not:
(1) Own, control, manage or accept employment as officer, employee, consultant, counsel,
broker, agent, trustee or nominee in any private enterprise regulated, supervised or licensed by
their
office
unless
expressly
allowed
by
law;
(2) Engage in the private practice of their profession unless authorized by the Constitution or
law, provided, that such practice will not conflict or tend to conflict with their official functions;
or
(3) Recommend any person to any position in a private enterprise which has a regular or
pending official transaction with their office.
These prohibitions shall continue to apply for a period of one (1) year after resignation, retirement, or
separation from public office, except in the case of subparagraph (b) (2) above, but the professional
concerned cannot practice his profession in connection with any matter before the office he used to
be
with,
in
which
case
the
one-year
prohibition
shall
likewise
apply.
(c) Disclosure and/or misuse of confidential information. - Public officials and employees shall not use
or divulge, confidential or classified information officially known to them by reason of their office and
not made available to the public, either:
(1)

To

further

their

private

interests,

or

give

undue

advantage

to

anyone;

or

(2) To prejudice the public interest.

(d) Solicitation or acceptance of gifts. - Public officials and employees shall not solicit or accept,
directly or indirectly, any gift, gratuity, favor, entertainment, loan or anything of monetary value from
any person in the course of their official duties or in connection with any operation being regulated
by, or any transaction which may be affected by the functions of their office.
As to gifts or grants from foreign governments, the Congress consents to:

(i) The acceptance and retention by a public official or employee of a gift of nominal value
tendered
and
received
as
a
souvenir
or
mark
of
courtesy;
(ii) The acceptance by a public official or employee of a gift in the nature of a scholarship or
fellowship
grant
or
medical
treatment;
or
(iii) The acceptance by a public official or employee of travel grants or expenses for travel
taking place entirely outside the Philippine (such as allowances, transportation, food, and
lodging) of more than nominal value if such acceptance is appropriate or consistent with the
interests of the Philippines, and permitted by the head of office, branch or agency to which he
belongs.
The Ombudsman shall prescribe such regulations as may be necessary to carry out the purpose of
this
subsection,
including
pertinent
reporting
and
disclosure
requirements.
Nothing in this Act shall be construed to restrict or prohibit any educational, scientific or cultural
exchange programs subject to national security requirements.
Section 8. Statements and Disclosure. - Public officials and employees have an obligation to accomplish
and submit declarations under oath of, and the public has the right to know, their assets, liabilities, net
worth and financial and business interests including those of their spouses and of unmarried children
under eighteen (18) years of age living in their households.
(A) Statements of Assets and Liabilities and Financial Disclosure. - All public officials and employees,
except those who serve in an honorary capacity, laborers and casual or temporary workers, shall file
under oath their Statement of Assets, Liabilities and Net Worth and a Disclosure of Business Interests
and Financial Connections and those of their spouses and unmarried children under eighteen (18)
years
of
age
living
in
their
households.
The two documents shall contain information on the following:
(a) real property, its improvements, acquisition costs, assessed value and current fair market
value;
(b)

personal

property

and

acquisition

cost;

(c) all other assets such as investments, cash on hand or in banks, stocks, bonds, and the like;
(d)

liabilities,

and;

(e) all business interests and financial connections.

The documents must be filed:
(a)
(b)

within
on

thirty
or

before

(30)

days

April

30,

after
of

every

assumption
year

of
thereafter;

office;
and

(c) within thirty (30) days after separation from the service.
All public officials and employees required under this section to file the aforestated documents shall
also execute, within thirty (30) days from the date of their assumption of office, the necessary
authority in favor of the Ombudsman to obtain from all appropriate government agencies, including
the Bureau of Internal Revenue, such documents as may show their assets, liabilities, net worth, and
also their business interests and financial connections in previous years, including, if possible, the
year
when
they
first
assumed
any
office
in
the
Government.
Husband and wife who are both public officials or employees may file the required statements jointly
or
separately.
The Statements of Assets, Liabilities and Net Worth and the Disclosure of Business Interests and
Financial Connections shall be filed by:
(1) Constitutional and national elective officials, with the national office of the Ombudsman;
(2) Senators and Congressmen, with the Secretaries of the Senate and the House of
Representatives, respectively; Justices, with the Clerk of Court of the Supreme Court; Judges,
with the Court Administrator; and all national executive officials with the Office of the President.
(3) Regional and local officials and employees, with the Deputy Ombudsman in their respective
regions;
(4) Officers of the armed forces from the rank of colonel or naval captain, with the Office of the
President, and those below said ranks, with the Deputy Ombudsman in their respective regions;
and
(5) All other public officials and employees, defined in Republic Act No. 3019, as amended, with
the Civil Service Commission.
(B) Identification and disclosure of relatives. - It shall be the duty of every public official or employee to
identify and disclose, to the best of his knowledge and information, his relatives in the Government in the
form,
manner
and
frequency
prescribed
by
the
Civil
Service
Commission.
(C) Accessibility of documents. - (1) Any and all statements filed under this Act, shall be made available for

inspection at reasonable hours.

(2) Such statements shall be made available for copying or reproduction after ten (10) working days
from
the
time
they
are
filed
as
required
by
law.
(3) Any person requesting a copy of a statement shall be required to pay a reasonable fee to cover
the cost of reproduction and mailing of such statement, as well as the cost of certification.
(4) Any statement filed under this Act shall be available to the public for a period of ten (10) years
after receipt of the statement. After such period, the statement may be destroyed unless needed in
an ongoing investigation.
(D) Prohibited acts. - It shall be unlawful for any person to obtain or use any statement filed under this Act
for:
(a)
any
purpose
contrary
to
morals
or
public
policy;
or
(b) any commercial purpose other than by news and communications media for dissemination to the
general public.
Section 9. Divestment. - A public official or employee shall avoid conflicts of interest at all times. When a
conflict of interest arises, he shall resign from his position in any private business enterprise within thirty
(30) days from his assumption of office and/or divest himself of his shareholdings or interest within sixty
(60)
days
from
such
assumption.
The same rule shall apply where the public official or employee is a partner in a partnership.
The requirement of divestment shall not apply to those who serve the Government in an honorary
capacity
nor
to
laborers
and
casual
or
temporary
workers.
Section 10. Review and Compliance Procedure. - (a) The designated Committees of both Houses of the
Congress shall establish procedures for the review of statements to determine whether said statements
which have been submitted on time, are complete, and are in proper form. In the event a determination is
made that a statement is not so filed, the appropriate Committee shall so inform the reporting individual
and direct him to take the necessary corrective action.
(b) In order to carry out their responsibilities under this Act, the designated Committees of both
Houses of Congress shall have the power within their respective jurisdictions, to render any opinion
interpreting this Act, in writing, to persons covered by this Act, subject in each instance to the
approval by affirmative vote of the majority of the particular House concerned.
The individual to whom an opinion is rendered, and any other individual involved in a similar factual
situation, and who, after issuance of the opinion acts in good faith in accordance with it shall not be
subject
to
any
sanction
provided
in
this
Act.
(c) The heads of other offices shall perform the duties stated in subsections (a) and (b) hereof insofar
as their respective offices are concerned, subject to the approval of the Secretary of Justice, in the
case of the Executive Department and the Chief Justice of the Supreme Court, in the case of the
Judicial Department.
Section 11. Penalties. - (a) Any public official or employee, regardless of whether or not he holds office or
employment in a casual, temporary, holdover, permanent or regular capacity, committing any violation of
this Act shall be punished with a fine not exceeding the equivalent of six (6) months' salary or suspension
not exceeding one (1) year, or removal depending on the gravity of the offense after due notice and
hearing by the appropriate body or agency. If the violation is punishable by a heavier penalty under
another law, he shall be prosecuted under the latter statute. Violations of Sections 7, 8 or 9 of this Act
shall be punishable with imprisonment not exceeding five (5) years, or a fine not exceeding five thousand
pesos (P5,000), or both, and, in the discretion of the court of competent jurisdiction, disqualification to
hold public office.
(b) Any violation hereof proven in a proper administrative proceeding shall be sufficient cause for
removal or dismissal of a public official or employee, even if no criminal prosecution is instituted
against
him.
(c) Private individuals who participate in conspiracy as co-principals, accomplices or accessories, with
public officials or employees, in violation of this Act, shall be subject to the same penal liabilities as
the
public
officials
or
employees
and
shall
be
tried
jointly
with
them.
(d) The official or employee concerned may bring an action against any person who obtains or uses a
report for any purpose prohibited by Section 8 (D) of this Act. The Court in which such action is
brought may assess against such person a penalty in any amount not to exceed twenty-five thousand
pesos (P25,000). If another sanction hereunder or under any other law is heavier, the latter shall
apply.
Section 12. Promulgation of Rules and Regulations, Administration and Enforcement of this Act. - The
Civil Service Commission shall have the primary responsibility for the administration and enforcement of
this Act. It shall transmit all cases for prosecution arising from violations of this Act to the proper
authorities for appropriate action: Provided, however, That it may institute such administrative actions and
disciplinary measures as may be warranted in accordance with law. Nothing in this provision shall be
construed as a deprivation of the right of each House of Congress to discipline its Members for disorderly
behavior.
The Civil Service Commission is hereby authorized to promulgate rules and regulations necessary to carry
out the provisions of this Act, including guidelines for individuals who render free voluntary service to the
Government. The Ombudsman shall likewise take steps to protect citizens who denounce acts or
omissions
of
public
officials
and
employees
which
are
in
violation
of
this
Act.

Section 13. Provisions for More Stringent Standards. - Nothing in this Act shall be construed to derogate
from any law, or any regulation prescribed by any body or agency, which provides for more stringent
standards
for
its
official
and
employees.
Section 14. Appropriations. - The sum necessary for the effective implementation of this Act shall be
taken from the appropriations of the Civil Service Commission. Thereafter, such sum as may be needed for
its continued implementation shall be included in the annual General Appropriations Act.
Section 15. Separability Clause. - If any provision of this Act or the application of such provision to any
person or circumstance is declared invalid, the remainder of the Act or the application of such provision to
other
persons
or
circumstances
shall
not
be
affected
by
such
declaration.
Section 16. Repealing Clause. - All laws, decrees and orders or parts thereof inconsistent herewith, are
deemed repealed or modified accordingly, unless the same provide for a heavier penalty.
Section 17. Effectivity. - This Act shall take effect after thirty (30) days following the completion of its
publication in the Official Gazette or in two (2) national newspapers of general circulation.
Approved, February 20, 1989.

LEGAL BASES OF PHILIPPINE EDUCATION (LIST OF LAWS, ACTS AND DECREES)

LIST OF LAWS, ACTS AND DECREES AS LEGAL BASES OF PHILIPPINE EDUCATION
Act #74-enacted in January 21, 1901. It provides for the establishment of Department of Public Instruction and establishment of PCAT now
TUP and PNS now PNU
Act #1870 founding of UP (June 18, 1908)
Act #2706 Private School Law (enacted March 10, 1917)
Commonwealth Act #1- preparatory military training shall begin in Elementary grade school at age 10. This act was amended by PD 1706
(August 8, 1980) requiring all citizens to render civil welfare service, law enforcement service and military service.

Commonwealth Act #80- (October 26, 1936) established the Office of Adult Education (vocational training in an effort to eliminate illiteracy)
Commonwealth Act#578 (June 8, 1940) conferred the status of PERSONS IN AUTHORITY upon teachers
Commonwealth Act #586 Education Act of 1940-reduction of number of years in elementary (from 7 to 6), fixing school entrance age 7 years
old, national support of elementary education, compulsory attendance in the primary grades for all children enrolled in grade one, introduction
of double single session
Commonwealth Act #589-(August 19, 1940) established school rituals in private and public schools
RA #137 (June 14, 1947) enacted the Board of Textbooks

 RA #896 (June 20, 1953) Elementary Education Act of 1953. This law repealed Commonwealth Act #586 (restoration of grade 7, abolition of
double single session, compulsory completion of elementary, compulsory enrolment of children in public school upon reaching 7 years old)
RA #1124 (June 16, 1954) created the Board of National Education
RA #1265 (June 11, 1955) compulsory daily flag ceremony in all educational institutions
RA #1425 (June 12, 1956) teaching life, works and writings of Rizal especially Noli and Fili in all public and private schools
RA #4760 (June 18, 1966) Magna Cart of Public School Teachers
RA #1079 (June 15, 1959) provided that civil service eligibility shall be permanent and valid lifetime
RA #6655 (May 25, 1988) Free Public Secondary Act of 1988
RA #7722 (May 18, 1994) created CHED
RA #7743 (June 17, 1994) established public libraries and reading centers in every barangay
RA #7784 (August 4, 1994) established Centers of Excellence and Teachers Education Council
RA #7796 (August 25, 1994) established TESDA
RA #7836 (December 16, 1994) Phil Teachers Professionalization Act (supercedes PBET)
RA #7877 (February 14, 1995) Anti-Sexual Harassment Act
EO #27 (July 4, 1986) inclusion of human rights courses or subjects
EO #189 (June 10, 1987) Basic Salary and COLA of public school teachers will be paid for by national government
PD 6-A-(September 29, 1972) Education Development Decree of 1972
PD 146-(March 9, 1972) NCEE (superceded by RA7731 on June 2, 1994)
PD 688-(April 22, 1975) gave power to CSC the authority to give appropriate exam to all public school teachers
PD 907-(March 11, 1976) all honor graduates of colleges and universities are granted civil service eligibility
PD 1006 (September 22, 1976) PBET
DECS Order #30 s 1993- NEAT
DECS Order #30 s 1994- NSAT
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Education System in the Philippines

Educatio
n

Primary

School/Level

Paaralang
Elementarya

Seconda

Paaralang

ry

Sekundarya

Grade
From

Grad
e To

Age
From

Age
To

Year
s

Notes

Elementary school covers the first six years of compulsory education (grades
1

12

16) informally divided into 3 years of primary level and 3 years of

intermediate level.

Secondary education consists of four levels largely based on the American

1

12

17

schooling system. DepEd (Department of Education) specifies a compulsory

curriculum for all secondary schools, public and private.

Technical and vocational education is offered by government operated or

Vocation
al

Bokasyonal na

private institutions often called colleges. Programs duration varies from a few

Edukasyon at

weeks to 3 years. upon the graduation from most of the programs students

Pagsasanay

may take TESDA (Technical Education and Skills Authority) examination to

receive an appropriate certificate or diploma.

Tertiary

University/College -

Higher Education is governed by the Commission on Higher Education (CHED)

Undergraduate

that was created on May 18, 1994 through the passage of Republic Act No.

Level

7722, or the Higher Education Act of 1994. The creation of CHED was part of
a broad agenda of reforms on the countrys education system outlined by the
Congressional Commission on Education (EDCOM) in 1992. Part of the
reforms was the trifocalization of the education sector into three governing

Educatio
n

Grade
From

School/Level

Grad
e To

Age
From

Age
To

Year
s

Notes

bodies: the CHED for tertiary and graduate education, the Department of
Education (DepEd) for basic education and the Technical Education and Skills
Development Authority (TESDA) for technical-vocational and middle-level
education.

Tertiary

University/College Graduate Level

Primary Education
Paaralang Elementarya or elementary education is the first part of the educational system, and it includes the first six years of compulsory education from
grade 1 to 6, with an optional 7th grade offered by some schools. Major subjects include maths, science, English, Filipino and social sciences. Optional subjects
include music, arts, physical education, and health. Private school students may select subjects from a wider curriculum including religious instruction in the
dogma

of

their

choice.

Until 2004, primary students traditionally sat for the National Elementary Achievement Test (NEAT) administered by the Department of Education, Culture and
Sports (DECS). However, the scores obtained by students in the NEAT were not used as a basis for their admission into Secondary school.
During 2004, when DECS was officially converted into the Department of Education (DepEd), and as a result of reorganization, the NEAT was changed to
National Achievement Test (NAT) by the Department of Education (DepEd). Students from both public and private elementary schools take this exam to
measure a school's competency. As of 2006, only private schools have entrance examinations for Secondary school.

Middle Education
Middle school education is a part of Primary (or Elementary) Education

Secondary Education
Secondary education known as Paaralang Sekundarya comprises 4 grades that have changed little since the second world war. The curriculum is prescribed for
both private and state schools. Core subjects are as follows:

Year 1 - Filipino 1, Algebra 1, Integrated Science, English 1, Phillipine History

Year 2 - Filipino 2, Algebra 2, Biology, English 2, Asian History

Year 3 - Filipino 3, Geometry, Chemistry, World History, Geography

Year 4 - Filipino 4, Calculus, Trigonometry, Physics, Literature, Economics

Minor optional subjects include Health, Music, Arts, Physical Education, Home Economics and Technology. Selected schools present additional subjects. Total
secondary school numbers exceed 5.5 million.

Vocational Education
Accredited mainly private institutions known as colleges offer technical and vocational education. Programs offered vary in duration from a few weeks to twoyear diplomas. On completion students may take centrally-administered examinations to obtain their diploma or certificate.
Vocational colleges dont usually require an entrance examination, only a record of high school education and an enrollment fee.

Tertiary Education

Most institutions of higher learning are regulated by the commission for higher education.
Colleges typically offer 1 or more specialized programs while universities must offer at least 8 different undergraduate degree programs in a wide array of
subjects and at least 2 graduate programs.
Public universities are all non-sectarian and offer a wide-range of programs, with English as a medium of instruction. Public universities are government
funded, with the largest, the University of the Philippines, receiving the substantial portion of the annual budget.
There are also a number of private tertiary institutions, sectarian or non-sectarian as well as for-profit or not-for-profit. Most private institutions are Catholic
non-profit organizations.
Most universities offer 4 year degree programs with 2 semesters per year.

