A. HISTORY OF PHILIPINE EDUCATIONAL SYSTEM 1.

Education During the Pre-Spanish Period - Claims of the Spanish conquerors that ancient inhabitants of the Philippines were illiterate Education aimed for - survival and conformity - enculturation - result of individual experiences/by product of the accumulation of race experiences Training consisted of - Informal education through apprenticeship which started at home - Domestic chores and practical/occupational honing of skills in hunting, farming, etc. - Theoretical/moral and spiritual awakening e.g. worship, laws, codes Education was done through: - Tell me and show me or demonstration - Observation and imitation - Indoctrination - Given by older priests 1st teachers and custodians of knowledge - Considered education as preserver of their culture and transmitter of the knowledge acquired by earlier generation to their posterity and a vital factor in the propagation of their tradition Teaching content was: - broad, indefinite and unwritten - unstructured/incidental

2. Education During the Spanish Era Miguel Lopez de Legaspi conquered the Philippine Archipelago in 1565 Concerns: Establishment of schools for their children with the objective of rearing the virtue and skills of the Spanish youth Education aimed to propagate Christianity Training was done formally through the - visitas which served as the first schools - parochial schools established such as the colegios, beaterios, and seminaries - institutions established for higher learning to provide the church with centers of learning and the state with much needed judges and lawyers Education was considered a status symbol, a privilege and not a right

Teaching was done through - dictation, memorization - other techniques such as the moro-more, cenaculo and other theatrical performances Teaching content consisted of - Christian doctrine in the elementary levels - Ecclesiastical studies, classical courses and vocational education The media of instruction used were - Spanish - Latin Education was characterized by - Authoritarianism (Spaniards refused to give quality education to the masses)

teacher-dominated subject-centered imposition of severe discipline direct control of the Roman Catholic church and was dominated by the priests and clergy - education purely religious in nature. Aimed at christianization of the natives for the glory of God - Ecclesiastical studies, classical courses and vocational education To uplift the education in the Philippines the Royal Decree of 1863 (Education Act of 1863) was promulgated which provided for the following - complete system of education - free system of education - establishment of normal school - reorganization of the school curriculum - government supervision and control of school thus breaking the 3 century church domination in education

3. Education During the American Era Education total changed the educational concepts introduced by the Spaniards Education aimed to promote democratic ideals and way of life Education should be universal and free for all regardless of sex, age, religious and socio-economic status of the individual Means of giving people an orientation towards a democratic way of life Training was done through the - schools both public ad secular manned by chaplains and military officers of the US army and the Thomasites brought here by the vessel Thomas Curricular programs were patterned from the United States - Religious freedom was enforced (exact contradiction of Spaniards view of religion) - Development of the intelligence, right attitudes and habits of children who were to become citizens of the future were emphasized - Citizenship training for adults became important - Democratic ideal as a philosophy was emphasized - Supervision of schools took the role of guidance and consultancy Legal Mandates - Education Act of 1901 laid the foundation of the Philippine public school system - Act No. 2957 (in 1921) created the Board of Textbooks for the selection and adoption of textbooks for the public schools - Act No. 3162 and 3196 made possible the conduct of the Monroe Survey and recommended the following educational reforms regarding methods and techniques of teaching, supervision, teacher training and curriculum evaluation of teaching and learning - Constitution of 1935 mandated the establishment and maintenance of a complete and adequate system of public education, free public primary instruction, and citizenship training to adults citizens 4. Education During the Commonwealth Period (1935-1942) Education aimed to continue the promotion of democratic ideals and way of life Training wad done through the - the public schools - the private schools (sectarian and non sectarian) Curricular emphasis was on character education and citizenship training Legal Mandate - Education Act of 1940 otherwise known as Commonwealth Act 586 which provided for the complete revision of the public elementary school system

shortening of elementary grades to six years adoption of double-single sessions in the primary grade with one teacher one class assignment of intermediate teachers R.A. Act No. 4007 completely abolished matriculation fees

5. Education During the Japanese Era Education aimed at - making the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere (a Japanese version of the Monroe Doctrine established by US President James Monroe - eradication of the old idea of reliance upon western states - elevating the morals of the people giving up over-emphasis on materialism - striving for the diffusion of the Japanese language in the Philippines and the termination of the use of the English language in schools - inspiring the people with the spirit to love labor Training was done formally through the schools, which gave more emphasis on vocational, technical, agriculture - reopening of schools - opening of vocational schools - establishment of agricultural schools and colleges Curricular content centered on values rooted on love for labor - emphasizing vocational education - diffusing the use of Nippongo - teaching physical education and singing Japanese songs Legal mandate - Proclamation No. 1 informed the people that the sovereignty of the United States over the Philippines was over and that Martial Law was to reign made the Philippines a member of the Greater East Asia Co-Prosperity sphere 6. Education During the Republic Philippine Independence (1945-72) Third Philippine Republic (July 4, 1946). Administration of President Roxas until the Marcos regime, before the Proclamation of martial law. Education aimed at the full realization of the democratic ideals and way of life the characteristics of which are: - Democracy is predicted upon the intrinsic worth of the individual - Individuals realize their capacities best in a social context - Society is not separated from the individual - Democracy thrives on change; it is dynamic and flexible - It fosters persuasion and consensus and rejects coercion and indoctrination

Curricular content stressed - social orientation as manifested by the conservation of the Filipino heritage - training for occupation - promotion of democratic nation building - a new thrust on community development Legal Mandates - Republic Act No. 1123 provided for creation of the Board of National Education as the highest policymaking body of the Philippines R.A. No 869: known as Elementary Act of 1953: Every parent to enroll a child of age to finish elementary education revision of the Elementary Education Curriculum of 1957 to emphasize skill development and proper attitude for work

