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FOREWORD

This Parent-Student Handbook is the first document that has Candelaria

Central Elementary School has produced. The School sees the urgent need for this
materials in the face of a n ever increasing school population and the various
change brough about by modernization and improvement.
It is specifically prepared to provide the parents, students as well as school
heads and teachers with information that will facilitate the efficient and effective
performance of their duties and responsibilities. Furthermore, it will become a bile
of policy decision, rules, standards and regulation on various academic and
administrative activities of the school such as the curriculum, pupils, teachers and
the school head surely will find this materials very meaningful. With these
information easily available, the school is assured that issues, problems or cases
can be resolved judiciously and promptly.
This Handbook puts together provisions, rules, regulations, standards,
guidelines and instructions on the effective management of supervisor of the
school which otherwise would not be easily accessible to the filed, as well as
pertinent provision of laws, circulars, and memoranda.

Dear Parents and Pupils,

It is with great pleasure that I welcome you to Candelaria Central

Elementary School.

Our school has a great dream. A HIGH PERFORMING SCHOOL with a

mission of helping each reach his/her potential with a great sense of responsibility
to self and others.

The School has prepared this handbook which tells you what the School is
about, what it offers you, and at the same time what it expects from you.

Once the terms of our interactions are understood it is much easier to

establish a solid and harmonious relationship between you and the school,
relationship which is absolutely needed for the total development of the child.

Again, welcome and mabuhay!

Sincerely,

MICHEL E. HEBRON
Principal I

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 TABLE OF CONTENTS

FOREWORD ………………………………………………………………. 2

DepEd’s Vision, Mission & Core Values …………………………….……. 4

BRIEF HISTORY OF THE SCHOOL …………………………….………..5

PART I

School Policies ……………………………………………………..6-11

Part II

Code of Conduct …………………………………………..………12-16

Part III

Child Protection Policy ……………………………………..…….17-28

Part IV

Gender-Responsive Basic Education Policy ………………………29-56

ANNEXES ………………………………………………………..……… 57-60

Definition of Terms ……………………………………………………....61-67

Student’s Pledge……………………………………………………..……..68

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 DepEd Vision

We dream of Filipinos
who passionately live their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution ,

the Department of Education
continuously improves itself
to better serve its stakeholders.

DepEd Mission

To protect and promote the right of every Filipino to quality, equitable,

culture-based and complete Basic Education where;
• Students learn in child-friendly, gender-sensitive, safe and
motivating environment
Teachers facilitates learning and constantly nurture every learner;
• Administration and staff as stewards of the institution to ensure
enabling and supportive environment for effective learning to
happen;
• Family, community and other stakeholders are actively engaged
and share responsibility for developing life-long learners.

Core Values

Maka-Diyos
Makakalikasan
Makatao
Makabansa

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 Department of Education
Region III
Division of Zambales
District of Candelaria
CANDELARIA CENTRAL ELEMENTARY SCHOOL

History of the School

In 1902, Candelaria Primary School, the first school in the municipality, was
opened with two teachers, Mr. Beverly Solomon, an American, and Pastor
Edrosolo, a Filipino.
The Gabaldon school building was constructed in the Poblacion for
academic instruction in 1917.
Since then, several brilliant leasers and school managers served as
elementary school head teachers and/or principals of the Candelaria central school.
To name few, we had Mr. Hermogenes E. Ebdane Sr., Mrs. Soledad Espinosa,
Miss Epifania Elamparo, Mrs. Lucita Eduvalla, Mrs. Mercedes Alquizar, Mrs.
Lourdes E. Dimalanta, Mrs. Amen Paz E. Ednalino, Mrs. Imelda T. Dominguez,
Mrs. Melba A. Espinosa, Mrs. Connie A. Peñaloza, Mrs. Lucena P. Abanes, Lea A.
Mangahas, and Edwin E. Eclarinal.
At present, Candelaria Central Elementary School (CCES) is under the
leadership of Mrs. Michel E. Hebron, school principal I. CCES graduates perform
well in the secondary schools (public and private) where they enrolled, and brought
home laurels for their Alma Mater. Some of the noted achievers in Zambales
National High School (Special Science Curriculum) are graduates of CCES.
CCES is trying its best to attain the desired learning outcomes by providing
the essential services to our clientele. There are lots of obstacles and factors that
affect the attainment of the goal set and hinder the improvement of the school, but
through the years it is always ready with contingency measures which may be
undertaken to augment all shortages.
Mobilizing the schools resources and establishing good partnership and
working relationship with internal and external stakeholders is believed to be
necessary as these people could help finance and support the schools programs and
projects to attain quality education.
Concerted effort, determination and desire of the school head, teachers,
parents , pupils, the community, and the local government units, the mission and
vision of the school will apparently be achieved and come into reality.

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SCHOOL POLICIES

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School Policies

1. Pursuant to constitutional mandate for the provision of free

public elementary education specially on the “No
Collection Policy” during enrolment period and the
“Wearing of School Uniform Not a Requirement in Public
Schools” are strictly observed.

Reference: DepEd Order No. 38, s.2003 “Regulating the

Collection of Voluntary Contributions from Students of
Public Elementary and Secondary Schools”

2. The PTA General Assembly is scheduled in the last

Saturday of June to enable the PTA officers to present a
report of receipts and expenditures of PTA fees collected in
the preceding school year before they start their collection
in July. A PTA resolution approving the collection of PTA
fees for the year is also submitted to the school head stating
that said collection are on voluntary basis not a requirement
for admission or transfer purposes and collected by PTA
representatives themselves and not by a public school
teacher.