Education in the Philippines

By Nick Clark, Editor WENR

INTRODUCTION

The Philippine education system has been heavily influenced by its colonial history, which has included periods of Spanish, American and Japanese rule and occupation. During the
period of American colonization, beginning in 1898, English was instituted as the language of instruction and a public school system was established, administered by a Department of
Instruction, and modeled on the US system.
A number of colleges and universities were established primarily to train teachers, although in 1908 the University of the Philippines was chartered as the nations first comprehensive
public university. Primary education through grade seven was funded by the government and free to all. Private universities and colleges were also established during this period.
The United States has left the largest imprint on the education system, which can be discerned in a number of ways. One is the Philippines extensive and relatively inclusive, system
of higher education, to which access is widely available (comparative to other Southeast Asian nations). Today the United States continues to influence the education system, with
many Philippine academics having earned graduate degrees from U.S. universities.
The Philippines has long been a leader in the region with respect to achievements in education, and by 1970, the Philippines had achieved universal primary enrollment. Early
successes, however, mask a long-term deterioration in quality, and the national figures obscure wide regional differences. In Manila, close to 100 percent of students finish primary
school, whereas in Mindanao and Eastern Visayas less than 30 percent of students finish. A recent study showed that many Filipino children between 9 and 14 in mathematics,
science and reading were two standard deviations below the international mean. Not surprisingly, urban/rural differences were especially pronounced (World Bank, 1999). The United
Nations found that the Philippines was the only country in the region for which the youth literacy rate decreased between 1990 and 2004, from 97.3 percent to 95.1 percent (United
Nations, The Millennium Development Goals Report 2006).
Structure
Education is offered through formal and non-formal systems. The number of years of formal schooling in the Philippines is one of the shortest in the world. The educational ladder has
a 6+4+4 structure, (i.e., six years of elementary education, four years of secondary education, and typically four years to gain a bachelors degree).
The academic school year in the Philippines starts in June and ends in March, covering a period of 40 weeks. Institutions of higher education operate on a semester system with an
optional summer semester. Education is compulsory from age seven to 12, covering the first six grades of education.
English was the official language of instruction from 1935 to 1987. The new constitution of 1987 prescribed that both Pilipino (Tagalog) and English are the official languages of
communication and instruction. English continues to be widely used from the higher primary level onwards, owing to a dearth of materials and resources in Pilipino, as well as a

shortage of Pilipino-speaking teachers. This is especially true in vocational and technical fields.
The administration and supervision of the school system is the responsibility of theDepartment of Education, which has an office in each of the 13 regions of the country. Historically,
the Government has been unable to fund the whole education system and has concentrated resources on the primary sector. Consequently, over 90 percent of enrollments at the
primary level are in public schools; whereas, at secondary schools that number is less than 79 percent (Department of Education, 2008), and at the tertiary level over 89 percent of
institutions are private, representing 66 percent of enrollments (Commission on Higher Education, 2005), where the quality of programs ranges from high to marginal. A discussion of
the accreditation process in the Philippines can be found in the Higher Education section of this profile.

PRIMARY EDUCATION
Primary education is compulsory and is six years in duration, divided into a four-year primary cycle and a two-year intermediate cycle. Children generally begin first grade at six or
seven years of age; however, private schools often operate a seven-year curriculum starting a year earlier. Students are annually promoted from one grade to the next provided that
they meet the achievement standards set for the grade. Students are rated in every subject four times during the year. A cumulative rating system is used as the basis for promotion.
The pass grade is 75 percent. In grades one and two, the medium of instruction is generally in the local dialect, of which there are more than 170 nationally, with English and Pilipino
taught as second languages. From third grade onwards, mathematics and science are taught in English with the social sciences and humanities taught in Pilipino.
After satisfactorily completing the six-year elementary curriculum, students receive a certificate of graduation from the elementary school. No examination is required for admission to
public secondary schools.
Primary
Duration: Four years (grades I IV, age six to 11).
Intermediate
Duration: Two years (grades V VI, age 11 to 13).
Curriculum: Core subjects: Language arts (Pilipino, English and local dialect), mathematics, health and science.
Makabayan* subjects: In grades I III students study civics and culture, in grades IV VI students study music, arts and physical education; home economics and livelihood; and
social studies. Values education and good manners and right conduct are integrated in all learning areas.
* Makabayan is described by the ministry as a learning area that serves as a practice environment for holistic learning to develop a healthy personal and national self-identity. Ideally,
it entails the adoption of modes of integrative teaching that will enable the student to process and synthesize a wide range of skills and values (cultural, aesthetic, athletic, vocational,
politico-economic, and ethical).
Leaving Certificate: The Certificate of Graduation is awarded to students who complete six years of primary education.

SECONDARY EDUCATION
Private schools enroll a much higher percentage of students at the secondary level than at the elementary level. Approximately 46 percent of the nations secondary schools are
private enrolling about 21 percent of all high school students (Department of Education, 2008).
There are two main types of secondary schools: the general secondary school, which enroll more than 90 percent of all high school students, and the vocational secondary school. In
addition, there are also science secondary schools for students who have demonstrated a particular gift in science at the primary level. Vocational high schools differ from general high
schools in that they have a heavier concentration of vocationally oriented training and practical arts.
As in primary school, secondary school students are rated four times a year. If a student fails to get a final rating of 75 percent or more in a particular subject, he or she repeats the
subject the next year, but is, nevertheless, promoted to the next grade. A certificate is issued to secondary school graduates.
Duration: Four years (grades VII X, age 13 to 17)
Entrance Requirement: Admission to public school is automatic for those who have completed six years of primary school. Some private secondary schools have competitive entrance
requirements based on an entrance examination. Entrance to science high schools is also by competitive examination.
General High Schools
Curriculum: Communication arts (English and Pilipino), social studies (including anthropology, Philippine history and government, economics, geography and sociology), mathematics,
science and technology, youth development training (including physical education, health education, music and citizen army training), practical arts (including home economics,
agriculture & fisheries, industrial arts, and entrepreneurship), values education and some electives including both academic and vocational subjects.
Vocational High Schools
Secondary vocational schools offer a higher concentration of technical and vocational subjects in addition to the core academic subjects studied by students at general high schools.
These schools tend to offer technical and vocational instruction in one of five main fields: agriculture, fishery, trade-technical, home industry, and non-traditional courses while offering
a host of specializations.
Curriculum: During the first two years, students study a general vocational area (see above). During the third and fourth years they specialize in a discipline or vocation within that
area. For example, a student may take two years of general trade-technical courses followed by two years specialization in cabinet making. Programs contain a mixture of theory and
practice.
Science High Schools
The Philippine Science High School System is a specialized public system that operates as an attached agency of the Philippine Department of Science and Technology. There are a
total of nine regional campuses, with the main campus located in Quezon City. Students are admitted on a selective basis, based on the results of the PSHS System National
Competitive Examination. Graduates of the PSHS are bound by law to major in the pure and applied sciences, mathematics, or engineering upon entering college.
Curriculum: As well as following the general secondary curriculum, there are advanced classes in science and mathematics.
Leaving Certificate: Students who successfully complete a minimum of four years of secondary education usually receive a Diploma (Katibayan) from their high school and, in
addition, are awarded the secondary school Certificate of Graduation(Katunayan) by the Department of Education. Students are also awarded aPermanent Record, or Form 137A, listing all classes taken and grades earned.
SECONDARY SCHOOL GRADING SCALE
Percentage
95-100
90-94
85-89
80-84

Alpha

WES Grading Scale

A
B+
B
B-

A
B+
B
B-

75-79
0-74

C
F

C
F

HIGHER EDUCATION
In academic year 2004/05 there were 1,619 institutions of higher education (CHED, 2005) registered in the Philippines, of which 1,443 (89 percent) were in the private sector. In the
same year total post-secondary enrollments amounted to 2,402,315 students (of whom 66 percent were in the private sector).
Public institutions of higher education include 111 chartered state universities and colleges (with 271 satellite campuses), 50 local universities and colleges, 9 other government
schools (usually technical, vocational and education training institutions offering higher-education programs), five special institutions (mainly providing training in areas such as military
science and national defense), and one Commission on Higher Education (CHED)-supervised post-secondary education institutions (CHED 2005).
Prior to 1994, the supervision of tertiary schools was the responsibility of the Bureau of Higher Education, a division of the former Department of Education, Culture and Sports. With
the passage of the Higher Education Act in 1994, an independent government agency, the Commission on Higher Education (CHED) was created to exercise general supervision and
control over all colleges and universities both public and private in the country. The commission regulates the establishment or closure of private higher education institutions,
their program offerings, curricular development, building specifications and tuition fees. Private universities and colleges follow the regulations and orders of CHED, although a select
few are granted autonomy or deregulated status in recognition of their committed service through quality education and research when they reach Level III accreditation (see below).
In 1995, legislation was passed providing for the transfer of supervision of all non-degree, technical and vocational education programs from the Bureau of Vocational Education, also
under the control of the Department of Education, to another new and independent agency, the Technical Education and Skills Development Authority(TESDA). The establishment of
TESDA has increased emphasis on and support for non-degree vocational education programs.
In addition to regulating higher education, CHED is also responsible for developing policies to support quality improvement in the higher educational system. As a matter of policy,
CHED encourages institutions to seek accreditation and provides a number of incentives in the form of progressive deregulation, grants and subsidies to institutions with accredited
programs. However, all educational programs can operate legally if they have government recognition in the form of applying for and receiving a grant of authority and official
recognition to operate. Government recognition should not, however, be confused with accreditation.
A CHED database of higher education institutions and programs is available HERE.
Accreditation
The voluntary accreditation system is modeled on the regional accreditation system employed in the United States, although only program evaluations and not institutional evaluations
are performed. Four accreditation associations, recognized by the Department of Education and organized into a federal system, encourage private institutions to raise the level of
their programs above the minimal standard: the Association of Christian Schools, Colleges and Universities Accrediting Agency Incorporated (ACSCU-AAI); the Philippine Accrediting
Association of Schools, Colleges and Universities (PAASCU); the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA); and the Accrediting
Agency of Chartered Colleges and Universities of the Philippines (AACCUP). With the exception of AACCUP, the accrediting agencies collectively constitute a federation, the
Federation of Accrediting Agencies of the Philippines (FAAP), which coordinates and certifies the activities of the individual agencies. In 2007, only 386 of 2,036 institutions (19
percent), both public and private, had pursued accreditation. A total of 2,274 programs were accredited (CHED, 2007). A voluntary accreditation system in the technical and vocational
sector is currently being implemented by the Technical and Vocational Education Accrediting Agency of the Philippines (TVEAAP).
There are four levels of accreditation. As defined by CHED, Level I gives applicant status to schools that have undergone a preliminary survey and are certified by FAAP as capable of
acquiring accredited status within two years. Institutions with programs accredited at Level II receive full administrative deregulation and partial curricular autonomy, including priority
in funding assistance and subsidies for faculty development. Programs with Level III accredited status are granted full curricular deregulation, including the privilege to offer distance
education programs. Level IV institutions are eligible for grants and subsidies from the Higher Education Development Fund and are granted full autonomy from government
supervision and control. Level IV accreditation is reserved for academic programs considered to be comparable in quality to those of internationally renowned universities. In 2003,
there was only one institution in the country whose programs had been granted Level IV status De La Salle University (Pijano, 2003).

UNIVERSITY HIGHER EDUCATION

The structure of the tertiary system in the Philippines in terms of awards and style of programs offered at Philippine universities strongly resembles the US higher-education system.
Admission Requirements
Entrance to universities and other institutions of higher education is dependent on the possession of a high school Certificate of Graduation and in some cases on the results of
the National Secondary Achievement Test (NSAT), or in many colleges and universities the results of their own entrance examinations. The NSAT is administered to fourth-year high
school students to gauge the quality of the individual institutions they are attending, it was not designed or intended as an admission test, but has nonetheless served that purpose for
some institutions. Privately administered testing programs through the Center for Educational Measurement (CEP) are also widely used by colleges for admissions purposes. The two
most common ones are the College Scholastic Aptitude Test (CSAT) and the Admission Test for Colleges and Universities (ATCU). From 1973 to 1994, the National College Entrance
Examination (NCEE) was used for admission to post-secondary degree programs; it was abolished and replaced by the NSAT because it was considered by many not to be
discriminative enough. The Philippine Education Placement Test (PEPT) is a national examination designed to evaluate the grade level of students returning to the school system or
seeking admission to college based on knowledge and skills gained through formal and non-formal methods.
Programs and Degrees
Stage I
Bachelors (Batsilyer) degree programs are a minimum of four years in length. During the first two years of study, students are required to take general education courses (63 credits),
with courses counting towards the major usually being undertaken in the last two years of the program. Some institutions offer five-year programs in science, pharmacy and
agriculture (200 credits). Engineering, architecture (226 credits) and music programs normally require five years of study.
Some institutions offer a two-year (generally 70 credit) Associate (Asoyado) degree program, usually in arts, science or commerce. Graduates of these programs can, if desired,
transfer into the last two years of a bachelor degree program. An increasingly popular associate and certificate program is midwifery and the sole tertiary-level credential in the field is
the two-year Graduate in Midwifery certificate. A four-year Bachelor of Science in Nursing (BSN) is the sole entry-level degree for nursing. Graduates are required to then take
licensing examinations.
The post-secondary programs leading to the Doctor of Dental Medicine and Doctor of Veterinary Medicine normally require six years of study, usually involving two years of
appropriate preliminary studies and four years of specialized studies.
Stage II
Master of Art/Science (Masterado, Dalubhasa, or Kadalubhasaan) degrees usually require two years of full-time study and a minor thesis or comprehensive examinations. The
entrance requirement for most master degree programs is a bachelor degree in an appropriate discipline, with an average grade equal to or better than 2.00, 85 percent or B. Some
professional degrees, such as law and medicine are undertaken following a first bachelor degree.
The first degree awarded in medicine is the Doctor of Medicine (M.D.), which generally requires that students study basic medical sciences for the first two years followed by two
years in clinical rotation. This is generally followed by a one-year internship, after which graduates take the licensing examination and, as appropriate, three to five years residency
(for specialization). All students seeking admission to medical programs must attain a passing score on the National Medical Admission Test (NMAT) as established by each institution.
The Bachelor of Laws (LL.B or L.I.B) also requires four years of study following the first degree. The Juris Doctor (J.D.) requires an additional eight units (2-4 classes) of
coursework and a thesis beyond the requirements for the LL.B. Students of both programs are expected to complete an internship of not more than 12 months, completion of which
combined with completion of the LL.B/J.D. qualifies them to take the bar examination administered by the Supreme Court.

A few universities offer four-year masters programs that build on a four-year bachelors degree for veterinary medicine, rather than the usual six-year program (see above).
Stage III
Doctor of Philosophy (Doktor sa Pilospiya) programs often involve a substantial amount of coursework, while the dissertation may comprise as little as a quarter or a fifth of the total
credits. Ph.D programs usually require two or three years of full-time study beyond the master's degree. Programs that require primarily coursework without original research
emphasis, and usually without a major dissertation, award professional degrees identified specifically as Doctor of the programs disciplinary field, such as Doctor of
Education (Ed.D.), Public Health (D.P.H.) and others. The entrance requirement is usually a master degree, with an average grade of 2.00 or B.
Two academic degrees in law are offered in addition to the first professional degrees: the two-year Master of Law (LL.M) and the three-year Doctor of Civil Laws (D.C.L). Both
require a J.D. or LL.B for admission.
Academic Credit System
Degree programs at all colleges and universities are weighted according to a system of instructional units based on class hours where one unit of instruction equals one hour of
lectures or three hours of lab work per week. Typically, courses are three units in value and require 54 hours of classroom instruction over an 18-week semester. Four-year bachelor
degree programs in the arts and sciences require a minimum of 120 units for graduation, although the minimum at many schools is likely to be 140 to 160 units. Some programs may
require as many as 185 units.

NON-UNIVERSITY HIGHER EDUCATION

Technical and vocational schools and institutes offer programs in a variety of fields, including agriculture, fisheries, technical trades, trade technical education, hotel and restaurant
management, crafts, business studies, secretarial studies, and interior and fashion design. The entry requirement is a high school diploma, and entrance examinations are generally
not required. Postsecondary programs lead to either a certificate (often entitled a Certificate of Proficiency) or a diploma. The Professional Regulation Commission regulates
programs for 38 different professions and administers their respective licensure examinations.
Programs and Degrees
Credentials are awarded by individual institutions and authorized by TESDA. TESDA has (recently) established a process called the Technical Occupation Qualification and
Certification System (TOQCS) through which standards are set for a specific set of craft/trade-level qualifications based upon the type of program and occupational skill level involved.
All technical credentials are referred to as certificates and are awarded after the successful passing of standardized examinations administered by TESDA. The National
Certificates generally require a program of study of between one and two years. There are a series of tests that lead to certifications on a four-step ladder (Level I, II, III and
Technician or Master Craftsman). All four levels do not exist in all occupational categories. Technical and vocational institutions label their credentials by a wide variety of titles in a
particular field, these include diploma, associate, graduate or craftsman.
Some technical institutes are authorized to award bachelor degrees in a similar range of subjects to those of technical and vocational schools. Community colleges offer two-year
programs leading to an Associate Degree in a range of vocational areas.
A list of TESDA-recognized technical and vocational schools and programs is available HERE.

TEACHER EDUCATION
In general, elementary-level teachers must hold a minimum of a Bachelors Degree in Elementary Education (B.E.Ed), while preschool teachers must have at least six units of preprimary education. At the secondary level, the basic qualification is a Bachelors Degree in Secondary Education (B.S.Ed), or a bachelors degree in another area with the addition
of at least 18 units in professional education. All these programs are four years in length.
WES GRADING SCALE
Scale 1
1.00-1.50
1.75-2.25
2.5-3.00
4
5

Scale 2
91-100
85-90
75-84
0-74

WES Equivalency (U.S)

A
B
C
*
F

* May represent a conditional failure or a conditional pass. Grading scale may vary. Please refer to grading scale on transcript

Editor's Note
This profile is an update of a profile that was originally published in the November/December 2004 issue of WENR.

SOURCES
International Bureau of Education Unesco. World Data on Education, Philippines. Last revised, August 2006 <http://www.ibe.unesco.org/en/access-by-country/asia-and-thepacific/philippines/profile-of-education.html>.
National Office of Overseas Skills Recognition (NOOSR). The Philippines: A Comparative Study. Canberra: Australian Government Publications Service, 1995.
PIER World Education Series. Philippines Workshop Report. Washington, DC: Projects for International Education Research, 2001.
Pijano, Concepcion. Import and Export of Higher Education: How to Sustain Quality Experience in the Philippines. Hong Kong: INQAAHE Asia Pacific Sub-Network Forum, January 2003.
United Nations, The Millennium Development Goals Report 2006
Vea, Reynaldo. Higher Education and Accreditation System in the Philippines. Bangkok: IEEE Conference on Engineering Accreditation Around the World, November 2004.
World Bank. Social Policy and Governance in the East Asia and Pacific Region: Education in the Philippines. November, 1999.

Philosophy of philiippine educationPresentation Transcript

1. THE PHILOSOPHY OF PHILIPPINE EDUCATION No one can step twice in the same river, for fresh waters are ever flowing in upon him

2. eading writing ithmetic R PRE-SPANISH PERIOD Education was informal, unstructured, and devoid of methods. Children were provided more
vocational training and less academics (3Rs) by their parents and in the houses of tribal tutors.

