UNIVERSITY OF CALOOCAN CITY

Graduate School

Discussant: (VIZCARRA, RINALD, D)

Subject: MAED 309: Education and the Law
Program and Section: MAED 220E
Course Professor: Dr. Tolentino G. Aquino
Week/Date of Report: Week 2/ February 27, 2021
Topic(s): Historico-Legal and Philosophical bases of Philippine Education
a. Post-EDSA Educational System
b. Organization and Governance in Philippine Education
Objective(s):
1. Explain the Post-EDSA educational system of the Philippines
2. Identify the different legal basis of the Educational System of the
Philippines.
3. List down the organization and governance in Philippine Education.

I. CONTENT

HISTORICO-LEGAL AND PHILOSOPHICAL

BASES OF PHILIPPINE EDUCATION

a. Post-EDSA Educational System

The 5th Republic Brief History

1. After the widowed wife of former Senator Benigno "Ninoy" Aquino, Sr. was
elected into office, President Corazon Cojuangco-Aquino faced both
economic and political problems of the country.
2. A film actor, Joseph Ejercito Estrada, succeeded Ramos as president in
1998. He was the previous mayor in the municipality of San Juan, Metro
Manila and vice president of Ramos, Estrada was placed into office by a
wide margin of vote.
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3. On January 20, 2001, the Supreme Court declared the presidency vacant
and swore in Vice President Gloria Macapagal-Arroyo as the country's 14th
president.

HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

1987-1994
Department of Education, Culture and Sports
Secretary
E.O. No. 117. January 30, 1987

Reorganization of the  ministry of education, culture and sports prescribing its

powers and functions and for other purposes

CONSIDERING that education is a basic responsibility of the States as

ordained in the Constitution.
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Section 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.

(3) Establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives

SEC. 3. Declaration of Policy

-promote and maintain equality of access to education and enjoyment of the
benefits thereof by all citizens
-use education as an instrument for the development of the cultural
communities of the nation

Section 5

(2) Academic freedom shall be enjoyed in all institutions of higher learning.

(3) Every citizen has a right to select a profession or course of study, subject to
fair, reasonable, and equitable admission and academic requirements.

(4) The State shall enhance the right of teachers to professional advancement

SEC. 8. Minister of Education, Culture and Sports .

The authority and responsibility for the exercise of the mandate of the Ministry
and for the discharge of its powers and functions shall be vested in the
Minister of Education, Culture and Sports, hereinafter referred to as Minister,
who shall have supervision and control of the Ministry and shall be appointed
by the President
1994-2001
Department of Education, Culture and Sports
Secretary
RA 7722 and RA 7796, 1994 Trifocalization of Education Management

RA 7722- “Higher Education Act of 1994”

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The Commission shall be independent and separate from the Department of

Education, Culture and Sports (DECS), and attached to the Office of the
President for administrative purposes only. Its coverage shall be both public
and private institutions of higher education as well as degree-granting
programs in all post-secondary educational institutions, public and private

The Commission on Higher Education (CHED)  was created on May 18, 1994

through the passage of Republic Act No. 7722, or the Higher Education Act of
1994. CHED, an attached agency to the Office of the President for
administrative purposes, is headed by a chairperson and four commissioners,
each having a term of office of four years. The Commission En Banc  acts as a
collegial body in formulating plans, policies and strategies relating to higher
education and the operation of CHED.

IN THE 1987 Constitution, the State is mandated to protect and promote the
right of all citizens to quality education at all levels and shall take appropriate
steps to make education accessible to all. In 1990, the Congressional
Commission on Education (EDCOM) was created by Congress to review and
assess the Philippine education system

And based on the EDCOM’s findings and recommendations, the tri-focalization

of the Philippine education system was executed through the creation of the
Commission on Higher Education (CHED) in 1994 through Republic Act 7722;
the creation of Technical Education and Skills Development Authority (TESDA)
in 1994 through RA 7796; and the transformation of the Department of
Education, Culture and Sports (DECS) to the Department of Education (DepEd)
in 2001 through RA 9155.

The CHED covers both public and private higher education institutions (HEIs)
as well as degree-granting program post-secondary educational institutions.
The TESDA covers the technical-vocational education. And the DepEd covers
the basic education

These trifocal agencies in education convened the Philippine Education

Summit to build commitments, tackle the concerns of the education sector and
solicit feedbacks and inputs from the key stakeholders in education.

