PHINMA University of Iloilo

College of Education
Rizal Street, Iloilo City
Tel # 338-10-71 loc 122

PROFESSIONAL INTEGRATION
Journeying Myself in the Teaching Profession: The Historical Perspecties,
the Legal Bases, the Personal and Professional Deielopment

PART I: THE TEACHER'S PHILOSOPHICAL HERITAGE

A. Western Philosophies

1. Idealism
 It is the system of thought that emphasizes the importance of mind, soul or spirit.
 Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas.
 Focus is on conscious reasoning of the mind in order to attain truth. This concludes the activities pertinent to the human
mind such as introspection, intuition and the use of logic.
Proponents Socrates and Plato
Aims of Education It aims to discover the full potential in child and cultivates it in order to prepare him for a better position in the
society and for him to serve the society better.
Methods of Teaching Lecture method, discussion, questioning or Socratic method
Curriculum Subjects are essential for mental, moral and spiritual development such as Philosophy, Theology, History,
Arts, Mathematics, Literature, and Values Education.

2. Realism
 This philosophy emphasizes that the world is made up of real, substantial, and material entities. For the realist, the world is
as is, and the job of the schools would be to teach the students about the world.
 Ultimate reality is the world of physical objects. Hence, reality is independent of the human mind.
Proponents Aristotle
Aims of education The most effective way to find about reality is to study it through organized, separate and systematically
arranged matter.
Methods of Teaching Scientific method, experimentation, and demonstration
Curriculum Emphasis is on subject matter concerning Science and Mathematics

3. Perennialism
 The word itself means “eternal, “ageless”, “everlasting” and “unchanged”.
 Truth is universal and does not depend on circumstances of place, time, people and person.
 To learn means to acquire the great works of civilizations since they are important.
Proponents Robert Hutchins, Mortimer Adler
Aims of education Education should focus on developing rationality, power of thought and internalize truths that are universal and
constant.
Methods of Teaching Methods of disciplining the mind through reading and discussion.

Curriculum should subject that cultivate rationally, morality, aesthetics and religious principles. This includes history,
Curriculum language, mathematics, logic, literature, humanities and science.

4. Essentialism
 The basic idea that there are certain essentials that all men ought to know.
 Refers to the traditional or back to the basic approach in education
 Concerns with the fundamental of education skill and knowledge without which a person can’t either be efficient individually
or socially.
Proponents William Bagley
Aims of education It promotes the intellectual growth of individuals. Schooling is practical for this will prepare students to become
competent and valuable members of society.
Methods of Teaching Deductive method, drills, assignments, recitation, frequent testing and evaluations

Curriculum Emphasis on the essential skills (3Rs) and essential subjects (English, Science, Math, History)
5. Humanism
 It emphasizes the nature and the basic goodness of humans, understanding through the sense.
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  Humanists believe that the learner should be in control of his or her own destiny.
 The learner should become a fully autonomous person, with personal freedom, choice, and responsibility.
Proponents Erasmus, Pestalozzi
Aims of education Education is a process and should not be taken abruptly. It emphasizes motivations and use of praise and
rewards.
Methods of Teaching Concern is more on method which includes theme writing rather than oral discussions, drills and exercises.

Curriculum Subjects are concerning literary appreciation, physical education, social training in manners and development.

6. Constructivism (Jean Piaget, Founder)

 A philosophy of learning which asserts that reality does not exist outside of human conceptions. It is the individual that
constructs reality by reflecting on his own experience and gives meaning to it.
 Learning is the process of adjusting one’s mental modes to accommodate new experience.

7. Pragmatism
 The meaning of ideas is determined by the consequences of their test or practice. Ideas are true or good if they work.
 What is experienced and observed is true. Hence, what is useful is true: U=T
 Thoughts must produce actions rather than to continue lying inside.
Proponents John Dewey
Aims of education Stresses on the application of what have learned rather than the transfer of the organized body of knowledge.

Methods of Teaching methods of teaching includes experimentation, project making and solving problem

Curriculum Integrated and based on the problems of society Combined academic and vocational disciplines

8. Progressivism
 This philosophy believes the improvement and reform in the human condition are both possible and desirable.
 It emphasizes that human beings are capable of improving, changing and growing.
 Stresses that man is a social animal who learns well through active interplay with others.
Proponents John Dewey and Johan Heirich Pestalozzi
Aims of education Provide students the necessary skills to be able to interact with their ever changing environment.

Methods of Teaching Problem solving, cooperative learning strategies, socialized groups and situations

Curriculum Activity and experienced-centered, child-centered, emphasizes on life experiences

9. Existentialism
 Man has no fixed nature and he shapes his being as he lives. He conceives and makes himself.
 Existentialist sees the world as personal subjectivity, where goodness, truth and reality are individually defined.
 It stresses on knowledge about realities of human life and choice that each person has to make.
Proponents Jean Paul Sartre
Aims of education Produce individuals who are aware of their freedom and choice
Methods of Teaching Inquiry approach, question-answer method

Curriculum Recognizes individual differences, interests, freedom to work

10. Reconstructivism
 A philosophy that aims to awaken the consciousness of individuals about the social science issues, concerns and problems
that conform him.
 This should involve him to look for solutions and engage in addressing this social concerns and issues.
 Primary goal is to achieve elusive Social change.
Proponents George Count, Paulo Freire
Aims of education Improve and reconstruct society, develop awareness of social needs and problems and educate for change and
social reform.
Methods of Teaching Methods of teaching include the problem oriented type( students are encouraged to critically examine cultural
heritage), group discussions, inquiry, dialogues, interactions and community based learning.
Curriculum Curriculum emphasizes on social reforms as the aim of education. It focuses on student experiences and taking
social actions on real problems
11. Behaviorism

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  Behaviorist schools are concerned with the modification and shaping of students’ behavior by providing for a favorable
environment since they believe that students are a product of their environment.
 Asserts that human beings are shaped entirely by their external environment. The only reality is the physical world.
 Man by nature is neither good nor bad but a product of his environment. Hence, an autonomous acting man is but an
illusion since it negates faculty of freewill.
Proponents John Watson, Ivan Pavlov, BF skinner
Aims of education To modify and shape students’ behavior by providing for a favorable environment.
Methods of Teaching Conditioning, by giving rewards and punishment

B. Other Philosophies

12. Naturalism (John Locke)

 This philosophy denies everything that has supernatural significance.
 It preserves the natural goodness of man.
 Truth can only be found through nature.

13. Utilitarianism (Jeremy Bentham and John Stuart Mill)

 Utilitarianism is an effort to provide an answer to the practical question “What ought a man to do?” Its answer is that he
ought to act so as to produce the best consequences possible.

14. Empiricism
 This philosophy emphasizes on those aspects of scientific knowledge that are closely related to experience, especially as
formed through deliberate experimental arrangements.
 It is generally taken as a fundamental requirement of the scientific method that all hypotheses and theories must be tested
against the observation of the natural world.
 Science is considered to be methodologically empirical in nature.

15. Skepticism
 It came from the Greek word “skeptomai”, meaning, “to look about”.
 It is generally agreed that knowledge requires justification. It is not enough to have a true belief: one must also have good
reasons for that belief. Skeptics claim that it is not possible to have an adequate justification.
 David Hume asserts that certain knowledge is essentially unattainable.

16. Epicureanism (Epicurus)

 The essential doctrine of this philosophy is that pleasure is the ultimate good, whether sensual, emotional, or intellectual.
 Epicurus believed that intellectual stimulation was superior to sensual but both were necessary for living a full and happy
life. (“eat, drink, and be merry for morrow you will die” (CORINTHIANS 15:32)

17. Hedonist
 the doctrine that pleasure or happiness is the sole or chief good in life
 only pleasure has worth or value and only pain or displeasure has disvalue or the opposite of worth.
 All hedonistic theories identify pleasure and pain as the only important elements of whatever phenomena they are designed
to describe.

C. Eastern Philosophies

1. Hinduism
 Emphasizes a commitment to an ideal way of life called Dharma characterized by honesty, courage, service, faith, self-
control, purity and non-violence.
 Believes that one should be able to control and regulate his desires, not to devote life to sensual pleasure or worldly
success.
2. Buddhism
 Believes that personal gratification is the root of sufferings in the world.
 Stresses non-attachment, concern for the humanity, desire to be Buddha-like and to live in harmony with the natural flow
of the universe.
3. Confucianism
 Teaches moral life through devotion to the family, loyalty to elders, love of learning, brotherhood, civil service, and
universal love and justice.
4. Taoism
 Advocates simplicity, frugality, and the joys of being close to nature and being in harmony with the whole universe.
5. Zen Buddhism
 This philosophy emphasizes on reflection and mediation.

