FACULTY OF EDUCATION SCIENCES 2PROFED01- The Teaching Profession

2PROFED01 – THE TEACHING PROFESSION

FLEXIBLE LEARNING TOOLKIT (FLT)

Prepared by:

GERRY C. ARETA, MAT

MAVILLE A. DIZON, PhD
JERICK C. FERRER, MAEd

Faculty of Education Sciences

College of Teacher Development
Philippine Normal University – Manila

Submitted to:

RODRIGO D. ABENES, Ph.D.

Associate Dean, FES

RUTH ALIDO, Ph.D.

Dean, CTD

THIS TOOLKIT IS FOR PNU USE ONLY (TERM 1, SY 2022-2023). NO PART OF THIS MATERIAL MAY BE REPRODUCED

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

TABLE OF CONTENTS

PNU Flexible Learning Delivery: Kaway Aralan sa Bagong Kadawyan 3

PNU Vision, Mission and Quality Policy 4
PNU Strategic Directions 5
Introduction to the Course Learning Package 6
Flexible Learning Course Syllabus 7 - 15
Unit I – Historical Foundations of Education 16 - 25
Unit 2 – The Philippine Educational System 26 - 37
Unit 3 – Philosophical Foundations of Education 38 - 45
Unit 4 – Laws Pertaining to Educational System and Governance 46 - 73
Unit 5 – Laws Pertaining to Teachers 74 - 99

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

COURSE CODE COURSE TITLE NAME OF FACULTY COURSE SCHEDULE

2PROFED01 The Teaching Profession

PNU Flexible Learning Delivery: KAWAY-ARALAN sa BAGONG KADAWYAN

The Philippine Normal University welcomes you to academic year 2022-2023.

We have entered a new age in education. The COVID-19 pandemic hastened Education 4.0. Teaching has been altered re-shaping our educational landscape.
Amidst these changes, it is imperative that as the National Center for Teacher Education, we become active participants in molding the new normal.

In navigating the new terrain in education, indigenous concepts and ideas could be utilized to appropriate concepts and cushion the impact of change as we embrace
the challenges. In doing so, a working concept where foreign influences and local peculiarities could be integrated is welcomed. Thus, we wish to call this new era
in terms of our local concept, Bagong Kadawyan1 (our translation of New Normal).

Given the challenges and opportunities at hand, the new era in education is open for anyone who actively shape and define its parameters and dynamics. PNU
shall continue to provide the leadership in this Bagong Kadawyan in Philippine Education knowing that “the future belongs to those who have the vision to see it.”

Kaway-Aralan (Flexible Learning Delivery)

The nomenclature is derived from the Filipino words for bamboo (kawayan) and a place for studying (aralan). The bamboo sways/waves (kaway) which
characterizes flexibility and like the bamboo’s resilience, Philippine education’s approach to the imminent new habits should take inspiration from the modest
bamboo. As narrated by PNU’s notable alumnus, I.V. Mallari, in the literature classic, Pliant like the bamboo: “Verily, the Filipino is like the bamboo tree. In its
grace, in its ability to adjust itself to the peculiar and inexplicable whims of fate, the bamboo tree is his expressive and symbolic national tree.” By branding our
learning delivery as Kaway-Aralan, we tap the imagination of educators to explore appropriate pedagogies. Kaway-Aralan provides a platform to contextualize
and localize teaching theories, approaches, and strategies.

1
kadawyan (f. dawi). n. custom; habit; usage, a. regular, normal (234); normal: adj. kadawyan (707) from Carlo R. Galvez Rubino, Ilocano: Ilocano-English, English-Ilocano: Dictionary
and Phrasebook. (New York: Hippocrene Books, 1998/2005).
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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

PNU Philosophy Education for personal renewal and social transformation.

PNU Vision A leading future –ready teacher Education University responsive to national and global
development goals and directions.
PNU Mission Philippine Normal University is committed to lead innovative, responsive and sustainable
teacher education programs that set the standards of future- ready teachers and education
leaders.
PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide inclusive, innovative,
impactful, and sustainable teacher education programs that produce future- ready teachers and education leaders imbued
with the values of truth, excellence, and service. Furthermore, PNU shall ensure the continual improvement of its Quality
Management System through compliance with International Quality Standards and statutory and regulatory requirements.
PNU shall achieve these commitments through its core functions of instruction, research, extension and production.
Vision
PNU shall become internationally recognized and nationally responsive teacher education university.
As the established producer of knowledge workers in the field of education, it shall be the primary source of high-quality teachers and education managers that can
directly inspire and shape the quality of Filipino students and graduates in the country and the world.
Mission
PNU is dedicated to nurturing innovative teachers and education leaders.
Quality Policy
As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership in teacher education and nurture innovative
teachers, education leaders, and research scholars imbued with the values of truth, excellence, and service.

The university further commits to the continual growth of its Quality Management System through compliance with International Quality Standards and statutory
and regulatory requirements.

PNU shall achieve these commitments through core functions of instruction, research, extension, and production.

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Introduction to the Flexible Learning Toolkit

Welcome to the Flexible Learning Toolkit (FLT) for 2PROFED01 – The Teaching Profession.
This toolkit is intended to facilitate the teaching and learning of the said course using a flexible learning modality. While it may appear to be a complete
learning resource, the Flexible Learning Toolkit (FLT) serves as springboard to learn the content in focus. The course is information-intensive, and many books
with a title, Foundations of Education contains the foundational knowledge of the content. We also encourage everyone to explore other relevant resources
available in various means. Likewise, it will assist pre-service teachers to achieve the Course Intended Learning Outcomes (CILOs) within the term, even with
very limited technological capabilities and minimum supervision.
The learning activities incorporated in the 2PROFED01 FLT are designed to purposefully engage pre-service teachers in asynchronous and synchronous
learning tasks, as planned in the Flexible Course Plan. This FLT follows the IDEA Instructional Design Model (Sigua, Tuga, Bautista, & Aggarao, 2014) with the
given descriptions below. Critical understanding of each phase will help in making sense of the given activities under each phase. With the principle of flexibility in
mind, the stated activities in each phase are suggestive in nature. The faculty assigned to your class, may opt to follow the activities or he/she may provide other
activities appropriate to the intended learning outcome.

This phase deals with the application or transfer of the

generalized concepts established in the Dissection of
This phase prompts and stimulates the learners
Concepts phase. The experiential episodes may take
to develop a shared understanding and common
the form of one or a combination of two or three of the
language.
Induction of Experiential modalities: real-life or field experiences, simulated
Prior Knowledge Episodes
experiences, and vicarious experiences.
This phase deals with the presentation and This phase focused on the use of assessment methods
development of concepts, observes the logical that simulate true-to-life situations. This could be in form
presentation of the lesson from facts and of objective tests that reflect real life situations or
attributes to the concepts and their analysis and alternative methods parallel to what we experience in
Dissection of Authentic
Concepts
the formulation of generalization. Assessment
actual life.
Design Model: IDEA (Sigua, Tuga, Bautista, & Aggarao, 2014)

This FLT may be accessed in various formats – Online thru the ePNU Classroom, saved copies in flashdrives, and printed materials.

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Flexible Learning Course Plan

Course Number 2ProfEd 01
Course Title The Teaching Profession
Course Prerequisite None
The course introduces the educational philosophies and the teachers’ professional ethics, rights, responsibilities, and core values that uphold the dignity of the teaching
profession in the context of national and global teacher standards. In this course, pre-service teachers are guided to build their own philosophy of education relevant to
Course Description
their professional role as teachers and reflective of their personal high regard for the teaching profession. In the end, the pre-service teachers are expected to apply the
ethical and legal principles in analyzing cases related to the practice of the teaching profession and in making education-related decisions.
Program The Professional Education courses are expected to develop competent pre-service teachers who:
Specialization 1. demonstrate critical understanding of the application of theories and principles to teaching-learning founded on sound educational philosophy
Outcomes 2. are reflective teachers who continually improve on their teaching practice, value professional growth and active professional engagement
1. Gender-fair language in communication and the arts 4. Gender representation in media, art and literature
GAD Themes
2. Gender identity 5. (En)gender(ed) (in)equality across disciplines
3. Gender roles 6. Diversity of learners

INSTRUCTIONAL DELIVERY
COURSE STUDENT ACTIVITY FACULTY ACTIVITY
Schedule

INTENDED INDIVIDUAL
LEARNING ONLINE CONSULTATION/ LEARNING
CONTENT ASYNCHRONOUS ASSESSMENT
OUTCOMES SYNCHRONOUS COACHING RESOURCES
(CILO) (Asynchronous)
Week 1 Orientation: Video Presentation of Access, download & read Consultation on Video materials for
Dissemination of the PNU Vision, PNU VMG/ Quality course syllabus & session classroom rules and the PNU VM, Quality
Mission and Goals, and Quality Policy guide file through LMS, regulations, policies, and Policy, Strategic
Policy, Course Syllabus and softcopy or printed copy. course requirements. Directions
Course Requirements; Class Online orientation
Orientation; Discussion of Course through the use of Course Syllabus
Policies and Norms Google Classroom or
other LMS

Students’ sharing of
expectations

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

1. Analyze I. Historical Foundations of Video/ Powerpoint Read on the Historical Consultation/ Checking Matrix/ Google Sheet Presentation
significant Education Presentation – Foundations of Education: of Outputs on the comparison of Materials for the
educational Summary of Historical Education during the the different Online Lecture-
development Essential Question/s: Foundations of Ancient, Medieval, and education during the Discussion
that influence 1. What are the nature, aims and Education Modern through LMS, different periods:
certain influence of the different historical softcopy, or printed copy. Ancient, Medieval and Reading Materials on
educational period to the present educational Overview/ Online Modern Historical Foundation
practice. system? Lecture Discussion Preparation of matrix of Education
comparing the Education Quiz on Historical
A. Education during the Ancient during the Ancient, Foundation Google Sheet Matrix
Period Medieval, and Modern in
 Primitive Education terms of the aims of
 Oriental Education education, curriculum/
 Greek Education content, methods of
 Roman Education teaching; and influence to
present Philippine
Week B. Education during the Middle Educational System
2-3 Ages through the LMS,
 Monasticism softcopy or printed copy
 Scholasticism
 Chivalric Education
 Guild System of Education

C. Education during the Modern

Times
 Reformation
 Counter-Reformation
 Formal Discipline
 Rationalism
 Naturalistic Conception of
Education

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

II. The Philippine Educational Video/ Powerpoint Read on the Historical Consultation/ Checking Rubrics for Timeline Presentation
System Presentation; Online Development of the of Outputs Materials for the
Lecture-Discussion – Philippine Educational Quiz on Philippine Online Lecture-
Essential Question/s: Overview/ Summary of System from pre-Spanish Educational System Discussion
1. What are the different major the Philippine period to Present through
challenges faced by the Educational System LMS, softcopy, or printed Reading Materials on
Philippine Education during its copy. the Philippine
colonial periods? Educational System
Prepare a Timeline of the
2. How does education shape the important developments Scoring Rubric for
struggle of the Filipinos for in Education based on the Timeline
Week
nationhood and societal reforms? history of Philippine
4-5
Educational system
A. Pre-Spanish Period through LMS, softcopy, or
B. Spanish Period printed copy.
C. American Period
D. Commonwealth Period
E. Japanese Era
F. The Republic
G. New Society
H. Present Period
(R.A. No. 10533 or the Enhanced
Basic Education Program
2.Demonstrate III. Philosophical Foundations Video/ Powerpoint Read on Philosophies: Consultation/ Checking Rubric on Matrix of Presentation
an in-depth of Education Presentation; Online Major Philosophical of Outputs the different Materials for the
understanding Lecture-Discussion on: Thoughts, Modern Philosophies Online Lecture-
of the nature (a) Major Philosophical Philosophies, and Eastern containing the Discussion
of the different Thoughts, (b) Modern Philosophies through following: aims,
Week educational Philosophies, (c) LMS, softcopy, or printed curriculum, teaching- Reading Materials on
6-8 and teaching Essential Question/s: Eastern Philosophies copy. learning process; the Philippine
philosophies 1. How does the different roles of teachers and Educational System
philosophical thoughts influence Prepare a matrix of the students
➢ Evaluate the current: different Philosophies Google Sheet for
the various a. Educational system; containing the following: Matrix
educational aims, curriculum,

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

theories, b. Curriculum and Pedagogical teaching-learning Guidelines in

beliefs, practices; process, roles of teachers Creating a Concept
philosophies c. Teacher training; and and students through Paper and Scoring
as to their d. Educational research? LMS, softcopy or printed Rubric for the
relevance to copy Concept Paper
Philippine A. Major Western Philosophies
education and  Idealism *Prepare a concept
the teaching  Realism paper: “My Own Teaching
profession  Pragmatism Philosophy”
 Experimentalism
➢
Demonstrate B. Contemporary Philosophies
appreciation  Perennialism
of the learning  Essentiaism
theories and  Progressivism
teaching  Existentialism
philosophies  Social Reconstructionism
in the
teaching C. Eastern Philosophies
profession  Hinduism
 Buddhism
 Confucianism
 Taoism
 Zen Buddhism
 Muslim Philosophy/ Islam
MID-TERM EXAMINATION
3. IV. Laws Pertaining to Video/ Powerpoint Read on the related laws Consultation/ Checking Rubric for Case Presentation
Demonstrate Educational System and Presentation; Online pertaining to educational of Outputs Analysis materials for the
an in-depth Governance Lecture-Discussion on: system and governance Online Lecture-
Week understanding Article XIV of the 1987 through LMS, softcopy, or discussion
9-10 of the Essential Question/s: Philippine Constitution, printed copy
structure, 1. What is the present structure BP Blg. 232 (Aims and Reading materials on
governance of the Philippine educational Objectives of Desk research on Case the different laws
and system? Elementary, Secondary, Analysis pertaining to

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

management Tertiary, Non-Formal educational system

of the 2. What is the system of Education); and governance
Philippine governance and management in Trifocalization of
educational the educational system? Education (R. A. No. Guidelines in doing a
system 9155, R. A. No. 7722 case analysis
A. Article XIV of the 1987 and R. A. No. 7796);
Philippine Constitution: and PPST Scoring Rubric for
Education, Science and case analysis
Technology, Culture and Sports

B. The Structure of the Philippine

Educational System (B.P. Blg.
232, R. A. No. 9155, R. A. No.
7722, R. A. No. 7796)

C. DepEd Order No. 42, s. 2017

or The Philippine Professional
Standards for Teachers (PPST)

4. V. Laws Pertaining to Teachers Video/ Powerpoint Read on: R. A. No. 4670, Consultation/ Checking Rubric for Case Presentation
Demonstrate Presentation; Online R. A. No. 7836, Code of of Outputs Analysis materials for the
solid Essential Question/s: Lecture-Discussion on: Ethics for Professional Online Lecture-
appreciation 1. What are the rights and R. A. No. 4670, R. A. Teachers, and other Discussion
of ethical and responsibilities of teachers as No. 7836, Code of related laws through LMS,
legal professionals? Ethics for Professional softcopy, or printed copy Reading Materials on
consideration Teachers, and other the different laws
Week s relevant to 2. What are the different ethical related laws Continuation of the case pertaining to teachers
10-12 the teaching rules governing the teaching analysis
profession profession? Scoring rubric for
A. R. A. No. 4670 or Magna case analysis
Carta for Public School Teachers

B. R. A. No. 7836 or The

Philippine Professionalization Act
of 1994

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

C. Code of Ethics for

Professional Teachers

D. Other relevant laws

FINAL EXAMINATION
Debriefing/ Clearing House Submission, Presentation and Checking of Requirements

Requirement Percentage
1. Examinations (Mid-term & Final) 25%
2. Assignments 25% 25%
Course Requirements 3. Projects (Concept Paper, Case Analysis
& Experiential Learning worksheet) 35% 25%
4. Participation (Synchronous 25%
& Asynchronous Discussions) 15% 25%
100%
Attendance
 This will be checked by the class secretary every meeting.
 Thirty minutes would be the grace period for the latecomers. Beyond the grace period would be considered late.
 Two times tardy in class would be equivalent to 1 absence.
 Attendance would be considered when rating class participation.
 Attendance would be checked to monitor if a student is still part of the class. For absentee students, the university policy in dropping a student from the course
would be strictly observed.
Course Policies
Students with Disability
 Students with disabilities who seek accommodations in a course must be registered with the OSASS and inform their instructors about their condition (visual
acuity, functional vision, visual efficiency) at the beginning of the semester for accommodation services.
 Students with visual impairments (blindness and low vision) should first be oriented with the classroom environment, most especially with the gymnasium and
laboratory equipment. They can also have their preferred seating.
 Tactile aids and manipulative materials (embossed relief maps and diagrams, three-dimensional (3D) models, tactile models) should be prepared for students
with blindness. PowerPoint presentations, e-books and other materials preferably in Braille, must also be given to them ahead of time. Likewise, they should be
allowed to use their assistive devices such as talking computers and calculators, iPad, audio recorders, smart phones, to serve as their notes in class discussions.
 For students with low vision, large-print books and handouts with large-print sizes can be given to them ahead of time.

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

 Teachers should talk in slow and clear manner, and most importantly should describe ALL discussions for students with visual impairments. Instead of plainly
writing on the board, the teacher should describe what is to be written or drawn on the board. This should also be done while presenting PowerPoint presentations,
video clips, pictures and the like.
 Extra time must be given to the students with disabilities as they travel from one class to the next. Sighted guides, preferably classmates, must be oriented and
be allowed to help them in travelling. It is, however, recommended that students with disabilities become self-sufficient in travelling, most especially if they
experienced a year of orientation and mobility in the university.
 During examinations, teachers can prepare test papers in Braille for students with blindness. But if not possible, they can dictate the test items to the students or
have one sighted guide to do the dictation while the teacher assists. For students with low vision, print materials could be prepared using large-print sizes (36-
point type), in bold and black font, that are visible for them.
 Teachers should model inclusive teaching among their students and therefore should NOT isolate any student, specifically those with disabilities from any class
or school activity.
 Proper accommodations must be prepared and consulted with experts in the discipline if needed.

I. Historical Foundations of Education

Bazerman, C. (1997). Involved: Writing for College, Writing for Your Self. Houghton Mifflin. 166-191.
Doqueña, Jr. F. T., Palacpac, J.L., Manuel, A. D., Forcado, J. V., Lalamunan, L. C., Villegas, G. P., Pauli, S. A., & Torrano, C. R. (2016). Philosophical, Psychological
and Socio-Historical Foundations of Education (Compilation of Reports, New Era University) Academia Open Access.
https://www.academia.edu/28590402/Philosophical_Psychological_and_Socio-Historical_Foundations_of_Education_Educ201A_-
_Compilation_of_Reports_of_the_Students_in_Master_of_Arts_in_Education_
Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66 (5), 34-38.
Historical development of education presentation transcript. http://fcc-
educ110.weebly.com/uploads/2/3/6/3/23636704/historical_foundations_of_education_presentation_transcript.pdf
Legazpi, J. (2016). Lesson for Foundation of Education [Powerpoint Slides]. https://www.slideshare.net/bgninja03/historical-foundations-of-education-61809770
Mead, M. (1943). Our Educational Emphases in Primitive Perspective. American Journal of Sociology, 48 (6), 633-639. https://doi.org/10.1086/219260
Unit References and Molagun, H. M., & Taiwo, B. M. (n.d.). Historical Foundations of Education. https://kwcoeilorin.edu.ng/publications/staff_publications/molagun_mh/historical-foundations-
Online Resources of-education-introduction-theory-and-practice-education.pdf
Ornstein, A. C., & Levine, D. U. (2008). Foundations of education. (10th ed.). Houghton Mifflin Company. 53-91.
https://puspitarahayuari.files.wordpress.com/2014/12/allan_c-_ornstein__daniel_u-_levine_foundations_of_education_student_text___tenth_edition____2007.pdf
Philippine Normal University. (2013). A Reviewer for the Licensure Examination for Teachers. Manila: PNU Press.
The Albert Team (1 June 2020). The 5 most important historical thinking skills for the AP World History Test. https://www.albert.io/blog/5-most-important-historical-thinking-
skills-for-the-ap-world-history-test/

II. The Philippine Educational System

Abulencia, A. S. (2018). “Exploring the Education agenda of the 16th congress of the Philippines” in ATIKAN: Jurnal Kajian Pendidikan, 8 (1), 41-58. Minda Masagi Press.
https://www.researchgate.net/publication/330533774_Exploring_the_Education_Agenda_of_the_16_th_Congress_of_the_Philippines
Aggabao, B. A., Aggabao, N. T., Antiado, D. F. , and Castillo, F. G. (2018). Educational transformation in the Philippine education system: Towards global competitiveness.
The International Journal of Business Management and Technology, 2 (2), 66-70. http://www.theijbmt.com/archive/0920/238971531.pdf
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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Brown, A. G. (2018). What makes a photo essay unforgettable? https://www.format.com/magazine/resources/photography/how-to-make-photo-essay-examples

Calderon, M.T. F. (2014). A critique of K-12 Philippine education system. International Journal of Education and Research, 2 (10), 541-550.
http://www.ijern.com/journal/2014/October-2014/42.pdf
Casambre, N. J. (1982). The Impact of American Education in the Philippines. Educational Perspectives, 21 (4), 7-14.
https://scholarspace.manoa.hawaii.edu/bitstream/10125/47216/EDPVol21%234_7-14.pdf
Department of Education. (n.d.). Historical perspective of the Philippine educational system. https://www.deped.gov.ph/about-deped/history/
Florido, A. M. (2006). Educational profile of the Philippines and best practices in Filipino schools and classrooms. Garinger High School Charlotte Mecklenburg Schools
[Handout].
https://www.academia.edu/7574715/EDUCATIONAL_PROFILE_OF_THE_PHILIPPINES_AND_BEST_PRACTICES_IN_FILIPINO_SCHOOLS_AND_CLASSROO
MS
International Reading Association and National Council of Teachers of English (2014). Timeline Rubric.
http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-timeline2.pdf
MasterClass (2020). How to create a photo essay: step-by-step guide with examples. https://www.masterclass.com/articles/how-to-create-a-photo-essay#4-photo-essay-
examples
Musa, S., and Ziatdinov, R. (2012). Features and historical aspects of the Philippines educational system. European Journal of Contemporary Education, 2 (2), 155-176.
https://files.eric.ed.gov/fulltext/EJ1057820.pdf
Nediger, M. (2020). How to create a timeline infographic: the definitive guide. https://venngage.com/blog/how-to-create-a-timeline-infographic-in-6-steps/
Philippine Normal University. (2013). A Reviewer for the Licensure Examination for Teachers. Manila: PNU Press.
Sanchez, G. (2015). Infographic layout: how to portray history using timelines. https://piktochart.com/blog/layout-5-portraying-history-with-timelines/
Slideuplift (2019). 7+ creative timeline templates plus tips and examples. https://slideuplift.com/blog/7-creative-timeline-templates-plus-tips-and-examples/
Steinbock-Pratt, S. (2019). Educating the Empire: American Teachers and Contested colonization in the Philippines. Cambridge University Press.

III. Philosophical Foundations of Education

Abulad, R. E. (2019). Pilosopiyang Pinoy: Uso Pa Ba?: The relevance of Filipino Philosophy in social renewal. Kritike, 13, (2), 16-36.
https://www.kritike.org/journal/issue_25/kritike_december2019.pdf#page=23
Gripaldo, R. M. (2013). Filipino Philosophy: A Western Tradition in an Eastern Setting. [Conference Paper Presentation]. https://philarchive.org/archive/GRIFPA
Hassan, A., Jamaludin, N. S., Sulaiman, T., & Baki, R. (2010). Western and Eastern Educational Philosophies [Conference Presentation]. Philosophy of Education Society
of Australasia. https://bit.ly/EasternWesternPhilo
Nooteboom, B. (2014). Eastern and Western Philosophy. https://www.bartnooteboom.nl/wp-content/uploads/2017/03/Eastern-and-Western-philosophy.pdf
O’Neal, C. Meizlish, D., & Kaplan, M. (2007). Writing a statement of teaching philosophy for the academic job market. CRTL Occasional Papers Center for Research on
Learning and Teaching, University of Michigan, no. 3. https://bit.ly/GuideandRubricforPhiloStatement
Ornstein, A. C., & Levine, D. U. (2008). Foundations of education. (10th ed.). Houghton Mifflin Company. 159-198.
https://puspitarahayuari.files.wordpress.com/2014/12/allan_c-_ornstein__daniel_u-_levine_foundations_of_education_student_text___tenth_edition____2007.pdf
Philippine Normal University. (2013). A Reviewer for the Licensure Examination for Teachers. Manila: PNU Press.
Rafael, V. L. (2013/2014). Mis-education, translation and the Barkada of Languages: Reading Renato Constantino with Nick Joaquin. Kritika Kultura, 21/22, 1-29.
https://bit.ly/Rafael_MisEducFil
Sadker, D. M. Sadker, M. P. (2004). What is your Philosophy of Education? Teachers, Schools, and Society, (7th ed.). McGraw-Hill Humanities/ Social Sciences/
Languages. http://highered.mheducation.com/sites/0072877723/student_view0/chapter9/what_do_you_think_.html

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Shrivastava, K. K. (2003). Philosophical foundations of education. Kanishka Publishers, Distributors.

Tan, C. (2006). Philosophical perspectives on education. In Ta, C., Wong, B., Chua, J. S. M. & Kang, T. (Eds.), Critical Perspectives on Education: An Introduction. Prentice
Hall, pp. 21-40. https://www.researchgate.net/publication/305655612_Philosophical_perspectives_on_education

Unit IV. Laws Pertaining to the Educational System & Governance

Article XIV, 1987 Philippine Constitution. https://www.chanrobles.com/article14.htm#.Xx3x5J4zbIU
Abaja, K. C., & Lavadia, M. S. (n.d.). Education in this country is trifocalized, should we continue implementing this or should we only have one department of education?
[Written Debate and Final Exam, Polutechnic University of the Philippines, Graduate School-College of Education]. SlideShare.net.
https://www.slideshare.net/kathyabaja/trifocalization-in-the-educational-system-of-the-philippines
Estrada, J (2020). Education Law [Video Presentation] https://web.facebook.com/watch/live/?v=2990154321065111&ref=watch_permalink
Governance of Basic Education Act 2001. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/#:~:text=Third%20Regular%20Session-
,Republic%20Act%20No.,EDUCATION%2C%20AND%20FOR%20OTHER%20PURPOSES
Higher Education Act 1994. https://lawphil.net/statutes/repacts/ra1994/ra_7722_1994.html
National Adoption and Implementation of the Philippine Professional Standards for Teachers 2017. https://www.deped.gov.ph/wp-
content/uploads/2017/08/DO_s2017_042-1.pdf
Technical Education and Skills Development Act 1994. https://tesda.gov.ph/uploads/File/REPUBLIC%20ACT%20NO.%207796.pdf

Unit V. Laws Pertaining to Teacherss

Civil Code (Family Code) Art. 218 & 219. 1987. https://www.chanrobles.com/executiveorderno209.htm#.Xyg2ihMzY_U
Code of Ethics for Professional Teachers. http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf
Commission on Filipinos Overseas – Philippine Schools Overseas (2018, June 18). Addressing legal and ethical issues in teaching. [Presentation Slides]. 16th Conference
of Philippine Schools Overseas. http://www.cfo-pso.org.ph/images/pdf/2018/Addressing-legal-and-Ethical-Issues-in-Teaching.pdf
Lucman, S. T. (2015). Filipino Schoolteachers in their own eyes: A study on the self-image and social status of Filipino teachers. Asian Journal of Social Sciences &
Humanities, 4 (3), 46-58. http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.4(3)/AJSSH2015(4.3-05).pdf
Magna Carta for Public School Teachers. 1966. https://www.lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
PapersOwl. (2020). Main tips on how to write case study analysis. https://papersowl.com/blog/how-to-write-a-case-study-analysis
Philippine Teachers Professionalization Act of 1994. https://www.prc.gov.ph/uploaded/documents/PROFESSIONAL%20TEACHERS-LAW1.PDF
Presidential Decree No. 1006. 1976. https://www.officialgazette.gov.ph/1976/09/22/presidential-decree-no-1006-s-1976/
Revised Penal Code Art. 148 and 152. 1930. https://www.chanrobles.com/revisedpenalcodeofthephilippinesbook2.htm#.XygzKxMzY_U

REPUBLIC ACT NO. 10931 https://www.lawphil.net/statutes/repacts/ra2017/ra_10931_2017.html

REPUBLIC ACT NO. 10627 https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/

RA 7784 https://www.officialgazette.gov.ph/1994/08/04/republic-act-no-7784/

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Consultation Period

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Unit I Historical Foundations of Education Topic Meeting the World’s End: Education Across Periods
Course Intended
Analyze significant educational development that influence certain educational practice
Learning Outcome
Essential
What are the nature, aims and influence of the different historical period to the present educational system?
Question/s
This lesson is designed to provide an analysis of the global historical development of education. By tracing down the origins of
education, we can see how history guide our present practice. With the information to be presented in this lesson, you should be able
Overview
to create a matrix that describes the following elements: aims, types of education, content to be studied, agencies of education,
organization of grades, methods of instruction and implications to Philippine education.
At the end of this lesson, you should be able to:
Learning Target/s
 Critically analyze the historical development of education through a matrix

The study of the global historical development of education provides an opportunity to relate history and education.