Reference: DepEd Order No. 54, s. 2009 “Revised

Guidelines Governing Parents Teachers Association
(PTA’s) at the School.

3. The period of enrolment is conducted two (2) weeks before

the opening of classes. Books are issued to the pupils

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 observing the “First Come First Serve Policy” upon
enrolment and are free of charge. The textbooks remain the
property of the school and are lent to pupils. Any loss or
damaged books….

4. Brigade Eskwela is scheduled two (2) weeks before the

opening of classes to prepare school facilities, classrooms,
etc for the coming school year. The said activity is
participated by the School Governing Councils, internal
and external stakeholders.

5. As to suspension classes, official announcements and

broadcast on radio and TV Stations. Information about the
weather can also be obtained from PAG-ASA (weather
bureau) from the Department of Education concerning
suspension of classes the school principal is given
discretion to decide whether are not classes should be held
especially when the reason for the official cancellation of
classes does not apply to elementary school.

As far as inclement weather is concerned, the following

guidelines should be followed.

Based on DepEd Order No. 37 series of 2022, classes and

work in schools are cancelled or suspended classes during a
typhoon, heavy rainfall, flood, earthquake, and power
outages/power interruptions/brownouts.

During a typhoon, in-person, online classes and work from

Kindergarten to Grades 12 and Alternative Learning System
(ALS) in all levels are “automatically cancelled” in schools

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situated in Local Government Units (LGUs) issued with
Tropical Cyclone Wind Signals (TCWS) 1, 2, 3,4, or 5 by the
Philippine Atmospheric, Geophysical, and Astronomical
Services Administration (PAGASA).

In-person, online classes and work at all levels are also

automatically cancelled in schools situated in LGUs issued with
Orange and Red Rainfall Warning by the PAGASA.

In-person, online classes and work from K to 12 and ALS in

all levels are likewise automatically cancelled in schools in
specific areas issued with a Flood Warning by PAGASA.
During an earthquake, in-person, online classes and work
from K to 12 and Alternative Learning System (ALS) are also
“automatically cancelled” in schools situated in LGUs where the
Philippine Institute of Volcanology and Seismology (Phivolcs)
declare an earthquake with Phivolcs Earthquake Intensity Scale
(PEIS) V or above.

Classes may also be suspended in areas where there are power

outages/power interruptions/brownouts. “School officials can
cancel or suspend classes at their own discretion.”

6. The canteen is under the management and supervision of

the school. Pupils are allowed to go to the canteen only
during recess and lunch break, before and after school
hours. Canteen times are supervised by the Home
Economics Teacher and school rules on behavior are to be
observed.

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7. Fire and Earthquake Drills are held during the school year
to ensure that pupils know what to do in the event of an
actual occurrences. Pupils are to follow the fire/earthquake
evacuation procedures and process with their class to the
designated areas.

8. Lost and Found

All lost articles as well as any item left in school will
be turned over to the school advisers or to the office of the
School Head on the day they were found. Pupils are
advised against bringing valuable personal property to
school. Parents are urged to see to it that their children do
not bring large amount of money to school. Although the
school takes seriously its duty to protect the pupils, it
cannot prevent losses due to carelessness and
irresponsibility and therefore will not make reimbursement
for lost, missing or “allegedly stolen” items.

9. School Parent-Teacher Association (SPTA)

The SPTA is a purely civic, non-secretarian, non-
political support organization. Its objective is to promote
cooperation between the home and the school and to assist
the Administration in achieving its vision and mission.
Membership of the SPTA is open to parents/guardians of
the pupils.

References: DO No. 13, s. 2022 “Omnibus Guidelines on

the Regulation of Operation of Parent-Teacher Association
(PTA)” and DM No. 308, s. 2022 “Conduct of School
Parent-Teacher Association (PTA) Election”

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 10. Accident and Illness
If a student become ill during the day he/she will be
taken to the school clinic. The parents will be immediately
notified and arrangement will be made for pupils to be
taken premises are not responsibility of the school.

11. Selection for Honor Pupils

A.) For Academic Excellence
1. Compute the average grades of the candidates
2. Rank the candidates according to average
3. Assign a weight to the rank by multiplying it by 7
)assigned weight for Academic Excellence)

B. ) For Co-Curricular/ Activities

1. Get the composite rank (sum of all the ranks given by the raters
) of each candidate.
2. Rank the candidates from the lowest to the highest sum.
3. Assign a weight to the rank by multiplying it by 3 (assigned
weight for Co-curricular Activities)

C. ) For Final Ranks

1. Add the weighted ranks for each candidate
2. Rank the sum from the lowest to the highest

Reference: DepEd Order No. 92, s. 2009 “Revised Guidelines on the

Selection of Honor Pupils”

12. Graduation
In line with the DepEd’s policy on simple and austere school
activities, the school head in consultation with the parents of the
graduating class are enjoined to hold simple, inexpensive
graduation rites.

