TEACHING PROFESSION A

A.HISTORICAL FOUNDATION OF EDUCATION

1. Education during the Ancient Period
Educa Aim/s Types Conte Agenc Organ Metho
tional nts ies izatio ds
Thou n
ght
a. •To •Practic •Ritualis •Family * No •Tell me
Education survive al tic and (center grades, & show
Confor prescrip for grading
me
mity tive practica system,
l or • trial
training levels and
of error
instructi
ons
* To •Educati •Encult
conform on ( uration
to the vocatio
tribe to nal/dom •Indoc
which estic trinatio
they training n
belong )
•Organ
•
ic
theoreti
cal
educat
educati ion
on
(intellec
tual/reli
gious
training
b. * To •Moral •Langua •Home •Elemen *Dictati
Educati impress training ge, •Elemen tary and on
on for tradition / social literatur tary and higher •Memori
the al ideals training e, Second levels zation
Preserv and •Theore religious ary •Consci
ation of customs tical / beliefs schools ous
Social to the religious imitatio
Stability succeed training n
ing
•Harsh
generati
on in disciplin
order to e
maintai
n and
perpetu
ate
 the long
establis
hed
social
order
c. *To *Militar •Gymna •State •Trainin
Educati promot y stics/pa •Barrack g
on the e training ramilitar s-type •Harsh
develop individu *Physic y instituti disciplin
ment al al exercise on e
Individu success training s •Family •Imitati
ality and *Moral/ • 3R’s on
welfare civic •Liberal •Memori
through educati
the zation
on
harmoni
ous
develop
of the *Dome 20:oat *
various stics h of Principl
aspects allegian e of
of ce individ
human 30: ual
person require differen
ality d to ces
marry,
full-
fledged
citizen
*
Athenia
n:
Birth-7:
care pf
the
7-16:
music&
physical
educatio
n
16-18:
public
gymnasi
um
18-20:
military
service
20: full
citizens
hip
d. * To •Physic •Cultura *Family •7-10: •Memor
Educati educate al l *Militar element ization
on for the training •Profess y ary and
Utilitari Roman •Utilitari ional camps (boys & imitatio
anism youth an •Twelve
girls) n
for tables •10-16: •Exercis
realizin second e in
g ary good
national (boys literary
ideals only •Intensi
(vir •18: ve drill
bonus ) onward on
s: parts of
higher speech/
(boys gramm
still) atical
element
SYNTHESIS:

1. Culture was passed on and preserved for

generation.
2. Tribal people were able to adjust and adapt to
political and social life .
3. Liberal education was integrated in the curriculum.
4. The complimentary development of the person
became vital for his culture development and for
the social transformation of the State.
5. The concept of educational ladder was introduced.
 2. Medieval Conception of Education
Educat Aim/s Types Conten Agenci Organi Metho
ional ts es zation ds
Thoug
ht

e. •To •Moral/ •Human *Anywh •Used *Parabl

Educati develop social conduct ere (as no e
on for socially •Religi •Funda the textboo method
Humani responsi ous mental need k *Practic
tarianis ble •Univer univers
arises) al,
m individua sal/ al truths familiar
ls who democ practice
possess ratic s in
all the social
virtues life &
of nature
brotherly
 *Languag
e
understo
od by all
* Uses
allusions
f. * To * *7 •Cathed •exter •Dictation
Monasti achieve Moral/ liberal ral ni-do •Memoriz
cism spiritual religiou arts schools not ation
perfecti s (gramm •Parish intend •Question
on ar, schools to and
necessa rhetoric beco answer
ry for , me
•Reflectio
eternal dialectic monk
, s& n
salvatio
geomet nuns
n
ry,
 astrono *Monas *Interal
my & tic -will
music) schools enter
the
order &
take
vows
g. * To •Religio •Theolo *Cathed •Univers •Lecture
Scholas support us gy ral itas /reading
ticism the •Intellec •Religio schools magistr •Disput
doctrine tual us •Monast orumet ation
s of the philosop ic Scholari •Logical
church hy schools um analysis
by •Mediev •Studiu
rational al m
argume universi Generai
nt ty e
h. * To •Social •More •home- *Birth- •Exampl
Chivalri teach •Militaryon mother 7: e and
c the best •Religio
activity •Castle- home practice
ideals, us •7 free lords & *70-14: •Imitati
social 7 arts ladies page on
moral (noble •Discipli
lady of ne
the
court )
•14-21:
squire
(knight)
•21-
ready
for
knighth
ood
i. Guild * To •Vocatio •3R’s •Chantry •master •Exampl
provide nal schools s-own, e
educati •Religio (by buy •Imitati
on of a us wealthy &sell on
practical •Intellec
merchant articles •Practic
type tual s/traders) •Appren e
•Burgher tices- •Dictati
schools beginne on
(by lay rs
•Memori
teachers/ •Journe
priests) zation
ymen
•Guild n-more
schools remune
for the rative
children
of
craftsmen
j. * To •Vocati •3R’s •Librari •Eleme *Repeti
Muslim search onal •Scienc es ntary tion &
for •Intelle es, •Secon drill
knowle ctual history, dary •Memor
dge •Comm literatu •Higher ization
and the ercial re, /Univer &
applicat logic sity imitatio
•Avocat
ion of •Arabic n
scientifi ional
•Langu •Obser
c facts vation
age
&
experi
mentati
on
SYNTHESIS:

