THE TEACHING PROFESSION

Handout 5

GUIDE FOR PROFESSIONAL TEACHERS

A. Magna Carta for Public School Teachers (RA 4670)

 Policy: to promote and improve the social and economic status of public school teachers,
their work and living conditions, their employment and career prospects in order that they
may compare favorably with existing opportunities in other walks of life, attract and retain
in the teaching profession more people with the proper qualification, it being recognized
that advance in education depends on the qualification and ability of the teaching staff and
that education is an essential factor in the economic growth of the nation as a productive
investment of vital importance.

 Rights of Teachers:
 Recruitment and Career

-- Except for cause, no teacher shall be transferred without his consent from one
station to another.

-- Safeguards in Disciplinary Procedure

 right to be informed of the charges in writing
 right to full access to the evidence in the case
 right to defend himself/herself and be defended by a representative of
his/her choice
 right to appeal to clearly designated authorities

-- no discrimination in entrance to the teaching profession or during its exercise

or in the termination of services, based on any ground other than professional
consideration
-- right for a married couple, both of whom are public school teachers, to be
employed in the same locality whenever possible
-- academic freedom in the discharge of professional duties regarding teaching
and classroom methods

 Hours of Work and Remuneration

-- additional compensation for service in excess of six (6) hours of actual

classroom teaching
-- salary scale- gradual progression from a minimum to a maximum salary by
means of regular increments, granted automatically every after three (3) years
-- Cost of Living Allowance ( COLA)
-- special hardship allowance

 Health Measures and Injury Benefits

-- free medical examination
-- compensation for employment injuries

 Leave and Retirement Benefits

-- study leave ( sabbatical leave) with pay after seven (7) years of service
-- indefinite sick leave of absence shall be granted to teachers when the nature
of illness demands a long treatment that will exceed one year at the least
--one range salary raise upon retirement which shall be the basis of the
computation of the lump sum of the retirement pay and the monthly benefits
thereafter

 Teachers’ Organization
-- freedom to organize
-- prohibition of discrimination against teachers

B. Code of Ethics for Professional Teachers

(Resolution No. 435, Series of 1997)

Preamble:
Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence. In the practice of their

The Teaching Profession jbvillarosa 1

 profession, they strictly adhere to, observe, and practice this set of ethical and moral principles,
standards, and values.

C. Educational Provisions on the Family Code of the Philippines

Art.218- The school, its administrators, and teachers, or the individual, entity or institution engaged
in child care shall have special parental authority and responsibility over the minor child while
under their supervision, instruction or custody. Authority and responsibility shall apply to all
authorized activities whether inside or outside the premises of the school, entity or institution.

Art. 233- In no case shall the school administrator, teacher or individual engaged in child care and
exercising special parental authority, inflict corporal punishment upon the child.

D. RA 7877- An Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training
Environment ( known as Anti-Sexual Harassment Act of 1995)

Section 3: In an education or training environment, sexual harassment is committed:

1. against one who is under the care, custody or supervision of the offender;
2. against one whose education, training, apprenticeship or tutorship is entrusted to the
offender;
3. when the sexual favor is made a condition to the giving of a passing grade, or the
granting of honors and scholarships, or the payment of a stipend, allowance or other
benefits, privileges, or considerations; or
4. when the sexual advances result in an intimidating, hostile or offensive environment for
the student, trainee or apprentice.

Section 4: Duty of the Employer, Head of Office in a Work-related, Education or Training

Environment- It shall be the duty of the employer or the head of the work-related, educational or
training environment or institution to prevent or deter the commission of acts of sexual harassment
and to provide the procedures for the resolution or prosecution of acts of sexual harassment.

Section 5: Liability of the Employer, Head of Office, Educational or Training Institution- The
employer or head of office, educational or training institution shall be solidarily liable for damages
arising from the acts of sexual harassment committed in the employment, education, or training
environment if the employer or head of office, educational or training institution is informed of such
acts by the offended party and no immediate action is taken thereon.