 reduction of class enrollment to 40 use of vernacular as the medium of instruction in Grades I and II in all schools, and English as medium of instruction from Grade III to VI revision of the Secondary Curriculum which consisted of 1. General curriculum for 1st and 2nd year 2. Differentiated Curricula for 3rd and 4th year provision for a guidance program in every secondary school provision of equal educational opportunities formation of the Presidential Commission to survey Philippine Education (PSPE) to determine how to structure the educational system to meet the demands of society 7. Education During the New Society (1972-1986) Education aimed for national development (Education Act of 1982) - achieve and maintain an accelerating rate of economic development and social progress - assure maximum participation of all the people in the attainment and enjoyment of the benefits of such growth - achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in a changing world Curricular changes in Elementary Education - Education Act 1982 measures to maintain quality education - Voluntary accreditation: refers to the recognition of an educational program or where applicable of an educational institution as possessing certain standards of quality or excellence (Sutaria, 1989) e.g. PAASCU/PACUCOAL, ACSC-AA, ISO - focused on the 3Rs - integration of values in all learning areas - emphasis on mastery learning Curricular changes in Secondary Education - Increased in time allotment - YDT and CAT introduced a new courses - Elective offerings as part of the curriculum Educational Programs Initiated - Project IMPACT - Instructional Management by Parents, Community, and Teachers - ISOSA - In school, Off School Approach - CPS - Continuous Progression Scheme - PRODED - Program for Decentralized Educational Development - NCEE - National College Entrance Examination - NEAT - National Elementary Assessment Test for VI = battery of achievement tests of multiple choices - NSAT - National Secondary Assessment Test replaces NCEE; not pre-requisite to entrance to college; 20% of the result is computed to the GPA Legal Mandates - PD No. 1 - Integrated Reorganization Plan (September 24, 1972) 1. Decentralization of the Department of Education, Culture and Sports 2. Decision-making is shared by the 13 DECS regional offices - Bilingual Education Policy - use of English and Filipino as media of instruction in specific learning areas 8. Education During the Present Period (1986-present) Promulgation of the 1987 Constitution which provided the present philosophy of education in the Philippine Art. XIV, Sec. (32)
Article XIV, Sec. (32) All education 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, scientific and technological knowledge and provide vocational efficiency. Stresses: System of education relevant to society Free public education: R.A. 6655 Act of 1988: Free Public Secondary Education Scholarship Program and Student Loan Program: Selected Ethnic Groups Educational Assistance Program (SEGEAP) - Study Now Pay Later Plan (SNPLP) 1. State Scholarship for Sciences, Arts and Letters (R.A. 4090, Jan. 27, 1964) 2. Private Education Student Financial Assistance Program (PEAFA) 3. R.A. 6728 Financial Assistance to Students and Teachers in private education sector in 1989 Non-Formal, Informal and Indigenous Learning: (for profitable employment). Ex. Technical and vocational courses. (Indigenous Learning: ways and methods within the cultural communities which are used in preserving and building certain traditions; taking into account their needs while allowing for the influx of external cultural factors) Special Education and adult education: Constitution (ph. 5 sec. 2) stated that training in civics, vocational efficiency and other skills to adult citizens, the disabled, and out-of-school youth. - Commonwealth Act No. 3203: provided for the care and protection of disabled children. Articles 356 and 259 of the Civil Code of the Philippines mentioned the right of every child to live in an atmosphere conducive to his physical, moral and intellectual development, and the concomitant duty of the government to promoted the full growth of the faculties of every child. - Declaration of the Rights of the Child (U.N. Gen. Assembly-1959) affirmed: The child who is physically, mentally or visually handicapped shall be given the special treatment, education and care required of his particular condition. - Presidential Decree No. 603 the Child and Youth Welfare Code, abound with specific provisions for the welfare of the exceptional child. Article 3, Right of the Child, provides among other that emotionally disturbed or socially maladjusted child shall be treated with sympathy and understanding, and shall be entitled to treatment and competent care required by his particular condition. - Article 74, provides for the Creation of Special Classes: Where needs warrant, there shall be at least special schools for physically handicapped, the mentally retarded, the emotionally disturbed and the specially gifted. The private sector shall be given all the necessary inducement and encouragement. - Magna Carta for Disabled Persons (January 22, 1992, R.A. 7277) affirms the full participation and total integration of persons with disabilities into the mainstream of our society. - World Conference on Special Needs Education held at Salamanca, Spain on June 7-10, 1994; recognized the necessity and urgency of providing education for children, youth and adults with special educational needs within the regular educational system. - Republic Act Nos. 3562 and 5250 approved on June 21, 1963 and June 13, 1968 respectively, these acts provided that teachers, administrators and supervisors of special education should be trained by the Department of Education and Culture. - 1981 International Year of Disabled Persons focusing attention on the enjoyment of Disabled Persons of right and opportunities in order to ensure their full participation and integration into society. - Convention on the Rights of the Child Article 28: adopted by the U.N. in December 1989 states that children have a right to education and details the obligations of the State to provide this right. It also says that every child should have access to academic or vocational secondary education and that if secondary education is not free, financial aid should be given to children who need it. - Jean-Marc Gaspard Itard, a French physician considered to be the father of Special Education. He worked with deaf children. - Followed by Edward Sequin student of Itard who published Moral Treatment, Hygiene, and Education of Idiots and other Backward Children. He believed that sensorimotor exercises could help stimulate learning for children with disabilities. - Maria Montessori first female physicians (Italy 1912) was influenced by Seguin and then worked first with children with mental disabilities.

Education aimed to promote national development and values education Curricular Reforms - Implementation of NESC - addressed to civic, intellectual, and character development of the child. Its features are: 1. Fewer learning areas; emphasis on mastery learning 2. Focused on the development of the 3rs

3. Emphasis on the development of intellectual skills which are as important as work skills - Focus on the development of humanism and Filipinism in all learning areas Implementation of SEDP in response to the need to continue pupil development. It aims to improve policy making and increase the internal efficiency of the educational system. Its features are: - subjects generally oriented to the development of values - specific competencies - concept-based subject areas - uni-disciplinary treatment of curriculum content Implementation of NSEC. Its features are: - multi-disciplinary treatment of curriculum content - student-centered - cognitive-affective manipulative based curriculum - values education offered as separate subject area - emphasis in Science and Technology - uses bilingual policy - critical thinking emphasized Ramos Administration onward to the Philippine 2000: Major priorities include economic development, political stability, effective bureaucracy, people empowerment, and environmental protection; stressed that the delivery of quality education to all the people as mandated by the Constitution is the chief means to empower the masses; people need to become globally competitive; Vision of Philippines 2000, the Philippine attaining the status of a Newly Industrialized Country (NIC) educating the people, equipping them with scientific and technological knowledge and skills, and providing them the facility to understand and be understood by others through communicative competence. - With the passage of R.A. 7722 known as the Higher Education Act of 1994, Commission on Higher Education taking charge of the tertiary level education - R.A. 7796 or TESDA Act of 1994 created the Technical Education Skills and Development Authority (TESDA) to oversee all the technical and vocational programs Future Direction for the Philippines Education For All - EFA Mandated by Presidential proclamation 480 whose vision is anchored on humanitarianism and equalitarianism. Its components are: ECCD Early Childhood Care and Development UQPE University Quality of Primary Education EOI Eradication of Illiteracy CE Continuing Education DECS Own Master Plan for Basic Education - Looking beyond the realism of the educational system - Strengthening its bonds with its present and potential partners - Employing more non-traditional means of ensuring that children stay in school - Realizing that the planning of education and the implementation of its programme must take into primary and serious consideration the systems provisions also for guaranteeing that it has the students to work on - Establishing viable alternative learning system encompassing non-formal and informal education - Strengthening of the partnership between school, home and community and local government (Expanded the PTA into parent-teacher-community association (PTCA) as part of the self-management under the Third Elementary Education Project (TEEP) package of reforms - Third Elementary Education Project (TEEP) DECS response to the Social Reform Agenda of the government which aims to raise the participation of school-aged children in elementary education, improve the six-year completion in the