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CODE OF CONDUCT

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Code of Conduct

A. Attendance

1. All students are expected to be in school everyday and on time for

each class.
2. Students are not to loiter around school property. They should
enter the school fifteen (15) minutes before classes begins and are
to leave ten (10) minutes after class dismissal unless for legal
cause (Athletic, Scouting, Assembly, Academic Competitions and
other school related activities ) for arriving earlier or remaining
longer.
3. Students are not to leave the school during the school day except
when necessary and must be determined by the school principal.
4. An excused absence refers to student illness, medical procedure
appointment, bereavement, religious activities, and other school
related activities
5. An unexcused absence is an absence letter signed by the parent/
guardian and requires an excuse letter signed by the parents.
6. Three (3) number of tardiness is equivalent to one (1) day absent.
7. Students who have established a valid reason for absence or
tardinesss will be eligible for MAKE-UP WORK. He/She must
contact/approach the teacher regarding make-up work and should
be done within three (3) days upon return to school.
8. In effort to address absenteeism and tardiness services include one
or more of the following:
*Conference with the teacher/guidance counselor
*Conference with parent/guardian
*Home Visitation

B. Appropriate Student Attire

The school shall not require uniform. However all students are
expected to exemplify proper grooming standards in a manner that
projects an appropriate image for the student and school.

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 Inappropriate Dress for Students:
*Clothing that is either revealing or provocative
*Dresses, skirts, shorts shorter than the student’s finger-tips
*Bedtime attire
*Student’s clothing may not have printed statements or pictures
related to drugs
*Hats, caps, bandanas are not allowed except for legitimate
religious purposes.

C. Behavior Requirements
Good behavior and discipline are key foundations for good
education. Without an orderly atmosphere effective teaching and
learning cannot take place. We expect and insist on the highest
standards of behavior throughout our school.
Courtesy, good manners and consideration for others,
together with self-disciple and a proper respect for authority, are
encouraged at all times, and are important if we are to make our
school a true, caring community. We place great emphasis on
praising children for politeness and kindness to others.
All children are expected to make a full contribution to the
school and support the positive endeavors of all its members. Rules
are essential for the benefit of all in any community and we try to
keep these as simple as possible, but we do expect them to be kept.
They are:
1. Children should behave in a responsible manner and are
expected to do what they are told, when they are told,
whilst under our care.
2. Consideration, courtesy and respect should be shown at all
times
3. Everyone should always try to understand other people’s
point of view
4. Children are expected to make it as easy as possible for
everyone to learn and for the teacher to teach, whether this
takes place inside or outside the classroom

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 5. Children should always show friendship, kindness and
care to others.
6. Children should be sensible and quiet when in school
7. Children should always speak politely to each other and
all adults.
8. Children should be silent whenever they are required to
be.
9. The school should be kept clean and tidy so that it can be a
welcoming place of which we can be proud. Children
should show proper care and regard for school property.
10. Children should take pride in their appearance and
possessions and have respect for other people
11. Children should remember that the school’s reputation
depends on the way they behave.
12. Children should make every effort to attend every day
and be punctual
13. Any form of cheating during examinations is not
allowed. If caught, one is subject for disciplinary action by
the teacher adviser and principal.

These rules are designed for the safety of all children:

1. There must be no running in the school building.

2. Children should be inside the classroom after the flag ceremony
and during the pre-session activities in the afternoon or as
instructed by a teacher.
3. Climbing on walls, gates, and fences is not allowed.
4. Children must not play on the grass areas unless given specific
permission to do do.
5. Chewing gum, alcohol, cigarettes, penknives and any weapons that
may cause bodily harm/injury are not permitted in school.

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 Physical Aggression

6. Children must not inflict or encourage others to inflict bodily harm

on another person.
7. Seek teacher’s assistance to resolve conflict peacefully.

Disciplinary Measures
To maintain peace and order in the school, students will be
subject to counseling by the teacher adviser, to the guidance
counselor and finally to the school principal upon committing the
following offenses:
1. Cheating during examinations;
2. Loitering in the school during class hours;
3. Littering inside the school campus;
4. Truancy/Tardiness/Absenteeism;
5. Misbehave in the class as testified by the teacher adviser

Immediate Suspension will be the minimum penalty faced by a

student for:

6. Possession of weapons that will cause bodily harm;

7. Possession of illegal drugs, alcohol, cigarettes and marijuana;
8. Physical assault requiring professional and medical treatment;
9. Sexual assault;
10. Being in a possession/influence of alcohol, drugs and
cigarettes;
11. Uttering a threat and swearing at a teacher or teacher or other
person in authority;
12. Acts of vandalism causing extensive damage to school
property or property located on school premises.

In these instances, the Child Protection Committee will be

involve and higher authorities, as required, and conditions to return
to school will be specified in accordance with school policies.

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CHILD PROTECTION POLICY

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 Part III- CHILD PROTECTION POLICY
(DepEd Order No. 40, 2. 2012)

Pursuant to the 1987 Constitution, the State shall defend the right of children
to assistance, including proper care and nutrition, and special protection from all
forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to
their development (Article XV, Section 3(2).

The Constitution further provides that all educational institutions 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 disciple, encourage critical
and creative thinking, broaden scientific and technological knowledge, and
promote vocational efficiency. (Article XIV, Section 3 (2).

The Convention on the Rights of the Child (CRC) aims to protect children
from all forms of physical or mental violence, injury and abuse, neglect or
negligent treatment, maltreatment , and exploitation, including sexual abuse. The
same Convention establishes the right of the child to education, and with a view to
achieving this establishes the right of the child to education, and with a view to
achieving this right progressive, and on the basis of equal opportunity, it obliges
the government to take measure to encourage regular attendance in school and
reduce dropout rates. Thus, it is mandated that all appropriate measure be
undertaken to ensure that school discipline I s administered in a manner consistent
with the child’s human dignity, and in conformity with the CRC.

