Davao Del Norte State College: Educational Legislation: Term Paper

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Davao del Norte State College

New Visayas, Panabo City
Educational Legislation: Term Paper

__________________________________________
Presented to
DR. EDGARDO M. SANTOS

EdM 702 Professor
____________________________________________
In Partial Fulfillment of the Requirements

EdM 702 Educational Legislation
___________________________________________
Presented by:
ELDEN D. ORBETA
Ph.D. Educational Management Student
Second Semester 2014
Elden D. Orbeta DR. EDGARDO M. SANTOS

Ph. Student EdM 702 Professor
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Abstract
This term paper provided various related reading literature regarding
the implementation and deliberation of Kindergarten Education Act. It has the
complete passage of the law also known as Republic Act No. 10157 and the
different publications where this law was published then, responded different
comments and reactions from numerous educators, columnist, editors and
students. In this law it highlighted the on basic education in the Philippines
including early childhood education be compulsory and mandatory to all
children in school age, the medium of instruction anchored on the mother
tongue-based multilingual education (MTB-MLE) method,the teaching
profession, and the significant role of early childhood education.Thus. it also
stressed out the importance of Kindergarten Education which can be
highlighted through this thoughts that all children benefit from more exposure
to the basic knowledge in reading skills which includes alphabet recognition,
writing the letters of the alphabet, and writing one’s own name.

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REPUBLIC ACT NO. 10157
AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO
THE BASIC EDUCATION SYSTEM AND APPROPRIATING FUNDS
Be it enacted by the Senate and House of Representatives of the Philippines
in Congress assembled:
Section 1. Short Title. - This Act shall be known as the "Kindergarten
Education Act".
Section 2. Declaration of Policy. - In consonance with the Millennium
Development Goals on achieving Education for All (EFA) by the year 2015, it
is hereby declared the policy of the State to provide equal opportunities for all
children to avail of accessible mandatory and compulsory kindergarten
education that effectively promotes physical, social, intellectual, emotional and
skills stimulation and values formation to sufficiently prepare them for formal
elementary schooling. This Act shall apply to elementary school system being
the first stage of compulsory and mandatory formal education. Thus,
kindergarten will now be an integral part of the basic education system of the
country.
Kindergarten education is vital to the academic and technical development of
the Filipino child for it is the period when the young mind's absorptive capacity

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for learning is at its sharpest. It is also the policy of the State to 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.
Section 3. Definition of Terms. - The terms used in this Act are defined as
follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean one (1)
year of preparatory education for children at least five (5) years old as a
prerequisite for Grade I; and
(d) Mother tongue refers to the language first learned by a child.
Section 4. Institutionalization of Kindergarten Education. - Kindergarten
education is hereby institutionalized as part of basic education and for school
year 2011-2012 shall be implemented partially, and thereafter, it shall be made
mandatory and compulsory for entrance to Grade 1.
Section 5. Medium of Instruction. - The State shall hereby adopt the mother
tongue-based multilingual education (MTB-MLE) method. The mother tongue
of the learner shall be the primary medium of instruction for teaching and
learning in the kindergarten level. However, exceptions shall be made to the
following cases:

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(a) When the pupils in the kindergarten classroom have different mother
tongues or when some of them speak another mother tongue;
(b) When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet
available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.
In such exceptional cases, the primary medium of instruction shall be
determined by the DepEd aligned with the framework being used in the
elementary level including teacher training and production of local resources
and materials under DepEd Order No. 74, series of 2009.
The DepEd, in coordination with the Commission on Filipino Language
and in close collaboration with academic and research institutions concerned
with education, shall formulate a mother tongue-based multilingual framework
for teaching and learning: Provided, That the DepEd will include teaching
strategies as defined in Section 7(c) which aims to introduce and eventually
strengthen the child's understanding of English, which is the official language.
Section 6. Implementing Agency. - The authority to regulate the
organization, operation and/or implementation of the kindergarten education
program of both public and private schools shall be vested upon the DepEd,
through the creation of a new Division under the BEE and other necessary
support to achieve successful implementation of kindergarten education to

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include, but not limited to, increasing the number of kindergarten teacher
positions with the required salaries and benefits, enhancing teacher training in
early education, and providing the necessary allocations for classrooms and
chairs, facilities and equipment, and textbooks.1avvphi1
Section 7. Duties, Powers and Functions. - The DepEd, through the BEE,
shall exercise the following powers and functions:
(a) Oversee and supervise the organization, operation and implementation of
the kindergarten education program;
(b) Develop the curriculum for kindergarten education consistent with the
universally accepted norms and standards, including values formation all of
which shall be developmentally appropriate, and use of the MTB-MLE as a
medium of instruction and to periodically review such for purposes of
upgrading;
(c) Develop teaching strategies using the unique feature of the MTB-MLE
which shall include, but not limited to, the following:
(1) The two-track method (storytelling and reading, listening story, oral
communication activities);
(2) Interactive strategies;
(3) Use of manipulative games; and
(4) Experiential, small group discussions and total physical response (TPR)
among others.

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The learning development materials shall consist of the following at the
minimum:
(i) Listening story;
(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing professional development
program for kindergarten teachers to ensure constant updating of their
knowledge in current trends, pedagogy, methodologies and concepts on early
childhood education;
(b) Prescribe the necessary qualifications for the hiring and accreditation of
teachers who will handle the kindergarten education program;
(c) Exercise authority over the operation of private kindergarten institutions;
(d) Supervise the establishment of various venues for early childhood
education which may be institution-based, home-based, hospital-based or
community-based, and which shall be duly accredited by the DepEd; and

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(e) Introduce innovative programs in kindergarten that shall include
educational technologies, whenever applicable.
Section 8. Appropriations. - The DepEd shall immediately include in the
program of the Department the operationalization of the free, mandatory and
compulsory public kindergarten education, the initial funding of which shall be
charged against the current appropriations for kindergarten education of the
DepEd. Thereafter, such sums which shall be necessary for the continued
implementation of the free public kindergarten education program shall be
charged to the General Fund and included in the annual General
Appropriations Act.
Section 9. Implementing Rules and Regulations. - Within ninety (90) days
after the effectivity of this Act, the DepEd, in consultation with the Department
of Budget and Management, shall promulgate the rules and regulations
needed for the implementation of this Act.
Section 10. Separability Clause. - If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the
other provisions hereof.
Section 11. Repealing Clause. - Pertinent provisions of all other laws,
decrees, executive orders and rules and regulations contrary to or inconsistent
with the provisions of this Act are hereby repealed or modified accordingly.