TEACHING as YOUR VOCATION, MISSION and PROFESSION

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Vocation
 comes from the Latin word “vocare” which means to call. It also means a call.
 God called you here for you to teach.
Mission
 comes from the Latin word “misio” which means “to send.”
 You are sent into the world to accomplish mission, to TEACH.
 It is the task entrusted to you in this world. Be prepared.
Profession
The term professional is one of the most exalted in the English language
 long and arduous years of preparation,
 a striving for excellence,
 a dedication to the public interest and
 commitment to moral and ethical values.
Continuing professional development is a must.
___________________________________________________________________________________________________________
PART II. THE 21ST CENTURY TEACHER
To remain relevant and interesting, the teacher must possess 21st century skills. These skills are categorized into four to wit:
1. effective communication skills (teaming, collaboration, interpersonal skills, local, national and global orientedness, and
interactive)
2. learning and innovative skills (creativity, curiosity, critical thinking)
3. life and career skills. (flexibility and adaptability, leadership and responsibility, social and cross- cultural skills, initiative and self-
direction, productivity and accountability and ethical, oral and spiritual values)
4. information, media and technology skills (visual and information literacy, media literacy, basic, scientific, economic and
technological)

Visual literacy - ability to interpret, make meaning from information presented in the form of an image; the ability
to evaluate, apply or create conceptual visual representations

Information literacy
Ability to
- identify what information is needed,
- identify the best sources of information for a given need,
- locate those sources,
- evaluate the sources critically and share that information

Media literacy
- ability to critically analyze the messages that inform, entertain and sell to us every day.
- ability to bring critical thinking skills to bear on all forms of media asking pertinent questions about what’s there and noticing
what’s not there

Scientific literacy
- encompasses written, numerical and digital literacy as they pertain to understanding science, its methodology, observations
and theories
- knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic
and cultural affairs and economic productivity

Economic literacy
- ability to apply basic economic concepts in situations relevant to one’s life

Technological literacy
- “computer skills and the ability to use computers and other technology to improve learning, productivity and performance”

Global Education & Global Teacher

- UNESCO defines global education as a goal to become aware of educational conditions or lack of it, in developing countries
worldwide and aim to educate all peoples to certain world standards.
- Global education is a curriculum that is international in scope which prepares today’s youth around the world to function in one
world environment under teachers who are intellectually, professionally and humanistically prepared.
To achieve global education, the UN sets the following goals:
1. Expand early childhood care education;
2. Provide free and compulsory primary education for all;
3. Promote learning and life skills for young and adult;
4. Increase adult literacy by 50%
5. Achieve gender parity (equality) by 2005, gender equality by 2015; and
6. Improve quality of education
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A global Filipino teacher should have the following skills and values:
 understand how this world is interconnected;
 recognizes that the world has rich variety of ways of life;
 has a vision of the future and sees what the future would be for himself/herself and the students;
 must be creative and innovative
 must understand, respect and be tolerant of the diversity of cultures
 must believe and take action for education that will sustain the future;
 must be able to facilitate digitally-mediated learning
 must have depth of knowledge; and
 must possess good communication skills for Filipino teachers to be multilingual; and
 lastly but most importantly, must possess the competencies of a professional teacher as embodied in the National
Competency-Based Standards for Teachers (NCBTS) or PHILLIPINE PROFESSIONAL STANDARDS for TEACHERS

The National Competency-Based Teacher Standards

The NCBTS is a set of competencies (behaviors, attitude and skills that each teacher must possess to function effectively and
satisfactorily.
It was developed by the Department of Education in relation to the Teacher Education and Development Program (TEDP) that
conceptualizes a teacher's path.
The seven domains are: (1) social regard for learning (2) learning environment (3) diversity of learners (4) curriculum (5)
planning, assessing, and reporting (6) community linkages (7) personal growth and development.
The competency-based teacher standards are organized hierarchically. The “basic” level categories of the standards are
seven domains. Under each domain are strands and at the lowest level of the hierarchical organization, under the strands are specific
indicators.

Domain 1: Social Regard for Learning

 Acts as a positive role model for students
Domain 2: The Learning Environment
 Creates an environment that promotes fairness
 Makes the physical environment safe and conducive to learning
 Communicates higher learning expectations to each learner
 Establishes and maintains consistent standards of learners’ behavior
Domain 3: Diversity of Learners
 Is familiar with learner’s background knowledge and experiences
 Demonstrates concern for holistic development of learners
Domain 4: Curriculum
 Demonstrates mastery of the subject
 Communicates clear learning goals for the lessons that are appropriate for learners
 Makes good use of allotted instructional time
 Selects teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to
the objectives of the lesson.
Domain 5: Planning, Assessing and Reporting
 Communicates promptly and clearly to learners, parents, and superiors about progress of learners
 Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning
 Monitors regularly and provides feedback on learners’ understanding of content
Domain 6: Community Linkages
 Establishes learning environments that respond to the aspirations of the community.
Domain 7: Personal Growth and Professional Development
 Takes pride in the nobility of teaching as a profession
 Builds professional links with colleagues to enrich teaching practice
 Reflects on the extent of the attainment of learning goals
___________________________________________________________________________________________________________
PART III. BASIC LAWS ON THE PROFESSIONALIZATION OF TEACHING

Presidential Decree No. 1006, s. 1976: PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS,
REGULATING THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES.

 All educational institutions shall be under the supervision of; and subject to regulation by, the State”, and requires that “the
State shall establish and maintain a complete, adequate and integrated system of education relevant to the goals of national
development”;
 The Department of Education and Culture has adopted ways and means of overseeing all the educational institutions in the
country;
 The DECS has been primarily beamed towards insuring that the educational institutions inculcate in the students a love of the
country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological and
vocational efficiency;
 The institutions have relied upon their teachers whose direct and continuing interaction with the young people and the children
make them potent forces for the development of proper attitudes among the citizenry;
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  The tremendous growth of the teaching population, comprising in the civil service sector alone more than 300,000 teachers
deployed all over the country;
 It is the only course that it is not yet considered a profession
 In recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative
that they be considered as professionals and teaching be recognized as a profession.

Section 3. Definition of Terms. As used in this Decree, the following shall be construed as follows:

(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and secondary levels, in
accordance with the curriculum prescribed by National Board of Education, whether on
part-time or full-time basis in the public or private schools.

(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels, whether on a
full-time or part-time basis, including guidance counselors, school librarians, industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and legally qualified to
practice teaching under this Decree.

Section 8. Scope of the examination. The examination shall consist of written tests, the scope of which shall be determined by
the Board, taking into consideration the teaching plan of the schools legally constituted in the Philippines.

Section 9. Ratings in the examination. In order that a candidate may be deemed to have successfully passed the
examinations, he must have obtained a general average of at least 70 per cent in all subjects, with no rating below 50 per cent in
any subject.
Section 10. Report of the results of examination. The examiners shall report the ratings obtained by each candidate to the
Board within 150 days after the last day of the examination, unless extended by the latter.

Section 11. Issuance of Certificates. Who have passed examinations given by the Civil Service Commission or jointly by the
Civil Service Commission and the Department of Education and Culture shall be considered as having passed the board examinations
for teachers. The Board may consider their certificates of rating as certificates of eligibility or issue an entirely new certificate upon
registration of the teacher and payment of the corresponding fees.

Section 13. Reissuance of revoked certificates and replacement of lost certificates.The Board may, for reason of equity and
justice, and upon proper application therefor, issue another copy, original or duplicate, upon payment of the required fee, of a certificate
which has been revoked. A new certificate to replace a lost, destroyed or mutilated certificate may be issued subject to the rules of the
Board.

Section 16. Penal Provision. Any person who shall practice the teaching without a valid Professional Teacher Certificate, or any
person presenting as his or her own the certificate of another, or any person giving any false or forged evidence in order to obtain a
Professional Teacher Certificate or admission to an examination, or any person assuming himself as a registered professional teacher
or any person violating any provision of this Decree shall be penalized by a fine of not less than One Thousand Pesos nor more
than Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more than two
years, or both such fine and imprisonment at the discretion of the Court.

EDCOM FINDINGS
Findings of Congressional Commission after they review and asses the Philippine Education (EDCOM) are the following:

1. Teachers are poorly trained

2. There is low quality of students enrolled in teacher training
3. Teaching is perceived as a poorly esteemed profession.

Thus, another law in 1994 was enacted namely Republic Act No. 7836 other known as Philippine Teachers Professionalization Act of
1994.
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R.A. 7836: AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE
PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.

Sec. 1. Short Title. — This Act shall be known as the "Philippine Teachers Professionalization Act of 1994."

Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and development through a
responsible and literate citizenry. Towards this end, the State shall ensure and promote quality education by proper supervision and
regulation of the licensure examination and professionalization of the practice of the teaching profession.

Sec. 3. Objectives. — This Act has the herein objectives:

(a) The promotion, development and professionalization of teachers and the teaching profession; and
(b) The supervision and regulation of the licensure examination.

Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
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 (a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the elementary and secondary levels
in accordance with the curriculum prescribed by the Department of Education, Culture and Sports, whether on part-time or full-
time basis in the private or public schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and 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 teaching under this Act.

ARTICLE III EXAMINATION AND REGISTRATION

Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically allowed under the provisions
of this Act, all applicants for registration as professional teachers shall be required to undergo a written examination which shall be
given at least once a year in such places and dates as the Board may determine upon approval by the Commission. A valid
certificate of registration and a valid 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 under this Act.

Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school teachers shall be separate.
The examination for teachers in the elementary level shall consist of two (2) parts, namely: professional education and general
education. The examination for teachers in the secondary level shall consist of three (3) parts, namely: professional education, general
education, and field of specialization.

Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the examination unless, on
the date of filing of the application, he shall have complied with the following requirements:

(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the practice of the teaching
profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses the minimum educational
qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a major and minor, or a
bachelor's degree in arts and sciences with at least ten (10) units in professional education;
(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 professional education.

Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred twenty (120) days after the
examination, report the ratings obtained by each candidate to the Professional Regulation Commission for approval and appropriate
action.

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 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 that the person named therein is entitled to practice the profession with all the rights and privileges
appurtenant thereto. The certificate shall remain in full force and effect until withdrawn, suspended and/or revoked in accordance with
law.

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 renewability shall likewise be issued to every registrant who has paid the annual registration fees for three
(3) consecutive years. This license shall serve as evidence that the licensee can lawfully practice his profession until the expiration of
its validity.

Note: Resolution No. 2013-774 Series of 2013 or the Revised Guidelines on the Continuing Professional Development (CPD) program
for all Registered and Licensed professionals through Resolution No. 2016-990 series of 2016.
 PRC CPD requires 45 Units Requirements Per Profession Every Three (3) Years.

Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath before practicing as a
professional teacher.

Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional growth and development and to
provide additional basis for merit promotion, in addition to their performance rating, teachers may take an oral and written examination
at least once in five (5) years as basis for merit promotion. In taking this examination, no fee shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit examination, he or she shall be
allowed to take the examination for a second time. Should he or she fail to pass the merit examination for the second time, then he or
she shall be required to take a DECS accredited refresher course or program before being allowed to retake the examination.

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Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession, and
Cancellation of Temporary or Special Permit. — The Board shall have the power, after due notice and hearing, to suspend or
revoke the certificate of registration of any registrant, to reprimand or to cancel the temporary/special permit of a holder thereof who is
exempt from registration, for any of the following causes:

(a) Conviction for any criminal offense by a court of competent jurisdiction;

(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional license or
special/temporary permit;
(f) habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the Board and the
Commission, and the code of ethical and professional standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing education program
prescribed by the Board and the Commission.

Upon approval of the application and payment of the prescribed fees, the certificate of registration and professional license as a
professional teacher shall be issued without examination as required in this Act to a qualified applicant, who at the time of the approval
of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the Department of
Education, Culture and Sports;
(b) A registered professional teacher with the National Board for Teachers under the Department of Education, Culture and
Sports (DECS) pursuant to Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor of Science in
Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a 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 for professional teachers within which to register
and be included in the roster of professional teachers: Provided, further, That those incumbent teachers who are not 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 special permit from the time the Board is organized within which to register after 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 as para-teachers and as such, shall be
issued by the Board a special or temporary permit, and shall be assigned by the Department of Education, Culture and Sports (DECS)
to schools as it may determine under the circumstances.

ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION

Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise allowed under this Act, no person
shall practice or offer to practice the teaching profession in the Philippines or be appointed as teacher to any position calling for a
teaching position without having previously obtained a valid certificate of registration and a valid professional license from the
Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five thousand pesos (P5,000.00) nor
more than Twenty thousand pesos (P20,000.00) or imprisonment of nor less than six (6) months nor more than five (5) years, or both,
at the discretion of the court:
(a) Any person who practices the teaching profession in the Philippines without being certified in accordance with the
provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any member thereof in obtaining a
certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title or description tending to
convey or conveys the impression that he is a teacher without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this Act.

Any violation of this section shall render the official/s concerned liable under Republic Act No. 6713, otherwise known as the "Code of
Conduct and Ethical Standards for Public Officials and Employees" and other pertinent administrative and/or penal laws.

REPUBLIC ACT NO. 9293:

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT HUNDRED AND THIRTY-SIX (R.A. NO.
7836), OTHERWISE KNOWN AS THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”
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SEC 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:

“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take the examination unless, on the
date of filing of the application, he shall have complied with the following requirements:

“A graduate of a school, college or university recognized by the government and possesses the minimum educational qualifications, as
follows:

(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its equivalent;

(2) For teachers in the elementary grades, a bachelor’s degree in elementary education (BSEED) or its equivalent;

(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 least eighteen (18) units in professional education; and

(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 professional education.”

SEC 2. Section 26 of the same Act is hereby amended to read as follows:

“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, 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 license or a holder of a valid special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the certificate of registration and professional license as a
professional teacher shall be issued without examination as required in this Act to a qualified applicant, who is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the Department of Education,
Culture and Sports; or

(b) A registered professional teacher with the National Board for Teachers under the Department of Education, Culture and
Sports (DECS) pursuant to Presidential Decree No. 1006.

Professional teachers who have not practiced their profession for the past five (5) years shall take at least twelve (12) units of
education courses, consisting of at least six (6) units of pedagogy and six (6) units of content courses, or the equivalent training 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 profession in the country.

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, shall be eligible as para-teachers upon issuance by the Board of a two-year special
permit, renewable for a non-extendible period of two (2) years. The para-teachers shall be assigned to areas where there is a shortage
or absence of a professional teacher, as identified and provided by the Department of Education and the Autonomous Region for
Muslim Mindanao (ARMM) education department to the Board for professional teachers and to the Commission. The special permit
shall indicate the area of assignment of the para-teacher.

A special permit may also be issued by the Board to a person who has excelled and gained international recognition and is a widely
acknowledged expert in his or her respective field of specialization.”
SEC 3. Section 31 of the same Act is hereby amended to read as follows:

“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 effectivity of this Act shall be allowed to expire based on the period granted therein: Provided, that
only special permits with a validity of three (3) years may be renewed upon expiration for a non-extendible period of two (2) years.”
--- - - - - - -- - - - - - - - - - - - - - - -- - - - - - - - - - -- - - - - - - -- - - - - - - -- - - - - -- - - - - - - - - -- - - - - - - -- - -- - - - -- - - - -- - - - - - - - -- - - - - -
CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994 and paragraph (a), section 6, P.D. No.
223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.

Preamble
Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and
professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical
and moral principles, standards, and values.
Article I: Scope and Limitations

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Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers.
Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary,
elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall
include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in
all school at the aforesaid levels, whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational
heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote
national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote
obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this
effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and
morally fit.

Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or
indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such
purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.

Section 7. A teacher shall not use his position or official authority or influence to coerce any to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and
investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by
providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social,
educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times
and refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations.

Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions
in order to have sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and
accomplishments as well as its needs and problems.

Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to
provide such leadership when needed, to extend Counseling services, as appropriate, and to actively be involved in matters affecting
the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with
government officials, and with the people, individually or collectively.

Section 8. A teacher possesses freedom to attend church and worships as appropriate, but shall not use his positions and influence to
proselyte others.

Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride
in teaching as a noble calling.

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Section 2. Every teacher shall uphold the highest possible standards of quality 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 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation
Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen
his competence, virtues, and productivity in order to be nationally and internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations
through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a decent living.

Article V: The Teachers and the Profession

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another,
self-sacrifice for the common good; and full cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may
use.

Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are
necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to
anyone documents which has not been officially released, or remove records from files without permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical
conduct of any associate. However, this may be done only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without
violating the right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified; provided that herespects the system of selection on the
basis of merit and competence; provided, further, that all qualified candidates are given the opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school
and the administration regardless of personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there
are valid charges, he should present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure,
such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal
directly to the appropriate higher authority.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to
extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest
and the welfare of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on
the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of
employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other
personnel, such practices being standards of effective school supervision, dignified administration, responsible leadership and
enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or
introduce important changes in the system at all levels.

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Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as recommending them
for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training
programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service
rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if
qualified, subsequent permanent tenure, in accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and thepromotions of learners in the subject or grades he
handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement.
In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably
and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

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 undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise
utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a
punishment for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend
needed assistance in preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence
and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him,
exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper guidance
and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does not relate to or
adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and
loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish
textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his
assignment is inherently, related to such purchase and disposal; provided they shall be in accordance withthe existing regulations;
provided, further, that members of duly recognized teachers’ cooperatives may participate in the distribution and sale of such
commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity at all times
whether in school, in the home, or elsewhere.