History is one of the oldest subjects in the world. Most teachers use this subject area to relive the past (and sometimes overdwell on
it). We can access memories of the past through some artifacts. With the inception of the Social Networking Sites, such as Facebook, people
Induction of share Memes. The term ‘meme’ was coined by Richard Dawkins, which he believed that cultural ideas are like genes, that our concepts as
Prior Knowledge
a society spread, multiply and mutate as they went. According to Sproutsocial.com, “most modern memes are cultural inside jokes. They are
a way of connecting with people across the Internet through unique photos that become instantly recognizable. Memes collect emotions,
ideas and actions into an easy-to-translate format.”

Global historical development of education can be categorized into Period. As part of developing historical thinking skills, under
Chronological Reasoning, periodization is defined as “the ability to describe, analyze, and evaluate different ways that history is divided into
periods. Various models of periodization are often debated among historians, and the choice of specific turning points or starting and ending
Dissection of dates might garner a higher value to one region or group than to another” (https://www.albert.io/blog/5-most-important-historical-thinking-skills-
Concepts for-the-ap-world-history-test/).
In this lesson, we shall be using the following periods of education: Ancient, Medieval and Modern.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01- The Teaching Profession

HISTORICAL FOUNDATIONS OF EDUCATION

The Hebrews valued education and centered their instruction around the teachings
7000 BC – 5000 BC Pre-literate societies (before writing) of their bible. Harsh discipline also characterized educational practice along with a
• Educational Goals: To teach survival skills, teach group harmony strict emphasis on following the laws of the Old Testament. Females were not
• Students: Children Instructional Methods: Informal, children imitate adults formally educated, but instead were required to learn the skills associated with
• Curriculum: Practice hunting, fishing, songs, poems, dances. homemaking. Teachers were treated with great respect, indicative of the value that
• Agents: Parents, tribal elders, religious leaders Hebrew society placed on education.
• Influence on education: Informal, transmission of skills
Ancient Hindu societies were based on a strict adherence to a proscribed system of
Schools probably existed in China almost 4000 years ago. As a highly developed familial status known as the caste system, whereby an individual's status is
society, the Chinese designed their schools around the perpetuation of tradition, determined by his family's place in the society. Formal education helped perpetuate
compliance and conventionality, to allow their youth to function in an increasingly this system by only allowing access to boys from the highest or Brahmin caste.
formal and complex society. The individual was not deemed particularly important, Priests were used as teachers resulting in a heavy emphasis on moral development,
rather it was the individual's acceptance of the cultural traditions and practices and learning to write, and harsh discipline.
his place in society that characterized educational practice. Females for the most
part were not deemed worthy of a formal education. INDIA 3000 BC TO PRESENT India
• Educational Goals: To learn behavior and rituals based on Vedas
As with many other cultures, the Japanese system of education evolved after they • Students: Males of upper castes
developed a written language. Adapting the Chinese form of writing, the Japanese • Instructional Methods: Memorizing and interpreting sacred texts
aristocracy was the first to learn to read and write. Originally the Japanese borrowed • Curriculum: Vedas and religious texts
heavily from the Chinese culture in providing a curriculum of study. However, • Agents: Brahmin priest scholars
eventually the needs of Japanese society became paramount and the educational • Influence on education: Cultural transmission and assimilation, spiritual
system began to reflect a Japanese culture and belief system. Education was also detachment
used to provide for the societal needs such as the specific schools that were set up
to train young men for civil service. The Egyptians developed a very early, highly civilized society. They had a form of
writing known as hieroglyphics, and were divided into castes. The priests were the
CHINA 3000 BC – 1900 AD China most highly educated segment of society and provided the instruction for the
• Educational Goals: Prepare elites to govern the empire according to Confucian privileged males deemed worthy of learning.
principles
• Students: Males of upper class EGYPT 3000 BC – 300BC Egypt
• Instructional Methods: Memorization and recitation • Educational Goals: To prepare priests according to scribe for the empire
• Curriculum: Confucian classics • Students: Males of upper class
• Agents: Government officials • Instructional Methods: Memorization and copying texts
• Influence on education: Written examinations for civil service • Curriculum: Religious or technical texts
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

• Agents: Priests and scribes • Instructional Methods: Memorization and recitation in primary schools,
• Influence on education: Restriction on educational controls to priest elites lecture, discussion and dialog in higher schools
Around 500 BC, the Greeks developed a society that was divided into city-states and
was sufficiently complex to require a formal educational system. Two of the more The Romans conquered Greece in 146 BC and started to assimilate many of the
prominent were Athens and Sparta. concepts and educational philosophies from the Greeks into their own system. The
Education in Sparta was primarily for the purpose of developing a strong military to Roman school system divided instruction into two levels, consisting of an elementary
both protect from and conquer neighboring states. Both boys and girls were period or ludus from age seven to twelve, and a secondary school from age twelve to
subjected to a rigorous survival test of exposure to the elements during infancy to sixteen. Females were actually allowed to attend the ludus and receive a formal
determine if they had the necessary capabilities to become warriors or mothers of education.
warriors. Boys were then given physical and moral training to designed to develop a However, few girls received an education past age twelve.
strong military. Development of the intellect was not considered to be of particular
usefulness. ROMAN 750 BC – 450 AD Roman
• Educational Goals: Develop civic responsibility for the empire, administrative and
In Athens, the approach to education was designed to promote the development of military skills
both body and mind. Boys were formally educated from the age of eight to sixteen in • Students: Male children ages 7-20
various disciplines, which emphasized the principles of moderation and balance. • Instructional Methods: Memorization and recitation includus; declamation,
From ages sixteen to twenty, the boys underwent military training. Girls were rhetorical schools
educated in the home. • Curriculum: reading, writing, arithmetic, law, philosophy
• Agents: Private schools and teachers, schools of rhetoric
Ancient Greece contributed much to our way of looking at and thinking about the • Influence on education: practical administrative skills, relate education to civic
concept of education. In particular, the philosophers, Socrates (470-399 BC), Plato responsibility
(427-347 BC), and Aristotle (384-322 BC) had a profound influence on modern
educational practice. All three believed that a person's most important purpose was The Dark Ages, as the period between the Fall of Rome and the beginning of the
to serve and improve humankind and that education was designed for this end. Middle Ages is known, was a period of little progress in human learning, at least in
the western world. In other regions, this was not the case. Mohammed, the prophet
Socrates developed a method of teaching called the Socratic method, whereby the of Islam (569-632), inspired a rich period of discovery and learning flourished in this
teacher asks a series of questions that lead the student to a conclusion. This method climate. Of particular note was the development of Arabic numerals, which replaced
is still commonly used in modern educational practice. Socrates believed that the cumbersome Roman system. Later, the Moors conquered southern Spain and
knowledge was a virtue and that it was essential to understanding. At times he was the Arab culture slowly began to influence Western learning.
critical of the government and eventually chose to end his life rather than end his
teaching. Human learning regressed during this period as the Church sought to control the
education of the common people, placing increasing importance on obedience and
GREEK 1600 BC – 300 BC Greece denouncing the study of philosophy as contradictory to its teaching. In turn only the
• Educational Goals: To cultivate civic responsibility clergy and some nobility were allowed to learn to read and write. For the masses,
• Students: Male children ages 7-20 teaching was done by the clergy and was directed towards inducting people into the
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

faith, relying on oral transmission of liturgy. The power of the Roman Catholic the Greco-Roman traditions of art, literature and reviving classical learning known as
Church was maintained through the hope of salvation and eternal life. The Church humanism. The humanists believed that by transferring power and wealth away
was the intercessor between heaven and damnation.Charlemagne (742- from the Church back to the people, the human condition would improve. In turn
814) of the Franks attempted to establish schools and promote education. Even education was an important aspect, centered on the study of ancient classical
though Alcuin (735-804), Charlemagne's advisor and teacher, aided him in this task, literature, in particular the works of Plato and Aristotle.
they were unable to make much progress.
Martin Luther challenged the authority of the Catholic Church directly when in 1517,
Around 1000 AD, humankind slowly began to realize the importance and need for he nailed his Ninety-five Theses to the church door in Wittenberg, in what is now
learning. Some of the writings of Aristotle were re-discovered and the Roman Germany. As a result, a century of religious turmoil began and the people who
Catholic Church began to accept some of the doctrines of philosophy. Thomas protested the teachings of the Catholic Church came to be known as Protestants.
Aquinas (1255-1274) who wrote the Summa Theologica, helped bring about this The Protestants believed in self-determinism and that the teachings of the Bible
change by formalizing scholasticism or the logical and philosophical study of the should be read by individuals rather than interpreted by priests. Thus education, at
beliefs of the Catholic Church. His educational philosophy, called Thomism in his least the ability to read the Bible, was seen as a necessary ingredient in providing
honor, is still central to education in parochial schools. people the tools for salvation. Luther and his co-worker, Melanchthon, (1497-1560)
were advocates for the education of all social classes and for females. In addition,
Medieval universities at Bologna, Paris, Oxford, and Salerno were established and both Luther and Melanchthon felt that education should be state-supported.
became forerunners of our modern institutions. By 1500, almost eighty universities
had been established and human learning in the Western world began to revive. The invention of the printing press by Johan Gutenberg (1400-1468) and use of
moveable type by the end of the 15th century contributed to the dissemination of
MEDIEVAL 500 AD – 1400 AD Medieval printed material and the spread of ideas. Prior to this time, books were hand-lettered
• Educational Goals: Develop religious commitment, knowledge, and ritual; usually by monks that limited their availability.
establish social order, prepare for appropriate roles
Johann Comenius (1592-1670) wrote some of the first texts containing illustrations.
• Students: Male children of upper class, girls and women entering religious Comenius was a man ahead of his time. Many of his ideas such as integrated
community ages 7-20 learning, collaborative teaching, and the concept of developing the life-long learner
• Instructional Methods: Memorization and recitation in lower schools, text are part modern day pedagogy in teacher-training programs. He also believed that
analysis discussion in higher schools and universities the teacher is essential to the education process and needs to be respected and
• Curriculum: Athens: reading, writing, arithmetic, philosophy, theology, military justly compensated. Most of his ideas were not well received during his lifetime and
and chivalry were not universally accepted.
• Agents: Parish, chantry, cathedral schools, universities, knighthood
• Influence on education: structure and organization of the university, John Locke (1632-1704) was an English educator during the 17th century. He wrote
institutionalization of knowledge many educational works, but the two most influential were Some Thoughts on
Education and the Essay Concerning Human Understanding. Locke believed that
The period known as the Renaissance began in northern Europe and Italy and ideas originated as a result of experience. He stressed the importance of education
spread throughout the rest of the Western world. It signaled a renewed interest in in developing the mind of the person. In fact a good education could improve a
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

person, while a bad one could achieve the opposite result. Locke emphasized and the licensing of teachers. He wanted people to learn to read and write in order to
practical and effective methods of teaching and advocated a non-threatening become useful citizens. However, he did not see much need for extending general
environment for the learner. education beyond that point.

When Martin Luther led the Protestant Reformation, Ignatius of Loyola (1491-1556) While philosophers such as Descartes and Voltaire advocated for reason and
organized the Jesuits to establish schools and promote the Catholic Church. Though scientific inquiry, a second movement signaled a revolution in the way people viewed
the original intent was the advancement of the advancement of Catholicism, the themselves, which became known as the Emergence of Common Man. Previously,
Society of Jesuits became a great teaching order and developed their own system of common people had accepted their lot in life and not challenged the fixed order such
training teachers. as the Divine Right of Kings and the strict stratification of society. Now people were
revolting against the established order and demanding a better life and more
RENAISSANCE 1350 AD – 1500 Renaissance opportunities. Education became important because it was seen as a means of
• Educational Goals: Cultivate humanist expert in Greek and Latin classics; allowing people to better themselves. This philosophy also had profound implications
prepare people to serve dynastic leaders politically, as the 18th century was a time of governmental unrest and revolt against
• Students: Male children of aristocracy and upper class, ages 7-20 the establishment.
• Instructional Methods: Memorization and translation and analysis of Greek
and Roman classics. classical literature, poetry and art. Jean-Jacques Rousseau (1712-1778) was primarily a philosopher, who wrote the
• Curriculum: Latin and Greek classical literature, poetry and art. Social Contract, a book that played an important role in influencing the thinking that
• Agents: Classical humanist educators and schools like lycee, gymnasium and led to the American and French Revolutions. Though not considered an educator per
Latin school se, Rousseau wrote a great deal on the subject of education. His book, Émile,
• Influence on education: Emphasis on literary knowledge, excellence and described the ideal education of a youth and stated that education should match the
style in classical literature, two track system of schools child's age of
development. Rousseau also believed in the natural goodness of children.
The 18th century became known as the Age of Enlightenment or Reason because
of a rebellion of the intellectuals against superstition and ignorance. Philosophers Johann Pestalozzi (1746-1827) was a Swiss educator who actually put into practice
such as Descartes (1595-1650) and Voltaire many of Rousseau's ideas. Pestalozzi, like Rousseau, was a proponent of designing
instruction to complement a child's stage of development. He believed that learning
(1745-1827) believed in the ability of humans to reason and the power of rational should begin with concrete experiences before moving to the abstract and should
thought. Descartes, though not an educator in the strictest sense of the word, start with the simple and progress to the more complex. In addition he advocated
influenced the development of education because of his belief in human's ability to that children
achieve truth through reasoning and rational thought. Voltaire was heavily influenced learn more effectively when they feel secure and have healthy self-esteem. He held
by Descartes and through his extensive writings helped elevate formal education and that children should be treated with love and kindness. Pestalozzi was especially
bring about a new interest in learning. sensitive to the needs of poor children and expressed a deep compassion for them.

Frederick the Great (1712-1786) of Prussia, a friend of Voltaire, believed in the value
of an educated populace. He implemented some of the first laws regarding education
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As a student of Pestalozzi's, Johann Friedrich Herbart (1776-1841) refined 1.10 REFORMATION 1500 AD – 1600 AD Reformation
Pestalozzi's theories about education and developed a five step process for teaching • Educational Goals: Cultivate a commitment to a particular religious
that is still being used: denomination, and general literacy
• Students: Boys and girls ages 7-12 in vernacular schools, young men of
1. Preparation: the set-up, whereby the student is helped to understand how the upper class in humanist schools
new knowledge relates to the old. • Instructional Methods: Memorization drill, indoctrination, catechetical
2. Presentation: the part of the lesson where the student is given the new material instruction in vernacular schools, translation and analysis of classical literature in
in a manner that is developmentally appropriate. humanist schools
3. Association: connecting the new concept with the old. • Curriculum: Reading, writing, arithmetic, catechism, religious concepts and
4. Generalization: understanding the broad concept. rituals. Latin and Greek theology
5. Application: using the new concept or knowledge effectively. • Agents: Vernacular elementary school for general public, classical schools for
upper class
Friedrich Froebel (1782-1852) was another proponent of Rousseau and Pestalozzi's • Influence on education: Commitment to universal education to provide
theories of education. Froebel established the first kindergarten, where young literacy for everyone; origins of school systems, dual track school system based on
children were given a developmentally appropriate education with an emphasis on socioeconomic class and career goals
learning through experience and the social growth of the child. Froebel believed that
women were the most capable of teaching this age group. INDUSTRIALIZATION In England and all over Europe after the French revolution,
there is an expansion of technology such as machinery that works with petrol and
With the rapid growth of industrialization, urbanization and population growth, steam
societies soon felt the need for a more educated populace who could become • Education was influenced by these changes
efficient workers. An Englishman, Joseph Lancaster (1778- • Factory workers came about
1838), developed a monitorial system for overcrowded schools, whereby older • In this period, systems such as Socialism, Communism, Liberalism and
students (monitors) would teach younger ones under the direction of a teacher. This Capitalism started gaining popularity
system allowed one teacher to teach hundreds of • The free thinking brought by the French revolution combined with industrial
students. The monitorial system spread from England to the United States where it revolution caused education to take shape in this direction
became popular as a way of quickly and cheaply educating an immigrant population. • Education was needed by large masses
• New philosophies came about: Materialism, Socialism, Positivism etc.
Though this group of educators and philosophers had a profound influence on the
development of educational practice, it is important to remember that the average THEORISTS OF THIS PERIOD
European actually had access to very little education. Most people during this time 1. Pestalozzi (1746-1827) Social Education: Learning through experimentation,
could barely read or write and only the upper classes and the wealthy had the luxury education is for everyone
of providing a more advanced education for their children. Female children, even in 2. Herbart (1776-1841) Educate, manage and discipline. The purpose of education
these classes, were still largely educated at home, more often in the arts of running a is to serve individual.
household and in music, drawing and painting, and sewing. Attention to the individual.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

3. Frobel (1782-1852)Pre-school education, emphasized that children should be • In 1920s in America individual education was emphasized, in the east socialist
educated from 3-4years. education was popular
Founded “kindergarten” (Marx influence)
4. Tolstoy (1828-1910) Education for freedom. Suggested master apprentice • In 1930s and 40s in America universities took over research activities
relation for teacher-student. • In 1950s Skinner with his experiments in education published education findings
He was extremely against physical punishment and memorizing • In 1960 and 1970 the theories of educational research peaked and the
5. Marx and Engels (1818-1883, 1829-1895) Socialist education, Education discussion “is education applied or theoretical science” formed1957 is the birth of
combined with material production Cognitive and poly-technical education modern education SPUTNIK!!!Especially in math and science United States and
6. Comte and Mill (1796-1857, 1806-1873) Positivist education Religious era has Europe and Russia entered a competition period Several projects
ended, scientific era formed to develop these fields
has started Math, astronomy, physics, chemistry, biology, and sociology sciences • In 1970 Bloom’s Taxonomy came out as a reference for learning for everyone
developed hierarchically • Since 1980s constructivist, multiple intelligence, brain based learning and life
7. Spencer (1820-1903) Pragmatic and positivist education, Pragmatic and based humanist learning gained importance.
utilitarian evolution, • Education involves not only schools but throughout life LLL (life-long learning),
Cognitive, moral and physical education as a whole multi-literacies
8. F. Hegel (1770-1831) State Education: Education must be relevant to culture,
State can cultivate they type of person MUSLIM/ISLAMIC KINGDOMS
9. Nietzche (1788-1860) Irrational Education: Industrial revolution made people
mechanical, People must develop their special abilities, Evil and virtue is innate, ARABIC 700 AD – 1350 AD Arabic
what we learn is limited. Instead of • Educational Goals: Cultivate religious commitment to Islamic beliefs;
institutionalizing, cultural education, expertise in mathematics, medicine and science
10. J. Dewey (1859-1952) Education for employment and life, Education is life it is • Students: Male children of upper class ages 7-20
not preparation for life, Education teaches a child to think through action, Teacher • Instructional Methods: Memorization and recitation in primary schools,
must be a guide to students not a imitation and discussion in higher schools
dictator • Curriculum: reading, writing, arithmetic, religious literature, scientific studies
11. M. Montessori (1750-1952) Sensory education, Used mostly in early education • Agents: Mosques, court schools
Learning through self discovery and interest Uninterrupted play/work time, loosely • Influence on education: Arabic numerals and computation, medicine and science
structured classrooms materials

20th CENTURY EDUCATION IN EUROPE AND AMERICA

• Education in the fields of psychology and sociology increased
Source: Forman Christian College (2014). Historical Development of Education
• Education started using the data from these fields
Presentation Transcript. Retrieved August 6, 2020. http://fcc-
• Education started being considered as a field
educ110.weebly.com/uploads/2/3/6/3/23636704/historical_foundations_of_ed
• F. Bobbitt - First time used education as an independent field ucation_presentation_transcript.pdf

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

. HISTORICAL FOUNDATIONS Athenian: To perfect man (body and mind) for individual

excellence needed for public usefulness

1. EARLY CONCEPTIONS OF EDUCATION Contents: Spartan- Military and physical training

1. Primitive Education - Education for Conformity Athenians- Liberal education

Aims: To survive and to conform to the tribe to which they belong Methods: Athenian- Principle of individuality

Contents: Practical and Theoretical Education Spartan- Competition and rivalry

Methods: Tell me and show me, trial and error, enculturation, Proponents: Greeks

indoctrination

Proponents: Primitives 1.4 Roman Education - Education for Utilitarianism

Aim: To educate the Roman youth for realizing national ideals

2. Oriental Education - Education for the Preservation of Social Content: Physical training (martial arts, use of war weapons)
Stability
Methods: Elementary – memorization, imitation
Aims: To impress traditional ideas and customs in order to maintain
Secondary – literary exercises, intensive drill on speech, grammar
and perpetuate the long established social order
Proponents: Romans
Contents: Moral and Theoretical Training

Methods: imitation, memorization

Proponents: Orientals (Chinese, Indians, Egyptians)

2. EDUCATION DURING THE MIDDLE / MEDIEVAL AGE

1.3 Greek Education - Education for the Development of Individuality

Aims: To promote individual success and welfare through the

2.1 Christian Concept of Education - Education for Humanitarianism
harmonious development of the various aspects of human
Aim: To develop socially responsible individuals who possess all the virtues
personality
of brotherly love
Spartan: To develop a good soldier in each citizen

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

2.2 Monasticism - Education as Spiritual Discipline/ Moral Discipline 3.2 Counter-Reformation

Aim: To achieve eternal salvation Aim: To develop an unquestioning obedience to the authority of the church
Content: 4R’s (religion included)

Methods:
2.3 Scholasticism - Education as Intellectual Discipline
-- adapting the lesson to the abilities, needs, and interests of children
Aim: To support the doctrine of the church by rational argument -- reviewing the previous lessons
-- repetition for mastery
-- memorization with understanding
2.4 Chivalric Education - Education as Social Discipline -- use of textbooks
Proponents: Christian Brothers, Jansenists, Jesuits
Aims: Training for a life of high ideals / standards 3.3 Education as Training of the Mind / Formal Discipline
Training for knighthood centered on the rudiments of love, war and
Aims: To train the mind through rigorous exercises in order to develop
religion intellectual capacities
To form character (mental, physical and moral)

Contents: Classical Languages and Math; Physical (vigor of the

2.5 Guild System of Education
body) mental (mental power) and moral (good conduct)
Aim: Prepare children for the requisites of commerce and industry
Methods: Formal- sensation, memory and reasoning, Drill method

Proponent: John Locke

2.6 Saracenic Education

Aim: Application of scientific facts to the affairs of daily life

3.4 Rationalism

Aim: To enable man to think for themselves

3. MODERN CONCEPTIONS OF EDUCATION
Contents: philosophical/scientific knowledge, ethics and morality
3.1 Reformation
Methods: critical analysis, application of reason
Aim: Religious moralism
Content: Physical education, Character education. Math, History, Science

Methods: Memorization, religious indoctrination

Proponent: Martin Luther

3.5 Education in Harmony with Nature / Naturalistic Conception of Education
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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Aims: To develop the individual in accordance with the laws of human preservation and glorification of the State
Content: Social Studies
development and to preserve the natural goodness of man
Methods: Practical
Contents: Holistic education (physical, moral, intellectual)

Proponent: Jean Jacques Rousseau

Source: Philippine Normal University. (2013). A Reviewer for the Licensure
Examination for Teachers. Manila: PNU Press.
3.6 Education for Patriotic Citizenship / Nationalistic Conception

Aim: To develop military preparedness and aggressiveness for the

Key Points to Remember:

 The historical development of education helps us to understand the past events that shaped the present educational systems, theories and other
related phenomenon in education.
 Generally, education developed from informal to more formal across periods.
 Earlier periods focused on maintaining traditions for stability, while later periods welcome the notions of change and continuity.
 Education caters to the different societal needs of the period. The needs become the themes where education will operate.

Learning Task: Answer the Guide Questions lifted from the book Foundations of Education by Ornstein & Levine (2008, p.54):

1. How were knowledge, education, schooling, teaching, and learning defined in the major historical periods?
2. What concepts of the educated person were dominant during each period of history discussed?
Experiential 3. When and how was schooling been used for cultural transmission or change?
Episodes
4. What curricula (the content of education) and what teaching methods were used in the various historical periods?
5. How did the ideas of leading educators contribute to modern education?

Learning Task: Matrix Completion

Critically analyze the different historical periods of education, worldwide by completing the matrix below.
Authentic
Assessment 26
FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

EDUCATION DURING THE ANCIENT TIMES

Historical Group/ Period Aims/ Goals Content/Curriculum Methods of Instruction Contribution to Education
Preliterate societies (7000 BCE-
5000 BCE) -PRIMITIVE
CHINA 3000 BC – 1900 AD China
INDIA 3000 BC to present India
EGYPT 3000 BC – 300BC Egypt
GREEK 1600 BC – 300 BC Greece
ROMAN 750 BC – 450 AD Roman

EDUCATION DURING MIDDLE/MEDIEVAL AGES

Historical Group/ Period Aims/ Goals Content/Curriculum Methods of Instruction Contribution to Education
Early Christian
Monasticism
Scholasticism
Chivalric Education
Guild System
Saracenic
EDUCATION DURING THE RENAISSANCE & MODERN TIMES
Historical Group/ Period Aims/ Goals Content Methods of Instruction Contribution to Education
Protestant Reformation
Catholic Counter-Reformation
Formal Discipline
Rationalism
Naturalistic Conception of Education

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Unit II The Philippine Educational System Topic Philippine Education Across Time
Course Intended
Learning Outcome Analyze significant educational development that influence certain educational practice
Essential What are the different major challenges faced by the Philippine Education during its colonial periods?
Question/s How does education shape the struggle of the Filipinos for nationhood and societal reforms?
In this lesson, you should be able to trace the historical development of Philippine education and critically analyze the factors that help in the
Overview formation of the nation through education. Like in the previous unit, you will be reintroduced to the broad perspectives of education as
applied in the Philippine context.
At the end of this lesson, you should be able to:
Learning Target/s
 Compare and contrast the different periods of Philippine education.

Dealing with historical concepts is difficult because of its abstract nature. To understand about historical concepts, you should be
able to grasp the ideas of change and continuity. In learning about the historical development of education, you need to be exposed with
various experiences that will cater the development of your historical thinking skills.
Induction of
Prior Knowledge

The history of education is the story of us, as a nation. Education and society cannot be separated since it has cognitive, political,
social and economic purposes directly related to nation-building. Like in the previous unit, the focus of this unit is to trace the historical
growth of Philippine educational system as well as to have a comparison between the educational themes of each period.
Dissection of
Concepts

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

PHILIPPINE EDUCATIONAL SYSTEM Content: Character education and citizenship training.

 Education under the Commonwealth was to help prepare for the coming
Education during the Pre-Spanish Period independence of a new Filipino nation.

Aims: For Survival, Conformity, and Enculturation

Contents: Informal Education, Religion-oriented
Methods: tell me and show me, observation, trial and error

Education during the Spanish Period

Education During the Japanese Era (1943-45)
Aim: To propagate Christianity
Contents: Religious Education, Vocational courses Aims:
Methods: Dictation and memorization
➢ To strive for the diffusion of the Japanese language in the Philippines
 The vernacular was used as the medium of instruction in the parochial
and the termination of the use of the English language in schools
schools.
 The religious orders introduced the parochial school ➢ To stress the dignity of manual labor
 Education is suppressed, exclusive (for the elite), and inadequate.
Contents: Vocational, Technical, Agriculture, Values rooted on love for labor,
physical education and singing Japanese songs, health/vocational education
Education during the American Period

Aim: To teach democracy as a way of life Education During the Republic (1943-1972)
Methods: Socialized recitation, Student’s participation
Contents: Reading, writing, arithmetic, language, GMRC, civics, hygiene and Aims:
sanitation, gardening, domestic science, American History, and Philippine
➢ Full realization of the democratic ideals and way of life
history
 Formal Education was established ➢ Promotion of equal educational opportunities for all
Education during the Commonwealth Period (1935-1942) Contents:

Aims: (as provided by the 1935 Constitution) ➢ Social orientation as manifested by the conservation of the Filipino
➢ to develop moral character, personal discipline, civic conscience, and heritage
vocational efficiency ➢ training for occupation
➢ to teach the duties of citizenship ➢ promotion of democratic nation building
➢ to continue the promotion of democratic ideals and way of life.
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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

➢ a new thrust on community development Education During the 21st Century

Aim: To provide the school age population and young adults with skills, knowledge
Education During the New Society
and values to become caring, self-reliant, productive and patriotic citizens.