E. OTHER LAWS/ORDERS/MEMORANDA

 Act No. 74 ( January 21, 1901)- laid the foundations of the Philippine Public School System; made
English the language of instruction
 Department Order No. 25, s. 1974- Bilingual Education Policy (mandated the use of English and
Filipino separately as media of instruction)
 Educational Assistance Act of 1976- Study Now Pay Later Plan
 DECS Order No. 27, s. 1995: Modifying the Policy Prohibiting the Collection of Contributions from
Public School Students
-- prohibits collection of contribution during the period of enrollment. However, authorized
contributions may be collected provided that these are made on a voluntary basis and not made
as a requirement for admission or for clearance purposes.
-- authorized contributions: girl scout and boy scout membership fees, red cross, school paper
 DepEd order No. 4, s. 2002 : Basic Education Curriculum- the 2002 BEC shall be implemented in
all public schools during SY 2002-2003
 DepEd Order No. 74,s. 2009( July 1, 2009)- institutionalized Mother-Tongue-Based Multilingual
Education ( MLE)
 DepEd Order No. 51,s. 2011- Policies and Guidelines on the Implementation of the Universal
Kindergarten Education for SY 2011-2012
 DO 17, s. 2015 - Guidelines on the Abot-Alam Program
In line with the objective of achieving the Education for All (EFA) targets and Millennium
Development Goals (MDG), the Department of Education (DepEd) has implemented the Abot-Alam
Program. Abot-Alam is a convergence program that is being undertaken by a consortium of various
national government agencies, and non-government organizations (NGOs) and institutions under
the leadership of DepEd and the National Youth Commission (NYC). It is a national strategy to
locate the out-of-school youth (OSY) nationwide who are 15 to 30 years old and who have not
completed basic/higher education or who are unemployed, and to mobilize and harmonize programs
which will address these OSYs’ needs and aspirations.

The Teaching Profession jbvillarosa 2

  DO 18, s. 2015 - DepEd Guidelines and Procedures on the Management of Children-at-Risk
(CAR) and Children in Conflict with the Law (CICL)
 DO 46, s. 2015 - Detailed Guidelines on the Implementation of the Senior High School (SHS)
Voucher Program under the Government Assistance to Students and Teachers in Private
Education (GASTPE)
 DO 57, s. 2015 - Utilization of the Early Grade Reading Assessment (EGRA) and Early Grade
Math Assessment (EGMA) Tools for System Assessment; policy guidelines on the Utilization of
the EGRA and EGMA Tools for System Assessment as a basis for monitoring and evaluating the
implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) and Kindergarten to
Grade 3 literacy and numeracy programs. This is to ensure quality implementation of MTB-MLE

 DO 33, s. 2016 - Guidelines on the Utilization of the 2016 Every Child a Reader Program Funds
for the Early Language, Literacy and Numeracy Program: Professional Development Component
 DO 42, s. 2017- National Adoption and Implementation of the Philippine Professional Standards
for Teachers
 PD No. 907- granted Civil Service eligibility to college honor graduates
 RA 578- confers the status of persons in authority upon teachers, principals, and professors

 RA 869 ( Elementary Education Act of 1953)- compels every parent to enroll a child of school age
in public or private school
 RA 5546- prohibits public schools from collecting fees from school children at the opening of
classes
 RA 6139- regulated the sectarian schools/private schools in charging higher tuition fees
 RA 6655- Free Public Secondary Education Act of 1988; provides for a system of free public
secondary education commencing in school year 1988-1989
 RA 6713- Code of Conduct and Ethical Standards for Public Officials and Employees
 RA 6728- Government assistance to students and teachers in private education
 RA 7277 ( Jan. 22, 1992)- Magna Carta for Disabled Persons affirms the full participation and total
integration of persons with disabilities into the mainstream of our society.
 RA 7686- strengthened Manpower Education and Training in the Philippines; institutionalized dual
training by allowing vocational and technical education students to study and work for an on-the-
job training in private industries
 RA 7687- Science and technology scholarship Act of 1994 (instituted/ established scholarship
program for courses that will encourage the youth to pursue careers in science and technology)
 RA 7731- abolished National College Entrance Examination
 RA 7784- provided for the strengthening of teacher education in the Philippines by creating
centers of excellence; created a teacher education council for the appropriation of national
network with elementary schools, high schools, and /or a part of for laboratory purposes
 RA 7791- stretched the school year from 185 days to 200 days
 RA 7836- Philippine Teachers Professionalization Act of 1994
An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the Philippines
and Prescribing a Licensure Examination for Teachers and other purposes