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Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with
others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners,
peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring teacher of the
disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under
causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII of the Rules and Regulations Implementing R.A.
7836.
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1987 PHILIPPINE CONSTITUTION ARTICLE XIV – EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS

Education
Sec. 1 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.

Sec. 2 The State shall:

(1) Establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people
and society;
(2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural
right of parents to rear their children, elementary education is compulsory for all children of school age;
(3) 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;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school
study programs particularly those that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.
Section 3.
(1) All educational institutions shall include the study of the Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national
heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their children or wards in
public elementary and high schools 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 cost to the Government.

Language
Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the
basis of existing Philippine and other languages.
Subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain
the use of Filipino as a medium of official communication and as language of instruction in the educational system.
Section 7. For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until
otherwise provided by law, English.
The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated into major regional languages, Arabic,
and Spanish.

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Section 9. The Congress shall establish a national language commission composed of representatives of various regions and
disciplines which shall undertake, coordinate, and promote researches for the development, propagation, and preservation of Filipino
and other languages.

REPUBLIC ACT NO. 4670: THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all
public school teachers except those in the professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of instruction, on full-
time basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and all other persons
performing supervisory and/or administrative functions in all schools, colleges and universities operated by the Government or its
political subdivisions; but shall not include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of teachers shall
be clearly defined by the Department of Education: Provided, however, That effective upon the approval of this Act, the following
shall constitute the minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a minor; or a
Bachelor's degree in Arts or Science with at least eighteen professional units in Education.

(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of specialization
with at least eighteen professional units in education;

(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of
specialization;
Provided, further, That in the absence of applicants who possess the minimum educational qualifications as herein above
provided, the school superintendent may appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they possess the minimum educational qualifications or
not, be required to take competitive examinations, preference in making appointments shall be in the order of their respective
ranks in said competitive examinations: And provided, finally, That the results of the examinations shall be made public and every
applicant shall be furnished with his score and rank in said examinations.

Sec. 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
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 possesses the minimum educational qualifications herein above set forth but lacks
the appropriate civil service eligibility, such person shall be appointed on a provisional status and shall undergo a period of
probation for not less than one year from and after the date of his provisional appointment.

Subject to the provisions of Section three hereof, teachers appointed on a provisional 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
continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no teacher
shall be transferred without his consent from one station to another.
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
therefor. If the teacher believes there is no justification for the transfer, he may appeal his case to the Director of Public Schools
or the Director of Vocational Education, as the 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 before any local or national
election.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or during its
exercise, or in the termination of services, based on other than professional consideration.

Note: DepEd order No. 7, s,2015, provides basis for hiring new teachers in the public school (www.deped.gov.ph)
Criteria Points
A. Education (GWA)---------------------------------------- 20
B. Teaching experience ----------------------------------- 15
C. LET/PBET------------------------------------------------- 15
14
 D. Specialized training------------------------------------- 10
E. Interview --------------------------------------------------- 10
F. Demonstration teaching-------------------------------- 15
G. Communication skills------------------------------------ 10
TOTAL----------------------------------------------------------- 100

Sec. 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 employed in the same locality.

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties,
particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 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 shall be so scheduled as to give him time for the preparation and correction of
exercises and other work incidental to his normal teaching duties: Provided, however, that where the exigencies of the service so
require, any teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a
day upon payment of additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of
his basic
pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricular and out of
school activities and any other activities outside of 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 completed at least six hours of
actual classroom teaching a day.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum salary
by means of regular increments, granted automatically after three years: Provided, That the efficiency rating of the teacher
concerned is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend over a
period of ten years.

Sec. 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 to the place of employment, as determined by the Secretary of Education, they shall
be compensated special hardship allowances equivalent to at least twenty-five per cent of their monthly salary.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge for all
teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's professional life.
Where medical examination show that medical treatment and/or hospitalization is necessary, same shall be provided free by the
government entity paying the salary of the teachers.

Sec. 23. Compensation for Injuries. Teachers shall be protected against the consequences of employment injuries in
accordance with existing laws. The effects of the physical and nervous strain on the teacher's health
shall be recognized as a compensable occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled
to study leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a
schedule 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 teacher shall be allowed to accumulate more than one-year study
leave, unless he needs an additional semester to finish his thesis for a graduate study in education or allied courses: Provided,
further, That no compensation shall be due the teacher after the first year of such leave. In all cases, the study leave period
shall be counted for seniority and pension purposes.

Sec. 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 year at the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of the
applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation of
the lump sum of the retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

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 Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous authorization both to
establish and to join organizations of their choosing, whether local or national to further and defend their interests.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be 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.

BATAS PAMBANSA BLG. 232

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION

Section 1. Title - This Act shall be known as the "Education Act of 1982."

Section 2. Coverage - This Act shall apply to and govern both formal and non-formal systems in public and private schools in all
levels of the entire educational system.

Section 4. Declaration of Objectives - The educational system aims to:

1. Provide for a broad general education that will assist each individuals in the peculiar ecology of his own society, to
(a) attain his potentials as a human being;
(b) enhance the range and quality of individual and group participation in the basic functions of society; and
(c) acquire the essential educational foundation of his development into a productive and versatile citizen;
2. Train the nation's manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of knowledge for improving the
quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of educational planning and
evaluation.

Chapter 1

II. THE EDUCATIONAL COMMUNITY

Section 6. Definition and Coverage - "Educational community" refers to those persons or groups of persons as such or
associated in institutions involved in organized teaching and learning systems.

The members and elements of the educational community are:

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 of secondary or higher level of a person
engaged in formal study. "Pupils," are those who regularly attend a school of elementary level under the supervision and
tutelage of a teacher.
3. "School personnel," or all persons working for an educational institution, which includes the following:
a. "Teaching or academic staff," or all persons engaged in actual teaching and/or research assignments, either on full-time
or part-time basis, in all levels of the educational system.
b. "School administrators," or all persons occupying policy implementing positions having to do with the functions ofthe
school in all levels.
c. "Academic non-teaching personnel," or those persons holding some academic qualifications and performing academic
functions directly supportive of teaching, such as registrars, librarians, research assistants, research aides, and similar
staff.
d. "Non-academic personnel," or all other school personnel not falling under the definition and coverage of teaching and
academic staff, school administrators and academic non-teaching personnel.
4. "Schools," or institutions recognized by the State which undertake educational operations.

Chapter 2
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:

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 ensuring the full cooperation of parents and teachers in the formulation and
efficient implementation of such programs.

2. The right to access to any official record directly relating to the children who are under their parental responsibility.

Section 9. Rights of Students in School - In addition to other rights, and subject to the limitation prescribed by law and
regulations, and student and pupils in all schools shall enjoy the following rights:

1. The right to receive, primarily through competent instruction, relevant quality education in line with national goals and
conducive to their full development as person with human dignity.

16
 2. The right to freely choose their field of study subject to existing curricula and to continue their course therein up to graduation,
except in cases of academic deficiency, or violation of disciplinary regulations.

3. The right to school guidance and counseling services for decisions and selecting the alternatives in fields of work suited to his
potentialities.

4. The right of access to his own school records, the confidentiality of which the school shall maintain and preserve.

5. The right to the issuance of official certificates, diplomas, transcript of records, grades, transfer credentials and other similar
documents within thirty days from request.
6. The right to publish a student newspaper and similar publications, as well as the right to invite resource persons during
assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective channels of communication with appropriate
academic channels and administrative bodies of the school or institution.
8. The right to form, establish, join and participate in organizations and societies 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 for purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by their own he organizations or societies.

Section 13. Rights of Schools - In addition to other rights provided for by law, schools shall enjoy the following:

1. The right of their governing boards or lawful authorities to provide for the proper governance of the school and to adopt and
enforce administrative or management systems.

2. The right for institutions of higher learning to determine on academic grounds who shall be admitted to study, who may
teach, and what shall be subjects of the study and research.

III. THE EDUCATIONAL SYSTEMS

Formal Education
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 for the achievement of the country's educational goals and objectives.

Section 20. Definition - "Formal Educational" refers to the hierarchically structured and chronologically graded learning
organized and provided by the formal school system and for which certification is required in order for the learner to progress through
the grades or move to higher levels. Formal education shall correspond to the following levels:

1. Elementary Education. - the first stage of compulsory, formal education primarily concerned with providing basic education and
usually corresponding to six or seven grades, including pre-school programs.

2. Secondary Education. - the state of formal education following the elementary level 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.

3. Tertiary Education. - post secondary schooling is higher education leading to a degree in a specific profession or discipline.

Non- FORMAL Education and Specialized Educational Services

Section 24. Specialized Educational Service - The State further recognizes its responsibility to provide, within the context of the
formal education system, services to meet special needs of certain clientele. These specific types, which shall be guided by the basic
policies of the State embodied in the General Provisions of this Act, include:

1. "Work Education," or "Practical Arts," as a program of basic education which aims to develop the right attitudes towards
work; and "technical-vocational education," post-secondary but non-degree programs leading to one, two, or three year
certificates in preparation for a group of middle-level occupations.