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Section 12. Effectivity Clause. - This Act shall take effect fifteen (15) days
after its publication in the Official Gazette or in two (2) newspapers of general
circulation.
Approved,
(Sgd.) JUAN PONCE ENRILE

President of the Senate
(Sgd.)FELICIANO BELMONTE JR.

Speaker of the House of Representatives
This Act which originated in the House of Representatives was finally passed
by the House of Representatives and the Senate on November 23, 2011 and
November 21, 2011, respectively.
(Sgd.) EMMA LIRIO-REYES

Secretary of Senate
(Sgd.) MARILYN B. BARUA-YAP

Secretary General House of Representatives
Approved: JANUARY 20, 2012
(Sgd.) BENIGNO S. AQUINO III

President of the Philippines

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THE PROBLEM AND ITS SETTING
Background of the Study
The Universal Kindergarten Bill was passed into law as RA 10157. This
law is part of the commitment of the Philippines to Millennium Development
Goal and Education for all to be targeted by 2015. The Department of
Education has welcomed the passage of this law which means that beginning
this coming school year, the kindergarten will now be an integral part of the
basic education. With this new law, all incoming grade one pupil throughout
the country are required to undergo first the kindergarten program and this is
free just like the elementary. According to President Aquino, this law will
prevent the early drop out among students. What is not clear to me is how the
government will address the new problems with this implementation? It has
been a common knowledge to everyone that the public sector of education in
the country is full of problems. Currently, there are problems with regard to
teachers and facilities. These problems have not been solved and with the
implementation of this new law, I am sure that another problem will surface. It
seems that the present administration is not really aware of the problems in
our education system. Instead of creating solutions to the problems, they are
making another problem. The counting begins with one and not by two, but
seemingly the government in haste to solve those problems wants to begin
counting with three. This is a big problem that all of us will bear for so many
years until someone who is brilliant and good enough will eventually lead the
Philippine government. The Universal Kindergarten Bill just like any law

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enacted in the country is good only as law, but not in reality especially when it
comes to implementation (Giosites, 2012)
http://coffeeatbreak.blogspot.com/2012/02/universal-kindergarten-law.html
In the USA, a movement gained ground in the United States as public
opinion changed from viewing young children as the responsibility of only
families to viewing it as a shared responsibility between families and society.
That date, various states have begun implementation of a Universal Preschool
system including Georgia, Florida, New Jersey, Oklahoma, Illinois and others.
Many programs have been started by the Legislature and Governor. New
Jersey's program came out of a court decision based on the poor quality of
education in large parts of the state (New Jersey Abbott versus Burke).
Florida's Universal Preschool was established by initiative approved by the
voters that left much of the program to be implemented by the Governor and
Legislature. Georgia dedicated their lottery profits for preschool (Wikipedia,
2010).
Review of Related Literature
This section presents various reactions, concepts and other related
materials that provide a clearer understanding to this paper. The review
included the views, publications, selected literatures regarding this subject
under investigation.
THE Department of Education (DepEd) welcomed Monday the passage
of Republic Act 10157, or the Universal Kindergarten Bill into law, saying it

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would allow the agency greater elbow room to institute reforms in the country’s
basic education system, especially at the pre-school level.
Education Secretary Armin Luistro said the passage of the law would
boost the department’s effort to deliver quality education to school children in
line with the country’s commitment to the Millennium Development Goals
(MDG) and the Education For All (EFA) by 2015.
According to Luistro that ―The Kindergarten Education Act‖ was just
among the components of our thrust to push for serious education reforms.
This should be propelled by strong political will and commitment to help the
school children reach their maximum potential through a variety of carefully
selected and meaningful experiences just like what is expected of a premium
kindergarten education program.http://news.xinhuanet.com/english/culture/2013-
05/15/c_132383902.htm.
The policy statement of the new law provides for equal opportunities for
all children to avail themselves of accessible mandatory and compulsory
kindergarten education that effectively promotes physical, social, intellectual,
emotional, and skills stimulation and values formation to sufficiently prepare
them for formal education.
The DepEd chief likewise said its passage marks a milestone as it
achieved one of the 10-point education agenda of the Aquino administration
and that by institutionalizing pre-school education in the country, it will not be

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affected by any changes in the political landscape.
http://news.xinhuanet.com/english/culture/2013-05/15/c_132383902.htm.
In 2011, DepEd has implemented the universal public kindergarten
program for five-year-olds to give new entrants to basic education the proper
preparation on the rigors of schooling as it continues to explore possibilities
that will scale up basic education performance in the country. For the next
school year, kindergarten education shall be made mandatory and compulsory
for entrance to Grade 1.
As stated in the law, kindergarten education shall apply to elementary
school system being the first stage of compulsory and mandatory formal
education. Thus, kindergarten will now be an integral part of the basic
education system of the country, Luistro explained. Moreover, he said the
DepEd shall adopt the mother tongue-based multilingual education (MTB-
MLE) method as the primary medium of instruction for teaching and learning to
pre-school kids. http://news.xinhuanet.com/english/culture/2013-
05/15/c_132383902.htm.
Moreover, the DepEdNew Agency (2012) published that the Education
Secretary Bro. Armin Luistro FSC welcomed the passing of the Universal
Kindergarten Bill into law, the Republic Act (R.A.) 10157, giving the
department more elbow-room to institutionalize reforms in basic education
which include the implementation of the universal kindergarten program in all
public schools.

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President Benigno S. Aquino III delivered the keynote address,
declaring the policy statement of the new law—to provide equal opportunities
for all children to avail of accessible mandatory and compulsory kindergarten
education that effectively promotes physical, social, intellectual, emotional, and
skills stimulation and values formation to sufficiently prepare them for formal
education.
Luistro seconded that by saying ―with the Kindergarten Education Act,
DepEd believes that it can achieve more in delivering quality education to the
school children in line with its commitment Millennium Development Goals on
achieving Education for All (EFA) by the year 2015.‖
Among the ten-point education agenda of President Benigno S. Aquino
III, the universal kindergarten program will prepare the young learners for the
rigors of regular schooling. Specifically, the R.A. 10157 or the Kindergarten
Education Act is important so that the program becomes a permanent stage in
the school children’s school life without it being affected by changes in the
political landscape.
R.A. 10157 or ―An Act Institutionalizing the Kindergarten Education into
the Basic Education System and Appropriating Funds Therefore‖ marks a
milestone reached by the Aquino government—an achievement of one of the
President’s education agenda four years ahead of the target year.
In 2011, the Department of Education [DepEd] has implemented the
universal public kindergarten program for five-year olds to give new entrants to
basic education the proper preparation on the rigors of schooling as it