Towards this end, the Department of Education (DepEd), in collaboration

with its partners and stakeholders, shall ensure that all schools are conducive to the
education of children. The best interest of the child shall be the para-mount
consideration in all decisions and actions involving children, whether undertaken
by public or private social welfare institutions, courts of law administrative
authorities, and legislative bodies, consistent with the principle of First Call for
Children, as enunciated in the CRC. Teachers and learning facilitators especially in
learning. Teachers and learning facilitators especially in learning centers are their

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substitute parents, and are expected to discharge their functions and duties with this
in mind. In this connection, the Family Code empowers the school, its
administrators and teachers, or the individual, entity or institution engaged in child
care to exercise the special parental authority and responsibility over the child,
while under their supervision, instruction or custody.

The Department recognizes that cases of abuse may arise as a result of the
difficult situations faced by teachers and other officials within and outside school.

DepEd has adopted the policy to provide special protection to children who
are gravely threatened or endangered by circumstances which affect their normal
development and over which they have no control, and to assist the concerned
agencies in their rehabilitation.

Furthermore, this Department aims to ensure such special protection from all
forms of abuse and exploitation and care is necessary for the child’s well being,
taking into account the primary rights and duties of parents, legal guardians, or
other individuals who are legally responsible and exercise custody over the child.
DepEd recognizes the participatory rights of the child in the formulation and
implementation of policies, and in all proceedings affecting the, whether they be
victims or aggressors, either directly, or through a representative.

DUTIES AND RESPONSIBILITIES

Schools
The School Heads shall have the following duties and responsibilities:
a. Ensure the institution of effective child protection policies and procedures,
and monitor compliance thereof;
b. Ensure that the school adopts a child protection policy;
c. Ensure that all pupils, students, or learners, school personnel, parents,
guardians or custodians and visitors and guest are made aware of child
protection policy (Annex “C”).
d. Organize and convene the Child Protection Committee for the school;
e. Conduct the capacity building activities for the members of the Child
Protection Committee and Guidance Counselors/Teachers;
f. Conduct Disciplinary proceedings in cases of offenses committed by pupils,
students or learners;
g. Ensure that the participatory and other rights of children are respected and
upheld in all matters and procedures affecting their welfare;

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h. Maintain a record of all proceedings related to bullying or peer abuse and
submit after each school year to the Division Office the report and a copy of
the intake form (Annexes “A” & “B”, respectively);
i. Conduct the appropriate training and capability-building activities on child
protection measures and protocols;
j. Ensure that the school adopts a student Code of Conduct to be followed by
every pupil, student or learner while on school grounds, or when travelling
to and from school, or during a school-sponsored activity, and during lunch
period, whether on or off campus;
k. Adopt such conflict mechanisms that respects the rights of indigenous
peoples, provided that they conform to this Department Order and they
uphold the rights of the child;
l. Coordinate with the appropriate offices and other agency or instrumentality
for appropriate assistances and intervention, as maybe required in the
performance of its functions;
m. Coordinate with the Department of Social Welfare and Development or, the
appropriate government agencies or non-governmental organizations on a
Child Protection Hotline for reporting abuse, violence, exploitation,
discrimination, bullying and other similar acts and counseling;
n. Ensuring that all incidents of abuse, violence, exploitation, discrimination.
Bullying and ither similar acts are addressed in accordance with the
provisions of this Department Order.

Duties and Responsibilities of School Personnel

Article 218 of the Family Code of the Philippines provide the

following responsibilities of school administrators, teachers, academic and
non-academic and other personnel:

A. Exercise special parental authority and responsibility over the child while
under their supervision, instruction and custody. Authority and responsibility
shall apply all authorized activities whether inside or outside the premises of
the school, entity, or institution.
Article 220 and 233 of the Family Code of the Philippines, President
Decree No. 603. And other related laws enumerated the following duties and
responsibilities of the abovementioned persons and personnel over the
children under their supervision, instruction and custody;

B. Keep them in their company and support, educate and instruct them by right
percepts and good example;

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 C. Give them love and affection, advice and counsel, companionship and
understanding;

D. Enhance, protect, preserve and maintain their physical and mental health at
all times;

E. Furnish them with good and wholesome educational materials, supervise

their activities, recreation and association with others, protect them form bad
company and prevent them from acquiring habits detrimental to their health,
studies and moral;

F. Represent them in all matters affecting their interest;

G. Inculcate the value of respect and obedience;

H. Practice positive and non-violent discipline, as may be required under the

circumstances provided, that in no case shall corporal punishment be
inflicted upon them;

I. Perform such other duties as are imposed by law upon them, as substitute
parents or guardians; and

J. School personnel shall also strictly comply with the school’s child protection
policy.

Section 9. Duties and Responsibilities of Pupils, Students and Learners

Pupils , students and learners shall have the following duties and
responsibilities:
Comply with the school’s regulations, as long as they are in harmony
with their best interests. Pupils, students, and learners shall refrain
from:

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 i. Engaging in discrimination, or leading a group of pupils or students to
discriminate another, with reference to one’s physical appearance,
weakness and status of any sort;

ii. Participating in behavior of other students that is illegal, unsafe or

abusive;

iii. Marking or damaging school property, including books, in any way;

iv. Engaging in fights or any aggressive behavior;

v. Introducing into the school premises or other possessing prohibited

articles, such as deadly weapons, drugs, alcohol, toxic and noxious
substances, cigarettes and pornographic material; and

vi. Performing other similar acts that cause damage or injur to another.

An allegation that any of these acts has been committed shall not be
used to curtail the child’s basic rights, or inter-pretend to defend the
objectives of this Department Order.