3. The tribal tutors were replaced by the Spanish Missionaries. Education: religion-oriented. for the elite. provided for the establishment of at least
one primary school for boys and girls in each town under the responsibility of the municipal government. (Educational Decree 1863) Establishment of
normal school for male teachers under the supervision on the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory.
Education during that period was inadequate, suppressed and controlled. SPANISH ERA

4. Education should be universal and free all regardless of sex, age, religion, and socio-economic status of the individual. The means of giving
people an orientation towards a democratic way of life. Carried out by the civilian teachers of English called Thomasites. AMERICAN ERA

5. Education was at its nadir, and was used as an instrument for indoctrinating the people to embrace Japanese Ideologies. Educational system
under the Japanese military government were articulated in Executive Order No. 2 issued on Feb. 17, 1942, by the Commander-in-Chief of the Japanese
Imperial Army. JAPANESE OCCUPATION

6. The educational philosophy was in accordance with the provisions of Article XIV Section 5 of the 1935 Constitution which provides that: All
educational institutions shall be under the supervision and subject to the regulation by the State. The government shall establish and maintain a complete
and adequate system of public education, and shall provide at least free primary instruction and citizenship training to adult citizens. All schools shall aim
moral character, and vocational efficiency and to reach the duties of citizenship. Optional religious instruction shall be maintained by law. Universities
established by the State shall enjoy academic freedom. The state shall create scholarship in arts, sciences, and letters for especially gifted citizens.
PHILIPPINE INDEPENDENCE

7. PROCLAMATION OF MARTIAL LAW As far as education concerned, the Marcos Constitution of 1973, Article XV Sec. 8 states that: All
educational institutions shall be under the supervision and subject to the regulation by the State. The State shall establish and maintain a complete,
adequate and integrated system of education relevant to the goals of national development, All institutions shall aim to inculcate love for country, teach the
duties of citizenship, and develop moral character, personal discipline and scientific and technological and vocational efficiency. The State shall maintain a
system of free public elementary education and in areas where finances permit, establish and maintain at least up to the secondary level. The state shall
provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarships for poor and deserving students.

8. EDUCATION ACT OF 1982 This was an act that provided for the establishment and maintenance of an integrated system of education.
CHAPTER 2 Rig hts Sec. 8. Rights of Parents Sec. 9. Right of Students in School. Sec. 10. Rights of all School Personnel. Sec. 11. Special Rights
and/or Privileges of Teaching or Academic Staff Sec. 12. Special Rights of School Administration. Sec. 13. Rights of Schools. CHAPTER 3 Duties and
Obligations Sec. 14. Duties of Parents. Sec. 15. Duties and Responsibilities of Students. Sec. 16. Teacher's Obligations. Sec. 17. School Administrators'
Obligations. Sec. 18. Obligations of Academic Non-Teaching Personnel. Sec. 2, This act shall apply to and govern both formal and non-formal system in
public and private schools in all levels of the entire educational system. Sec. 3. Declaration of Basic Policy.

9. MAINTENANCE OF QUALITY EDUCATION Voluntarily accreditation refers to the recognition of an educational program or, where applicable, of
an educational institution as processing certain standards of quality or excellence. Programs or institutions desiring to be accredited generally have to pass
through these stages: Applicant status a stage where an institution is officially listed by the accrediting agency as an applicant institution for a maximum
period of three years. Candidate status the period where an institution has already completed its preliminary survey and starts preparing for formal
survey. This usually lasts until the institutional is granted accreditation status which takes place between one or two years. Member institution this
distinction is granted to an institution who satisfies all the requirements for accreditation. This initial accreditation status lasts for three years. The
Education Act of 1982 has provided measures to maintain quality education. One of them is voluntarily accreditation.

10. PAASCU - Philippine Accrediting Association of Schools, College and Universities ACSC-AA - Association of Christian Schools and Colleges
Accrediting Association PACU-COA - Philippine Association of College and Universities-Commission on Accreditation. These existing accrediting agencies
comprise the Federation of Accrediting Agencies of the Philippines ( FAAP ), Several Accrediting Agencies

11. EDSA People Power Revolution on February 22-23, 1986 1987 Constitution which provided the present philosophy of education in the
Philippines as stated in Article XIV, Sec. 3 (2) thus: All educational institution shall inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character, and personal discipline, encourage critical and creative thinking broaden scientific and technological
knowledge and provide vocational efficiency. AQUINO ADMINISTRATION

12. THE 1987 CONSTITUTION OF THE PHILIPPINES The 1987 Constitution provides in Article XIV, Section 1 that the State shall protect and
promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.

13. ARTICLE XIV (1987 CONSTITUTION) EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS Sec. 2 (1) System of
education relevant to society. Sec. 2 (2) Free public education Sec. 2 (3) Scholarship program Sec. 2 (4) Non-formal, informal, and indigenous learning
Sec. 2 (5) Special education and adult education Sec. 3 (1) Optional religious instruction. 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 make such education accessible to all. Sec. 4 (1) State power over educational
institutions. Sec. 4 (2) Ownership and administration of schools Sec. 4 (3) Tax exemptions Sec. 5 (1) Regional and sectoral needs Sec. 5 (2) Academic
freedom Sec. 5 (2) Right of every citizen to select a profession. Sec. 5 (2) Right of teachers to professional growth.

14. EDUCATION FOR ALL (EFA) President Aquino has declared the period of 1990 1999 as the Decade of Education for All Education for All
encompasses four major programs Institutionalization of Early Childhood Care and Development (ECCD) Universalization of Quality Primary Education
(UQPE) Eradication of Illiteracy Continuing Education and Development

15. EDITORIAL (TEMPO, April 26, 2010 issue)

16. MEETING THE GOALS OF EDUCATION FOR ALL Due to the sustained implementation of education reforms, the Philippines is steadily moving
towards the Education for All (EFA) goal by 2015, the deadline set by the United Nations Educational, Scientific, and Cultural Organization (UNESCO).
The Six EFA goals which Philippines has committed itself include: expanding early childhood care and education; providing free and compulsory education
for all; providing learning and life skill to young people and adults; increasing adult literacy by 50 percent; achieving gender equality by 2015; and
improving the quality of education. EDITORIAL (TEMPO, April 26, 2010 issue)

17. The Philippines has been making sustained progress in education in the last few years. After a temporary decline, the Philippines has posted
modest but consistent gains since 2006. To increase enrolment and retention in school the education department has also strictly implemented the no
collection and no mandatory uniform policy

18. Some of the measures taken to address drop-outs 1. Project Reach which enlists the help of local government units in finding the school
children, reaching out to them, and keeping them in school. 2. Other schemes which provide learners with an array of alternative delivery modes of
learning for them to complete elementary and high school are: Drop-Out Reduction Program (DORP) MISOSA or Modified In-School and Off-School
Approach and IMPACT or Instructional Management by Parents Community and Teachers. Another intervention that has improved school retention is the
Pantawid Pamilyang Pilipino Program (4Ps) as centerpiece of the governments poverty reduction measure. Other programs currently being implemented
by the government under its poverty reduction thrusts which have direct impact on health and education are the Food for School and Essential Health Care
Package which was recently recognized internationally.

19. THE RAMOS ADMINISTRATION ONWARDS TO PHILIPPINES 2000 President Ramos stressed that the delivery of quality education to all the
people as mandated by the Constitution is the chief means to empower the masses. In another state of the nation address the President emphasized his
educational platform, summarized in these statements: If we are to develop, we must invest in our people . . . The most profitable human investment is in
basic education . . . We have to learn to talk of growth not in terms of statistics, but in terms of people . . . And invest in people, for it will take 110 years to
eradicate illiteracy, according to the findings of the department of education, if government does it alone.

20. THANK YOU.. REPORTER: MELGAZAR

Educational systemPresentation Transcript

1. THEEDUCATIONALCOMMUNITY

2. FORMAL SCHOOL

3. THE EDUCATIONALSYSTEMIN THE PHILIPPINES

4. THE EDUCATIONAL SYSTEM IN THEPHILIPPINES THE SYSTEM OF EDUCATION IN THE PHILIPPINES WASPATTERNED, BOTH FROM
THE EDUCATIONAL SYSTEMS OFSPAIN AND THE UNITED STATES. HOWEVER, AFTER THELIBERATION OF THE PHILIPPINES IN 1946, THE
SYSTEM HAVECHANGED RADICALLY AND MOVED AT ITS OWN.

5. THE EDUCATIONAL SYSTEM IN THEPHILIPPINES THE DEPARTMENT OF EDUCATION (DEPED) ADMINISTERSTHE WHOLE
EDUCATIONAL SYSTEM WHICH INCLUDES THEALLOCATION OF FUNDS UTILIZED FOR SCHOOL SERVICESAND EQUIPMENT (SUCH AS

BOOKS, SCHOOL CHAIRSETC.), RECRUITMENT OF TEACHERS FOR ALL PUBLIC IN THEPHILIPPINES, AND THE SUPERVISION AND
ORGANIZATION OFTHE SCHOOL CURRICULA.

6. THE EDUCATIONAL SYSTEM IN THEPHILIPPINES THE FORMER EDUCATION SYSTEM OF THE PHILIPPINES ISCOMPOSED OF SIX (6)
YEARS OF ELEMENTARY STARTING ATTHE AGE OF 6 OR 7 AND FOUR (4) OF HIGH SCHOOLEDUCATION STARTING AT THE AGE OF 12 OR 13.
IN THISSYSTEM, EDUCATION IS NOT COMPULSORY.

7. THE EDUCATIONAL SYSTEM IN THEPHILIPPINES HOWEVER, SINCE JUNE 4, 2012, DEPED STARTED TOIMPLEMENT THE NEW K TO 12
EDUCATIONAL SYSTEMWHICH INCLUDES THE NEW CURRICULA FOR ALL SCHOOLS.IN THIS SYSTEM, EDUCATION IS NOW COMPULSORY.

8. THE EDUCATIONAL SYSTEM IN THEPHILIPPINES ALL PUBLIC AND PRIVATE SCHOOLS IN THE PHILIPPINESMUST START CLASSES
FROM A DATE MANDATED BY THEDEPARTMENT OF EDUCATION (USUALLY EVERY FIRSTMONDAY OF JUNE FOR PUBLIC SCHOOLS ONLY)
AND MUSTEND AFTER EACH SCHOOL COMPLETES THE 200 DAYSCHOOL CALENDAR OF DEPED (USUALLY AROUND THETHIRD WEEK OF
MARCH TO THE SECOND WEEK OF APRIL).

9. HISTORICALDEVELOPMENT OF THEPHILIPPINEEDUCATIONAL SYSTEM

10. PRE-MAGELLANICTIMES

11. PRE MAGELLANIC TIMES READING, WRITING AND ARITHMETIC

12. EDUCATION OF THEANCIENT EARLYFILIPINOS

13. EDUCATION OF THE ANCIENT EARLYFILIPINOS INFORMAL AND UNSTRUCTURED.

14. EDUCATION OF THE ANCIENT EARLYFILIPINOS THE FATHERS TAUGHT THEIR SONS HOW TO LOOK FORFOOD AND OTHER MEANS
OF LIVELIHOOD.

15. EDUCATION OF THE ANCIENT EARLYFILIPINOS THE MOTHERS TAUGHT THEIR GIRLS TO DO THEHOUSEHOLD CHORES.

16. EDUCATION OF THE ANCIENT EARLYFILIPINOS THIS EDUCATION BASICALLY PREPARED THEIR CHILDRENTO BECOME GOOD
HUSBAND AND WIVES.

17. EDUCATION OF THE ANCIENT EARLYFILIPINOS EARLY FILIPINO ANCESTORS VALUED EDUCATION VERYMUCH.
18. EDUCATION OF THE ANCIENT EARLYFILIPINOS FILIPINO MEN AND WOMEN KNOW HOW TO READ AND WRITEUSING THEIR OWN
NATIVE ALPHABET CALLED ALIBATA. THEALIBATA WAS COMPOSED OF 17 SYMBOLS REPRESENTINGTHE LETTERS OF THE ALPHABET.
AMONG THESESEVENTEEN SYMBOLS WERE THREE VOWELS ANDFOURTEEN CONSONANTS.

19. SPANISH SYSTEM

20. SPANISH SYSTEM TRIBAL TUTORS WERE REPLACED BY THE SPANISHMISSIONARIES

21. SPANISH SYSTEM RELIGION - ORIENTED.

22. SPANISH SYSTEM FOR THE ELITE

23. SPANISH SYSTEM EDUCATIONAL DECREE OF 1863 ONE PRIMARY SCHOOLFOR BOYS AND GIRLS IN EACH TOWN

24. SPANISH SYSTEM NORMAL SCHOOL FOR MALE TEACHERS

25. SPANISH SYSTEM PRIMARY INSTRUCTION IS FREE AND COMPULSORY

26. SPANISH SYSTEM EDUCATION IS INADEQUATE, SUPPRESSED ANDCONTROLLED

27. SPANISH SYSTEM SUBJECTS OFFERED: READING, CHRISTIANDOCTRINE, WRITING, SPANISH, ARITHMETIC,
VOCAL/MUSIC,GEOGRAPHY, AGRICULTURE, HISTORY, NEEDLE WORKS(BOYS AND GIRLS)

28. REVOLUTIONARYGOVERNMENT

29. REVOLUTIONARY GOVERNMENT SCHOOLS WERE REOPENED ON AUGUST 29, 1898 BY THESECRETARY OF INTERIOR

30. REVOLUTIONARY GOVERNMENT THE BURGOS INSTITUTE IN MALOLOS, THE MILITARYACADEMY OF MALOLOS AND THE LITERARY
UNIVERSITY OFTHE PHILIPPINES WERE ESTABLISHED.

31. REVOLUTIONARY GOVERNMENT THE MALOLOS CONSTITUTION ESTABLISHED A SYSTEM OFFREE AND COMPULSORY
ELEMENTARY EDUCATION.

32. AMERICAN REGIME

33. AMERICAN REGIME SCHURMAN COMMISSION ADEQUATE SECULARIZED ANDFREE PUBLIC SCHOOL SYSTEM

34. AMERICAN REGIME TAFT COMMISSION AS PER INSTRUCTION OF PRESIDENTMCKINLEY FREE PRIMARY INSTRUCTION THAT
TRAINEDPEOPLE FOR THE DUTIES OF CITIZENSHIP AND AVOCATION.

35. AMERICAN REGIME ENGLISH IS THE MEDIUM OF INSTRUCTION

36. AMERICAN REGIME AMERICAN INFLUENCES CAN STILL BE SEEN IN OURLIFESTYLE OR WAY OF LIFE.

37. AMERICAN REGIME THE COMMONWEALTH PROVIDED FREE EDUCATION INPUBLIC SCHOOLS ALL OVER THE COUNTRY,
INACCORDANCE WITH THE 1935 CONSTITUTION.

38. AMERICAN REGIME EDUCATION ALSO EMPHASIZED NATIONALISM SO THESTUDENTS WERE TAUGHT ABOUT THE LIFE OF THE
FILIPINOHEROES.

39. AMERICAN REGIME VOCATIONAL EDUCATION AND SOME HOUSEHOLDACTIVITIES LIKE SEWING, COOKING, AND FARMING
WEREALSO GIVEN IMPORTANCE.

40. AMERICAN REGIME GOOD MANNERS AND DISCIPLINE WERE ALSO TAUGHT TOTHE STUDENTS.

41. AMERICAN REGIME THE INSTITUTE OF PRIVATE EDUCATION WAS ESTABLISHEDIN ORDER TO OBSERVE PRIVATE SCHOOLS.

42. AMERICAN REGIME IN 1941, THE TOTAL NUMBER OF STUDENTS STUDYING INTHE 400 PRIVATE SCHOOLS IN THE COUNTRY
REACHED10,000.

43. AMERICAN REGIME THERE WAS ALSO THE EXISTENCE OF "ADULT EDUCATION"IN ORDER TO GIVE FORMAL EDUCATION EVEN TO
ADULTS.

44. PHILIPPINECOMMISSION

45. PHILIPPINE COMMISSION 1901 A HIGHLY CENTRALIZED PUBLIC SCHOOL SYSTEMWAS INSTALLED

46. PHILIPPINE COMMISSION CREATED A HEAVY SHORTAGE OF TEACHERS

47. PHILIPPINE COMMISSION THE COMMISSION AUTHORIZED THE SECRETARY OF PUBLICINSTRUCTION TO BRING TO THE
PHILIPPINES 600 TEACHERFROM USA. THEY WERE THE THOMASITES.

48. PHILIPPINE COMMISSION 1902 THE HIGH SCHOOL SYSTEM SUPPORTED BYPROVINCIAL GOVERNMENTS, SPECIAL
EDUCATIONALINSTITUTIONS, SCHOOL OF ARTS AND TRADES, ANAGRICULTURAL SCHOOL AND COMMERCE AND MARINEINSTITUTES WERE
ESTABLISHED.

49. PHILIPPINE COMMISSION 1908 THE PHILIPPINE LEGISLATURE APPROVED ACT NO.1870 CREATED THE UNIVERSITY OF THE
PHILIPPINES.

50. PHILIPPINE COMMISSION REORGANIZATION ACT OF 1916 THE FILIPINIZATION OF ALLDEPARTMENT SECRETARIES EXCEPT THE
SECRETARY OFPUBLIC INSTRUCTION.

51. JAPANESE REGIME

52. JAPANESE REGIME MILITARY ORDER NO. 2 OF 1942 JAPANESE EDUCATIONALPOLICIES

53. JAPANESE REGIME JUNE 1942 THE PHILIPPINE EXECUTIVECOMMISSION, COMMISSION OF EDUCATION, HEALTH ANDPUBLIC
WELFARE AND SCHOOLS REOPENED.

54. JAPANESE REGIME OCTOBER 14, 1913 - MINISTRY OF EDUCATION WASCREATED

55. JAPANESE REGIME TAGALOG, PHILIPPINE HISTORY AND CHARACTEREDUCATION WAS RESERVED FOR FILIPINOS.

56. JAPANESE REGIME LOVE FOR WORK AND DIGNITY OF LABOR WASEMPHASIZED.

57. JAPANESE REGIME FEBRUARY 27, 1945 THE DEPARTMENT OF INSTRUCTIONWAS MADE PART OF THE DEPARTMENT OF
PUBLICINSTRUCTION

58. JAPANESE REGIMETHE GOVERNMENT MADE SOME CHANGES IN THE SYSTEMOF EDUCATION IN FEBRUARY, 1942. THESE
CHANGES WERE: TO STOP DEPENDING ON WESTERN COUNTRIES LIKE THEU.S., AND GREAT BRITAIN. PROMOTE AND ENRICH THE
FILIPINOCULTURE. TO RECOGNIZE THAT THE PHILIPPINES IS A PART OF THEGREATER EAST ASIA CO-PROSPERITY SPHERE SO THAT
THEPHILIPPINES AND JAPAN WILL HAVE GOOD RELATIONS. TO BE AWARE OF MATERIALISM TO RAISE THE MORALITY OF THEFILIPINOS.
TO LEARN AND ADOPT NIPPONGO AND TO STOP USING THEENGLISH LANGUAGE. TO SPREAD ELEMENTARY AND VOCATIONAL
EDUCATION.