The trifocal agencies have 10 commitments to pursue

-the effective, timely and efficient budget execution at all levels of education
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-the professional development and certification of faculty, teachers, trainers,

learning facilitators, assessors, and non-teaching personnel;

-the expansion and intensification of programs that promote access to

education, such as, the Alternative Learning Systems (ALS), the Expanded
Tertiary Education Equivalency and Accreditation Program (ETEEAP), and the
full implementation of RA 106871 or the Unified Student Financial Assistance
System for Tertiary Education (UniFAST);

-the full implementation of the Philippine Qualification Framework (PQF); the

promotion of Science, Technology and Innovation and the strengthening of
courses in the Arts, Culture, and Humanities

-the enhancement of the 21st Century Skills and Responsible Citizenship

Education among learners;

-the strengthening of collaboration among government, schools, and industry in

the areas of curriculum development, research, and extension, and student
internships through Government-Industry-Education Sector Council or
consortium;

-the greater coordination and collaboration among the trifocal agencies, other
government agencies, local government, and non-government organizations in
pursuit of education goals;

-the improvement of trifocal agencies capacity for a data driven and evidence-
based education policies proactively shared with stakeholders; and

-the promotion of government and private sector partnerships to achieve quality

and sustainable learning at scale, at all levels and settings, through technology

The trifocal agencies have made significant improvements to professional

development and certification processes. The DepEd’s National Educators
Academy of the Philippines (NEAP) established certified assessors and
continuously offers development and leadership programs for DepEd
personnel, leaders, and managers.

RA 7796, “Technical Educational and Skills Development Act of 1994” or the

“TESDA Act of 1994.”

SECTION 3. Statement of Goals and Objectives.

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a) Promote and strengthen the quality of technical education and skills

development programs to attain international competitiveness.

b) Focus technical education and skills development on meeting the changing

demands for quality middle-level manpower;

SECTION 5. Technical Education and Skills Development Authority; Creation.

— To implement the policy declared in this Act, there is hereby created a
Technical Education and Skills Development Authority (TESDA), hereinafter
referred to as the Authority, which shall replace and absorb the National
Manpower and Youth Council (NMYC), the Bureau of Technical and Vocational
Education (BTVE) and the personnel and functions pertaining to technical-
vocational education in the regional offices of the Department of Education,
Culture and Sports (DECS) and the apprenticeship program of the Bureau of
Local Employment of the Department of Labor and Employment.

Republic Act No. 9155- “Governance of Basic Education Act of 2001.”

SEC. 2. Declaration of Policy. – It is hereby declared the policy of the State to
protect and promote the right of all citizens to quality basic education and to
make such education accessible to all by providing all Filipino children a free
and compulsory education in the elementary level and free education in the
high school level. Such education shall also include alternative learning
systems for out-of-school youth and adult learners. It shall be the goal of basic
education to provide them with the skills, knowledge and values they need to
become caring, self- reliant, productive and patriotic citizens.

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.

Governance of basic education shall begin at the national level. It is at the

regions, divisions, schools and learning centers — herein referred to as the
field offices — where the policy and principle for the governance of basic
education shall be translated into programs, projects and services developed,
adapted and offered to fit local needs

SEC. 3. Purposes and Objectives. 

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(a) To provide the framework for the governance of basic education which shall set
the general directions for educational policies and standards and establish
authority, accountability and responsibility for achieving higher learning outcomes;
(b) To define the roles and responsibilities of, and provide resources to, the field
offices which shall implement educational programs, projects and services in
communities they serve;
(c)   To make schools and learning centers the most important vehicle for the teaching
and learning of national values and for developing in the Filipino learners love of
country and pride in its rich heritage

Sec. 7. Powers, Duties and Functions. – The Secretary of the Department of

Education shall exercise overall authority and supervision over the operations of the
Department

A.   National Level

In addition to his/her powers under existing laws, the Secretary of Education

shall have authority, accountability and responsibility for the following:

(1)   Formulating national educational policies;

(2)   Formulating a national basic education plan;

(3)  Promulgating national educational standards;

(4)   Monitoring and assessing national learning outcomes;

(5)   Undertaking national educational research and studies;

(6)   Enhancing the employment status, professional competence, welfare and

working conditions of all personnel of the Department; and

(7)   Enhancing the total development of learners through local and national
programs and/or projects.

The Secretary of Education shall be assisted by not more than four (4)
undersecretaries and not more than four (4) assistant secretaries whose
assignments, duties and responsibilities shall be governed by law. There shall
be at least one undersecretary and one assistant secretary who shall be career
executive service officers chosen from among the staff of the Department

National Elementary School Curriculum (NESC) 1983-2002

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1. ito ay nabuo bilang bahagi sa pag-implementa ng PRODED.

2. It was introduced grade by grade 
3. It is an outcome-oriented and not subject-oriented curriculum with its main
focus beingon the learning process, and not on the subjects.
4. The 3R’s is the core learning (reading, writing, arithmetic)

The New Secondary Education Curriculum (NSEC) of the SEDP is

cognitive-affective-manipulative based. Focus is on substantive and process
content, values development, productivity and technology.
1. The eight subject areas in the NSEC are:
English
Filipino
Mathematics
Araling Panlipunan
Science and Technology
Edukasyong Pangkalusugan,
Technology and Home Economics
Pangkatawan at Musika (Physical Education, Health and Music)
(Values Education)

Revised Basic Education Curriculum (2002) 

The RBEC would respond to the needs of Filipino learners with the following
objectives:

“1. Provide knowledge and develop skills, attitudes, and values essential to
personal development and necessary for living in and contributing to a
developing and changing society;

“2. Provide learning experiences which increase the child awareness of and
responsiveness to the changes in society;

“3. Promote and intensify knowledge, identification with and love for the nation
and the people to which s/he belongs

The RBEC articulated a Vision and Mission:

“The Department of Education envisions every learner to be functionally

literate, equipped with life skills, appreciative of arts and sports, and imbued
with the desirable values of a person who is makabayan, makatao,
makakalikasan, at maka-Diyos.
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“The vision is in line with DepEd’s mission to provide quality basic education
that is equitably accessible to all and lays the foundation for lifelong learning
and service for the common good.”

