Module Overview:

Asi de
from
the

Philippine Teachers Professionalization Act of 1994, the Code of Ethics for Professional Teachers,
and the Magna Carta for Public School Teachers, there are other laws promulgated to help teachers
become true professionals. Studying the laws relevant to the teaching profession is a prerequisite for
future teachers like you. Your knowledge and understanding of these laws will enable you to
exercise your duties and responsibilities following the teaching profession's ethical and moral
standards.

In this module, you will explore the laws relevant to the teaching profession in the
Philippines. Specifically, you will study Republic Act No. 6728, Republic Act No. 8545, Republic
Act No. 7877, Republic Act No. 8190, Republic Act No. 9262, Republic Act No. 9710, Republic Act
No. 8491, Republic Act 10157, Republic Act No. 10533, and Republic Act No. 10931. This module
is divided into six (6) lessons intended for two (2) weeks.

Module Outcomes:

At the end of the module the pre-service teacher (PST) can:

 Develop understanding of the details and provisions of laws significant to the teaching
profession and how they apply to the teaching profession.
Learning Outcomes

At the end of the lesson, the pre – service teachers (PST) can:

 determine the different programs of assistance provided by the government; and

 explain how and why the government provides support to students and teachers in private
education through Republic Act No. 6728 and Republic Act No. 8545.

Introduction

Private educational institutions play an essential role in providing quality education. In school year
2019 – 2020, more than 4 million or approximately 15% of Filipino children from kindergarten to senior high
school are enrolled in private institutions. Likewise, data shows that 1.6 million or approximately 52% of
college students are enrolled in private HEIs. Indeed, private educational institutions provide invaluable
contributions to the government in making education accessible. In this regard, the government expresses
support to private educational institutions by assisting with scholarship grants, textbook allowance,
educational loans, etc.

In this lesson, you will explore the laws that provide support to students and teachers in private
institutions in the Philippines. Specifically, you are going to study Republic Act No. 6728 (Government
Assistance to Students and Teachers in Private Education Act) and Republic Act No. 6728 (Expanded
Government Assistance to Students and Teachers in Private Education Act). You are asked to read these
laws and complete the provided activities.

Activity (Let’s Get Started)

A. What scholarship grants, educational loans, or any form of educational assistance are available in
your school or locality? Who provides the programs of assistance? Who are qualified to avail?

Provider
List of scholarship grants,
(Example: LGU, NGO,
educational loans, or any form of Qualifications
CHED, DEpEd, TESDA,
educational assistance
etc.)
CHED Scholarship CHED Grades
4Ps Scholarship DSWD Grades, 4Ps beneficiaries
EAP Scholarship NCIP Grades, Indigenous
people
CHED Scholarship CHED Grades
CHED Scholarship CHED Grades

B. Read Republic Act No. 6728 and Republic Act No. 8545
Analysis (Let’s Think About It)

1. How does the government provide assistance to private schools based on Republic Act No. 6728 and
Republic Act No. 8545?
Private educational assistance, as established by Republic Act No. 6728, consists of tuition fee
supplements for students in private high schools, including students enrolled in vocational and
technical courses, as well as High School Fund Assistance Schools. Assumed that, under the
Secondary Education Development Initiative, students in public schools would be supported with a
standardized textbook program. According to Republic Act No. 8545, it is the state's stated policy to
encourage and make quality education available to all Filipino people, in compliance with the
Constitution's mandate. The state also acknowledges the complementary positions of public and
private educational institutions in the educational system, as well as the significant contributions that
private schools have made and will continue to make to education.
2. What qualifications are required for the applicants of the government’s programs of assistance as
stipulated in Republic Act No. 6728 and Republic Act No. 8545?
In Republic Act No. 6728 Financial assistance will be given to qualifying disadvantaged students
who will be chosen based on family income, regional distribution, and academic competition
outcomes, and will be provided to students in all high schools by the Department of Education,
Culture, and Sports. In Republic Act No. 8545 Both private high schools that participate in the
program are guaranteed financial assistance to cover a variety of holes in the Act's effectiveness,
such as the total number of students receiving tuition fee supplements.
3. What amendments to RA 6728 are made by Republic Act No. 8545?
An act providing government assistance to students and teachers in private education, and
appropriating funds therefor.
4. Considering that some private education institutions are profit – oriented educational institutions, is it
necessary for the government to provide assistance to these institutions?
If private schools are required to offer funding support, school districts should consider requiring all
public funders to follow the same rules.

Abstraction (Let’s Explore)

Article XIV, Section 2 (3) of the Philippine Constitution provides: “The State shall establish and
maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall
be available to deserving students in both public and private schools, especially to the underprivileged”. More
so, Republic Act No. 6728, Section 2 states that: “The state recognizes the complementary roles of public and
private educational institutions in educational system and the invaluable contribution that the private schools
have made and will make to education”. These provisions provide the backbone of the different assistance
programs provided by the government to students and teachers in public and private sectors.