59. DEPARTMENT OFEDUCATION

60. DEPARTMENT OF EDUCATION 1947 DEPARTMENT OF INSTRUCTION WAS CHANGED TODEPARTMENT OF EDUCATION

61. DEPARTMENT OF EDUCATION BUREAU OF PUBLIC AND PRIVATE SCHOOLS REGULATESAND SUPERVISES PUBLIC AND PRIVATE
SCHOOLS

62. DEPARTMENT OF EDUCATION 1972 DEPARTMENT OF EDUCATION WAS RENAMEDDEPARTMENT OF EDUCATION AND
CULTURE(PROCLAMATION NO. 1081)

63. DEPARTMENT OF EDUCATION 1978 MINISTRY OF EDUCATION AND CULTURE IN VIRTUEOF PD NO. 1397

64. DEPARTMENT OF EDUCATION 13 REGIONAL OFFICES WERE CREATED MAJORORGANIZATIONAL CHANGES WERE IMPLEMENTED

65. DEPARTMENT OF EDUCATION EDUCATION ACT OF 1982 MINISTRY OFEDUCATION, CULTURE AND SPORTS

66. DEPARTMENT OF EDUCATION EO NO. 117 DECS STRUCTURE REMAINED UNCHANGEDUNTIL 1994 WHEREIN CHED (COMMISSION
ON HIGHEREDUCATION) AND TESDA (TECHNICAL EDUCATION ANDSKILLS DEVELOPMENT AUTHORITY) SUPERVISE TERTIARYDEGREE
PROGRAMS AND NON-DEGREE TECHNICAL VOCATIONAL PROGRAMS RESPECTIVELY.

67. DEPARTMENT OF EDUCATION RA 7722 - CHED (COMMISSION ON HIGHER EDUCATION) WASCREATED

68. DEPARTMENT OF EDUCATION RA 7796 - TESDA (TECHNICAL EDUCATION AND SKILLSDEVELOPMENT AUTHORITY) WAS CREATED.

69. THE TRIFOCALEDUCATION SYSTEM

70. TRIFOCAL EDUCATION SYSTEM DECS (DEPARTMENT OF EDUCATION, CULTURE ANDSPORTS) ELEMENTARY, SECONDARY AND
NON-FORMALEDUCATION INCLUDING CULTURE AND SPORTS
71. RA 9155GOVERNANCE OFBASIC EDUCATION ACT

72. RA 9155 DECS (DEPARTMENT OF EDUCATION, CULTURE ANDSPORTS) WAS RENAMED TO DEPED DEFINING THE ROLE OFFIELD
OFFICES (REGIONAL, DIVISION, DISTRICT OFFICESAND SCHOOLS)

73. RA 9155 PROVIDES THE OVERALL FRAMEWORK FOR (I) SCHOOLHEAD EMPOWERMENT BY STRENGTHENING THEIRLEADERSHIP
ROLES (II) SCHOOL BASED MANAGEMENTWITHIN THE CONTEXT OF TRANSPARENCY AND LOCALACCOUNTABILITY, GOAL TO BASIC
EDUCATION: PROVIDETHE SCHOOL AGE POPULATION AND YOUNG ADULTS WITHSKILLS, KNOWLEDGE AND VALUES TO BECOMECARING,
SELF RELIANT, PRODUCTIVE AND PATRIOTICCITIZENS.

74. EDUCATION SYSTEM INTHEPRESENT PERIOD

75. EDUCATIONAL SYSTEM IN THE PRESENTPERIOD PHILIPPINE EDUCATION IS PATTERNED AFTER THEAMERICAN SYSTEM, WITH
ENGLISH AS THE MEDIUM OFINSTRUCTION.

76. EDUCATIONAL SYSTEM IN THE PRESENTPERIOD SCHOOLS ARE CLASSIFIED INTO PUBLIC (GOVERNMENT) ORPRIVATE (NONGOVERNMENT).

77. EDUCATIONAL SYSTEM IN THE PRESENTPERIOD THE GENERAL PATTERN OF FORMAL EDUCATION FOLLOWSFOUR STAGES:1.
PRE-PRIMARY LEVEL (NURSERY, KINDERGARTEN ANDPREPARATORY) OFFERED IN MOST PRIVATE SCHOOLS;2. SIX YEARS OF PRIMARY
EDUCATION,3. FOLLOWED BY FOUR YEARS OF SECONDARY EDUCATION.4. COLLEGE EDUCATION USUALLY TAKES FOUR, SOMETIMESFIVE
AND IN SOME CASES AS IN MEDICAL AND LAWSCHOOLS, AS LONG AS EIGHT YEARS.

78. EDUCATIONAL SYSTEM IN THE PRESENTPERIOD GRADUATE SCHOOLING IS AN ADDITIONAL TWO OR MOREYEARS.

79. EDUCATIONAL SYSTEM IN THE PRESENTPERIOD CLASSES IN PHILIPPINE SCHOOLS START IN JUNE AND ENDIN MARCH.

80. EDUCATIONAL SYSTEM IN THE PRESENTPERIOD COLLEGES AND UNIVERSITIES FOLLOW THE SEMESTRALCALENDAR FROM
JUNE-OCTOBER AND NOVEMBER-MARCH.

81. EDUCATIONAL SYSTEM IN THE PRESENTPERIOD THERE ARE A NUMBER OF FOREIGN SCHOOLS WITH STUDYPROGRAMS SIMILAR
TO THOSE OF THE MOTHER COUNTRY.

82. EDUCATIONAL SYSTEM IN THE PRESENTPERIOD AN OVERALL LITERACY RATE WAS ESTIMATED AT 95.9PERCENT FOR THE TOTAL
POPULATION IN 2003, 96 % FORMALES AND 95.8 % FOR FEMALES.

83. FORMAL EDUCATIONALIN THE PHILIPPINES

84. FORMAL EDUCATIONAL SYSTEM IN THEPHILIPPINESFORMAL EDUCATION IN THE PHILIPPINES FOLLOWS THEEDUCATIONAL
LADDER OF 6 + 4 + 4 STRUCTURE (I.E. SIXYEARS OF ELEMENTARY EDUCATION, FOUR YEARS OFSECONDARY EDUCATION AND FOUR
YEARS OF HIGHEREDUCATION FOR A DEGREE PROGRAM), EXCEPT FOR SOMEHIGHER EDUCATION PROGRAMS WHICH REQUIRE A
LONGERPERIOD OF STUDY TO COMPLETE A DEGREE, COVERING ATOTAL OF 14 YEARS FOR ELEMENTARY, SECONDARY ANDTERTIARY
EDUCATION.

85. FORMAL EDUCATIONAL SYSTEM IN THEPHILIPPINESSTRUCTURE OF FORMALEDUCATIONFORMALEDUCATIONAGE OF STUDENT

NUMBER OFYEARSLEVELSElementary(Grade School)6 to 11 years old 6 Grade 1 to 6 (Public)Grade 1 to 7(for some privateschools)Secondary(High
School)12 to 15 years old 4 1st, 2nd, 3rd and 4th yearTertiary(College or University)16 20 or 21 years old 4 to 5 1st, 2nd, 3rd and to 4thor 5th year

86. FORMAL EDUCATIONAL SYSTEM IN THEPHILIPPINES PRESCHOOL EDUCATIONPRESCHOOL EDUCATION IS OPTIONAL FOR
CHILDREN 3 TO 4YEARS OLD; SOME PRIVATE ORGANIZATIONS AND SOME PUBLICSCHOOLS OFFER NURSERY, KINDERGARTEN AND
PREPARATORYCLASSES. THIS IS NOT PREREQUISITE FOR ENTRANCE TO GRADE ONEFOR THE ELEMENTARY LEVEL BUT MOST OF THE
PRIVATE SCHOOLSREQUIRE PRESCHOOL OF KINDERGARTEN EDUCATION BEFOREADMISSION. ON THE OTHER HAND, ELEMENTARY
EDUCATION ISREQUIRED FOR CHILDREN SIX TO ELEVEN YEARS OLD AND SOMEPRIVATE EXCLUSIVE SCHOOLS OFFER SEVEN YEARS OF
ELEMENTARYEDUCATION.

87. FORMAL EDUCATIONAL SYSTEM IN THEPHILIPPINES ELEMENTARY LEVELELEMENTARY LEVEL PROVIDES BASIC
EDUCATIONTRADITIONALLY UNTIL THE SIXTH GRADE WHILE OTHER SCHOOLSOFFER UNTIL THE SEVENTH. IT IS DIVIDED INTO TWO
CATEGORIES:PRIMARY LEVEL WHICH COVERS FIRST TO FOURTH GRADES AND THEINTERMEDIATE LEVEL WHICH COVERS FIFTH TO SIXTH
GRADE OR UNTILTHE SEVENTH GRADE.

88. FORMAL EDUCATIONAL SYSTEM IN THEPHILIPPINES SECONDARY LEVELTHE SECONDARY LEVEL COVERS A PERIOD OF
FOURYEARS WHICH INCLUDES LEARNING AND TRAINING IN BASICEMPLOYABLE SKILLS.STUDENTS RECEIVE A CERTIFICATE OF

GRADUATION ORDIPLOMA FOR THE SUCCESSFUL COMPLETION OFELEMENTARY AND SECONDARY EDUCATION. BOTH LEVELSARE
PREREQUISITES FOR PURSUING TERTIARY EDUCATION.

89. FORMAL EDUCATIONAL SYSTEM IN THEPHILIPPINES TERTIARY LEVELTERTIARY EDUCATION PROVIDE COURSES OF
STUDIESGEARED TOWARDS DEGREES IN ACADEMIC/TECHNICALDISCIPLINES AND PROFESSIONS. IT COVERS A WIDE SCOPEOF
CURRICULUM FROM TECHNICAL/VOCATIONAL TOPROFESSIONAL DEGREE PROGRAMS. THETECHNICAL/VOCATIONAL PROGRAM IS
USUALLY TAKENBETWEEN ONE TO THREE YEARS OF SCHOOLING WHILEPROFESSIONAL DEGREE PROGRAMS REQUIRES FOUR TOFIVE
YEARS OF SCHOOLING.
90. BATAS PAMBANSA 232THE EDUCATION ACT OF1982

91. BATAS PAMBANSA 232CHAPTER 1PRELIMINARY MATTERS SECTION 1. TITLE - THIS ACT SHALL BE KNOWN AS THE"EDUCATION
ACT OF 1982." SECTION 2. COVERAGE - THIS ACT SHALL APPLY TO ANDGOVERN BOTH FORMAL AND NON-FORMAL SYSTEMS INPUBLIC
AND PRIVATE SCHOOLS IN ALL LEVELS OF THEENTIRE EDUCATIONAL SYSTEM

92. BATAS PAMBANSA 232III. THE EDUCATIONAL SYSTEMSCHAPTER 1FORMAL EDUCATION SECTION 19. DECLARATION OF POLICY. THE STATERECOGNIZES THAT FORMAL EDUCATION, OR THE SCHOOLSYSTEM, IN SOCIETYS PRIMARY LEARNING SYSTEM, ANDTHEREFORE
THE MAIN INSTRUMENT FOR THEACHIEVEMENT OF THE COUNTRYS EDUCATIONAL GOALSAND OBJECTIVES.

93. BATAS PAMBANSA 232 SECTION 20. DEFINITION - "FORMAL EDUCATIONAL" REFERSTO THE HIERARCHICALLY STRUCTURED
ANDCHRONOLOGICALLY GRADED LEARNING ORGANIZED ANDPROVIDED BY THE FORMAL SCHOOL SYSTEM AND FORWHICH
CERTIFICATION IS REQUIRED IN ORDER FOR THELEARNER TO PROGRESS THROUGH THE GRADES OR MOVETO HIGHER LEVELS. FORMAL
EDUCATION SHALLCORRESPOND TO THE FOLLOWING LEVELS: 1. ELEMENTARY EDUCATION. - THE FIRST STAGE OFCOMPULSORY, FORMAL
EDUCATION PRIMARILYCONCERNED WITH PROVIDING BASIC EDUCATION ANDUSUALLY CORRESPONDING TO SIX OR SEVEN

94. BATAS PAMBANSA 232 2. SECONDARY EDUCATION. - THE STATE OF FORMALEDUCATION FOLLOWING THE ELEMENTARY
LEVELCONCERNED PRIMARILY WITH CONTINUING BASICEDUCATION AND EXPANDING IT TO INCLUDE THE LEARNINGOF EMPLOYABLE
GAINFUL SKILLS, USUALLYCORRESPONDING TO FOUR YEARS OF HIGH SCHOOL. 3. TERTIARY EDUCATION. - POST SECONDARY
SCHOOLINGIS HIGHER EDUCATION LEADING TO A DEGREE IN A SPECIFICPROFESSION OR DISCIPLINE.

95. BATAS PAMBANSA 232 SECTION 21. OBJECTIVES OF ELEMENTARY EDUCATION -THE OBJECTIVES OF ELEMENTARY EDUCATION
ARE: 1. TO PROVIDE THE KNOWLEDGE AND DEVELOP THESKILLS, ATTITUDES, AND VALUES ESSENTIAL TO PERSONALDEVELOPMENT AND
NECESSARY FOR LIVING IN ANDCONTRIBUTING TO A DEVELOPING AND CHANGING SOCIALMILIEU;

96. BATAS PAMBANSA 232 2. TO PROVIDE LEARNING EXPERIENCES WHICH INCREASETHE CHILDS AWARENESS OF AND
RESPONSIVENESS TOTHE CHANGES IN AND JUST DEMANDS OF SOCIETY AND TOPREPARE HIM FOR CONSTRUCTIVE AND
EFFECTIVEINVOLVEMENT; 3. TO PROMOTE AND INTENSIFY THE CHILDS KNOWLEDGEOF, IDENTIFICATION WITH, AND LOVE FOR THE
NATION ANDTHE PEOPLE TO WHICH HE BELONGS; AND 4. TO PROMOTE WORK EXPERIENCES WHICH DEVELOP THECHILDS ORIENTATION
TO THE WORLD OF WORK ANDCREATIVITY AND PREPARE HIMSELF TO ENGAGE IN HONEST

97. BATAS PAMBANSA 232 SECTION 22. OBJECTIVES OF SECONDARY EDUCATION. -THE OBJECTIVES OF SECONDARY EDUCATION
ARE: 1. TO CONTINUE TO PROMOTE THE OBJECTIVES OFELEMENTARY EDUCATION; AND 2. TO DISCOVER AND ENHANCE THE DIFFERENT
APTITUDESAND INTERESTS OF THE STUDENTS SO AS TO EQUIP HIMWITH SKILLS FOR PRODUCTIVE ENDEAVOR AND/ORPREPARE HIM FOR
TERTIARY SCHOOLING.

98. BATAS PAMBANSA 232 SECTION 23. OBJECTIVE OF TERTIARY EDUCATION. - THEOBJECTIVES OF TERTIARY EDUCATION ARE: 1.
TO PROVIDE A GENERAL EDUCATION PROGRAM THATWILL PROMOTE NATIONAL IDENTITY, CULTURALCONSCIOUSNESS, MORAL INTEGRITY
AND SPIRITUAL VIGOR; 2. TO TRAIN THE NATIONS MANPOWER IN THE SKILLSREQUIRED FOR NATIONAL DEVELOPMENT;

99. BATAS PAMBANSA 232 3. TO DEVELOP THE PROFESSIONS THAT WILL PROVIDELEADERSHIP FOR THE NATION; AND 4. TO
ADVANCE KNOWLEDGE THROUGH RESEARCH WORKAND APPLY NEW KNOWLEDGE FOR IMPROVING THEQUALITY OF HUMAN LIFE AND
RESPONDING EFFECTIVELYTO CHANGING SOCIETAL NEEDS AND CONDITIONS.

100. REFERENCE BATAS PAMBANSA 232 THE EDUCATION ACT OF 1982 NOLLEDO, JOSE N. THE EDUCATION ACT OF THE
PHILIPPINESANNOTATED WITH RELATED LAWS, ISSUANCES AND OTHERMATERIALS, NATIONAL BOOKSTORE, MANDALUYONG CITY, 2004, PP.
14-16 HISTORY OF EDUCATION IN CARDONA, 2011, PP. 5 - 7 AZARCON, MARIVIC B. THE EDUCATIONAL COMMUNITY (TOPICALREPORT),
2012, PP. 1 -3 HTTP://EN.WIKIPILIPINAS.ORG/INDEX.PHP?TITLE=FORMAL_EDUCATION_IN_THE_PHILIPPINES
HTTP://WWW.TCMC.EDU.PH/COURSES/GRADUATE-STUDIES/ WWW.GOOGLE.COM/IMAGES

101. DOWNLOAD LINKHTTP://WWW.SLIDESHARE.NET/JAREDRAM55E-MAIL: JAREDRAM55@YAHOO.COM

PHILOSOPHY OF EDUCATION FOR FILIPINOS: AN ANALYSIS

Olongapo : Philippines | Jul 21, 2011 at 8:15 AM PDT
BY dhreff

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THE WELLSPRING OF KNOWLEDGE NEVER RUNS DRY.

PHILOSOPHY OF EDUCATION FOR FILIPINOS: AN ANALYSIS

By
ALFREDO BAUTISTA ANCHETA*
About the Author:
A licensed Professional Public School Teacher and former faculty member of Mondriaan Aura College with the rank of ASSOCIATE
PROFESSOR 111 who handled courses both in the undergraduate and graduate levels. Holder of the degrees of Bachelor of Science
in Agricultural Education(WLAC, 1984), Master of Management major in Public Management(U.P, 1989) and earned 45 units Doctor
of Education major in Educational Management(BSU-WLAC Consortium, then, RMTU). Teaches full time at the Olongapo City
National High School, Olongapo City and enjoys the blessings of a permanent appointment with the position of MASTER TEACHER
11; Served as Teacher-in-Charge at Sergia Soriano Esteban Memorial High School, Kalaklan, Olongapo City during School Year 2062007 then, returned to O|CNHS in School Year 2007-2008 up to date. Took and passed Principal Qualifying Examination on
September 30, 2007 at Pulong Elementary School, Angeles City.
He stumbled upon the existence of Rotary International and became a member of Rotary Club of Subic Bay in April, 2009 and served
as Editor-in-Chief of the Clubs weekly Bulletin, The Freeport which prompted Dr Lamberto Castillo to describe him as an acidic
writer. Also, club assistant secretary and eventually, club secretary during the presidency of Sonny B. Almazan.