1. Equality before God was expounded in

education.
2. Society became revolutionalized through a
system of morality with fuller recognition of the
integrity of the human personality.
3. The individual formed bondage to authorities and
conventions of the church.
 3. The Modern Conception of Education
Educa Aim/s Types Conte Agenci Organi Metho
tional nts es zation ds
Thoug
ht
k. * •Literary *3 •Second * Boys •Text
Educatio Italian: •Esthetic things ary attend study to
n Rich, develop •Practica of the schools schools replace
Full ment a l world •Gramm while lecture
liberal (World ar girls at •Written
•Social
man of the schools home themes
who •Moral past, under
•Univers replaced
would •Religiou Subjecti ity tutors oral
be able s ve world dispositi
to of on
apprecia emotion
te ,
the World •Self-
past as of activity
well as gramm •Self-
enjoy ar express
the rhetoric ion
present and •Double
*Northe mathe translati
rn: Rich matics on
& full *
life for Biblical
the literatur
society e
as a
whole
l. •Attain • Moral •Bible •Family/ *primar •Ciceron
Formati ment of • Social •Religio home y- ianism
on a • Civic n, •Parochi compuls (moreo
worthy singing, al ory n style
•Vocatio
life on trades school •Second &
earth nal sentenc
& ary
•Domes e
crafts, •Univers
tic househ constru
ity
•Practic olds ction
al & dutles, rather
musical history than
• 3R’s
thought
)
•Logic
•Memori
rhetoric,
eloquen zation
ce •Religio
us
indoctri
m. •Religio •Religio *4R’s •Eleme •Carefu *prelecti
Catholic us us/ *Langu ntary l on
counter moralis moral age & •Secon selectio (lesson
reforma m •Vocatio Literatu dary n& assignm
tion nal/do re •Higher •placin ent)
mestic *Philos g of &repetiti
•Literar ophy teacher on
y/resea s (Jesuits)
rch (Jesuits *Phoneti
) c
•Free teaching
educati the
on, reading
insisten of the
ce on vernacul
the use ar
of the (Janseni
sts)
Vernacular
in the
primary
instruction
,
humanizin
g
discipline,
use of
broad
curriculum
, emphasis
on the
importanc
e of self-
criticism
(Christian
Brothers)
n. * To •Literar *Encycl •Family (Vives) •Individu
Literary have a y opedic •Private teacher al
Realism complet •Practic (Rabelais) difference
e al •Academy
(Vives)
knowled •Liberal (Million) •Incident
ge & al study
underst was to be
anding made
of the pleasant
human &
society attractive
(Rabelais
)
•Reading
for
content
(Milton)
o. * To •Practic •History •Academy •Direct
Social prepare al •Philoso •Private tutorial social
Realism the •Social phy system contacts
aristocr •Physica •Langua •Empha
atic l ge sized
youth underst
•Moral
for the anding
life of a •Intellec
&
gentlem tual judgme
an in nt
the
world of
affairs
p. * To •Practic *Comp Comenius School •Inducti
Sense prepare al rehens 1. School of the ve
Realism the •Scientif ive Mother’s method
young ic curricu Knees •Things
for the •Liberal
lum (infancy) thought
concret 2. Vernacular s words
•Democr
e duties School •Nature
of atic
(Sensory method
actual training) 7-12
and yrs
practica
3. Latin School
l living
in the (for
material understandin
univers g and
e organization
of information
) 13-15 yrs
 4. University
for tertiary
education)
19-24 yrs
q. * To train *Physic * Drill •Eleme •Tutori •Law of
Educati the mind al vigor subject ntary al habit
on as through of the s: •Secon system formation
formal rigorous body spellin dary •3 distinct
discipli exercises *Intelle g, stops:
ne in order to ctual arithm Sensation
develop mental etic, ,
intellectua power and memory,
l *Moral gramm reasoning
capacities good ar
•Drill
and to and
form •Praise &
wise censure
specific conduc
habits t
r. * To •Intell •Philos * Self- •Sensati
Ration free ectual ophy, education onalism
alism the •Social scienc &
individ e, art, disciplini
ual social sm
intelle refine •Critical
ct ment analysis
from •Ethics
all the moralit
repres y
sion
s. * To *Holist * •Fami •Infancy cr •Modern
Educat develop ic Nature ly savarage principles
ion in the educat pheno •Tuto atage-birth of
Harmo individu ion mena r to 5 yrs. teaching:
ny al in consist •Childhood growth,
with accorda ed of or stage of activity
Nature nce the savory-5 to and
with the buddin 12yrs individua
laws of g •Boyhood
lity
nature/ activitie or stage of •Order of
human s& solitude-12 nature:
develop interest to 15 yrs need
ment of the activity,
•Adolescen
pupil’s experien
own ce or stage
of social ce,
nature knowled
being-15 to
20 yrs) ge
t. * To •Secular * Social * Public •3 level *
Educati develop •Civic studies school system Adopted
on for military •Physica •Central all
Patriotic prepare l and ized method
Citizens dness health •Compr
s tested
hip and training ehensiv and
aggressi e proven
•Vocatio
veness safe,
for the nal practical
preserv •Univers and
ation al efficient
and •Compul
glorifica sory
tion of •Free,
the commo
State n
u. * To •Intellec * 3R’s, * All •Kinde •Principles
Educat direct tual scienc existing rgarte of pupil
ions and •Moral e, instituti n activity,
Psycho control •Industri
play, on •Prima interest,
logical growth al drawin ry apperceptio
develo and g, etc. •High
n,
•Creativ
pment develop school concentrati
ment e on,
•Dynami •Colleg
through correction,
appropr c e self-activity,
iate socialization
educati ,
onal recapitulati
procedu on,
res individualiza
tion,
readiness,
exercise &
v. * To •Utilitari •Scienc •Elemen* •Experi
Educati determi an e (core tary Provisio mental
on is a ne the •Liberal/ subject) •Second ns for problem
Scientifi effects cultural ary individu -solving
cally of the •Univers •Technic
al •Scientif
determi educati al/demo al differen ic
ned onal cratic ces method
process process •Resear
in the ch
improve
ment of
man
w. * To •Social •Social •School * •Social
Social give •Vocatio studies s Centrali commu
tradition insights nal •Co- •Public zed, nication
alism into •Recrea curricul lectures
support ,
one’s tional ar , motion ed and coopera
social activitie pictures supervis tion &
•Sex
inherita s , & ed by service
nce into educati the
on/pare radio •Social
the progra govern groupin
ideals, ntal ment
educati ms gs
instituti •PTA •Socializ
ons, on
•Univers •NGOs ed
conditio school
ns, & al
manage
customs •Compul
ment
of sory
society
x. Social * To •Intellec * Social * Free •Democ •Social
Experim prepare tual Studies public ratic guidanc
entalis for a •Civic school schools e
m progres •Vocatio system organiz •Recogn
sive nal ation ition of
rebuildi •Faculty rights of
ng of and others
the student •Social
social councils motive
order
SYNTHESIS :
1. Education became person-oriented in approach.
2. The development of the mind, body and moral was
enhanced.
3. The principle of freedom of thought and creativity
became the basis of education.
4. Learning starts from concrete to abstract.
5. The natural interest and the characteristics of the
learners were considered .
6. Education emphasized the process of learning and
not on the things learned.
7. The principles of human growth and development
were considered for teaching and learning effects.
8. Education became an agency for citizenship
involvement for national development and progress.
9. More sciences were included in the curriculum.
10.To determine the suitability and effectiveness of
the curriculum materials, systematic and objective
analysis was done.
11. Learning objectives and subject matter were
scientifically determined.
12. Learners were trained to make intelligent
choices by finding all available facts and the
reasoning power to solve life problems.
13. Citizens were provided education for personal
adjustment and social reconstruction.
4. The Philippine Education
A. Pre- • Existence of schooling like reading and
Spanish writing related to the study of koran
particularly in Maguindanao.
• Filipinos had an elaborate civilizations prior
to Western contact. The indices are effective
technology predictive sciences, art and
religion, system of writing, etc.
B. Spanish • The education of the Filipino was focused
mainly on the learning of the Christian
doctrine.
• Introduced the parochial school concept
practiced in Europe during the Dark Ages
• Subjects, other than the Doctrina, were
arithmetic, music, and various arts and
trades. The vernacular was the primary
medium of instruction.
• Academic institutions, higher than the
parochial schools were established. These
were equivalent to present-day high
schools.
• Produced the first grammars and
dictionaries that led to the development of
Filipino languages.
•Provision for the training of teachers
through a normal school.
C. •The Educational Act of 1901, also known
American as Act. No. 74 of the Philippine
Commission, was promulgated.
•Set up a three-level school system. The
first level consisted of a four year primary
and a three-year intermediate or seven-
year elementary school. The second level
was a four year high school. The third level
was at first a two-year junior college and
later a four-year program.
• in 1910 the Office of the Superintendent
of Private Schools was created. This later
became the Bureau of Private Schools.
• Reading, writing, arithmetic, good manners
and right conduct (GMRC), civics, hygiene
and sanitation, gardening, domestic science,
America history, and Philippine history were
the subjects for study.
• In 1925, the Monroe Survey Commission,
headed by Paul Moroe, was created to
evaluate the entire school system the
Americans set up.
• Educational aims: 1) training for self
government and 2) provision of English as a
common language.
D. •The fundamental aims of education as set
Common forth in the 1935 Constitution are: to develop
wealth moral character, personal discipline, civic,
conscience, and vocational efficiency and to
teach the duties of citizenship.
•Promulgated the so-called “Quezon code of
Ethics” which laid the foundation of the
emerging philosophy of Philippine education
•Tagalog became the basis of the national
language
•Required the teaching of the Filipino national
language in the senior year of all high schools
and in all year in the normal schools.
* The Education Act of 1940 (C.A. 586)
provided for the following :
a. Reduction of the 7-year elementary
course to 6 years
b. Fixing the schools entrance age 7
years
c. National support for elementary
education
d. Compulsory attendance of primary
children enrolled in Grade 1
e. Introduction of double-single session
E. * Gives importance to the diffusion of
Japanese elementary education and promotion of
vocational education
F. Third •The Board of Textbooks was created
Republic •Return to the practice of only to two classes
or five teachers to three classes in the
intermediate
•Compulsory completion of the elementary
grades
•Compulsory enrolment children in the primary
schools upon reaching seven years of age.
•Service eligibility of teachers was made
permanent.
•The Board of National Education (BNE) was
•Daily flag ceremony was made compulsory in
all schools including the singing of the National
Anthem.
•The life, works, and writings, of Jose Rizal
especially the Noli Me Tangere and El
Filibusterismo was included in all levels.
•Elementary education was nationalized and
abolished matriculation fees.
•The Magna Carta for Public School Teachers
(R.A. 4670) was enacted.
•Special Education Fund and local school
boards were created.
•Rise of Barrio High Schools.
•Created the Presidential Commission to Study
G. New •Issuance of P.D 6-A (Educational Decree of
Society 1972
•The fundamental alms of education in the
1973 Constitution are: to foster love of
country, teach the duties of citizenship,
develop moral character, self-discipline, and
scientific, technological, and vocational
efficiency.
•Bilingual Education Program mandates the
use of English and Filipino separately as
media of instruction in schools.
•The National College Entrance Examination
(NCEE) was created
 •Tertiary honor students (summa cum laude,
magna cum laude, cum laude) are granted civil
service eligibility
•Professional Board Examination for teachers
(PBET)
•Education Act of 1982 was formulated.
H. * Fundamental aims of education: shall
Edsa inculcate patriotism and nationalism, foster love
Republi of humanity, respect for human rights,
c 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
broaden scientific and technological knowledge,
and promote vocational efficiency
•Free public secondary Education
•Government Assistance to Students and
Teachers in Private Education
•Teaching of values in the New Elementary
Schools Curriculum (NESC)
•Creation of CHED
•Professionalization of teachers
 EDUCATIONAL CONTRIBUTIONS IN THE DIFFERENT PERIODS
EDUCATIONAL EDUCATIONAL CONTRIBUTION/S
PHILOSOPHERS
1. Francis bacon * Introduced the inductive method of
(1561-1626) teaching (Novum Organum)
2. Wolfgang * Initiated teaching in accordance with
Ratke (1571- child’s nature Principle of repetition to
1635) ensure mastery
3. John Amos • Father of Modern Education
Comenius • Wrote these 1st picture book, “Orbis
(1592-1670) Pictus Sensualium” of the World of
Sensible Things Pictured
4. John Locke • Father of English Empiricism
(1632-1704) • Authored the “Tabula Rasa” theory of
5. Richard * Developed teacher training colleges
Mulcaster
(1531-1611)
6. Francois * Pioneered the education of woman
Fenelon (1651-
1715)
7. St. John •Patronsaint of teachers
Baptiste de le •Founded La Salle Schools
Salle (1651-
1719)
8. Jean •Wrote :Emile” and “Social Contract”
Jacques •Father of Modern Democracy
Rousseau
(1712-1778)
9. Johann •Wrote “How Gertrude Teaches
Heinrich Her Children”
Pestalozzi •Advocator of: object study
(1746- with language, education for
1827) social regeneration, learning
through observation &
experiences, discipline based
on love , etc.
10. Johann •Authored the Herbartian method
Friedrich (inductive method of teaching)
Herbart (1776- •Principal advocate of interest and
1841) apperception in learning
11. Friedrich •Father of Kindergarten
Wilhelm August •Introduced the role of play in the
Froebel (1782- school program
1852)
12. John Henry •Authired “The Idea of a University”
Newman (must offer universal knowledge)
(1801-1890)
13. Herbert •Defined education as complete living
Spencer (1820-
1903)
14. Pedro •Introduced Christian Humanism
Poveda (committed to the enlistment of the poor
(1874-1936) and the marginalized people)
•Founded the Teresian Association in
1911 ( committed to the transformation
of the world through the gospel)