Republic Act No. 6728 also known as “Government Assistance to Students and Teachers in private
Education Act” is an act providing government assistance to students and teachers in private education, and
appropriating funds therefor. This was enacted during the administration of President Corazon P. Aquino. In
this law, the government provides assistance to private schools such as: (1) tuition fee supplements in private
secondary schools; (2) high school textbook assistance fund; (3) educational service contracting scheme
(ESC); (4) private education student financial assistance (PESFA); (5) scholarships grants to class
valedictorians and salutatorians in secondary schools; (6) Tuition fee supplements to students in private
colleges and universities; (7) educational loan fund; and (8) college faculty development plan.

Republic Act No. 8545 also known as “Expanded Government Assistance to Students and Teachers
in Private Education Act” is an act amending Republic Act No. 6724 otherwise known as “An Act Providing
Government Assistance to Students and Teachers in Private Education and Appropriating Funds Therefore,”
establishing a fund for the purpose of subsidizing salaries of private school teachers, and appropriating funds
therefor. This was enacted at the time of President Fidel V. Ramos. It improves the criteria for assistance,
increases the tuition fee supplements, expands scholarship grants, and extends assistance provided to
private school teachers through in – service training and teacher subsidy funds.
Application (Let’s Do It)

A. Answer with a check or an .

Does RA 6728 or RA 8545 provide:

✓ 1. assistance to students and teachers in private schools regardless of

citizenship?
✓ 2. programs assistance such as tuition fee supplements, textbook
assistance, voucher system, scholarship grants, educational loan, in –
service training funds, and college development funds?
x 3. subsidy to teachers in private high schools participating in the programs
of assistance whose total monthly salary does not exceed eighty – five
percent (85%) of the salary of DepEd teachers?
✓ 4. textbook assistance per students in private high schools not exceeding
what students in public high schools are provided on a per student
basis?
✓ 5. contracts with private schools whereby the government shall shoulder
the tuition fees of high school students who shall enroll in private high
schools under Educational Service Contracting Scheme (ESC)?
x 6. programs of assistance to all sixteen (16) regions in the country?
✓ 7. financial assistance to deserving underprivileged college freshmen who
are selected on the basis of political kinship, family income, geographic
spread, and results of competitive examinations to be given by CHED or
TESDA in coordination with DepEd?
x 8. “Study Now, Pay Later Plan” known as the Students’ Loan Fund
administered by CHED and TESDA?
✓ 9. “Inset Fund” to private school teachers that may exceed the available
fund in public education on a per capita basis?
x 10. allowance to class valedictorians, salutatorians and other qualified honor
students?

B. Interview a government scholar and answer the following:

1. Scholar’s Profile:
Name Marah Bustamante
Program Enrolled Bachelor of Technology and Livelihood Education
Year 2nd year
Name of School Davao Oriental State College of Science and Technology

2. What programs of assistance from the government he/she availed?

Financial Assistance or Allowance for educational purposes.

3. What qualifications are required to avail the government assistance program?

The qualifications are pass grades, you're a student at DOSCST

4. How the program of assistance helped him/her as a student?

The government assistant is absolutely beneficial because it helps to have enough budget in buying school
needs like laptop, and allows to help the student parents.

5. What piece of advice he/she can give to students who struggles financially in supporting their studies?

My advice to my co-student who's don't qualified in the scholarship is to continue to apply

other scholarship and seek other information on how to apply it because for me it's such helpful

to educational purposes and can help parents too.

Closure

Congratulations for accomplishing the tasks! You may now proceed to the next lesson. Lesson 2 is
about the The Magna Carta of Women, Anti Violence Against Women and their Children Act of 2004, and Anti
Sexual Harassment Act of 1995.

Learning Outcomes

At the end of the lesson, the pre – service teachers (PST) can:

 determine what rights and protections are granted for women and children under Philippine laws; and
 discuss the significant roles of schools in upholding the rights of women and children.

Introduction
 Women and children play a vital role in nation building. Their rights must be protected all
times in any setting. As teachers, it is one of our obligations to ensure that we develop learners who
will Sexual
acknowledge and value women and children's inalienable rights and who will show intolerance
to any form of violence (such as discrimination, abuse, sexual harassment) incurred by women and
Harassment
children.
s
In this lesson, you will explore the laws that provide protection for women and children
against violence and discuss the significant roles played by schools in upholding these rights. You
are asked to study these laws and complete the provided activities within sixty (60) minutes.

Activity (Let’s Get Started)

A. What common forms of violence are experienced by women and children in the Philippines? Use
the organizer below for your answer.