A. 1972-1986
➢ Republic Act 9155 (Governance of Basic Education Act), was passed
Aim: For national development
transforming the name of the Department of Education, Culture and Sports
 Made education relevant to the needs of the changing world (DECS) to the Department of Education (DepEd) and redefining the role of field
offices (regional offices, division offices, district offices and schools). The act
 Bilingual Education Policy - use of English and Filipino as media of instruction provides the overall framework for:
in specific learning areas
o school head empowerment by strengthening their leadership roles

o school-based management within the context of transparency and local

B. 1986-2000 accountability.

Aim: To promote national development and values education The K+12 program (RA 10533)

 The national budget appropriates the highest allocation for education ➢ implementation started on SY 2012-2013

 Promotion and improvement of the public school teachers ➢ kindergarten is now a part of the compulsory education system

 Implementation of NESC - addressed to civic, intellectual, and character ➢ a new curriculum for Grade 1 and Grade 7 students was introduced
development of the child
➢ by SY 2016-2017, Grade 11/Year 5 will be introduced, and Grade 12/Year 6
 The Congressional Commission on Education (EDCOM), with its report in 1991,
by SY 2017-2018;
recommended the following:
➢ the phased implementation of the new curriculum will be finished by the SY
a. trifocalization of DECS into the Department of Education (DepEd),
2017-2018
Technical Education and Skills Development Authority (TESDA), and
Commission on Higher Education (CHED);

b. establishment of Teacher Education Center of Excellence; Every graduate is inculcated with the respect for human rights and values,notably,
Maka-Diyos, Maka-tao, Makabansa, and Maka-Kalikasan. This makes every graduate
c. professionalization of teachers; and
empowered to effect positive changes in his/her life and that of others.
d. Technical-Vocational Education reform.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Source: Philippine Normal University. (2013). A Reviewer for the Licensure

Examination for Teachers. Manila: PNU Press.

REPUBLIC ACT NO. 10533

https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR
BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013”.

SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the
country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic (a) Give every student an opportunity to receive quality education that is globally
education shall be an empowered individual who has learned, through a program that competitive based on a pedagogically sound curriculum that is at par with international
is rooted on sound educational principles and geared towards excellence, the standards;
foundations for learning throughout life, the competence to engage in work and be
productive, the ability to coexist in fruitful harmony with local and global communities, (b) Broaden the goals of high school education for college preparation, vocational and
the capability to engage in autonomous, creative, and critical thinking, and the capacity technical career opportunities as well as creative arts, sports and entrepreneurial
and willingness to transform others and one’s self. employment in a rapidly changing and increasingly globalized environment; and

For this purpose, the State shall create a functional basic education system that will (c) Make education learner-oriented and responsive to the needs, cognitive and cultural
develop productive and responsible citizens equipped with the essential competencies, capacity, the circumstances and diversity of learners, schools and communities through
skills and values for both life-long learning and employment. In order to achieve this, the the appropriate languages of teaching and learning, including mother tongue as a
State shall: learning resource.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs SEC. 5. Curriculum Development. — The DepED shall formulate the design and details
which provides the foundation on which subsequent learning can be based. It of the enhanced basic education curriculum. It shall work with the Commission on
encompasses kindergarten, elementary and secondary education as well as alternative Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global
learning systems for out-of-school learners and those with special needs. competitiveness of Filipino graduates. To ensure college readiness and to avoid
remedial and duplication of basic education subjects, the DepED shall coordinate with
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education the CHED and the Technical Education and Skills Development Authority (TESDA).
program encompasses at least one (1) year of kindergarten education, six (6) years of
elementary education, and six (6) years of secondary education, in that sequence. To achieve an effective enhanced basic education curriculum, the DepED shall
Secondary education includes four (4) years of junior high school and two (2) years of undertake consultations with other national government agencies and other
senior high school education. stakeholders including, but not limited to, the Department of Labor and Employment
(DOLE), the Professional Regulation Commission (PRC), the private and public schools
Kindergarten education shall mean one (1) year of preparatory education for children at associations, the national student organizations, the national teacher organizations, the
least five (5) years old as a prerequisite for Grade I. parents-teachers associations and the chambers of commerce on matters affecting the
concerned stakeholders.
Elementary education refers to the second stage of compulsory basic education which
is composed of six (6) years. The entrant age to this level is typically six (6) years old. The DepED shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:
Secondary education refers to the third stage of compulsory basic education. It consists
of four (4) years of junior high school education and two (2) years of senior high school (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
education. The entrant age to the junior and senior high school levels are typically twelve
(12) and sixteen (16) years old, respectively. (b) The curriculum shall be relevant, responsive and research-based;

Basic education shall be delivered in languages understood by the learners as the (c) The curriculum shall be culture-sensitive;
language plays a strategic role in shaping the formative years of learners.
(d) The curriculum shall be contextualized and global;
For kindergarten and the first three (3) years of elementary education, instruction,
teaching materials and assessment shall be in the regional or native language of the (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-
learners. The Department of Education (DepED) shall formulate a mother language based, reflective, collaborative and integrative;
transition program from Grade 4 to Grade 6 so that Filipino and English shall be
gradually introduced as languages of instruction until such time when these two (2) (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
languages can become the primary languages of instruction at the secondary level.
Multilingual Education (MTB-MLE) which starts from where the learners are and from
what they already knew proceeding from the known to the unknown; instructional
For purposes of this Act, mother language or first Language (LI) refers to language or materials and capable teachers to implement the MTB-MLE curriculum shall be
languages first learned by a child, which he/she identifies with, is identified as a native available;
language user of by others, which he/she knows best, or uses most. This includes
Filipino sign language used by individuals with pertinent disabilities. The regional or (g) The curriculum shall use the spiral progression approach to ensure mastery of
native language refers to the traditional speech variety or variety of Filipino sign knowledge and skills after each level; and
language existing in a region, area or place.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

(h) The curriculum shall be flexible enough to enable and allow schools to localize, (c) Training of School Leadership. — Superintendents, principals, subject area
indigenize and enhance the same based on their respective educational and social coordinators and other instructional school leaders shall likewise undergo workshops
contexts. The production and development of locally produced teaching materials shall and training to enhance their skills on their role as academic, administrative and
be encouraged and approval of these materials shall devolve to the regional and division community leaders.
education units.
Henceforth, such professional development programs as those stated above shall be
initiated and conducted regularly throughout the school year to ensure constant
upgrading of teacher skills.
SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum
consultative committee chaired by the DepED Secretary or his/her duly authorized SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other
representative and with members composed of, but not limited to, a representative each Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational
from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of
Technology (DOST), and a representative from the business chambers such as the Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine
Information Technology – Business Process Outsourcing (IT-BPO) industry association. Teachers Professionalization Act of 1994”, the DepED and private education institutions
The consultative committee shall oversee the review and evaluation on the shall hire, as may be relevant to the particular subject:
implementation of the basic education curriculum and may recommend to the DepED
the formulation of necessary refinements in the curriculum. (a) Graduates of science, mathematics, statistics, engineering, music and other degree
courses with shortages in qualified Licensure Examination for Teachers (LET)
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic applicants to teach in their specialized subjects in the elementary and secondary
education program meets the demand for quality teachers and school leaders, the education. Qualified LET applicants shall also include graduates admitted by
DepED and the CHED, in collaboration with relevant partners in government, academe, foundations duly recognized for their expertise in the education sector and who
industry, and nongovernmental organizations, shall conduct teacher education and satisfactorily complete the requirements set by these organizations: Provided, That they
training programs, as specified: pass the LET within five (5) years after their date of hiring: Provided, further, That if such
graduates are willing to teach on part-time basis, the provisions of LET shall no longer
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be be required;
retrained to meet the content and performance standards of the new K to 12 curriculum.
(b) Graduates of technical-vocational courses to teach in their specialized subjects in
The DepED shall ensure that private education institutions shall be given the opportunity the secondary education: Provided, That these graduates possess the necessary
to avail of such training. certification issued by the TESDA: Provided, further, That they undergo appropriate in-
service training to be administered by the DepED or higher education institutions (HEIs)
at the expense of the DepED;
(b) Training of New Teachers. — New graduates of the current Teacher Education
curriculum shall undergo additional training, upon hiring, to upgrade their skills to the
content standards of the new curriculum. Furthermore, the CHED, in coordination with (c) Faculty of HEIs be allowed to teach in their general education or subject specialties
the DepED and relevant stakeholders, shall ensure that the Teacher Education in the secondary education: Provided, That the faculty must be a holder of a relevant
curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;
quality standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure (d) The DepED and private education institutions may hire practitioners, with expertise
that the curriculum of these organizations meet the necessary quality standards for in the specialized learning areas offered by the Basic Education Curriculum, to teach in
trained teachers. the secondary level; Provided, That they teach on part-time basis only. For this purpose,
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

the DepED, in coordination with the appropriate government agencies, shall determine To manage the initial implementation of the enhanced basic education program and
the necessary qualification standards in hiring these experts. mitigate the expected multi-year low enrolment turnout for HEIs and Technical
Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage
SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical
in choosing the career tracks that they intend to pursue, the DepED, in coordination with resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall
the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities coordinate closely with one another to implement strategies that ensure the academic,
for secondary level students. Notwithstanding the provisions of Section 27 of Republic physical, financial, and human resource capabilities of HEIs and TVIs to provide
Act No. 9258, otherwise known as the “Guidance and Counselling Act of 2004”, career educational and training services for graduates of the enhanced basic education
and employment guidance counsellors, who are not registered and licensed guidance program to ensure that they are not adversely affected. The faculty of HEIs and TVIs
counsellors, shall be allowed to conduct career advocacy activities to secondary level allowed to teach students of secondary education under Section 8 hereof, shall be given
students of the school where they are currently employed; Provided, That they undergo priority in hiring for the duration of the transition period. For this purpose, the transition
a training program to be developed or accredited by the DepED. period shall be provided for in the implementing rules and regulations (IRR).

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational
Act No. 8545, or the “Expanded Government Assistance to Students and Teachers in Program (K to 12 Program). — There is hereby created a Joint Oversight Committee to
Private Education Act”, shall be extended to qualified students enrolled under the oversee, monitor and evaluate the implementation of this Act.
enhanced basic education.
The Oversight Committee shall be composed of five (5) members each from the Senate
The DepED shall engage the services of private education institutions and non-DepED and from the House of Representatives, including Chairs of the Committees on
schools offering senior high school through the programs under Republic Act No. 8545, Education, Arts and Culture, and Finance of both Houses. The membership of the
and other financial arrangements formulated by the DepED and the Department of Committee for every House shall have at least two (2) opposition or minority members.
Budget and Management (DBM) based on the principles of public-private partnership.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015,
SEC. 11. Appropriations. — The Secretary of Education shall include in the the DepED shall conduct a mandatory review and submit a midterm report to Congress
Department’s program the operationalization of the enhanced basic education program, as to the status of implementation of the K to 12 program in terms of closing the following
the initial funding of which shall be charged against the current appropriations of the current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and
DepED. Thereafter, the amount necessary for the continued implementation of the (f) other shortages that should be addressed.
enhanced basic education program shall be included in the annual General
Appropriations Act. The DepED shall include among others, in this midterm report, the following key metrics
of access to and quality of basic education: (a) participation rate; (b) retention rate; (c)
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall National Achievement Test results; (d) completion rate; (e) teachers’ welfare and
formulate the appropriate strategies and mechanisms needed to ensure smooth training profiles; (f) adequacy of funding requirements; and (g) other learning facilities
transition from the existing ten (10) years basic education cycle to the enhanced basic including, but not limited to, computer and science laboratories, libraries and library
education (K to 12) cycle. The strategies may cover changes in physical infrastructure, hubs, and sports, music and arts.
manpower, organizational and structural concerns, bridging models linking grade 10
competencies and the entry requirements of new tertiary curricula, and partnerships SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to
between the government and other entities. Modeling for senior high school may be increase the per capita spending on education towards the immediate attainment of
implemented in selected schools to simulate the transition process and provide concrete international benchmarks.
data for the transition plan.
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the
effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA “Education Act of 1982”, Republic Act No. 9155 or the “Governance of Basic Education.
Director-General shall promulgate the rules and regulations needed for the
implementation of this Act. Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees,
executive orders and rules and regulations contrary to or inconsistent with the provisions
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or of this Act are hereby repealed or modified accordingly.
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions hereof. SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.

HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

https://www.deped.gov.ph/about-deped/history/

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

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by
their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was
religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the
Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government;
and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education
during that period was inadequate, suppressed, and controlled.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries
were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary
University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free
primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and
non-commissioned officers were assigned to teach using English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of
teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.

Year Official Name of Department Official Titular Head Legal Bases

1863 Superior Commission of Primary Instruction Chairman Educational Decree of 1863
1901-1916 Department of Public Instruction General Superintendent Act. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)
Renamed by the Japanese Executive Commission, June
1942-1944 Department of Education, Health and Public Welfare Commissioner
11, 1942
1944 Department of Education, Health and Public Welfare Minister Renamed by Japanese Sponsored Philippine Republic
1944 Department of Public Instruction Secretary Renamed by Japanese Sponsored Philippine Republic
1945-1946 Department of Public Instruction and Information Secretary Renamed by the Commonwealth Government
1946-1947 Department of Instruction Secretary Renamed by the Commonwealth Government
1947-1975 Department of Education Secretary E.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978 Department of Education and Culture Secretary Proc. No. 1081, September 24, 1972
1978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978
1984-1986 Ministry of Education, Culture and Sports Minister Education Act of 1982
1987-1994 Department of Education, Culture and Sports Secretary E.O. No. 117. January 30, 1987
RA 7722 and RA 7796, 1994 Trifocalization of Education
1994-2001 Department of Education, Culture and Sports Secretary
Management

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Year Official Name of Department Official Titular Head Legal Bases

RA 9155, August 2001 (Governance of Basic Education
2001 – present Department of Education Secretary
Act)

The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes
were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines.

The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.

Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public
Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under the Japanese regime, the
teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the
Department of Instruction was made part of the Department of Public Instruction.

In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public
and private schools belonged to the Bureau of Public and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen
regional offices were created and major organizational changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive
Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995
when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs,
respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA
now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and
Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the
overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local
accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive
and patriotic citizens.

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Key Points to Remember:

o Like in global perspective of the historical development of education, the Philippine educational system started from informal to formal.
o The aims and goals of education can be gleaned from a particular constitutional mandate.
o Philippine education is highly influenced by a colonial power particularly Spanish and American.

Learning Task: Answer the following guide questions and complete a matrix below.

Experiential Guide Questions:

Episodes 1. What were the aims of Philippine education in different periods?
2. What content/curriculum were studied?
3. What methods of instruction were used?
4. What is/are the application/s or contribution/s of the early educational developments to the present educational system and practice?
5. If you were to be a teacher during those times, what are your insights as a learner and a teacher, given the educational context of a
certain period?

Application/Contribution to Insights if you were a teacher and a

Educational Content/
Aims Methods Philippine Educational System learner, during the given period
Period Curriculum

Pre-Spanish Period

Spanish Period

American Period

Commonwealth Period

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Japanese Occupation

Education during the

Republic (1945-1972)

Education during the New

Society(1972-1986)

Education During the Present

Times (1986-Present)

Learning Task: Designing a Timeline Infographic of Philippine Educational System

A timeline is the alignment of chronological events to visualize data. Prepare a timeline infographic of the Philippine Educational System.
Authentic Historical perspectives and significant events can be presented in the timeline.
Assessment In grading the timeline infographic, we shall be utilizing the Timeline Rubric by the International Reading Association (IRA) and National
Council of Teachers of English [NCTE] (2004) available in http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-
timeline2.pdf

TIMELINE SCORING RUBRIC

Adopted from the International Reading Association (IRA) and National Council of Teachers of English [NCTE] (2004) available in
http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-timeline2.pdf

CATEGORY/ CRITERIA 4 3 2 1

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Most of the included events are

Included events are important and Many major events are
important or interesting. One or Some events included are trivial,
Quality of Content interesting. No major details are excluded, and too many trivial
two major events may be and major events are missing.
excluded. events are included.
missing.

The timeline contains at least 6- The timeline contains at least 5

The timeline contains at least 8-10 The timeline contains fewer than
Quantity of facts 7 events related to the topic events related to topic being
events related to the topic being studied. 5 events
being studied. studied.

Facts are accurate for most

Facts are accurate for all events Facts are accurate for almost all Facts are often inaccurate for
Accuracy of content (~75%) of the events reported on
reported on the timeline. events reported on the timeline events reported on the timeline.
the timeline.

Almost all events are placed in Most (~75% of the events are Most events are incorrectly
Sequence of content Events are placed in proper order.
proper order. placed in proper order. placed on the timeline

An accurate, complete date has

An accurate, complete date has been An accurate date has been Dates are inaccurate or missing
Dates been included for almost every
included for each event. included for almost every event. for several events
event.

Events are described well, but Events are not described well Events are described using
Events are clearly described using
Sentence fluency language is sometimes vague, and language is often vague or vague language or inaccurate
accurate and vivid language.
or inaccurate. inaccurate information.

Punctuation, spelling and capitalization Punctuation, spelling and Punctuation, spelling, and
capitalization were checked by capitalization are mostly correct, but There are many punctuation,
Mechanics were checked by another student and another student and are mostly were not checked by another spelling and capitalization errors.
are correct throughout. correct. student.

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Unit III Philosophical Foundations of Education Topic Educational and Teaching Philosophies
Course Intended
Demonstrate an in-depth understanding of the nature of the different educational and teaching philosophies
Learning Outcome
Essential How does the different philosophical thoughts influence the current –
Question/s A. educational system? B. curriculum & pedagogical practices? C. teacher training? D. educational research?
Description of the
In this lesson, you will analyze the different tenets of various philosophies in terms of the roles of the school, teachers and students
Lesson
At the end of this lesson, you should be able to:
 Evaluate the different tenets of western and eastern philosophies;
Learning Target/s
 Identify the implications of different philosophies in education
 Develop one’s teaching philosophy based on the various doctrines of educational philosophies

Philosophy comes from the Greek words, “philos” meaning love, and “sophia”, which means wisdom. Simply put together, philosophy
means love of wisdom. The philosophical foundations of education provides information on the nature of the different educational and teaching
Philosophies. These philosophies are used as the basis in developing the school goals, vision, and mission, and what teachers believe in the
Induction of
teaching-learning practice.
Prior Knowledge

Being a PNUan, one of the attributes we want you to embody is to become a reflective practitioner. To become a reflective practitioner
means that PNU students, (and in the long run, graduates) need to think philosophically about the broad cultural and ethical implications of
education.
Dissection of
Concepts

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 FACULTY OF EDUCATION SCIENCES 2PROFED01- The Teaching Profession

WESTERN PHILOSOPHIES -- exercises great creative skill in providing opportunities for the learners’
m i n d s t o d i s c o v e r , a n a l y z e , synthesize and create applications of knowledge to life
Major Western Philosophies and behavior

1. Idealism -- questioner- encourages students to think and ask more questions and develop logical thinking
-- adheres to the view that nothing exists except in the mind of man, the mind of
God, or in a super or supra-natural realm
-- idealists believe that ideas and knowledge are enduring and can change lives
2. Realism
-- Stresses that the world is made up of real, substantial and material entities
Aims:
-- Knowledge is derived from sense experience.
-- to develop the individual spiritually, mentally, morally (mind, soul and spirit)
-- to discover and develop each individual's abilities and full moral excellence in
Aim: To provide students with essential knowledge to survive the natural world
order to better serve society
Methods: lectures, demonstrations, and sensory experiences, inductive logic
Methods: Critical discussions, lecture, Socratic method, introspection, imitating models,
Content: Science and Mathematics
reflection/reflective thinking,
Proponents: Aristotle, Herbart, Comenius
Content: L i t e r a t u r e , H i s t o r y , Philosophy, and Religion
Proponent: Plato – “in order to know something, we need to withdraw from the use
The Learner
of our senses and rely on a purely
intellectual approach”. -- sense mechanism, a functioning organism which, through sensory experience,
Proponent: Plato – “in order to know something, we need to withdraw from the can perceive the natural order of the world.
use of our senses and rely on a purely
intellectual approach”. -- can learn only when he follows the laws of learning

The Learner A Realist teacher

-- guides students to discover the real world by showing the regularity and “rhythm”
-- imitates the teacher who is an exemplar of an ideal person of nature.
-- uses lectures, demonstrations, and sensory experiences.
-- tries to do the very best he can and strive toward perfection -- exposes children to the problems of life and the world around them.
-- transmits knowledge in a coherent and convincing way.
-- teaches students the natural and moral law.
An Idealist teacher
-- advocates the most the development of the mind and thinking faculties. -- a guide, a demonstrator, who has full mastery of the knowledge of the realities of
-- enables the students to identify their strengths and weaknesses. life
-- inculcates values such as Health, Worship, Character, and Beauty.
-- posits the importance of self-sufficiency, economic development, and overall -- requires the learner to recall, explain, and compare facts; to interpret relationships,
progress of the individual and societies. and to infer new meanings
-- is an excellent example/ role model for the student - intellectually and morally
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

-- rewards the success of each learner and reinforces what has been learned Contemporary Philosophies

-- utilizes learner’s interest by relating the lessons to the learner's experiences, and 1. Perennialism
by making the subject matter as concrete as possible -- Knowledge that has endured through time and space should constitute the
foundation of education
-- Perennialists believe that when students are immersed in the study of profound
and enduring ideas, they will appreciate learning for its own sake and become true
3. Pragmatism / Experimentalism intellectuals.
-- Pragmatists believe that the curriculum should reflect the society, emphasizing the
needs and interests of the children.
Aim: To develop power of thought
Proponent: Robert Hutchins
Aim: To teach students how to think so that he can adjust to the demands of an ever
changing world
The Learner
Content: Practical and utilitarian subjects
Methods: Project method, free and open discussion, individual problem-solving -- Passive recipients
research
Proponent: John Dewey
A Perennialist teacher –
The Learner -- teaches scientific reasoning, not facts.
-- focuses on teaching liberal topics and not on educational topics.
- learn from experiences through interaction to the environment -- concentrates on building up rationality.
-- draws lessons from great books which are significant to any civilization.
-- teaches lessons that are of perpetual significance to all people the world over.
A Pragmatist teacher -- Interprets and tells eternal truth
-- stresses action over thought.
-- believes in the practical efficiency of an idea. -- spends more time teaching about concepts and explaining how these concepts are
-- uses the Project method. meaningful to students
-- suggests problems to your pupils and you stimulate them to find the answer by
themselves.
-- acts as a guide and a director. 2. Essentialism
-- prepares students to live in society. -- Teaching the basic/essential knowledge and skills
-- opposes to pre-determined truth.
-- emphasizes only the present and the future, and you neglect the past. Aim: To promote the intellectual growth of the learners.
-- captures the child’s interest and build on the natural motivation Proponent: William Bagley

-- uses varying teaching methods to accommodate each individual learning style The Learner:
-- helper, guide, and arranger of experiences -- receives instruction in skills such as writing, reading, measurement/arithmetic
(3Rs)

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

-- Man shapes his being as he lives.

An Essentialist teacher -- Knowledge is subjective to the person’s decision, and varies from one person to
-- concentrates on the culture and traditions of the past. another.
-- believes that students need to have academic discipline and moral training to
overcome their natural tendencies. Aim: To train the individual for significant and meaningful existence
-- practices “Back to the Basics” approach to education. Proponent: Jean Paul Sartre
-- believes that schools should not try to radically reshape society.
-- instills traditional virtues.
-- focuses heavily on achievement test scores as a means of evaluating progress.
The Learner:
3. Progressivism
-- Education is always in the process of development -- Determines own rule
-- Focused on the whole child and the cultivation of individuality
-- Centered on the experiences, interests, and abilities of students
-- Progressivists strive to make schooling both interesting and useful
An Existentialist teacher
Aim: To provide the pupil the necessary skills to be able to interact with his ever -- emphasizes situations such as tragedy, guilt, suffering, and death which happen to
changing environment. the individual rather than the group.
Proponents: John Dewey, Johann Pestalozzi -- gives students the opportunity to express their individuality in moral and artistic
ways.
The Learner -- uses self-paced, self-directed methods, and include a great deal of individual
contact with the teacher, who relates to each student openly and honestly.
-- Learns through experiences, by doing -- recognizes ‘individual differences’ and wish to have diverse curricula suiting the
needs, abilities, and aptitudes of the individual.
-- assists students in their personal journey.
-- aids children in knowing themselves.
A Progressivist teacher
-- emphasizes learning by doing – hands-on projects, expeditionary learning, and
experiential learning. 5. Social Reconstructionism
-- uses integrated curriculum focused on thematic units. -- Emphasizes the addressing of social questions and a quest to create a better
-- puts strong emphasis on problem solving and critical thinking. society
-- stresses group work and development of social skills. -- Social reconstructionists believe that systems must be changed to overcome
-- believes in understanding and action as the goals of learning as opposed to rote oppression and improve human conditions.
knowledge. -- Curriculum focuses on students’ experiences
-- uses collaborative and cooperative learning projects.
-- plans lessons that arouse curiosity and encourage the students to develop a Aim: Education for change and social reform
higher level of knowledge. Proponent: George Counts

The Learner
4. Existentialism
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

-- takes social action on real problems such as violence, hunger, international  The students aim of remembering everything by heart and gain mastery of
terrorism, inflation, discrimination and inequality, and environmental problems, every subject learned.

 Teaching methods are oral and memory intensive, discussion and debates
A Social Reconstructionist teacher
-- combines teaching and social action.
-- educates to ameliorate social problems. b. Buddhism
-- concentrates on teaching social problems in the classroom. -- Buddhism believes that personal gratification is the root of sufferings in the world.
-- believes that schools should take the lead in changing and reconstructing society. -- The teachings of Buddha centered on the four noble truths:
-- teaches to establish new cultural patterns and eliminate social evils. 1. All in life is suffering, pain, and misery.
-- emphasizes the discussion of social questions and the quest to create a better 2. This suffering has a cause: selfish craving and personal desire.
society and worldwide democracy. 3. This suffering can cease.
-- uses community-based learning and brings the world into the classroom 4. The way to overcome this misery is through the Eight Fold Path such as:
Right understanding, Right speech, Right conduct, Right vocation, Right
concentration, Right effort, Right mindfulness, and Right thought.
EASTERN PHILOSOPHIES -- Buddhism holds that the universe is a Samsara, a stream without end in which the
law of karma operates.
-- It teaches non-attachment, concern for humanity, desire to become Buddha-like
1. Indian Philosophies
and to live in harmony with the natural flow of the Universe.
-- Believes in the FOUR NOBLE TRUTHS
a. Hinduism
-- Believes in the LAW OF KARMA
• Hinduism emphasizes a commitment to an ideal way of life called Dharma
characterized by honesty, courage, Proponent: Siddharta Gautama
service, faith, self-control, purity, and non-violence.
• Dharma can be achieved through Yoga. Buddhism in Education:
• It believes that one should be able to control and regulate desires, so as not to -- Education is rooted on faith
devote life to sensual pleasure or worldly success. -- Continuing educational system- to receive additional teaching and learn from each
• It believes that religion should be practical. God is to be realized by living in the other during class discussions
world.
• God is truth and the best way to seek the truth is by practicing non-violence.
2. Chinese Philosophies

Proponent: Mahatma Gandhi Characteristics of Chinese Philosophy

• The highest achievement of man is to be a sage or wise man.
• The Chinese are a this-world people. Life is desirable.
Hinduism in Education: • They believe in the cycle of ups-and-downs in this life.
• They believe in the coordination of thought and action.
 The teacher shows the way and imparts knowledge by his own example,
responsible for the students’ spiritual welfare. a. Confucianism
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

-- teaches moral life through devotion to the family, loyalty to elders, love of learning,  Physical exercises involving slow and controlled body movements to achieve
brotherhood, civil service, and universal love and justice. mental stillness
-- People are social beings; they must interact with society without necessarily
surrendering to it and the moral individual will attempt to change others to conform to
the moral path. 3. Japanese Philosophy
-- Education should build moral character rather than merely teaching skills or
information. Zen Buddhism
-- Every person should strive for the continual development of self until excellence is -- It has no concept of savior/s, paradise, faith in God, nor scriptures.
achieved. -- It proposes to discipline the mind and seeks the freedom of the mind.
-- Stresses the FIVE CARDINAL VIRTUES (benevolence, righteousness, propriety, -- It emphasizes a dependence on oneself rather than an outside source for answers
wisdom and sincerity). and wisdom,
-- The Third Eye helps one see things in addition to what our two eyes show us; we
should be attuned to the things around us.
Proponent: Confucius -- It emphasizes silent meditation, which aims to awaken the mind in each person.
-- Enlightenment comes through an immediate and intuitive understanding of reality
that awakens our Buddha nature (through rational thinking).
Confucianism in Education: -- Teaches that the entire universe is one’s mind, and if one cannot realize
enlightenment in one’s own mind now, one cannot ever achieve enlightenment.
 Civil service exams

 Religious rituals in the schools 4. Muslim Philosophy

Islam
b. Taoism
a. Islam believes in One God.
-- Compassion and kindness were keys to friendship.
b. Sacred Ground – It believes that all the earth belongs to Allah; therefore, wherever
-- It advocates simplicity, frugality, and the joys of being close to nature and being in
one prays is a Holy ground.
harmony with the whole universe.
-- Simplicity is the key to knowledge as patience is to understanding. c. There is equality before God. No man needs an intercessor before Allah.
-- Tranquility is the assurance of the good life. d. Life Hereafter. Human’s physical body dies but the soul lives forever.
-- Strongly believes in Wu Wei: Do nothing that is unnatural or not spontaneous; not e. Truthfulness to tell the truth at all times and under all circumstances is a must.
strain or strive for anything. Let things come naturally. f. Charity is important.
-- TAO: a way of life, a philosophy advocating simplicity, frugality, and the joys of g. Duty to animals. Treat animals with kindness and compassion.
being close to nature and being in harmony with the whole universe • Islam emphasizes a total commitment to faith, obedience, and trust in one and only
God.
• Koran, its sacred book is the word of God
Proponent: Lau-Tzu
• No intermediaries between God and humans. Any person, no matter how sinful,
Taoism in Education: can bring a plea before God.
• Each person will be tried on the last judgment when Allah will judge all souls.
 Taoist ethics emphasized on compassion, moderation and humility • Islam believes in paradise – an oasis of flowing waters, pleasant drinks, food, and
sensual delights.
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Five Pillars of Islam

• Belief in one God (Allah) Islam in Education:
• Prayer (5x a day)  useful knowledge is necessary for the benefit of the self and of humanity.
• Fasting
• Almsgiving  a truly Islamic government is required to the best of its ability to provide all
• Pilgrimage means that promote adequate education for its citizen.