elementary education, improve the six-year completion in the elementary schools and increase academic achievement in the project provinces Upgrading of teacher competencies and improving their welfare was seen in EFA a fundamental and long-term policy measure to bring about quality basic education NEAP National Educators Academy of the Philippines was established while better-in-serve and pre-service training were included in TEEP and the Aus Aid assisted Program in Basic Education (PROBE) Internalize EFAs philosophy and goals The quality goal of EFA is emphasizing creative and critical thinking

Recommendations: A. Strengthening the Foundation of Education Priorities: Advancement of ECCD (Early Childhood Care and Development) with proper maternal, child health, care and nutrition. [Inclusion of every childhood experiences in grade one in classes with children who have not undergone preschool] Expansion of preschool services Impact of the 8 week Early Childhood Experiences in Grade I scheme should be studied Improving the Quality of Primary Education Programme Intervention Plan investments by scaling up and institutionalizing pilot projects DIP (Drop-out Intervention Program) Differentiated approaches should be allowed for males and females and for urban and rural areas when formulating intervention to combat the low survival rate and high dropout and repetition rates Special children that required focused and differentiated approaches such as distance learning. These need alternative learning approaches because of the serious structural difficulty in maintaining school attendance Multi-level materials assisted instruction School feeding with parent-teacher partnership and community Multi-Grade Strengthening this MTG teaching as the norm for difficult-to-reach areas and sparsely populated areas Comprehensive teacher education and development programme Upgrade teaching approaches and techniques through school-based inset by principals and supervisors Teaching approaches which promote active participatory and experiential learning Curriculum and Content Broad-based curriculum review involving stakeholders outside of education should be conducted New Basic Education Curriculum - Rationale for Curriculum Reform To be relevant and responsive to a rapidly changing world To empower the Filipino learner for self-development throughout his/her life To help raise the achievement level of students - Conceptual Framework The Context defines the sources of the curriculum in term of the following:

B.

The Constitution Education Act of 1982 The National Development Goals in the MTPDP The needs of society in terms of citizens who are makabayan, makatao, makakalikasan at maka-Diyos Parameters of the Curriculum The environment The society The learner The Learning Areas, Process and Outcomes Filipino Science Makabayan English Mathematics The Support System - Training of teachers - Provisions for materials, equipment, and facilities - Enabling policies and administrative support Monitoring and Evaluation - Conduct of pre-implementation, process and post-implementation monitoring - Evaluation of the curriculum to access progress and provide intervention if necessary

Testing Enhanced the use of NEAT results for analyzing sub-sector performance and improving individual school performance Development and use of more varied instruments to measure multilevel intelligence including life skills in classroom teaching Environmental Education integrated into the curriculum specifically in Science Environmental Ethics study of mans moral obligation to preserve the environment and the natural order of things Population Education integrated into the curriculum specifically in Science and Social Studies Gender fairness and Peace education are likewise integrated in Social Studies Global Education education for responsible participation in an interdependent world community Objectives: Help Children Develop social, political and ecological sense; a sense of the world as set of interconnected and interdependent environmental social and political system; understand the direction of global trends; explore solutions for global problems.

B. LEGAL BASES OF PHILIPPINE EDUCATION 1. 1987 Constitution of the Philippines a. Article XIV Education, Science and Technology, Arts, Culture and Sports Article XIV, Section 1 of the Constitution ensures the right of all citizens to quality education at all levels. The state shall take appropriate steps to make education accessible to all. Article XIV, Section 2 the establishment and maintenance of a complete, adequate, and integrated system of education relevant to the needs of the people and society free and compulsory public elementary education free secondary education scholarship grants and incentives

non-formal, informal and indigenous learning systems inclusion of the study of the constitution, inculcation of patriotism, and nationalism, love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the duties of citizenship, etc. in the curriculum VIII. Article 194 Right to education comes from national nature. Every child is entitled to be educated by his family, by the state and by the church Support of children as defined by the 1988 Family Code that includes schooling or training 2. Education Act of 1982 Applies to and governs both formal and non-formal systems in both public and private schools in all levels of the entire educational system It declares that the basic policy of the state is to establish and maintain a complete, adequate and integrated system of education relevant to the goals of national development a. Objectives of the educational system 1. Provide for a broad general education that will assist each individual in the peculiar ecology of his own society to: o attain his potentials as human being o enhance the range and quality of group and individual participation in the basic functions of society o acquire the essential educational foundations of his development into a productive and versatile citizen 2. Train the nations manpower in the middle-level skills required for national development 3. Develop the professions that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life 4. Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation Rights and Duties of Parents in the Education of Children (Section 8) 1. Rights o Right to organize 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 of efficient implementation of such programs o Right to access to any official record directly relating to the children who are under their parental responsibility 2. Duties o Duty to help carry out the educational objectives in accordance with national goals o Duty 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 o Duty to cooperate with the school in the implementation of the school program Rights and Duties of Students 1. Rights o Right to receive, primarily through competent instruction, relevant quality education in line with national development goals and conducive to their full development as persons with human dignity

b.

c.