Human
Trafficking

Emotional
Rape
Violence

Child Abuse

B. Read Republic Act No. 9262, Republic Act No. 9710 and Republic Act 7877.

Analysis (Let’s Think About It)

1. Should women and children be given equal rights and protection by Philippine laws? Why?
Because we are a human being women and children deserve equal rights and treatment and it's our
responsibility knowing that this two are fundamental member's in our society and does not depends
on situation.
2. Women and children are considered vulnerable sectors of the society and are prone to violence. What
acts and conditions under Philippine laws constitute violence against women and children??
 According to Republic Act No. 9262 states that “Violence against women and their children” refers to
any act or series of acts committed by any person against a woman who is his or her husband, ex
-wife, or against a woman who is with person or had sexual intercourse or dating, or with whom he or
she had a common child, or against his or her child to be legitimate or illegal, within or without the
family residence, resulting in or likely to result in physical, sexual , psychological harm or suffering, or
economic abuse including threats of such acts, battery, injury, coercion, harassment or arbitrary
deprivation of liberty.
3. What safeguards are instituted by Philippine laws to protect women and children against violence?
It stated that a woman who has been the victim of domestic violence has the right to custody and
support of her child or children. Unless the court sees valid reasons to order otherwise, children under
the age of seven (7) years who are older but have mental or physical disabilities are immediately
granted to the mother, with the right to help.

4. What functions can schools play in promoting the rights of women and children?
It's gender equality that provide safety and inclusive learning environment to free from violence and
discrimination and provide a gender-sensitive to individuals. While, schools are responsible for
addressing school-related violence.

Abstraction (Let’s Explore)

Ensuring that women and children are well protected from any form of violence is an obligation of the
State. In this regard, the Philippine government had enacted several laws and policies granting equal rights to
women and protecting their rights including their children all forms of violence. Among these laws are as
follows:

 Republic Act No. 9710, otherwise known as The Magna Carta of Women is an act which is a
consolidation of Senate Bill No. 2396 and House Bill No. 4273. It was passed by the Senate and the
House of Representatives on May 19, 2009 and May 20, 2009, respectively. It was signed into law by
President Gloria Macapagal-Arroyo on August 14, 2009. This law strengthens further the various
existing laws and policies that empower and protect women and ensure equal rights and opportunities
for men and women.

 The Republic Act No. 9262 or the “Anti – Violence Against Women and Their Children Act of 2004” is
one of the Philippine government’s initiatives in addressing the issue on violence against women and
their children. Under this act, violence against women and children is classified as a public crime. It
penalizes all forms of abuse and violence within the family and in intimate relationships.

 Republic Act No. 7877, or the Anti-Sexual Harassment Act of 1995 (RA 7877), is the governing law for
work, education or training-related sexual harassment. RA 7877 states that “work, education or
training-related sexual harassment is committed by an employer, employee, manager, supervisor,
agent of the employer, teacher, instructor, professor, coach, trainer, or any other person who, having
authority, influence or moral ascendancy over another in a work or training or education environment,
demands, requests or otherwise requires any sexual favor from the other, regardless of whether the
demand, request or requirement for submission is accepted by the object of said act.” It also contains
the obligations of employers, office heads, and other training institutions in upholding this laws.
Penalties and sanctions to people who have violated the law are also specified.

Application (Let’s Do It)

Read and answer the following.

 Ms. Castro, a Grade 7 teacher in your school, has a reputation of being absent most of the time.
When she reports to school, she often gets late in her first period class. One of your colleagues
noticed that Ms. Castro has bruises on her arms and legs which she hides by wearing a jacket.
Later you learned that she was abused by her husband.
As her colleague, what will you do?
In order to settle this issue I will try to persuade the victim like convincing to report what
happens to her between her husband to assure to show up and express her feeling in the court
offcourse, to address everyone that women is literally don't deserve to be abuse by anybody.

You have heard that Anna, one of your students, will stop schooling because she was forced by her
father to work in order to help support the family needs including his vices. As an obedient and
hardworking child, Anna does all the chores at home from cooking, washing dishes, attending to
her younger siblings, and even earning extra income by working part time in small club house
where her father works as a security guard. At a very young age she takes the full responsibility of
providing and supporting her family.
Do you consider Anna as an abused child? Why? As Anna’ teacher, what will you do to help her?
Yes, because she is a minor age and according to Republic Act No. 7610 the law stated that it
provides special protection to children from all corporate abuse, neglect, cruelty and discrimination.
Children’s rights are economic, social and cultural rights, such as the right to education, the right to
a decent standard of living, the right to health, etc

A. As future teacher, what classroom/school programs will you make in order to help promote the
protection of the rights of women and children against different forms of violence?

As a future educator the thing that I assure is to be a catalyst in education aspect teach my
learner's with good manners and enlighten them to the policy that are implemented on what are the
purpose of policies even in the classroom in order to prevent any violence action. And it's such a
responsibility to be a disciplinarian and be a model behind of challenges.