Proponent: Muhammad / Mohammed

Source: Philippine Normal University. (2013). A Reviewer for the Licensure Examination for Teachers. Manila: PNU Press.

Key Points to Remember:

 One has to reflect on his/her teaching and learning experiences and practices in order to build his worldview or philosophy of education.
 The school’s educational philosophy gives a school strategic direction.
 The way teachers think and behave reflects his/her worldview or philosophy of education.

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Learning Task: Matrix

Prepare a matrix of the different Philosophies containing the following: aims, curriculum, teaching-learning process, roles of teachers and
Experiential
Episodes
students.

Philosophy Aims Curriculum/Content Role/s of the Role/s of the Teaching-learning

Teachers students Process

Learning Task: Concept Paper

Based on the different philosophies discussed, develop a one-page concept paper about your own teaching philosophy, entitled, “My Own
Authentic Teaching Philosophy.”
Assessment
In constructing your own teaching philosophy, you need to philosophize in some aspects of the teaching and learning process, as well as
how you view education as a whole. Essential knowledge about the different philosophies and worldviews should be carefully read in order to come
up with a more holistic approach in constructing your own philosophy.

Refer to the document written by Chris O’Neal, Deborah Meizlish and Matthew Kaplan (2007) in writing your teaching philosophy statement
on this link: https://bit.ly/GuideandRubricforPhiloStatement. The scoring rubric for the concept paper, can also be found on the same document.
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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Unit IV Laws Pertaining to the Educational System & Governance Topic The Structure of the Philippine Educational System
Course Intended
Demonstrate an in-depth understanding of the structure, governance and management of the Philippine educational system
Learning Outcome
Essential Question/s 1. What is the present structure of the educational system?
2. What is the system of governance and management in the educational system?
This lesson is designed to introduce the structure of the Philippine Educational System. Specifically, it will acquaint the students with the
provisions of the Constitution that pronounced the various principles that governed the education in the country as well as the different
Description of the laws that establish the different agencies that comprised its trifocalized system of education. Finally, the discussion on the Philippine
Lesson Professional Standards for Teachers (PPST) as the current standard of teacher quality will highlight the implications of this new standard to
the ways teaching and learning is done as well as its impact in the over-all educational system of the country.

At the end of this lesson, you should be able to:

Learning Target/s  Identify the different laws that established ang governs the different agencies of the educational system described in a case
analysis

The study of the different laws concerning the structures, governance and management of the Philippine Educational System will
assist in our understanding of how and why the teaching and learning is done in our country.
The government comprised of different departments, bureaus, agencies and offices that functions and works together to achieve its
Induction of primary objective which is to serve the people and promote their safety and welfare. The Constitution as the highest law of the land established
Prior Knowledge the major structures and institutions of our government and pronounced principles and policies that govern their powers and functions. All
responsible citizens of the country must have a working knowledge about these institutions which comprised our government. The young
generations nowadays are found of travelling to different places and post pictures and narratives of their travels. Travelling means being
familiar with the different places we have been and the different people we have met. It is nice if we can also travel to the different government
institutions establish by the Constitution and in so doing familiarize ourselves with the powers, functions and programs of these institutions.

The lesson on the laws pertaining to the educational system and governance focuses on the following: Article XIV of the 1987 Constitution,
BP 232, RA 9155, RA 7722, RA 7796, and the PPST.

Dissection of
Concepts

ARTICLE XIV OF THE 1987 CONSTITUTION EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE & SPORTS

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

https://www.chanrobles.com/article14.htm#.Xx3x5J4zbIU encourage critical and creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.
EDUCATION
Section 1. The State shall protect and promote the right of all citizens to quality (3) At the option expressed in writing by the parents or guardians, religion shall be
education at all levels, and shall take appropriate steps to make such education allowed to be taught to their children or wards in public elementary and high schools
accessible to all. within the regular class hours by instructors designated or approved by the religious
authorities of the religion to which the children or wards belong, without additional
Section 2. The State shall: cost to the Government.
(1) Establish, maintain, and support a complete, adequate, and integrated system of
education relevant to the needs of the people and society; Section 4.
(1) The State recognizes the complementary roles of public and private institutions in
(2) Establish and maintain a system of free public education in the elementary and the educational system and shall exercise reasonable supervision and regulation of
high school levels. Without limiting the natural right of parents to rear their children, all educational institutions.
elementary education is compulsory for all children of school age;
(2) Educational institutions, other than those established by religious groups and
(3) Establish and maintain a system of scholarship grants, student loan programs, mission boards, shall be owned solely by citizens of the Philippines or corporations
subsidies, and other incentives which shall be available to deserving students in both or associations at least sixty per centum of the capital of which is owned by such
public and private schools, especially to the underprivileged; citizens. The Congress may, however, require increased Filipino equity participation
in all educational institutions.
(4) Encourage non-formal, informal, and indigenous learning systems, as well as
self-learning, independent, and out-of-school study programs particularly those that The control and administration of educational institutions shall be vested in citizens
respond to community needs; and of the Philippines.

(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, No educational institution shall be established exclusively for aliens and no group of
vocational efficiency, and other skills. aliens shall comprise more than one-third of the enrollment in any school. The
provisions of this subsection shall not apply to schools established for foreign
Section 3. diplomatic personnel and their dependents and, unless otherwise provided by law,
(1) All educational institutions shall include the study of the Constitution as part of the for other foreign temporary residents.
curricula.
(3) All revenues and assets of non-stock, non-profit educational institutions used
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect actually, directly, and exclusively for educational purposes shall be exempt from
for human rights, appreciation of the role of national heroes in the historical taxes and duties. Upon the dissolution or cessation of the corporate existence of
development of the country, teach the rights and duties of citizenship, strengthen such institutions, their assets shall be disposed of in the manner provided by law.
ethical and spiritual values, develop moral character and personal discipline,

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Proprietary educational institutions, including those cooperatively owned, may Section 7. For purposes of communication and instruction, the official languages of
likewise be entitled to such exemptions, subject to the limitations provided by law, the Philippines are Filipino and, until otherwise provided by law, English.
including restrictions on dividends and provisions for reinvestment.
The regional languages are the auxiliary official languages in the regions and shall
(4) Subject to conditions prescribed by law, all grants, endowments, donations, or serve as auxiliary media of instruction therein.
contributions used actually, directly, and exclusively for educational purposes shall
be exempt from tax. Spanish and Arabic shall be promoted on a voluntary and optional basis.

Section 5. Section 8. This Constitution shall be promulgated in Filipino and English and shall be
(1) the State shall take into account regional and sectoral needs and conditions and translated into major regional languages, Arabic, and Spanish.
shall encourage local planning in the development of educational policies and
programs. Section 9. The Congress shall establish a national language commission composed
of representatives of various regions and disciplines which shall undertake,
(2) Academic freedom shall be enjoyed in all institutions of higher learning. coordinate, and promote researches for the development, propagation, and
preservation of Filipino and other languages.
(3) Every citizen has a right to select a profession or course of study, subject to fair,
reasonable, and equitable admission and academic requirements. SCIENCE AND TECHNOLOGY
Section 10. Science and technology are essential for national development and
(4) The State shall enhance the right of teachers to professional advancement. Non- progress. The State shall give priority to research and development, invention,
teaching academic and non-academic personnel shall enjoy the protection of the innovation, and their utilization; and to science and technology education, training,
State. and services. It shall support indigenous, appropriate, and self-reliant scientific and
technological capabilities, and their application to the country’s productive systems
(5) The State shall assign the highest budgetary priority to education and ensure that and national life.
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfillment. Section 11. The Congress may provide for incentives, including tax deductions, to
encourage private participation in programs of basic and applied scientific research.
LANGUAGE Scholarships, grants-in-aid, or other forms of incentives shall be provided to
Section 6. The national language of the Philippines is Filipino. As it evolves, it shall deserving science students, researchers, scientists, inventors, technologists, and
be further developed and enriched on the basis of existing Philippine and other specially gifted citizens.
languages.
Section 12. The State shall regulate the transfer and promote the adaptation of
Subject to provisions of law and as the Congress may deem appropriate, the technology from all sources for the national benefit. It shall encourage the widest
Government shall take steps to initiate and sustain the use of Filipino as a medium of participation of private groups, local governments, and community-based
official communication and as language of instruction in the educational system. organizations in the generation and utilization of science and technology.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Section 13. The State shall protect and secure the exclusive rights of scientists, competitions, to foster self-discipline, teamwork, and excellence for the development
inventors, artists, and other gifted citizens to their intellectual property and creations, of a healthy and alert citizenry.
particularly when beneficial to the people, for such period as may be provided by
law. (2) All educational institutions shall undertake regular sports activities throughout the
country in cooperation with athletic clubs and other sectors.
ARTS AND CULTURE
Section 14. The State shall foster the preservation, enrichment, and dynamic
evolution of a Filipino national culture based on the principle of unity in diversity in a
climate of free artistic and intellectual expression.
Republic Act No. 9155
Section 15. Arts and letters shall enjoy the patronage of the State. The State shall
https://www.officialgazette.gov.ph/2001/08/11/republic-act-no9155/#:~:text=
conserve, promote, and popularize the nation’s historical and cultural heritage and
Third%20Regular%20Session,Republic%20Act%20No.,EDUCATION%2C%20AND
resources, as well as artistic creations. %20FOR%20OTHER%20PURPOSES

Section 16. All the country’s artistic and historic wealth constitutes the cultural AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC
treasure of the nation and shall be under the protection of the State which may EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY,
regulate its disposition. RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS
THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
Section 17. The State shall recognize, respect, and protect the rights of indigenous
cultural communities to preserve and develop their cultures, traditions, and Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
institutions. It shall consider these rights in the formulation of national plans and
policies.
SECTION 1. Short Title. – This Act shall be known as the “Governance of Basic
Education Act of 2001.”
Section 18.
(1) The State shall ensure equal access to cultural opportunities through the SEC. 2. Declaration of Policy. – It is hereby declared the policy of the State to protect
educational system, public or private cultural entities, scholarships, grants and other and promote the right of all citizens to quality basic education and to make such
incentives, and community cultural centers, and other public venues. education accessible to all by providing all Filipino children a free and compulsory
education in the elementary level and free education in the high school level. Such
(2) The State shall encourage and support researches and studies on the arts and education shall also include alternative learning systems for out-of-school youth and
culture. adult learners. It shall be the goal of basic education to provide them with the skills,
knowledge and values they need to become caring, self- reliant, productive and
patriotic citizens.
SPORTS
Section 19. The school shall be the heart of the formal education system. It is where children learn.
(1) The State shall promote physical education and encourage sports programs, Schools shall have a single aim of providing the best possible basic education for all
league competitions, and amateur sports, including training for international learners.
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Governance of basic education shall begin at the national level. It is at the regions, (g) To establish schools and learning centers as facilities where schoolchildren are
divisions, schools and learning centers — herein referred to as the field offices — able to learn a range of core competencies prescribed for elementary and high school
where the policy and principle for the governance of basic education shall be education programs or where the out-of-school youth and adult learners are provided
translated into programs, projects and services developed, adapted and offered to fit alternative learning programs and receive accreditation for at least the equivalent of a
local needs. high school education.

The State shall encourage local initiatives for improving the quality of basic education. Sec. 4. Definition of Terms. – For purposes of this Act, the terms or phrases used shall
The State shall ensure that the values, needs and aspirations of a school community mean or be understood as follows:
are reflected in the program of education for the children, out-of-school youth and adult
learners. Schools and learning centers shall be empowered to make decisions on what (a) Alternative Learning System – is a parallel learning system to provide a viable
is best for the learners they serve. alternative to the existing formal education instruction. It encompasses both the non-
formal and informal sources of knowledge and skills;
SEC. 3. Purposes and Objectives. – The purposes and objectives of this Act are:
(b) Basic Education – is the education intended to meet basic learning needs which
(a) To provide the framework for the governance of basic education which shall set lays the foundation on which subsequent learning can be based. It encompasses early
the general directions for educational policies and standards and establish authority, childhood, elementary and high school education as well as alternative learning
accountability and responsibility for achieving higher learning outcomes; systems for out-of-school youth and adult learners and includes education for those
with special needs;
(b) To define the roles and responsibilities of, and provide resources to, the field
offices which shall implement educational programs, projects and services in (c) Cluster of Schools – is a group of schools which are geographically contiguous
communities they serve; and brought together to improve the learning outcomes;

(c) To make schools and learning centers the most important vehicle for the teaching (d) Formal Education – is the systematic and deliberate process of hierarchically
and learning of national values and for developing in the Filipino learners love of structured and sequential learning corresponding to the general concept of elementary
country and pride in its rich heritage; and secondary level of schooling. At the end of each level, the learner needs a
certification in order to enter or advance to the next level;
(d) To ensure that schools and learning centers receive the kind of focused attention
they deserve and that educational programs, projects and services take into account (e) Informal Education – is a lifelong process of learning by which every person
the interests of all members of the community; acquires and accumulates knowledge, skills, attitudes and insights from daily
experiences at home, at work, at play and from life itself;
(e) To enable the schools and learning centers to reflect the values of the community
by allowing teachers/learning facilitators and other staff to have the flexibility to serve (f) Integrated Schools – is a school that offers a complete basic education in one
the needs of all learners; school site and has unified instructional programs;

(f) To encourage local initiatives for the improvement of schools and learning centers (g) Learner – is any individual seeking basic literacy skills and functional life skills or
and to provide the means by which these improvements may be achieved and support services for the improvement of the quality of his/her life;
sustained; and

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

(h) Learning Center – is a physical space to house learning resources and facilities of (c) The principles of accountability and transparency shall be operationalized in the
a learning program for out-of-school youth and adults. It is a venue for face-to-face performance of functions and responsibilities at all levels; and
learning activities and other learning opportunities for community development and
improvement of the people’s quality of life; (d) The communication channels of field offices shall be strengthened to facilitate
flow of information and expand linkages with other government agencies, local
(i) Learning Facilitator – is the key-learning support person who is responsible for government units and nongovernmental organizations for effective governance;
supervising/facilitating the learning process and activities of the learner;
Sec. 6. Governance. – The Department of Education, Culture and Sports shall
(j) Non-Formal Education – is any organized, systematic educational activity carried henceforth be called the Department of Education. It shall be vested with authority,
outside the framework of the formal system to provide selected types of learning to a accountability and responsibility for ensuring access to, promoting equity in, and
segment of the population; improving the quality of basic education. Arts, culture and sports shall be as provided
for in Sections 8 and 9 hereof.
(k) Quality Education – is the appropriateness, relevance and excellence of the
education given to meet the needs and aspirations of an individual and society; Sec. 7. Powers, Duties and Functions. – The Secretary of the Department of
Education shall exercise overall authority and supervision over the operations of the
(l) School – is an educational institution, private and public, undertaking educational Department.
operation with a specific age-group of pupils or students pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a building or a A. National Level
group of buildings in a particular physical or cyber site; and
In addition to his/her powers under existing laws, the Secretary of Education shall have
(m) School Head – is a person responsible for the administrative and instructional authority, accountability and responsibility for the following:
supervision of the school or cluster of schools.
(1) Formulating national educational policies;
CHAPTER 1
(2) Formulating a national basic education plan;
Governance of Basic Education
(3) Promulgating national educational standards;
Sec. 5. Principles of Shared Governance. – (a) Shared governance is a principle which
recognizes that every unit in the education bureaucracy has a particular role, task and (4) Monitoring and assessing national learning outcomes;
responsibility inherent in the office and for which it is principally accountable for
outcomes;
(5) Undertaking national educational research and studies;

(b) The process of democratic consultation shall be observed in the decision-making (6) Enhancing the employment status, professional competence, welfare and
process at appropriate levels. Feedback mechanisms shall be established to ensure working conditions of all personnel of the Department; and
coordination and open communication of the central office with the regional, division
and school levels;
(7) Enhancing the total development of learners through local and national programs
and/or projects.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

The Secretary of Education shall be assisted by not more than four (4) (9) Hiring, placing and evaluating all employees in the regional office, except for the
undersecretaries and not more than four (4) assistant secretaries whose assignments, position of assistant director;
duties and responsibilities shall be governed by law. There shall be at least one
undersecretary and one assistant secretary who shall be career executive service (10) Evaluating all schools division superintendents and assistant division
officers chosen from among the staff of the Department. superintendents in the region;

B. Regional Level (11) Planning and managing the effective and efficient use of all personnel, physical
and fiscal resources of the regional office, including professional staff development;
There shall be as many regional offices as may be provided by law. Each regional
office shall have a director, an assistant director and an office staff for program (12) Managing the database and management information system of the region;
promotion and support, planning, administrative and fiscal services.
(13) Approving the establishment of public and private elementary and high schools
Consistent with the national educational policies, plans and standards, the regional and learning centers; and
director shall have authority, accountability and responsibility for the following:
(14) Performing such other functions as may be assigned by proper authorities.
(1) Defining a regional educational policy framework which reflects the values, needs
and expectations of the communities they serve; C. Division Level

(2) Developing a regional basic education plan;

A division shall consist of a province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an office
(3) Developing regional educational standards with a view towards benchmarking for staff for programs promotion, planning, administrative, fiscal, legal, ancillary and other
international competitiveness; support services.

(4) Monitoring, evaluating and assessing regional learning outcomes; Consistent with the national educational policies, plans and standards, the schools
division superintendents shall have authority, accountability and responsibility for the
(5) Undertaking research projects and developing and managing regionwide projects following:
which may be funded through official development assistance and/or other funding
agencies; (1) Developing and implementing division education development plans;

(6) Ensuring strict compliance with prescribed national criteria for the recruitment, (2) Planning and managing the effective and efficient use of all personnel, physical
selection and training of all staff in the region and divisions; and fiscal resources of the division, including professional staff development;

(7) Formulating, in coordination with the regional development council, the budget to (3) Hiring, placing and evaluating all division supervisors and schools district
support the regional educational plan which shall take into account the educational supervisors as well as all employees in the division, both teaching and non-teaching
plans of the divisions and districts; personnel, including school heads, except for the assistant division superintendent;

(8) Determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the divisions and districts;
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

(4) Monitoring the utilization of funds provided by the national government and the The school head, who may be assisted by an assistant school head, shall be both an
local government units to the schools and learning centers; instructional leader and administrative manager. The school head shall form a team
with the school teachers/learning facilitators for delivery of quality educational
(5) Ensuring compliance of quality standards for basic education programs and for programs, projects and services. A core of non-teaching staff shall handle the school’s
this purpose strengthening the role of division supervisors as subject area specialists; administrative, fiscal and auxiliary services.

(6) Promoting awareness of and adherence by all schools and learning centers to Consistent with the national educational policies, plans and standards, the school
accreditation standards prescribed by the Secretary of Education; heads shall have authority, accountability and responsibility for the following:

(7) Supervising the operations of all public and private elementary, secondary and (1) Setting the mission, vision, goals and objectives of the school;
integrated schools, and learning centers; and
(2) Creating an environment within the school that is conducive to teaching and
(8) Performing such other functions as may be assigned by proper authorities. learning;

D. Schools District Level (3) Implementing the school curriculum and being accountable for higher learning
outcomes;
Upon the recommendation of the schools division superintendents, the regional
director may establish additional schools district within a schools division. Schools (4) Developing the school education program and school improvement plan;
districts already existing at the time of the passage of this law shall be maintained. A
schools district shall have a schools district supervisor and an office staff for program (5) Offering educational programs, projects and services which provide equitable
promotion. opportunities for all learners in the community;

The schools district supervisor shall be responsible for: (6) Introducing new and innovative modes of instruction to achieve higher learning
outcomes;
(1) Providing professional and instructional advice and support to the school heads
and teachers/facilitators of schools and learning centers in the district or cluster (7) Administering and managing all personnel, physical and fiscal resources of the
thereof; school;

(2) Curricula supervision; and (8) Recommending the staffing complement of the school based on its needs;

(3) Performing such other functions as may be assigned by proper authorities. (9) Encouraging staff development;

E. School Level (10) Establishing school and community networks and encouraging the active
participation of teachers organizations, non-academic personnel of public schools,
There shall be a school head for all public elementary schools and public high schools and parents-teachers-community associations;
or a cluster thereof. The establishment of integrated schools from existing public
elementary and public high schools shall be encouraged.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

(11) Accepting donations, gifts, bequests and grants for the purpose of upgrading Commission (PSC). The program for school sports and physical fitness shall remain
teachers’/learning facilitators’ competencies, improving and expanding school facilities part of the basic education curriculum.
and providing instructional materials and equipment. Such donations or grants must
be reported to the appropriate district supervisors and division superintendents; and The Bureau of Physical Education and School Sports (BPESS) is hereby abolished.
The personnel of the BPESS, presently detailed with the PSC, are hereby transferred
(12) Performing such other functions as may be assigned by proper authorities. to the PSC without loss of rank, including the plantilla positions they occupy. All other
BPESS personnel shall be retained by the Department.
The Secretary of Education shall create a promotions board, at the appropriate levels,
which shall formulate and implement a system of promotion for schools division CHAPTER 4
supervisors, schools district supervisors, and school heads. Promotion of school
heads shall be based on educational qualification, merit and performance rather than Support and Assistance of Other Government Agencies
on the number of teachers/learning facilitators and learners in the school.
Sec. 10. The Secretary of Education and the Secretary of Budget and Management
The qualifications, salary grade, status of employment and welfare and benefits of shall, within ninety (90) days from the approval of this Act, jointly promulgate the
school heads shall be the same for public elementary, secondary and integrated guidelines on the allocation, distribution and utilization of resources provided by the
schools. national government for the field offices, taking into consideration the uniqueness of
the working conditions of the teaching service.
No appointment to the positions of regional directors, assistant regional directors,
schools division superintendents and assistant schools division superintendents shall The Secretary of the Department of Education shall ensure that resources
be made unless the appointee is a career executive service officer who preferably appropriated for the field offices are adequate and that resources for school personnel,
shall have risen from the ranks. school desks and textbooks and other instructional materials intended are allocated
directly and released immediately by the Department of Budget and Management to
CHAPTER 2 said offices.

Transfer of Cultural Agencies Sec. 11. The Secretary of the Department of Education, subject to civil service laws
and regulations, shall issue appropriate personnel policy rules and regulations that will
Sec. 8. Cultural Agencies. – The Komisyon ng Wikang Pilipino, National Historical best meet the requirements of the teaching profession taking into consideration the
Institute, Record Management and Archives Office and the National Library shall now uniqueness of the working conditions of the teaching service.
be administratively attached to the National Commission for Culture and the Arts
(NCCA) and no longer with the Department of Education. The program for school arts Sec. 12. The Commission on Audit, in the issuance of audit rules and regulations that
and culture shall remain part of the school curriculum. will govern the utilization of all resources as well as the liquidation, recording and
reporting thereof, shall take into account the different characteristics and distinct
CHAPTER 3 features of the department’s field offices, its organizational set-up as well as the nature
of the operations of schools and learning centers.
Abolition of the Bureau of Physical Education and School Sports
CHAPTER 5
Sec. 9. Abolition of BPESS. – All functions, programs and activities of the Department
of Education related to sports competition shall be transferred to the Philippine Sports Final Provisions
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Sec. 13. Governance in the ARMM. – The Regional Education Secretary for the Sec. 15. Separability Clause. – If for any reason, any portion or provision of this Act
Autonomous Region in Muslim Mindanao (ARMM) shall exercise similar governance shall be declared unconstitutional, other parts or provisions hereof which are not
authority over the divisions, districts, schools and learning centers in the region as may affected thereby shall continue to be in full force and effect.
be provided in the Organic Act without prejudice to the provisions of Republic Act No.
9054, entitled “An Act to Strengthen and Expand the Organic Act for the Autonomous Sec. 16. Repealing Clause. – All laws, decrees, executive orders, rules and
Region in Muslim Mindanao, Amending for the Purpose Republic Act No. 6734, regulations, part or parts thereof, inconsistent with the provisions of this Act, are
entitled ‘An Act Providing for the Autonomous Region in Muslim Mindanao, as hereby repealed or modified accordingly.
amended.'”
Sec. 17. Effectivity Clause. – This Act shall take effect fifteen (15) days following its
Sec. 14. Rules and Regulations. – The Secretary of Education shall promulgate the publication in at least two (2) newspapers of general circulation.
implementing rules and regulations within ninety (90) days after the approval of this
Act: Provided, That, the Secretary of Education shall fully implement the principle of
Lapsed into law on August 11, 2001 without the President’s signature, pursuant to
shared governance within two (2) years after the approval of this Act. Sec. 27(1), Article VI of the Constitution.

_______________________________________________________________________________________________________________________________________

RA 7796 (TESDA)
https://tesda.gov.ph/uploads/File/REPUBLIC%20ACT%20NO.%207796.pdf d) Recognize and encourage the complementary roles of public and private institutions
in technical education and skills development and training systems; and
AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER e) Inculcate desirable values through the development of moral character with
PURPOSES SECTION emphasis on work ethic, self-discipline, self-reliance and nationalism.