o Right to freely choose their field of study subject to existing course therein up to graduation, except in cases of academic deficiency, or violation of disciplinary regulations o Right to school guidance and counseling services o Right to access to his own school records, the confidentiality of which the school shall maintain and preserve o Right to the issuance of official certificates, diplomas, transcript of records, grades, transfer credentials, and other similar documents within thirty days from request o Right to publish a school newspaper o Right to free expression of opinions and suggestions and to effective channels of communication o Right to form, establish and join organizations o Right to be free from involuntary contributions, except those approved by their own organizations or societies 2. Duties o Duty to exert utmost to develop his potentialities o Duty to uphold the academic integrity of the school o Duty to promote and maintain the peace and tranquility of the school o Duty to participate actively in civic affairs, and in the promotion of the general welfare o Duty to exercise his right responsibility 3. Republic Act 4670 Magna Carta for Public School Teachers a. Coverage all public school teachers b. Recruitment 1. Elementary school teachers BEEd graduates LET passers 2. Secondary school teachers BSE graduates 18 units in major subject LET passers c. Rights of Teachers 1. Right to be informed of the changes in writing 2. Right to full access to the evidence in the case 3. Right to defend himself and be defended by a representative of his choice 4. Right to appeal to clearly designated authorities 5. Right for a married couple, both of whom are school teacher, to be employed in the same locality whenever possible d. Hours of Work and Remuneration 1. Enjoy academic freedom in the discharge of professional duties regarding teaching and classroom methods 2. Enjoy free physical exam and free medical treatment or hospitalization 3. Salary scale gradual progression from a minimum to a maximum salary by means of regular increments, granted automatically every after 3 years 4. Granting of Cost of Living Allowance 5. Additional compensation for service in excess of 6 hrs. of actual classroom teaching, hardship allowance and automatic retirement promotion in section 16. e. Leave and Retirement Benefits 1. Study leave (Sabbatical leave) with pay equivalent to 60% of salary after 7 years of service 2. Indefinite leave 10

3. Maternity leave with pay for 60 days 4. Vacation leave with pay 5. Enjoy one range salary raise upon retirement, which shall be the basis of the retirement pay and the monthly benefits thereafter f. Teachers Organization 1. Freedom to organize 2. Prohibition of discrimination against teachers

4. Code of Ethics for Professional Teachers Board for Professional Teachers Resolution No. 435 Series of 1997 Pursuant to the provisions of Paragraph (e), Article II, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and Paragraph (a) Section 6, P.D. No. 223, as amended, the Board of Professional Teachers hereby adopts and promulgates the Code of Ethics for Professional Teachers 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 noble profession, they strictly adhere to, observe and practice this set of ethical and moral principles, standards, and values.

ARTICLE I SCOPE AND LIMITATIONS Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education for all Filipino citizens, a vision that requires professionally competent teachers committed to its full realization. The provision of this Code shall apply, therefore, to all teachers in all schools in the Philippines. Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term teacher shall include industrial arts of vocational teachers and all other persons performing supervisory and/or administrative functions in all schools at the foresaid levels, whether on full-time or part-time basis. ARTICLE II THE TEACHER AND THE STATE Section 1. The schools are the nurseries of the future citizens of the state, each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the Constitution and respect for all duly constituted authorities, and promote obedience to the laws of the state. Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall by physically, mentally and morally fit.

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Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious and other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or identity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibilities. Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action. Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations, provided that, if the results are inimical to the declared policies of the State, they shall be drawn to the proper authorities for appropriate remedial action. ARTICLE III THE TEACHER AND THE COMMUNITY Section 1. A teacher is a facilitator of learning and of the development of the youth, he shall, therefore, render the best service by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness and other excesses, much less illicit relations. Section 4. Every teacher shall live for and with the community, and shall, therefore, study and understand local customs and traditions in order to have a sympathetic attitude, therefore, refrain from disparaging the community. Section 5. Every teacher shall help the school to keep the people in the community informed about the schools work and accomplishments as well as its needs and problems. Section 6. Every teacher is an intellectual leader in the community, especially in the Barangay, and shall welcome the opportunity to provide such leadership when needed to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8. A teacher possess freedom to attend church and worship as appropriate, but shall not use his position and influence to proselyte others.

ARTICLE IV THE TEACHER AND THE PROFESSION

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Section 1. Every teacher shall actively help ensure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, and shall make the best preparation for the career of teaching, and shall be at his best at all times in the practice of his profession. Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means of earning a decent living.

ARTICLE V THE TEACHER AND THE TEACHING COMMUNITY Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in other, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim credit for work not of his own, and shall give due credit for the work of others which he may use. Section 3. Before leaving his position, a teacher shall organize and leave for whoever assumes the position such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which have not yet been officially released, or remove records from the files without official permission. Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct or any associate. However, this may be done only if these is convertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating any right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he respects the system of selection on the basis of merit and competence, provided further, that all qualified candidates are given the opportunity to be considered.

ARTICLE VI THE TEACHER AND THE HIGHER AUTHORITIES IN THE PROFESSION Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.

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Section 2. A teacher shall not make any false accusation or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority. Section 3. A teacher shall transact all official business through channels expect when special conditions warrant a different procedure, such as when reforms are advocated but are opposed by the immediate supervisor, in which case the teacher shall appeal directly to the appropriate higher authority. Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice and discrimination and, to the extent possible, shall raise his grievances within acceptable democratic processes. In doing so, they shall avoid jeopardizing the interest and welfare of learners whose right to learn must be respected. Section 5. Every teacher has a right to involve the principle that appointments, promotions, and transfers are made only on the basis of merit and need in the interest of service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of the employment terms and conditions.

ARTICLE VII SCHOOL OFFICIALS, TEACHERS AND OTHER PERSONNEL Section 1. All school official shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and enlightened direction. Section 2. School officials, teachers, and other school personnel shall consider in their cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School officials shall encourage and attend to the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences and training programs. Section 4. No school official shall dismiss or recommend for dismissal a teacher or other subordinates except for cause Section 5. School authorities concerned shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work, provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws. . ARTICLE VIII THE TEACHER AND THE LEARNERS Section 1. A teacher has the right and duty to determine the academic marks and the promotion of learners in the subjects or grades they handle, such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate action, observing due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justly and impartially with each of them.

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Section 3. Under circumstances shall a teacher be prejudiced nor discriminatory against any learner. Section 4. A teacher shall not accept any favors or gifts from learners, their parents, or others in behalf in exchange for requested concessions, especially if undeserved. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is authorized for such service. Section 6. A teacher shall base the evaluation of the learners work only on merit and quality of academic performance. Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship. Section 9. A teacher shall insure that conditions contributive to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learners problems and difficulties. ARTICLE IX THE TEACHER AND THE PARENTS Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2. Every teacher shall inform parents, through proper authorities, of the progress or deficiencies and in seeking parents cooperation for the proper guidance and improvement of learners. Section 3. A teacher shall hear parents complaints with sympathy and understanding, and shall discourage unfair criticism. ARTICLE X THE TEACHER AND BUSINESS Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation, provided that it does not relate to adversely affect his work as a teacher. Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in settlement of his debts and loans and in arranging satisfactorily his private financial affairs. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal, provided that such shall be in accordance with existing regulations, provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities.

ARTICLE XI THE TEACHER AS A PERSON

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Section 1. A teacher is, above all, a human being endowed with life for which his highest obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher shall place premium upon self-respect and self-discipline as the primary principles of personal behavior in all relationships with others and in all situations. Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers, and all others. Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.