15. Maria •Advocated the education of the

Montessori handicapped and underprivileged youth
(1874-1952 •Introduced a new pedagogy for
teaching young children (characterized
by freedom, prepared environment, and
specific goals of developing the child)
16. Paolo •Criticizedcontemporary education as
Freire (1921) the education of the oppressed.
•Wrote the “Pedagogy of the oppressed”
in 1968 (described traditional education
as the banking concept of education
responsible for the “culture of silence”
among the oppressed.
17. John •Most popular educator of the __0th
Dewey century
•Established the “Laboratory School”
•Wrote “Democracy and Education”
18. Horace •Pioneer of the “Common School”
Mann (forerunner of the public school system)
19. Edward •Authored the laws of learning
Lee Mann •Father of the statistical movement in
Thomdike education
20. Camilo •Schools has an important role in the
Osias development of dynamic nationalism and
internationalism in relation to democracy
in the education of the youth.
21. Dean •The function of our school is neither to
Francisco fit the individual for the past which is
Benitez dead and gone, nor to prepare him for a
remote future which is problematical,
rather it is to train the individual so that
he will be a member of the world as it as.
22. Dr. Pedro •All Filipino particularly the out of school
T. Orata and youth adults have the right to
education particularly those living in the
far flung areas of the country where
school resources maybe scarce,
inadequate, limited or inappropriate.
23. Salvador •Education must fight intellectual
Araneta indolence among students, eradicate
moral turpitude, subject them to the
educational crucible of discipline,
disciplining their muscles, their hearts,
their minds, and their character and
crowning their education with the fire of
love for God and nation.
24. Rafael •“The diploma is by no means conclusive
Palma evidence of one’s ability until he has
demonstrated by actual performance that
he has fully done the tasks expected of
him for the good of the country”
25. Dr. •Believes that education must strengthen
Lourdes the dignity of the learner as a human
Quisumbing person. As such, the various dimensions
of man’s personhood has to be fully
developed by the school system through
an effective and systematized values
education
26. Plato •The teacher must emphasize the priority
of ideas over matter, developing human
virtues.
27. Aristotle •The truly educated person is guiding his
or her ethical conduct and political
behavior.
28. Herris •Focused on the value of education to “live
Broudy the good life”
29. William •Urged school system to return to the
C. Bagley essentials of the basic skills of reading,
writing, arithmetic, history and English.
30. George * Education ought to prepare people to
Counts resolve social crisis by reconstructing
ideas, beliefs and values in the light of
changing condition
 B. PHILOSOPHICAL FOUNDATION OF EDUCATION
1. Major/ Western Philosophies
Philosophical Theories Educational Theories
1.Idealism Aim: To develop the mind
* Reality is spirit and the self
• Universe is made up of Curriculum: Subject matter
infinite mind /spirit. essential for mental &
• Knowledge is dependent
moral development
of sense experience.
• Act of knowing takes Teaching –Learning
place in the mind. process:
• Man can know •The teacher is
intuitively and through intellectually & morally
reasons excellent.
•Every stimulus is derived •The students are passive.
form God . •The school sharpens
•Values are eternal. one’s intellectual
•Good and beauty is processes
consisted with the good
and beauty in God. •Methods: Provision for
thinking and application of
criteria for moral
evaluation.
2. Realism Aim: To provide students
•The world is real and with essential knowledge to
material. survive in the natural world
•Natural laws determine Curriculum: Math and
and regulate one’s Science
existence. Teaching-Learning Process:
•Knowledge is derived from •Teacher knows subject
sense experience. fully; relates lesson to
•Test of truth is when the students’ experiences
mind is in accord with the •Students are taught
material object. factual information for
•Anything consistent with mastery.
nature is valuable. •Schools perceive change
•Standards of value are as natural evolution toward
perfection of order.
 Methods: Requires recall,
explanation, comparison,
interpretation & inference