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continues to explore possibilities that will scale up basic education
performance in the country. For the next school year, kindergarten education
shall be made mandatory and compulsory for entrance to Grade 1.
As stated in the Act, kindergarten education shall apply to elementary
school system being the first stage of compulsory and mandatory formal
education. Thus, kindergarten will now be an integral part of the basic
education system of the country.
Lastly, the DepEd shall adopt the mother tongue-based multilingual
education (MTB-MLE) method. The mother tongue of the learner shall be the
primary medium of instruction for teaching and learning in the kindergarten
level.
Based on Villafania (2012) published an article, he quoted from
Secretary Armin Luistro that the new law would give the Department of
Education (DepEd) more ―elbow room‖ to institutionalize numerous reforms,
which are mostly part of wthe massive K+12 project. Luistro added that with
this Kindergarten Education Act, DepEd believes that it can achieve more in
delivering quality education to the school children in line with its commitment
Millennium Development Goals (MDGs) on achieving education for all by
2015. Luistro noted the ten-point education agenda of the Aquino
administration includes universal basic education for all children.
Additionally, Villafania (2012) also expressed that the law mandates
kindergarten education for children at least five years old prior to better

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prepare them for entry to Grade 1 for the school year 2012 to 2013. The law
adopts the mother tongue of the students, allowing for teachers to teach in
their native language. Development of mother tongue-based materials for
kindergarten and up to the third grade in elementary is underway. The K+12
program, which includes kindergarten and 12 years of basic education, seeks
to improve the quality of education in the country by adding two more years in
basic learning. It works under the principle of giving voice to the voiceless,
empowering Filipinos and uplifting the image of the Philippines by highlighting
its unique culture. To do this, the loQal.ph team produces stories, video,
photos and other multimedia content types to inspire and celebrate Filipino
achievements, ideas, products and places.
Also, this Republic Act 10533 otherwise known as the Enhanced
Education Act of 2013 seeks to institutionalize the "K to 12 program," which
started last school year.The law added two more years on basic education and
mandated the establishment of a universal kindergarten in public and private
schools. The law also required teaching fundamental lessons in the mother
tongues of the students during the first three years of elementary education
and enhancing knowledge transfer of Filipino, English, Math, and Science
lessons to junior high school students.
The Philippines has only a 10-year basic education cycle prior to the
implementation of K to 12 program. Aquino said that a 10- year education
cycle was an "educational handicap" for Filipino students.Apart from our

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students having less time to thoroughly understand their lessons, our students
will also have to compete with graduates from other countries who have had
more time to learn and prepare for their careers (English.news.cn, 2013).
Synthesis/ Reflection:
This tremendous undertaking by the Philippine Government to
strengthen the basic education simply implied to the strong believed in the
attainment of Education for all by 2015 in line with the country’s commitment to
the Millennium Development Plan (MDP). The Pnoy Administration through the
Department of Education. It would direct Philippine education towards global
competitiveness and the production of internationally competent graduates.
Albert Einstein once stated that bear in mind that the wonderful things
you learn in your schools are the work of many generations, produced by
enthusiastic effort and infinite labor in every country of the world. All this is put
into your hands as your inheritance in order that you may receive it, honor it,
add to it, and one day faithfully hand it to your children. Thus do we mortals
achieve immortality in the permanent things which we create in common." This
purely suggests that in order to produce a whole man, students must be fully
exposed and trained in a well-structured school with well-rounded teachers
and constantly supported by the community.
Lastly, this passage of the universal kindergarten law only strengthens
the platform for poverty reduction and sustained socio-economic growth, and

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Deped is looking forward to introducing more innovations in the way
government educated the youth.
References:
DepEd New Agency (2012), http://news.xinhuanet.com/english/culture/2013-

05/15/c_132383902.htm
English.news.cn, (2013).Philippine president signs law on enhanced basic

education. Retrieved from: http://news.xinhuanet.com/english/culture/2013-
05/15/c_132383902.htm
Villafania, 2012, Universal kindergarten law set to improve education in PH.

Retrieved from: http://ph.news.yahoo.com/universal-kindergarten-law-
set-improve-education-ph-101808288.html
Wikipedia, 2010.Universal preschool article. Retrieved from

http://news.xinhuanet.com/english/culture/2010-
05/15/c_132383902.htm

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ELDEN D. ORBETA
Ph. D. student Dr. Edgardo M. Santos
EdM 702 Professor
PRESIDENTIAL DECREE NO. 6-A

THE EDUCATIONAL ACT OF 1972
(Reflection Paper)
AUTHORIZING THE UNDERTAKING OF EDUCATIONAL DEVELOPMENT
PROJECTS, PROVIDING FOR THE MECHANICS OF IMPLEMENTATION
AND FINANCING THEREOF, AND FOR OTHER PURPOSES
Section 1 Title: This Decree shall be known as the "Educational
Development Decree of 1972."
SECTION 2 Declaration of Policy:
• To achieve and maintain an accelerating rate of economic
development and social progress;
• To assure the maximum participation of all the people in
the attainment and enjoyment of the benefits of such growth;
• To strengthen national consciousness and promote
desirable cultural values in a changing world.
Section 3 Statement of Objectives:
1. Provide for a broad general education that will assist each individual,
in the peculiar ecology of his own society
2. Train the nation's manpower in the middle level skill required for
national development

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3. Develop the high-level professionals that will provide leadership for
the nation.
4. Respond effectively to changing needs and conditions of the nation
through a system of educational planning and evaluation
Section 4 Guiding Principles of the Ten-Year Program
• Improvement of curricular programs and quality of instruction of all levels by
way of upgrading physical faculties, adoption of cost-saving instructional
technology, and training and re-training of teachers and administrators
• Upgrading of academic standards through accreditation schemes, admissions
testing and guidance counseling
• Democratization of access to educational opportunities through the provision
of financial assistance to deserving students, skills training programs for out-
of-school youth and continuing education program for non-literate adults
• Restructuring of higher education to become more responsive to national
development needs through a planned system of incentives and assistance to
both public and private colleges and universities
• Expansion of existing programs and establishment of new ones designed to
train middle-level technical and agricultural manpower
• Instituting reform in the educational financing system to facilitate the shift of
funding responsibility for elementary and secondary education from the
national to the local government, thereby increasing government participation
in higher education

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Section 5 Educational Development Projects
• Management study of the Department of Education and Culture and institution
of administrative improvements therein
• Establishment and/or operation or improvement of secondary schools which
may include provision for extension services, facilities and equipment to allow
the use of expanded and improved curriculum
• Establishment and/or operation, upgrading or improvement of technical
institutes, skills training centers, and other non-formal training programs and
projects for the out-of-school youth and the unemployed in collaboration with
the programs of the National Manpower and Youth Council
• Curriculum and staff development including mathematics and science
teaching
• Expansion of agricultural secondary and higher education programs and
extension activities which may include radio broadcasting and rural training
services, and the provision of facilities therefor including seed capital and
revolving funds
• Design, utilization and improvement of instructional technology and
development/production of textbooks and other instructional material
• Assistance and incentives, including loans and grants, toward the planned
development and improvement of programs and facilities in both public and
private universities, colleges and schools