He believes in the universality of humanity as ingrained in The World is but One Country and Mankind its citizens. he is a member of
the Baha'i Faith. A husband of only one wife, Pacita and fathered 3 children, two of whom passed away at early ages and the one left
Sara Zaynab Ancheta made him a grandfather for Sidfre. Also, he is a gracious father to Mona Liza and Jun and a grand daddy to
their children.
His association and being a new found friend of Sonny B. Almazan made him a stalwart exponent and Editor-in-Chief of Sunrise
Zambales Todays News. Being as such, he had interviewed certain personalities including Congresswoman Ma. Milagros Mitos
Habana Magsaysay and Congressman Antonio M. Diaz of the First and Second Districts of Zambales respectively.
INTRODUCTION:
This philosophical analysis of a Philosophy of Education For Filipinos presents a reasonable breakdown of such a philosophy as to
its meanings, objectives, components and the quality/ies of its desired product/output. The impregnation of the minds of students of
Philosophy of Education with the thought of a felt need for Philosophy of Education For Filipinos is a clear indication that, there is
no definite education philosophy upon which Philippine Education System is rested. This means that, Philippine education is founded
largely constitutional provisions on education which are fragmentally implemented through statutory and legislative actions in the
forms of various laws, policies, programs and issuances as the needs arise fro time to time; from a certain leadership to another. It is
not surprising therefore, to note that, educational programs carry the colors of the leaders responsible of carrying them out as well as
they bear the post marks of the time they were put to test on their supposed products/or outputs. Examples: Philippine Education
during the Americans, Commonwealth Educational Programs, Roxas, Quirino, Magsaysay, Garcia, Macapagal, Marcos, etc. programs
on education: or simply education during the 30s, 40s, 50s, 60s, 70s, 80s, 90s, etc.
With this fashion, I can say that, our educational programs apply to their respective clients/recipients on a piecemeal/fragmentary
basis, rather than on a holistic approach. It is likened to a farmer who just plants or sows the seeds because his instincts dictate him
so, rather than planting just anything because it is a part of his life. Our educational legislations were formulated only as palliatives
rather than permanent cures for chronically diseased-educational system. Such laws, policies and programs on education have been
non cognizant of the negative consequences of the Filipino's blighted, smutted and mutated cultural, historical past and heritage thus,
I would like to present this as to the need for a Philosophy of Education For Filipinos.
MEANING AND SIGNIFICANCE OF A PHILOSOPHY OF EDUCATION FOR FILIPINOS
A philosophy of education for Filipinos means one that is meant for Filipinos in their own national context which suggests that, it is a
philosophy that will teach the Filipino people how to live and love their own country. One that will inculcate in the Filipino minds the
sense of national and making it the prima weave of their education.
A philosophy that will breed an educational system for the Filipino that does not pay lip service to the cause of nationalism and at the
same time makes the Filipino entertain and realize the aspirations cultivated, fertilized and watered with foreign ideologies, thus,
making him desiring to find his fortunes in foreign lands in terms of brighter intellectual and greener economic horizons.
It is a philosophy of education for the Filipino that will bring about an educational system capable of generating and tempering
professionals who will be committed to serve in the country in order to help contribute in the achievement of various goals, objectives
and programs for national development and prosperity. A philosophy that will educate the Filipino to become proud of his own
capabilities and his achievements. A philosophy that will teach the Filipino to find, that much sought pride and honor of being a
Filipino which many true Filipino heroes dead or alive have found the worth of dying, if not living for it.
PURPOSES AND OBJECTIVES OF A PHILOSOPHY OF EDUCATION FOR FILIPINOS
Certainly, there are purposes and objectives underlying the formulation of a philosophy of education for the Filipinos. Firstly, to
untangle the Filipino minds out of their colonial molds and imprints. Having this objective makes the Filipinos realize the need to
evolve a national culture distinct of their own. A culture which makes and develops the personality distinct of Filipinos. Secondly, to
reconcile situations/conditions typical of Filipinoswith new concepts and ideas resulting from the dynamism of an ever changing world.
This means that, through such a philosophy, the Filipinos are to be taught about all what they need as a people of a single nation and
at the same time become keen and open to understand and accept concepts and ideas of foreign origins that will be of use for the
promotion and enhancement of their well-being as a people be it, individually or collectively. Developing this liberal mode of thinking
among the Filipinos will help them feel a deep sense of nationalism within a borderless outlook of internationalism. Thirdly, a
philosophy of education Filipinos is t correct and straighten out the seemingly distorted and corrupted Filipino behavior. It aims to
transform the Filipino from the selfish, indolent, grasping, uncaring man into the independent, hardworking and concerned ma. A
Philosophy that will erase from the Filipino minds the notions of PUWEDE NA or OKEY LANG, PAKIKISA and AYOS and bring the
Filipino to a sense of achieving anything within the standards of EXCELLENCE. A Philosophy that teaches the Filipino to become
investigative and imbibe good sense of responsibility by doing away with blinding, mind veiling trail of AKALA KO response and
irresponsible alibi of AKALA KO.
Lastly, the purpose of a philosophy of education for Filipinos is to transform the KANYA-KANYA or ME FIRST MENTALITY into
THINK-OTHRS. In the words of the Philippine Civil Service Commission, MAMAMAYAN MUNA. BAGO ANG SARILI, which inculcates
in the Filipino minds the unselfish commitment to servitude to the extent of sacrificing SELF for the welfare of OTHERS.
COMPONENTS OF A PHILOSOPHY OF EDUCATION FOR FILIPINOS
As to the components of a philosophy of education for Filipinos, the following elements must be adequately provided for namely:
nationalism national cultural identity, patriotism, personal discipline & moral character, love of work, sense of excellence in every
endeavor, unfettered attitude to investigate/search for knowledge/or truth, value judgment and value action.
Nationalism teaches the pupil/student patriotism, love of country good citizenship, and awareness about people/culture outside
national boundaries. National cultural identity makes the learner become aware of a culture common to all Filipinos which they must
be proud about. Personal discipline and moral character instill in the child the necessity of good manners and right conduct be at
home, school and community at large that, in the final analysis makes the learner a peace-loving and law-abiding citizen. Love for
work inculcates in the child the importance of being able to prepare oneself for life. Such preparation will enable the learner to
assume responsibilities fro productive and gainful occupation in his/her years ahead and enjoy the dignity attached to one,s own
capability of being able to support oneself economically/financially without dependence from anyone else. Excellence in every
endeavor makes the learner realize the great potentials in himself/herself and that he/she has to unleash such capabilities for his/her
total human development. Unfettered search for truth trains the learner to see with his/her own eyes, hear with his/her own ears and
to understand with his/her own mind; not with the eyes , hears and minds of others, thus, the child is freed from blind following,
imitation, ignorance and able to make use of his/her God-given faculties for understanding, acting, behaving and valuing.

When a philosophy of education such as this, is translated into a school curriculum and implemented properly, then, we can expect
the product/output to be processed in th mold described in this commentary. We can then, say that, education has achieved its goal
which is to effect change and develop the child intellectually, socially, economically, morally and spiritually. The roles of the educators
in the realization of such a philosophy, nevertheless, cannot be discounted in the whole process. Elevazo** pointed out, the
philosophy of Philippine education is meant to challenge Filipino educators to be clear, firsst of all, about the philosophy of what they
do with the growth and development of the Filipino youth. He further explains, educators are builders of the mind and life of growing
boys and girls who, themselves, have minds with which to think. They should think with them rather than think for them. They are to
liberate the creative energies of young minds to interact with the living present rather than,imprison them in outdated cells of thoughts
from the dead past. They are to open their innate curiosity to the unlimited possibilities of the present and the future.
*refers to and same dhreff of Central Luzon, Philippines and is a Reported for ALLVOICES
**Aurelio Elevazo & Rosita A. Elevazo, Philosophy of Philippine Education,
National BookStore,INC., Metro Manila, Philippines
dhreff is based in Olongapo, Central Luzon

behaviourist
World English Dictionary
behaviourism or behaviorism (bhevjrzm)
n
1a school of psychology that regards the objective observation ofthe behaviour of organisms (usually by means of automaticrecording devices) as
.the only proper subject for study and thatoften refuses to postulate any intervening mechanisms between thestimulus and the response
2Compare materialism See also mind-body
.problem the doctrine thatthe mind has no separate existence but that statements about themind and mental states can be analysed into stateme
nts aboutactual and potential behaviour
behaviorism or behaviorism
n
be'haviourist or behaviorism
adj , n
be'haviorist or behaviorism

Behaviorism
First published Fri May 26, 2000; substantive revision Tue Jul 27, 2010
It has sometimes been said that behave is what organisms do. Behaviorism is built on this assumption, and its goal is to promote the
scientific study of behavior.
In this entry I consider different types of behaviorism. I outline reasons for and against being a behaviorist. I consider contributions of
behaviorism to the study of behavior. Special attention is given to the so-called radical behaviorism of B. F. Skinner (190490). Skinner
is given special attention because he is the behaviorist who has received the most attention from philosophers, fellow scientists and the
public at large.

Cognitivism (psychology)
From Wikipedia, the free encyclopedia
For other uses, see Cognitivism (disambiguation).

This article needs additional citations for verification. Please help improve this article by adding citations to reliable
sources. Unsourced material may be challenged and removed. (January 2008)
This article needs attention from an expert in psychology. Please add a reason or a talkparameter to this template to
explain the issue with the article. WikiProject Psychology (or its Portal) may be able to help recruit an expert. (June 2008)

Psychology

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In psychology, cognitivism is a theoretical framework for understanding the mind that gained credence in the 1950s. The movement was a response to behaviorism, which cognitivists said
neglected to explain cognition. Cognitive psychology derived its name from the Latin cognoscere, referring to knowing and information, thus cognitive psychology is an information-processing
psychology derived in part from earlier traditions of the investigation of thought and problem solving. [1][2] Behaviorists acknowledged the existence of thinking, but identified it as a behavior.
Cognitivists argued that the way people think impacts their behavior and therefore cannot be a behavior in and of itself. Cognitivists later argued that thinking is so essential to psychology that
the study of thinking should become its own field.[2]

Contents
[hide]

1 Theoretical approach

2 Criticisms of psychological cognitivism

3 See also

4 Further reading

5 References

Theoretical approach[edit]
Cognitivism has two major components, one methodological, the other theoretical. Methodologically, cognitivism adopts a positivist approach and the belief that psychology can be (in
principle) fully explained by the use of experiment, measurement and the scientific method.[citation needed] This is also largely a reductionist goal, with the belief that individual components of mental
function (the 'cognitive architecture') can be identified and meaningfully understood. [citation needed] The second is the belief that cognition consists of discrete, internal mental states
(representations or symbols) whose manipulation can be described in terms of rules or algorithms.[citation needed].
Cognitivism became the dominant force in psychology in the late-20th century, replacing behaviorism as the most popular paradigm for understanding mental function. Cognitive psychology is
not a wholesale refutation of behaviorism, but rather an expansion that accepts that mental states exist. This was due to the increasing criticism towards the end of the 1950s of simplistic
learning models. One of the most notable criticisms was Chomsky's argument that language could not be acquired purely through conditioning, and must be at least partly explained by the
existence of internal mental states.
The main issues that interest cognitive psychologists are the inner mechanisms of human thought and the processes of knowing. Cognitive psychologists have attempted to shed some light
on the alleged mental structures that stand in a causal relationship to our physical actions.

Criticisms of psychological cognitivism[edit]

In the 1990s, various new theories emerged and challenged cognitivism and the idea that thought was best described as computation. Some of these new approaches, often influenced by
phenomenological and post-modernist philosophy, include situated cognition, distributed cognition,dynamicism, embodied cognition. Some thinkers working in the field of artificial life (for
example Rodney Brooks) have also produced non-cognitivist models of cognition. On the other hand, much of early cognitive psychology, and the work of many currently active cognitive
psychologists does not treat cognitive processes as computational. The idea that mental functions can be described as information processing models has been criticised by philosopher John
Searle and mathematician Roger Penrose who both argue that computation has some inherent shortcomings which cannot capture the fundamentals of mental processes.

Penrose uses Gdel's incompleteness theorem (which states that there are mathematical truths which can never be proven in a sufficiently strong mathematical system; any
sufficiently strong system of axioms will also be incomplete) and Turing's halting problem (which states that there are some things which are inherently non-computable) as evidence for
his position.

Searle has developed two arguments, the first (well known through his Chinese room thought experiment) is the 'syntax is not semantics' argumentthat a program is just syntax,
while understanding requires semantics; therefore programs (hence cognitivism) cannot explain understanding. Such an argument presupposes the controversial notion of a private
language. The second, which Searle now prefers but is less well known, is his 'syntax is not physics' argumentnothing in the world is intrinsically a computer program except as applied,
described or interpreted by an observer, so either everything can be described as a computer and trivially a brain can but then this does not explain any specific mental processes, or there
is nothing intrinsic in a brain that makes it a computer (program). Detractors of this argument might point out that the same thing could be said about any concept-object relation, and that
the brain-computer analogy can be a perfectly useful model if there is a strong isomorphism between the two.[citation needed] Both points, Searle claims, refute cognitivism.

Another argument against cognitivism is the problems of Ryle's Regress or the homunculus fallacy. Cognitivists have offered a number of arguments to refute these attacks. [clarification needed]

See also[edit]
Wikiversity has
learning materials
about Cognitivism
(psychology)

Cognition

Cognitive psychology

Cognitive science

Computationalism

Consciousness

Critical psychology

Educational psychology

Enactivism

Phenomenology

Postcognitivism

Symbol grounding

Important publications in cognitivism

Further reading[edit]

Costall, A. and Still, A. (eds) (1987) Cognitive Psychology in Question. Brighton: Harvester Press Ltd. ISBN 0-7108-1057-1

Searle, J. R. Is the brain a digital computer APA Presidential Address

Wallace, B ., Ross, A., Davies, J.B., and Anderson T., (eds) (2007) The Mind, the Body and the World: Psychology after Cognitivism. London: Imprint Academic. ISBN 978-1-84540073-6

References[edit]
1.

Jump up^ Mandler, G. (2002). Origins of the cognitive (r)evolution. Journal of the History of the Behavioral Sciences, 38, 339-353

2.

^ Jump up to:a b Lilienfeld, S.; Lynn, S. J.; Namy, L.; Woolf, N. (2010), Psychology: A Framework for Everyday Thinking, Pearson, pp. 2428, ISBN 978-0-205-65048-4
[hide]

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David McClelland
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Wikiso

Psychology of learning
From Wikipedia, the free encyclopedia

This article needs attention from an expert in Psychology. Please add a reason or a talkparameter to this template to explain the issue with the
article. WikiProject Psychology (or its Portal) may be able to help recruit an expert. (November 2008)
The psychology of learning is a theoretical science.
Learning is a process that depends on experience and leads to long-term changes in behavior potential. Behavior potential designates the possible behavior of an individual, not actual
behavior. The main assumption behind all learning psychology is that the effects of the environment, conditioning, reinforcement, etc. provide psychologists with the best information from
which to understand human behavior.
As opposed to short term changes in behavior potential (caused e.g. by fatigue) learning implies long term changes. As opposed to long term changes caused by aging and development,
learning implies changes related directly to experience.
Learning theories try to better understand how the learning process works. Major research traditions are behaviorism, cognitivism and self-regulated learning. Media psychology is a newer
addition among the learning theories because there is so much technology now included in the various types of learning experiences. Neurosciences have provided important insights into
learning, too, even when using much simpler organisms than humans (aplysia). Distance learning, eLearning, online learning, blended learning, and media psychology are emerging
dimensions of the field.

The Psychology of Learning -- A Video Textbook

It's a world full of "stimuli" and "responses". How do we make connections among them? How do
we...learn?
2 reviews

203 students
enrolled

You could see the world as nothing but randomly appearing stimuli (i.e., events you experience) and responses (i.e., your own behaviors), but you
don't. How do you learn that one stimulus is associated with another (classical conditioning)? How do you learn that your own behavior can make
something in your environment change (operant conditioning)? And how do classical and operant conditioning change the way you behave? As it
turns out, these two forms of learning--and what they tell you about the predictability of your world--can change your behavior in surprising ways.
Take this Psychology of Learning course and discover how we learn.
</p>
Category: Social Sciences

What am I going to get from this course?

Over 51 lectures and 5 hours of content!

Provides a framework for understanding concepts, phenomena, and theories from the field of learning

Illustrates the field's key ideas using film clips and other popular media

Explains important topics rarely covered at length in Learning textbooks

What is the target audience?

Those taking (or preparing to take) courses in Introductory Psychology, Learning and Memory, or related topics

o
o

Anyone interested in a deeper understanding of classical conditioning (e.g., Pavlov's dogs) and operant conditioning (e.g., reinforcement and
punishment)
People interested in learning more about why people do what they do

CURRICULUM

SECTION 1:

What's Learning All About?

What's Learning...
13:37

What's "learning," and what's the field of learning all about?

...and What's it Not?

11:48

A summary of the first lecture, focusing on a definition of learning and why it might not be what you'd expect it to be.

Research
08:19

To explain learning phenomena, we need theories. To test theories, we need experiments. Why?

SECTION 2:

Simple Forms of Learning

Habituation
05:52

A relatively simple, non-associative form of learning.

Messing With Stimuli

07:56

What happens to the rate of learning (in this case, the change in a behavior that's 'habituating') when characteristics of the stimuli that are causing it are varied?

Opponent-Process Theory
08:49

What might make habituation happen? There are numerous theories, but they mostly look like opponent-process theory.

Sensitization
02:33

Briefly, another simple form of learning.

SECTION 3:

Classical Conditioning Basics

The Mechanics
05:46

Slapping stimuli together is always classical conditioning, even when nothing spectacular (or even noticeable) happens. But to study animals, it's convenient to slap certain stimuli together--ones that
will produce clear, obvious behaviors. This video will reinforce what you've probably already read about the basic Pavlovian procedure, and address a few common errors people make in thinking
about Classical Conditioning.

A Few Things Worth Keeping in Mind

08:50

Although the basic idea behind classical conditioning is pretty straightforward, relating it to real life can be confusing unless you keep a few things in mind...

10

Real-Life Illustrations
08:29

Classical conditioning comes up in real life in significant ways.

11

Suppression, Facilitation, Second-Order Conditioning

06:29

Suppression and facilitation can be used as measures of Pavlovian learning, and higher-order conditioning can extend the reach of classical conditioning into
your life.

12

Sensory Preconditioning
03:37

Maybe classical conditioning doesn't always have to involve obvious CRs and URs.

13

Overshadowing
04:23

Billions and billions of stimuli...one becomes a CS. Why? One answer is overshadowing.

14

Latent Inhibition
03:49

...and another reason is latent inhibition.

15

Blocking and Conditioned Inhibition

07:24

...and if other stimuli are around that are already CSs?

16

Contiguity and Filler Stimuli

02:25

Is your I.S.I. too B.I.G.? There's a solution for that.