3. Aim: To teach on how to

Pragmatism/Experimentalis think so that one can
m adjust to an ever-changing
•Reality is determined by world.
individual’s sense Curriculum: Problems of
experience democratic society as basis.
•Man can know nothing
beyond his experience Teaching-Learning Process:
•Experiencing determines •Learning is an individual
knowledge matter
•Knowledge and truth are
constantly changing
because phenomena are
constantly changing
•Values are derived from
human condition
•Ultimate values cannot
exist, for truth is always
relative and conditional
•The teacher is tasked to
plan with the class in order
to solve individual or group
problems. Also, to evaluate
what was learned, how it
was learned, what new
information occurred and
what each students
discovered.
Methods: Problem-solving
inquiry, discovery
 2. Contemporary Western Philosophies
Philosophical Theories Educational Theories
4. Perennialism Aim: To develop power of
•Reality is a world of reason thought
•Such truths are revealed Curriculum: Subject
to us trough study and centered
sometimes through divine Teaching-Learning Process:
acts. •Schools for the
•Goodness is to be found in perennialist exist primarily
rationality itself to reveal reason by
teaching eternal truths.
•The teacher interprets and
tells.
•The students is a passive
recipient of information
5. Essentialsm
•The basic idea is that
there are certain essentials
that all mean ought to
know.
•Individuals should be able
to distinguished between
the essentials in one’s
existence
Aim: To promote te
intellectual growth of the
individual learners.
Curriculum: Emphasize on
the essential skills (3R’s)
and essential subjects
(English, Science, History,
Math and Foreign
Language)
Teaching-Learning Process:
* School returns to the
essential of the basic skills
of reading, writing,
arithmetic, history and
English
6. Progressivism
•Believes that improvement
and reform in the human
condition are both possible
and desirable.
•Emphasizes the concept of
progress which asserts that
human beings are capable
of improving and perfecting
their environment.
Aims: To provide the pupil
the necessary skills to be
able to interact with his
ever changing
environment. To develop
the whole person to be
able to adjust to an
environment that is
constantly changing
Curriculum: Activity and
experienced -centered
Teaching-Learning Process:
•School as microcosm of
society, a model of
democracy
 •Teacher acts as a guide, a
group leader, consultant
and facilitator.
7. Existentialism Aim: to train the
•Man has no fixed individual for significant
nature and he shapes and meaningful
his being as he lives. existence
•The existentialist sees Curriculum: Recognizes
the world as one individual differences,
personal subjectively, interests, complete
where goodness, truth freedom to work subject
and reality are centered
individually defined.
•Reality is a world of Teaching-Learning Process
things, truth subjectively •School assists students in
chosen, and goodness, a knowing themselves and
matter of freedom. learning their place in society
• Teacher-students
interaction center around
assisting students in their
personal learning journeys
8. Social Aim: To improve and
Reconstructionism reconstruct society: education
* Believes that man to a for change and social Reform.
significant degree plan Curriculum: Emphasis on
and control his society, social-sciences and social
that in a democratic research methods;
society this should be examination of social,
done in the public economic and political
interest. problems,
focus on present and future
trends as well as on national
and international issues.
Teaching-Learning Process:
• Schools adapt approaches that
seek a variety of methods to make
education more responsive to
human/social needs.
• Teacher serves as agent of
change and reform; project
director and research leader; helps
students become aware of
problems confronting mankind
 2. Eastern Philosophies
1. Indian 2. Chinese Philosophies
Philosophies
a. Hinduism a. Confucianism
• Emphasizes a • Teaches moral life through
commitment to devotion to the family, loyalty
an ideal way of to elders, love of learning,
life called brotherhood, civil service, and
(Dharma), universal love and justice
characterized by • The concept of a superior
honesty, courage, individual is one who lives in a
service, faith, life of rightness, virtues and
self-Control, propriety.
purity and non-
violence
•Dharma can be •People are social beings; must
achieved through interact with society without
Yoga necessarily surrendering to it and
•Believes that one the moral individual will attempt
should be able to to change others to conform to
control and regulate the moral path.
his desires, not to •Five Constant Virtues:
devote life to sensual Benevolence, Righteousness,
pleasure or worldly Propriety, Wisdom, and Sincerity
success. •Education should build moral
•Believes that religion character than merely teaching
should be practical. skills or information
God is to be realized •Every person should strive for
by living in the world. the continual development of self
until excellence is achieved.
•God is truth and the b. Taosim
best way to seek the •Advocates simplicity, frugality,
truth is by practicing and the joys of being close to
non-violence nature and being in harmony
(Ahinisa). with the whole universe.
•God is an abstraction •Simplicity is the key to
but a living presence. knowledge as patience is to
b. Buddhism understanding
•Believes that •Tranquility is the assurance of
personal gratification the good life
is thee root of
suffering in the world
•The teachings of
Buddha centered on
four noble truths:
1. All in life is •Wu Wei: Do nothing that is
suffering pain and unnatural or not spontaneous;
misery of dukkha. not strain or strive for anything.
2. This suffering has a Let things come naturally
cause: selfish
craving and
personal desire
3. This suffering can
cease
4. The way to
overcome this
misery is through
Eight Fold Path
such as : Right
understanding,
right speech, Right
conduct, Right vocation,
Right concentration, Right
effort, Right thought.
•Holds that the universe is
a Samsara, a stream
without end in which the
law of karma operates
•Stressed non-
attachment, concern for
humanity, desire to
become Buddhalika and
to live in harmony with
the natural flow of the
Universe.
3. Japanese Philosophy 4. Muslim philosophy
a. Zen Buddhism a. Islam
• Has no savior/s, • Emphasized a total
paradise. Faith on commitment in faith,
God, no scriptures. obedience, and trust to
• Proposes to discipline one and only God
the mind and seeks • Koran, its sacred book is
the freedom of the the word of God
mind • No intermediaries
• Emphasizes between God and
dependence on humans. Any person, no
oneself rather than an matter how sinful, can
outside source for bring a plea before God.
answer the wisdom.
•The third Eye helps one • Believes paradise, an
to see things in addition to oasis of flowing waters,
what our two eyes show pleasant drinks, food and
us, and should be attuned sensual delights.
to the things around us. • Others who have not
•Emphasize silent followed the will of Allah,
meditation, aiming to will suffer in fire and
awaken the mind in each heat.
person. Enlightenment • Five Pillars of Islam
comes through an a. Beliefs in one God (Allah)
immediate and intuitive
understanding of reality b. Prayer
that wakens our Buddha c. Fasting
nature (through rational d. Almsgiving
thinking) e. Pilgrimage
5. Christian Philosophy
• Believes in the:
a. God is the Creator of all things
b. Jesus is the Messiah, Christ, son of God
c. The Holy Trinity includes the Father, the Son, and the
Spirit.
d. The Human beings is a sinner who requires
redemption.
e. Jesus came down to earth to redeem mankind
f. The soul is immortal
g. The Old Testament and the New Testament ate the
guides to ideal Christian life
i. There is life after death.
 RELEVANT PHILOSOPHIES OF EDUCATION
OPERATING IN PARTICULAR
CLASSROOM SITUATIONS
Philosophies of Current Educational Classroom
Education Practices
IDEALISM •DECS Order No. 13 1998- Revised
rules and regulations on the teaching
of religion in public elementary and
secondary schools
SOCIAL •DECS Order No. 57, s. 1998-
RECONSTRUCTI Clarification on the changes in the
ONISM/PROGRE Social Studies program.
SSIVISM •
 •Sequencing in Social Studies are as
follows:
Old: Third and fourth year
students to take up Ekonomiks and
kasysayan ng Daigdig respectively.
New: Kasaysayan ng Daigdig for
the Third year and Ekonomiks for
fourth year students.