1. Title. — This Act shall be known as the “Technical Educational and Skills SECTION 5. Technical Education and Skills Development Authority; Creation.
Development Act of 1994” or the “TESDA Act of 1994.”
— To implement the policy declared in this Act, there is hereby created a Technical
SECTION 3. Statement of Goals and Objectives. — It is the goal and objective of this Education and Skills Development Authority (TESDA), hereinafter referred to as the
Authority, which shall replace and absorb the National Manpower and Youth Council
Act to:
(NMYC), the Bureau of Technical and Vocational Education (BTVE) and the personnel
and functions pertaining to technical-vocational education in the regional offices of the
a) Promote and strengthen the quality of technical education and skills development Department of Education, Culture and Sports (DECS) and the apprenticeship program
programs to attain international competitiveness. of the Bureau of Local Employment of the Department of Labor and Employment.
b) Focus technical education and skills development on meeting the changing
demands for quality middle-level manpower;

c) Encourage critical and creative thinking by disseminating the scientific and technical SECTION 7. Composition of the TESDA Board. — The TESDA Board shall be
knowledge base of middle-level manpower development programs; composed of the following:

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

The Secretary of Labor and Employment-- Chairperson — The Authority shall primarily be responsible for formulating, continuing, coordinated
and fully integrated technical education and skills development policies, plans and
Secretary of Education, Culture and Sports - Co-Chairperson programs taking into consideration the following:

Secretary of Trade and Industry - Co-Chairperson a) the State policy declared herein of giving new direction and thrusts to efforts in
developing the quality of Filipino human resource through technical education and
Secretary of Agriculture - Member skills development;
b) the implementation of the above-mentioned policy requires the coordination and
cooperation of policies, plans, and programs of different concerned sectors of
Secretary of Interior and Local Government - Member Philippine society;
c) equal participation of representatives of industry groups, trade associations,
Director-General of the TESDA Secretariat - Member employers, workers and government shall be made the rule in order to ensure that
urgent needs and recommendations are readily addressed; and
In addition, the President of the Philippines shall appoint the following members from d) improved linkages between industry, labor and government shall be given priority in
the private sector: two (2) representatives, from the employer/industry organization, the formulation of any national-level plan.
one of whom shall be a woman; three (3) representatives, from the labor sector, one of
whom shall be a woman; and two (2) representatives of the national associations of The Board, shall have the following powers:
private technical-vocational education and training institutions, one of whom shall be a
woman. As soon as all the members of the private sector are appointed, they shall so 1) promulgate, after due consultation with industry groups, trade associations,
organize themselves that the term of office of one-third (1/3) of their number shall employers, workers, policies, plans, programs and guidelines as may be necessary for
expire every year. The member from the private sector appointed thereafter to fill the effective implementation of this Act;
vacancies caused by expiration of terms shall hold office for three (3) years. 2) organize and constitute various standing committees, subsidiary groups, or
technical working groups for efficient integration, coordination and monitoring technical
The President of the Philippines may, however, revise the membership of the TESDA education and skills development programs at the national, regional, and local levels;
Board, whenever the President deems it necessary for the effective performance of 3) enter into, make, execute, perform and carry-out domestic and foreign contracts
the Board’s functions through an administrative order. subject to existing laws, rules and regulations;
4) restructure the entire sub-sector consisting of all institutions and programs involved
The TESDA Board shall meet at least twice a year, or as frequently as may be in the promotion and development of middlelevel manpower through upgrading,
deemed necessary by its Chairperson. In the absence of the Chairperson, a Co- merger and/or phase-out following a user-led strategy;
Chairperson shall preside. In case any member of the Board representing the 5) approve trade skills standards and trade tests as established and conducted by
Government cannot attend the meeting, he or she shall be regularly represented by an private industries;
undersecretary or deputy-director general, as the case may be, to be designated by 6) establish and administer a system of accreditation of both public and private
such member for the purpose. The benefits, privileges and emoluments of the Board institutions;
shall be consistent with existing laws and rules. 7) establish, develop and support institutions’ trainors’ training and/or programs;
8) lend support and encourage increasing utilization of the dual training system as
SECTION 8. Powers and Functions of the Board. provided for by Republic Act No. 7686;
9) exact reasonable fees and charges for such tests and trainings conducted and
retain such earnings for its own use, subject to guidelines promulgated by the
Authority;

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

10) allocate resources, based on the Secretariat’s recommendations, for the programs b. formulate and recommend development plans, policies, priorities and
and projects it shall undertake pursuant to approved National Technical Education and programs on research;
Skills Development Plan; c. recommend to the executive and legislative branches, priorities and grants
11) determine and approve systematic funding schemes such as the Levy and Grant on higher education and research;
scheme for technical education and skills development purposes; d. set minimum standards for programs and institutions of higher learning
12) create, when deemed necessary, an Advisory Committee which shall provide recommended by panels of experts in the field and subject to public hearing, and
expert and technical advice to the Board to be chosen from the academe and the enforce the same;
private sector: Provided, That in case the Advisory Committee is created, the Board is e. monitor and evaluate the performance of programs and institutions of
hereby authorized to set aside a portion of its appropriation for its operation; and higher learning for appropriate incentives as well as the imposition of sanctions such
13) perform such other duties and functions necessary to carry out the provisions of as, but not limited to, diminution or withdrawal of subsidy, recommendation on the
this Act consistent with the purposes of the creation of TESDA. downgrading or withdrawal of accreditation, program termination or school closure;
f. identify, support and develop potential centers of excellence in program
REPUBLIC ACT NO. 7722 (CHED) areas needed for the development of world-class scholarship, nation building and
national development;
g. recommend to the Department of Budget and Management the budgets of
http://www.officialgazette.gov.ph/downloads/1994/05may/19940518-RA-07722- public institutions of higher learning as well as general guidelines for the use of their
FVR.pdf income;
h. rationalize programs and institutions of higher learning and set standards,
AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION, policies and guidelines for the creation of new ones as well as the conversion or
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES elevation of schools to institutions of higher learning, subject to budgetary limitations
and the number of institutions of higher learning in the province or region where
Be it enacted by the Senate and House of Representatives of the Philippines creation, conversion or elevation is sought to be made;
in Congress assembled: i. develop criteria for allocating additional resources such as research and
program development grants, scholarships, and other similar programs: Provided,
SEC. 1. Title. - This Act shall be known as the “Higher Education Act of 1994”. That these shall not detract from the fiscal autonomy already enjoyed by colleges and
universities;
j. direct or redirect purposive research by institutions of higher learning to
SEC. 3. Creation of the Commission on Higher Education. - In pursuance of
meet the needs of agro-industrialization and development;
the abovementioned policies, the Commission on Higher Education is hereby created,
k. devise and implement resource development schemes;
hereinafter referred to as the Commission. The Commission shall be independent and
l. administer the Higher Education Development Fund, which will promote the
separate from the Department of Education, Culture and Sports (DECS), and attached
purposes of higher education;
to the Office of the President for administrative purposes only. Its coverage shall be
m. review the charters of institutions of higher learning and state universities
both public and private institutions of higher education as well as degree-granting
and colleges including the chairmanship and membership of their governing bodies
programs in all post-secondary educational institutions, public and private.
and recommend appropriate measures as basis for necessary action;
n. promulgate such rules and regulations and exercise such other powers and
SEC. 8. Powers and Functions of the Commission. - The Commission shall functions as may be necessary to carry out effectively the purpose and objectives of
have the following powers and functions: this Act; and
o. perform such other functions as may be necessary for its effective
a. formulate and recommend development plans, policies, priorities, and operations and for the continued enhancement, growth or development of higher
programs on higher education and research; education.
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

SEC. 12. The Technical Panels. - The Commission shall reconstitute and/or organize A transitory body is hereby created which shall be composed of the Secretary of
technical panels for different disciplines/program areas. They shall assist the Education, Culture and Sports (DECS), Chair of the Senate Committee on Education,
Commission in setting standards and in program and institution monitoring and Arts and Culture, Chair of the House Committee on Education and Culture, a
evaluation. The technical panels shall be composed of senior specialists or representative each of the Association of Christian Schools and Colleges (ACSC), the
academicians to be appointed by the Commission. Catholic Educational Association of the Philippines (CEAP), the Philippine Association
of Colleges and Universities (PACU), the Philippine Association of Private Schools,
SEC. 13. Guarantee of Academic Freedom. - Nothing in this Act shall be construed as Colleges and Universities (PAPSCU), the Philippine Association of State Universities
limiting the academic freedom of universities and colleges. In particular, no abridgment and Colleges (PASUC), and the Philippine Association of Private Technical Institutions
of curricular freedom of the individual educational institutions by the Commission shall (PAPTI).
be made except for: (a) minimum unit requirements for specific academic programs;
(b) general education distribution requirements as may be determined by the The transitory body shall facilitate the complete and full operation of the Commission
Commission; and (c) specific professional subjects as may be stipulated by the which shall not be later than three (3) months after the effectivity of this Act. It shall
various licensing entities. No academic or curricular restriction shall be made upon likewise, promulgate the rules and regulations necessary to effectively implement the
private educational institutions which are not required for chartered state colleges and smooth and orderly transfer to the Commission. The transition period not exceeding
universities. three (3) months shall commence from the approval of this Act.

SEC. 14. Accreditation. - The Commission shall provide incentives to institutions of

higher learning, public and private, whose programs are accredited or whose needs
are for accreditation purposes.
BATAS PAMBANSA BLG. 232
SEC. 18. Transitory Provisions. - Such personnel, properties, assets and liabilities,
functions and responsibilities of the Bureau of Higher Education, including those for https://lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html
higher and tertiary education and degree-granting vocational and technical programs
in the regional offices, under the Department of Education, Culture and Sports, and AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN
other government entities having functions similar to those of the Commission are INTEGRATED SYSTEM OF EDUCATION
hereby transferred to the Commission.
I. GENERAL PROVISIONS
The Commission shall have the authority to appoint its own personnel.
CHAPTER 1
All regular or permanent employees transferred to the Commission shall not suffer any Preliminary Matters
loss of seniority or rank or decrease in emoluments. Personnel of the Bureau of Higher
Education not otherwise transferred to the Commission shall be reassigned by the Section 1. Title - This Act shall be known as the "Education Act of 1982."
DECS in any of its offices and bureaus: Provided, however, That, any employee who
cannot be accommodated shall be given all the benefits as may be provided under Section 2. Coverage - This Act shall apply to and govern both formal and non-formal
existing laws, rules and regulations. systems in public and private schools in all levels of the entire educational system.

Jurisdiction over DECS-supervised or chartered statesupported post-secondary

degree-granting vocational and technical programs and tertiary institutions shall be
transferred to the Commission.
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

CHAPTER 2 (b) enhance the range and quality of individual and group participation in the basic
Declaration of Basic State Policy and Objectives functions of society; and

Section 3. Declaration of Basic Policy - It is the policy of the State to established and (c) acquire the essential educational foundation of his development into a productive
maintain a complete, adequate and integrated system of education relevant to the goals and versatile citizen;
of national development. Toward this end, the government shall ensure, within the
context of a free and democratic system, maximum contribution of the educational 2. Train the nation's manpower in the middle-level skills for national development;
system to the attainment of the following national developmental goals:
3. Develop the profession that will provide leadership for the nation in the advancement
1. To achieve and maintain an accelerating rate of economic development and social of knowledge for improving the quality of human life; and
progress;
4. Respond effectively to changing needs and conditions of the nation through a system
2. To ensure the maximum participation of all the people in the attainment and of educational planning and evaluation.
enjoyment of the benefits of such growth; and
Towards the realization of these objectives, and pursuant to the Constitution, all
3. To achieve and strengthen national unity and consciousness and preserve, develop educational institutions shall aim to inculcate love of country, teach the duties of
and promote desirable cultural, moral and spiritual values in a changing world. citizenship, and develop moral character, personal discipline, and scientific,
technological, and vocational efficiency.
The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed, socio-economic status, physical and mental conditions, Furthermore, the educational system shall reach out to educationally deprived
racial or ethnic origin, political or other affiliation. The State shall therefore promote and communities, in order to give meaningful reality to their membership in the national
maintain equality of access to education as well as the enjoyment of the benefits of society, to enrich their civic participation in the community and national life, and to unify
education by all its citizens. all Filipinos into a free and just nation.

The state shall promote the right of the nation's cultural communities in the exercise of II. THE EDUCATIONAL COMMUNITY
their right to develop themselves within the context of their cultures, customs, traditions,
interest and belief, and recognizes education as an instrument for their maximum CHAPTER 1
participation in national development and in ensuring their involvement in achieving Preliminary Provisions
national unity.
Section 5. Declaration of Policy and Objectives - It is likewise declared government
Section 4. Declaration of Objectives - The educational system aim to:
policy to foster, at all times, a spirit of shared purposes and cooperation among the
members and elements of the educational community, and between the community and
1. Provide for a broad general education that will assist each individuals in the peculiar other sectors of society, in the realization that only in such an atmosphere can be true
ecology of his own society, to goals and objectives of education be fulfilled.

(a) attain his potentials as a human being; Moreover, the State shall:

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

1. Aid and support the natural right and duty of parents in the rearing of the youth through c. "Academic non-teaching personnel," or those persons holding some academic
the educational system. qualifications and performing academic functions directly supportive of teaching, such
as registrars, librarians, research assistants, research aides, and similar staff.
2. Promote and safeguard the welfare and interest of the students by defining their rights
and obligations, according them privileges, and encouraging the establishment of sound d. "Non-academic personnel," or all other school personnel not falling under the
relationships between them and the other members of the school community. definition and coverage of teaching and academic staff, school administrators and
academic non-teaching personnel.
3. Promote the social economic status of all school personnel, uphold their rights, define
their obligations, and improve their living and working conditions and career prospects. 4. "Schools," or institutions recognized by the State which undertake educational
operations.
4. Extend support to promote the viability of those institutions through which parents,
students and school personnel seek to attain their educational goals. Section 7. Community Participation. - Every educational institution shall provide for the
establishment of appropriate bodies through which the members of the educational
Section 6. Definition and Coverage - "Educational community" refers to those persons community may discuss relevant issues, and communicate information and suggestions
or groups of persons as such or associated in institutions involved in organized teaching for assistance and support of the school and for the promotion of their common interest.
and learning systems.
Representatives from each subgroup of the educational community shall sit and
The members and elements of the educational community are: participate in these bodies, the rules and procedures of which must be approved by
them and duly published.
1. "Parents" or guardians or the head of the institution or foster home which has custody
of the pupil or student.

2. "Students," or those enrolled in and who regularly attend and educational institution CHAPTER 2
of secondary or higher level of a person engaged in formal study. "Pupils," are those Rights
who regularly attend a school of elementary level under the supervision and tutelage of
a teacher. Section 8. Rights of Parents - In addition to other rights under existing laws, all parents
who have children enrolled in a school have the following rights:
3 "School personnel," or all persons working for an educational institution, which
includes the following: 1. The right to organize by themselves and/or with teachers for the purpose of providing
a forum for the discussion of matters relating to the total school program, and for
a. "Teaching or academic staff," or all persons engaged in actual teaching and/or ensuring the full cooperation of parents and teachers in the formulation and efficient
research assignments, either on full-time or part-time basis, in all levels of the implementation of such programs.
educational system.
2. The right to access to any official record directly relating to the children who are under
b. "School administrators," or all persons occupying policy implementing positions their parental responsibility.
having to do with the functions of the school in all levels.

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Section 9. Right of Students in School - In addition to other rights, and subject to the Section 10. Rights of all School Personnel - In addition to other rights provided for by
limitation prescribed by law and regulations, and student and pupils in all schools shall law, the following rights shall be enjoyed by all school personnel:
enjoy the following rights:
1. The right to free expression of opinion and suggestions, and to effective channels of
1. The right to receive, primarily through competent instruction, relevant quality communication with appropriate academic and administrative bodies of the school or
education in line with national goals and conducive to their full development as person institution.
with human dignity.
2. The right to be provided with free legal service by the appropriate government office
2. The right to freely chose their field of study subject to existing curricula and to continue in the case of public school personnel, and through the school authorities concerned in
their course therein up to graduation, except in cases of academic deficiency, or the case of private school personnel, when charged in an administrative, civil and/or
violation of disciplinary regulations. criminal proceedings by parties other than the school or regulatory authorities
concerned for actions committed directly in the lawful discharge of professional duties
3. The right to school guidance and counseling services for decisions and selecting the and/or in defense of school policies.
alternatives in fields of work suited to his potentialities.
3. The right to establish, join and maintain labor organizations and/or professional and
4. The right of access to his own school records, the confidentiality of which the school self-regulating organizations of their choice to promote their welfare and defend their
shall maintain and preserve. interests.

5. The right to the issuance of official certificates, diplomas, transcript of records, grades, 4. The right to be free from involuntary contributions except those imposed by their own
transfer credentials and other similar documents within thirty days from request. organizations.

6. The right to publish a student newspaper and similar publications, as well as the right Section 11. Special Rights and/or Privileges of Teaching or Academic Staff - Further to
to invite resource persons during assemblies, symposia and other activities of similar the rights mentioned in the preceding Section, every member of the teaching or
nature. academic staff shall enjoy the following rights and/or privileges:

7. The right to free expression of opinions and suggestions, and to effective channels of 1. The right to be free from compulsory assignments not related to their duties as defined
communication with appropriate academic channels and administrative bodies of the in their appointments or employment contracts, unless compensated therefor,
school or institution. conformably to existing law.

8. The right to form, establish, join and participate in organizations and societies 2. The right to intellectual property consistent with applicable laws.
recognized by the school to foster their intellectual, cultural, spiritual and physical growth
and development, or to form, establish, join and maintain organizations and societies 3. Teachers shall be deemed persons in authority when in the discharge of lawful duties
for purposes not contrary to law. and responsibilities, and shall, therefore, be accorded due respect and protection.

9. The right to be free from involuntary contributions, except those approved by their 4. Teachers shall be accorded the opportunity to choose alternative career lines either
own he organizations or societies. in school administration, in classroom teaching, or others, for purposes of career
advancement.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Section 12. Special Rights of School Administration - School administrators shall, in 1. Exert his utmost to develop his potentialities for service, particularly by undergoing
accordance with existing laws, regulations and policies of the Ministry of Education, an education suited to his abilities, in order that he may become an asset to his family
Culture and Sports, be accorded sufficient administrative discretion necessary for the and to society.
efficient and effective performance of their functions.
2. Uphold the academic integrity of the school, endeavor to achieve academic
School administrators shall be deemed persons in authority while in the discharge of excellence and abide by the rules and regulations governing his academic
lawful duties and responsibilities, and shall therefore be accorded due respect and responsibilities and moral integrity.
protection.
3. Promote and maintain the peace and tranquility of the school by observing the rules
Section 13. Rights of Schools - In addition to other rights provided for by law, schools and discipline, and by exerting efforts to attain harmonious relationships with fellow
shall enjoy the following: students, the teaching and academic staff and other school personnel.

1. The right of their governing boards or lawful authorities to provide for the proper 4. Participate actively in civic affairs and in the promotion of the general welfare,
governance of the school and to adopt and enforce administrative or management particularly in the social, economic and cultural development of his community and in
systems. the attainment of a just, compassionate and orderly society.

2. The right for institutions of higher learning to determine on academic grounds who 5. Exercise his rights responsibly in the knowledge that he is answerable for any
shall be admitted to study, who may teach, and what shall be subjects of the study and infringement or violation of the public welfare and of the rights of others.
research.
Section 16. Teacher's Obligations - Every teacher shall:
CHAPTER 3
Duties and Obligations 1. Perform his duties to the school by discharging his responsibilities in accordance with
the philosophy, goals, and objectives of the school.
Section 14. Duties of Parents. - In addition to those provided for under existing laws, all
parents shall have the following duties and obligations: 2. Be accountable for the efficient and effective attainment of specified learning
objectives in pursuance of national development goals within the limits of available
1. Parents, individually or collectively, through the school systems, shall help carry out school resources.
the educational objectives in accordance with national goals.
3. Render regular reports on performance of each student and to the latter and the
2. Parents shall be obliged to enable their children to obtain elementary education and latter's parents and guardians with specific suggestions for improvement.
shall strive to enable them to obtain secondary and higher education in the pursuance
of the right formation of the youth. 4. Assume the responsibility to maintain and sustain his professional growth and
advancement and maintain professionalism in his behavior at all times.
3. Parents shall cooperate with the school in the implementation of the school program
curricular and co-curricular. 5. Refrain from making deductions in students' scholastic rating for acts that are clearly
not manifestations of poor scholarship.
Section 15. Duties and Responsibilities of Students - In addition to those provided for
under existing laws, every student shall:
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

6. Participate as an agent of constructive social, economic, moral, intellectual, cultural 3. Promote and maintain an atmosphere conducive to service and learning.
and political change in his school and the community within the context of national
policies. III. THE EDUCATIONAL SYSTEMS

Section 17. School Administrators' Obligations - Every school administrator shall: CHAPTER 1
Formal Education
1. Perform his duties to the school by discharging his responsibilities in accordance with
the philosophy, goals and objectives of the school. Section 19. Declaration of Policy. - The State recognizes that formal education, or the
school system, in society's primary learning system, and therefore the main instrument
2. Be accountable for the efficient and effective administration and management of the for the achievement of the country's educational goals and objectives.
school.
Section 20. Definition - "Formal Educational" refers to the hierarchically structured and
3. Develop and maintain a healthy school atmosphere conducive to the promotion and chronologically graded learning organized and provided by the formal school system
preservation of academic freedom and effective teaching and learning, and to and for which certification is required in order for the learner to progress through the
harmonious and progressive school-personnel relationship. grades or move to higher levels. Formal education shall correspond to the following
levels:
4. Assume and maintain professional behavior in his work and in dealing with students,
teachers, academic non-teaching personnel, administrative staff, and parents or 1. Elementary Education. - the first stage of compulsory, formal education primarily
guardians. concerned with providing basic education and usually corresponding to six or seven
grades, including pre-school programs.
5. Render adequate reports to teachers, academic non-teaching personnel and non-
academic staff on their actual performance in relation to their expected performance 2. Secondary Education. - the state of formal education following the elementary level
and counsel them on ways of improving the same. concerned primarily with continuing basic education and expanding it to include the
learning of employable gainful skills, usually corresponding to four years of high school.
6. Observe due process, fairness, promptness, privacy, constructiveness and
consistency in disciplining his teachers and other personnel. 3. Tertiary Education. - post secondary schooling is higher education leading to a degree
in a specific profession or discipline.
7. Maintain adequate records and submit required reports to the Ministry of Education,
Culture and Sports. Section 21. Objectives of Elementary Education - The objectives of elementary
education are:
Section 18. Obligations of Academic Non-Teaching Personnel - Academic non-
teaching personnel shall: 1. To provide the knowledge and develop the skills, attitudes, and values essential to
personal development and necessary for living in and contributing to a developing and
1. Improve himself professionally be keeping abreast of the latest trends and techniques changing social milieu;
in his profession.
2. To provide learning experiences which increase the child's awareness of and
2. Assume, promote and maintain an atmosphere conducive to service and learning. responsiveness to the changes in and just demands of society and to prepare him for
constructive and effective involvement;
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

3. To promote and intensify the child's knowledge of, identification with, and love for the secondary but non-degree programs leading to one, two, or three year certificates in
nation and the people to which he belongs; and preparation for a group of middle-level occupations.

4. To promote work experiences which develop the child's orientation to the world of 2. "Special Education," the education of persons who are physically, mentally,
work and creativity and prepare himself to engage in honest and gainful work. emotionally, socially, or culturally different from the so-called "normal" individuals that
they require modification of school practices/services to develop them to their maximum
Section 22. Objectives of Secondary Education. - The objectives of secondary capacity; and
education are:
3. "Non-formal Education," any organized school-based educational activities
1. To continue to promote the objectives of elementary education; and undertaken by the Ministry of Education, Culture and Sports and other agencies aimed
at attaining specific learning objectives for a particular clientele, especially the illiterates
2. To discover and enhance the different aptitudes and interests of the students so as and the out-of-school youth and adults, distinct from and outside the regular offerings of
to equip him with skills for productive endeavor and/or prepare him for tertiary schooling. the formal school system.

Section 23. Objective of Tertiary Education. - The objectives of tertiary education are: The objectives of non-formal education are as follows:

a. To eradicate illiteracy and raise the level of functional literacy of the population;
1. To provide a general education program that will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;
b. To provide unemployed and underemployed youth and adults with appropriate
2. To train the nation's manpower in the skills required for national development; vocational/technical skills to enable them to become more productive and effective
citizens; and
3. To develop the professions that will provide leadership for the nation; and
c. To develop among the clientele of non-formal education proper values and attitudes
necessary for personal, community and national development.
4. To advance knowledge through research work and apply new knowledge for
improving the quality of human life and responding effectively to changing societal
CHAPTER 3
needs and conditions.
Establishment of Schools
CHAPTER 2
Non-Education and Specialized Educational Services Section 25. Establishment of Schools - All schools shall be established in accordance
with law. The establishment of new national schools and the conversion of existing
schools from elementary to national secondary or tertiary schools shall be by law:
Section 24. Specialized Educational Service - The State further recognizes its Provided, That any private school proposed to be established must incorporate as an
responsibility to provide, within the context of the formal education system, services to non-stock educational corporation in accordance with the provisions of the Corporation
meet special needs of certain clientele. These specific types, which shall be guided by Code of the Philippines. This requirement to incorporate may be waived in the case of
the basic policies of the State embodied in the General Provisions of this Act, include: family-administered pre-school institutions.

1. "Work Education," or "Practical Arts," as a program of basic education which aims to Government assistance to such schools for educational programs shall be used
develop the right attitudes towards work; and "technical-vocational education," post- exclusively for that purpose.
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Section 26. Definition of Terms - The terms used in this Chapter are defined as follows: Section 29. Voluntary Accreditation - The Ministry shall encourage programs of
voluntary accreditation for institution which desire to meet standards of quality over
1. "Schools" are duly established institutions of learning or educational institutions. and above minimum required for State recognition.

2. "Public Schools" are educational institutions established and administered by the CHAPTER 4
government. Internal Organization of Schools

3. "Private Schools" are educational institutions maintained and administered by private Section 30. Organization of Schools - Each school shall establish such internal
individuals or groups. organization as will best enable it to carry out its academic and administrative functions,
subject to limitations provided by law.
Section 27. Recognition of Schools - The educational operations of schools shall be
subject to their prior authorization of the government, and shall be affected by Each school establish such arrangements for the peaceful settlement of disputes
recognition. In the case of government operated schools, whether local, regional, or between or among the members of the educational community.
national, recognition of educational programs and/or operations shall be deemed
granted simultaneously with establishment. Section 31. Governing Board - Every government college or university as a tertiary
institution and every private school shall have a governing board pursuant to its charter
In all other case the rules and regulations governing recognition shall be prescribed and or the Corporation Code of the Philippines, as the case may be.
enforced by the Ministry of Education, Culture and Sports defining therein who are
qualified to apply, providing for a permit system, stating the conditions for the grant of Section 32. Personnel Transactions - The terms and conditions of employment of
recognition and for its cancellation and withdrawal, and providing for related matters. personnel in government schools shall be governed by the Civil Service, budgetary and
compensation laws and rules.
Section 28. Effects of Recognition; Punishable Violations - The issuance of a certificate
of recognition to a school shall have the following effects: In private schools, dispute arising from employer-employee relations shall fall under the
jurisdiction of the Ministry of Labor and Employment as provided for by law regulations:
1. It transforms the temporary permit to a permanent authority to operate; Provided, That in view of the special employment status of the teaching and academic
non-teaching personnel, and their special roles in the advancement of knowledge,
standards set or promulgated jointly by the Ministry of Education, Culture and Sports
2. It entitled the school or college to give the students who have completed the course
for which recognition is granted, a certificate, title or diploma; and and by the Ministry of Labor and Employment shall be applied by the Ministry of Labor
and Employment: Provided, further, That every private school shall establish and
implement an appropriate system within the school for the prompt and orderly settlement
3. It shall entitle the students who have graduated from said recognized course or of provisions of Articles 262 and 263 of the Labor Code.
courses to all the benefits and privileges enjoyed by graduates in similar courses of
studies in all schools recognized by the government.
CHAPTER 5
School Finance and Assistance
Operation of schools and educational programs without authorization, and/or operation
thereof in violation of the terms of recognition, are hereby declared punishable violations
Section 33. Declaration of Policy - It is hereby declared to be the policy of the State
subject to the penalties provided in this Act.
that the national government shall contribute to the financial support of educational

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programs pursuant to goals of education as declared in the Constitution. Towards this Furthermore, income generated from production activities and from auxiliary enterprises
end, the government shall: may be retained and used for schools concerned in accordance with rules and
regulations jointly issued consistently with pertinent appropriation and budgetary laws
1. Adopt measures to broaden access to education through financial assistance and by the Ministry of the Budget, the Ministry of Education, Culture and Sports and the
other forms of incentives to schools, teachers, pupils and students; and Commission on Audit.