A. Conduct themselves in accordance with their levels of development,

maturity, and demonstrated capabilities, with a proper regard for the rights
and welfare of other persons;
B. Respects another person’s rights regardless of opinion, status, gender,
ethnicity, religion, as well as everyone’s moral and physical integrity; and
C. Observe the Code of Conduct for pupils, students and learners.

Section 10. Establishment of Child Protection and Committee

All public and private elementary and secondary schools shall

establish a Child Protection Committee (CPC)

A. The CPC shall composed of the following:

1. School head/Administrator- Chairperson

2. Guidance Counslor/Teacher- Vice Chairperson

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 3. Representative of the Parents as designated by the Faculty Club
4. Representative of the Parents as designated by the Parents-Teachers
Association
5. Representative of pupils, students and learners as designated by the Supreme
Student Council
6. Representative from the Community as designated by the Barangay Council
for the Protection of Children (BCPC)

B. The CPC shall perform the following functions:

1. Draft a school child protection policy with a code of conduct and a plan to
ensure child protection and safety, which shall be reviewed every three (3)
years. The template for the school child protection policy is attached as
Annex “C”;
2. Initiate information dissemination programs and organize activities for the
protection of children from abuse, exploitation, violence, discrimation, and
bullying or peer abuse.
3. Develop and implement a school-based referral and monitoring system. The
template for the referral system is attached as Annex “D”;
4. Establish a system for identifying student who may be suffering from
significant harm based on any physical, emotional, or behavioral signs;
5. Identify, refer and, if appropriate, report to the appropriate offices cases
involving child abuse, exploitation, violence, discrimination and bullying;
6. Give assistance to parents or guardians, whenever necessary in securing
expert guidance counseling from the appropriate offices or institutions;
7. Coordinate closely with the Women and Child Protection Desk of the
Philippine National Police (PNP), the Local Social Welfare and
Development Office (LSWDO),other government agencies, and non-
governmental organization (NGOs) as may be appropriate;
8. Monitor the implementation of positive measures and effective procedures in
providing the necessary support for the child and for those who care for the
child; and
9. Ensure that the children’s right to be heard are respected and upheld in all
matters and procedures affecting their welfare.

III. PREVENTIVE MEASURES TO ADDRESS CHILD ABUSE,

EXPLOITION, VIOLENCE,

DICRIMINATION AND BULLYING AND OTHER ACTS OF ABUSE

Section 11. Capacity Building of School Officials, Personnel, Parents and Students

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 All public and private elementary and secondary schools shall build
the capacities of school personnel, pupils, students and learners, parents and
guardians to understand and deal with child abuse, exploitation, violence and
discrimination cases, bullying and peer violence by conducting sessions,
trainings and seminars on positive peer relationships and enhancement of
social and emotional competence.
They shall use training modules which include positive and non-
violent discipline in classroom management, anger and stress management
and gender sensitivity. They shall likewise employ means which enhance the
skills and pedagogy in integrating and teaching children’s rights in the
classroom.

The programs that are intended to promote Positive and Non-violent

Discipline include, but are not limited to, the following:

1. Integration of education sessions on corporal punishment and positive

discipline in the initiatives of the Parent-Teachers Association (PTAs);
2. Capacity-building programs for school administrators, teachers and non-
academic personnel focused on children’s rights, child development and
positive and nonviolent approaches in teaching and classroom management,
to enable them to incorporate positive discipline messages in parent-teacher
conferences and family counseling, and integrate messages on children’s
rights and corporal punishment in classroom discussions;
3. Encouraging and supporting the formation and initiatives of support groups
among teaching and non-teaching staff, and parents and caregivers;
4. Implementing specific parenting orientation sessions with parents and
caregivers and other activities;
5. Implementing school activities or events that raise awareness on children’s
rights, corporal punishment and positive discipline, fostering the active
involvement of and proving venues for bringing together parents, families
and children;
6. Encouraging and supporting student-led initiatives to raise awareness on
children’s rights, corporal punishment and positive discipline; and
7. Implementing specific parenting orientation sessions with parents and
caregivers and other activities;
8. Implementing school activities or events that raise awareness on children’s
rights, corporal punishment and positive discipline, fostering the active
involvement of and providing venues for bringing together parents, families
and children;

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 9. Encouraging and supporting student-led initiatives to raise awareness on
children’s rights, corporal punishment and positive discipline; and
10. Setting up child-friendly mechanisms for obtaining children’s views and
participation in the formulation, monitoring and assessment of school rules
and policies related to student discipline.

IV. PROTECTIVE AND REMEDIAL MEASURES TO ADDRESS CHILD

ABUSE, EXPLOITATION, VIOLENCE, DISCRIMINATION, BULLYING
AND OTHER ACTS OF ABUSE

Section 12. Procedure in Handling Bullying Incidents in Schools. A complaint for

bullying or peer abuse shall be acted upon by the School Head following the
procedures herein set forth;

A. Bullying – upon the filing of a complaint or upon notice by a school

personnel or official of any bullying or peer abuse incident, the same shall
be immediately reported to the School Head, who shall inform the parents or
guardian of the victim and the offending child, in a meeting called for the
purpose.

The victim and the offending child shall be referred to the child protection
committee for counseling and other interventions. The penalty of reprimand,
if warranted, may be imposed by the school head in the presence of the
parents or guardians.