2. "Special Education," the education of persons who are physically, mentally, 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
capacity; and

3. "Non-formal Education," any organized school-based educational activities 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
and the out-of-school youth and adults, distinct from and outside the regular offerings of the formal school system.

The objectives of non-formal education are as follows:

a. To eradicate illiteracy and raise the level of functional literacy of the population;

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 b. To provide unemployed and underemployed youth and adults with appropriate vocational/technical skills to enable them to
become more productive and effective citizens; and
c. To develop among the clientele of non-formal education proper values and attitudes necessary for personal, community and
national development.

Establishment of Schools
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:
Provided, that any private school proposed to be established must incorporate as a non-stock educational corporation in accordance
with the provisions of the Corporation Code of the Philippines. This requirement to incorporate may be waived in the case of family-
administered pre-school institutions.
Government assistance to such schools for educational programs shall be used exclusively for that purpose.
Section 26. Definition of Terms - The terms used in this Chapter are defined as follows:
1. "Schools" are duly established institutions of learning or educational institutions.
2. "Public Schools" are educational institutions established and administered by the government.
3. "Private Schools" are educational institutions maintained and administered by private individuals or groups.

School Finance and Assistance

A. FUNDING OF REPUBLIC SCHOOLS

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 local public schools on the basis of national fund participation and adequate revenue
sources which may be assigned by the national government for the purpose.

Section 35. Financial Aid Assistance to Public Secondary Schools - The national government shall extend financial aid and
assistance to public secondary schools established and maintained by local governments, including barangay high schools.

Section 36. Share of Local Government - Provinces, cities and municipalities and barangays shall appropriate funds in their
annual budgets for the operation and maintenance of public secondary schools on the basis of national fund participation.

Section 37. Special Education Fund - The proceeds of the Special Education Fund accruing to local governments shall be used
exclusively for the purposes enumerated in Section 1 of Republic Act No. 5447.

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 39. Income from other Sources - Government-supported educational institution may receive grants, legacies,
donations and gifts for purposes allowed by existing laws.

B. FUNDING OF PRIVATE SCHOOLS

Section 40. Funding of Private Schools - Private schools may be funded from their capital investment or equity contributions,
tuition fees and other school charges, grants, loans, subsidies, passive investment income and income from other sources.

Section 41. Government Assistance - The government, in recognition of their complementary role in the educational system,
may provide aid to the programs of private schools in the form of grants or scholarships, or loans from government financial institutions:
Provided, that such programs meet certain defined educational requirements and standards and contribute to the attainment of national
development goals.

Section 42. Tuition and Other Fees - Each private school shall determine its rate of tuition and other school fees or charges.
The rates and charges adopted by schools pursuant to this provision shall be collectible, and their application or use authorized,
subject to rules and regulations promulgated by the Ministry of Education, Culture and Sports.

Section 43. Income from Other Sources - Any private school duly recognized by the government, may receive any grant and
legacy, donation, gift, bequest or devise from any individual, institution, corporation, foundation, trust of philanthropic organization, or
research institution or organization as may be authorized by law.

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. Schools may pool their institutional funds, in whole or in part, under joint management for the
purpose of generating additional financial resources.

D. ASSISTANCE TO STUDENTS

Section 51. Government Assistance to Students - The government shall provide financial assistance to financially
disadvantaged and deserving students. Such assistance may be in the form of State scholarships, grants-in-aid, assistance from the
Educational Loan Fund, or subsidized tuition rates in State colleges and universities.
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Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational institutions shall be encouraged to grant
scholarships to students pursuant to the provisions of existing laws and such scholarship measures as may hereafter be provided for
by law.

Section 53. Assistance from the Private Sector - The private sector, especially educational institutions, business and industry,
shall be encouraged to grant financial assistance to students, especially those undertaking research in the fields of science and
technology or in such projects as may be necessary within the context of national development.

Republic Act No. 9155: AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING
AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS
AS THE DEPARTMENT OF EDUCATION.

SECTION 1. Short Title. – This Act shall be known as the “Governance of Basic Education Act of 2001.”

The school shall be the heart of the formal education system. It is where children learn. Schools shall have a single aim of
providing the best possible basic education for all learners.

Sec. 4. Definition of Terms. – For purposes of this Act, the terms or phrases used shall mean or be understood as follows:

(a) Alternative Learning System – is a parallel learning system to provide a viable alternative to the existing formal education
instruction. It encompasses both the non-formal and informal sources of knowledge and skills;
(b) Basic Education – is the education intended to meet basic learning needs which lays the foundation on which subsequent
learning can be based. It encompasses early childhood, elementary and high school education as well as alternative
learning systems for out-of-school youth and adult learners and includes education for those with special needs;
(c) Cluster of Schools – is a group of schools which are geographically contiguous and brought together to improve the
learning outcomes;
(d) Formal Education – is the systematic and deliberate process of hierarchically structured and sequential learning
corresponding to the general concept of elementary 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;
(e) Informal Education – is a lifelong process of learning by which every person acquires and accumulates knowledge, skills,
attitudes and insights from daily experiences at home, at work, at play and from life itself;
(f) Integrated School – is a school that offers a complete basic education in one school site and has unified instructional
programs
(g) Learner – is any individual seeking basic literacy skills and functional life skills or support services for the improvement of
the quality of his/her life
(h) Learning Center – is a physical space to house learning resources and facilities of a learning program for out-of-school
youth and adults
(i) Learning Facilitator – is the key-learning support person who is responsible for the supervising/facilitating the learning
process and activities of the learning
(j) Non-Formal Education – is any organized, systematic educational activity carried outside the framework of the formal
system to provide selected types of learning to a segment of the population;
(k) Quality Education – is the appropriateness, relevance and excellence of the education given to meet the needs and
aspirations of an individual and society
(l) School – is an educational institution, private and public, undertaking educational 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 group of buildings in a particular physical or cyber site;
(m) School Head – a person responsible for the administrative and instructional supervision of the school or cluster of schools

Duties and Responsibilities

School Level
The school head who may be assisted by an assistant school head, shall be both an instructional leader and administrative
manager.

Chapter 3 Sec. 9 Abolition of BPESS (Bureau of Physical Education and School Sports). – All functions, programs and
activities of the Department of Education related to Sports competition shall be transferred to the Philippine Sports
Commission (PSC). The program for school sports and physical fitness shall remain part of the basic education curriculum. The
Bureau of Physical Education and School Sports (BPESS) is hereby abolished. The personnel of BPESS, presently detailed with PSC,
are hereby transferred to the PSC without loss of rank, including the plantilla position they occupy. All other BPESS personnel shall be
retained by the Department.
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 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 THEREOF
AND FOR OTHER PURPOSES

SEC. 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.

For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens
equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the
State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound
curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as
creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity
of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as
a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the foundation on which
subsequent learning can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning
systems for out-of-school learners and those with special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education 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.
Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for
Grade I.

Note: Kindergarten is compulsory based on R.A. 10157: Kindergarten Education Act.

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.

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 education. The entrant age to the junior and senior high school levels are typically twelve (12)
and sixteen (16) years old, respectively.

Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the
formative years of learners.

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 learners. The Department of Education (DepEd) shall formulate a mother language 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) languages can become the primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she
identifies with, is identified as a native 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 native language refers to the traditional speech variety or
variety of Filipino sign language existing in a region, area or place.

PART IV: FOUNDATIONS OF MORALITY

Morality is defined as the quality of human acts by which we call them right or wrong, good or evil (Panizo,1964) “Do good and avoid
evil” This is the fundamental moral principle. The natural law that says “Do good and avoid evil” comes in different version, such;
Christians - Ten Commandments of God
Buddhists - Eight beatitudes of Buddha (strive to know the truth, resolve to resist evil, say nothing to hurt others,
respect life, morality and property, engage in the job that does not require to hurt others, strive to free their minds from evil, control their
feelings and thoughts and practice proper forms of concentration.
Islam - Five pillars of Koran (prayers, self-purification by fasting, fasting, almsgiving, pilgrimage to Mecca for those
who can afford.