2. Encourage and stimulate private support to education through, inter alia, fiscal and B. FUNDING OF PRIVATE SCHOOLS
other assistance measures.
Section 40. Funding of Private Schools - Private schools may be funded from their
A. FUNDING OF REPUBLIC SCHOOLS capital investment or equity contributions, tuition fees and other school charges, grants,
loans, subsidies, passive investment income and income from other sources.
Section 34. National Funds - Public school shall continue to be funded from national
funds: Provided, That local governments shall be encouraged to assume operation of Section 41. Government Assistance - The government, in recognition of their
local public schools on the basis of national fund participation and adequate revenue complementary role in the educational system, may provide aid to the programs of
sources which may be assigned by the national government for the purpose. private schools in the form of grants or scholarships, or loans from government financial
institutions: Provided, That such programs meet certain defined educational
Section 35. Financial Aid Assistance to Public Secondary Schools - The national requirements and standards and contribute to the attainment of national development
goals.
government shall extend financial aid and assistance to public secondary schools
established and maintained by local governments, including barangay high schools.
Section 42. Tuition and Other Fees - Each private school shall determine its rate of
Section 36. Share of Local Government - Provinces, cities and municipalities and tuition and other school fees or charges. The rates and charges adopted by schools
barangays shall appropriate funds in their annual budgets for the operation and pursuant to this provision shall be collectible, and their application or use authorized,
maintenance of public secondary schools on the basis of national fund participation. subject to rules and regulations promulgated by the Ministry of Education, Culture and
Sports.
Section 37. Special Education Fund - The proceeds of the Special Education Fund
Section 43. Income from Other Sources - Any private school duly recognized by the
accruing to local governments shall be used exclusively for the purposes enumerated
government, may receive any grant and legacy, donation, gift, bequest or devise from
in Section 1 of Republic Act No. 5447, and in accordance with rules and regulations
any individual, institution, corporation, foundation, trust of philanthropic organization, or
issued by the Ministry of Education, Culture and Sports and the Ministry of the Budget.
research institution or organization as may be authorized by law.
Said proceeds shall be considered a local fund and shall be subject to Presidential
Decrees No. 477, Presidential Decree No. 1375 and other applicable local budget laws
and regulations. Furthermore, private schools are authorized to engage in any auxiliary enterprise to
generate income primarily to finance their educational operations and/or to reduce the
need to increase students' fees.
Section 38. Tuition and other School Fees - Secondary and post-secondary schools
may charge tuition and other school fees, in order to improve facilities or to
accommodate more students. Section 44. Institutional Funds - The proceeds from tuition fees and other school
charges, as well as other income of schools, shall be treated as institutional funds.
Section 39. Income from other Sources - Government-supported educational institution Schools may pool their institutional funds, in whole or in part, under joint management
for the purpose of generating additional financial resources.
may receive grants, legacies, donations and gifts for purposes allowed by existing laws.
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

C. INCENTIVES TO EDUCATION to fund additional scholarship grants to financially deserving students shall be exempt
from tax until the scholarship fund is fully liquidated, when the outstanding balance
Section 45. Declaration of Policy - It is the policy of the State in the pursuit of its national thereof shall be subject to tax.
education development goals to provide an incentive program to encourage the
participation of the community in the development of the educational sector. Section 49. School Dispersal Program - All gains realized from the sale, disposition or
transfer of property, real or personal, of any duly established private school, college or
Section 46. Relating to School Property - Real property, such as lands, buildings and university, in pursuance of a school dispersal program of the government or of the
other improvements thereon used actually, directly and exclusively for educational educational institution as approved by the government, shall be considered exempt from
purposes shall be subject to the real property tax based on an assessment of fifteen per tax if the total proceeds of the sale are reinvested in a new or existing duly established
cent of the market value of such property: Provided, That all the proceeds from the school, college, or university located in the dispersal site, within one (1) year from the
payment thereof shall accrue to a special private education fund which shall be date of such sale, transfer or disposition; otherwise, all taxes due on the gains realized
managed and disbursed by a local private school board which shall be constituted in from the transaction shall immediately become due and payable.
each municipality or chartered city with private educational institutions with the mayor
or his representative as chairman and not more than two representatives of the Section 50. Conversion to Educational Foundations - An educational institution may
institutional taxpayers, and, likewise, not more than two residents of the municipality or convert itself into a non-stock, non-profit educational foundation, in accordance with the
chartered city who are alumni of any of the institutional taxpayers as members: implementing rules to be issued jointly by the Ministry of Education, Culture and Sports
Provided, further, That fifty percent of the additional one percent tax on real estate and the Ministry of Finance.
property provided for under Republic Act 5447, shall accrue to the special private
education fund: Provided, finally, That in municipalities or chartered cities wherein the In the case of stock corporations, if for any reason its corporate existence as an
number of private institutions with individual enrollment of pupils and students over five educational institution ceases and is not renewed, all its net assets after liquidation of
thousand exceeds fifteen, the members of the private school board shall be increased the liabilities and other obligations may be conveyed and transferred to any non-profit
to not more than fourteen members determined proportionately by the Minister of educational institution or successor non-profit educational institution or to be used in
Education, Culture and Sports. The private school board shall adopt its own rules which such manner as in the judgment of said court will best accomplish the general purposes
shall enable it to finance the annual programs and projects of each institutional taxpayer for which the dissolved organization was organized, or to the State.
for the following purposes; student-pupil scholarships; improvement of instructional,
including laboratory, facilities and/or equipment; library books and periodicals D. ASSISTANCE TO STUDENTS
acquisition; and extension service in the community, in that order of priority.
Section 51. Government Assistance to Students - The government shall provide
Section 47. Relating to Gifts or Donations to Schools - All gifts or donation in favor of
financial assistance to financially disadvantaged and deserving students. Such
any school, college or university recognized by the Government shall not be subject to
assistance may be in the form of State scholarships, grants-in-aid, assistance from the
tax; Provided, That such gifts or donations shall be for improvement of classrooms and Educational Loan Fund, or subsidized tuition rates in State colleges and universities.
laboratory of library facilities, and shall not inure to the benefit of any officer, director,
official, or owner or owners of the school, or paid out as salary, adjustments or allowance
of any form or nature whatsoever, except in support of faculty and/or professorial chairs. All the above and similar assistance programs shall provide for reserve quotas for
financially needed but academically qualified students from the national cultural
communities.
Section 48. Relating to Earnings from Established Scholarship Funds - All earnings
from the investment of any duly established scholarship fund of any school recognized
by the government, constituted from gifts to the school, and/or from contributions or
other resources assigned to said fund by the school, if said earnings are actually used

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Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational institutions Section 56. The National Board of Education is hereby abolished, and its
shall be encouraged to grant scholarships to students pursuant to the provisions of appropriations, personnel, records, and equipment are hereby transferred to the Office
existing laws and such scholarship measures as may hereafter be provided for by law. of the Minister of Education, Culture and Sports.

Section 53. Assistance from the Private Sector - The private sector, especially Section 57. Functions and Powers of the Ministry - The Ministry shall:
educational institutions, business and industry, shall be encouraged to grant financial
assistance to students, especially those undertaking research in the fields of science 1. Formulate general education objectives and policies, and adopt long-range
and technology or in such projects as may be necessary within the context of national educational plans;
development.
2. Plan, develop and implement programs and projects in education and culture;
IV. THE MINISTRY OF EDUCATION, CULTURE AND SPORTS
3. Promulgate rules and regulations necessary for the administration, supervision and
CHAPTER 1 regulation of the educational system in accordance with declared policy;
GENERAL PROVISIONS
4. Set up general objectives for the school system;
Section 54. Declaration of Policy - The administration of the education system and,
pursuant to the provisions of the Constitution, the supervision and regulation of
5. Coordinate the activities and functions of the school system and the various cultural
educational institutions are hereby vested in the Ministry of Education, Culture and agencies under it;
Sports, without prejudice to the provisions of the charter of any state college and
university.
6. Coordinate and work with agencies concerned with the educational and cultural
development of the national cultural communities; and
Section 55. Organization - The Ministry shall be headed by the Minister of Education,
Culture and Sports who shall be assisted by one or more Deputy Ministers.
7. Recommend and study legislation proposed for adoption.
The organization of the Ministry shall consist of (a) the Ministry Proper composed of the
immediate Office of the Minister, and the Services of the Ministry, (b) the Board of Higher Section 58. Report to the Batasang Pambansa. - The Minister of Education, Culture
Education, which is hereby established, (c) the Bureau of Elementary Education, the and Sports shall make an annual report to the Batasang Pambansa on the
Bureau of Secondary Education, the Bureau of Higher Education, the Bureau of implementation of the national basic education plan, the current condition of the
Technical and Vocational Education, and the Bureau of Continuing Education, which education programs, the adequacy or deficiency of the appropriations and status of
are hereby established, (d) Regional offices and field offices, (e) the National expenditures, the impact of education on the different regions, the growth of enrollment,
Scholarship Center and such other agencies as are now or may be established pursuant the adequacy of academic facilities, the concentration of low income groups, or the
to law, and (f) the cultural agencies, namely: the National Library, the National Historical supply of teaching and non-teaching personnel, with such comments and appropriate
Institute, the National Museum, and the Institute of National Language. Such of the recommendations thirty (30) days before the opening of its regular session.
above offices as are created or authorized to be established under this provision, shall
be organized and staffed and shall function, subject to the approval of the President, CHAPTER 2
upon recommendation of the Minister of Education, Culture and Sports in consultation BOARD OF HIGHER EDUCATION
with the Presidential Commission on Reorganization.
Section 59. Declaration of Policy - Higher education will be granted towards the
provision of better quality education, the development of middle and high-level
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

manpower, and the intensification of research and extension services. The main thrust 1. Formulate the regional plan of education based on the national plan of the Ministry
of higher education is to achieve equity, efficiency, and high quality in the institutions of taking into account the specific needs and special traditions of the region;
higher learning both public and private, so that together they will provide a complete set
of program offerings that meet both national and regional development needs. 2. Implement education laws, policies, plans, programs, rules and regulations of the
Ministry or agency in the regional area;
Section 60. Organization of the Board of Higher Education - The Board of Higher
Education is reconstituted as an advisory body to the Minister of Education, Culture and 3. Provide economical, efficient and effective education services to the people in the
Sports. The Board shall be composed of a Deputy Minister of Education, Culture and area.
Sports designated as Chairman and four other members to be appointed by the
President of the Philippines upon nomination by the Minister of Education, Culture and V. MISCELLANEOUS PROVISIONS
Sports for a term of four years. The four members shall have distinguished themselves
in the field of higher education and development either in the public or private sector. In
the initial appointment of the non-ex officio members, the first appointee shall serve for CHAPTER 1
a term of four years; the second for a term of three years; the third for a term of two PENAL ADMINISTRATIVE SANCTIONS
years; and the fourth for a term of one year. The Director of the Bureau of Higher
Education shall participate in the deliberation of the Board but without the right to vote. Section 68. Penalty Clause - Any person upon conviction for an act in violation of
The Bureau of Higher Education shall provide the Board with the necessary technical Section 28, Chapter 3, Title III above, shall be punished with a fine of not less than two
and staff support: Provided, That the Board may create technical panels of experts in thousand pesos (P2,000.00) nor more than ten thousand pesos (P10,000.00) or
the various disciplines as the need arises. imprisonment for a maximum period of two (2) years, or both, in the discretion of the
court.
Section 61. Function of the Board of Higher Education. - The Board shall:

1. Make policy recommendations regarding the planning and management of the

integrated system of higher education and the continuing evaluation thereof. If the act is committed by a school corporation, the school head together with the person
or persons responsible for the offense or violation shall be equally liable.
2. Recommend to the Minister of Education, Culture and Sports steps to improve the
governance of the various components of the higher education system at national and Section 69. Administrative Sanction - The Minister of Education, Culture and Sports
regional levels. may prescribe and impose such administrative sanction as he may deem reasonable
and appropriate in the implementing rules and regulations promulgated pursuant to this
3. Assist the Minister of Education, Culture and Sports in making recommendation Act for any of the following causes:
relatives to the generation of resources and their allocation for higher education.
1. Mismanagement of school operations;
CHAPTER 4
REGIONAL OFFICES 2. Gross inefficiency of the teaching or non-teaching personnel;

Section 67. Functions - A regional office shall: 3. Fraud or deceit committed in connection with the application for Ministry permit or
recognition;

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

4. Failure to comply with conditions or obligations prescribed by this Code or its Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation
implementing rules and regulations; and of Visayas Education (STRIVE) project and the Third Elementary Education Project
(TEEP).
5. Unauthorized operation of a school or course, or any component thereof, or any The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of
violation of the requirement governing advertisements or announcements of educational teacher quality requirements in the Philippines. The reform process warrants an
institutions. equivalent supportive focus on teacher quality – high quality teachers who are properly
equipped and prepared to assume the roles and functions of a K to 12 teacher.
Sanctions against the schools shall be without prejudice to the interest of the students, The Philippine Professional Standards for Teachers, which is built on NCBTS,
teachers and employees. complements the reform initiatives on teacher quality from pre-service education to in-
service training. It articulates what constitutes teacher quality in the K to 12 Reform
CHAPTER 2 through well-defined domains, strands, and indicators that provide measures of
ADMINISTRATIVE PROVISIONS professional learning, competent practice, and effective engagement. This set of
standards makes explicit what teachers should know, be able to do and value to
Section 70. Rule-making Authority - The Minister Education, Culture and Sports achieve competence, improved student learning outcomes, and eventually quality
charged with the administration and enforcement of this Act, shall promulgate the education. It is founded on teaching philosophies of learner-centeredness, lifelong
necessary implementing rules and regulations. learning, and inclusivity/inclusiveness, among others. The professional standards,
therefore, become a public statement of professional accountability that can help
Section 73. Effectivity - This Act shall take effect upon its approval. teachers reflect on and assess their own practices as they aspire for personal growth
and professional development.
Approved, September 11, 1982.

THE PHILIPPINE PROFESSIONAL STANDARD FOR TEACHERS Teacher quality in the Philippines
(PPST)
The Philippine Professional Standards for Teachers defines teacher quality in
the Philippines. The standards describe the expectations of teachers’ increasing levels
Department Order No. 47, s. 2017 : National Adoption and Implementation of the
of knowledge, practice and professional engagement. At the same time, the standards
Philippine Professional Standards for Teachers
allow for teachers’ growing understanding, applied with increasing sophistication
https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf across a broader and more complex range of teaching/learning situations.

Professional standards for teachers The following describes the breadth of 7 Domains that are required by
teachers to be effective in the 21st Century in the Philippines.
The Philippine Government has consistently pursued teacher quality reforms
through a number of initiatives. As a framework of teacher quality, the National Quality teachers in the Philippines need to possess the following
Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED characteristics:
Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as
part of the implementation of the Basic Education Sector Reform Agenda (BESRA),  recognize the importance of mastery of content knowledge and its
and was facilitated by drawing on the learning considerations of programs, such as the interconnectedness within and across curriculum areas, coupled with a sound

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

and critical understanding of the application of theories and principles of teaching classroom to the experiences, interests and aspirations of the wider school
and learning. They apply developmentally appropriate and meaningful pedagogy community and other key stakeholders. They understand and fulfill their
grounded on content knowledge and current research. They display proficiency in obligations in upholding professional ethics, accountability and transparency to
Mother Tongue, Filipino and English to facilitate the teaching and learning promote professional and harmonious relationships with learners, parents,
process, as well as exhibit the needed skills in the use of communication schools and the wider community.
strategies, teaching strategies and technologies to promote high-quality learning  value personal growth and professional development and exhibit high personal
outcomes. regard for the profession by maintaining qualities that uphold the dignity of
 provide learning environments that are safe, secure, fair and supportive in order teaching such as caring attitude, respect and integrity. They value personal and
to promote learner responsibility and achievement. They create an environment professional reflection and learning to improve their practice. They assume
that is learning-focused and they efficiently manage learner behavior in a physical responsibility for personal growth and professional development for lifelong
and virtual space. They utilize a range of resources and provide intellectually learning.
challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards of learning. The 7 Domains collectively comprise 37 strands that refer to more specific
 establish learning environments that are responsive to learner diversity. They dimensions of teacher practices.
respect learners’ diverse characteristics and experiences as inputs to the
planning and design of learning opportunities. They encourage the celebration of Domain 1 -- Content Knowledge and Pedagogy
diversity in the classroom and the need for teaching practices that are Domain 2 -- Learning Environment
differentiated to encourage all learners to be successful citizens in a changing Domain 3 -- Diversity of Learners
local and global environment. Domain 4 -- Curriculum and Planning
Domain 5 -- Assessment and Reporting
 interact with the national and local curriculum requirements. They translate Domain 6 -- Community Linkages and Professional Engagement
curriculum content into learning activities that are relevant to learners and based Domain 7 -- Personal Growth and Professional Development
on the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues, Career stages
well-structured and sequenced lessons that are contextually relevant, responsive
to learners’ needs and incorporate a range of teaching and learning resources. Teacher professional development happens in a continuum from beginning to
They communicate learning goals to support learner participation, understanding exemplary practice. Anchored on the principle of lifelong learning, the set of
and achievement. professional standards for teachers recognizes the significance of a standards
 apply a variety of assessment tools and strategies in monitoring, evaluating, framework that articulates developmental progression as teachers develop, refine their
documenting and reporting learners’ needs, progress and achievement. They use practice and respond to the complexities of educational reforms.
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary The following statements, which define the work of teachers at different career
feedback about learning outcomes that informs the reporting cycle and enables stages, make explicit the elements of high-quality teaching for the 21st century. They
teachers to select, organize and use sound assessment processes. comprise descriptors that have been informed by teachers’ understandings of what is
 establish school-community partnerships aimed at enriching the learning required at each of the four Career Stages. The descriptors represent a continuum of
environment, as well as the community’s engagement in the educative process. development within the profession by providing a basis for attracting, preparing,
They identify and respond to opportunities that link teaching and learning in the developing and supporting teachers.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Career Stage 3 or Highly Proficient Teachers consistently display a high

Career Stage 1 or Beginning Teachers have gained the qualifications level of performance in their teaching practice. They manifest an in-depth and
recognized for entry into the teaching profession. They have a strong understanding of sophisticated understanding of the teaching and learning process. They have high
the subjects/areas in which they are trained in terms of content knowledge and education-focused situation cognition, are more adept in problem solving and optimize
pedagogy. They possess the requisite knowledge, skills and values that support the opportunities gained from experience. Career Stage 3 Teachers work collaboratively
teaching and learning process. They manage learning programs and have strategies with colleagues and provide them support and mentoring to enhance their learning
that promote learning based on the learning needs of their students. They seek advice and practice. They continually seek to develop their professional knowledge and
from experienced colleagues to consolidate their teaching practice. practice by reflecting on their own needs, and those of their colleagues and students.

Career Stage 2 or Proficient Teachers are professionally independent in the Career Stage 4 or Distinguished Teachers embody the highest standard for
application of skills vital to the teaching and learning process. They provide focused teaching grounded in global best practices. They exhibit exceptional capacity to
teaching programs that meet curriculum and assessment requirements. They display improve their own teaching practice and that of others. They are recognized as
skills in planning, implementing, and managing learning Philippine Professional leaders in education, contributors to the profession and initiators of collaborations and
Standards for Teachers 8 programs. They actively engage in collaborative learning partnerships. They create lifelong impact in the lives of colleagues, students and
with the professional community and other stakeholders for mutual growth and others. They consistently seek professional advancement and relevance in pursuit of
advancement. They are reflective practitioners who continually consolidate the teaching quality and excellence. They exhibit commitment to inspire the education
knowledge, skills and practices of Career Stage 1 teachers. community and stakeholders for the improvement of education provision in the
Philippines.

________________________________________________________________________________________________________________________________

Key Points to Remember:

 The 1987 Constitution, described an educational system that guarantees Filipinos quality education that is accessible to all.
 The trifocalization policy of the government divided the educational sector into three agencies, each have their own scope, powers,
functions and programs.
 The quality of teaching given by the teachers largely determines the success of the educational system in fulfilling its goal of giving
quality education to all Filipinos. The Philippine Professional Standards for Teachers (PPST) as a document defines teacher
quality, making it more specific and identifiable to all stakeholder making it an important input in planning and implementing
educational policies and programs.

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FACULTY OF EDUCATION SCIENCES 2PROFED01- The Teaching Profession

Learning Task: Answer the following questions:

Experiential
1. What are the principles and policies enshrined in Article XIV of the Constitution that described the kind of educational system we will
Episodes have in our country?
2. Why is our system of managing our education described as trifocalized?
3. What are the functions, powers, and programs of each of three government agencies of education?
4. What are standards of teacher quality are as defined by PPST?
5. How will the PPST affect the way teaching and learning is conducted in our schools?

Learning Task: Case Analysis

Read the following case and identify the law/s that might help you in solving the identified problem, then write your reflection on the case.

Authentic 1. Ms. Yaco, a new teacher wishes to understand the kind of governance existing in the educational system in the Philippines. She heard
Assessment about the concept of “trifocalization” of education but does not fully understand what it means. Which laws may help her? Is the structure of
governance for the education system helpful in ensuring a quality education for all, that is, relevant to the society’s needs?

The rubric for this activity is adopted from http://www.vsm.sk/Curriculum/evaluating/examplerubriccasestudy.doc which is also attached in this
document.

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FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Unit V Laws Pertaining to Teachers Topic Upholding the Ideals of a Professional Teacher: Relevant Laws & Statutes for
Teachers
Course Intended
Demonstrate solid appreciation of ethical and legal considerations relevant to the teaching profession
Learning Outcome
Essential Question/s 1. What are the rights and responsibilities of teachers and professionals?
2. What are the different ethical rules governing the teaching profession?
This lesson acquaints you with the legal foundations of education relevant to Philippine education and the teaching profession. They
Description of the will learn relevant laws that will give them full understanding of the different laws and statues for the teaching profession. Through the
Lesson different discussions and case analyses, you are expected to be equipped with knowledge and skills in formulating sound judgments
and decisions o issues pertaining to education, and life in general.
At the end of this lesson, you should be able to:
Learning Target/s  analyze existing laws relevant to the teaching profession;
 reflect on the roles of teachers vis-à-vis the relevant laws

“The State recognizes the vital role of teachers in nation-building and development through a responsible and literate citizenry”, this is
based on Republic Act No. 7836 or the Philippine Teachers Professionalization Act of 1994. It is said also, that the influence of the teacher is
unimaginable and indispensable. The teachers are the main front liners of our battle against illiteracy. Although there are curriculum experts
and administrators who create and interpret school policies, teachers are the ones who implement these policies. With these in mind, teachers,
Induction of therefore should be accustomed with the different ethical and legal considerations and their implications to the teaching profession as well as to
Prior Knowledge
the existing laws that will help them be motivated in continuing their profession and uplift their image as professionals and a person in the
society.

A teacher’s life is a myriad of experiences that seems unforgettable for every individual they come across – their students, parents, co-
teachers, the principal and others who visit their classroom. One thing that they should keep in mind when they interact with all of the
stakeholders is to maintain the dignity of the profession and to act professionally. With the different challenges in ensuring quality education,
Dissection of
teachers are also faced with various challenges in relation to their profession.
Concepts

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 FACULTY OF EDUCATION SCIENCES 2PROFED01- The Teaching Profession

(b) "Teachers" — refers to all persons engaged in teaching at the elementary and
REPUBLIC ACT NO. 7836 secondary levels, whether on full-time or part-time basis, including industrial arts or
vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and qualified to practice
https://www.prc.gov.ph/uploaded/documents/PROFESSIONAL%20TEACHERS- teaching under this Act.
LAW1.PDF
(c) "Board" — refers to the Board for Professional Teachers duly established and
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE constituted under this Act.
PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A
LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE I TITLE
ARTICLE II
BOARD FOR PROFESSIONAL TEACHERS
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
Sec. 5. Creation and Composition of the Board. — There is hereby created under
this Act a Board for Professional Teachers, hereinafter called the Board, a collegial
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in body under the general supervision and administrative control of the Professional
nation-building and development through a responsible and literate Regulation Commission, hereinafter referred to as the Commission, composed of
citizenry.Towards this end, the State shall ensure and promote quality education by five (5) members who shall be appointed by the President of the Philippines from
proper supervision and regulation of the licensure examination and among the recommendees chosen by the Commission.The recommendees shall be
professionalization of the practice of the teaching profession. chosen from the list of nominees selected by the accredited association of teachers,
who duly possess all the qualifications prescribed in Section 8 of this Act.
Sec. 3. Objectives. — This Act has the herein objectives:
The chairman and the voice-chairman of the Board shall be appointed from these
(a) The promotion, development and professionalization of teachers and the five (5) members by the President: Provided, That the members of the first Board
teaching profession; and appointed under this Act shall be automatically registered as professional teachers
and issued with the certificate of registration and professional license upon payment
(b) The supervision and regulation of the licensure examination. of the fees for examination, registration, and other fees prescribed by the
Commission.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall
mean: Sec. 6. Duties and Function of the Board. — The Board shall have the following
(a) "Teaching" — refers to the profession concerned primarily with classroom duties and functions:
instruction, at the elementary and secondary levels in accordance with the
curriculum prescribed by the Department of Education, Culture and Sports, whether (a) Promulgate, administer and enforce rules and regulations necessary for carrying
on part-time or full-time basis in the private or public schools. out the provisions of this Act in accordance with the charter of the Professional
Regulation Commission;

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(b) Determine and fix the frequency, dates, and places of examination, appoint (l) Discharge such other powers, duties and functions as the Board may deem
supervisors, proctors, and other personnel as needed who shall be entitled to a daily necessary for the practice of the teaching profession and the upgrading,
allowance to be fixed by the Board for every examination day actually attended, use enhancement, development and growth of education in the Philippines.
buildings and facilities of public or private schools for examination purposes;
Sec. 7. Term of Office. — The members of the Board shall hold office for a term of
(c) Issue, suspend, or revoke the certificate of registration for the practice of the three (3) years from the date they assume office: Provided, That the first appointees
teaching profession; to the Board under this Act shall hold office according to the following terms: one (1)
member shall serve for one (1) year; one (1) member for two (2) years; the
4. (d) Prescribe and collect examination and other fees as it may deem proper; chairman, vice-chairman, and one (1) member for three (3) years. Vacancies shall
5. (e) Prescribe and/or adopt a code of ethical and professional standards for be served for the unexpired term only. No person who has served for two (2)
consecutive terms shall be eligible for reappointment. Appointment to fill an
unexpired term shall be considered an appointment to a complete term.
the practice of the teaching profession. Such ethical standards, rules and regulations
to take effect sixty (60) days after its publication in the Official Gazette or in any
newspaper of general circulation; The chairman or any member shall take his oath of office prior to the performance of
his duties.
(f) Administer oaths in connection with the administration of this Act;
Sec. 8. Qualification of Board Members. — Each Board member must at the time of
his appointment:
(g) Supervise and regulate the registration, licensure and practice of professional
teachers in the Philippines;
1. (a) Be a citizen and resident of the Philippines;
8. (h) Adopt an official seal of the Board; 2. (b) Be at least thirty-five (35) years of age, of proven integrity, and
9. (i) Look into the conditions affecting the practice of the teaching profession possessed

of high moral values in his personal as well as professional conduct and has not
and whenever necessary, adopt such measures as may be deemed proper for the
been convicted of any offense involving moral turpitude;
enhancement and maintenance of high professional and ethical standards of the
profession;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education
and preferably a holder of a master's or doctorate degree in education, or their
(j) Ensure that all educational institutions offering elementary and secondary
equivalents, from a university, school, college, academy or institute duly constituted,
education comply with the essential requirements for curricula, faculty and facilities
recognized and/or accredited by the Philippine government;
for the elementary and secondary levels;

(d) Be a professional teacher with a valid certificate of registration and valid

(k) Investigate such violations of this Act, the rules and the code of ethical and
professional license, save those members who shall compose the first Board for
professional standards for professional teachers as it may come to the knowledge of
Professional Teachers;
the Board, and for this purpose, to issue subpoena and subpoena duces tecum to
secure the appearance of witnesses and the production of documents in connection
therewith; and (e) Has been a professional teacher in the active practice of the teaching profession
for at least ten (10) years in the elementary and secondary level; and

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(f) Not be an official or member of the faculty of, nor have pecuniary interest in any Sec. 13. Examination, Registration and License Required. — Except as otherwise
university, college, school, or institution conferring a bachelor's degree in education specifically allowed under the provisions of this Act, all applicants for registration as
or its equivalents for at least three (3) years prior to his appointment, and neither professional teachers shall be required to undergo a written examination which shall
connected with a review center or with any group or association where review be given at least once a year in such places and dates as the Board may determine
classes or lectures in preparation for the licensure examination are offered or upon approval by the Commission. A valid certificate of registration and a valid
conducted. professional license from the Commission are required before any person is allowed
to practice as a professional teacher in the Philippines, except as otherwise allowed
Provided, however, That, the membership to the Board shall be evenly distributed to under this Act.
cover all levels of education, including equitable representation of the different fields
of specialization. Sec. 14. Scope of Examination. — The examinations for the elementary and
secondary school teachers shall be separate. The examination for teachers in the
Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members elementary level shall consist of two (2) parts, namely: professional education and
of the Board shall receive compensation comparable to the compensation received general education. The examination for teachers in the secondary level shall consist
by existing regulatory boards under the Professional Regulation Commission, of three (3) parts, namely: professional education, general education, and field of
computed on the basis of the number of examinees/candidates. specialization.

Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted
be under the supervision and control of the Commission. All records, including to take the examination unless, on the date of filing of the application, he shall have
applications for examination, examination papers and results, minutes of complied with the following requirements:
deliberation, administrative cases and investigative cases and investigations
involving professional teachers shall be kept by the Commission. (a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
Sec. 11. Secretariat and Support Services. — The Professional Regulation
Commission, through its chairman, shall provide the secretariat and other support 2. (b) At least eighteen (18) years of age;
services to implement effectively the provisions of this Act. 3. (c) In good health and of good reputation with high moral values;
4. (d) Has not been convicted by final judgment by a court for an offense
Sec. 12. Removal of a Board Member. — The chairman or any member of the Board
may be removed by the President of the Philippines upon recommendation of the involving moral turpitude;
Commission for neglect of duty, incompetence, unprofessional, unethical, immoral or
dishonorable conduct, commission or toleration of irregularities in the examination, (e) A graduate of a school, college or university recognized by the government and
after having been given the opportunity to defend himself in a proper administrative possesses the minimum educational qualifications, as follows:
investigation.
(1) For teachers in preschool, a bachelor's degree in early childhood education
In the course of investigation, the President may preventively suspend the (BECED) or its equivalent;
respondent.
(2) For teachers in the elementary grades, a bachelor's degree in elementary
ARTICLE III EXAMINATION AND REGISTRATION education (BSEED) or its equivalent;

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

(3) For teachers in the secondary grades, a bachelor's degree in education or its written examination at least once in five (5) years as basis for merit promotion. In
equivalent with a major and minor, or a bachelor's degree in arts and sciences with taking this examination, no fee shall be required.
at least ten (10) units in professional education; and
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in examination, he or she shall be allowed to take the examination for a second time.
the field of specialization or its equivalent, with at least eighteen (18) units in Should he or she fail to pass the merit examination for the second
professional education.
time, then he or she shall be required to take a DECS accredited refresher course or
Sec. 16. Report of the Results of the Examination. — The Board shall, within one program before being allowed to retake the examination.
hundred twenty (120) days after the examination, report the ratings obtained by each
candidate to the Professional Regulation Commission for approval and appropriate Failure of any permanent teacher to pass the merit examination shall not, however,
action. be used as a ground for his/her dismissal or demotion.

Sec. 17. Issuance of Certificate of Registration and Professional License. — The Sec. 21. Incentives. — Teachers who pass the merit examination shall:
registration of a professional teacher commences from the date his name is enrolled
in the roster of professional teachers.
1. (a) Be awarded a diploma of merit by the Board;
2. (b) Earn merit points for purposes of promotion in salary or to a higher
Every registrant who has satisfactorily met all the requirements specified in this Act
shall, upon payment of the registration fee, be issued a certificate of registration as a position or grade level;
professional teacher bearing the full name of the registrant with serial number and
date of issuance signed by the chairman of the Commission and the chairman, vice-
chairman, and members of the Board, stamped with the official seal, as evidence (c) Be placed in the priority list for government scholarship; and
that the person named therein is entitled to practice the profession with all the rights (d) Enjoy such other benefits as may be promulgated by the Board.
and privileges appurtenant thereto. The certificate shall remain in full force and effect
until withdrawn, suspended and/or revoked in accordance with law. Similar incentives shall be given to teachers who make inventions, develop new
methods of teaching, write a book or books and create works of artistic merit.
A professional license signed by the chairman of the Commission and bearing the
registration number and date of issuance thereof and the month of expiry or Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be
renewability shall likewise be issued to every registrant who has paid the annual integrated into one national organization which shall be recognized by the Board and
registration fees for three (3) consecutive years. This license shall serve as evidence the Commission as the one and only integrated and accredited association of
that the licensee can lawfully practice his profession until the expiration of its validity. professional teachers. Upon registration with the Board, every professional teacher
shall be encouraged to become a member of the integrated national organization.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his Those who have been registered with the Board but are not members of the said
professional oath before practicing as a professional teacher. integrated organization shall be allowed to register as members of the said
integrated organization within three (3) years after the effectivity of this Act.
Membership in the integrated organization shall not be a bar to membership in other
Sec. 19. Periodic Merit Examination of T eachers. — T o encourage continuing associations of the teaching profession.The professional teachers shall receive the
professional growth and development and to provide additional basis for merit
benefits and privileges appurtenant to their membership in the said integrated and
promotion, in addition to their performance rating, teachers may take an oral and

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

accredited organization of professional teachers only upon payment of the required Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be
membership fees and dues. admitted to the examination, or be given a certificate of registration or be entitled to
any of the rights and privileges provided under this Act; unless the country or state of
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice which he is a subject permits Filipino professional teachers to practice within its
of the Teaching Profession, and Cancellation of Temporary or Special Permit. — The territorial limits on the same basis as subjects or citizens of said country or state:
Board shall have the power, after due notice and hearing, to suspend or revoke the Provided, that the requirements of certification of teachers with said foreign state or
certificate of registration of any registrant, to reprimand or to cancel the country are substantially the same as those required and contemplated under this
temporary/special permit of a holder thereof who is exempt from registration, for any Act: Provided, further, That the laws of such state or country grant the same privilege
of the following causes: to Filipino professional teachers on the same basis as the subject or citizens of such
foreign country or state.
1. (a) Conviction for any criminal offense by a court of competent jurisdiction;
2. (b) Immoral, unprofessional or dishonorable conduct; Sec. 25. Roster of Professional T eachers. — A roster of professional teachers
containing the names and addresses of professional teachers, date of registration or
issuance of certificate, and other data which in the opinion of the Board may appear
(c) Declaration by a court of competent jurisdiction for being mentally unsound or
insane; pertinent shall be maintained. Copies of the roster shall be provided by the
Commission to the Board, the Department of Education, Culture and Sports, and the
integrated and accredited organization of professional teachers.
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the
practice of the teaching profession;
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act,
no person shall engage in teaching and/or act as a professional teacher as defined
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of in this Act, whether in the preschool, elementary or secondary level,
registration, professional license or special/temporary permit;
unless he is a duly registered professional teacher, and a holder of a valid certificate
6. (f) Chronic inebriety or habitual use of drugs; of registration and a valid professional license or a holder of a valid
7. (g) Violation of any of the provisions of this Act, the rules and regulations special/temporary permit.
and
Upon approval of the application and payment of the prescribed fees, the certificate
other policies of the Board and the Commission, and the code of ethical and of registration and professional license as a professional teacher shall be issued
professional standards for professional teachers; and without examination as required in this Act to a qualified applicant, who at the time of
the approval of this Act, is:
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the
like or the continuing education program prescribed by the Board and the (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission. Commission and the Department of Education, Culture and Sports; or

The decision of the Board to revoke or suspend a certificate may be appealed to the (b) A registered professional teacher with the National Board for Teachers under the
regional trial court of the place where the Board holds office within fifteen (15) days Department of Education, Culture and Sports (DECS) pursuant to Presidential
from receipt of the said decision or of the denial of the motion for reconsideration Decree No. 1006; or
filed in due time.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

(c) Not qualified under paragraphs one and two but with any of the following (b) Any person who represents or attempts to use as his own certificate of
qualifications. to wit: registration that of another;

(1) An elementary or secondary teacher for five (5) years in good standing and a (c) Any person who gives any false, or fraudulent evidence of any kind to the Board
holder of Bachelor of Science in Education or its equivalent; or or any member thereof in obtaining a certificate of registration as teacher;

(2) An elementary or secondary teacher for three (3) years in good standing and a (d) Any person who impersonates any registrant of the same or different name;
holder of a master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board 5. (e) Any person who uses a revoked or suspended certificate of registration;
for professional teachers within which to register and be included in the roster of 6. (f) Any person who, in connection with his name, otherwise assumes, uses
professional teachers: Provided, further, That those incumbent teachers who are not or
qualified to register without examination under this Act or who, albeit qualified, were
unable to register within the two-year period shall be issued a five-year temporary or
advertises any title or description tending to convey or conveys the impression that
special permit from the time the Board is organized within which to register after he is a teacher without holding a valid certificate; and
passing the examination and complying with the requirements provided this Act and
be included in the roster of professional teachers: Provided, furthermore, That those
who have failed the licensure examination for professional teachers shall be eligible (g) Any person who violates or who abets the violation of any of the provisions of this
as para-teachers and as such, shall be issued by the Board a special or temporary Act.
permit, and shall be assigned by the Department of Education, Culture and Sports
(DECS) to schools as it may determine under the circumstances. The penalty of fine or imprisonment or both, as provided in this section, shall also
apply to any school official who shall cause or be responsible for the commission of
ARTICLE IV any of the above-enumerated acts.
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the
Sec.27. Inhibition Against the Practice of the Teaching Profession. — Except as provisions of this Act shall be included in the 1996 General Appropriations Act and
otherwise allowed under this Act, no person shall practice or offer to practice the thereafter.
teaching profession in the Philippines or be appointed as teacher to
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the
any position calling for a teaching position without having previously obtained a valid necessary guidelines for the effective implementation of the provisions of this Act
certificate of registration and a valid professional license from the Commission. within sixty (60) days of its approval.

Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less The Board shall submit to both Committees on Education, Arts, and Culture; and the
than Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos Committees on Civil Service and Professional Regulation of the Senate and House
(P20,000.00) or imprisonment of nor less than six (6) months nor more than five (5) of Representatives, copies of the implementing rules and guidelines within thirty (30)
years, or both, at the discretion of the court: days after its promulgation.

(a) Any person who practices the teaching profession in the Philippines without being Any violation of this section shall render the official/s concerned liable under
certified in accordance with the provisions of this Act; Republic Act No. 6713, otherwise known as the "Code of Conduct and Ethical

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Standards for Public Officials and Employees" and other pertinent administrative SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as
and/or penal laws. follows:

Sec. 31. Transitory Provision. — All incumbent teachers in both the public and “SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted
private sector not otherwise certified as professional teachers by virtue of this Act, to take the examination unless, on the date of filing of the application, he shall have
shall be given (5) years temporary certificates from the time the Board for complied with the following requirements:
Professional Teachers is organized within which to qualify as required by this Act
and be included in the roster of professionals. “(e) A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows:
Provided, however, That the Professional Board Examination for Teachers (PBET)
shall still be administered by the Civil Service Commission and the Department of (1) For teachers in preschool, a bachelor’s degree in early childhood education
Education, Culture and Sports for the year 1995. (BECED) or its equivalent;

Sec. 32. Separability Clause. — If, for any reason, any section or provision of this (2) For teachers in the elementary grades, a bachelor’s degree in elementary
Act or the application of such section or provision to any person or circumstance is education (BSEED) or its equivalent;
declared unconstitutional or invalid, no other section or provision of this Act shall be
affected thereby.
(3) For teachers in the secondary grades, a bachelor’s degree in education or its
equivalent with a major and minor, or a bachelor degree in arts and sciences with at
Sec.33. Repealing Clause. — All laws, presidential decrees, executive orders, rules least eighteen (18) units in professional education; and
and regulations or parts thereof inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in
the field of specialization or its equivalent, with at least eighteen (18) units in
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days professional education.”
following its complete publication in the Official Gazette or in two (2) newspapers of
general circulation.
SEC 2. Section 26 of the same Act is hereby amended to read as follows:

Approved: December 16, 1994

“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or
act as a professional teacher as defined in this Act, whether in the preschool,
REPUBLIC ACT NO. 9293 elementary or secondary level, unless the person is a duly registered professional
teacher, and a holder of a valid certificate of registration and a valid professional
https://www.officialgazette.gov.ph/2004/04/21/republic-act-no-9293/ license or a holder of a valid special/temporary permit.

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY- Upon approval of the application and payment of the prescribed fees, the certificate of
EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS registration and professional license as a professional teacher shall be issued without
THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994” examination as required in this Act to a qualified applicant, who is:

Be it enacted by the Senate and House of Representatives of the Philippines in (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Congress assembled: Commission and the Department of Education, Culture and Sports; or
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

(b) A registered professional teacher with the National Board for Teachers under the SEC 3. Section 31 of the same Act is hereby amended to read as follows:
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree
No. 1006. “SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five
(5) years, issued to para-teachers by the Board for Professional Teachers before the
Professional teachers who have not practiced their profession for the past five (5) effectivity of this Act shall be allowed to expire based on the period granted therein:
years shall take at least twelve (12) units of education courses, consisting of at least Provided, That only special permits with a validity of three (3) years may be renewed
six (6) units of pedagogy and six (6) units of content courses, or the equivalent training upon expiration for a non-extendible period of two (2) years.”
and number of hours, to be chosen from a list of courses to be provided by the Board
and the Department of Education, before they can be allowed to practice their SEC 4. References to the term “Department of Education, Culture and Sports”, in
profession in the country. section 4 (a) and section 25, and the term “DECS” in section 20, of the same Act, are
hereby amended to read as “Department of Education” and “DepEd”, respectively.
Those who have failed the licensure examination for professional teachers, with a
rating of not lower than five percentage points from the passing general average rating, SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or
shall be eligible as para-teachers upon issuance by the Board of a two-year special the application of such section or provision to any person or circumstance is declared
permit, renewable for a non-extendible period of two (2) years. The para-teachers shall unconstitutional or invalid, no other section or provision of this Act shall be affected
be assigned to areas where there is a shortage or absence of a professional teacher, thereby.
as identified and provided by the Department of Education and the Autonomous
Region for Muslim Mindanao (ARMM) education department to the Board for SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules
professional teachers and to the Commission. The special permit shall indicate the
and regulations, and other issuances which are inconsistent with the provisions of this
area of assignment of the para-teacher.
Act are hereby repealed or modified accordingly.

A special permit may also be issued by the Board to a person who has excelled and SEC 7. Effectivity. – This Act shall take effect upon approval.
gained international recognition and is a widely acknowledged expert in his or her
respective field of specialization.”

_____________________________________________________________________________________________________
CODE OF ETHICS FOR PROFESSIONAL TEACHERS of their noble profession, they strictly adhere to, observe, and practice this set of
ethical and moral principles, standards, and values.
Pursuant to the provisions of paragraph (e), Article 11, of R. A. No. 7836, otherwise
known as the Philippines Professionalization Act of 1994 and Paragraph (a), section ARTICLE I
6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the SCOPE AND LIMITATIONS
Code of Ethics for Professional Teachers. Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers committed of it’s full
PREAMBLE realization The provision of this Code shall apply, therefore, to all teachers in
Teachers are duly licensed professionals who possesses dignity and reputation with schools in the Philippines.
high moral values as well as technical and professional competence in the practice

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Section 2. This Code covers all public and private school teachers in all educational Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
institutions at the preschool, primary, elementary, and secondary levels expounding the product of his researches and investigations; provided that, if
whether academic, vocational, special, technical, or non-formal. The term the results are inimical to the declared policies of the State, they shall be
“teacher” shall include industrial arts or vocational teachers and all other brought to the proper authorities for appropriate remedial action.
persons performing supervisory and /or administrative functions in all school at
the aforesaid levels, whether on full time or part-time basis. ARTICLE III
THE TEACHER AND THE COMMUNITY
ARTICLE II Section 1. A teacher is a facilitator of learning and of the development of the youth;
THE TEACHER AND THE STATE he shall, therefore, render the best service by providing an environment
Section 1. The schools are the nurseries of the future citizens of the state; each conducive to such learning and growth.
teacher is a trustee of the cultural and educational heritage of the nation and is Section 2. Every teacher shall provide leadership and initiative to actively participate
under obligation to transmit to learners such heritage as well as to elevate in community movements for moral, social, educational, economic and civic
national morality, promote national pride, cultivate love of country, instill betterment.
allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state. Section 3. Every teacher shall merit reasonable social recognition for which purpose
he shall behave with honor and dignity at all times and refrain for such
Section 2. Every teacher or school official shall actively help carry-out the declared activities as gambling, smoking, drunkenness, and other excesses, much less
policies of the state, and shall take an oath to this effect. illicit relations.

Section 3. In the interest of the State and of the Filipino people as much as of his Section 4. Every teacher shall live for and with the community and shall, therefore,
own, every teacher shall be physically, mentally and morally fit. study and understand local customs and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.
Section 4. Every teacher shall possess and actualize a full commitment and devotion
to duty. Section 5. Every teacher shall help the school keep the people in the community
Section 5. A teacher shall not engage in the promotion of any political, religious, or informed about the school’s work and accomplishments as well as its needs
other partisan interest, and shall not, directly or indirectly, solicit, require, and problems.
collect, or receive any money or service or other valuable material from any
person or entity for such purposes Section 6. Every teacher is intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leadership when
Section 6. Every teacher shall vote and shall exercise all other constitutional rights needed, to extend counseling services, as appropriate, and to actively be
and responsibility. involved in matters affecting the welfare of the people.

Section 7. A teacher shall not use his position or facial authority or influence to Section 7. Every teacher shall maintain harmonious and pleasant personal and
coerce any other person to follow any political course of action. official relations with other professionals, with government officials, and with
the people, individually or collectively.
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Section 8. A teacher possess freedom to attend church and worships as appropriate,

but shall not use his positions and influence to proselyte others. Section 3. Before leaving his position, a teacher shall organize for whoever assumes
the position such records and other data as are necessary to carry on the
ARTICLE IV work.
A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively insure that teaching is the noblest profession, Section 4. A teacher shall hold inviolate all confidential information concerning
and shall manifest genuine enthusiasm and pride in teaching as a noble associates and the school, and shall not divulge to anyone documents which
calling. has not been officially released, or remove records from the files without
Section 2. Every teacher shall uphold the highest possible standards of quality permission.
education, shall make the best preparations for the career of teaching, and
shall be at his best at all times and in the practice of his profession. Section 5. It shall be the responsibility of every teacher to seek correctives for what
he may appear to be an unprofessional and unethical conduct of any
Section 3. Every teacher shall participate in the Continuing Professional Education associates. However, this may be done only if there is incontrovertible
(CPE) program of the Professional Regulation Commission, and shall pursue evidence for such conduct.
such other studies as will improve his efficiency, enhance the prestige of the
profession, and strengthen his competence, virtues, and productivity in order Section 6. A teacher may submit to the proper authorities any justifiable criticism
to be nationally and internationally competitive. against an associate, preferably in writing, without violating the right of the
individual concerned.
Section 4. Every teacher shall help, if duly authorized, to seek support from the
school, but shall not make improper misrepresentations through personal Section 7. A teacher may apply for a vacant position for which he is qualified;
advertisements and other questionable means. provided that he respects the system of selection on the basis of merit and
competence; provided, further, that all qualified candidates are given the
Section 5. Every teacher shall use the teaching profession in a manner that makes it opportunity to be considered.
dignified means for earning a decent living.
ARTICLE VI
ARTICLE V THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS
THE TEACHERS AND THE PROFESSION Section 1. Every teacher shall make it his duties to make an honest effort to
Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, understand and support the legitimate policies of the school and the
mutual confidence, and faith in one another, self-sacrifice for the common administration regardless of personal feeling or private opinion and shall
good, and full cooperation with colleagues. When the best interest of the faithfully carry them out.
learners, the school, or the profession is at stake in any controversy, teacher
shall support one another. Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he
Section 2. A teacher is not entitled to claim credit or work not of his own, and shall should present such under oath to competent authority.
give due credit for the work of others which he may use.
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Section 3. A teacher shall transact all official business through channels except Section 4. No school officials shall dismiss or recommend for dismissal a teacher or
when special conditions warrant a different procedure, such as when special other subordinates except for cause.
conditions are advocated but are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the appropriate higher authority.. Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school
Section 4. Every teacher, individually or as part of a group, has a right to seek teachers are issued contracts specifying the terms and conditions of their
redress against injustice to the administration and to extent possible, shall work; provided that they are given, if qualified, subsequent permanent tenure,
raise grievances within acceptable democratic possesses. In doing so, they in accordance with existing laws.
shall avoid jeopardizing the interest and the welfare of learners whose right to
learn must be respected. ARTICLE VIII
THE TEACHERS AND LEARNERS
Section 5. Every teacher has a right to invoke the principle that appointments, Section 1. A teacher has a right and duty to determine the academic marks and the
promotions, and transfer of teachers are made only on the basis of merit and promotions of learners in the subject or grades he handles, such
needed in the interest of the service. determination shall be in accordance with generally accepted procedures of
evaluation and measurement. In case of any complaint, teachers concerned
Section 6. A teacher who accepts a position assumes a contractual obligation to live shall immediately take appropriate actions, of serving due process.
up to his contract, assuming full knowledge of employment terms and
conditions. Section 2. A teacher shall recognize that the interest and welfare of learners are of
first and foremost concerns, and shall deal justifiably and impartially with each
ARTICLE VII of them.
SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy, Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated
helpfulness and sympathy towards teachers and other personnel, such against by the learner.
practices being standards of effective school supervision, dignified
administration, responsible leadership and enlighten directions. Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
Section 2. School officials, teachers, and other school personnel shall consider it undeserved.
their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
due recognition for meritorious performance, and allowing them to participate quality of academic performance.
in conferences in training programs.

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Section 7. In a situation where mutual attraction and subsequent love develop Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
between teacher and learner, the teacher shall exercise utmost professional interested in, any commercial venture which furnish textbooks and other
discretion to avoid scandal, gossip and preferential treatment of the learner. school commodities in the purchase and disposal of which he can exercise
official influence, except only when his assignment is inherently, related to
Section 8. A teacher shall not inflict corporal punishment on offending learners nor such purchase and disposal; provided they shall be in accordance with the
make deductions from their scholastic ratings as a punishment for acts which existing regulations; provided, further, that members of duly recognized
are clearly not manifestation of poor scholarship. teachers cooperatives may participate in the distribution and sale of such
Section 9. A teacher shall ensure that conditions contribute to the maximum commodities.
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties. ARTICLE XI
THE TEACHER AS A PERSON
ARTICLE IX Section 1. A teacher is, above all, a human being endowed with life for which it is the
THE TEACHERS AND PARENTS highest obligation to live with dignity at all times whether in school, in the
Section 1. Every teacher shall establish and maintain cordial relations with parents, home, or elsewhere.
and shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall place premium upon self-discipline as the primary
Section 2. Every teacher shall inform parents, through proper authorities, of the principles of personal behavior in all relationships with others and in all
progress and deficiencies of learner under him, exercising utmost candor and situations.
tact in pointing out learners’ deficiencies and in seeking parent’s cooperation
for the proper guidance and improvement of the learners. 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 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism. 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 X
THE TEACHER AND BUSINESS ARTICLE XII
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate DISCIPLINARY ACTIONS
income generation; provided that it does not relate to or adversely affect his Section 1. Any violation of any provisions of this code shall be sufficient ground for
work as a teacher. the imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional
Section 2. A teacher shall maintain a good reputation with respect to the financial Teacher, suspension from the practice of teaching profession, reprimand or
matters such as in the settlement of his debts and loans in arranging cancellation of his temporary/special permit under causes specified in Sec. 23,
satisfactorily his private financial affairs. Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.

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REPUBLIC ACT No. 4670 June 18, 1966 and shall undergo a period of probation for not less than one year from and after the
date of his provisional appointment.
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
Section 5. Tenure of Office. Stability on employment and security of tenure shall be
assured the teachers as provided under existing laws.
https://www.lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
Subject to the provisions of Section three hereof, teachers appointed on a provisional
I. DECLARATION OF POLICY COVERAGE status for lack of necessary civil service eligibility shall be extended permanent
appointment for the position he is holding after having rendered at least ten years of
Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to continuous, efficient and faithful service in such position.
promote and improve the social and economic status of public school teachers, their
living and working conditions, their terms of employment and career prospects in order Section 6. Consent for Transfer Transportation Expenses. Except for cause and as
that they may compare favorably with existing opportunities in other walks of life, attract herein otherwise provided, no teacher shall be transferred without his consent from one
and retain in the teaching profession more people with the proper qualifications, it being station to another.
recognized that advance in education depends on the qualifications and ability of the
teaching staff and that education is an essential factor in the economic growth of the
nation as a productive investment of vital importance. Where the exigencies of the service require the transfer of a teacher from one station to
another, such transfer may be effected by the school superintendent who shall
previously notify the teacher concerned of the transfer and the reason or reasons
Section 2. Title Definition. This Act shall be known as the "Magna Carta for Public therefor. If the teacher believes there is no justification for the transfer, he may appeal
School Teachers" and shall apply to all public school teachers except those in the his case to the Director of Public Schools or the Director of Vocational Education, as the
professorial staff of state colleges and universities. case may be. Pending his appeal and the decision thereon, his transfer shall be held in
abeyance: Provided, however, That no transfers whatever shall be made three months
As used in this Act, the term "teacher" shall mean all persons engaged in classroom before any local or national election.
teaching, in any level of instruction, on full-time basis, including guidance counselors,
school librarians, industrial arts or vocational instructors, and all other persons Necessary transfer expenses of the teacher and his family shall be paid for by the
performing supervisory and/or administrative functions in all schools, colleges and Government if his transfer is finally approved.
universities operated by the Government or its political subdivisions; but shall not
include school nurses, school physicians, school dentists, and other school employees.
Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable
safeguards at each stage of any disciplinary procedure and shall have:
II. RECRUITMENT AND CAREER
a. the right to be informed, in writing, of the charges;
Section 4. Probationary Period. When recruitment takes place after adequate training
and professional preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if the teacher b. the right to full access to the evidence in the case;
possesses the appropriate civil service eligibility: Provided, however, That where, due
to the exigencies of the service, it is necessary to employ as teacher a person who c. the right to defend himself and to be defended by a representative of his choice and/or
possesses the minimum educational qualifications herein above set forth but lacks the by his organization, adequate time being given to the teacher for the preparation of his
appropriate civil service eligibility, such person shall be appointed on a provisional status defense; and
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d. the right to appeal to clearly designated authorities. what is defined as normal duties of any teacher shall be paid an additional compensation
of at least twenty-five per cent of his regular remuneration after the teacher has
No publicity shall be given to any disciplinary action being taken against a teacher during completed at least six hours of actual classroom teaching a day.
the pendency of his case.
In the case of other teachers or school officials not engaged in actual classroom
Section 9. Administrative Charges. Administrative charges against a teacher shall be instruction, any work performed in excess of eight hours a day shall be paid an additional
heard initially by a committee composed of the corresponding School Superintendent of compensation of at least twenty-five per cent of their regular remuneration.
the Division or a duly authorized representative who should at least have the rank of a
division supervisor, where the teacher belongs, as chairman, a representative of the The agencies utilizing the services of teachers shall pay the additional compensation
local or, in its absence, any existing provincial or national teacher's organization and a required under this section.1âшphi1 Education authorities shall refuse to allow the
supervisor of the Division, the last two to be designated by the Director of Public rendition of services of teachers for other government agencies without the assurance
Schools. The committee shall submit its findings and recommendations to the Director that the teachers shall be paid the remuneration provided for under this section.
of Public Schools within thirty days from the termination of the
hearings: Provided, however, That where the school superintendent is the complainant Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the following
or an interested party, all the members of the committee shall be appointed by the criteria:
Secretary of Education.
(a) they shall compare favorably with those paid in other occupations requiring
Section 10. No Discrimination. There shall be no discrimination whatsoever in entrance equivalent or similar qualifications, training and abilities;
to the teaching profession, or during its exercise, or in the termination of services, based
on other than professional consideration.
(b) they shall be such as to insure teachers a reasonable standard of life for themselves
and their families; and
Section 11. Married Teachers. Whenever possible, the proper authorities shall take all
steps to enable married couples, both of whom are public school teachers, to be
(c) they shall be properly graded so as to recognize the fact that certain positions require
employed in the same locality.
higher qualifications and greater responsibility than others: Provided, however, That the
general salary scale shall be such that the relation between the lowest and highest
III. HOURS OF WORK AND REMUNERATION salaries paid in the profession will be of reasonable order. Narrowing of the salary scale
shall be achieved by raising the lower end of the salary scales relative to the upper end.
Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall
not be required to render more than six hours of actual classroom teaching a day, which Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual
shall be so scheduled as to give him time for the preparation and correction of exercises progression from a minimum to a maximum salary by means of regular increments,
and other work incidental to his normal teaching duties: Provided, however, That where granted automatically after three years: Provided, That the efficiency rating of the
the exigencies of the service so require, any teacher may be required to render more teacher concerned is at least satisfactory. The progression from the minimum to the
than six hours but not exceeding eight hours of actual classroom teaching a day upon maximum of the salary scale shall not extend over a period of ten years.
payment of additional compensation at the same rate as his regular remuneration plus
at least twenty-five per cent of his basic pay.
Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government, shall not
Section 14. Additional Compensation. Notwithstanding any provision of existing law to be less than those provided for teachers of the National Government.
the contrary, co-curricula and out of school activities and any other activities outside of

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Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep In regions where there is scarcity of medical facilities, teachers may obtain elsewhere
pace with the rise in the cost of living by the payment of a cost-of-living allowance which the necessary medical care with the right to be reimbursed for their traveling expenses
shall automatically follow changes in a cost-of-living index. The Secretary of Education by the government entity concerned in the first paragraph of this Section.
shall, in consultation with the proper government entities, recommend to Congress, at
least annually, the appropriation of the necessary funds for the cost-of-living allowances Section 23. Compensation For Injuries. Teachers shall be protected against the
of teachers employed by the National Government. The determination of the cost-of- consequences of employment injuries in accordance with existing laws. The effects of
living allowances by the Secretary of Education shall, upon approval of the President of the physical and nervous strain on the teacher's health shall be recognized as a
the Philippines, be binding on the city, municipal or provincial government, for the compensable occupational disease in accordance with existing laws.
purposes of calculating the cost-of-living allowances of teachers under its employ.
V. LEAVE AND RETIREMENT BENEFITS
Section 19. Special Hardship Allowances. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards peculiar Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in
to the place of employment, as determined by the Secretary of Education, they shall be the public schools, they shall be entitled to study leave not exceeding one school year
compensated special hardship allowances equivalent to at least twenty-five per cent of
after seven years of service. Such leave shall be granted in accordance with a schedule
their monthly salary.
set by the Department of Education. During the period of such leave, the teachers shall
be entitled to at least sixty per cent of their monthly salary: Provided, however, That no
Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in teacher shall be allowed to accumulate more than one year study leave, unless he
legal tender of the Philippines or its equivalent in checks or treasury needs an additional semester to finish his thesis for a graduate study in education or
warrants. Provided, however, That such checks or treasury warrants shall be cashable allied courses: Provided, further, That no compensation shall be due the teacher after
in any national, provincial, city or municipal treasurer's office or any banking institutions the first year of such leave. In all cases, the study leave period shall be counted for
operating under the laws of the Republic of the Philippines. seniority and pension purposes.