 RA 8187- Paternity Leave Act of 1996

-- grants paternity leave of seven (7) working days with full pay to married male employees for the
first four deliveries of the legitimate spouse with whom he is cohabiting; such leave is not
cumulative and non-convertible to cash
 RA 8190- granted priority to residents of the barangay , municipality or city where the school is
located, in the assignment of classroom public school teachers as long as they possess all the
minimum qualifications
 RA 8292- Higher Education Modernization Act of 1997
 RA 8491- otherwise known as the Flag and Heraldic Code of the Philippines; prescribed the code
of the national flag, anthem, motto, coat of arms, and other heraldic items and devices of the
Philippines ; reverence and respect shall be accorded to the flag, anthem, and national symbols
which express the sovereignty and national solidarity
National motto: Maka-Diyos, Makatao, Makakalikasan, at Makabansa
 RA 8525- established “ Adopt-a-School Program”, allowing private schools, companies to
assist/support public schools in upgrading and modernizing public schools particularly those in
poverty-stricken provinces
 RA 8980- known as ECCD Act; institutionalized a comprehensive policy and National System for
Early Childhood Care and Development (ECCD)
 RA 9163- created National Service Training Program (NSTP)
 Republic Act No. 10157- An Act Institutionalizing the Kindergarten Education Into The Basic
Education System and Appropriating Funds Therefor; known as the “Kindergarten Education Act”.

 RA10533- An Act Enhancing the Philippine Basic Education system by Strengthening Its
Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds
Therefore and for Other Purposes; the Enhanced Basic Education Act of 2013

The Teaching Profession jbvillarosa 3

  Republic Act (RA) No. 10618- An Act Establishing Rural Farm Schools as Alternative Delivery
Mode of Secondary Education and Appropriating Funds Therefor, otherwise known as Rural Farm
Schools Act
 RA 10627- an Act Requiring All elementary and Secondary Schools to Adopt Policies to Prevent
and Address the Acts of Bullying in their Institutions; the Anti- Bullying Act of 2013
 Republic Act No. 10743 entitled An Act Declaring the Fifth Day of October of Every
Year as the National Teachers’ Day otherwise known as the National Teachers’ Day.
 RA 10912- an Act Mandating and Strengthening the Continuing Professional Development
Program for All Regulated Professions, Creating the Continuing Professional Development
Council, and Appropriating Funds Therefor, and for Other Related Purposes
- Continuing Professional Development Act of 2016 (July 2016)

 RA 10931- An act promoting universal access to quality tertiary education by providing for
free tuition and other school fees in state universities and colleges, local universities and
colleges and state-run technical-vocational institutions, establishing the tertiary education
subsidy and student loans program, strengthening the unified student financial assistance
system for tertiary education, and appropriating funds therefor

F. DEPED’S PROGRAMS/PROJECTS

 Foreign-Assisted Programs

1. International Cooperation Administration-National Economic Assistance Project ( ICA-NEC) 1956-

1961
 An experimental-demonstrational project for rural community high schools; a comprehensive
five-year program to improve secondary education in the Philippines in two phases: 1)
strengthening the practical arts courses, 2) setting up experimental and demonstrational
community high schools

2. Program for Decentralized Educational Development (PRODED) 1983-1989

 Aimed to reduce disparities in elementary education among and within the regions; raise the
overall quality and efficiency of elementary education; and improve the management
capabilities of the system, especially at the regional and subregional levels
 The New Elementary School Curriculum (NESC) was the core of PRODED.

3. Secondary Education Development Project ( SEDP) 1989-1994

 A massive reform program in secondary education. It was a response to:
 The need to continue pupil development started by PRODED;
 The need to improve student performance in science, math, and communication arts;
 The need to improve the teaching efficiency by providing adequate facilities and
instructional materials; and
 The need to improve policy-making and increase the internal efficiency of the secondary
education system.