Closure

Congratulations for completing this lesson! You may now proceed to the next lesson. Lesson 3
presents the laws on protecting women and children from violence and abuse, providing the rights of women,
and anti - sexual harassment and their application the context of teaching and learning.

Learning Outcomes
 At the end of the lesson, the pre – service teachers (PST) can:

 explain how a teacher becomes a qualified applicant under the Localization Law; and
 discuss the sanctions for violating the provisions of the Localization Law.

Introduction

In recent practice, local residents are prioritized in the appointment to any vacant teaching
positions in the Philippines. This gives opportunity for teacher applicants to work close to their
residences and assures that teachers possess better understanding of the context of the school
community where they are working.

In this lesson, you will explore the provisions on Republic Act No. 8190 also known as “An Act
Granting Priority to Residents of the Barangay, Municipality or City where the School is Located, in the
Appointment or Assignment of Classroom Public School Teachers”. You are required to complete the given
activities for sixty (60) minutes.

Activity (Let’s Get Started)

A. Read the given situations.

B. Read Republic Act No. 8190 and DepEd Order No. 3, s. 2013 (Amended Implementing Rules and
Regulations of RA 8190)

Analysis (Let’s Think About It)

1. Based on RA 8190, is Maria’s action correct? Why?

I agree that he complained because aside from she is a resident she has a right. A ccording to
Republic Act No. 8190 It states that a law giving priority to the residents of the barangay, municipality
or city where the school is located. But Mary also made a mistake because it was too late for her to
submit documents for him to be accepted.
2. What does Maria need to possess to become a qualified applicant of DepEd?
She must practice self-discipline in order to avoid being caught passing documents.
3. Is Mr. Castro’s action justified by the provisions in RA 8190? Why?
No, because his actions are inappropriate because he needs to be fair to others and he
must also be careful because the applicant has issues with their residence.
 4. Will Mr. Castro be sanctioned if he is found to have violated the provisions of RA 8190? What are the
sanctions?
One month he will be suspended without pay because his not doing his job honestly.

Abstraction (Let’s Explore)

Republic Act No. 8190 or Localization Law was passed into law during the term of President Fidel V.
Ramos and Br. Armin A. Luistro as Secretary of the Department of Education. This law provides that in the
appointment or assignment of teachers to public schools and other learning centers with vacant teaching
positions, priority shall be given to bona fide residents of the barangay, municipality, city or province where the
school is located, in no particular order provided that the teachers possess all the qualifications for the
position as required by law and DepEd Orders. Interested applicants in DepEd teaching positions must submit
their application letter and essential documents including the proof of residence. The school head will verify
the authenticity of the documents submitted and will forward such documents to the Office of the Schools
Division Superintendent.

In case of protest, the applicant filing for protest must have subscribed and sworn to in a form of letter
– complaint to proper authorities. Government agencies assigned to address the protest shall act upon it
accordingly. Any person found guilty of the provisions of RA 8190 shall be charged administratively pursuant
to RA 713 and other relevant laws. Administrative sanction will be one (1) to six (6) months suspension
without pay.

For further readings, refer to:

 Localization Law for Public School Teachers Explained. Retrieved from

https://www.teacherph.com/localization-law/
 Revised Guidelines on the Transfer of Teachers from One Station to Another. Retrieved from
https://www.deped.gov.ph/2013/04/17/do-22-s-2013-revised-guidelines-on-the-transfer-of-teachers-from-one-station-to-
another/

Application (Let’s Do It)

A. Answer the following questions. Encircle the letter of your answer.

1. You are not a bona fide resident of the barangay, municipality, city or province where you wish to
apply for a teaching position. What will you do to qualify for the position?
There are some instances that actually it's possible but as a teacher must possess certain
characteristics and qualifications for the position required by DepEd law and it is flexible.
2. What will you do if you found out that a non – resident of your locality was hired for a teaching
position?
Precisely, there is no reason to complain as a resident because a professional just wants to share
his/her experiences in the community. In fact if they meet the qualifications for the job of teaching
profession we will let them in.
B. Interview an official of DepEd who is part of the screening committee for new applicants and answer the
following:
1. Resource Person’s Profile
Name Naneth Ligad
Position or Appointment Teacher 1
Bachelor’s Degree Bachelor of Education Major in English
Highest Educational Attainment College Graduated
Length of Service (in DepEd) 7 years

2. What are the qualifications required for Teacher 1 applicants?

Applicants who received an average score of 70 points or higher as a result of the assessment and
selection processes, based on the set criteria.
3. Are there instances in which a non – resident of barangay, municipality or city where the school is
located was appointed? If yes, what are the conditions of the appointment?
 Applicants that have been screened, as a result, meet the school division's assessment and selection
requirements as outlined in the guidelines.