Max Scheler’s Hierarchy of Values

Pleasure values (lowest level)
 the pleasant against the unpleasant
 the agreeable against the disagreeable
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  Sensual feelings
 Experience of pleasure or pain
Vital Values (2nd level)
 Values pertaining to the well-being either of the individual or the community
 Health and vitality
 Values of feeling
 Capability and excellence
Spiritual Values (3rd level)
 Values independent of the whole sphere of the body and of the environment
 Values of right or wrong
Values of Holy (highest level)
 Appear only in regard to objects intentionally given as “absolute objects”
 Beliefs, adoration, bliss
PART V: DepEd PROGRAMS, POLICIES & ORDERS

DO 25, S. 2002 – IMPLEMENTATION OF THE 2002 BASIC EDUCATION CURRICULUM

June 17, 2002
To: Undersecretaries, Assistant Secretaries, Heads of Bureau/Centers/Offices, Regional Directors, Schools Division Superintendents,
Public Elementary and Secondary School Principals/Head Teachers/TICs, Public School Teachers

1. The Department of Education is implementing this school opening the 2002 Basic Education Curriculum (BEC).
4. The Philippine Commission on Educational Reforms (PCER), created on Dec. 7, 1998 through Executive Order No. 46,
recommended the adoption of the restructured BEC and its implementation starting 2002.
5. The BEC focuses on the basics of reading, writing, arithmetic, science and patriotism. Values is integral to all the subject
areas. Students can then be ready for lifelong learning. It seeks to cure the inability of students who cannot read with comprehension at
grade 3 and worse, at grade 6.
6. The BEC decongests the overcrowded curriculum.
7. Integrative and interactive teaching-learning approaches are stressed. These are characterized by group learning and
sharing of knowledge and experiences between teachers, between teachers and students and among students. For instance,
under the old curriculum, English teachers prepared lesson plans for English and values teachers prepared for values education. Under
the BEC, the English and Values Education teachers work together on their lesson plans.
8. High school math shifts from the spiral system which introduced all math subjects in every level to the linear, sequential
approach where only Elementary Algebra is taught in 1st year, Intermediate Algebra in the 2nd year and Geometry in 3rd year.
10. Textbooks for the revised curriculum, worth some P1.4 billion, have been delivered, or are in the process of being
distributed, to the different schools nationwide.
11. Many lesson plans to be used by the teachers have been prepared and produced. From 3 to 15 of June, there were
additional training and preparation of lesson plans. Each H.S. math teacher will get lesson plans.
13. The adoption of the BEC is optional for private schools. Although more than 50% of private schools have joined.
15. The NETRC, the BEE and BSE, with the assistance of NEAP, will conduct a quarterly evaluation of the revised curriculum. School
principals and supervisors were continuously monitor its implementation in their respective schools and divisions.
16. Curriculum development is a dynamic process, and thus the restructured curriculum will continue to develop. Through
school year 2002-2003, the BEC implementation will be monitored, improved and fine-tuned. Selected prototype lesson plans will be
distributed.
17. The BEC has received broad-based support from top educators and other authorities. Public school teachers, principals,
superintendents and the regional directors have manifested support for the BEC. The whole DepEd will help implement the BEC.
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Every Child a Reader Program (ECARP)

An institutionalized program by DepEd which enforce the policy that every child a reader by Grade 3.
The Program will develop in Filipino children literacy and numeracy skills and attitudes that will contribute to lifelong learning. More
specifically, it aims to improve reading and numeracy skills of Kinder to Grade 3 pupils, following the K to 12 Basic Education
Curriculum, and establish a sustainable and cost-effective professional development system for teachers
Components of early language, literacy and numeracy program
 establishment of baseline data (e.g., teacher and pupils’ profile, language used by learners, existing and functional reading
and numeracy program, and support mechanisms at the ground level)
 materials development
 development of classroom-based (formative) assessment protocol for literacy and numeracy skills
 professional development of teachers and school heads
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BRIGADA ESKWELA 2019 Implementing Guidelines

1. Brigada Eskwela espouses the spirit of volunteerism. Taking part in the school repair and other maintenance work is not
mandatory nor requisite for parents to enable their children to be accommodated in the school.
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2. No Brigada Eskwela fee shall be solicited from volunteers.
3. All Uniformed Personnel are welcome to participate in Brigada Eskwela, however, carrying guns and firearms is prohibited inside the
school premises.
4. In the performance of the key role in operationalizing this year's Brigada Eskwela in relation to the theme, school heads are expected
to consider the following materials:
a) School safety and Preparedness Guide (Annex A of Enclosure No. I)
b) Stakeholder Engagement Strategy (Annex B of Enclosure No. 1)
c) Kit's Menu (Annex C of Enclosure No. 1)
d) WASH in Schools Activities
e) Learning Resource Centers
5. Pursuant to DepEd Order No. 6, s.2012 entitled "Guidelines on the Adoption and Implementation of Public Health Policies on
Tobacco Control and Protection against Tobacco Industry Interference," receiving assistance or support from companies and other
players in the tobacco industry for Brigada Eskwela is not allowed.
6. Pursuant to DepEd Order No. 48, s. 2018 entitled "Prohibition on Electioneering and Partisan Political Activity," the schools may not
receive any forms of contribution/ donations from official candidate for the local and national election.
(Department of Education and Culture Memo No. 12, 1971)
The Continuous Progression Scheme (CPS) 1971-1972 (Department of Education and Culture Memo No. 12, 1971) is an
organizational strategy vertical in nature, which includes promotion in nature whereby a pupil is enabled to progress from one
grade to another grade without needless repetition, and in addition, is allowed to attain maximum growth as he moves from
grade to grade. In this scheme, every child is provided opportunities to attain the maximum potential to the end that he
progresses toward a goal of his own pace and not in comparison with another. In other words, it is a scheme of individual
pacing designed to help and guide every child to grow at its own rate in attaining his own potential. Under this setup, the pupils
are not allowed to experience failure but instead are enabled to move from one grade to grade according to their own rates of progress.
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Child Friendly School System (CFSS)

A program sponsored by the UNICEF that aims at putting the best interest of the child especially the poor learner, at heart by
understanding the child himself and his interaction with his environment (the home, the school and the community) through a
standardized teaching system.
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TRIFOCAL EDUCATION SYSTEM

The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and non-formal
education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and
development while CHED is responsible for higher education.
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K+12: Mastery Learning in Public Schools

Now that K+12 is certain to get implemented in all public schools starting this coming June (SY 2012-2013), let’s talk about how we can
design the curriculum around the concept of “mastery learning” based on Benjamin Bloom‘s Mastery for Learning model. In Mastery
Learning, “the students are helped to master each learning unit before proceeding to a more advanced learning task (Bloom
1985) in contrast to conventional instruction. Thus, the students are not advanced to a subsequent learning objective until
they demonstrate proficiency with the current one.” If a student does not achieve mastery on the test, they are given additional
support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery,
and they may then move on to the next stage.

In mastery learning, there is a shift in responsibilities, so that student's failure is more due to the instruction and not necessarily lack of
ability on his or her part. Therefore, in a mastery learning environment, the challenge becomes providing enough time and employing
instructional strategies so that all students can achieve the same level of learning.
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Basic Education Sector Reform Agenda (2006-2010)

Department of Education, Republic of the Philippines, August 2005

The Department of Education (DepED) is currently implementing the Schools First Initiative, an effort to improve basic education
outcomes through a broadly participated, popular movement featuring a wide variety of initiatives undertaken by individual schools and
communities as well as networks of schools at localities involving school districts and divisions, local governments, civil society
organizations and other stakeholder groups and associations.

Even as the Schools First Initiative seeks to improve the way all public schools perform now, the DepEd is also undertaking
fundamental reforms to sustain better performance. DepEd is pursuing a package of policy reforms that as a whole seeks to
systematically improve critical regulatory, institutional, structural, financial, cultural, physical and informational conditions affecting basic
education provision, access and delivery on the ground. These policy reforms are expected to create critical changes necessary to
further accelerate, broaden, deepen and sustain the improved education effort already being started by the Schools First Initiative. This
package of policy reforms is called the Basic Education Sector Reform Agenda (BESRA).
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 Republic Act No. 8525 AN ACT ESTABLISHING AN "ADOPT-A-SCHOOL PROGRAM," PROVIDING INCENTIVES THEREFOR,
AND FOR OTHER PURPOSES

Section 1. Title. – This Act shall be known and cited as the "Adopt-a-School Act of 1998."

Section 2. Declaration of policy. – It is the policy of the State to provide quality and relevant education to the Filipino youth and to
encourage private initiative to support public education. Towards this end, the State shall institute programs to encourage private
companies and enterprises to help in the upgrading and modernization of public schools in the country, particularly those in poverty-
stricken provinces.

Section 3. Adopt-a-School Program. – There is hereby established the "Adopt-a-School Program" which will allow private entities
to assist a public school, whether elementary, secondary, or tertiary, preferably located in any of the twenty (20) poorest
provinces identified by the Presidential Council for Countryside Development or any other government agency tasked with
identifying the poorest provinces in, but not limited to, the following areas: staff and faculty development for training and
further education; construction of facilities; upgrading of existing facilities, provision of books, publications and other
instructional materials; and modernization of instructional technologies.