4. Secondary Education Development Improvement Project ( SEDIP) 2000-2007

 Aims to improve the equity of access to quality secondary education in the poverty-affected
areas.
 Its project components are:
1. improving teaching and learning process
2. improving access to secondary education in undeserved areas
3. facilitating decentralized secondary education management

5. Philippines-Australia Project in Basic Education ( PROBE) 1996-2001

 Five-year development cooperation program jointly funded by the Government of the
Philippines and the Government of Australia
Components:
1. pre-service teacher education
2. in-service teacher education
3. teacher resource materials
4. project management and monitoring

6. Basic Education for Muslim Mindanao ( BEAM) 2000-2008

 A 6.3-year project of the Government of the Philippines and the Government of Australia
 Its goal is to improve the quality and access to basic education in Mindanao thereby
contributing to the attainment of peace and development in Southern Philippines

The Teaching Profession jbvillarosa 4

  Its purpose is to improve the teaching and learning of basic education in regions XI, XII, and
ARMM and to implement strategies that will provide opportunities for all children in these three
regions to access quality education and develop key life skills.
Components:
1. Human Resource Management
2. Materials Development
3. Increasing Access
4. Project management, Monitoring, and Evaluation

7. Third Elementary Education Project (TEEP) 1997- 2006

 Aims to improve the quality of public elementary education
 It also aims to improve pupils’ performance in terms of learning achievement level,
participation rate, and completion rate.

8. Child-Friendly School System ( CFSS)

 A project of the United Nations Children’s Fund ( UNICEF) and the Department of education.
The project underscores the need of child-friendly schools and desired outcomes for the
children, as follows:
 To be healthy, well-nourished, and free from exploitation and violence and from labor
which interferes with learning
 To be aware of their rights and have opportunities to realize them
 To be able to protect themselves and develop their full potential
 To be able to participate in decisions which affect their lives in accordance with their
evolving capacities
 To respect diversity, practice equality, and resolve differences without violence
 To be able to learn in an environment that is effective, healthy and safe, inclusive and
gender-sensitive, and protective of their rights

 Characteristics of a Child-friendly School:

 Gender sensitive and non-discriminating
 Child-centered, imparts quality learning and encourages children to participate in school
and community activities
 Promotes good health practices and behaviors and guarantees that school premises are
safe and clean
 Has the best interest of children in mind and seeks to provide an environment that is safe,
secure, and a home away from home;
 Works closely with children’s families and engages the support and interaction of
community institutions and other individuals

9. 2003 Trends in Mathematics and Science ( TIMSS)

 Project of the International Association for the Evaluation of Educational Achievement ( IEA),
an independent international cooperative of national research institutions and government
agencies, that has been conducting studies of cross-national achievement since 1959

 National Initiatives

1. Science and Technology Education Plan ( STEP )

STEP 1:1994-1998
STEP 2: 2001-2005
 Spearheaded by DOST and DepEd
 Thrusts:
 Upgrading teacher capabilities
 Enhancing the learning environment
 Reengineering the assessment procedure
 Establishing a quality assurance system
 Advocacy agenda
 Research agenda
 Legislative agenda

2. Accreditation of Public Elementary Schools

School components assessed:
1. vision/mission/school culture
2. supervision and administration
3. curriculum and instruction
4. school facilities
5. school and community partnership
6. teacher performance
7. learning outcomes

The Teaching Profession jbvillarosa 5

 3. Accreditation of Public Secondary Schools
 Accreditation looks at four major areas of school operation, namely: 1) culture, administration,
and resources, 2) faculty and instruction, 3) student outcomes, and 4) school community

4. High School Bridge Program

 In May 2004, about 1.4 million incoming students to public high schools took the High School
Readiness Test (HSRT). The test assessed the mastery of learning competencies the
elementary school graduates should possess to benefit from secondary education. The results
revealed that 97.7 % scored 50% and below in the HSRT.

 In August 2004, a national diagnostic test was given and those who obtained the scores in the
cut-off level of inadequate mastery of these subjects were strongly advised and encouraged to
take the one-year High School Bridge Program.

5. Every Child a Reader Program ( ECARP)

 Launched by DepEd to develop pupils’ reading and communication skills by Grade III;
designed to improve the delivery of instruction of reading teachers in Grades I to III.