Closure

Congratulations! You have just completed the activities in this lesson! You may now proceed to the
next lesson. Lesson 4 is about Republic Act No. 8491 or the Flag and Heraldic Code of the Philippines.

Learning Outcomes:

At the end of the lesson, the pre – service teachers (PST) can:

 explore the provisions of Republic Act No. 8491 or the Flag and Heraldic Code of the Philippines; and
 discuss how one can contribute in the enforcement of the law.
Introduction

Article V, Section 1 of the Philippine Constitution states that: “It shall be the duty of the citizen to be
loyal to the Republic and to honor the Philippine flag, to defend the State and contribute to its development
and welfare, to uphold the Constitution and obey the laws, and to cooperate with the duly constituted
authorities in the attainment and preservation of a just and orderly society.” It is therefore our obligation as
Filipinos to treat with utmost reverence and affection everything that defines our national identity and act in
accordance to what is mandated by the laws.

In this lesson, you will explore the provisions of Republic Act No. 8491, the act prescribing the code of
the national flag, anthem, motto, coat – of – arms and other heraldic items and devices of the Philippines and
discuss how you can contribute as teachers in the implementation of this law.

Activity (Let’s Get Started!)

A. Say something about the pictures.

The picture shows the disrespect for the Philippine flag.

B. Read Republic Act No. 8491 – Flag and Heraldic Code of the Philippines

Analysis (Let’s Think About it!)

1. Which of the pictures above shows respect to our national symbol? Which one shows disrespect?
Why?
Literally, there's no image that symbolizes about respect because it was seen that burning flag is
disrespectful and insults.
2. Why should every Filipino treat with reverence and respect our national symbols?
Because the Philippine national flag is a symbol of the country it represents patriotic love for the
country and a sense of nationality, as well as the Filipino people's hopes and sentiments.
3. How can we help develop among our students their love and respect for our national symbols?
In order to develop we should start to desciplined ourselves, show respect like participate in the
national ceremony when it played in the public or private place.
Abstraction (Let’s Explore!)

Every Filipino is duty bound to respect every object that exemplifies our national identity. Republic Act
No. 8491 also known as the “Flag and Heraldic Code of the Philippines”, mandates that the national flag and
anthem, national motto, and other heraldic items and devices shall at all times be accorded with reverence
and respect. This law also contains the proper ways of handling and using of the different national symbols
which represent our ideals and traditions and express our principle of sovereignty and national identity. Any
act of disrespect to these national symbols shall be dealt according based on the provisions of this law.

As Filipino teachers, it is part of our duty to help instil in the minds and hearts of our learners the value
of nationalism and patriotism. As stated in Article II, Section 1 of the Code of Ethics for Professional Teachers:
“The schools are nurseries of the of the citizens of the state. Each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to
elevate national morality, promote national pride, cultivate love of country, instil allegiance to the Constitution
and respect for all duly constituted authorities, and promote obedience to the laws of the state.” Indeed,
teaching our students to respect our national symbols and love our country is our responsibility.

Application (Let’s Do It!)

A. Read the following news excerpts and answer the given questions.

Christian Bautista missed a few lines while singing the Philippine National Anthem (Lupang
Hinirang) at an exhibition match between reigning world bantamweight champion Gerry Peñalosa
and NABF bantamweight champion Bernabe Concepcion at Metropolis Mall in Alabang last
September 16, 2007. Later, he apologized for what he considered as an unforgivable lapse of
memory when he forgot the lyrics “Buhay ay langit sa piling mo / Aming ligaya na ‘pag may mang-
aapi” making the song appeared short cut. (Source: Christian Baustista sorry for RP anthem memory lapse,
https://www.gmanetwork.com/news/showbiz/content/60952/christian-bautista-sorry-for-rp-anthem-memory-lapse/story/)

Do you consider the above incident acceptable? Why?

For me yes, because that was an incident at a time we're not born to be perfect but we have a second
chance to be responsible enough to our lapses.

Around 34 movie-goers learned this lesson in Lemery town in Batangas after cops arrested them for not
standing up when "Lupang Hinirang" was played before the 2:00PM movie screening at Cinema 2 in Xentro
Mall on September 5, 2018. (Source: Inquirer.Net - https://newsinfo.inquirer.net/1028995/34-arrested-for-not-standing-up-for-
lupang-hinirang-in-batangas-cinema)

Do you agree with the arrest? Why?

Yes, because based on the Republic Act No. 8491 it was violation stating here that the Flag and
Heraldic Code of the Philippines stipulates that respect and respect be bestowed on the flag, anthem,
and other national symbols

B. State Five (5) DOs and DON’Ts that you will implement in your classroom regarding the observance
of the provisions of Republic Act No. 8491.