SECTION 4:

Classical Conditioning Theories

17

An Overview of Classical-Conditioning Theories

03:41

What is it about classical conditioning that needs explaining?

18

An Overview of the Rescorla-Wagner Model

05:43

What sort of change can you expect from your CR as the result of the CS showing up?

19

Details of the Rescorla-Wagner Model

11:24

Well, not all the details; just three little things allow you to predict two little things (and to get a sense of how the model works).

20

Rescorla-Wagner Illustrations
09:29

The Rescorla-Wagner Model in action (so to speak).

21

Preparatory-Response Theory
09:50

Why do CRs sometimes mimic URs, but sometimes seem to compensate for URs?

22

An Overview of Stimulus-Substitution Theory

04:27

What sort of association gets learned during classical conditioning?

23

Stimulus Substitution (First Order)

02:23

First-order associations?

24

Stimulus Substitution (Higher Order)

05:36

So,...if you eliminate the response to the US, the CS2 will...what?!

25

Substitutes? Or Signals?
05:36

Substitutes. Signals. Substitutes. Signals. Substitutes. Signals. Substitutes. Signals. Substi...

26

Sometimes-Opponent Process Theory

03:16

Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Mono. Bi. Decaf?

SECTION 5:

Operant Conditioning Basics

27

Operant Conditioning vs. Classical Conditioning

02:58

How does operant conditioning differ from classical conditioning?

28

E. L. Thorndike
04:51

E. L. Thorndike had a few ideas about what got learned during operant conditioning procedures. How was he right? How was he wrong?

29

B. F. Skinner's Three-Term Contingency

02:08

Ouch. Smack-down.

30

Operant Consequences
05:19

Looks pretty simple, but...

31

Fuzzy Stuff
04:32

A few things to keep in mind as you sort out what's what with operant conditioning.

32

Superstitious Behavior
08:08

"Well, I walked under a ladder and nothing bad happened, so...."

Shaping

33

07:21

"Daddy, where do new behaviors come from?"

34

Reinforcement Schedules
12:15

Sometimes can be better than all the time.

35

Extinction, Spontaneous Recovery, and Resurgence

06:02

Everybody s-t-r-e-t-c-h now!

SECTION 6:

Operant Conditioning Theories

36

Why Theories Of Reinforcement?

04:08

I know what feels good and I know what feels bad. Oh, wait a minute...no, I don't.

37

Physiological-ish Theories Of Reinforcement

03:43

Needs and arousal.

38

Premack 's Principle

04:23

Just the time, relatively speaking.

39

Equilibrium Theory
07:15

Balance.

40

The Post-Reinforcement Pause

03:34

Maybe pigeons are smarter than they seem.

Probably not, but maybe.

41

The Avoidance Paradox

04:29

Why avoid something that doesn't happen (anymore)?

Two-Factor Theory and the Safety-Signal Hypothesis

42

06:37

Avoidance isn't avoidance.

43

Trouble in Two-Factor Town

02:05

And they were looking so good.

44

One-Factor and Cognitive Theories

04:01

Two hard. One easy. Questions?

45

Generalization
05:27

Well...nobody's perfect.

46

Discrimination Training
05:35

Learning to get better.

47

Transposition
01:39

Discriminating involves more than it might seem.

48

The Intermediate-Size Problem

01:22

What's going to happen?

49

Theories of Discrimination
04:48

50

Behavioral Contrast
04:29

Prior learning influences current learning.

51

Transfer of Learning
03:20

At the risk of repeating myself, prior learning influences current learning.

PREVIEW THIS COURSE FOR FREE!

REVIEWS

AVERAGE RATING
NUMBER OF RATINGS

Jeff Jay
a year ago

Great course!
I signed up for this course because I was taking Intro Psych at my school and was having trouble figuring out the differences between classical and operant conditioning. Watching the
first few of these videos cleared that up. I watched most of the rest of the videos just because they were interesting (and sometimes pretty funny). I like that they werent just videotapes
of some guys lectures (even though they were obviously made for an actual class), but explained things using lots of visual illustrations, like movie and t.v. clips. So much easier to
understand than the textbook we had in Intro. Great stuff!

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WHAT TEACHERS NEED TO KNOW

When you first enter a classroom, you'll have already acquired considerable knowledge about the characteristics of students, how to teach, and what to teach. You have acquired this
knowledge over many years from personal experiences and formal education. You need this basic knowledge the minute you enter the classroom, which isn't to say that you won't add
to it as you gain teaching experience and probably take graduate courses to pursue your goal of being the best teacher you can be.
Before we discuss the various types of knowledge that you need, remember that all of these ideas about children, about subject matter, and about teaching are filtered through your
network of personal beliefs (Calderhead, 1996). For example, how do you think students learn? Your answer will have a lot to do with the methods and materials you select, as well as

how you interact with your students. Do you have any underlying assumptions about teaching? For example, do you believe good teaching is a matter of presenting pertinent facts to
students, or do you think good teaching is a matter of guiding students in their learning?
Let's turn to some specific examples of the kinds of knowledge that teachers need and use in their quest for "good teaching," while keeping in mind the uniqueness of all the learners we
might interact with in a classroom. As Alexander (1996) noted: One of the most powerful and consistent findings to emerge from the research in cognitive psychology over the past
several decades is the realization that what knowledge learners possess is a powerful force in what information they attend to, how that information is perceived, what learners judge to
be relevant or important, and what they understand and remember. Truly, one's knowledge base is a scaffold that supports the construction of all future learning. (p. 89)
In analyzing the basic data teachers need, our first consideration should be the knowledge base of teaching. In a thoughtful essay, Good (1990) identified several topics with which you
should be comfortable enough to use almost automatically in assessing your teaching. These include pertinent data from developmental psychology, motivation, classroom management,
teacher expectations, and learning and learning strategies (topics that are at the heart of this book).
If you are familiar with this rich teacher knowledge base, you can then use it while your lesson is in progress. For example, in the middle of your lesson, you might decide that things
aren't going as well as you had anticipated and you determine that motivation may be the reason, or that the strategy you had decided on just isn't reaching your students. You can then
make changes during the lesson. You can do this, however, only if you are completely at ease with your ideas about your students, about the subjects you're teaching, and the various
ways of teaching.
We'll use three categories to sort out the kinds of information you'll need to become an outstanding teacher: teaching (pedagogical) knowledge (managing the classroom, instructional
techniques, etc.), subject matter knowledge (facts, structures, beliefs, etc.), and teaching subject matter knowledge (how you make a subject understandable to others).
Teaching Knowledge

Teaching knowledge refers to how the basic principles and strategies of a subject are best acquired and retained. Some refer to this as pedagogical knowledge. Questions like the
following are about pedagogical knowledge. Am I sufficiently prepared in this subject to know the best way to introduce it? What is the best way to teach its core elements? What is the
best way to evaluate my students? To answer these questions, you must have usable knowledge about teaching, learning, and students (Borko & Putnam, 1996). Each of these three
categories tells a story in itself, a story that helps to refine your personal skills.
For example, classroom management is critical, but keep in mind that positive classroom functioning depends on many things, perhaps most importantly on your personality. What style
of management are you most comfortable with? You'll soon discover what's best for you, and once that happens you'll steadily improve your management strategies. But, unfortunately,
that's not your only consideration. You'll have to adapt to the philosophy of your school, and to the wishes of your principal, a very real force to be reckoned with. For example, in the
course of writing this book, one of us visited a school where the principal casually remarked that when she went by a classroom, she liked to "hear the clock ticking." The management
style in this school is quite different from that of another school in which the principal wants to hear the hum of activity as a sign of learning. Your task then is to keep a group of twenty
to twenty-five students working together and focused on classroom tasks within the boundaries established by your unique personality, your students' needs, and the overarching
philosophy of the school.
Another aspect of teaching knowledge is that of instructional strategies, that is, how you structure activities in your classroom (Borko & Putnam, 1996). Although some teaching
techniques will appeal more to you than others, you'll find that you need an arsenal of strategies to meet the widely varied needs of your students. At this point, you may well ask,
"Why?" "Why can't I just use what works for me?" The answer to these questions cuts to the heart of what makes a good teacher. Different subjects demand different strategies; would
you use the same methods for teaching algebra as you would in teaching Hamlet? Also, if you're to be a facilitator of meaningful learning for your students, you'll find yourself using
many different approaches to reach them. Our final concern regarding teaching knowledge relates to learners and learning. As a result of observations and your own education, you no
doubt have certain ideas about how students think and learn, and how you can use these ideas to further their learning. Students are active problem solvers who will take the data
available, and with your guidance and their own view of the world will give learning their own interpretations based on your efforts, their personalities, their home situation, their
friends, and their own personal bank of experiences. As you can see, this constructivist view of learning sees learning as a student-mediated process. We'll have much more to say about
this process and the topic of constructivism throughout the book.
Subject Matter Knowledge

Subject matter knowledge refers to a teacher's comprehension of a subject when compared with that of a specialist. How comfortable am I with this subject? Can I answer students'
questions accurately and in a relaxed manner? For example, think of recent events that have captured our headlines:

The Human Genome Project has resulted in the discovery of the genes that cause cystic fibrosis and Huntington's disease, and researchers are closing in
on the elusive genetic causes of breast cancer.

The Hubble telescope has sent back a series of amazing pictures of the universe.

The Mars probe has resulted in a series of remarkable pictures, detailing facts about its surface.

Astronauts walk in space as if it were the natural thing for us all to do.

Computer technology is opening new vistas that are as startling as they are ingenious.

On and on it goes, almost as if knowledge that has been forced below our level of consciousness has burst through restraining barriers and, as if to make up for lost time, has exploded
before our eyes. Students, in the midst of this marvel of discoveries, have a unique opportunity to acquire learning that will shape their future as never before.
We're not concerned here with how you teach a particular subject, but with your knowledge of the various subjects. Our focus is to urge you not to be content with the basic facts and
information of a subject. Rather, acquire familiarity with the ideas, facts, and concepts of a subject, and how they are organized. In other words, know the basic ideas of a subject, and
how these ideas are "put together." Try to keep up with the results of current research. What seems to be essential here is that you should know more than the facts of a subject; you
should understand how facts and ideas interrelate, and what they mean for truly understanding the subject (Borko & Putnam, 1996).
Does your knowledge of a subject affect how you teach it? Subject matter knowledge cuts both ways. If you feel shaky about material, you may attempt to brush by it quickly.
Conversely, if you have depth of knowledge, you may do too much with your pupils. However, research indicates that knowledgeable teachers can better detect student difficulties and
seize opportunities for meaningful learning. Teachers who are less knowledgeable in subject matter may avoid presenting critical material if they are uncomfortable with it, and thus
their students will not see the whole picture (Dill, 1990).
Nevertheless, it all comes down to one fundamental question: How much and what should teachers know of what they teach (Shulman, 1986, p. 26)? The best advice is to know as
much as possible about your subject, to present it as dynamically as possible, and to be prepared to answer all kinds of questions about what you teach.
Teaching Subject Matter Knowledge

Teaching subject matter knowledge refers to the most appealing manner in which you organize and present content-telling, guiding, and using texts, computers, media, or workbooks.
According to Shulman (1986, p. 9), teaching subject matter knowledge means the ways of representing and formulating the subject that make it comprehensible to others, and an
understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the
learning of those most frequently taught topics and lessons. For example, assume that you are teaching one of Faulkner's stories and your students are having difficulty. What do you
do? Do you yourself turn to the story and attempt to clarify themes, or do you search for an outside interpretation?
To help you organize your thoughts about how to teach various subjects, think about the following questions that help to shape your personal style (H. Grossman, 1990):

Why are you teaching what you're teaching? In other words, what do you think is important for your students to know? Your decisions on what to teach
will influence the objectives you want your students to achieve, the teaching strategies you'll use, and the materials you'll select (texts, videos, computer
programs, etc.).

What are your students' typical understandings and misunderstandings of a subject? For example, students usually understand that George Washington
was our first president and the "father of our country." Don't count on them understanding the complex reasons that led to our involvement in Vietnam.
They may understand fractions, but totally misunderstand the division of fractions.

How much do you know about curriculum and curricular materials? Do you know the range of materials-texts and other instructional materials-available
for teaching a particular topic? You should also understand how the topics and ideas of a subject are organized horizontally (within a course or grade
level) and vertically (kindergarten through grade 12).

Have you thought about the strategies and representations you could use for particular topics? Our concern here is that you give considerable attention
to the best way of representing a particular subject or topic. What model, illustration, demonstration, example, or simulation is best suited for the needs
of your students? Do you have to adapt your model to satisfy the individual differences in your class?
What Does All of This Mean for You?

If you remember one guiding principle, you'll be able to relate the various kinds of teacher knowledge to your daily classroom work: Your task is to help students learn as
much as they can. To be more specific, here are several principles of learning, agreed upon by almost all educational psychologists, that will help you to use your
knowledge most effectively. In fact, this list serves as an advanced organizer for much of what we cover in depth in the remaining twelve chapters in this book.
Be sure you know what you want to accomplish; that is, keep clearly defined objectives in sight at all times. In this way, you recognize the stages in any task that are
necessary for mastery. If you're comfortable with the subject you're teaching, you're also aware of the progressive stages that students need to master. For example, pupils
can't do long division until they can add, subtract, and do short division.
Encourage as much student activity as possible. Students will be-should be-engaged in multiple activities, ranging from reading a text with comprehension, to discussing
topics in class, to searching for materials for their research projects. As they become engaged, provide reinforcement, but be sure it is both specific and deserved.
Students need encouragement; just be sure it is appropriate, and don't use praise carelessly.
Guard against student anxiety, which can have many causes: pressure from home, pressure from you, pressure from competition. Frequently monitor the classroom
atmosphere so that it remains challenging but not overwhelming. Remember that tried-and-true cliche: Match the mix; that is, use teaching techniques and materials that
are appropriate for the level (emotional as well as cognitive) of your students.
Teach for understanding, and encourage the use of learning strategies. What do we mean by "understanding"? To answer this question, Perkins and Blythe (1994, pp. 5-6)
stated that understanding is being able to do a variety of thought-demanding things with a topic-explaining, finding evidence and examples, applying, and representing
the topic in new ways. For example, why do skates need to be sharp if you are to skate well? What are the pros and cons of a superpower's invasion of a small country to
restore order?
Remember that students very often don't understand what they learn. They master facts, but their comprehension lags far behind. Changing these conditions is a difficult
task for many reasons, but far too often we're more interested in how students do on standardized tests, on how many sheer facts they have mastered. In a complex and
technological society, we simply can't afford this type of thinking any longer. As Bruer (1994) reminded us:
The world didn't need Isaac Newton to know that apples fell off trees. It did need Newton to give us a general theory that explains why apples fall off trees. Knowing why
apples fall off trees has allowed us to go to the moon and to see television images of the planets. Knowing why leads to other discoveries, new applications, and further
refinements. (p. 17)
We hope you share our belief that teachers and schools that teach and assess understanding as an outcome of instruction can make a significant difference in students'
lives. To accomplish this, however, we believe that teachers must be part scientist and part artist. Let's examine this idea for a moment. Following are definitions of artist
and scientist found in Merriam Webster's Collegiate Dictionary, 10th edition.
artist: a skilled performer
scientist: a scientific [knowledgeable] investigator
By permission. From Merriam-Webster's Collegiate(r) Dictionary, Tenth Edition (c)1998 by Merriam-Webster, Incorporated.
Teaching as an Art and Science

You must know your subject, which implies that you grasp not only the material that you currently are presenting in class, but also the core of the subject, and what
researchers are discovering at the frontiers of the discipline. In an age devoted to empirical research, you'll find yourself doing independent study to prevent personal
obsolescence. You don't want to plead ignorance on too many of your students' questions.
You, and any teacher, will avoid such work unless you like your subject and enjoy interacting with students. To devote hours of study beyond the demands of duty
requires a commitment to a discipline and the company of the young, both of which can be provocative masters. You have already made a commitment that reflects a
love of study and pleasure in working with youth. These categories actually mirror two basic themes that are at the heart of this book: the teacher as a professional and
the teacher as a person.
Musing about the art of teaching, Cohen (1992) described the lives of five veteran secondary school teachers and concluded that common to them all was a passion and
enthusiasm for the subjects they taught. Particularly interesting was her finding that they were not locked into any single teaching style. They had developed their own
unique and, for them, effective styles, which they constantly modified. In many ways, they never lost the perspective of a novice: always wanting to try something new,
to seek constantly for improvement. As Cohen noted, they were "originals." These innovative, flexible teachers undoubtedly performed as artists in their classrooms.
Considering teaching strictly as an art, however, is too limiting. Given the knowledge that we have acquired about the nature of instruction and about the methods of
inquiry into any discipline, we should explore the notion that teaching also be considered a science.
You'll find that you, knowingly or not, adopt-and adapt-the scientific method in your work. You'll adopt the role of experimenter as you try new instructional methods
and classroom procedures (even something as simple as changing the seating arrangement). A quick rundown on your role of teacher-as-scientist will include the
following four steps:
1. Identifying the problem. You must decide exactly what you want your students to learn.
2. Formulating a logical series of steps to reach a goal. You'll decide not only which topic to present but how you'll do it.
3. Gathering the data. You'll conclude just what student behavior is to be assessed and then the best means of measuring it.
4. Interpreting the data. You'll judge if your students' performance has achieved the desired goal.

By following the "scientific method" in instruction and by your involvement at various levels of scientific inquiry, you'll act as a scientist: you'll identify objectives,
devise strategies, gather and evaluate their data, and communicate their results.
Thus, teaching is both art and science, a needed combination for today's changing classrooms and for enacting effective teaching-learning interactions.
A collection of Philippine laws, statutes and codes
not included or cited in the main indices
of the Chan Robles Virtual Law Library

This page features the full text of

Batas Pambansa Bilang 232
"Education Act of 1982"
AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION.
chan robles virtual law library

BATAS PAMBANSA BILANG 232

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION.
chan robles virtual law library
chan robles virtual law library

I.
GENERAL PROVISIONS
CHAPTER 1
Preliminary Matters
chanrobles virtual law library

Section 1. Title. This Act shall be known as the "Education Act of 1982."

chanrobles virtual law library

Sec. 2. Coverage. This Act shall apply to and govern both formal and non-formal systems in public and private schools in all levels of the entire educational
system.

chanrobles virtual law library

CHAPTER 2
Declaration of Basic State Policy and Objectives
chanrobles virtual law library

Sec. 3. Declaration of Basic Policy. It is the policy of the State to established and maintain a complete, adequate and integrated system of education
relevant to the goals of national development. Toward this end, the government shall ensure, within the context of a free and democratic system, maximum
contribution of the educational system to the attainment of the following national developmental goals:

1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To ensure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in a
changing world.