6. National English Proficiency Program ( NEPP)

 Aims to improve the English proficiency of teachers and administrators
 Implemented in June 2003 in compliance with Executive order 210 ( mandating the use of
English language as the primary medium of instruction in all public and private institutions of
learning)

7. Strong Republic Distance Learning Programs ( SRS-DLP)

 Launched in June 2003 in response to President Arroyo’s directive to provide basic education
to communities in conflict situations and to impoverished sectors of the population
 Utilizes modular lessons disseminated via mass media ( TV, radio, cable network)
 Aims to improve access to educational opportunities in depressed areas through technology
inputs

8. Brigada Eskwela
 Began in May 2003 and is observed every May of each year
 Capitalizing on the spirit of bayanihan among Filipinos, it encourages parents, barangay
residents, local businessmen, youth and women in the community to volunteer resources and
work collectively for the maintenance and minor repair of schools for the opening of classes in
June

9. Adopt-a-School Program
 Formalized by RA 8525, the program is DepEd’s vehicle to mobilize support from the private
and non-government sectors; interested companies can sponsor certain school
programs/projects; donor assistance comes in the form of classroom construction, teaching
skills development, provision of computer and science laboratory equipment/apparatuses; and
school feeding programs for children.

10. Schools First Initiative

 An effort to improve basic education outcomes through a broadly participated, popular
movement featuring a wide variety of initiatives undertaken by individual schools and
communities as well as networks of schools at localities involving school districts and
divisions, local governments, civil society organizations, and other stakeholder groups and
associations
 Launched in November 2004

Five Core Principles of Schools First:

1. Schools are a community of learning
2. Schools deliver education whose quality is objectively describable, observable, and
measurable even to those from outside the schools.
3. School’s education quality as observed/monitored must be improved continuously
from whatever level it begins and regardless of prevailing conditions
4. School’s education quality outcomes must benefit all students.
5. School’s education quality and benefits provided to everyone are the center of
DepEd’s concerns, efforts, and accountability

11. School-Based Management

 Defined as decentralization of decision-making authority from central, regional and
division levels to individual schools, uniting school heads, teachers, students, as well as
parents, the local government units and the community in promoting effective schools.

The Teaching Profession jbvillarosa 6

  Objectives:
a. empower the school head to provide leadership
b. mobilize the community as well as the local government units to invest time, money,
and effort in making the school a better place to learn
 The school heads are tasked to exercise instructional leadership and sound
administrative management of the school.

12. Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas
( STRIVE)
 Designed to provide a flexible and responsive mechanism to assist the government to
improve access to and the quality of basic education in the provinces of Bohol and
Northern Samar
 Its purpose is to assist the DepEd to improve the performance of students in science,
math, and English and to provide basic education and/or livelihood opportunities for out-
of-school youth and their families

13. Library Hub

 An investment in literacy through the DepEd’s Adopt-a-School program. The project
envisions bringing books to public schools nationwide and making every Filipino child a
reader by Grade III. The project mission is to establish a library hub in every public
schools division nationwide; the goal is to set up at least 300 library hubs in 184 school
divisions by 2010.

14. Basic Education Sector Reform Agenda ( BESRA)

 The policy actions comprising the BESRA seek to create a basic education sector that is
capable of attaining the objectives of the country’s Education for All by the year 2015. In
summary, these objectives are: 1) universal adult functional literacy, 2) universal school
participation and elimination of drop-outs and repetition in first three grades, 3) universal
completion, and 4) total community commitment to attainment of basic education
competencies for all.

 Five Key Reform Thrusts:

KRT 1: Get all schools to continuously improve
KRT 2: Enable teachers to further enhance their contribution to learning outcomes
KRT 3: Increase social support to attainment of desired learning outcomes
KRT 4: Improve impact on outcomes from complementary early childhood
education, alternative learning systems, and private sector participation
KRT 5: Change institutional culture of DEpEd to better support these key reform
thrusts

15. Redesigned Technical-Vocational Education Program

 Aims to:
1. contribute in solving the mismatch in the labor market by providing graduates with
required skills certified by TESDA while they are still in high school ( as poverty
alleviation measure)
2. provide the young greater chances of being employed in either the formal or informal
economic sector
3. link basic education to post-secondary and/or higher education( inputs to ladderized
education)

G. SOME DEVELOPMENTS
1. Mother Tongue- Based Multi-Lingual Education (MLE)
 Various studies, both local and international, have validated the superiority of the use of the learner’s
mother tongue or first language in improving learning outcomes and promoting Education for All
(EFA).
 MLE is the effective use of more than two languages for literacy and instruction. With DepEd Order
No. 74 s.2009, MLE shall be institutionalized as a fundamental educational policy and program in
the whole stretch of formal education including preschool and in the Alternative Learning System.