Secondary Education Curriculum adapts Understanding by

Design (UbD ) is enhanced to attain mastery of the subject area in
secondary education. It is ready for roll-out this SY 2010-2011 for first year
level and shall be progressively mainstreamed following this schedule: SY
2011-2012-Second Year Level; SY 2012-2013 – Third Year Level; SY 2013-
2014- Fourth Year Level. Its framework covers three Stages: Stage 1: Identify
Desired Results; Stage 2: Determine Acceptable Evidence/Assessment;
Stage 3: Plan Learning Experiences and Instruction. The first two stages are
defined in the curriculum guide (CG), and the last stage is covered in the
teaching guide (TG). The main tenet of the curriculum is understanding
versus facts, in which students must understand not just to memorize facts.

It is considered a new hope for our educational system with its backward
design model. It starts with Stage 1: Desired Results, it is the identification of
achievable goals for students. As Dr. Erlinda G. Gencaya, Schools Division
Superintendent, stressed out the principle of UbD during the plenary session
of a four-day seminar for first year teachers of the division of Iloilo City last
June 9-12, 2010 at the Social Hall, “To begin with the end in mind means to
start with a clear understanding of your destination. It means to know where
you’re going so that you better understand where you are now so that the
steps you take are always in the right direction (Covey, 1994)”

REPUBLIC ACT NO. 10533

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND
FOR OTHER PURPOSES

“Enhanced Basic Education Act of 2013”.

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)
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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.

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.

The Organizational Structure in the Philippine Education System

Governance and Operations ensures the capacity of the organization to

continuously improve and be strategic in managing the environment for
which “teaching and learning” takes place.

In accordance with Republic Act (RA) 9155, the Secretary of Education

delegates the supervision of field offices (regional and schools division
offices) to the Undersecretary supervising the Governance and Operations
strand.

The Office of the Regional Director provides leadership and management of

the Department’s mandate at the regional level while the Office of the
Schools Division Superintendent provides local management and
administration of the Department’s mandate at the schools division level.

BUREAU OF LEARNER SUPPORT SERVICES

 Formulates the national framework for all learner support services and issue
policies and standards to guide the programs for the holistic development of
learners that complement the curricular offerings. The focus of these
developmental programs are on the:
 Improvement of learner readiness in terms of physical health and proper
nourishment.
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 Character formation and preparation of the youth towards leadership roles and
civic service.
 Development of mental discipline, psychomotor skills and social values through
after-school sports programs.
 Provides technical and resource support to program implementers in the field.

Offices and divisions:

1. Office of the Director

2. School Health Division
3. School Sports Division
4. Youth Formation Division
BUREAU OF HUMAN RESOURCE AND ORGANIZATIONAL
DEVELOPMENT
 Develops and implements an Organization Development (OD) Framework for the
Department that is responsive to aspirations of the organization to support the
delivery of basic education

Offices and divisions:

1. Office of the Director

2. Employee Welfare Division
3. Human Resource Development Division
4. Organization Effectiveness Division
5. School Effectiveness Division

NATIONAL EDUCATOR’S ACADEMY OF THE PHILIPPINES (NEAP)

 Formulates a national strategic framework for the professional development  of all
DepEd personnel, including all education managers and educators

Offices and divisions:

1. Office of the Director

2. Professional Development Division
3. Quality Assurance Division
PROGRAM MANAGEMENT SERVICE

This office generally performs functions such as (but not limited to) the
management, coordination, monitoring and evaluation of capital intensive and
large scale projects that involve two or more units or agencies. Specific
functions include:
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 Develops the strategic framework, guidelines and standards on program/project

development, management, monitoring and evaluation

Offices and divisions:

1. Office of the Director

2. Project Development Division
3. Project Management Division

II. REFERENCES

https://lawphil.net/statutes/presdecs/pd1972/pd_6_a_1972.html

https://prezi.com/nyklndz2iwiq/philippine-educational-system-post-edsa-era/

https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-

republic-of-the-philippines/the-1987-constitution-of-the-republic-of-the-

philippines-article-xiv/#:~:text=The%20State%20shall%20protect%20and,such

%20education%20accessible%20to%20all.&text=(1)%20All%20educational

%20institutions%20shall,as%20part%20of%20the%20curricula.

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

https://ched.gov.ph/ched/

https://archive.dailyguardian.com.ph/trifocal-agencies-education-commitments-gains/

https://www.tesda.gov.ph/uploads/File/REPUBLIC%20ACT%20NO.%207796.pdf

https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/

https://www.deped.gov.ph/organizational-chart-deped/

https://www.deped.gov.ph/about-deped/central-office/governance-and-operations-

functions/

REMINDERS:
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