The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed, socio-economic status, physical and mental
conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality of access to education as well as the
enjoyment of the benefits of education by all its citizens.

chanrobles virtual law library

The state shall promote the right of the nation's cultural communities in the exercise of their right to develop themselves within the context of their cultures,
customs, traditions, interest and belief, and recognizes education as an instrument for their maximum participation in national development and in ensuring
their

involvement

in

achieving

national

unity.

chanrobles virtual law library

Sec. 4. Declaration of Objectives. The educational system aim to:

chanroblesvirtuallawlibrary

1. Provide for a broad general education that will assist each individuals in the peculiar ecology of his own society, to (a) attain his potentials as a human
being; (b) enhance the range and quality of individual and group participation in the basic functions of society; and (c) acquire the essential educational
foundation of his development into a productive and versatile citizen;

chanrobles virtual law library

2. Train the nation's manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation.

Towards the realization of these objectives, and pursuant to the Constitution, all educational institutions shall aim to inculcate love of country, teach the
duties

of

citizenship,

and

develop

moral

character,

personal

discipline,

and

scientific,

technological,

and

vocational

efficiency.

chanrobles virtual law library

Furthermore, the educational system shall reach out to educationally deprived communities, in order to give meaningful reality to their membership in the
national society, to enrich their civic participation in the community and national life, and to unify all Filipinos into a free and just nation.

II.
THE EDUCATIONAL COMMUNITY
CHAPTER 1
Preliminary Provisions
chanrobles virtual law library

Sec. 5. Declaration of Policy and Objectives. It is likewise 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 be true goals and objectives of education be fulfilled.

Moreover, the State shall:

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1. Aid and support the natural right and duty of parents in the rearing of the youth through the educational system.
2. Promote and safeguard the welfare and interest of the students by defining their rights and obligations, according them privileges, and encouraging the
establishment of sound relationships between them and the other members of the school community.
3. Promote the social economic status of all school personnel, uphold their rights, define their obligations, and improve their living and working conditions
and career prospects.

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4. Extend support to promote the viability of those institutions through which parents, students and school personnel seek to attain their educational goals.

Sec. 6. Definition and Coverage. "Educational community" refers to those persons or groups of persons as such or associated in institutions involved in
organized teaching and learning systems.

The members and elements of the educational community are:

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1. "Parents" or guardians or the head of the institution or foster home which has custody of the pupil or student.
2. "Students," or those enrolled in and who regularly attend and educational institution of secondary or higher level of a person engaged in formal study.
"Pupils," are those who regularly attend a school of elementary level under the supervision and tutelage of a teacher.
3 "School personnel," or all persons working for an educational institution, which includes the following:

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a. "Teaching or academic staff," or all persons engaged in actual teaching and/or research assignments, either on full-time or part-time basis, in all levels of
the educational system.
b. "School administrators," or all persons occupying policy implementing positions having to do with the functions of the school in all levels.
c. "Academic non-teaching personnel," or those persons holding some academic qualifications and performing academic functions directly supportive of
teaching, such as registrars, librarians, research assistants, research aides, and similar staff.
d. "Non-academic personnel," or all other school personnel not falling under the definition and coverage of teaching and academic staff, school
administrators and academic non-teaching personnel.

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4. "Schools," or institutions recognized by the State which undertake educational operations. chanrobles virtual law library

Sec. 7. Community Participation. Every educational institution shall 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

their

common

interest.

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Representatives from each subgroup of the educational community shall sit and participate in these bodies, the rules and procedures of which must be
approved

by

them

and

duly

published.

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robles

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CHAPTER 2
Rights
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Sec. 8. Rights of Parents. In addition to other rights under existing laws, all parents who have children enrolled in a school have the following
rights:

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1. The right to organize by themselves and/or with teachers for the purpose of providing a forum for the discussion of matters relating to the total school
program, and for ensuring the full cooperation of parents and teachers in the formulation and efficient implementation of such programs.
2. The right to access to any official record directly relating to the children who are under their parental responsibility.

Sec. 9. Right of Students in School. In addition to other rights, and subject to the limitation prescribed by law and regulations, and student and pupils in
all schools shall enjoy the following rights:

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1. The right to receive, primarily through competent instruction, relevant quality education in line with national goals and conducive to their full
development as person with human dignity.
2. The right to freely chose their field of study subject to existing curricula and to continue their course therein up to graduation, except in cases of academic
deficiency, or violation of disciplinary regulations.
3. The right to school guidance and counseling services for decisions and selecting the alternatives in fields of work suited to his potentialities.
4. The right of access to his own school records, the confidentiality of which the school shall maintain and preserve.
5. The right to the issuance of official certificates, diplomas, transcript of records, grades, transfer credentials and other similar documents within thirty days
from request.

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6. The right to publish a student newspaper and similar publications, as well as the right to invite resource persons during assemblies, symposia and other
activities of similar nature.

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7. The right to free expression of opinions and suggestions, and to effective channels of communication with appropriate academic channels and
administrative bodies of the school or institution.
8. The right to form, establish, join and participate in organizations and societies recognized by the school to foster their intellectual, cultural, spiritual and
physical growth and development, or to form, establish, join and maintain organizations and societies for purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by their own he organizations or societies.

Sec. 10. Rights of all School Personnel. In addition to other rights provided for by law, the following rights shall be enjoyed by all school personnel:

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1. The right to free expression of opinion and suggestions, and to effective channels of communication with appropriate academic and administrative bodies
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2. The right to be provided with free legal service by the appropriate government office in the case of public school personnel, and through the school
authorities concerned in the case of private school personnel, when charged in an administrative, civil and/or criminal proceedings by parties other than the
school or regulatory authorities concerned for actions committed directly in the lawful discharge of professional duties and/or in defense of school
policies.

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3. The right to establish, join and maintain labor organizations and/or professional and self-regulating organizations of their choice to promote their welfare
and defend their interests.

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4. The right to be free from involuntary contributions except those imposed by their own organizations.

Sec. 11. Special Rights and/or Privileges of Teaching or Academic Staff Further to the rights mentioned in the preceding Section, every member of the
teaching or academic staff shall enjoy the following rights and/or privileges:

1. The right to be free from compulsory assignments not related to their duties as defined in their appointments or employment contracts, unless
compensated therefor, conformably to existing law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge of lawful duties and responsibilities, and shall, therefore, be accorded due respect
and protection.
4. Teachers shall be accorded the opportunity to choose alternative career lines either in school administration, in classroom teaching, or others, for
purposes of career advancement.

Sec. 12. Special Rights of School Administration. School administrators shall, in accordance with existing laws, regulations and policies of the Ministry of
Education, Culture and Sports, be accorded sufficient administrative discretion necessary for the efficient and effective performance of their functions.
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School administrators shall be deemed persons in authority while in the discharge of lawful duties and responsibilities, and shall therefore be accorded due
respect

and

protection.

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Sec. 13. Rights of Schools. In addition to other rights provided for by law, schools shall enjoy the following:

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1. The right of their governing boards or lawful authorities to provide for the proper governance of the school and to adopt and enforce administrative or
management systems.

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2. The right for institutions of higher learning to determine on academic grounds who shall be admitted to study, who may teach, and what shall be subjects
of the study and research.

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CHAPTER 3
Duties and Obligations
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Sec. 14. Duties of Parents. In addition to those provided for under existing laws, all parents shall have the following duties and obligations:

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1. Parents, individually or collectively, through the school systems, shall help carry out the educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and shall strive to enable them to obtain secondary and higher education
in the pursuance of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school program curricular and co-curricular.

Sec. 15. Duties and Responsibilities of Students. In addition to those provided for under existing laws, every student shall:

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1. Exert his utmost to develop his potentialities for service, particularly by undergoing an education suited to his abilities, in order that he may become an
asset to his family and to society.

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2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and abide by the rules and regulations governing his academic
responsibilities and moral integrity.

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3. Promote and maintain the peace and tranquility of the school by observing the rules and discipline, and by exerting efforts to attain harmonious
relationships with fellow students, the teaching and academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in the social, economic and cultural development of his
community and in the attainment of a just, compassionate and orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement or violation of the public welfare and of the rights of others.

Sec. 16. Teacher's Obligations. Every teacher shall:

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1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals, and objectives of the school.
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2. Be accountable for the efficient and effective attainment of specified learning objectives in pursuance of national development goals within the limits of
available school resources.

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3. Render regular reports on performance of each student and to the latter and the latter's parents and guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic rating for acts that are clearly not manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual, cultural and political change in his school and the community within the
context of national policies.

Sec. 17. School Administrators' Obligations. Every school administrator shall:

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1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals and objectives of the school.

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library

2. Be accountable for the efficient and effective administration and management of the school.
3. Develop and maintain a healthy school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning,
and to harmonious and progressive school-personnel relationship.

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4. Assume and maintain professional behavior in his work and in dealing with students, teachers, academic non-teaching personnel, administrative staff, and
parents or guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and non-academic staff on their actual performance in relation to their expected
performance and counsel them on ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in disciplining his teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry of Education, Culture and Sports.

Sec. 18. Obligations of Academic Non-Teaching Personnel. Academic non-teaching personnel shall:

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1. Improve himself professionally be keeping abreast of the latest trends and techniques in his profession.
2. Assume, promote and maintain an atmosphere conducive to service and learning.
3. Promote and maintain an atmosphere conducive to service and learning.

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III.
THE EDUCATIONAL SYSTEMS
CHAPTER 1
Formal Education
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Sec. 19. Declaration of Policy. The State recognizes that formal education, or the school system, in society's primary learning system, and therefore the
main

instrument

for

the

achievement

of

the

country's

educational

goals

and

objectives.

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Sec. 20. Definition. "Formal Educational" refers to the hierarchically structured and chronologically graded learning organized and provided by the formal
school system and for which certification is required in order for the learner to progress through the grades or move to higher levels. Formal education shall
correspond to the following levels:

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1. Elementary Education. the first stage of compulsory, formal education primarily concerned with providing basic education and usually corresponding to
six or seven grades, including pre-school programs.
2. Secondary Education. the state of formal education following the elementary level concerned primarily with continuing basic education and expanding it
to include the learning of employable gainful skills, usually corresponding to four years of high school.
3. Tertiary Education. post secondary schooling is higher education leading to a degree in a specific profession or discipline.

Sec. 21. Objectives of Elementary Education. The objectives of elementary education are:

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1. To provide the knowledge and develop the skills, attitudes, and values essential to personal development and necessary for living in and contributing to a
developing and changing social milieu;
2. To provide learning experiences which increase the child's awareness of and responsiveness to the changes in and just demands of society and to prepare
him for constructive and effective involvement;
3. To promote and intensify the child's knowledge of, identification with, and love for the nation and the people to which he belongs; and
4. To promote work experiences which develop the child's orientation to the world of work and creativity and prepare himself to engage in honest and
gainful work.

Sec. 22. Objectives of Secondary Education. The objectives of secondary education are:

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1. To continue to promote the objectives of elementary education; and

2. To discover and enhance the different aptitudes and interests of the students so as to equip him with skills for productive endeavor and/or prepare him
for tertiary schooling.

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Sec. 23. Objective of Tertiary Education. The objectives of tertiary education are:

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1. To provide a general education program that will promote national identity, cultural consciousness, moral integrity and spiritual vigor;
2. To train the nation's manpower in the skills required for national development;
3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge for improving the quality of human life and responding effectively to changing
societal needs and conditions.

CHAPTER 2
Non-Education and Specialized Educational Services
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Sec. 24. Specialized Educational Service. The State further recognizes its responsibility to provide, within the context of the formal education system,
services to meet special needs of certain clientele. These specific types, which shall be guided by the basic policies of the State embodied in the General
Provisions of this Act, include:

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1. "Work Education," or "Practical Arts," as a program of basic education which aims to develop the right attitudes towards work; and "technical-vocational
education," post-secondary but non-degree programs leading to one, two, or three year certificates in preparation for a group of middle-level occupations.
2. "Special Education," the education of persons who are physically, mentally, emotionally, socially, or culturally different from the so-called "normal"
individuals that they require modification of school practices/services to develop them to their maximum capacity; and
3. "Non-formal Education," any organized school-based educational activities undertaken by the Ministry of Education, Culture and Sports and other agencies
aimed at attaining specific learning objectives for a particular clientele, especially the illiterates and the out-of-school youth and adults, distinct from and
outside the regular offerings of the formal school system.

The objectives of non-formal education are as follows:

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a. To eradicate illiteracy and raise the level of functional literacy of the population;
b. To provide unemployed and underemployed youth and adults with appropriate vocational/technical skills to enable them to become more productive and
effective citizens; and
c. To develop among the clientele of non-formal education proper values and attitudes necessary for personal, community and national development.
CHAPTER 3
Establishment of Schools
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Sec.

25. Establishment of Schools. All schools shall be established in accordance with law. The establishment of new national schools and the conversion

of existing schools from elementary to national secondary or tertiary schools shall be by law: Provided, That any private school proposed to be established
must incorporate as an non-stock educational corporation in accordance with the provisions of the Corporation Code of the Philippines. This requirement to
incorporate

may

be

waived

in

the

case

of

family-administered

pre-school

institutions.

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Government

assistance

to

such

schools

for

educational

programs

shall

be

used

exclusively

for

that

purpose.

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Sec.

26. Definition of Terms. The terms used in this Chapter are defined as follows:

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1. "Schools" are duly established institutions of learning or educational institutions.

2. "Public Schools" are educational institutions established and administered by the government. chanrobles virtual law library
3. "Private Schools" are educational institutions maintained and administered by private individuals or groups.
Sec.

27. Recognition of Schools. The educational operations of schools shall be subject to their prior authorization of the government, and shall be

affected by recognition. In the case of government operated schools, whether local, regional, or national, recognition of educational programs and/or
operations shall be deemed granted simultaneously with establishment.
In all other case the rules and regulations governing recognition shall be prescribed and enforced by the Ministry of Education, Culture and Sports defining
therein who are qualified to apply, providing for a permit system, stating the conditions for the grant of recognition and for its cancellation and withdrawal,
and providing for related matters.
Sec.

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28. Effects of Recognition; Punishable Violations. The issuance of a certificate of recognition to a school shall have the following effects:

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1. It transforms the temporary permit to a permanent authority to operate;

2. It entitled the school or college to give the students who have completed the course for which recognition is granted, a certificate, title or diploma;
and

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3. It shall entitle the students who have graduated from said recognized course or courses to all the benefits and privileges enjoyed by graduates in similar
courses of studies in all schools recognized by the government.

Operation of schools and educational programs without authorization, and/or operation thereof in violation of the terms of recognition, are hereby declared
punishable

violations

subject

to

the

penalties

provided

in

this

Act.

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Sec.

29. Voluntary Accreditation. The Ministry shall encourage programs of voluntary accreditation for institution which desire to meet standards of

quality over and above minimum required for State recognition.

CHAPTER 4
Internal Organization of Schools
Sec.

30. Organization of Schools. Each school shall establish such internal organization as will best enable it to carry out its academic and administrative

functions, subject to limitations provided by law.

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Each school establish such arrangements for the peaceful settlement of disputes between or among the members of the educational community.

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Sec.

31. Governing Board. Every government college or university as a tertiary institution and every private school shall have a governing board pursuant

to its charter or the Corporation Code of the Philippines, as the case may be.
Sec.

32. Personnel Transactions. The terms and conditions of employment of personnel in government schools shall be governed by the Civil Service,

budgetary and compensation laws and rules.

In private schools, dispute arising from employer-employee relations shall fall under the jurisdiction of the Ministry of Labor and Employment as provided for
by law regulations: Provided, That in view of the special employment status of the teaching and academic non-teaching personnel, and their special roles in

the advancement of knowledge, standards set or promulgated jointly by the Ministry of Education, Culture and Sports and by the Ministry of Labor and
Employment shall be applied by the Ministry of Labor and Employment: Provided, further, That every private school shall establish and implement an
appropriate system within the school for the prompt and orderly settlement of provisions of Articles 262 and 263 of the Labor Code.

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CHAPTER 5
School Finance and Assistance
Sec.

33. Declaration of Policy. It is hereby declared to be the policy of the State that the national government shall contribute to the financial support of

educational programs pursuant to goals of education as declared in the Constitution. Towards this end, the government shall:

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1. Adopt measures to broaden access to education through financial assistance and other forms of incentives to schools, teachers, pupils and students; and
2. Encourage and stimulate private support to education through, inter alia, fiscal and other assistance measures.
A. FUNDING OF REPUBLIC SCHOOLS
Sec.

34. National Funds. Public school shall continue to be funded from national funds: Provided, That local governments shall be encouraged to assume

operation of local public schools on the basis of national fund participation and adequate revenue sources which may be assigned by the national
government for the purpose.
Sec.

35. Financial Aid Assistance to Public Secondary Schools. The national government shall extend financial aid and assistance to public secondary

schools established and maintained by local governments, including barangay high schools.
Sec.

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36. Share of Local Government. Provinces, cities and municipalities and barangays shall appropriate funds in their annual budgets for the operation

and maintenance of public secondary schools on the basis of national fund participation.
Sec.

37. Special Education Fund. The proceeds of the Special Education Fund accruing to local governments shall be used exclusively for the purposes

enumerated in Section 1 of Republic Act No. 5447, and in accordance with rules and regulations issued by the Ministry of Education, Culture and Sports and
the Ministry of the Budget. Said proceeds shall be considered a local fund and shall be subject to Presidential Decrees No. 477, Presidential Decree No. 1375
and other applicable local budget laws and regulations.
Sec.

38. Tuition and other School Fees. Secondary and post-secondary schools may charge tuition and other school fees, in order to improve facilities or

to accommodate more students.chanrobles virtual law library

Sec.

39. Income from other Sources. Government-supported educational institution may receive grants, legacies, donations and gifts for purposes

allowed by existing laws.

Furthermore, income generated from production activities and from auxiliary enterprises may be retained and used for schools concerned in accordance with
rules and regulations jointly issued consistently with pertinent appropriation and budgetary laws by the Ministry of the Budget, the Ministry of Education,
Culture and Sports and the Commission on Audit.
B.
FUNDING OF PRIVATE SCHOOLS
Sec.

40. Funding of Private Schools. Private schools may be funded from their capital investment or equity contributions, tuition fees and other school

charges, grants, loans, subsidies, passive investment income and income from other sources.
Sec.

41. Government Assistance. The government, in recognition of their complementary role in the educational system, may provide aid to the programs

of private schools in the form of grants or scholarships, or loans from government financial institutions: Provided, That such programs meet certain defined
educational requirements and standards and contribute to the attainment of national development goals.
Sec.