EXISTENTIALIS * DECS Order No. 65, s. 1998- Revised

M /SOCIAL guidelines on the selection of honor
RECONSTRUCTI students in private and public
ONISM secondary schools.
SOCIAL •DECS Order No. 106, s. 1998- Revised
RECONSTRUCT rules on the exemption of Scouts from
IONISM Citizen’s Army Training (CAT)
PROGRESSIVIS * DECS Order No. 91, S. 1998- changes
M in the Technology and Home,
Economics (THE) program of the New
Secondary Education Curriculum
(NSEC)
EXISTENTIALIS * DECS Order No. 70, s. 1998- Revised
M system of rating and reporting of
students performance for secondary
schools
PROGRESSIVIS * DECS Order No. 67, s. 1997-
M Implementing of the Revitalized
Homeroom Guidance Program (RHGP)
SOCIAL * DECS Order No. 71. s. 1996-
Establishment of pilot
RECONSTRUCT * Regional School of the Future (SOF)
IONISM
IDEALISM DECS Order No. 33, s. 1996-
PROGRESSIVIS Reiterating the implementation of RA
M 1425 mandating the inclusion of Rizal’s
life, works, writings, teachings and
virtues as a course.
PERENNIALISM DECS Order No. 40, s. 1995- Promoting
/ culture band arts in schools
ESSENTIALISM
SOCIAL * DECS Order No. 54, s. 1995- War on
RECONSTRUCT Waste
IONISM/
PROGRESSIVIS
M
ESSENTIALISM * DECS Order No. 1, s. 1993- Increasing
the number of elementary school days
and time allotment in the New
Elementary School Curriculum (NESC)
 TEACHING PROFESSION B

A. HISTORY OF PHILIPPINE 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 priest – 1st teachers &
custodians of knowledge.
- Considered education as preserver of their
culture & transmitter of the knowledge acquired
by earlier generation to their posterity & a vital
factor in the propagation of their tradition.
 Teaching content was:
- broad, indefinite & unwritten
- unstructured/incidental
2. Education During the Spanish Era
o Miguel Lopez de Legaspi – conquered the
Philippine Archipelago in 1565. Concerns:
Establishment for their children with the objective
of rearing the virtue & skills of the Spanish youth.
o Education aimed to propagate Christianity.
•Training was done formally through the
- visitas which served as the first
schools
- parochial schools established in
the 19th century
- secondary schools established
such as the_______, beaterios, and
seminaries
- institutions established for higher
learning to provide the church w/
centers of learning and to state w/ much
needed judges & lawyers.
o Education was considered as status symbol, a
privilege and not a right.
o Teaching was done through
- dictation, memorization
- other techniques such as the moro-moro,
cenaculo & other theatrical performances.
o Teaching content consisted of
- Christian doctrine in the elementary level
- Ecclesiastical studies, classical course &
vocational education
o The media of instruction used ware
- Spanish
- Latin
o Education was characterized by
- Authoritarianism (Spaniards refused to give
quality education to the masses.)
- teacher-dominated
- subject centered
- imposition of serve discipline
- direct control of the Roman Catholic church &
was dominated by the priest & clergy.
- Education purely religious in nature. Aimed ct
Christianization of the natives for the glory of God.
o To uplift the education in the Philippines the Royal
Degree of 1863 (education Act of 1863) was
promulgated which provide for the following
- complete system of education
- free system of education
- establishment of normal school
- reorganization of the school curriculum
- government supervision & control of school thus
breaking the 3 century church domination in
education
3. Education During the America Era

o Education totally changed the education concepts

introduced by the Spaniards
o Education aimed to promote democratic ideals &
way of life
o Education should be universal & free for all
regardless of sex, age, religious & socio-economic
status of the individual
o Means of giving people an orientation towards the
democratic way of life.
o Training was done through the
- schools both public & secular manned by
chaplains and military officers of the US army &
the Thom sites brought here by the vessel Thomas
o 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 &
habits or children who were to become citizenship
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
& consultancy.
o Legal mandates
- Education Act of 1901 laid the foundation of the
Philippine public school system.
- Act. No. 3162 (in 1921) created the Board of
Textbooks for the selection & adoption of
textbooks for the public school
- Act No. 3162 & 3196 made possible the conduct
of the Monroe Survey & recommended the
following
educational reforms regarding methods &
techniques of teaching, supervision, teacher
training & curriculum
Evaluation of teaching & learning
Constitution of 1935 mandated the
establishment & maintenance of a complete
& adequate system of public education,
free public primary instruction, & citizenship
training to adult citizens.
4. Education During the Commonwealth Period
(1935-1942)
o Education aimed to continue the promotion of
democratic ideals & way of life
o Training was done through the

- the public schools

- the private schools (sectarian & non sectarian)
o Curricular emphasis was on character education &
citizenship training.
o 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 Japanese Era
(1943-45)
o 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 & the termination of
the use of the English language
in schools;
- inspiring the people with the
spirit love labor
o Training was done formally through the schools,
which gave more emphasis on vocational,
technical, agriculture.
- reopening of schools
- opening of vocational schools
- establishment of agriculture schools & colleges

o Curricular content centered on values rooted on

love for ____
- emphasizing vocational education
- diffusing the use of Nippongo
- teaching physical education & singing Japanese
songs
 o Legal Mandate
- Proclamation No. 1
informed the people that the sovereignty of
the United States over the Philippines was
over & that Martial Law 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 Philippines Republic (July 4, 1946).
Administration of President Roxas until the
Marcos regime, before the Proclamation of
martial law.
o Education aimed at the full realization of the
democratic ideals & way of life the characteristics
of which are:
- Democracy is predicated upon the intrinsic
worth of the individual.
- Individual realized their capacities social
context.
- Society is not separated from the individual.
- Democracy thrives on change; it is dynamic &
flexible.
- It fosters persuasion & consensus & rejects
coercion & indoctrination.
o Curricular content Stressed
- Social orientation as manifested by the
conservation of the Filipino heritage
- training for occupation nation building
- promotion of democratic nation building
- a new thrust on community development
- Republic Act No. 1123 provided for:
• Legal Mandates