DOs DON’Ts
Respect You are not allowed to move while the
 national anthem is being played.
Paying attention Don’t laugh
Honor Don’t leave without finishing the
national anthem.
Sing the national anthem Don't make jokes about the national
anthem
Stand straight Don’t sit if the national is not done.

Closure

Mabuhay! You have successfully accomplished the activities in this lesson. You may now to proceed
to the next lesson. Lesson 5 is about Republic Act No. 10157 also known as the “Kindergarten Education Act”.

Learning Outcomes

At the end of the lesson, the PSTs can:

 explore the important provisions of the Kindergarten Education Act and salient features of the
Philippine K to 12 program;
  solicit opinions from different stakeholders regarding the implementation of the Kindergarten
Education Act and the Enhanced Basic Education Act of 2013; and
 compare the Philippine K to 12 program with other countries around the world.

Introduction:

One of the most debated reforms in Philippine education is the enactment of Republic Act No. 10533
also known as the “Enhanced Basic Education Act of 2013”. Prior to its implementation, the Philippines is
among the three remaining countries in the world and the only in Southeast Asian region with a ten – year
basic education program. In spite of the huge number of criticisms received by this reform, it has successfully
marked its first senior high school graduation in March 2018. The government, through the Department of
Education, continues to addressed the needs to improve the delivery of the new educational reform.

In this lesson, you are going to deepen your knowledge and understanding of the law that provides
the backbone of our new educational system. As future teacher, it is necessary that you become fully aware of
this educational reform so that you can function synchronously with the aims and goals of Philippine
education.

Activity (Let’s Get Started!)

Let’s do a pre – assessment of your knowledge about Republic Act No. 10533 “Enhanced Basic
Education Act of 2013” and Republic Act 10157 “Kindergarten Education Act”. Write YES if you agree with the
statement or NO if you disagree.

The Republic Act No. 10533 and Republic Act No. 10157:
Answer Statement
YES 1. requires all learners to undergo kindergarten education as pre-requisite to
Grade 1.
YES 2. requires the use of native language for teaching and assessing learners in all
levels of elementary education.
YES 3. includes one (1) year kindergarten education, six (6) years of elementary
education, four (4) years of secondary education.
YES 4. mandates the use of spiral progression approach to ensure mastery of
knowledge and skills after each level.
NO 5. allows non – LET passers to teach in specialized subjects where there is
shortage of teachers particularly in senior high school.
YES 6. provides financial assistance to private schools offering senior high school
through a voucher.
NO 7. requires a curriculum that is learner – centered, inclusive, and
developmentally appropriate.
NO 8. adds four (4) years in secondary education.
YES 9. offers different academic and non – academic tracks to prepare learners for
college education and for future work.
NO 10. discourages localization and indigenization and favors globalization to prepare
learners for international employment.

Analysis (Let’s Think About It!)

Refer your answers to Republic Act No. 10533 and Republic Act No. 10157. Read carefully the
provisions of this legal documents as you check your responses in the previous activity.

Abstraction (Let’s Explore!)

Republic Act No. 10533 also known as the “Enhanced Basic Education Act of 2013” was approved by
President Benigno S. Aquino III on May 15, 2013 and became effective on June 4, 2013. The law in its full
name stands as “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”. It institutionalizes the K to 12 Program which covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and two years of Senior
High School [SHS]).

The K to 12 Basic Education Reform Agenda is closely linked to the Philippine EFA Plan of Action
2015 Critical Task No. 5 which mandates the expansion of basic education from 10 to 12 years. Through the
K to 12 program, the Philippine government is seeking to realize its international commitment on Education for
All (EFA) which solidifies the inherent value of basic education not only for individual development but also for
the overall social development of any nation. By keeping abreast with the requirements of the 21st century,
the K to 12 program is deemed necessary to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship.

The salient features of the K to 12 Program are as follows:

1. Strengthening Early Childhood Education (Universal Kindergarten)

Kindergarten education has become a prerequisite to entering Grade 1 among Filipino

learners. At age five (2), children start schooling and are given the opportunity to slowly adjust to
formal education. It is believed that children who underwent Kindergarten education have higher
completion rate than those who did not.

2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

Learning activities are contextualized and indigenized to make lessons relevant to learners.
Local culture, history, and reality are integrated in the curriculum. In this case, learning will become
easy for children.

3. Building Proficiency through Language (Mother Tongue – Based Multilingual Education)

Mother tongue is used as medium of instruction from Grades 1 to 3. Teaching and learning
using the mother tongue lays the foundation for learners to learn Filipino and English.

4. Ensuring Integrated and Seamless Learning (Spiral Progression)

To ensure mastery of knowledge and skills, subjects such as Biology, Geometry, Earth
Science, Chemistry, and Algebra are taught from simplest concepts to more complicated concepts
through grade levels. This approach is called spiral progression.