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42. Tuition and Other Fees. Each private school shall determine its rate of tuition and other school fees or charges. The rates and charges adopted by

schools pursuant to this provision shall be collectible, and their application or use authorized, subject to rules and regulations promulgated by the Ministry of
Education, Culture and Sports.
Sec.

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43. Income from Other Sources. Any private school duly recognized by the government, may receive any grant and legacy, donation, gift, bequest or

devise from any individual, institution, corporation, foundation, trust of philanthropic organization, or research institution or organization as may be
authorized by law.

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Furthermore, private schools are authorized to engage in any auxiliary enterprise to generate income primarily to finance their educational operations
and/or to reduce the need to increase students' fees.
Sec.

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44. Institutional Funds. The proceeds from tuition fees and other school charges, as well as other income of schools, shall be treated as institutional

funds. Schools may pool their institutional funds, in whole or in part, under joint management for the purpose of generating additional financial resources.
C.
INCENTIVES TO EDUCATION
Sec.

45. Declaration of Policy. It is the policy of the State in the pursuit of its national education development goals to provide an incentive program to

encourage the participation of the community in the development of the educational sector.
Sec.

46. Relating to School Property. Real property, such as lands, buildings and other improvements thereon used actually, directly and exclusively for

educational purposes shall be subject to the real property tax based on an assessment of fifteen per cent of the market value of such property: Provided,
That all the proceeds from the payment thereof shall accrue to a special private education fund which shall be managed and disbursed by a local private
school board which shall be constituted in each municipality or chartered city with private educational institutions with the mayor or his representative as
chairman and not more than two representatives of the institutional taxpayers, and, likewise, not more than two residents of the municipality or chartered
city who are alumni of any of the institutional taxpayers as members: Provided, further, That fifty percent of the additional one percent tax on real estate
property provided for under Republic Act 5447, shall accrue to the special private education fund: Provided, finally, That in municipalities or chartered cities
wherein the number of private institutions with individual enrollment of pupils and students over five thousand exceeds fifteen, the members of the private
school board shall be increased to not more than fourteen members determined proportionately by the Minister of Education, Culture and Sports. The private
school board shall adopt its own rules which shall enable it to finance the annual programs and projects of each institutional taxpayer for the following
purposes; student-pupil scholarships; improvement of instructional, including laboratory, facilities and/or equipment; library books and periodicals
acquisition; and extension service in the community, in that order of priority.
Sec.

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47. Relating to Gifts or Donations to Schools. All gifts or donation in favor of any school, college or university recognized by the Government shall

not be subject to tax; Provided, That such gifts or donations shall be for improvement of classrooms and laboratory of library facilities, and shall not inure to
the benefit of any officer, director, official, or owner or owners of the school, or paid out as salary, adjustments or allowance of any form or nature
whatsoever, except in support of faculty and/or professorial chairs.
Sec.

48. Relating to Earnings from Established Scholarship Funds. All earnings from the investment of any duly established scholarship fund of any school

recognized by the government, constituted from gifts to the school, and/or from contributions or other resources assigned to said fund by the school, if said
earnings are actually used to fund additional scholarship grants to financially deserving students shall be exempt from tax until the scholarship fund is fully
liquidated, when the outstanding balance thereof shall be subject to tax.

Sec.

49. School Dispersal Program. All gains realized from the sale, disposition or transfer of property, real or personal, of any duly established private

school, college or university, in pursuance of a school dispersal program of the government or of the educational institution as approved by the government,
shall be considered exempt from tax if the total proceeds of the sale are reinvested in a new or existing duly established school, college, or university
located in the dispersal site, within one (1) year from the date of such sale, transfer or disposition; otherwise, all taxes due on the gains realized from the
transaction shall immediately become due and payable.
Sec.

50. Conversion to Educational Foundations. An educational institution may convert itself into a non-stock, non-profit educational foundation, in

accordance with the implementing rules to be issued jointly by the Ministry of Education, Culture and Sports and the Ministry of Finance.

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In the case of stock corporations, if for any reason its corporate existence as an educational institution ceases and is not renewed, all its net assets after
liquidation of the liabilities and other obligations may be conveyed and transferred to any non-profit educational institution or successor non-profit
educational institution or to be used in such manner as in the judgment of said court will best accomplish the general purposes for which the dissolved
organization was organized, or to the State.
D.
ASSISTANCE TO STUDENTS
Sec.

51. Government Assistance to Students. The government shall provide financial assistance to financially disadvantaged and deserving students.

Such assistance may be in the form of State scholarships, grants-in-aid, assistance from the Educational Loan Fund, or subsidized tuition rates in State
colleges and universities.
All the above and similar assistance programs shall provide for reserve quotas for financially needed but academically qualified students from the national
cultural communities.
Sec.

52. Grant of Scholarship Pursuant to Existing Laws. Educational institutions shall be encouraged to grant scholarships to students pursuant to the

provisions of existing laws and such scholarship measures as may hereafter be provided for by law.
Sec.

53. Assistance from the Private Sector. The private sector, especially educational institutions, business and industry, shall be encouraged to grant

financial assistance to students, especially those undertaking research in the fields of science and technology or in such projects as may be necessary within
the context of national development.

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IV.
THE MINISTRY OF EDUCATION, CULTURE AND SPORTS
CHAPTER 1
General Provisions
Sec.

54. Declaration of Policy. The administration of the education system and, pursuant to the provisions of the Constitution, the supervision and

regulation of educational institutions are hereby vested in the Ministry of Education, Culture and Sports, without prejudice to the provisions of the charter of
any state college and university.
Sec.

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55. Organization. The Ministry shall be headed by the Minister of Education, Culture and Sports who shall be assisted by one or more Deputy

Ministers.
The organization of the Ministry shall consist of (a) the Ministry Proper composed of the immediate Office of the Minister, and the Services of the Ministry,
(b) the Board of Higher Education, which is hereby established, (c) the Bureau of Elementary Education, the Bureau of Secondary Education, the Bureau of
Higher Education, the Bureau of Technical and Vocational Education, and the Bureau of Continuing Education, which are hereby established, (d) Regional
offices and field offices, (e) the National Scholarship Center and such other agencies as are now or may be established pursuant to law, and (f) the cultural
agencies, namely: the National Library, the National Historical Institute, the National Museum, and the Institute of National Language. Such of the above
offices as are created or authorized to be established under this provision, shall be organized and staffed and shall function, subject to the approval of the
President, upon recommendation of the Minister of Education, Culture and Sports in consultation with the Presidential Commission on Reorganization.
Sec.

56. The National Board of Education is hereby abolished, and its appropriations, personnel, records, and equipment are hereby transferred to the Office

of the Minister of Education, Culture and Sports.

Sec.

57. Functions and Powers of the Ministry. The Ministry shall:

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1. Formulate general education objectives and policies, and adopt long-range educational plans;
2. Plan, develop and implement programs and projects in education and culture;

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3. Promulgate rules and regulations necessary for the administration, supervision and regulation of the educational system in accordance with declared
policy;
4. Set up general objectives for the school system;
5. Coordinate the activities and functions of the school system and the various cultural agencies under it;
6. Coordinate and work with agencies concerned with the educational and cultural development of the national cultural communities; and
7. Recommend and study legislation proposed for adoption.
Sec.

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58. Report to the Batasang Pambansa. The Minister of Education, Culture and Sports shall make an annual report to the Batasang Pambansa on the

implementation of the national basic education plan, the current condition of the education programs, the adequacy or deficiency of the appropriations and
status of expenditures, the impact of education on the different regions, the growth of enrollment, the adequacy of academic facilities, the concentration of
low income groups, or the supply of teaching and non-teaching personnel, with such comments and appropriate recommendations thirty (30) days before
the opening of its regular session.

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CHAPTER 2
Board of Higher Education
Sec.

59. Declaration of Policy. Higher education will be granted towards the provision of better quality education, the development of middle and high-

level manpower, and the intensification of research and extension services. The main thrust of higher education is to achieve equity, efficiency, and high
quality in the institutions of higher learning both public and private, so that together they will provide a complete set of program offerings that meet both
national and regional development needs.
Sec.

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60. Organization of the Board of Higher Education. The Board of Higher Education is reconstituted as an advisory body to the Minister of Education,

Culture and Sports. The Board shall be composed of a Deputy Minister of Education, Culture and Sports designated as Chairman and four other members to
be appointed by the President of the Philippines upon nomination by the Minister of Education, Culture and Sports for a term of four years. The four members
shall have distinguished themselves in the field of higher education and development either in the public or private sector. In the initial appointment of the
non-ex officio members, the first appointee shall serve for a term of four years; the second for a term of three years; the third for a term of two years; and
the fourth for a term of one year. The Director of the Bureau of Higher Education shall participate in the deliberation of the Board but without the right to
vote. The Bureau of Higher Education shall provide the Board with the necessary technical and staff support: Provided, That the Board may create technical
panels of experts in the various disciplines as the need arises.
Sec.

61. Function of the Board of Higher Education. The Board shall:

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1. Make policy recommendations regarding the planning and management of the integrated system of higher education and the continuing evaluation
thereof.
2. Recommend to the Minister of Education, Culture and Sports steps to improve the governance of the various components of the higher education system
at national and regional levels.

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3. Assist the Minister of Education, Culture and Sports in making recommendation relatives to the generation of resources and their allocation for higher
education.

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CHAPTER 3
The Bureaus
Sec.

62. Bureau of Elementary Education. The Bureau shall perform the following functions:

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1. Conduct studies and formulate, develop, and evaluate programs and educational standards for elementary education;
2. Undertake studies necessary for the preparation of prototype curricular designs, instructional materials, and teacher training programs for elementary
education; and

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3. Formulate guidelines to improve elementary school physical plants and equipment, and general management of these schools.
Sec.

63. Bureau of Secondary Education. The Bureau shall perform the following functions:

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1. Conduct studies and formulate, develop and evaluate programs and educational standards for secondary education;
2. Develop curricular designs, prepare instructional materials, and prepare and evaluate programs to update the quality of the teaching and non-teaching
staff at the secondary level;
3. Formulate guidelines to improve the secondary school physical plants and equipment, and general management of these schools.
Sec.

64. Bureau of Technical and Vocational Education. The Bureau shall perform the following:

1. Collaborate with other agencies in the formulation of manpower plans;

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2. Conduct studies, formulate, develop and evaluate post-secondary vocational-technical programs and recommend educational standards for these
programs;

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3. Develop curricular designs and prepare instructional materials, prepare and evaluate programs to upgrade the quality of teaching and non-teaching staff,
and formulate guidelines to improve the physical plant and equipment of post-secondary vocational-technical schools.
Sec.

65. Bureau of Higher Education. The Bureau of higher Education shall perform the following functions:

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1. Develop, formulate and evaluate programs, projects and educational standards for a higher education;
2. Provide staff assistance to the Board of Higher Education in its policy formulation and advisory functions;
3. Provide technical assistance to encourage institutional development programs and projects;
4. Compile, analyze and evaluate data on higher education; and
5. Perform other functions provided for by law.
Sec.

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66. Bureau of Continuing Education. As the main implementing arm of the non-formal education programs of the Ministry, the Bureau shall provide

learning programs or activities that shall:

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1. Serve as a means of meeting the learning needs of those unable to avail themselves of the educational services and programs of formal education;

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2. Provide opportunities for the acquisition of skills necessary to enhance and ensure continuing employability, efficiency, productivity, and competitiveness
in the labor market;

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3. Serve as a means for expanding access to educational opportunities to citizens of varied interests, demographic characteristics and socio-economic origins
or status.
CHAPTER 4
Regional Offices
Sec.

67. Functions. A regional office shall:

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1. Formulate the regional plan of education based on the national plan of the Ministry taking into account the specific needs and special traditions of the
region;
2. Implement education laws, policies, plans, programs, rules and regulations of the Ministry or agency in the regional area;
3. Provide economical, efficient and effective education services to the people in the area.

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V.
MISCELLANEOUS PROVISIONS
CHAPTER 1
Penal/Administrative Sanctions
Sec.

68. Penalty Clause. Any person upon conviction for an act in violation of Section 28, Chapter 3, Title III above, shall be punished with a fine of not

less than two thousand pesos (P2,000.00) nor more than ten thousand pesos (P10,000.00) or imprisonment for a maximum period of two (2) years, or both,
in the discretion of the court.

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If the act is committed by a school corporation, the school head together with the person or persons responsible for the offense or violation shall be equally
liable.
Sec.

69. Administrative Sanction. The Minister of Education, Culture and Sports may prescribe and impose such administrative sanction as he may deem

reasonable and appropriate in the implementing rules and regulations promulgated pursuant to this Act for any of the following causes:
1. Mismanagement of school operations;

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2. Gross inefficiency of the teaching or non-teaching personnel;

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3. Fraud or deceit committed in connection with the application for Ministry permit or recognition;
4. Failure to comply with conditions or obligations prescribed by this Code or its implementing rules and regulations; and
5. Unauthorized operation of a school or course, or any component thereof, or any violation of the requirement governing advertisements or announcements
of educational institutions.

Sanctions against the schools shall be without prejudice to the interest of the students, teachers and employees.

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CHAPTER 2
Administrative Provisions
Sec.

70. Rule-making Authority. The Minister Education, Culture and Sports charged with the administration and enforcement of this Act, shall

promulgate the necessary implementing rules and regulations.

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Sec.

71. Separability Provision. Any part or provision of this Act which may held invalid or unconstitutional shall not affect its remaining parts of

provisions.
Sec.
be.

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72. Repealing Clause. All laws or parts thereof inconsistent with any provision of this Act shall be deemed repealed or modified, as the case may

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Sec.

73. Effectivity. This Act shall take effect upon its approval.

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Approved: September 11, 1982

Republic Act No. 10533

Published: May 15, 2013.

S. No. 3286
H. No. 6643
Republic of the Philippines
Congress of the Philippines
Metro Manila
Fifteenth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.
[REPUBLIC ACT NO. 10533]
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE
NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. Short Title. This Act shall be known as the Enhanced Basic Education Act of 2013.
SEC. 2. Declaration of Policy. The State shall establish, maintain and support a complete, adequate, and integrated system of education
relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned,
through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the
competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to
engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and ones self.
For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the
essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is
at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts,
sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners,
schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.
SEC. 3. Basic Education. Basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning
can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning systems for out-of-school learners
and those with special needs.
SEC. 4. Enhanced Basic Education Program. The enhanced basic education program encompasses at least one (1) year of kindergarten
education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four
(4) years of junior high school and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is
typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two
(2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16)
years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of
learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or
native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to
Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can
become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies
with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by
individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language
existing in a region, area or place.
SEC. 5. Curriculum Development. The DepED shall formulate the design and details of the enhanced basic education curriculum. It shall work
with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino
graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the
CHED and the Technical Education and Skills Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government agencies
and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission
(PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the parents-teachers
associations and the chambers of commerce on matters affecting the concerned stakeholders.
The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where
the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective
educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of
these materials shall devolve to the regional and division education units.
SEC. 6. Curriculum Consultative Committee. There shall be created a curriculum consultative committee chaired by the DepED Secretary or
his/her duly authorized representative and with members composed of, but not limited to, a representative each from the CHED, the TESDA, the
DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as the Information
Technology Business Process Outsourcing (IT-BPO) industry association. The consultative committee shall oversee the review and evaluation on
the implementation of the basic education curriculum and may recommend to the DepED the formulation of necessary refinements in the
curriculum.
SEC. 7. Teacher Education and Training. To ensure that the enhanced basic education program meets the demand for quality teachers and
school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental
organizations, shall conduct teacher education and training programs, as specified:
(a) In-service Training on Content and Pedagogy Current DepED teachers shall be retrained to meet the content and performance standards of
the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training.
(b) Training of New Teachers. New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to
upgrade their skills to the content standards of the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant
stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality
standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other relevant
stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers.
(c) Training of School Leadership. Superintendents, principals, subject area coordinators and other instructional school leaders shall likewise
undergo workshops and training to enhance their skills on their role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school year
to ensure constant upgrading of teacher skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified
Applicants, Technical-Vocational Courses and Higher Education Institution Faculty. Notwithstanding the provisions of Sections 26, 27 and 28 of
Republic Act No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, the DepED and private education institutions
shall hire, as may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination
for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education. Qualified LET applicants shall also
include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the
requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided, further, That if
such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education:Provided, That these graduates
possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be administered
by the DepED or higher education institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must
be a holder of a relevant Bachelors degree, and must have satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic
Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only. For this purpose, the DepED, in
coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. To properly guide the students in choosing the career tracks that they intend to pursue, the
DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students.
Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the Guidance and Counselling Act of 2004, career
and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy
activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be
developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. The benefits accorded by Republic Act No. 8545, or the Expanded Government Assistance to
Students and Teachers in Private Education Act, shall be extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the programs
under Republic Act No. 8545, and other financial arrangements formulated by the DepED and the Department of Budget and Management (DBM)
based on the principles of public-private partnership.

SEC. 11. Appropriations. The Secretary of Education shall include in the Departments program the operationalization of the enhanced basic
education program, the initial funding of which shall be charged against the current appropriations of the DepED. Thereafter, the amount
necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act.
SEC. 12. Transitory Provisions. The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed to
ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies
may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies
and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for senior high school
may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for
HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the
utilization of the latters human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely
with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to
provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected.
The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the
duration of the transition period. For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRR).
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program). There is hereby created a Joint
Oversight Committee to oversee, monitor and evaluate the implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives, including Chairs of
the Committees on Education, Arts and Culture, and Finance of both Houses. The membership of the Committee for every House shall have at
least two (2) opposition or minority members.
SEC. 14. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepED shall conduct a mandatory review and submit a
midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the following current shortages: (a)
teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a)
participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers welfare and training profiles; (f)
adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and
library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. The DepED shall endeavor to increase the per capita spending on education towards the
immediate attainment of international benchmarks.
SEC. 16. Implementing Rules and Regulations. Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED
Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act.
SEC. 17. Separability Clause. If any provision of this Act is held invalid or unconstitutional, the same shall not affect the validity and effectivity of
the other provisions hereof.
SEC. 18. Repealing Clause. Pertinent provisions of Batas Pambansa Blg. 232 or the Education Act of 1982, Republic Act No. 9155 or the
Governance of Basic Education.
Act of 2001, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regulations contrary to or
inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
SEC. 19. Effectivity Clause. This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of
general circulation.
Approved,
(Sgd.) FELICIANO BELMONTE JR.
Speaker of the House
of Representatives

(Sgd.) JUAN PONCE ENRILE

President of the Senate

This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally passed by the Senate and the House of
Representatives on January 30, 2013.
(Sgd.) MARILYN BARUA-YAP
Secretary General
House of Representatives

(Sgd.) EDWIN B. BELEN

Acting Senate Secretary

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III
President of the Philippines

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