If bullying is committed for a second or subsequent time, after the offending

child has received counseling or other interventions, the penalty or
suspension for not more than one (1) week may be imposed by the school
head, if such is warranted. During the period of suspension, the offending
child and the parents or guardian may be required to attend further seminars
and counseling. The school head shall likewise ensure that the appropriate
interventions, counseling and other services, are provided for the victims of
bullying.

B. Bullying that results in serious physical injuries or death – if the bullying or

peer abuse resulted in serious physical injuries or death, whenever
appropriate, the case shall be dealt with in accordance with the provisions of
Republic Act 9344 and its implementing rules and regulations.

25
 C. Procedure – In all cases where the imposable penalty on the offending child
is suspension, exclusion or explosion, the following minimum requirements
of due process shall be complied with:

1. The child and the parents or guardians must be informed of the complaint in
writing;

2. The child shall be given the opportunity to answer the complaint in writing,
with the assistance of the parents or guardians;

3. The decision of the school head must be in writing stating the facts and the
reasons for the decision;

4. The decision of the school head may be appealed, as provided in existing

rules of the department.

Section 13. Implementation of Non-punitive Measures.

Depending on the gravity of the bullying committed by any pupil,
student or learner, the school may impose other non-punitive measures, in
lieu of punitive measures, in accordance with the principles of positive and
non-violent discipline.

Section 14. Other acts of violence or abuse.

Other serious acts of violence or abuse committed by a pupil, student
or learner upon another pupil, student or learner of the same school, shall,
and whenever appropriate, be dealt with in accordance with the provisions of
republic act 9344 and its implementing rules and regulations.

V. RULES AND PROCEDURES IN HANDLING CHILD ABUSE,

EXPLOITATION, VIOLENCE AND DISCRIMINATION CASES

Section 15. Prohibited Acts

The following acts, as defined in section 3 of this order, are hereby
prohibited and shall be penalized in administrative proceeding as Grave or
simple misconduct depending on the gravity of the act and its consequences,
under existing laws, rules and regulations;

1. Child abuse;

26
 2. Discrimination against children;
3. Child exploitation;
4. Violence against children in school
5. Corporal punishment;
6. Any analogous or similar acts.

Section 16. Investigation and Reporting

The conduct of investigation and reporting of cases child abuse, exploitation,
violence or discrimination, shall be done expeditiously, as herein provided.

A. PUBLIC SCHOOLS

A. The school head or the schools division superintendent, upon receipt of the
complaint, shall forward the same, within forty-eight (48) hours, the
disciplining authority, who shall then issue an order for the conduct of a
fact-finding investigating, not later than seventy-two (72) hours from
submission. These periods shall be strictly observed, except when justifies
by circumstances beyond their control; Provided that the person complained
of is a non-teaching personnel, the Schools division superintendent shall
cause the conduct of a fact-finding investigation within the same period.
B. If a complaint is not sufficient in form, the concerned school head, school
division superintendent or disciplining authority shall immediately inform
the complaint of the requirements of a formal complaint. Upon the filing of
the formal complaint, the same shall be acted upon pursuant to the preceding
paragraphs.
C. The conduct of a fact-finding investigation shall be in accordance with the
revised rules of procedure of the department of education in administrative
cases. Pending investigation, upon referral of the school principle or
guidance councilor/teacher, the local government unit shall assess the child
and provide psychosocial intervention to help the child victim recover from
whatever trauma he or she has experienced as a result of the abuse. The
offender shall likewise undergo psycho-social intervention, if such is
warranted.

If a prima facie case exists based on the investigation report and the records,
a formal charge shall be issued by the disciplining authority, which may be
the basis for the issuance of an order of preventive suspension or as an
alternative, reassigning of the offending party, as may be warranted. The
respondent may be placed under preventive suspension pending
investigation, for a period of ninety (90) days, if the injury or abuse

27
 committed against a child is so grave, as to render the child unable to attend
his or her classes. The respondent may also be preventively suspended to
preclude the possibility of influencing or intimidating witnesses.

The respondent may file a Motion for Reconsideration with the disciplining
authority or may elevate the same to the civil service commission by way of an
appeal within fifteen (15) days from receipt thereof.

D. The revised rules of procedure of the department of education in

administrative cases shall apply in all other aspects.
E. A complaint for education-related sexual harassment as defined under
resolution no. 01-0940 of the civil service commission, must be in writing,
signed and sworn to by the complainant. It shall contain the following:
1. The full name and address of the complainant;
2. The full name, address, and position of the respondent;
3. A brief statement of the relevant facts;
4. Evidence, in support of the complaining, if any;
5. A certification of non-forum shopping.

E.1. The complainant shall be referred to the committee on decorum

and investigation. Upon receipt of the complaint, the committee shall
require the person complaint, the committee shall require the person
complained of to submit

E.2. The procedure for the conduct of an investigation and all other
related incident, shall be un accordance with the rules under resolution
no. 01-0940 of the civil service commission; provided, that if the
respondent is a teacher, the composition of the formal investigating
committed shall be in accordance with section 9 of R.A 4670.

F. The regional directors shall periodically monitor and keep a record of all
reported child abuse cases, and submit a final consolidate regional report
(Annex “A”) to the office of the undersecretary for regional operations.
G. Failure to submit an incident report or to render a decision involving the case
within the prescribed period, without justifiable cause, shall be a ground for
administrative action for neglect of duty against the responsible official.