5. Gearing Up for the Future (Senior High School)

Additional two years making up the upper secondary education or Senior High School was
established. Based on their interest and aptitude, each senior high school students may choose
among four (4) tracks namely: Academic; Technical – Vocational – Livelihood; Sports; and Arts and
Design. The academic track has the following strands: Science, Technology, Engineering and
Mathematics (STEM); Accountancy, Business and Management (ABM); Humanities and Social
Sciences (HUMMS); and General Academic (GAS).

6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21 st Century
Skills)

Every graduate of the K to 12 Program will be equipped with the following:

 information, media and technology skills;

 learning and innovation skills;
 effective communication skills;
 life and career skills.
 (For further reading, visit https://www.officialgazette.gov.ph/k-12/)

Republic Act No. 10157 or the “Kindergarten Education Act” was approved on January 20, 2012 by
President Benigno S. Aquino III. Some of the highlights of this law are as follows:

(a) Institutionalization of kindergarten education as part of the basic education and compulsory for
entering Grade 1;
(b) Adoption of Mother Tongue – Based Mulitligual Education (MTB – MLE) method; and
(c) Creation of Bureau of Elementary Education (BEE).

Application (Let’s Do It!)

A. Sunday Adelaja said: “If you don’t like to change, you become obsolete.” How will you relate this
statement to the Philippine K to 12 Educational Reform?
If you change you must change for the better because right now even this learning is constantly
changing and you can’t connect with others if you’re just the same.
B. Interview a student, parent, teacher and school administrator regarding their experiences of the
implementation of the Kindergarten Education Act and Enhanced Basic Education Act of 2013. Use
the guide questions below.

1. What challenges you have experienced in the implementation of the Kindergarten Education Act
and Enhanced Basic Education Act of 2013?

2. Do you consider the implementation of the Kindergarten Education Act and Enhanced Basic
Education Act of 2013 important? Why?
C. Using a diagram, compare the Philippine K to 12 program with its old ten - year basic education
program.
 D. Compare the Philippine K to 12 program with the educational system of any country around the world.
Use a graphic organizer in presenting your work.

Closure

You have done an excellent job! You have successfully accomplished the tasks given in this lesson.
You are now ready to proceed to the last lesson in this Module.
Learning Outcomes

At the end of the lesson, the PSTs can:

 discuss the government subsidies provided in Republic Act No. 10931; and
 discover the impact government subsidies to its beneficiaries.

Introduction:

Article II, Section 13 of the 1987 Philippine Constitution states that: “The State recognizes the vital
role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual,
and social well-being. It shall inculcate in the youth patriotism and nationalism, and encourage their
involvement in public and civic affairs.” In the same way also, Article I, Section 1 of our Constitution states
that: “The State shall protect and promote the right of all citizens to quality education at all levels, and shall
take appropriate steps to make such education accessible to all.” These provisions mandate the government
to provide support to the youth and ensure that they become competent members of the State by giving them
opportunities to develop themselves physically, socially, and intellectually. In this regard, providing financial
support to qualified youth for their education is indeed an obligation of the State.

In this lesson, you are going to discuss the provisions of the new enacted law that provides
educational assistance to students in tertiary level. Likewise, you will explore the impact brought by this law to
its beneficiaries. You are expected to complete all the tasks given in sixty (60) minutes.

Activity (Let’s Get Started!)

A. According to a survey in 2017, only 23% of Filipinos finished college (Philippine News Agency, 2017).
Give at least (5) possible reasons why only few Filipinos are able to earn a college degree. Rank them
into 1 – as MOST COMMON and 5 – as LEAST COMMON.
1. Family Problem
2. Financial Problem
3. Self Problem
4. Bullying
5. Addiction

B. Read Republic Act No. 10931 – Universal Access to Quality Tertiary Education Act

Analysis (Let’s Think About It!)

 1. With reasons you have listed above, can you say that earning a college degree in the Philippines is
difficult for most Filipinos? Why?
Yes, because the parents' income is insufficient to allow their children to attend school.
2. What actions should government take to help improve college completion in the Philippines?
It should provide a scholarship to homeless people so that they can study and fulfill their needs.
3. The government had just implemented Republic Act No. 10931. How did this law help alleviate the
problem of limited access to college education in the country?
Free higher education act is Republic Act 10931. RA 10931, or Universal Access toQuality
Tertiary Education, ensures government full subsidy to students who intend to earntertiary or
technical-vocational education.

Abstraction (Let’s Explore!)