ARTICLE XII DISCIPLINARY ACTION Section 1. Any violation of any provision of this Code shall be sufficient ground for the imposition against the erring teacher of disciplinary action consisting of revocation of his Certificate of Registration and License as a Professional Teacher, a suspension from the practice of the teaching profession, reprimand, or cancellation of his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. No. 7863.

ARTICLE XII EFFECTIVITY Section 1 This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any paper of general circulation, whichever is earlier.

5. Policies/Memoranda: 5.1 DepEd Order No. 4 s. 2002 August 29 Basic Education Curriculum a. DepEd Order No. 25 s. 2002, the 2002 BEC shall be implemented in all public schools during year 2002-2003.

5.2

DepEd Order No. 4 s. 2004 February 12 Additional Guidelines on the New Performance-Based Grading System DepEd Order No. 29 s. 2003 moves the evaluation process away from using the transmutation tables towards a performance-based grading system that provides a more reliable measure of what the students are actually learning in their classes. Changes are: Ending the use of transmutation tables Redesign of test-based assessment instruments (periodic examinations, long tests, quizzes) to give appropriate weight to the basic competencies covered in the classes Transitional guidelines are as follows: a. Fourth grading period tests will be designed so that 70% of the items will be easy, 20% moderately difficult, and 10% items difficult b. Passing mark is still 75%

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5.3

DepEd Order No. 9 s. 2004 February 20 Guidelines in the Selection of Honor Pupils/Students in Public Schools A transferee (graduating or not) may be a candidate for honors Top 2 pupils/students in academic subjects regardless of whether they have grades lower than 80% or not in any of their subjects shall be ranked to determine the Valedictorian and Salutatorian. Academic standing shall be based on the general average of the pupils/students Ranking for the valedictorian and salutatorian at the secondary level shall follow the 7-3 point scheme. Academic excellence 7 points and cocurricular activities 3 points Grades obtained in the Third Year of Grade Five shall not be included in the computation for ranking purposes in the case of graduating pupils/students DECS Order # 80 s. 1993 Revised Grading Policies and Procedures for Elementary and Secondary Schools 1. Greater emphasis on performance 2. 1st to 3rd grading will get 20% each and 4th grading will get 40% 3. DECS Order No. 44 s. 1983 Revised Procedure for determining Honor Pupils in Elementary Pupils; Scholarship and character are given a weight of 9 while co-curricular activities weight of I, First Honors and Second Honors are designated 4. DECS Order No. 49, 1992 Selection of Honor Students: to secondary graduating students a 70 percent for academic excellence and 30% to performance in co-curricular activities: Valedictorian, Salutatorian and Honorable mention are designated to the best students DepEd Order No. 5 s. 2004 February 12 Eligibility of Remedial Instruction Classes for Grant of Vacation Service Credits - An activity identified in DepEd Order No. 53 s. 2003 is eligible for the grant of vacation service credits to teachers, the conduct of remedial instruction to assist students who perform poorly in periodical and other written tests, in excess of the maximum actual teaching time shall similarly quality. DepEd Order No. 10 s. 2004 February 23 Implementation of the Enhanced 8week Early Childhood Experiences (ECE) for Grade I - ECE has been enriched and aligned with the Basic Education Curriculum (BEC) making it an integral part of the Grade I Curriculum - Grade I teachers are enjoined to implement the Enhanced 8-week ECE for the first (2) months of the school year. The skills developed in the different learning areas during this period will be the basis for making the first grading period Bulletin Pangkagawaran Blg. 1 s. 2004 February 18 DepEd is enjoined to the program of Department of Environment and Natural Resources (DENR) sa pagpapalaganap ng gabay sa pagtitipid ng tubig. DECS Order No. 27 s. 1995 Modifying the Policy Prohibiting the Collection of Contributions from Public School Students DECS Order No. 1 s. 1993 and R.A. # 7791 1. Increase in the number of class days from 185 to 200 (Now 205) 2. Increase in time allotment Elem. Math I-III from 40 to 60 minutes English I-VI from 60 to 80 minutes 3. Inclusion of Science and Health in Grades I and II for 40 minutes 4. Inclusion of P.E. in Grades I and II for 20 minutes

5.4

5.5

5.6

5.7

5.8

5.9

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5.10 R.A. # 1265 and DECS Ruling # 8 Penalize all education institutions which do not observe the flag ceremony. Supreme Court resolution declares that school children cannot be compelled to salute and pledge allegiance to the flag if their religious beliefs ban them from doing so 5.11 R.A. # 6728 Government assistance to students and teachers in Private Education 5.12 R.A. # 7722 An Act Creating the Commission on Higher Education. (Task of overseeing tertiary education). - DECS: focus on basic education elementary and secondary education 5.13 R.A. # 7784 An act strengthening Teacher Education in the Philippines by establishing Center of Excellence: creating a teacher education council for the appropriation of national network with elementary schools, high schools and/or a part for laboratory purposes. 5.14 R.A. # 7796 Act creating the Technical Education and Skills Development Authority (TESDA) 5.15 R.A. # 7836 Philippine Teachers Professionalization Act of 1994 1. Prescribes the Licensure Examination for Teachers (LET) to make them duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence 2. Provides that within 2 years after January 12, 1996, no person shall teach in the preschool, elementary, or secondary level nor in vocational courses unless he is a duly registered professional teacher 5.16 R.A. # 8187 Paternity Leave Act of 1996 1. Grants paternity leave of seven (7) work days full pay to married male employees for the first deliveries of the legitimate spouse with whom he is cohabiting 2. Such leave is not cumulative and strictly non-convertible to each 5.17 R.A. # 7192 An Act Promoting the Integration of Women as Full Equal Partners of Men in Development and Nation Building and for other Purposes 5.18 Educational Assistance Act of 1976 Study Now Pay Later Plan 5.19 PD # 176 Ownership, Control and Administration of Educational Institutions 5.20 R.A. 578 Confers the status of persons in authority upon teachers, principals and professors 5.21 DECS Order # 25 s. 1974 Bilingual Education Policy 5.22 DECS Order No. 52 s. 1987 mandates the use of the regional language as an auxiliary medium of instruction 5.23 R.A. No. 6655 DECS Order # 44 s. 1988 promulgated the nationalization of the Public Secondary School: free from payment of tuition and other school fees 5.24 R.A. # 4090 Provides for state scholarships in Science, Arts and Letters for the Poor but Deserving Students, Creating a State Scholarship Council to Integrate, Systematize, Administer and Implement All Program of Scholarships and appropriating funds thereof. 5.25 R.A. # 5447 Creation of a special education fund Act enacted 1968 (to be constituted from the proceeds of an additional real property tax and certain portion