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 GENDER-RESPONSIVE
BASIC EDUCATION POLICY

29
 Gender-Responsive Basic Education Policy
(DepEd Order No. 32, s. 2017)

I. RATIONALE

The Philippines is committed under international and national laws to

integrate gender equality into the principles, goals, and processes of
Philippine education. The 1987 Philippine Constitution provides that the
State “shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make education
accessible to all (Article XIV, Section 1).* This provision is aligned with
the international commitments of the Government of the Republic of the
Philippines (GRP) to the Universal Declaration of Human Rights
(UDHR), the International Covenant on Civil and Political Rights
(ICCPR), the International Covenant on Economic, Social, and Cultural
Rights (ICESCR), the Convention on the Rights of the Child (CRCj, and
the Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW). The GRP affirms these commitments
through the implementation of global action plans such as the 1995
Beijing Platform for Action (Strategic Objective B on Education), the
2015 Millennium Development Goals (Goal No. 2 on Universal
Education and Goal No. 3 on Gender Equality), and the 2030 Agenda
for Sustainable Development or the Sustainable Development Goals
(Goal No. 4 on Quality Education, Goal No. 5 on Gender Equality, and
Goal No. 10 on Reduced Inequalities).

In Southeast Asia, the Philippines supports the ASEAN Socio-Cultural

Community Blueprint 2025, which envisions an inclusive ASEAN that
works toward the achievement of gender equality and the elimination of
all forms of discrimination, and addresses the intersectionality of
women’s discrimination. The Blueprint aims to protect and empower
women, children, youth, the elderly, persons with disability (PWDs),
ethnic minority groups, and other vulnerable and marginalized groups.

30
In 2013, Philippine Congress passed Republic Act (RA) No. 10533, or
the Enhanced Basic Education Act of 2013, instituting the K to 12 Basic
Education Program. It mandates universal kindergarten, six years of
elementary education, four years of junior high school, and two years of
senior high school to provide sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and
entrepreneurship (Sec. 4). Under the Implementing Rules and
Regulations of RA No. 10533, the Department of Education (DepEd) is
mandated to ensure that the basic education curriculum is gender- and
culture-sensitive (Rule II, Section 10.2).

That the DepEd should adhere to such a standard is timely given the
shift in the gender patterns in basic education indicators in the
Philippines. From 1996 to 2012, boys outnumbered girls at the
elementary level while at the secondary level, the opposite was true,
with girls outnumbering boys. In the same period, girls outperformed
boys in all key indicators, particularly in cohort survival rate and
completion rate (NEDA & UNDP 2014).

The Women’s Empowerment, Development, and Gender Equality

(Women’s EDGE) Plan 2013-2016 (Chapter 6: Education) published by
the Philippine Commission on Women (PCW) summed up the enduring
gender issues in Philippine education as follows:

a) Boys are underperforming in key education indicators compared to

girls.

b) Indigenous Peoples (IPs) fall behind in enrolment data and experience

discrimination.

c) Higher education degrees manifest marked gender-segregation.

31
d) Gender biases and stereotypes remain and are still embedded in the
curricula, instructional methods, materials, and learning media.

e) Women and girls continue to be vulnerable to sexual harassment and

violence inside schools.

The results of the 2016 National Baseline Study on Violence Against

Children by the Council for the Welfare of Children and the Systematic
Literature Review on the Drivers of Violence Affecting Children by the
United Nations Children’s Fund (UNICEF) show that:

a) There is a high prevalence of violence against children among both

boys and girls and increasingly, more boys are becoming victims of
sexual abuse than girls.

b) Sexual harassment is the most frequent form of sexual violence, with

girls being particularly vulnerable. Lesbian, gay, bisexual, and
transgender (LGBT) youth are also at risk of sexual violence committed
by their peers.

c) LGBT children are at a higher risk for physical and psychological

bullying.

d) Children’s previous experiences of violence drive violent behavior in

schools.

e) Despite the high prevalence of violence, disclosures are reported to be

low. However, teachers are the most common persons children disclosed
to and sought help from. As such, teachers and school personnel need to
have appreciation and understanding of children’s rights.

This policy seeks to enable the DepEd to undertake gender-

mainstreaming in education to address both enduring and emerging
gender and sexuality-related issues in basic education, to promote the
protection of children from all forms of gender-related violence, abuse,

32
exploitation, discrimination, and bullying, and to promote gender
equality and non-discrimination in the workplace and within the DepEd.

II. SCOPE

This policy shall apply to all:

a) Officials and employees of the DepEd;

b) Officials and employees of private elementary, junior, and senior high

schools; and

c) Learners of public and private elementary, junior, and senior high

schools, and of learning centers for Special Education and Alternative
Learning System (ALS) and laboratory schools of State Universities and
Colleges (SUCs) and Local Universities and Colleges (LUCs).

III. POLICY STATEMENT

This policy provides the guidelines for Gender-Responsive Basic

Education that shall allow the DepEd to integrate the principles of
gender equality, gender equity, gender sensitivity, non-discrimination,
and human rights in the provision and governance of basic education.
Through this policy, the DepEd commits to gender equality through
gender-responsive basic education to holistically develop Filipinos with
access to quality, culture-based basic education in a learner-friendly,
safe, and nurturing environment with the provision to continuously
improve its support systems at all levels of governance. Specifically, this
policy aims to:

a) promote inclusive education that ensures girls’ and boys’ and

women’s and men’s equal access to learning opportunities, fair
treatment in the learning process, and equitable outcomes as well as
access to opportunities in all spheres of life;