2. Inclusive Education
To promote inclusive education, the following interventions were introduced :
 Helping disadvantaged children and schools – DepEd ensures that there is equity in
spreading its resources.
 Multi-grade schools - These address the problems of small, rural and isolated schools .
Brought about by a number of factors like difficult terrain and climatic conditions, population in the
community is sparse . Schools employ multi-grade teaching so that children and their families who
seek basic education are not deprived of this basic human right.

The Teaching Profession jbvillarosa 7

  Madrasah Education – In 2004 , DepEd prescribed the standard Madrasah curriculum in the public
schools that is now being offered by all madaris offering basic education. The Madrasah curriculum
is generally the BEC plus 2 additional subjects, namely Arabic Language and Islamic Values
Education (ALIVE).
 Inclusive Education for Special Children – DepEd offers Distance Learning Program to
meet the needs of these children with special needs.

3. Alternative Learning System

It is a parallel learning system in the Philippines that provides a practical option to the existing formal
instruction. When one does not have or cannot access formal education in schools, ALS is an alternate
or substitute. ALS includes both the non-formal and informal sources of knowledge and skills.

ALS Programs:

a. Program for illiterates: Basic Literacy Program (BLP)

 aimed at eradicating illiteracy among out-of-schools youth and adults (in extreme cases
school-aged children) by developing basic literacy skills of reading, writing and
numeracy

b. Program for dropouts of formal Elementary and Secondary Levels:

Continuing Education: Accreditation and Equivalency (A&E) Program
 aimed at providing an alternative pathway of learning for out-of-school children, youth
and adults who are basically literate but who have not completed the 10 years of basic
education mandated by the Philippine Constitution. Through this program, school
dropouts are able to complete elementary and high school education outside the formal
school system.

c. Program for Indigenous Peoples: Indigenous Peoples Education

 a research and development project which aims to provide basic education support
services to IP communities. This is initially implemented at the tribal communities in
Dumalneg, Ilocos Norte, Gen. Nakar, Quezon, and Botolan, Zambales.

d. Program for Muslim Migrants: Arabic Language and Islamic Values Education in
Alternative Learning System (ALIVE in ALS)
 designed for the Muslim Migrants to be able to positively contribute to the peace efforts
of our government in order to improve the quality of life of Muslim OSY and adults. It
has components, namely; Basic Literacy Program + ALIVE; Accreditation &
Equivalency (A&E) Program + ALIVE; Informal Education + ALIVE; Technical
Vocational Education Program + ALIVE; and Entrepreneurship Development + ALIVE.

e. Program for Hearing Impairment: Alternative Learning System for Differently-Abled

Persons (ALS-DAP)
 a project which aims to deliver Basic Literacy Program to the special/differently-abled
children/OSYs/adults, e.g., hearing impaired learners who have not availed of/have no
access to the formal school system through specialized approaches, e.g., sign
language.

f. Program for Adolescents: Adolescent Reproductive Health (ARH)

 a project for out-of-school adolescents ages 9-24 years old. It is a life skills-based
education program for adolescents who are in high-risky behavior, sex-related or non-
sex related behavior.

g. Program for Parents: Parent Education

 an informal education which is a life skills short-term course that addresses the special
needs and interests of the parents to promote pride in their work and ownership of their
responsibilities as members of the family and their community

h. Program for Poor Families: Family Basic Literacy Program (FBLP)

 a literacy service learning intervention utilizing literate family members to help non-
literate members upgrade their literacy skills and improve the educational opportunities
of poor families in the depressed, deprived and underserved (DDU) areas.

i. Radio-Based Instruction (RBI)

 an alternative learning delivery mode using radio broadcast to deliver the ALS
programs. As a form of distance learning, it is able to expand access to education by
bringing it to where the learners are. It aims to provide learning opportunities to listeners
and enable them to acquire equivalency in basic education through the broadcast of
lessons.