18

of the taxes on Virginia type cigarettes and duties on imported tobacco leaf. Activities shall be limited to 1. organization and extension of classes 2. construction and repair of school buildings (aiding provincial, municipal, city and barrio schools) 3. acquisition of school sites Local school board was created to determine the annual budgetary needs for operation and maintenance of public school; to apply Bureau of Vocational Education R.A. No. 98; and to authorize municipal treasurers to disburse funds approved by higher authorities. 5.26 Republic Act No. 1124 created 15 members of the Board of National Education and reduced the membership of the Board to eight (8). The highest policy making body in formulating educational policies and direction and interests. 5.27 R.A. No. 6139 regulated the sectarian schools/private schools in charging higher tuition fees 5.28 R.A. No. 5698 Legal Education Board was created to improve the quality of law schools 5.29 R.A. No. 7687 An act instituting/establishing scholarship program for courses that will encourage the students to pursue careers in science and technology. (Science and Technology Scholarship Act of 1994) 5.30 R.A. No. 7743 Establishment of city and municipal libraries 5.31 R.A. No. 7880 An act providing for the fair and equitable allocation of the Dept. of Education Culture and Sports Budget for Capital Outlay (Fair and Equitable Access to Education Act) providing for the development of its citizenry/upholding primacy of education; fostering patriotism and nationalism, accelerating social progress and promoting total human liberation/ensuring fair and equitable access to the infrastructure and tools necessary for quality education. 5.32 R.A. No. 8292 Higher Education Modernization Act of 1997 establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society

The governing boards of chartered state universities and colleges is modified in order to: (a) achieve a more coordinated and integrated system of higher education; (b) render them more effective in the formulation and implementation of policies on higher education; (c) provide for more relevant direction in their governance; (d) ensure the enjoyment of academic freedom as guaranteed by the Constitution.

5.33 R.A. No. 8190 granting 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 5.34 R.A. Act No. 8445 Amending R.A. Act No. 6728 An act providing government assistance to students and teachers in private education and appropriating funds, establishing a fund for the purpose of subsidizing salaries of private school teachers and appropriate funds- Expanded Government Assistance to Students and Teachers in Private Education Act 19

5.35 R.A. Act 8525 1998 Act establishing Adopt-A-School-Program. Allowing private schools, companies to assist/support public schools in upgrading and modernization of public schools particularly those in poverty-stricken provinces 5.36 R.A. No. 8491 Prescribing the code of the national flag, anthem, motto, coat of arms and other heraldic items and devices of the Philippines (Flag and Heraldic Code of the Philippines) Reverence and respect shall be accorded to the flag, anthem, and national symbols, which express the sovereignty and national solidarity Heraldic items and devices should manifest national virtues, pride in our native land, respect and affection for the national flag and anthem, proper use of motto, and coat of arms
Pledge to the Flag Ako ay Pilipino buong katapatang nanunumpa Sa watawat ng Pilipinas/At sa bansang kanyang sinasagisag/ Na may dangal, katarungan at kalayaan Na pinakikilos ng sambayanang Maka-Diyos/Makatao/ Makakalikasan at Makabansa. National Motto: Maka-Diyos, Makatao, Makakalikasan at Makabansa.

5.37 DepEd Memorandum No. 471 Observance of the 108th Anniversary of the Martyrdom. The theme Rizal Diwa ng Pagkamakabayan at Pagkakaisa. 5.38 DepEd Memorandum No. 475 The 2005 Metrobank-MTAP-DepEd Math Challenge The Metrobank Foundation, Inc. (MBFI), the Mathematics Teachers Association of the Philippines (MTAP), and the Department of Education (DepEd) announce the holding of the 2005 Metrobank-MATP-DepEd Math Challenge from January to March 2005 with the theme Moving Forward Through Excellence in Mathematics. The overall objective of the competition is to contribute in improving the quality of Mathematics education in the Philippines. Specifically, it aims to: - awaken greater interest in Mathematics among elementary and high school students in both private and public schools all over the country; - encourage students to strive for excellence in Mathematics encourage mastery of basic mathematical skills discover mathematical talents among the students develop the values of hardwork, perseverance, honesty, teamwork, and sportsmanship provide students with opportunities in leadership and cooperate undertaking

5.39 DepEd Memorandum No. 41 Conduct of the Philippine Normal UniversityCenter for Continuing Education and Educational Leadership (PNU-CCEEL) To enhance professional capabilities of teachers and other personnel in basic education The objectives make every learner a reader

References: Duka, Cecilia D. (1999). Philosophy of Education.

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Nolledo, Jose N. (2000). The Education Act of the Philippines Annotated National Elevazo, E. (1997). Philosophy of Education. http://www.DepEd.gov.edu

PART II: ANALYZING TEST ITEMS

Directions: 1. Read and understand each item. Then, circle the letter of the best answer.

DepEd Order No. 4 s. 2004 February 12 moves the evaluation process away from using the transmutation tables towards a performance-based grading system. Which of the following changes is not anchored on the evaluation process? A. Redesign test-based assessment instruments B. Give appropriate weight to the basic competencies covered in the class C. Design and use the transmutation tables D. Provide a measure of what the students are actually learning The correct answer is option C. The statement is contrary to the guideline on ending of transmutation tables. Options A, B, & D statements are challenges to follow on the new performance-based grading system.

2.

In 1981 the International Year of Disabled Persons was celebrated focusing on the disabled persons of their rights and opportunities in order to ensure their full participation and integration into the society. Which policy/memo/law affirms this celebration? A. R.A. 7277 C. R.A. 6728 B. R.A. 5250 D. R.A. 6655 The correct answer is option A because R.A. 7277 Magna Carta for Disabled Persons. Options B, C, & D are contrary statements. Option B. R.A. 5250/3562 providing that teachers, administrators and supervisors of special education should be trained by DepEd Option C. R.A. 6728 Financial Assistance of student and teachers in private education Option D. R.A. 6655 Free Public Education

3.

Which statement best describes the type of education during the Spanish Era? A. Teaching content was unstructured and incidental B. Teaching content considered the Christian doctrine and ecclesiastical studies C. Education was done through indoctrination D. Education was done through observation and imitation Option B is the correct answer. Teaching content consisted of the Christian doctrine and the ecclesiastical studies. Options A, C, & D describe teaching the content and style of education during the Pre-Spanish period.

4.