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Section 6 Working Arrangements
• Approve and evaluate the specific projects, endorsed to it by the National
Board of Education, to be financed out of the resources provided for in this
Decree
• Administer the Educational Institutions Development Fund as hereinafter
provided, except that the resources accruing into the Fund shall be managed
by reputable fund managers or financial institution
Section 7 Authority to Borrow
The President of the Philippines, in behalf of the Republic of the Philippines,
may contract loans, credits or indebtedness with any foreign source or lender,
under such terms and conditions as may be agreed upon, and any provision of
law.
Section 8 Utilization of Proceeds
The proceeds of such loans, credits or indebtedness, as well as the
appropriations under Section 9 hereof, shall be used exclusively for financing
the educational development projects authorized under this Decree: Provided,
That for the purpose of ensuring continued assistance to the planned
private universities, colleges and schools, there is hereby authorized to be
established an Educational Institutions Development Fund in an amount of not
less that ten million pesos ( 10,000,000), Philippine currency, annually for a
period of ten (10) years.

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Section 9 Appropriations
In addition to the proceeds of the loans, credits or indebtedness mentioned in
Section 7 hereof, there is hereby appropriated for the projects authorized
herein the sum of five hundred million pesos (P500,000,000) out of the funds
in the National Treasury not otherwise appropriated which shall be
programmed and released in the following manner: fifty million pesos
(P50,000,000) for Fiscal Year 1972-73 and fifty million pesos (P50,000,000)
annually thereafter until June thirty, nineteen hundred eighty-two.
Section 10 Creation of Educational Special Account
• Proceeds form bond issues as provided for under Section 11 of this Decree
• Twenty million pesos (P20,000,000) annually from the share of the National
Government in the Special Education Fund under Republic Act Numbered
Fifty-four hundred forty-seven as provided in Section 12 hereof
• Fifteen million pesos (P15,000,000) from the Special Science Fund for Fiscal
Year 1972-73, and fifty percentum (50%), annually thereafter until June 30,
1982, of the total annual receipts from the taxes provided for under Republic
Act Numbered Fifty-four hundred and forty-eight, as provided in Section 13
hereof
• Future savings of the Department of Education and Culture
• Augmentations from the General Funds which are hereby authorized in cases
where the above sources are not sufficient to cover expenditures required in
any year, as provided in Section 15 of this Act.

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Section 11 Bond Issues
The Secretary of Finance may issue and sell bonds not exceeding twenty
million pesos annually under the authority of Republic Act Numbered Four
thousand eight hundred sixty-one, any provision of law to the contrary,
notwithstanding
Section 12 Portions of the Special Education Fund
Any provision of law to the contrary notwithstanding, effective July 1, 1972, until
June 30, 1982, twenty million pesos (P20,000,000) of the annual share of the
National Government from the Special Education Fund provided for under
Republic Act Numbered Fifty-four hundred and forty-seven shall accrue to the
Educational Special Account herein provided. Thereafter, the said share shall
accrue to the General Fund.
Section 13 Portions of the Special Science Fund
Fifteen million pesos (P15,000,000) of the Special Science Fund established
under Republic Act Numbered fifty-four-hundred and forty-eight as amended as
hereby transferred to the Educational Special Account herein provided. Starting
July 1,1972, until June 30, 1982, fifty per centum (50%) of the total collections
from the taxes imposed under Republic Act Numbered fifty-four hundred and forty-
eight as amended shall accrued to the Educational Special Account. Thereafter,
said portion shall accrue to the General Fund.
Section 14 Future Savings
Such amount of savings resulting from the implementation of reforms consequent
to the management study authorized under Section 5 as may be necessary to

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prosecute the projects under this Decree shall accrue to the Educational Special
Account
Section 15 Augmentation from General Fund
In cases where funds from sources specified in Section 10 (a), (b), (c) and (d) are
not sufficient to meet the requirements in any fiscal year, such amounts as are
necessary to meet such requirements are hereby appropriated out of the funds in
the General Funds not otherwise appropriated, and transferred to the Educational
Special Account
Section 16 Tax Exemption
The loans, credits or indebtedness incurred pursuant to this Decree, the payment
of the principal, interests and other charges thereon, the earnings of the fund
created under Section 8, as well as the importation of articles, materials,
equipment, machineries and supplies, including all building materials by the
Department of Education and Culture or other offices, agencies or
instrumentalities of the government and by private or chartered entities authorized
by Education Special Committee to undertake the projects authorized in this Act
shall be exempt from all taxes, duties, and fees.
Section 17 Additional Appropriations
There is hereby authorized to be appropriated, out of any funds in the National
Treasury not otherwise appropriated, such sums as may be necessary to pay the
principal, interests and other charges on the loans, credits or indebtedness
incurred under the authority of this Decree as and when they become due.
Section 18 Repealing Clause

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All laws, executive orders, rules or regulations or parts thereof which are
inconsistent with this Decree are hereby repealed and/or modified accordingly.
Section 19 Effectivity
This Decree shall take effect immediately.
Done in the City of Manila, this 29th day of September, in the year of Our
Lord, nineteen hundred and seventy two.
Approved:
Ferdinand E. Marcos
President of the Philippines
Signed on September 29, 1972
Summary / Reaction:
This law PD No. 6-A also known as ―The educational Act of 1972‖ is
thereby passed giving authority of maximizing the rights for Educational
Development Projects which provides the guidelines of implementation
and financial proceedings. The said law is mandated to achieve and
maintain a fast-tracking rate of economic development and social
progress; to reassure the optimum participation of all the educational
sectors in the attainment and enjoyment of the benefits of the
development; and to reinforce national awareness and uphold needed

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cultural values in the fast-changing economic progress. Through this, all
concern citizens in the educational institutions would adhere to the
country’s unanimous objectives for global competitiveness.
The formulated objectives are directly geared towards the Ten-Year
Programs. This undertakings anchored with the following principles: The
improvement of curricular programs and quality of instruction of all levels by way
of upgrading physical faculties, adoption of cost-saving instructional technology,
and training and re-training of teachers and administrators, the upgrading of
academic standards through accreditation schemes, admissions testing and
guidance counseling, democratization of access to educational opportunities
through the provision of financial assistance to deserving students, skills training
programs for out-of-school youth and continuing education program for non-
literate adults, restructuring of higher education to become more responsive to
national development needs through a planned system of incentives and
assistance to both public and private colleges and universities.
Moreover, it also deals with the expansion of existing programs and
establishment of new ones designed to train middle-level technical and
agricultural manpower, instituting reform in the educational financing system to
facilitate the shift of funding responsibility for elementary and secondary
education from the national to the local government, thereby increasing
government participation in higher education. All of these guiding principles
should be internalized within ten (10) years duration to assure remarkable
change towards Philippines economic challenges.
This law aims to undertake these Educational Development Projects:
theManagement study of the Department of Education and Culture and institution