A Memorandum of Agreement (MOA) specifying the details of the adoption shall be entered into between the adopting entity and the
head of the school concerned: Provided, That such MOA shall be subject to review and approval of the Superintendent of Schools of
the province or district concerned: Provided, further, That the agreement shall last for at least two (2) years with the possibility of
extension: Provided, finally, That such period may be shortened only in cases where the adopting entity is dissolved before the end of
such period unless otherwise earlier terminated in accordance with the succeeding Sec.

Section 4. Periodic review. – A review of the adoption shall be undertaken by the local school board of the province or city where the
school is located. The standards and guidelines for the review shall be formulated by the Coordinating Council created under Sec. 7
hereof. The results of the review shall be taken into consideration in the assessment of the application for tax credits by the adopting
entity. The school board may, after an appropriate review, recommend to the Coordinating Council the termination of the adoption. The
adopting entity may appeal the assessment to the Coordinating Council whose decision shall be final and unappeasable.

Section 8. Rules and regulations. – The DECS, CHED and TESDA, in consultation with the Department of Finance, shall
formulate the rules and regulations to implement this Act.
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Government Assistance Programs
The “Study Now Pay Later Act of 2017” program mandates all private higher education institutions to allow marginalized students
get a degree and pay once they land a job upon graduation. This program also ensures that private institutions will do their share in
nation-building by helping those who wish to attend a university but can’t afford to. (an educational loan intended to provide financial
assistance to deserving students who are enrolled or to enroll in a degree program at any curriculum year level in private universities)

The Commission on Higher Education has launched the Student Financial Assistance Program (StuFAP) Administration System
which aims to help students finance their education through scholarships or loans.

Moreover, the Department of Science and Technology has a specific assistance program for science and engineering
students. City-sponsored scholarships like the Quezon City Scholarship and Youth Development Program also offer generous cash
grants to cover university tuition fees. And since state colleges and universities are now tuition-free, you may opt to enroll in one
nearest you. This includes the University of the Philippines and the Polytechnic University of the Philippines.

You can also get in touch with the offices of your local government units to know what college scholarships or student
assistance programs you are eligible to apply for. Your local and district representatives are duly elected leaders. who have vowed
to uphold the rights of the people so your right to education might just be one call away!

If you qualify at our country’s prestigious military, police or marine academy, you’re all set for a free degree. Students of the
Philippine Merchant Marine Academy, Philippine Military Academy, and Philippine National Police Academy are government scholars
who enjoy free tuition fee, board and lodging, and monthly stipends. If you want to heed our Motherland’s call of service and duty, you
can do so free of charge.

If you’ve exhausted all types of government-funded opportunities, then it’s time to look somewhere else- try private
institutions! Grants sponsored by PHINMA, Ayala Corporation, Metrobank and other private charitable foundations such as the Tzu
Chi Foundation or World Vision may well be your golden ticket to college. Be sure to check out Edukasyon.ph’s scholarships page to
see more details on how you can qualify for these grants.
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DepEd Tests
1. The National Achievement Test administered by the Department of Education (DepEd) in the Philippines, a set of standardized
tests addressing the major subjects taught in school, is an example.
a. National Elementary Achievement Test - These tests are given to Grade 3 where students are assessed in both English
and Filipino (These two subjects comprise two thirds of the exam) and Math and Science (These two account for the
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 remaining one third). A different set of tests is given to Grade 6 pupils where each of the following 5 subjects is assigned 40
items: (Science, Math, English, Filipino and Social Studies).
b. National Secondary Achievement Test - Another set is administered to fourth year high school students (This is currently
the last year of basic education in the Philippines since K+12 has not been implemented yet for the additional two years in
high school). The scores in these exams are reported as percentage of items correctly answered.
2. Accreditation and Equivalency Test
The Alternative Learning System Accreditation and Equivalency (ALS A&E) Test, formerly known as the Non-formal Education
A&E Test, is a paper and pencil test designed to measure the competencies of those who have neither attended nor finished
elementary or secondary education in the formal school system.
Passers of the A&E Test are given a certificate/diploma, bearing the Department of Education (DepEd) seal and the signature
of the Secretary, certifying their competencies as comparable graduates of the formal school system. Passers are qualified to
enroll in secondary and post-secondary schools.
3. Since 1973, students are required to take the National College Entrance Examination (NCEE), before they can begin higher
education. This exam is administered during the fourth year of high school. A controversial issue regarding this exam is the
use of English, which prejudices against students from rural and poor areas.

Program for Decentralized Education

DECENTRALIZATION is the transfer of decision-making authority closer to the consumer or beneficiary.

Why pursue decentralization in the Philippines?
 Poor quality of education
 Shortfalls in classrooms
 Shortfalls in textbooks and teachers
 Low achievement in science, math and language
 Disparity in rural and urban areas in terms of achievement
 Declining participation of the private sectoral

 The sectoral program aimed to reduce disparities in elementary education among and within the regions.
 To raise the overall quality and efficiency of elementary education.
 To improve the management capabilities of the system, especially at the regional and sub-regional levels.
 Mechanism and structures needed for the efficient implementation of reforms have given priority.
 Competencies of those involve in curriculum development and implementation are upgraded regularly.
 Lessons learned from the reform implementation are providing useful baseline information for future reform and development
programmed.
 The curriculum is continuously undergoing refinement to ensure its relevance to changing needs and demands.
 The ongoing basic education curriculum review has provided for more in depth indigenization/localization of the curriculum
and integration of information technology or multimedia resources in the teaching-learning process.
 Benchmarking has provided valuable and reliable data about school and student performance.
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Educational Service Contracting (ESC)
R.A. No. 6728 entitled “An Act Providing Assistance to Students and Teachers in Private Education, and Appropriating Funds
Therefor,” stipulates that it is the declared policy of the state, in conformity with the mandate of the Constitution, to promote and make
quality education accessible to all Filipino citizens. The State also hereby recognizes the complementary rules of public and private
schools in the educational system and the invaluable contribution they make to education.
The Educational Service Contracting (ESC) Scheme which has been managed and administered by the Fund for Assistance to Private
Education (FAPE) since SY 1986-87 is now directly administered by the Bureau of Secondary Education (BSE), Department of
Education, Culture and Sports (DECS) through the DECSROs effective SY 1991-92.
Educational Service Contracting (ESC) is a partnership program by the Department of Education (DepEd) aimed at
decongesting overcrowded public junior high schools. In ESC, the excess capacities of certified private junior high schools
are “contracted” through slot allocations for students who would otherwise have gone to public schools. The slots come with
subsidies called ESC grants, and program beneficiaries are called ESC grantees or, for the purposes of these guidelines,
simply grantees.
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The Doctrine of IN LOCO PARENTIS
The concept of in-loco-parentis has historically been used by teachers and administrators as a prominent component of the legal and
sometimes ethical rationale for the disciplining of students under their charge. The literal translation of the term in-loco parentis means
“in place of the parents” was the foundation which American school of thought developed in the colonial and pre – revolutionary war
era. The doctrine was traced as far back as Blackstones commentaries on the land of England, which said in part:
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 “A parent may also delegate part of his parent authority, during his life, to the tutor or school master of his child; who is then in-
loco-parentis and had such a portion of the power of the parent, viz; that the restraint and correction, as may be necessary, to answer
the purposes for which he is employed”

Literally translated, the expression means ‘in the place of the paren’t’. Black (1979:708) defines it as being "in the place of the parent;
charged, factitiously with a parent’s rights, duties, and responsibilities". Claassen (1976:218) defines it as: "In the place of the parent. T
hose who have been entrusted by the parents with the custody and control of children under age are said to stand in loco parentis to
the children."

The practical implications of the in loco parentis theory are as follows:

 The in loco parentis person does not replace the parent - the parent as the primary educator can never be replaced. The in
loco parentis person (the teacher) who stands in an association with the parent acts on behalf of his associate to educate and
teach his child professionally and in the physical absence of the parent.
 The right vested in the teacher as an in loco parentis person to exercise authority over the pupil, is both delegated power and
original power. It is delegated to him by his associate, the parent, and it is original since the teacher acts from within the
societal relationship of the school and its sovereign sphere (with its own power structure).
 The teacher is also under the obligation to provide custody for the pupil as a minor for the e time that he is entrusted to the
teacher. T h ere is a duty of care on the teacher for the physical and mental protection of the pupil. This duty of care can also
be derived from the teacher’s obligation to his associate, the parent, to provide a safe environment where the intellectual
development, resulting from teaching, can be maximal.
 A résumé of the rights and liabilities of the teacher as an in loco parentis shows that the teacher has the right to maintain
school rules and punish transgressors. On the other hand, he is liable to provide a safe environment for the pupil.
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TEACHER BURNOUT: Causes and Prevention

Human service professionals like teachers are not strangers to experiencing burnout. Individuals whose jobs entail working with
and serving people are prone to feelings of failure and being worn-out (Waugh & Judd, 2003; Freudenberger, 1974). Teachers are not
exempt from the sensations of physical, emotional and mental exhaustion (Pines & Aronson, 1988) as a result of the demands they
face in their day-to-day work (Maslach, 1982).
Among the observable indicators of burnout are
1) emotional depletion, characterized by low morale and lack of enthusiasm;
2) dehumanization as shown by insensitive attitudes toward students; and
3) low sense of personal achievement (Yu, 2005).