Creation of the Board of National

Education as the highest policy-making 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 & proper attitude for work
 Use of vernacular as the medium of
instruction in Grades I & II in all school, &
English as medium of instruction from Grade
Revision of the Secondary Curriculum which
consisted of
1.) General curriculum for 1st & 2nd year
2.) Differentiated Curricula for 3rd & 4th year
Provision for a guidance program in every
secondary school
Provision for adult education
Promotion of equal educational opportunities
Formation of the Presidential Commission to
survey Philippine Education (PSPE) to determine
how structure the educational system to meet
the demands of society.
7. Education During New Society (1972-1986)
o Education aimed for national development (Educ.
Act of 1982)
- achieve & maintain an accelerating rate of
economic development & social progress
- assure maximum participation of all the people in
the attainment & enjoyment of the benefits of such
growth
- achieve & strengthen national unity &
consciousness & preserve, develop & promote
desirable cultural, moral & spiritual values in a
changing world
o Curricular changes in Elementary Education
- Education Act 1982 measures to maintain quality
education
- Voluntary accreditation: refers to the recognition
of an education of an education program or where
applicable of an educational institution as
possessing certain standards of quality or
excellence (Sutaria. 1989) e.g. e.g.
PAASCU/PACUCOAL, ACSC-AA, ISO.
- focused on the 3rs
- integration of values in all learning areas
- Elective offerings as part of the curriculum
o Educational programs Initiated
- Project IMPACT – Instructional Management by
Parents, Community and Teachers
- ISOSA – In Schools, Off School Approach
- CPS – Continuous Progression Scheme
- PRODED – Program for a Decentralized
Educational Development
- NCEE – National College Entrance Examination
- NEAT – National Elementary Assessment Test for
Grade VI=battery of achievement test of multiple
choices.
 - NSAT – National Secondary Assessment
Test replaces NCEE; not a pre-requisite to
entrance to college. ; 20% of the result is
computed to the GPA.
Legal Mandates
- PD No. 1-Intergrated Reorganization Plan
(September 24, 1972)
1.) Decentralization of the Department of
Education Culture, & Sports
2.) Decision - making is shared by
the 13 DECS regional offices
- Bilingual Education Policy-use of English
& Filipino as media of instruction in specific
learning areas.
8.) Education During the Present Period (1986-
present)
o 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 & 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 right & duties
of citizenship, strengthen ethical & creative thinking,
broaden scientific & technological knowledge &
provide vocational efficiency”
Stresses:
 System of education relevant to society.
 Free public education: R.A. 6655 Act of 1988:
Free Public Secondary Educational
 Scholarship Program & Student Loan Program.
Selected_____ Educational Assistance
Program (SEGEAP)
- Study Now Play Later Plan (SNPLP)
1.) State scholarship for Sciences, Arts &
Letters (R.A. ______)
2.) Private Education Student Financial
Assistance Program(______)
3.) R.A. 6728 Financial Assistance to
Students & Teachers in private
education sector in 1989
Non-Formal, Informal & Indigenous Learning: (for
____ employment). Ex. Technical & vocational
courses. (Indigenous Learning: ways & methods
within the cultural communities which are used in
preserving & building certain traditions; talking into
account their needs while are allowing for the influx
of external cultural factors.)

 Special Education & adult education:

Constitution(ph. 5 sec. 2) stated that training in
civics, vocational efficiency & other skills to adult
citizens, the disabled, & out-of-school youth.
 - Commonwealth Act No. 3203: provided for the
care & protection of disabled children. Articles 356 &
259 of the Civil Code of the Philippines mentioned
“the right of every child to live in an atmosphere
conductive to his physical, moral & intellectual
development,” & the concomitant duty 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 by the special treatment, education & care
required of his particular condition.”
 - President Decree No. 603-the Child& Youth
Welfare Code, abound with specific provisions for
this welfare of the exceptional child. Article 3, Rights
of the Child, provides among others that
“emotionally disturbed or socially maladjusted
child shall be treated with sympathy &
understanding, & shall be entitled to treatment
and competent care required by this particular
condition.”
- Article 74 provides for the Creation of special Classes:
“Where needs warrant there shall be at least special classes
in every province, & if possible, special schools for the
physically handicapped, the mentally retarded, the
emotionally disturbed & the specially gifted. The private
sector shall be given all the necessary inducement &
encouragement.
 - Magna Carta for Disabled Persons (January 22,
1992, R.A. 7277) sffirms the full participation & total
integration 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 & urgent of providing
education for children, youth & adults with special
education needs within the regular education system.
- Republic Act Nos. 3562 & 5250 approve on June
21, 1963 & June 13, 1968 respectively, these acts
provides that teachers, administrators & supervisors
of special education should be trained by the
Department of education & Culture.
 - 1981 International Year of Disabled Persons-
focusing attention on the enjoyment of Disabled
Persons of rights & opportunities in order to ensure
their full participation & interaction into society.
- Jean-Marc Gaspard Itard, a French physician
considered to be the father of Special Education. He
worked deaf children.
- Followed by Edward Sequin-student of Itard who
publish “Moral Treatment, Hygiene & Education of
Idiots & other Backward Children. He believed that
sensonmotor exercise could help stimulate learning
for children with disabilities.
- Maria Montessori first female physicians (Italy-
1912) was influenced by Ssguin & then worked first
with children with mental disabilities.
o Education aimed to promote national development
& values education
o Curricular Reforms
o - Implementation of NESC-addressed to civic,
intellectual, & 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 &
Filipinism in all learning areas.
o Implementation of SEDP in response to the need
to continue pupil development. It aims to improve
policy making & increase the international
efficiency of the education system. Its features
are:
- subjects generally oriented to the development
of values
- Specific competencies
- concept-based subject areas
- uni-disciplinary treatment of curriculum content
o Implementation of NSEC Its features are:
- multi-disciplinary treatment of curriculum content
 - student-centered
- cognitive-affective manipulate based
curriculum
- values education offered as separate subject
area
- emphasis in Science & Technology
- uses bilingual policy
- critical thinking emphasized
o Ramos Administration onward the Philippine 2000:
Major priorities include economic development,
political stability, effective bureaucracy, people
empowerment & environmental protection;
stressed that the delivery of quality education to all
the people as mandated by the constitution in the
chief means to empower the masses; people need to
become globally competitive; Vision of the
Philippines 2000, the Philippines attaining the status
of a newly Industrialized Country (NIC)-educating
the people, equipping them with scientific &
technological knowledge & skills, & providing them
the facility to understand & be understood by others
through communicative competence.
- With the passage of R.A. 7722 known as the
Education Act 1994, commission on Higher
Education talking change of the tertiary level
education.
 - R.A. 7722 or TESDA Act of 1994 created the
Technical Education Skills & Development Authority
(TESTDA) to oversee all the technical & vocational
programs.
o Future Direction for the Philippines-”Education For
All”
- EFA-Mandated by Presidential proclamation 480
whose vision is anchored on humanitarianism &
equalitarianism. Its components are:
ECCD- Early Childhood Care & Development
UQPE- Universal Quality of Primary Education
EOI- Eradication of Illiteracy
CE- Continuing Education
o DECS Own Master Plan for Basic Education:
- Looking beyond the realism of the Education
system:
- Strengthening its bonds with present & potential
partners
- Employing more non-traditional means of
insurance that children stay in school.
- Realizing that the planning of education of
education & the implementation of Its programme
must take into primary & serious consideration &
the implementation of its programme must take
into primary & serious consideration the systems
provisions also for guaranteeing that it has the
students to work on.
 - Establishing viable alternative learning system
encompassing non-Formal & informal education.
- Strengthening of the partnership between
school, home & community & local government –
(Expanded the PTA into parent-teacher-community
association (PTCA) as part of the self-management
under Third Elementary Education Project (TEEP)
package of reforms.
- Third Elementary Education Projects (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
schools & increase academic achievement in the
project provinces
- Upgrading of teacher competencies & improving
their welfare was seen in EFA as a fundamental &
long-term policy measure to bring about quality basic
education.
NEAP-National Educators Academy of the
Philippines was established while better-in-serve
& pre-service training were included in TEEP and
the Aus Aid-assisted Program in Basic Education
(PROBE)
- Internalized EFA’s philosophy & goals
- The quality goal of ERA is emphasizing & critical
thinking
RECOMMENDATIONS:
A. Strengthening the Foundation of Education
Priorities:
Advancement of ECCD (Early Childhood care
& Development) with proper maternal, child
health, Care & nutrition. [inclusion of early
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
B. Improving the Quality of Primary Education
Programme Intervention
Plan investments by scaling up &
institutionalizing pilot project.
DIP (Drop-out Intervention Programme)
 Differentiated approaches should be allowed for
males & females & for urban rural areas when
formulating intervention to combat the low
survival rate & high dropout & repetition rates.
 Special children that required focused &
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
& community.
 Multi-Grade – Strengthening this MTG teaching as
the norm for the difficult-to-reach areas.
 Comprehensive teacher education & development
programme
 Upgrade teaching approaches & techniques
through School-based inset by principals &
supervisors.
 Teaching approaches which promote active
participatory & experiential learning.
 Curriculum and Content
* Broad – based curricular review involving
stakeholder outside of education should be
conducted.
* New Basic Education Curricular
* to be relevant and responsible to a
rapidly changing mood.
* to empower the Filipino learner for self
development throughout his/her life
* to let raise the achievement level of
student
- Conceptual framework
* The context- defined the sources of the
curriculum in term of the following:
 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
English Mathematics
Makabayan
 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
-enhance 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 man’s 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
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 stipulates
• 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 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 education system