The Teaching Profession jbvillarosa 8

 j. Program for Disadvantaged Children: Informal Education for Disadvantaged Children
 focuses on packaging of short-term educational activity that addresses the special
needs and interests of the street and working children. It intends to use life skills active
learning approaches/strategies aimed at developing/enhancing social, civic, aesthetic,
cultural, recreational physical and personal development. The learning
materials/packages may be developed/adopted/adapted or gathered from other
sources and tailored-fit to the identified needs of the said users.

4. Alternative Delivery Modes (ADM) under the framework of formal education are employed to suit the
needs of specific groups of learners to prevent them from dropping out. Examples of ADM are given
below:

a. Dropout Reduction Program (DORP) – This is meant most especially for students at risk of
dropping out, hence not completing studies. It has three (3) major components, namely: 1) EASE, 2)
OHSP and 3) School-Initiated Intervention (SII) .

Project EASE ( Effective Alternative Secondary Education) – The program offers flexible time
option to certain students who cannot report to class during certain seasons of the school year for
various reasons( seasonal demands of parental livelihood, work, personal circumstances). The
program provides printed self-learning modules for students to use thereby allowing them to
continue their lessons and classroom activities on their own convenient time.

Open High School Program – This is meant for those who find themselves in circumstances that
would not allow them to go to school under the regular system. It is considered normal and
structured under the normal classroom situation since the students under this program learn the
eight (8) core subjects, are subjected to the same grading system that applies to the regular
students and graduate by completing the four levels from first year to fourth year.

School-Initiated Intervention- other programs implemented by schools, often informal and

unrecorded. The SII is utilized based on the felt needs of the SARDO and to the existing available
school resources.

Other DORP Programs and Activities

 Project Jumpstart! – A one-month summer remedial program for incoming high school
freshmen that have difficulty in reading, writing and mathematics.
 Attendance incentives - Monthly awards for SARDOs who complete a whole month of
schooling without any incident of tardiness or absence.
 Re-Connect – Encouraging SARDOs to participate in school-based special interest clubs and
other co-curricular activities to help keep their interest in school.
 Project Graduation – An incentive program running from the first year of secondary
education to the last, wherein classes that have achieved the highest completion rates are
awarded incentives.
 Differentiated Instruction – Training teachers in different teaching strategies to develop the
multiple intelligences of their students as well as a recognition of their diverse learning styles
brought about by factors such as gender differences.
 Home visits by teachers
 Cross-Age Tutorials – Peer-teaching tutorial programs wherein excelling senior students are
tapped as tutors for SARDOs from lower year levels.
 Adopt-A-Student Program - Well-off families are asked to support the schooling of SARDOs
who are at the risk of dropping out because of poverty.
 Guidance Program
 Work-Study Program - Older SARDOs who are at the risk of dropping out due to poverty are
given employment opportunities within the community so that they can support themselves
through the remainder of their education.

b. Internet-Based Distance Education Program (iDEP). iDEP is an acronym for Internet-based

Distance Education Program. It is a secondary education program run by the Bureau of Secondary
Education (BSE) of the Department of Education (DepED) of the Republic of the Philippines. The
program offers formal secondary education to qualifying students using Internet-based technologies.
The use of Internet-based technologies enables certain existing high schools to create and manage
classes completely on-line.

iDEP is offered for certain students where Internet-based learning is convenient and easily accessible.
It is not intended to replace real classroom and real teacher and student interaction. It is intended for
students who are unable to go to a regular school and the only way of getting a formal Philippine-
accredited secondary education is through the Internet

The Teaching Profession jbvillarosa 9

 5. K to 12 Enhanced Basic Education Program

Underlying Programs

1. EFA 2015
Goals:
 Expand and improve comprehensive early childhood care and education, especially for the
most vulnerable and disadvantaged children.
 Ensure that by 2015, all children, particularly girls, those in difficult circumstances, and those
belonging to ethnic minorities, have access to and complete free and compulsory primary
education of good quality.
 Ensure that the learning needs of all young people and adults are met through equitable
access to appropriate learning and life-skills program

2. MDG 2015
The Millennium Development Goals are a set of eight time-bound, concrete, and specific
targets aimed at significantly, if not decisively eradicating poverty, by the year 2015.
Goals:
 Eradicate extreme poverty and hunger
 Achieve universal primary education
 Promote gender equality and empower women
 Reduce child mortality
 Improve maternal health
 Combat HIV/AIDS, malaria, and other diseases
 Ensure environmental sustainability
 Global partnership for development