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of administrative improvements therein; establishment and/or operation or
improvement of secondary schools which may include provision for extension
services, facilities and equipment to allow the use of expanded and improved
curriculum; formation and/or operation, upgrading or improvement of technical
institutes, skills training centers, and other non-formal training programs and
projects for the out-of-school youth and the unemployed in collaboration with the
programs of the National Manpower and Youth Council; curriculum and staff
development including mathematics and science teaching; expansion of
agricultural secondary and higher education programs and extension activities
which may include radio broadcasting and rural training services, and the
provision of facilities therefor including seed capital and revolving funds; design,
utilization and improvement of instructional technology and
development/production of textbooks and other instructional material and the
assistance and incentives, including loans and grants, toward the planned
private universities, colleges and schools.
The Working Arrangements of these programs shall approve and
evaluate the specific projects, endorsed to it by the National Board of Education,
to be financed out of the resources provided for in this Decree and administer the
Educational Institutions Development Fund as hereinafter provided, except that
the resources accruing into the Fund shall be managed by reputable fund
managers or financial institution. One of the programs will highlight the allocation
of funds for Special Education Fund, the Special Science Fund, and other special
purposes.

29
Synthesis:
As a person practicing this teaching profession, this Decree
known as the "Educational Development Decree of 1972" is a paramount
step moving forward in the attainment of world class workforce of the
country. Well, 21st century is indeed a challenging generation for our
educational system because it requires massive thinking and planning to be
globally inclined with the trends in economy, communication, transportation
and education.
In effect, based on the statements from section 2 to section 5, this act
aims on developing the educational system of the country to meet the needs
and demands of our global society. What I think is lacking in this educational
act is that, it does not speak about building our educational system to go and
race with what is now the global trend directly. If I'm not mistaken, the English
language was not really given importance based on the underlying
statements in section 5 focusing only on the curriculum and staff development
in mathematics and science teaching. It fails to foresee the importance of
English as a language for Global market, trade and industry. This makes me
want somehow to consider this act a mediocre which is ironic on how
Pres. Marcos approved this. After all, its intentions are so clear which aspires
only for the betterment of the present and that what makes it good, it’s
practicality.

30
ELDEN D. ORBETA
Ph. D. student Dr. Edgardo M. Santos
EdM 702 Professor
REPUBLIC ACT NO. 7784
AN ACT TO STRENGTHEN TEACHER EDUCATION IN THE PHILIPPINES

BY ESTABLISHING CENTERS OF EXCELLENCE, CREATING A TEACHER
EDUCATION COUNCIL FOR THE PURPOSE, APPROPRIATING FUNDS
THEREFOR, AND FOR OTHER PURPOSES
THE MANDATE
With the passage of R.A. 7722 on May 18, 1994, the Act creating the
Commission on Higher Education (CHED), the supervision of higher
education, including teacher education was transferred from the
Department of Education, Culture and Sports (DECS), to the
Commission on Higher Education (CHED). This caused the gap
between the pre-service teacher training (teacher education) and the
major employer of the graduates of Teacher Education Institutions
(TEIs) which is the Department of Education Culture and
Sports (DECS).
Whereas, before R.A. 7722,there was direct communication between
and among the three DECS bureaus: Higher Education, Secondary
Education and Elementary Education such mechanics was not provided
for in R.A. 7722.To bridge the gap, R.A. 7784 was enacted into law on
August 4, 1994 which sought ―to strengthen teacher education in the
Philippines by establishing Centers of Excellence, and creating Teacher

31
Education Council (TEC) for the purpose, appropriating funds therefore
and for other purposes‖.
SECTION 1. Declaration of Policy
It is the declared policy of the State to 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.
It is likewise universally recognized that the teacher is the key to
the effectiveness of the teaching learning process by drawing out and
nurturing the best in the learner as a human being and a worthy
member of society. Thus, this Act aims to provide quality education by
strengthening the education and training of teachers nationwide through
a national system of excellence for teacher education.
Section 2. Definition of Terms.
a) "Teacher" shall mean all persons engaged in the classroom
teaching of any subject, including practical/vocational arts, at the
elementary and secondary levels of instruction including persons
performing guidance and counseling, instructional supervision in all
public or private education institutions.
(b) "Teacher education" shall mean the pre-service education, in-
service education, and graduate education of teachers, in various areas
of specialization.

32
c) "Excellence" pertains to the efficient, effective and innovative
delivery of relevant, functional, and quality programs in teacher
education, training, research and community service.
(d) "Center of excellence" shall be a public or private college, institute,
school or agency, engaged in the pre-service and continuing education,
formal and non-formal, of teachers and top-notch educators, that has
established and continues to maintain a good record in teacher
education.
Section 3. Teacher Education Centers of Excellence
There shall be identified, designated, established and developed in
strategic places in each of the regions of the country, one or more
centers of excellence for teacher education based on criteria listed
hereunder, assessed and adjudged by the Council.
The criteria for identifying schools and colleges as centers of
excellence shall include the following:
(a) highly educated, professionally qualified and experienced faculty
dedicated to the Philosophy, mission, vision and goals of the institution
and education;
(b) well-settled students;
(c) adequate library, research and study facilities;
(d) competent administrative and support staff;

33
(e) well-planned and relevant instructional programs;
(f) adequate student development programs;
(g) adequate student services;
(h) relevant extension service and outreach programs;
(i) percentage of graduates who become teachers; and
(j) such other criteria as may be established and operationalized by the
Teacher Education Council.
Section 4. Objectives and Functions of a Center of Excellence.
(a) Experiment and try out relevant and innovative pre-service teacher
education/training programs;
(b) Organize and coordinate collaborative research on identified
areasfor systematic investigation in teacher education as basis for
improving teacher education/training programs;
(c) Serve as teacher resource center for curricular/instructional
materials development;
(d) Serve as the center mode for networking specific data;
(e) Provide professional assistance to Teacher Education Institutions
(TEIs) that have expressed the need for such assistance;
(f) Encourage mutual support among TEIs in the region for upgrading
their programs; and
(g) Facilitate and help expedite accreditation among TEIs.