1.) provide for a broad general education that will assist
each individual in the peculiar ecology of his own
society to:
 Attain his potentials as human being
 Enhance the range and quality of group and
individual participation in the basic functions of
society
 Acquire the essential educational foundations of his
development into a productive and versatile citizen
2.) Train the nation’s 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 conditional of the nation through a
system of educational planning and
evaluation
B. Rights and Duties of Parents in the Education of
Children (Section 8)

1) Rights
* Right to organize themselves and/ or with
teachers for the purpose of proving 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
* Right to access to any official record
directly relating to the children who are under their
parental responsibility.
2) Duties
* Duty to help carry out the educational objectives
in accordance with national goals
* 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
* duty to cooperate with the school in the
implementation of the school program.

c. Rights and Duties of Students

1) Rights
* Right to receive, primarily through competent
instruction, relevant quality education in line with
national development goals and conductive to their full
development as persons with human dignity.
 * 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.
* Right to school guidance and counseling
services.
* Right of access to his own school records, the
confidentially of which the school shall maintain and
preserve.
* Right to the issuance of official certificates,
diplomas, transcript of records, grades, transfer
credentials, and other similar documents within thirty
days from request.
* Right to publish a school newspaper.
 * Right to free expression of opinions and
suggestions and to effective channels of
communications.
* Right to form, establish and join organizations
* Right to be free from involuntary contributions,
except those approved by their own organizations or
societies.

2) Duties
* Duty to extent his utmost to develop his
potentialities.
* Duty to uphold the academic integrity of the
school.
* Duty to promote and maintain the peace and
tranquility of the school.
 * Duty to participate actively in civic affairs, and in
the promotion of the general welfare
* Duty to exercise his rights 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 charges in
writing
2) Right to full access to the evidence in the --
---
3) Right to defend himself and be defended by
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 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 yrs of service.
2) Indefinite leave
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
 Board for Professional Teachers
Resolution No. 435
Series of 1997

Pursuant to the provision 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 study 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 or vocational teachers and all other persons
performing supervisory and/or administrative functions
in all schools at the aforesaid levels, whether on full-
time or part- time basis.
 ARTCLE II
THE TEACHER AND THE STATE
Section 1. Te school 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
Constitutions 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 be physically, mentally and morally fit.

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 and 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 privileged 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 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
conductive 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 be shall behave
with honor and dignity at all times and refrain from
such activities as gabling, smoking, drunkenness and
other excesses, much less illicit relations.

Section 4. Every teacher hall 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
school’s work and accomplishment 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, wth 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 positions and influence to proselyte others.
 ARTICLE IV
THE TEACHING AND THE PROFESSION

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 TEACHING AND THE TEACHING COMMUNITY

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

with the spirit of professional loyalty, mutual confidence,
and faith in another, self-sacrifice for the common good,
and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is
at stale in any controversy, teachers shall support one
another.

Section 2. A teachers 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
scull, and shall not divulge to anyone documents which
have not yet been officially released, or remove from
records 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 of any
associate. However, this may be done only if there is
controvertible 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 HIGHER AUTHORITIES IN THE
PROFESSION

Section 1. Every teacher shall make it his duty to

make an honest effort to understand and support
legitimate policies of the school and the administration
regardless of personal or private opinion and shall
faithfully carry them out.

Section 2. A teacher shall not make any false

accusation or charges against superior, 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 except when special
conditions warrant a different procedure, such as when
reforms are advocated but are opposed by the
immediate superior, 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 extend 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 invoke the
principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and need
in the interest of the service.

Section 6. A teacher who accepts a position

assumes a contractual obligations to live up to his
contract, assuming full knowledge of the employment
terms and conditions.
 ARTICLE VII
SCHOOLS 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 lives
 Section 3. School officials shall encourage and
attend to the professional growth of all teachers under
them such as in 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 on their work, provided that
the are given, if qualified, subsequent permanent
tenure, an accordance with existing laws.
 ARTICLE VIII
THE TEACHER AND THE LEARNERS

Section 1. a teacher has the right and duty to

determine that academic marks and the promotions 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 process.

Section 2. A teacher shall recognize that the

interest and welfare of learners are of fist and foremost
concern, and shall deal justly and impartially with each
of them.
 Section 3. Under no 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 other in their behalf
in exchange for requested concession, especially if
undeserved

Section 5. A teacher shall not accept, directly or

indirectly, an remuneration from tutorials other than
what is authorized for such service.