Section 21. Deductions Prohibited. No person shall make any deduction whatsoever The compensation allowed for one year study leave as herein provided shall be subject
from the salaries of teachers except under specific authority of law authorizing such to the condition that the teacher takes the regular study load and passes at least
deductions: Provided, however, That upon written authority executed by the teacher seventy-five per cent of his courses. Study leave of more than one year may be
concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers permitted by the Secretary of Education but without compensation.
Association, and (2) premiums properly due on insurance policies, shall be considered
deductible. Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long treatment that will exceed one
IV. HEALTH MEASURES AND INJURY BENEFITS year at the least.

Section 22. Medical Examination and Treatment. Compulsory medical examination Section 26. Salary Increase upon Retirement. Public school teachers having fulfilled
shall be provided free of charge for all teachers before they take up teaching, and shall the age and service requirements of the applicable retirement laws shall be given one
be repeated not less than once a year during the teacher's professional life. Where range salary raise upon retirement, which shall be the basis of the computation of the
medical examination show that medical treatment and/or hospitalization is necessary, lump sum of the retirement pay and the monthly benefits thereafter.
same shall be provided free by the government entity paying the salary of the teachers.

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VI. TEACHER'S ORGANIZATION publication in a newspaper of general circulation and by such other means as the
Secretary of Education deems reasonably sufficient to give interested parties general
Section 27. Freedom to Organize. Public school teachers shall have the right to freely notice of such issuance.
and without previous authorization both to establish and to join organizations of their
choosing, whether local or national to further and defend their interests. Section 31. Budgetary Estimates. The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement the provisions of the Act
Section 28. Discrimination Against Teachers Prohibited. The rights established in the concerning the benefits herein granted to public school teachers under the employ of
immediately preceding Section shall be exercised without any interference or coercion. the National Government.
It shall be unlawful for any person to commit any acts of discrimination against teachers
which are calculated to (a) make the employment of a teacher subject to the condition Section 32. Penal Provision. A person who shall willfully interfere with, restrain or
that he shall not join an organization, or shall relinquish membership in an organization, coerce any teacher in the exercise of his rights guaranteed by this Act or who shall in
any other manner commit any act to defeat any of the provisions of this Act shall, upon
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his conviction, be punished by a fine of not less than one hundred pesos nor more than one
membership in an organization or because of participation in organization activities thousand pesos, or by imprisonment, in the discretion of the court.
outside school hours, or with the consent of the proper school authorities, within school
hours, and (c) to prevent him from carrying out the duties laid upon him by his position If the offender is a public official, the court shall order his dismissal from the Government
in the organization, or to penalize him for an action undertaken in that capacity. service.

Section 29. National Teacher's Organizations. National teachers' organizations shall be Approved: June 18, 1966
consulted in the formulation of national educational policies and professional standards,
and in the formulation of national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Section 30. Rules and Regulations. The Secretary of Education shall formulate and
prepare the necessary rules and regulations to implement the provisions of this Act.
Rules and regulations issued pursuant to this Section shall take effect thirty days after

OTHER RELEVANT LAWS:

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RA 7784 https://www.officialgazette.gov.ph/2013/09/12/republic-act-no-10627/
https://www.officialgazette.gov.ph/1994/08/04/republic-act-no-7784/
AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO ADOPT
POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING IN THEIR
AN ACT TO STRENGTHEN TEACHER EDUCATION IN THE PHILIPPINES BY
INSTITUTIONS
ESTABLISHING CENTERS OF EXCELLENCE, CREATING A TEACHER
EDUCATION COUNCIL FOR THE PURPOSE, APPROPRIATING FUNDS
SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any severe
THEREFOR, AND FOR OTHER PURPOSES or repeated use by one or more students of a written, verbal or electronic expression,
or a physical act or gesture, or any combination thereof, directed at another student that
SEC. 3. Teacher Education Centers of Excellence. – There shall be identified, has the effect of actually causing or placing the latter in reasonable fear of physical or
designated, established and developed in strategic places in each of the regions of the emotional harm or damage to his property; creating a hostile environment at school for
country, one or more centers of excellence for teacher education based on criteria listed the other student; infringing on the rights of the other student at school; or materially
hereunder, assessed and adjudged by the Council. These centers of excellence shall and substantially disrupting the education process or the orderly operation of a school;
be initially chosen from among existing public and private educational institutions by the such as, but not limited to, the following:
Teacher Education Council created under this Act.
a. Any unwanted physical contact between the bully and the victim like punching,
Should the need arise, certain centers of excellence for teacher education at the pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing,
provincial level may later be identified and developed. fighting and the use of available objects as weapons;

The criteria in identifying schools and colleges as centers of excellence shall include the b. Any act that causes damage to a victim’s psyche and/or emotional well-being;
following: (a) highly educated, professionally qualified and experienced faculty
dedicated to the philosophy, mission, vision and goals of the institution and education; c. Any slanderous statement or accusation that causes the victim undue emotional
(b) well-selected students; (c) adequate library, research and study facilities; (d) distress like directing foul language or profanity at the target, name-calling, tormenting
competent administrative and support staff; (e) well-planned and relevant instructional and commenting negatively on victim’s looks, clothes and body; and
programs; (f) adequate student development programs; (g) adequate student services;
(h) relevant extension service and outreach programs; (i) percentage of graduates who d. Cyber-bullying or any bullying done through the use of technology or any electronic
become teachers; and (j) such other criteria as may be established and operationalized means.
by the Teacher Education Council.
SEC. 3. Adoption of Anti-Bullying Policies. – All elementary and secondary schools are
The Teacher Education Center of Excellence shall form a national network which in turn hereby directed to adopt policies to address the existence of bullying in their respective
shall network with elementary schools, high schools and/or a part thereof for laboratory institutions. Such policies shall be regularly updated and, at a minimum, shall include
purposes. provisions which:

Any center of excellence that is established shall be maintained for at least five (5) years
before any proposal or review is made to transfer it elsewhere.

REPUBLIC ACT NO. 10627

(a) Prohibit the following acts:
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(1) Bullying on school grounds; property immediately adjacent to school grounds; at (5) Providing counseling or referral to appropriate services for perpetrators, victims and
school-sponsored or school-related activities, functions or programs whether on or off appropriate family members of said students;
school grounds; at school bus stops; on school buses or other vehicles owned, leased
or used by a school; or through the use of technology or an electronic device owned, (d) Enable students to anonymously report bullying or retaliation: Provided, however,
leased or used by a school; That no disciplinary administrative action shall be taken against a perpetrator solely on
the basis of an anonymous report;
(2) Bullying at a location, activity, function or program that is not school-related and
through the use of technology or an electronic device that is not owned, leased or used (e) Subject a student who knowingly makes a false accusation of bullying to disciplinary
by a school if the act or acts in question create a hostile environment at school for the administrative action;
victim, infringe on the rights of the victim at school, or materially and substantially disrupt
the education process or the orderly operation of a school; and
(f) Educate students on the dynamics of bullying, the anti-bullying policies of the school
as well as the mechanisms of such school for the anonymous reporting of acts of
(3) Retaliation against a person who reports bullying, who provides information during bullying or retaliation;
an investigation of bullying, or who is a witness to or has reliable information about
bullying;
(g) Educate parents and guardians about the dynamics of bullying, the anti-bullying
policies of the school and how parents and guardians can provide support and reinforce
(b) Identify the range of disciplinary administrative actions that may be taken against a such policies at home; and
perpetrator for bullying or retaliation which shall be commensurate with the nature and
gravity of the offense: Provided, That, in addition to the disciplinary sanctions imposed
(h) Maintain a public record of relevant information and statistics on acts of bullying or
upon a perpetrator of bullying or retaliation, he/she shall also be required to undergo a retaliation in school: Provided, That the names of students who committed acts of
rehabilitation program which shall be administered by the institution concerned. The
bullying or retaliation shall be strictly confidential and only made available to the school
parents of the said perpetrator shall be encouraged by the said institution to join the administration, teachers directly responsible for the said students and parents or
rehabilitation program; guardians of students who are or have been victims of acts of bullying or retaliation.

(c) Establish clear procedures and strategies for:

All elementary and secondary schools shall provide students and their parents or
guardians a copy of the anti-bullying policies being adopted by the school. Such policies
(1) Reporting acts of bullying or retaliation; shall likewise be included in the school’s student and/or employee handbook and shall
be conspicuously posted on the school walls and website, if there is any.
(2) Responding promptly to and investigating reports of bullying or retaliation;
The Department of Education (DepED) shall include in its training programs, courses or
(3) Restoring a sense of safety for a victim and assessing the student’s need for activities which shall provide opportunities for school administrators, teachers and other
protection; employees to develop their knowledge and skills in preventing or responding to any
bullying act.
(4) Protecting from bullying or retaliation of a person who reports acts of bullying,
provides information during an investigation of bullying, or is witness to or has reliable SEC. 4. Mechanisms to Address Bullying. – The school principal or any person who
information about an act of bullying; and holds a comparable role shall be responsible for the implementation and oversight of
policies intended to address bullying.

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Any member of the school administration, student, parent or volunteer shall immediately Beginning with the school year after the effectivity of this Act, and every first week of the
report any instance of bullying or act of retaliation witnessed, or that has come to one’s start of the school year thereafter, schools shall submit a report to their respective
attention, to the school principal or school officer or person so designated by the schools division superintendents all relevant information and statistics on acts of
principal to handle such issues, or both. Upon receipt of such a report, the school bullying or retaliation. The schools division superintendents shall compile these data
principal or the designated school officer or person shall promptly investigate. If it is and report the same to the Secretary of the DepED who shall likewise formally transmit
determined that bullying or retaliation has occurred, the school principal or the a comprehensive report to the Committee on Basic Education of both the House of
designated school officer or person shall: Representatives and the Senate.

(a) Notify the law enforcement agency if the school principal or designee believes that SEC. 6. Sanction for Noncompliance. – In the rules and regulations to be implemented
criminal charges under the Revised Penal Code may be pursued against the pursuant to this Act, the Secretary of the DepED shall prescribe the appropriate
perpetrator; administrative sanctions on school administrators who shall fail to comply with the
requirements under this Act. In addition thereto, erring private schools shall likewise
(b) Take appropriate disciplinary administrative action; suffer the penalty of suspension of their permits to operate.

(c) Notify the parents or guardians of the perpetrator; and SEC. 7. Implementing Rules and Regulations. – Within ninety (90) days from the
effectivity of this Act, the DepED shall promulgate the necessary rules and regulations
to implement the provisions of this Act.
(d) Notify the parents or guardians of the victim regarding the action taken to prevent
any further acts of bullying or retaliation.
SEC. 8. Separability Clause. – If, for any reason, any provision of this Act is declared to
be unconstitutional or invalid, the other sections or provisions hereof which are not
If an incident of bullying or retaliation involves students from more than one school, the
affected thereby shall continue to be in full force or effect.
school first informed of the bullying or retaliation shall promptly notify the appropriate
administrator of the other school so that both may take appropriate action.
SEC. 9. Repealing Clause. – All laws, decrees, orders, rules and regulations or parts
SEC. 5. Reporting Requirement. – All schools shall inform their respective schools thereof which are inconsistent with or contrary to the provisions of this Act are hereby
repealed, amended or modified accordingly.
division superintendents in writing about the anti-bullying policies formulated within six
(6) months from the effectivity of this Act. Such notification shall likewise be an
administrative requirement prior to the operation of new schools. SEC. 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication in
at least two (2) national newspapers of general circulation.

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REPUBLIC ACT NO. 10931 (d) Ensure the optimized utilization of government resources in education;

https://www.lawphil.net/statutes/repacts/ra2017/ra_10931_2017.html (e) Provide adequate guidance and incentives in channeling young Filipinos in their
career choices and towards the proper development and utilization of human resources;
AN ACT PROMOTING UNIVERSAL ACCESS TO QUALITY TERTIARY and
EDUCATION BY PROVIDING FOR FREE TUITION AND OTHER SCHOOL FEES IN
STATE UNIVERSITIES AND COLLEGES, LOCAL UNIVERSITIES AND COLLEGES (f) Recognize the complementary roles of public and private institutions in tertiary
AND STATE-RUN TECHNICAL-VOCATIONAL INSTITUTIONS, ESTABLISHING THE educational system.
TERTIARY EDUCATION SUBSIDY AND STUDENT LOAN PROGRAM,
STRENGTHENING THE UNIFIED STUDENT FINANCIAL ASSISTANCE SYSTEM Section 3. Definition of Terms. - As used in this Act:
FOR TERTIARY EDUCATION, AND APPROPRIATING FUNDS THEREFOR
(a) Cost of Tertiary Education refers to (1) tuition and other school fees, (2) educational
Be it enacted by the Senate House of Representatives of Philippines in Congress expenses and (3) the cost of living allowance;
assembled:
(b) Graduate courses refers to higher education programs leading to a certificate,
Section 1. Short Title. - This Act shall be known as the "Universal Access to Quality diploma, master's or doctorate degrees, as may be authorized and recognized by the
Tertiary Education Act". Commission on Higher Education (CHED);

Section 2. Declaration of Policy. - It is hereby declared that quality education is an (c) Higher education refers to the stage of formal education, or its equivalent, requiring
inalienable right of all Filipinos and it is the policy of the State to protect and promote completion of secondary education and covering programs of study leading to bachelor
the rights of all students to quality education at all levels. Therefore, the State shall take and advanced degrees, including associate degrees;
appropriate steps to make such education accessible to all.
(d) Higher Education Institution (HEI) refers to an education institution authorized and
Likewise, the State hereby recognizes the complementary roles of public and private recognized by the CHED to offer bachelor's degree or graduate courses;
higher education institutions and technical-vocational institutions in the educational
system and the invaluable contribution that the private tertiary schools have made and (e) Local universities and colleges (LUCs) refers to CHED-accredited public HEIs
will make to education. For these intents, the State shall: established by local government units (LGUs) through an enabling ordinance, financially
supported by the LGU concerned, and complaint with the policies, standards and
(a) Provide adequate funding and such other mechanisms to increase the participation guidelines of the CHED;
rate among all socioeconomic classes in tertiary education;
(f) National Household Targeting System for Poverty Reduction (NHTS-PR) or
(b) Provide all Filipinos with equal opportunity to quality tertiary education in both the Listahanan 2.0 refers to the information management of the Department of Social
private and public educational institutions; Welfare and Development (DSWD) that identifies who and where the poor are in the
country. The system makes available to national government agencies and other social
(c) Give priority to students who are academically able and who come from poor protection stakeholders a database of poor families as reference in identifying potential
families; beneficiaries of social protection programs;

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(g) Other education-related expenses refers to expenses related to the education of a (p) Technical-Vocational Institutions (TVIs) refers to learning institutions offering post-
student such as books, school supplies, uniforms, reproduction of materials, electronic secondary (TVET;
devices necessary for education and other fees such as for practical teaching devices
student publication, yearbook, insurance and student trust funds: (q) Tertiary education refers to the stage of education following the secondary cycle
which covers post-secondary nondegree diploma, TVET, and higher education
(h) Other school fees refers to fees charges by HEIs and technical-vocational institutions programs, including graduate education;
which cover other necessary costs supportive of instructions, specifically the following:
library fees, computer fees, laboratory fees, school ID fees , athletic fees, admission (r) Tertiary education subsidy (TES) refers to a subsidy established under Section 7 of
fees, development fees, guidance fees, handbook fees, entrance fees, registration fees, this Act;
medical and dental fees, cultural fees and other similar or related fees;
(s) Tuition fees refer to fees or school charges for subjects or course enrolled in by a
(i) Private higher education institution refers to HEI not not owned and controlled by the tertiary eduaction student;
government or its instrumentalities;
(t) Undergraduate courses refers to any program leading to a degree as may be
(j) Private technical-vocational institution refers to post-secondary technical-vocational authorized and recognized by the CHED; and
institution run by the private sector offering programs registered with the Technical
Education and Skills Development Authority (TESDA);
(u) Unified StudentFinancial Assistance System for Tertiary Education (UniFAST) refers
to the harmonized, state-run and administered system of higher education and
(k) Qualified student refers to any student who possesses all the qualifications under technical-vocational scholarships, grants-in-aid, student loans, and other modalities of
Section 4 and 5 and none of the disqualifications under Section 6 hereof; student financial assistance program under Republic Act No. 10687.

(l) State-run technical-vocational institutions refers to technical-vocational institutions Section 4. Free Higher Education in SUCs and LUCs. - All Filipino students who are
operated by the TESDA or LGUs: Provided, That in the latter case, the same should be either cirrently enrolled at the time of the effectivityof this Act, or shall enroll at any time
accredited by the TESDA; thereafter, in courses in pursuance of a bachelor's degree, certificate degree, o any
comparable undergraduate degree in other school fees for units enrolled
(m) State universities and colleges (SUCs) refers to public HEIs established by national in: Provided, That they pass the entrance examination and other admission and
government and are governed by their respective independent boards of trustees or rentention requirements of the SUCs and LUCs: Provided. Further, That all SUCs and
regents; LUCs shall create a mechanism to enable students with the financial capacity to pay for
their education in the SUC and LUC to voluntarily opt out of the tuition and other school
(n) Student loan program for tertiary education refers to a loan program established fees subsidy or make a contribution to the school. SUCs and LUCs must report the
under Section 8 of this Act; tuition payments and contributions collected from these students to the
CHED: Provided, finally, That the amount required to implement the free tuition and
other school fees in SUCs and LUCs shall be determined by the respective governing
(o) Technical-Vocational Education and Training (TVET) refers to the education process
boards of SUCs and LUCs based on the projected number of enrollees for each
designed a post-secondary and lower tertiary levels, officially recognized as nondegree
academic years, which shall be the primary factor in computing the annual proposed
programs aimed at preparing technicians, paraprofessionals and other categories of
middle-level workers by providing them with a board range of general education, budget of SUCs and, in the case of LUCs, the CHED for such purpose. This shall in turn
theoretical, scientific and technological studies, and related job skills training; serve as the baseline during the preparation of the annual National Expenditure
Program (NEP) by the Department of Budget and Management (DBM).

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Section 5. Free TVET in Post-Secondary TVIs. - All Filipino students who are currently Students ineligible to avail of the free tertiary education shall be charged the tuition and
enrolled at the time of the effectivity of this Act, or shall enroll at any time thereafter in other school fees, as determined by the respective boards of the SUCs and LUCs, and
any post-secondary TVET leading to nondegree certificate or diploma programs offered in the case of the state-run TVIs, to be determined by the TESDA.
by any state-run TVI under the TESDA shall be exempt from paying tuition and other
school fees: Provided, That all state-run TVIs shall create a mechanismto enable Section 7. TES for Filipino Students. - To support the cost of tertiary education or any
students with the financial capacity to pay for their education in the TVI to voluntarily opt part or portion thereof, a TES is hereby established for all Filipino students who shall
out of the tuition and other school fees subsidy or make a contribution to the TVI. TVIs enroll in undergraduate-post-secondary programs of SUCs, LUCs private HEIs and all
must report the tuition payments and contributions collected from these students. TVIs. The TES shall be administered by the UniFAST Board and the amount necessary
to fund the TES shall be included in the budgets of the CHED and the
The amount required to implement the free tuition and other school fees in state-run TESDA: Provided, That prioritization shall be given to students in the following order:
TVIs shall be determined by the governing board of the TESDA based on the projected (a) students who are part of households included in the Listahanan 2.0, ranked
number of enrollees for each course, which shall be primary factor in computing for the according to the estimated per capita household income; and (b) students not part of
annual proposed budget of the TESDA for such purpose. This shall in turn serve as the the Listahanan 2.0, ranked according to estimated per capita household income based
baseline during the preparation of the annual NEP by the DBM. on submitted documentation of proof of income to be determined by the UniFAST
Board: Provided, further, That such prioritization shall not apply to Filipino students in
Section 6. Exceptions to Free Tertiary Education. - The following students are ineligible cities and municipalities with no existing SUC or LUC campus.
to avail of the free tertiary education:
The TES may, among others, and to support the cost of tertiary education or any part
(a) In SUCs and LUCs: or portion thereof, cover the following:

(1) Students who have already attained a bachelor's degree or comparable (a) Tuition and other school fees in private HEIs, and private or LGU-operated TVIs,
undergraduate degree from any HEI, whether public or private: which shall be equivalent to the tuition and other school fees of the nearest SUC or
state-run TVI in their respective areas;
(2) Students who fail to comply with the admission and retention policies of the SUC or
LUC; (b) All allowance for books, supplies transportation and miscellaneous personal
expenses including a reasonable allowance for the documented rental or purchase of a
personal computer or laptop and other education-related expenses:
(3) Students who fail to complete their bachelor's degree or comparable undergraduate
degree within a year after the period prescribed in their program; and
(c) An allowance for room and board costs incurred by the student;
(b) In State-Run TVIs:
(d) For a student with a disability, an allowance for expenses related to the student's
disability, an allowance for expenses related to the student's disability including special
(1) Students who have obtained a bachelor's degree, as well as those who have
services, personal assistance, transportation, equipment, and supplies that are
received a certificate or diploma for a technical-vocational course equivalent to at least
reasonably incurred: and
National Certificate III and above:

(2) Students who fail in any course enrolled in during the course of the program. (e) For a student in a program requiring professional license or certification, the one (1)-
time cost of obtaining the first professional credentials or qualifications, which may
include the following: application fees, notarial fees, review classes fees, insurance

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premium fees and documentation fees: Provided, That the amount of subsidy shall be Section 9. Requirements for SUCs and LUCs. - SUCs and LUCs are hereby mandated
based on the guidelines set forth by the UniFAST Board and on the annual budgetary to:
appropriation for this purpose.
(a) Establish a learner information system in accordance with the guidelines to be
Section 8. Student Loan Program for Tertiary Education. - To support further the cost developed by the CHED in order to facilitate the tracking of students and their
of tertiary education or any part or portion thereof, a student loan program for tertiary performance;
education is hereby likewise established for all Filipino students who shall enroll in SUC,
LUC, private HEI and TVET program in all TVIs registered under the TESDA. The Loan (b) Submit relevant information as determined by the CHED on school quality and
program shall be administered by the UniFAST Board and the amount necessary to performance; and
fund the program shall be included in the budgets of the CHED and the
TESDA: Provided, That the UniFAST may offer short-term or long-term loans: Provided,
(c) Formulate and submit to the CHED and to the Joint Congressional Oversight
further, That those who availed of the loan during their undergraduate degree may still
Committee on Universal Access to Tertiary Education created under Section 17 of this
avail of another cycle of student loan for their pursuit of graduate studies, including Act, a detailed SUC development plan updated every ten (10) years which shall included
medicine and law after they have fully paid the previously availed loan: Provided,
plans for facilities and infrastructure development and expansion.
furthermore, That those who did not avail of the loan program during their
undergraduate studies may avail of it to pursue graduate studies including medicine and
law: Provided, finally, That those who did not avail of the loan program during their Section 10. Quality Standard for SUC and LUC Budgets, TES and Student Loan
undergraduate studies may avail of the loan program for their review expenses for Programs. - The CHED and the TESDA shall ensure quality standards in the review and
licensure examinations administered by the Professional Regulation Commission consequent endorsement of the budget of the SUCs, LUCs abd state-run TVIs,
(PRC). respectively. The detailed design of the TES and student loan programs shall also be
subject to similar quality indicators defined by the UniFAST Board.
Repayment shall be effected by the incorporating a portion of the loan amount or a
percentage thereof in the employee's monthly Social Security System (SSS) or Section 11. Prohibited Act. - Upon effectivity of this Act, it shall be unlawful for any
Government Service Insurance System (GSIS) contribution, as the case may be based person, SUC and state-run TVI to collect tuition and other school fees from qualified
on a reasonable schedule of repayment and interest rates. As may be formulated by the students who voluntarily opt out of the tuition and other school fees subsidy or make a
UniFAST Board. contribution to the school.

Payment of the loan amount will commence once the beneficiary secures any gainful Section 12. Penalties. - A violation of the prohibited act under Section 11 of this Act
employment with compensation, remuneration or earnings that reaches the Compulsory shall be meted a penalty of imprisonment of not less than six (6) months but not more
Repayment Threshold (CRT). For purposes of this Act, the CRT shall be set and than one (1) year or a fine of not less than Twenty thousand pesos (?20,000.00) but not
reviewed by the UniFAST Board, and adjusted when necessary. more than One hundred thousand pesos (?100,000.00), or both, at the discretion of the
court. In case of a university, college or any other judicial entity, the penalty shall be
imposed on the president, treasurer or the officer or person responsible for the violation.
The UniFAST Board, in consultation with relevant agencies, shall formulate loan
payment guidelines for loan beneficiaries whose earnings are not covered by the GSIS
or the SSS programs, including those of overseas Filipino workers (OFWs), emigrants,
and self-employed persons and professionals (SEPs).

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Key Points to Remember:

 Teachers are deemed professionals who play a crucial role in nation-building.
 Teachers are important authority figures that safeguards the youth, inspires the community members and maintains a dignified stature
as a professional.

Learning Task: Answer the following guide questions:

1. What are the different problems, issues or challenges teachers face which relate to the various laws and statutes pertaining to teachers
that we discussed? Among the identified problems, issues or challenges, select one that is relevant especially this time of pandemic.
Experiential
2. How did they solve the problem, issue or challenge?
Episodes
3. If you were on their shoes, what will you do to solve the problem, issue or challenge?
4. What advice will you give them based on the related law and statutes for professional teachers?

Learning Task: Case Analysis

Read the following cases and identify the law/s that might help you in solving the identified problem, then write your reflection on each of the
Authentic cases presented below.
Assessment

1. Mr. Reyes feels disappointed that after getting an education degree from a reputable university, he cannot apply yet to a public school
because of issue on eligibility. Which law may explain the situation he is in? What is your stand in ensuring teachers to be eligible?

2. A teacher was accused of an administrative wrongdoing and may face an administrative case, as a result. The school official, being new in
the job does not know the entire procedure. What should the teacher and/or the school official do in this situation?

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3. One of the teachers in your school has accumulated outstanding loans to a certain lending institution. S/He was sent several demand
letters bud did not act on them. Due to this the lending institution threatened him/her that they will file a revocation of license case against
him/her. Is filing a case due to huge amount of debt incurred, a ground for revocation of license?

4. My child was rushed to the hospital because some acid had spilled on her arms during a laboratory experiment in school. According to her
classmates, their teacher-in-charge went outside when the accident happened. Can we hold the school or the teacher liable for the expenses
incurred in the medication of my child? (Retrieved: March 17, 2020. https://www.manilatimes.net/2017/04/02/legal-advice/dearpao/special-parental-authority-
school-administrators-teachers-students/320569/ )

The rubric for this activity is adopted from http://www.vsm.sk/Curriculum/evaluating/examplerubriccasestudy.doc which is also attached in this
document.

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