RA 10931, or Universal Access to Quality Tertiary Education was signed by President Rodrigo R.
Duterte on August 3, 2017 as his administration’s commitment to ensure that quality and affordable education
is accessible for all. This law which stands in its full title “An Act Promoting Universal Access to Quality
Tertiary Education by Providing for Free Tuition and Other School Fees in State Universities and College,
Local Universities and Colleges and State – Run Technical – Vocational Institutions Establishing the Tertiary
Education Subsidy and Student Loan Program Strengthening the Unified Student Financial Assistance
System for Tertiary Education and Appropriating Funds Therefor”, has started to be implemented in school
year 2018–2019 in state universities and colleges (SUCs), local universities and colleges (LUCs), and
technical-vocational institutions (TVIs) across the Philippines. The programs under RA 10931 include Free
Higher Education, Free Tech – Voch Education and Training, Tertiary Education Subsidy, and Student Loan
Program.
The programs cover all Filipino students who are either currently enrolled or shall enroll in any SUCs
and LUCs in the Philippines as long as they qualify the admissions and retention requirements of the school.
The priority beneficiaries for the Tertiary Education Subsidy (TES) are continuing ESGP-PA scholars in the
SUCs effective AY 2018-2019; students who are part of households included in the Listahanan 2.0, ranked
according to the estimated per capita household income; and students not part of the Listahanan 2.0, ranked
according to an estimated per capita household income based 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 cities and municipalities with no existing SUC or LUC campus.
On the other hand, students who have already obtained a bachelor’s degree or comparable
undergraduate degree from any public or private higher education institutions (HEIs), who fail to comply with
the admission and/or retention policies of the SUCs and LUCs, who fail to complete their bachelor’s degree or
comparable undergraduate degree within a year after the period prescribed in their program, and who
voluntarily opt out of the free higher education provision are indelible to free education. Qualified students will
enjoy free tuition and miscellaneous which includes library fees, computer fees, laboratory fees, school ID
fees, Athletic fees, admission fees, handbook fees, registration fees, medical and dental fees, cultural fees,
and other school and similar or related fees.
The Tertiary Education Subsidy (TES) in its first year of implementation, alongside other scholarships
and programs under the Universal Access to Quality Tertiary Education Act which amounts to over Php40
billion.
 Php15.851 billion for tertiary education subsidy (TES)
 Php16 billion for free higher education
 Php7 billion for free tech-voc education
 Php1 billion for student loan program
 Php11 million for the Tertiary Education Tracking and Reporting System
 Php11 million for the administrative cost of Unifast 2018

Application (Let’s Do It!)

 A. Interview at least three (3) Tertiary Education Subsidy (TES) beneficiaries from your school. Ask them
the following questions. Present a consolidated result of their responses.
1. How did the TES help you as a student?
Richard- Help him to lessen his expenses
Jay- help him in making other finances.
Mariniel- help her to daily necessities.
2. Is the TES enough to support your expenses as student? Why?
Yes, it can help them a lot in their needs and wants.

B. Research about the state subsidies provided by foreign governments to students. Choose one (1)
Asian country and one (1) non – Asian country. Use the organizer below.

Asian Country Non – Asian Country

Name of Philippines Name of Europe
the the
Country Country
The commission's program Borrow money for a Master's
called the Tertiary Education degree program: Students can
Subsidy (TES) which has borrow up to Euro 12,000 for a
beneficiaries from both public one-year Master's degree
Subsidies Subsidies
and private higher education program or Euro 18,000 for a
for college for college
institution. two-year Master's degree
students students
program in one of the 33
European Erasmus+ program
countries with an Erasmus+
Master loan.

Closure

Congratulations! You have completed the last lesson in this module. May it be instilled in your mind
and heart all important lessons you’ve learned from this module.

Module Summary

Module 6 presented the different laws – related to the teaching profession in the Philippines. It
highlighted the following laws: Republic Act No. 6728 (Government Assistance to Students and Teachers in
Private Education Act), Republic Act No. 8545 (Expanded Government Assistance to Students and Teachers
in Private Education Act), Republic Act No. 7877 (Anti – Sexual Harassment Act of 1995), Republic Act No.
8190 (Granting Priority to Residents of the Barangay, Municipality or City Where the School is Located in
Appointment or Assignment of Classroom Public School Teachers), Republic Act No. 9262 (Anti – Violence
Against Women and Their Children Act of 2004), Republic Act No. 9710 (The Magna Carta for Women),
Republic Act no. 8491 (Flag and Heraldic Code of the Philippines), Republic Act No. 10157 (The Kindergarten
Education Act), Republic Act No. 10533 (The Enhanced Basic Education Act of 2013), and Republic Act No.
10931 (Universal Access to Quality Tertiary Education Act). Aside from the laws discussed in Module 5, these
laws help establish the legal foundation of the teaching profession in the Philippines. These laws will be the
reference of all teachers in the exercise of their profession.
 You may have observed that there is a limited selection of laws presented in this module. You may
enrich your knowledge by reading other laws – related to teaching in the Philippines.