Section 6. A teacher shall base the evaluation of

the learner’s 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
form 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 learner’s
are adequate , and shall ectend needed assistance in
preventing or solving learner’s problems and difficulties
 ARTICLE IX
THE TEACHER & THE PARENTS
Section 1. Every teacher shall establish &
maintain cordial relations with parents, & shall
conduct himself to merit confidence and respect.
Section 2. Every teacher shall inform parents,
through proper authorities, of the progress or
learners under him, exercising utmost candor & tact
in pointing out learners’ deficiencies & in seeking
parents’ cooperation for the proper guidance &
improvement of learners.
Section 3. A teacher shall hear parents’
complaints with sympathy and understanding and
shall discourage unfair criticism.
 ARTICLE X
THE TEACHERS AND BUSINESS

Section 1. A teacher has a right to engage, directly

or indirectly, in legitimate income generation, provide
that it has not relate to or adversely affect his work as a
teacher.

Section 2. A teacher shall maintain a good reputation

with respect to financial matters such as in the
settlement of his debts and loans and in arranging
satisfactory 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 textbook and other
school commodities in the purchase e and disposal of
which he can exercise official influence, except only
when his assignment is inherently, related to such
purchase and disposal, provide that such shall be in
accordance with existing regulations, provide, further,
that members of duly recognized teachers’ cooperatives
may participate in the distribution and sale of such
commodities.
 ARTICLE XI
THE TEACHERS AS A PERSON
Section 1. A teacher is above all, a human being
endowed with life for which it is his highest obligation to
live with dignity at all times whether ins chool, 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.

Section3. A teacher shall maintain at all times a

dignified personality which could serve as a model
worthy of emulation by learners, peets, 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, suspension form
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 XIII
EFFECTIVITY
Section 1. This Code shall take effect upon
approval Profession Regulation Commission and after
sixty (60) days following its publications 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. 79 s. 2003 moves the
evaluation process away from using the transmutations
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
instrument ( periodical examinations, long test,
quizzes) to give appropriate weight to the basic
competencies concerned in the classes.
 Transitional guidelines are as follows:
a. Fourth grading period- test will be designed
so that 70% of the items will be easy, 20%
moderately difficult, and 10% item difficult.
b. Passing mark is still 75% not 70%
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 subjcets
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 curricular activities –
3 points
- Grades obtained in the Third Year or Grade shall
not be included in the computation for ranking purposes
in the case of graduating pupils/students.

5.4 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) MECS Order No. 44s. 1993- Revised
Procedure for determining Honor Pupils in Elementary
Pupils; Scholarship and character are given a weight
of 9 while co-curricular activities-weight of 1; First
Honors and Second Honors are designed.

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 designed to
the best students.
 5.5 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 in periodical and other written
tests, in excess of the maximum actual teaching time
shall similarly qualify.

5.6 DepED Order No. 10 s. 2004 February 23-

Implementation of the Enhanced 8-week Early Childhood
Experiences (ECE) for Grade 1
- 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 develop in the different learning
areas during this period will be the basis for marking the
first grading period.

5.7 Bulletin Pangkagawaran Blg. 1 s. 2004 February 18

DepEd i9s injoined to the program of Department
of Encironment and Natural Resources (DENR) “Sa
pagpapalaganap ng gabay sa pagtitipid ng tubig”.

5.8 DECS Order No. 27 s. 1995- Modifying the Policy

Prohibiting the Collection of Contributions from Public
School Students.
1) Prohibits collection of contribution during the
period of enrollment.
However, authorized contributions maybe collected
provided that these are made on a voluntayr basis and
not made as a requirement for admission or for
clearance purposes.
2) Authorized Contributions
* Girls Scout Membership Fee
* Boy Scout Membership Fee
* Red Cross
* School paper
5.9. 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.

5.10 R.A. # 1265 and DECS ruling # 8- Penalize all

education institutions which are not observed the flag
ceremony. Supreme Court resolution declares that
school children's cannot be compelled to salute and
pledge allegiance to the flag if the religious is 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 is overseeing tertiary
education).
- DECS: focus on basic education elementayr and
secondary education.

5.13 R.A. # 7784- An Act strengthening Teacher

Education in the Philippines by establishing Centers of
Excellence: creating a teacher education council for the
appropriation of national network with elementary
schools. High school and/ or a part for laboratory
purposes.

5.14 R.A. 3 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 Examinations for
Teachers (LET) to make the duly licensed professionals
competence.
2) provides that within 2 years after January 12,
1996, no person shall teach in the preschool,
elementary, or secondary level nor in vacation courses
unless he is duly registered professional teacher.

5.16 R.A. # 8187- Paternity Leave Act of 1996

1) Grants paternity leave of seven (7) work days
with full pay to married male employees for the first four
deliveries of the legitimate spouse in whom he is
cohabiting
 2) Such leave is not cumulative and strictly non-
convertible to cash.

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 Education Assistance Act of 1992 (DepEd Order

#99 s.1992). 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 persona in authority

upon teachers, principles 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 and an Auxiliary medium of
instruction.
5.23 R.A. No. 6655 DECS # 44s. 1988- promulgated
the nationalization in the Public Secondary School: free
from payment of tuition and other school fees.

5.54 R.A # 4090- Provides for state scholarship 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 Scholarship 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 and additional real property tax and certain portion
of the taxes on Virginia type cigarettes and duties on
important tobacco leaf. Activities shall be limited to
1) organization and extension of extension classes
2) construction and repair of school buildings I
aiding provincial, municipal, city and barrio schools)
3) acquisition of school sites
* Local school was created to determine the
annual budgetary needs for operation and maintenance
of public schools; 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 interest.

5.27 R.A No. 6139- regulated the sectarian

school/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. 7687- an act instituting/ establishing

scholarship program for courses that will encourage the
students to pursue careers in science and technology.
(Science and Tech. Scholarship Act of 1994)
 5.30 R.A 7743- establishment of city and municipal
libraries.

5.31 R.A No 7880- an act providing for the fair and

allocation of the Dept. of Ed. And 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 and the enjoyment of academic freedom.
 5.33 R.A. No. 8190- granting priority to residence of
the barangay municipality or city where the school is
located in the assignment of classroom public
schoolteachers as long as they possessed 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
appropriating funds. “Expanded Government
Assistance to Students and Teachers in Private
Education Act”.
 5.35 R.A. Act 8525- 1998 Act- establishing “Adopt- A
School program private schools, companies to assist/
support public schools in upgrade modernization of
public schools particularly those in poverty provinces.

5.36 R.A. No. 8491

* Prescribing the code of the national flag,
anthem, motto, coat and other Heraldic Code of the
Philippines)
* Reverence and respect shall be accorded to
the flag, anthem national symbols, which express the
sovereignty and national pride.
* Heraldic items and devices should manifest
national virtues our native land, respect and affection
for the national flag and the 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/Maka-
tao/
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 Mathematics Challenge
* The Metrobank Foundation, inc. (MBFI), the
Mathematics Teachers Association of the Philippines
(MTAP), and the Department of Education (DepED)
announced the holding of the 2005 with the theme
“Moving on Through Excellence in Mathematics.”
*. The overall objective of the competition is to
contribute in improvement quality of Mathematics
education in the Philippines. Specifically, it shall
 - 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 hard work, perseverance,
honesty and sportsmanship.

5.39 DepED memorandum No. 41- Conduct of the

Philippine Normal University Center for Continuing
Education and Educational Leadership (PNU-CCEEL)
basic education
• To enhance professional capabilities of teachers
and other personnel basic education
• The objectives make every learner a reader.