Mrs. Vargas, the mother of a Grade VI pupil was furious about the failing grades of her child? What could be avoided in this situation? A. The teacher should inform the parent about the criteria for grading B. The teacher should shout at the parent C. The teacher should listen to the complaints of the parents D. The teacher should be tactful

21

Option B is the correct answer. What could be avoided is that the teacher should not should at the parent. Options A, C, & D should be the actuation of the teacher in dealing with the mother of her pupil. 5. The 1987 Constitution of the Philippines states that the basic policy of the state is to maintain a complete, adequate and integrated system of education. Which statement best describes it? A. Develop the professions that will provide leadership for the nation B. Train the nations manpower in the higher and middle level skills C. Respond effectively to the changing needs and conditions of the nation D. Provide for a narrow general education Option A is the correct answer. Options B, C, & D Training the nations middle level skills, responding effectively to changing needs and providing for a broad general education are not aligned with the policy as stated in the 1987 Constitution of the Philippines. 6. What was the overall goal of education during the New Society in 1972? A. Development of values B. Fitting the individual for a gainful employment C. National socio-economic development D. Study of Civics and Culture Which examination replaced the NCEE? A. Improve Entrance Examination Program B. National Secondary Assessment Test C. Summative Testing Program D. Unified Testing Program Which of the following is a value thrust of the New Elementary Education? A. Development of a sense of nationhood B. Extension and deepening of social concerns C. Preservation of democratic values D. Pursuit of higher intellectual and moral values How could the teacher help achieve the goals of global education? A. Distribute global education brochures to students homes B. Help establish training centers C. Keep students well informed of the problems of the world society D. Support the ban on nuclear weapons by organizing student rallies Concerning the purpose of education of the present society it can be honestly said that A. Teachers have found it impossible to implement B. Objectives set for education have been unrealistic C. There is discrepancy between mandated goals and actual social condition D. There is a positive direction toward actual national, personal-socio-civic moral development Regardless of race, faith, age, status and sex, man has a space in a world society where he is expected to interact and share common problems. What is this thrust of the global education? A. Peace of the universe C. Ecological balance in society B. Social justice to all races D. Worth and dignity of the human person What is the major concern of nonformal education? A. Eradication of illiteracy B. Dislike for white collar jobs C. Love of arts in all forms 22

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D. Acquisition of appropriate vocational and technical skills 13. How does Education for All plan to make all Filipinos literate by the year 2001? A. Provide work to the unemployed B. Establish more schools in all levels C. Provide basic education for people to live and survive D. Provide free tertiary education Which of the following groups of people should the government be more concerned in providing basic education? A. Rural and urban affluents C. Gifted B. Disabled D. Cultural communities Which of the following democratizes is access to education? A. Using ones dialect in school campus B. Freely choosing ones curricular subjects in school C. Enjoying state scholarship programs D. Attending convocations on ones free will Teacher C. Razon, a resident of Lipa, Batangas, is already a qualified teacher, and she wants to be assigned in her barangay school. Which act is granting to appointment of teacher to bonafide resident of her municipality? A. R.A. 8845 Expanded Government Assistance B. R.A. 8190 Strengthening Teacher Education C. R.A. 8190 Teacher Assignment Priority D. R.A. 8525 Adopt-A-School Program Teacher Pia suffered from hypertension. Consequently, her speech mechanism was affected causing her to stutter. Which would be affected if she continues teaching? A. Devotion to duty C. Personality B. Punctuality D. Effectiveness Mrs. Cruz was not able to finish her thesis after one year of study leave. Still, she wanted to continue her study leave. Could she be allowed? A. No, study leave should not exceed one year B. No, other teachers should have the chance C. Yes, if her grades are excellent D. Yes, but without compensation Teacher A is assigned in a rural area; Teacher B in a depressed community; Teacher C in a hazardous area; and Teacher D in a place where standard of living is high. Who is entitled to hardship allowance? A. Teacher A C. Teacher C B. Teacher B D. Teacher D Teachers are persons in authority. This means that A. Decisions made by teachers are right B. Teachers cannot be charged C. Teachers have immunity from arrest D. No person can assault a teacher A teacher contacted an illness that required rest for more than one year. Which leave should she apply for? A. Indefinite leave C. Sick leave B. Personal leave D. Vacation leave

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A student was found guilty of assaulting his teacher. The administrative decision was expulsion. The student contested that expulsion as a penalty should be imposed only by the court in judicial proceedings and not by school authorities. Is the students allegation justifiable? A. Yes, because students should receive consideration B. Yes, because expulsion as a penalty belongs to the court C. Yes, because assault is a criminal offense D. No, since expulsion is ordinarily the punishment for such and offense as provided for in Section 148 of the Service Manual Who is considered a professional teacher? A. An education graduate who received honors B. A teacher who has taught for at least five years C. A teacher who qualifies for a permanent position under R.A. 4670 D. A teacher who has attended national seminars on teaching Teacher D tutors her own student who is slow in Math after class hours. allowable? A. Yes, provided she receives a fee B. Yes, provided she does not require a fee from the parent C. No, that is unfair to other students D. No, she should be free after her official time Is that

23.

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A student who belongs to the top five of the class had a heated argument with the teacher about the lesson. Due to embarrassment, the teacher decided to fail the student in her subject. Is the teachers action ethnically acceptable? A. Yes, she has to regain her integrity B. Yes, if other teachers complain about the attitude of the student C. No, the student may not receive an award in the future D. No, the student has a right to express his ideas The Basic Education Curriculum has been restructured into five learning areas. These are A. Filipino, English, Science, Mathematics and Makabayan B. Filipino, English, Science, Mathematics and Araling Panlipunan C. Filipino, English, Science, Mathematics and Sibika at Kultura D. Filipino, English, Science, Mathematics and Home Economics What philosophy of education is reflected in the curriculum during the Republic? A. Idealism C. Pragmatism B. Humanism D. Realism Teacher Lorna Reyes is much eager to finish her M.A. education. Which in R.A. provides scholarship grants to both students and teachers program? A. R.A. 7784 Strengthening Teachers Education B. R.A. 6728 Assistance to students and teachers on private education C. R.A. 8445 Expanded Government Assistance D. R.A. 8625 Adopt-A-School Program After taking the final examination, Pia obtained a fourth grading mark of 72 in Mathematics subject. Based on the guidelines of the new performance-based grading system, what is the passing mark this year? Did she pass the subject? A. 65 instead of 75 C. 70 instead of 75 B. 68 instead of 75 D. 73 instead of 75 The basic education curriculum has been restructured due to the following reasons except one. Which one is NOT? A. To be relevant and responsive to a rapidly changing world

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B. To become globally competitive during this industrial age C. To empower the Filipino learners for self-development throughout their life D. To help raise the achievement level of students

PART III: ENHANCING TEST TAKING SKILLS

Directions: 1. Read each item carefully. Then circle the letter of the best answer.