34
Section 5. Creation of the Teacher Education Council.
There shall be a Teacher Education Council composed of eleven (11)
members with the Secretary of Education, Culture and Sports as ex
officio chairman, and three (3) other ex officio members, namely: a
Commissioner of the Commission on Higher Education (CHED), a
representative of the National Commission on Culture and Arts (NCAA),
and the Chairman of the Professional Regulations Commission (PRC).
The seven (7) regular members of the Council who shall be appointed by
the President of the Republic of the Philippines are:
(a) Three (3) representatives of centers of teacher education: one (1)
from Luzon, one (1) from the Visayas, and one (1) from Mindanao who
shall take into account the views of the parents-teachers and
community associations, student associations, nongovernmental
organizations, and people organizations concerned with basic
education;
(b) One (1) representative of science teachers;
(c) One (1) representative of mathematics teachers;
(d) One (1) representative of social studies teachers; and
(e) One (1) representative of language teachers.

35
Section 6. Criteria for the Selection of Regular Council Members
(a) Integrity;
(b) Expertise and experience in teacher education;
(c) Recognized as an expert, nationally or internationally; and
(d) Willingness to serve.
Section 7. Powers and Functions of the Council.
(a) To identify and designate among existing private and public schools,
teacher education institutions as Centers of Excellence for Teacher
Education, at the national, regional, and provincial levels;
(b) To formulate policies and standards that shall strengthen and
improve the system of teacher education in all existing public and
private schools;
(c) Initiate a periodic review of curricula and programs for teacher
education and training through participatory methods, such as self-
assessment by institutions;
(d) To adopt an adequate and effective system of incentives such as
scholarship grants, loan programs, subsidies, stipends and other similar
benefits and incentives, in order to attract and encourage outstanding
high school graduates whether from public or private schools, to pursue
teacher education;

36
(e) To encourage the establishment of consortia and other cooperative
arrangements among teacher education schools, public or private, for
greater efficiency and economy in the use of resources;
(f) Design collaborative programs or projects that will enhance pre-
service teacher training, in-service training, re-training orientation and
teacher development.
(g) To direct the conduct of relevant studies as may be needed in the
formulation of policies and in the planning and successful
implementation of plans, programs and projects required in attaining the
purposes of this Act;
(h) To review existing and recommend new legislation and policies of
the government in order to improve teacher education and promote the
welfare of teachers;
(i) To recommend appropriate measures to the President, Congress,
and heads of other government offices and agencies to improve,
enhance and strengthen teacher education; and
(j) To call upon any department, bureau, office, or government
corporation, local government unit and other concerned agencies for
assistance in areas falling within their mandate.
Section 8. Secretariat
The Council shall organize and appoint a secretariat headed by an
executive director, that shall assist the Council in executing its policies

37
and programs and provide the necessary administrative support
therefore.
Section 9. Active Participation of Local Government Units
Local government units shall include in their plans, programs, and
projects the development and improvement of teacher education
through the centers of excellence in their respective regions.
Section 10. Appropriation
The sum of One hundred million pesos (P100,000,000) is hereby
authorized to be appropriated from the income of duty-free shops or
otherwise known as the Trust Liability Account of the Department of
Tourism, for the initial organizational and developmental activities of
the Centers and the Council: Provided, however, That not more than
five percent (5%) shall be devoted to Council's expenses. Thereafter,
such amount as may be included in the annual budget of the
Department of Education, Culture and Sports.
Section 11. Implementing Rules and Guidelines.
The Teacher Education Council created under this Act shall promulgate
the implementing rules and regulations sixty (60) days from the
approval of this Act.

38
Section 12. Repealing Clause
All laws, presidential decrees, rules or regulations or parts thereof
inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
Section 13. Effectivity Clause
This Act shall take effect upon its approval.
Approved: August 4, 1994
REFERENCES
Republic Act No. 7784.An Act to Strengthen Teacher Education in the
Philippines by Establishing Centers of Excellence Creating a Teacher
Education Council of 1994.
Llagas, A. T. (2008). Educational laws and surveys programs and
projects of the DepEd. Teacher Education Council, DepEd: Pasig City.

39
THEMES FOR REVIEW OF R.A 7784
EDCOM REPORT OF 1991
Responsiveness to Global Market
In partnership with the education sector, TEC is designed to gear up
with the international standards. Hence, the law creates center of
excellence and identify institutions suited to receive one. Specific
standard, which is much cruel and strict, sees if an institution is qualified
to be a center of excellence. For example, Philippine Normal University
is granted as the Center of Excellence in Teacher Education. Standards
set forth by the council made our educational sector keep in pace with
the global market.
Attainment of National Objectives
The objectives of creating center of excellence and the council is
geared toward the attainment of our national objectives. Both have
ensured the quality that will be observed and scrutinized towards the
attainment of it. Programs and innovations are also seen developed by
the council and centers.
• Quality of Output and Competitiveness
In result, identified institutions as center of excellence have brought
their maximum performance to achieve a quality output and

40
competence. Rumors have said that others are struggling to compete
with the said standard. Still, the point is towards the attainment of a
quality output and competence.
“Education in the country must also
address global calling on quality standards”
STRENGTH
Sole and foremost feature of this act is the establishment of centers of
excellence. Identifying such institutions promotes a high quality
perspective. Other who was not identified will be geared to include them
to be one. Hence, standards are getting high and services will be
aligned to the set criteria. The created Council in the law is also a
strength where it sees how TEIs perform and set standards in their
institutions.
WEAKNESS
Though the law is geared toward high quality and competence,
Philippines is not yet aligned with the international standards. The top
universities of the country, Ateneo De Manila and University of the
Philippines, ranked beyond the 200 spot according to the THES-QS
World University Rankings from the last five years.
“Still, PH higher education is left behind
competing with international standards”

41
GRANTS AND BENEFITS
CMO # 24 and 33 s 2010
Grants and benefits for identified COEs and CODs.
 priority in the selection of CHED institutional partners with regards to
CHED developmental projects,
 entitled to other non-monetary subsidies and awards such as faculty:
( a. )scholarships for graduate studies
(b.) priority for research grants
FINANCIAL ASSISTANCE
 Project proposal based on CHED criteria
 Subject to availability of funds
ROLES AND RESPONSIBILITIES OF IDENTIFIED COEs AND CODs
 Act as role models/leaders in teacher education programs.
 Sustain and enhance research capabilities and upgrade professional or
research graduate programs in teacher education.
 Provide assistance to agencies/institutions within their geographical
area of coverage.
 Undertake activities/ projects necessary in developing quality Teacher
Education programs.
 Accelerate the development of the teacher education programs through
strategic agenda and projects.