3. BESRA 2015
- conceptualized in mid-2005 to facilitate implementation of Philippine EFA 2015 Plan

Updates on the K to 12 Curriculum

Features of the K to 12 Curriculum

Learner- centered, inclusive, and research- based

Standard and competence- based, seamless, decongested
Culture- responsive and culture-sensitive, contextualized, relevant, and responsive
Flexible, ICT- based, and global

The Teaching Profession jbvillarosa 10

 Curriculum Exits

 Holistically developed Filipino with 21st century skills

1. Information, Media, and Technology Skills

a. Visual and information literacies
b. Media literacy
c. Basic, scientific, economic, and technological literacies, and multicultural literacy
d. Global awareness

2. Learning and Innovation Skills

a. Creativity and curiosity
b. Critical thinking and problem-solving skills
c. Risk taking

3. Communication Skills
a. Collaboration and Interpersonal Skills

4. Life and Career Skills

a. Flexibility and adaptability
b. Initiative and self-direction
c. Social and cross- cultural skills
d. Productivity and accountability
e. Leadership and responsibility
f. Ethical, moral, and spiritualvalues

Mother Tongue- Based Multilingual Education ( MTB-MLE)

 Mother Tongue as a subject is taught from Grades 1-3 where the child’s mother tongue is
used in instruction and learning materials.
 Filipino and English language proficiency is developed from K- 3 but very gradually.
 Mother Tongue is used in instruction and leaning materials of other learning areas.
 The learners retain their ethnic identity, culture, heritage, and values.
 Children learn better and are more active in class and learn a second language even faster
when they are first taught in a language they understand.

Technology and Livelihood Education and the Technical Vocational Track

TLE in Junior High School
 Exploratory at Grades 7 and 8
 Given the opportunity to explore from a maximum of 4 TLE mini courses for each
level
 Taught five basic competencies common to all TLE courses
 Learners may earn the Certificate of Competency (COC) in Grade 9 and the National
Certificate I/II ( NC I/II) in Grades 9 and 10
 The learner may opt to take the Technical Vocational Livelihood Track in Grades 11
and 12 to continue the TLE specialization taken in Grades 9 and 10. This enables
him/her to get and NC II.

The Teaching Profession jbvillarosa 11

 Philippine Qualifications Framework

The Teaching Profession jbvillarosa 12

 Curriculum Outcomes

Basic Education Program

Senior High School Curriculum

The Teaching Profession jbvillarosa 13

H. THE FIVE PILLARS OF EDUCATION

A. Learning to Know
Learning to know implies learning how to learn by developing one’s concentration, memory
skills, and ability to think. This type of learning is concerned less with the acquisition of
structured knowledge but more with the mastery of learning tools.

To learn to know, students need to develop the following learn-to learn skills:
1. learning to read with comprehension 5. data gathering
2. listening 6. note taking
3. observing 7. asking questions
4. accessing, processing, and selecting information

Teacher’s roles:
1. facilitator 3. monitor
2. catalyst 4. evaluator

B. Learning to Do
Learning to do is anchored within the context of lifelong learning and technical and vocational
education and training, in preparation for life and the world of work.

Learning to do represents the skillful, creative, and discerning application of knowledge. One
must learn how to think creatively, critically and holistically, and how to deeply understand the
information that is presented.

C. Learning to Live Together

Of the pillars of education, learning to live together is the most vital to building a genuine and
lasting culture of peace throughout the world. The other pillars are the bases for learning to live
together.

Learning to live together in peace and harmony is a dynamic, holistic, and lifelong process
through which mutual respect, understanding, caring and sharing, compassion, social
responsibility, solidarity, acceptance and tolerance of diversity among individuals and groups
are internalized and practiced together and to work towards a just and free, peaceful and
democratic society.

D. Learning to Be
Learning to be refers to the role of education in developing all the dimensions of the complete
person: the physical, intellectual, emotional, and ethical integration of the individual into a
complete man.

E. Learning to Transform Oneself and Society

When individuals and groups gain knowledge, develop skills, and acquire new values as a
result of learning, they are equipped with tools and mindsets for creating lasting change in
organizations, communities, and societies.

The Teaching Profession jbvillarosa 14