Teacher burnout affects job performance and consequently the level of achievement of the learners (Sari, 2004). It also leads to
teachers leaving the classroom for less stressful jobs, which, in turn brings about teacher shortage (Zalaquett & Wood, 1997). The
seriousness of teacher burnout is in its long-term effects such as the progressive loss of idealism, energy and purpose (Edelwich &
Richardson, 1980).

Aside from usual work-related stressors, other factors schools contribute to teacher burnout. In public schools, teachers have to
deal with lack of textbooks and instructional materials, inadequate facilities, and large class sizes. Teacher absenteeism and
incidents of teacher hostility in the classroom are symptoms of teacher burnout (Maslach, et. al., 2001).

Three coping mechanisms of teachers who experience burnout:

1. Exhaustion: a state in which the teacher feels
they cannot offer any more of themselves
2. Cynicism: a distant attitude toward work,
colleagues, students and other aspects of the job
3. Inefficacy: a feeling of becoming incompetent
and ineffective at the job

Teacher Burnout Prevention & Solutions

Teacher burnout requires that administration, teachers, support personnel and aides all work together to create a more nurturing
environment for teachers. The goal: to bring more qualified educators in – despite widely publicized and off-putting elements of the job
such as low pay, low recognition, difficult classroom management and others – and to keep them there. The solution needs to start with
helping teachers already in the field, then extend to widespread support that embraces new teachers as soon as they step into the
classroom. These solutions include:
1. Give teachers more control over their daily lives.
It may be as simple as letting teachers choose more of their own curriculum and seeing where it goes.
2. Help teachers modify their reactions.
This means, of course, creating workshops and trainings to teach the teachers. Humans don’t necessarily turn to the
right coping mechanisms when faced with stress, and must be guided toward these healthy “attitude adjustments”
through education, counseling and guided practice. Help with reframing issues, stepping back and
compartmentalizing will go a long way.
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 3. Publicize and look for early detection of warning signs.
No one can expect change if its need and routes aren’t well-known. This means publicizing the nature, causes and –
most importantly – signs and symptoms of burnout. That in turn means developing trainings for teachers to help them
recognize the signs and symptoms of burnout in themselves and others. If teachers know what to look for, they’re
more likely to report on themselves and others with compassion rather than judgment, and are less likely to stay
quiet.
4. Offer mental and physical health amenities.
Providing mindfulness practices in a school setting will help teachers feel supported, increasing those positive
associations such as self-compassion and personal efficacy, not to mention a generally happier frame of mind. Ideas
include hobby courses, yoga and meditation, journaling practices and other at-will (not mandatory!) offerings.
5. Create a clear path for addressing symptoms of burnout. Teachers need:
 Widespread policies for how to report teacher burnout and receive care
 A direct path to administration’s ear when reporting burnout
 A reasonable expectation of getting help
 Choice in what type of care they’d like to receive
 Assistance in adjusting their workloads and lifestyles to manageable levels
 An administration actively watching for and helping with burnout

RA 10912 - AN ACT MANDATING AND STRENGTHENING THE CONTINUING PROFESSIONAL DEVELOPMENT PROGRAM FOR
ALL REGULATED PROFESSIONS, CREATING THE CONTINUING PROFESSIONAL DEVELOPMENT COUNCIL, AND
APPROPRIATING FUNDS THEREOF, AND FOR OTHER RELATED PURPOSES
ALSO KNOWN AS THE CONTINUING PROFESSIONAL DEVELOPMENT ACT OF 2016
- is an act which requires CPD as the mandatory requirement for the renewal of Professional Identification Card.

DEFINITION OF TERMS
Continuing Professional Development or CPD - refers to the inculcation of advanced knowledge, skills and ethical values in a post-
licensure specialization or in an inter- or multidisciplinary field of study, for assimilation into professional practice, self-directed research
and/or lifelong learning
CPD credit unit - refers to the value of an amount of learning that can be transferred to a qualification achieved from formal, informal
or nonformal learning setting, where in credits can be accumulated to predetermined levels for the award of a qualification
CPD Program - refers to a set of learning activities accredited by the CPD Council such as seminars, workshops, technical lectures or
subject matter meetings, nondegree training lectures and scientific meetings, modules, tours and visits, which equip the professionals
with advanced knowledge, skills and values in specialized or in an inter- or multidisciplinary field of study, self-directed research and/or
lifelong learning
Self-directed learning - refers to learning activities such as online training, local/international seminars/nondegree courses,
institution/company-sponsored training programs, and the like, which did not undergo CPD accreditation but maybe applied for and
awarded CPD units by the respective CPD Council.
For Professional Teachers, pursuant to Resolution No. 11, s. 2017, of the Professional Regulatory Board of Professional Teachers, the
following is the transitory period for the compliance of their CUs:
YEAR OF RENEWAL REQUIRED NUMBER OF CREDIT UNITS
DECEMBER 2017 15
JANUARY – DECEMBER 2018 30
JANUARY 2019 – ONWARDS 45

WHAT IS THE SELF-DIRECTED LEARNING AND/OR LIFELONG LEARNING TRACK?

A professional shall collate all activities he/she has undergone or attended to from a non-CPD Provider three (3) years prior to the
renewal of his/her Professional Identification Card (PIC) and apply one time to the concerned CPD Council. The CPD Council will
convert such activities to CPD Credit Units and the professionals will be entitled to a Certificate of Credit Units Earned.

It can be recalled that in the sixth Senate committee hearing on CPD law last November 28, 2018, committee chair Sen. Antonio
Trillanes IV and fellow senators Ralph Recto and Miguel Zubiri urged PRC Commissioners and CPD Council members to look into the
implementation of the law after numerous complaints received by their offices regarding the measure. Senators pushed for making
CPD requirement voluntary, but PRC sticks to its mandatory nature in its official amendments to IRR.
CHANGES IN THE CPD IRR (Implementing Rules and Regulations)

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Here are some of the relevant revisions in the new IRR:
PRC provides a “transition period” for the professional to comply with the unit requirements. During this transition period, the following
shall be observed:
a) Professionals working overseas shall not be covered by the CPD requirement.
b) Newly licensed professionals shall not be covered by CPD requirement for the first renewal cycle after obtaining their license.
c) The various CPD Councils shall reduce the required CPD credit units to a minimum, which shall not be more than 15, as provided for
under applicable laws.

OTHER TERMS to take NOTE:

Multi-grade classroom – refers to a class that has two or more grade level of children in one classroom
Multi-age grouping may be implemented for institutional or pedagogical reasons by the administration of the school, but the outcome is
that students are able to interact across age groups and have long-term relationships with other students and teachers. In a multiage
middle school program students from more than one grade level learn side by side. The oldest students eventually move on and are
replaced by a new group of younger students each year.

Why Multi-grade Class Exists?

1. Multi-grade classes were organized as a matter of necessities for remote barangays where the number of children enrolled could not
meet the required number to organize a single grade class and assign the necessary teacher for each class.
2. Distance of the barrio and the small number of students for each class
3. Shortage of funds, teachers and school buildings

A school in every barangay

The DepEd will continue to provide access to basic education. In accordance with the broadening of accessibility to basic education,
the program commitment has the following components: (a) establishment of a school in every barangay not having an
elementary school and in every town without a high school (a barangay is the basic governmental unit in the country's political
structure, consisting of a number of families within the same geographic area; (b) organization of multi-grade classrooms; (c)
completion of incomplete elementary schools; and (d) provision of basic instructional materials, facilities and equipment at the
elementary and high school levels

Mobile teacher
The ALS Programs are carried out by ALS Mobile Teachers and District ALS Coordinators in the 17 regions of the country. Both are
DepED employed and hold regular teacher items.
Mobile Teachers are “specialized” teachers who live among the people in remote barangays of the country conduct the BLP for illiterate
out-of-school youth and adults who are willing to learn basic literacy skills and Accreditation and Equivalency (a continuing education)
for those who left formal school system or have no access to schools.
The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a district. However, just like the Mobile Teachers,
they also serve as facilitators in the delivery of the Basic Literacy Program and the Accreditation and Equivalency Program.

Sineskwela
- is a Filipino children's television series produced by ABS-CBN Foundation (now ABS-CBN Lingkod Kapamilya Foundation),
Science Education Institute of the Department of Science and Technology (DOST) and the Department of Education, Culture
and Sports (DECS, now Department of Education or DepEd). The show aims to educate children about science. It was
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alternatively known as a School on Air.[5][6]

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