42
 Develop quality instructional programs through faculty development and
upgrading of facilities and library holdings.
 Undertake basic and applied research activities on emerging trends and
developments in the field of teacher education.
 Undertake extension and linkages through consortia and collaboration
with academia.
 Establishes linkages with COEs in teacher education to further improve
instructional and research capabilities toundertake research in the said
programs
STATUS AND DURATION
The status of being COEs or CODs in teacher education does not apply
to other programs offered by an institution.
The designation as COEs and CODs for teacher education shall be for
a period of 3 years which shall take effect from the date it has been
awarded by the commission.
CENTERS OF EXCELLENCE
 UNIVERSITY OF MINDANAO, DAVAO CITY

 UNIVERSITY OF THE IMMACULATE CONCEPTION, DAVAO CITY
 UNIVERSITY OF SOUTHEASTERN PHILIPPINES, DAVAO CITY

43
Summary / Reflections:
This law RA No. 7784 was created for strengthening teacher education
in the country by founding centers of excellence and forming a teacher
education council to oversee the standard operating procedures of higher
education institutions in the nation. This mandate was approved and enacted
last August 4, 1994 which envisioned to poster teacher education in the country
by creating Best Performing Higher Education Intuitions to be dubbed as ―Center
of Excellence‖ and organizing TEC. Through this law, it would greatly encourage
HEIs in different regions to align their educational standards to global
competitiveness and aspire even more to be granted such financial support from
the government.
As stated in the Philippine Constitution, the state is assumed to 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. Also, it is
similarly universally recognized that the teacher is the key to the efficiency of the
teaching learning process by drawing out and nurturing the best in the learner as
a human being and a worthy member of society. So, this Act intents to provide
quality education by firming the educational system and training/seminars of all
the teachers across the country through a national mandate of excellence
for teacher education. With this, recognition all teacher education institutions in
the Philippines would seek and upgrade their schools in the attainment of
international standards and be able to align their teacher education programs to

44
meet the country’s aspirations of not just having an ―ideal teachers‖ but being a
great molder of our future leaders.
A recognized Centers of Excellence for Teacher Education would be
identified, designated, established and developed in such strategic places in
each of the regions in the country, one or more centers of excellence for
teacher education based on criteria listed hereunder, assessed and adjudged
by the TEC. The selection of such COEs must adhere with the following
criteria:(a) highly educated, professionally qualified and experienced faculty
dedicated to the Philosophy, mission, vision and goals of the institution and
education; (b) well-settled students; (c) adequate library, research and study
facilities; (d) competent administrative and support staff; (e) well-planned and
relevant instructional programs; (f) adequate student development programs;
(g) adequate student services;(h) relevant extension service and outreach
programs;(i) percentage of graduates who become teachers; and (j) such
other criteria as may be established and operationalized by the Teacher
Education Council.Such criteria are very ideal to guarantee that the
acknowledgement will not just be simply achieved but barely attain by only
HEIs with culture of excellence and best practices to compete
intercontinentally and globally.
The said recognition will be renewed after every (3) to assure continuity
of its best practices and sustenance of culture of excellence by abiding the
Objectives and its functions as a Center of Excellence and model HEIs across
the region. Here are the following indicators the Center of Excellence HEIs

45
must perform: experiment and try out relevant and innovative pre-service
teacher education/training programs; organize and coordinate collaborative
research on identified areasfor systematic investigation in teacher education
as basis for improving teacher education/training programs; serve as teacher
resource center for curricular/instructional materials development; serve as the
center mode for networking specific data; provide professional assistance to
Teacher Education Institutions (TEIs) that have expressed the need for such
assistance; encourage mutual support among TEIs in the region for upgrading
their programs; and facilitate and help expedite accreditation among TEIs.
The said directive will be implemented by the Teacher Education
Council created under this Act. It shall promulgate the implementing rules and
regulations so that it would be strictly supervised and monitored by the
authority.
The recognition of Center of Excellence will not just solely for the
culture of excellence but it must also cater to the production of graduates in
response to global market, attainment of National Goals, quality research out
and competitiveness as to the statement goes, “Education in the country must
alsoaddress global calling on quality standards”. In factin Region XI, there are
three (3) recognized Center of Excellence teacher education institutions
namely; UNIVERSITY OF MINDANAO, UNIVERSITY OF THE IMMACULATE
CONCEPTION and UNIVERSITY OF SOUTHEASTERN PHILIPPINES all
located in Davao City. This just plainly entails that we have best teachers in
the region.

46
Synthesis:
As a teacher practicing my profession now, this law would be a very good
motivation to any HEIs offering teacher education to strive harder in continuing
attainment of academic excellence. Indeed, this law was enacted to provide
system of excellence for students to acquire quality learning and quality
teaching, since this is the right of all citizens anyway. I should say that it is an
advantage for all students to be more competitive and be able to actualize
one’s vocation to achieve optimum human satisfaction.
Centers of excellence shall be a good call outs for any agencies,
institutions, public or private schools engaged in pre-service and continuing
education which established and continued to maintain good track record in
teacher education, research and community service, whose graduates are
models of integrity, commitment and dedication in education. One must meet
the standards given by our government so that we will be able to align our
educational system with the international standards.
Adopting this scheme of quality standards of education, we can really
assure the high quality of our products – the graduates. With this practice
somehow we can say the high level of maturity in our educational system.
That’s why it is necessary that every student as well as the teachers must
have a sufficient way of learning-teaching process so therefore the way of
having programs, seminar workshop and upgrading of school library should be
provided. This law should be intensified even more because this will be a big
help to everyone making education as the key for everyone to be successful
and all graduates will have an enough learning and knowledgeable to be ready

47
in the field. On this manner, the government should always focus on the
development of our education so that we can surely have great leaders in the
future.
Meanwhile, I actually asked an education student named Mary Joy
Tumlos, currently enrolled as BSED 2nd year, about how would she reacted on
this law she said that this R.A No. 7784 purpose is to improve quality
education at all levels in the country by means of enhancing the skills and
competence of the teachers in their respective field of specialization. It creates
globally competitive students by establishing Centers of Excellence. These will
provide measurement to test the teacher's sufficient knowledge when it talks
about their proficiency. This simply implied that even student currently taking
up education course is plainly aware of what is really her ultimate goal on this
vocation.
Also, this law primarily seeks to set up a training program for teacher’s
education in both private and public universities and colleges for the reason of
improving the quality of tertiary education in the country by the ways of
enhancing the capability and competence of teachers. Likely, it is an effort to
improve the quality of education; government often institutes changes in the
course offerings of educational institutions and allocates funding for research
and school facilities.
But on the other sight, education cannot be upgraded through the
above-mentioned measurements. In line of the pivotal role of teachers in the
learning process the success of any educational system depends greatly on
the ability of teachers to communicate efficiently with its learners. College