Not all Grade I pupils have gone through preschool experiences. To improve the quality of basic education, what did the Bureau of Elementary Education do to enrich and align with the BEC? A. Curriculum Development Division revised the 9 week ECE curriculum B. CDD required Grade I teachers to attend the training on the utilization of the enhanced 8 week ECE curriculum C. The training of the teachers should be done D. ECD coordinators will conduct the training What was the characteristic of Philippine education during the American regime? A. Emphasis on agriculture B. Embodiment of democratic ideals C. Enforcement of public education D. Influenced by the Christian faith Which was stressed in the curriculum during the Japanese occupation? A. Military training C. Vocational training B. Performing arts D. Classroom guidance What was the purpose of the Monroe survey? A. To survey unschooled population B. To evaluate the educational system C. To investigate the efficiency of the Textbook Board D. To determine the irregularities committed by the school officials

2.

3.

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5.

Which should be the National Motto of all Filipinos? A. Maka-Diyos, Makatao at Makabansa B. Maka-Diyos, Makatao, Makakalikasan at Makabansa C. Maka-Diyos, Maka-Masa Makakalikasan at Makabansa D. Maka-Masa, Maka-Diyos at Makabansa The continuous appraisal of the existing curriculum in all levels at any particular time responds effectively to the A. Economic status of the people B. Political thrust of the country C. Changing needs and conditions of society D. New national policies of the government Which is not a feature of the program of reforms in the NESC? A. Fewer learning areas B. Focus on humanity and nationhood C. More time for the 3 Rs D. Using work activities as core of learning experiences in all subject areas Character building activities in the daily program of the NESC focus on 25

6.

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A. B. C. D. 9.

health, moral and spiritual values free religious instruction basic work skills relationships of man and government

Which is an operational definition of bilingual education? A. Use of vernacular as medium of instruction in definite subject areas B. Use of Filipino as medium of instruction in Grade I and English from Grade II upward C. Separate use of Filipino and English as media of instruction in definite subject area D. Use of English as auxiliary medium of instruction in the intermediate grades and in high school The mission of elementary education is A. relevant to quality education B. an effective and efficient teacher C. modern and up-to-date methods and materials D. an enlightened disciplined, and productive citizenry How should education view the global society? A. Global society gives priority to problems of war B. Global society should be interacting and interdependent with each other C. Global society bans ecological balance D. Global society abhors nuclear proliferation Which is an example of democratic education? A. Free books and materials B. Preservation of ones culture C. Free compulsory basic education D. Selective courses for the public schools Which is the main instrument of the state for the achievement of its educational goals? A. Formal education C. Elementary education B. Non-formal education D. Higher education

10.

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Which characterized best the education of the elementary level? A. Man and universal C. Specialized and vocation-oriented B. Exclusive and selective D. Work-oriented Teacher E got afflicted with tuberculosis. What benefits can be avail of? A. Free medical examination B. Free medical treatment C. Free medical examination and treatment D. Free medical examination, treatment, and sick leave with pay Mrs. Concepcion was about to go on leave. Which record need not be turned over to her successor? A. Form 137 C. Class Record B. Form 138 D. Registration form After the final assessment of Grade IV pupils, Mrs. Portez found out that her 15 remedial hour load. What will be the basis of her additional compensation? A. She is eligible for the grant of vacation service credits B. She can organize a remedial instruction for her pupils C. She can conduct a peer tutoring class

15.

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D. She can apply for an additional remuneration or compensation for her remedial instruction 18. Mrs. Bueno was asked by her principal to teach other classes in addition to her regular six-hour load. What will be the basis of her additional compensation? A. Basic salary B. Regular salary plus 25% of her basic pay C. Number of years in service D. Performance rating A group of teachers expressing their protest about the delay of benefits due them, finally decided to hold a rally. Which is the best course of action? A. Hold rally while on official time B. Hold rally outside their official time C. Hold rally if the principal goes with them D. Hold rally if the parents and students sympathize with them A head teacher in a private elementary school wants to avail of the rights stipulated in R.A. 4670. Is her claim legal? A. Yes, he is already a head teacher B. Yes, if he is eligible C. No, he is not a public school teacher D. No, if her school can afford of those benefits When can teachers be forced to work in assignments not related to their duties? A. When render probation B. When found inefficient C. When lacking in educational qualification D. When compensated in conformity with existing laws Principal A is exercising powers over marking and promoting students. Is his action acceptable? A. No, grading and promoting students are exclusive functions of teachers B. No, teachers are more knowledgeable of their students performance C. Yes, when there is abuse of judgment on the part of the teacher D. Yes, when the teacher cannot make decision on time A teacher fell in love with his student? What is the best thing that he can do? A. Court the student at home B. Wait till the student is no longer under her tutelage C. Propose and marry the student D. Act normally as if nothing the student does not exist Mr. Reyes an elementary teacher was charged administratively. Who shall hear his care initially? A. Court of Appeals B. Principal of his school C. Committee chaired by the Superintendent of his Division D. Committee chaired by the Secretary of the Dept. of Education, Culture and Sports A school personnel can avail of free legal service under certain circumstances. Principal X was accused by her neighbor for maligning him (the neighbor). Can principal X be entitled to the said service? A. Yes, she should defend herself B. No, the case is not related to her professional duties C. No, it might bring some disagreements in school D. No, if funds are not available

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The Basic Education curriculum was restructured due to the following reasons. Which one is NOT? A. Curriculum should be relevant and responsive to the rapidly changing world B. The quality of education is deteriorating C. To empower the learner for self-development throughout his life D. To raise the achievement level of the learners The competencies in the basic education curriculum are arranged hierarchically based on the ability, interest, and needs of Filipino learners. What philosophy of education was made as basis for this? A. Idealism C. Essentialism B. Humanism D. Realism The President who espoused the nations rallying cry of Philippine 2000 causing the turn-around of an economy that was deteriorating. His aim was To transform the society, thus, Philippine education must itself be transformed. Whose goals is this? A. Pres. C. Aquino C. Pres. F. Marcos B. Pres. F. Ramos D. Pres. G. M. Arroyo The 1987 Philippine Constitution provides that education include the study of the constitution, inculcation of patriotism, love of humanity and appreciation of the role of national heroes in our historical development. Whose Filipino philosophy of education is reflective of this? A. George Bocobo C. Jose Rizal B. Camilo Osias D. Rafael Palma The code of Citizenship and ethics which is one of the bases the Philippine educational philosophy is reflected in the curriculum. During what era was this? A. Spanish Era C. Japanese Era B. Commonwealth Era D. The Republico

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