48
teachers may have sufficient grasp or even mastery of their fields of study but
if they do not employ the appropriate teaching methods, the quality of tertiary
education will continue to decline.
To somehow find remedy this setback, it is therefore need to bring in a
program for the continuing education of college instructors similar to that
required of teachers in the primary and secondary levels so as to complete the
reform of our current educational system. Such program must focus on training
on the proper teaching pedagogies but it may also cover other areas of study
where continuing education is necessary. The purpose of the program is to
revive the human resource components of the government’s education program
by enhancing the skill.ls of our college instructors. Through this, we call really
guarantee the quality of education and the culture of excellence. Thus, it is
more ideal and practical mean of assuring quality graduates.
However, there are also other citizens who are not in favor with this
initiative by the government. Like this named Ms. Bernales, according to her,
during I interview with her that she was not going to give her all-out support to
this law for it flawed many things. Why? …Because based on her observation
that this was not the immediate tools to produce quality graduates. It would
form part of the tools but not really the main. What she was trying to point out
was, when we need to produce quality graduates, it should start at the basic
one. In elementary level which in this stage, teachers are nurturing the pupils.
They are just so young that there mind still have spaces for new and good
learning, so why not provide them good education. Good education which
include good learning materials. For instance, based on observation, one book

49
is shared by three pupils or more so how can someone make a quality
education? How can the other pupil study if the book is carried by other pupil
since they are sharing of it? Sometimes, this situation can make some pupils
turn out to be discouraged and not prepared for the class and even will result to
loss of interest. Establishment of center for excellence is good but can we
address first and study backward the situation in elementary level. Government
is allocating budget for education so why not provide the following: learning
materials for one pupil, not in sharing scheme and build more school buildings
to have a maximum of 20 pupils per teacher.
And also, she stressed out the issue regarding hiring more teachers for
elementary and secondary as well to address the number of pupils/students per
class. Many are graduates of education course, why not hire them and let them
practice their profession so that we cannot see them working in malls, call
center, domestic helper and many more. It's one way of minimizing job
mismatching, right? and for everyone's verdict to work and teach by heart not
just by feeding learning materials but see to it a pupil/student learned from it.
It's a matter of educator's attitude towards work on other hand. When you read
my comments, you might think of why I am talking about elementary level
where the R.A. is all about higher education. Well, before we go higher we
passed through the very foundation. I guess, if we can establish good
education in the first hierarchy of learning process there is no reason that our
graduates is not quality. Indeed, the saying goes "Quality graduates came from
a very quality foundation."

50
Synthesis:
As a person practicing this teaching profession, this Decree known as
the "Educational Development Decree of 1972" is a paramount step moving
forward in the attainment of world class workforce of the country. Well, 21 st
century is indeed a challenging generation for our educational system because
it requires massive thinking and planning to be globally inclined with the trends
in economy, communication, transportation and education across the globe.
In effect, based on the statements from section 2 to section 5, this act
aims on developing the educational system of the country to meet the needs
and demands of our global society. What I think is lacking in this educational
act is that, it does not speak about building our educational system to go and
race with what is now the global trend directly. If I'm not mistaken, the English
language was not really given importance based on the underlying statements
in section 5 focusing only on the curriculum and staff development in
mathematics and science teaching. It fails to foresee the importance of English
as a language for Global market, trade and industry. This makes me want
somehow to consider this act a mediocre which is ironic on how
Pres. Marcos approved this. After all, its intentions are so clear which aspires
only for the betterment of the present and that what makes it good, its
practicality. This government efforts attempt to clear out the educational
roadmap of our educational system to further align it with the demand of
international market towards the war against global economy.


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Davao del Norte State College

Educational Legislation: Term Paper

DR. EDGARDO M. SANTOS

In Partial Fulfillment of the Requirements

Elden D. Orbeta DR. EDGARDO M. SANTOS

This term paper provided various related reading literature regarding

the implementation and deliberation of Kindergarten Education Act. It has the

comments and reactions from numerous educators, columnist, editors and

students. In this law it highlighted the on basic education in the Philippines

including early childhood education be compulsory and mandatory to all

children in school age, the medium of instruction anchored on the mother

tongue-based multilingual education (MTB-MLE) method,the teaching

profession, and the significant role of early childhood education.Thus. it also

stressed out the importance of Kindergarten Education which can be

to the basic knowledge in reading skills which includes alphabet recognition,

Elden D. Orbeta DR. EDGARDO M. SANTOS

REPUBLIC ACT NO. 10157

AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO

THE BASIC EDUCATION SYSTEM AND APPROPRIATING FUNDS

Be it enacted by the Senate and House of Representatives of the Philippines

Section 1. Short Title. - This Act shall be known as the "Kindergarten

Section 2. Declaration of Policy. - In consonance with the Millennium

children to avail of accessible mandatory and compulsory kindergarten

education that effectively promotes physical, social, intellectual, emotional and

the first stage of compulsory and mandatory formal education. Thus,

Kindergarten education is vital to the academic and technical development of

Elden D. Orbeta DR. EDGARDO M. SANTOS

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.

(a) DepEd shall refer to the Department of Education;

(b) BEE shall refer to the Bureau of Elementary Education;

prerequisite for Grade I; and

(d) Mother tongue refers to the language first learned by a child.

Section 4. Institutionalization of Kindergarten Education. - Kindergarten

education is hereby institutionalized as part of basic education and for school

year 2011-2012 shall be implemented partially, and thereafter, it shall be made

mandatory and compulsory for entrance to Grade 1.

tongue-based multilingual education (MTB-MLE) method. The mother tongue

learning in the kindergarten level. However, exceptions shall be made to the

Elden D. Orbeta DR. EDGARDO M. SANTOS

tongues or when some of them speak another mother tongue;

In such exceptional cases, the primary medium of instruction shall be

elementary level including teacher training and production of local resources

and materials under DepEd Order No. 74, series of 2009.

The DepEd, in coordination with the Commission on Filipino Language

and in close collaboration with academic and research institutions concerned

with education, shall formulate a mother tongue-based multilingual framework

strategies as defined in Section 7(c) which aims to introduce and eventually

strengthen the child's understanding of English, which is the official language.

Section 6. Implementing Agency. - The authority to regulate the

organization, operation and/or implementation of the kindergarten education

support to achieve successful implementation of kindergarten education to

Elden D. Orbeta DR. EDGARDO M. SANTOS

chairs, facilities and equipment, and textbooks.1avvphi1

shall exercise the following powers and functions:

(a) Oversee and supervise the organization, operation and implementation of

the kindergarten education program;

universally accepted norms and standards, including values formation all of

which shall be developmentally appropriate, and use of the MTB-MLE as a

medium of instruction and to periodically review such for purposes of