33
b) promote the protection of children against all forms of gender-based
violence, abuse, discrimination, and bullying in schools;

c) address gender-based barriers and the different forms of

discrimination as a result of being exposed to gender inequality suffered
by vulnerable and marginalized groups. This includes taking affirmative
steps where necessary to reduce gender gaps and disparities in basic
education, and rectifying through affirmative action such discrimination
suffered by a gender group in the workplace as a result of treatment that
fails to recognize gender differences and thus adversely affects that
gender group (e.g., adopting gender-sensitive promotion standards that
give due consideration to women’s absence from the workplace on
account of maternity leave);

d) involve all learners, teachers, and non-teaching personnel and other

stakeholders in the promotion of gender equality and non-discrimination
through their engagement in the curriculum, learning materials, teaching
methodologies, and support services that should not only aim at
eliminating gender stereotypes, but also at transforming gender relations
toward empowerment and social change;

e) strengthen structures, systems, and methodologies that promote

coordination to address gender dimensions in planning, information
exchange, design, and delivery of services;

f) ensure that public and private partners are fully oriented to adopt
gender-equality standards and procedures in program implementation
and management; and

g) continuously enhance policy implementation and sustainability of

results through periodic reviews, consultations with stakeholders,
documentation, and promotion of good practices.

34
IV. DEFINITION OF TERMS

For the purposes of this Order, the following terms shall be understood
as follows:

a) Child protection refers to programs, services, procedures, and

structures that are intended to prevent and respond to abuse, neglect,
exploitation, discrimination, and violence (D.O. 40, s. 2012 or DepEd
Child Protection Policy).

b) Gender refers to the social attributes and opportunities associated

with being male and female and the relationships between women and
men and girls and boys, as well as the relations between women and
those between men. These attributes, opportunities, and relationships are
socially constructed and are learned through socialization processes.
(UN Women)

c) Gender and Development (GAD) refers to the development

perspective and process that are participatory and empowering,
equitable, sustainable, free from violence, respectful of human rights,
supportive of self-determination and actualization of human potentials. It
seeks to achieve gender equality as a fundamental value that should be
reflected in development choices; seeks to transform society’s social,
economic, and political structures and questions the validity of gender
roles these ascribe to women and men; contends that women are active
agents of development and not just passive recipients of development
assistance; and stresses the need of women to organize themselves and
participate in political processes to strengthen their legal rights. (MCW)

d) Gender awareness refers to the ability to identify problems arising

from gender inequality and discrimination, even if these are not
immediately apparent. (UNGEI)

e) Gender-based violence refers to violence that targets individuals or

groups on the basis of their gender. This includes acts that inflict

35
physical, mental, or sexual harm or suffering, the threat of such acts,
coercion, and other deprivations of liberty. (UN)

f) Gender-based discrimination refers to any gender-based distinction,

exclusion, or restriction that has the effect or purpose of impairing or
nullifying the recognition, enjoyment, or exercise by men and women
regardless of their sexual orientation, gender identity, and civil status, on
the basis of equality of men and women, of human rights and
fundamental freedoms in the political, economic, social, cultural, civil,
or any other field.

g) Gender equality refers to the principle asserting the equality of men

and women and their rights to enjoy equal conditions realizing their full
human potentials to contribute to and benefit from the results of
development, and with the state recognizing that all human beings are
free and equal in dignity and rights. (MCW)

h) Gender equity moves beyond a focus on equal treatment. It means

giving to those who have less on the basis of needs, and taking steps to
compensate for historical and social disadvantages that prevent women
and men from otherwise operating on a level playing field. (NCRFW)

i) Gender expression refers to the way in which a person acts to

communicate gender within a given culture; for example, in terms of
clothing, communication patterns and interests. A person’s gender
expression may or may not be consistent with socially prescribed gender
roles, and may or may not reflect his or her gender identity. (APA)

j) Gender-fair language is understood as language that is gender

sensitive or non-sexist.

k) Gender identity is understood to refer to each person’s deeply felt

internal and individual experience of gender, which may or may not
correspond with the sex assigned at birth, including the personal sense of
the body (which may involve, if freely chosen, modification of bodily

36
appearance or function by medical, surgical, or other means) and other
expressions of gender, including dress, speech, and mannerisms.
(Yogyakarta Principles)

l) Gender-Responsive Basic Education (GRBE) is inclusive education

that ensures girls’ and boys’ and women’s and men’s equal access to
learning opportunities, addresses gender-based barriers and the
intersection of different forms of discrimination, takes affirmative steps
where necessary to reduce gender gaps and disparities in the
management of the learning process, provides children a learner-friendly
environment that addresses their diverse learning needs and results in the
progressive achievement of gender equality in educational outcomes.

m) Gender mainstreaming in education is the process of assessing the

implications for girls and boys or women and men of any planned
action, including legislation, policies or programs, at all levels of the
education system. It is a strategy for making girls’ and women’s, as well
as boys’ and men’s, concerns and experiences an integral dimension of
the design, implementation, monitoring, and evaluation of education
policies and programs so that girls and boys or women and men benefit
equally, and inequality is not perpetuated. The ultimate goal is to
achieve gender equality in education. (ECOSOC 1997/ 2)

n) Gender responsiveness refers to taking action to correct gender bias

and discrimination so as to ensure gender equality and equity. It entails
consistent and systematic attention to the differences between men and
women with a view to addressing structural constraints to gender
equality.

o) GAD Plan and Budget (GPB) is not about creating separate budgets
for women, or solely increasing spending on women’s programs. Rather,
gender-responsive budgeting seeks to ensure that the collection and
allocation of public resources is carried out in ways that are effective
and contribute to advancing gender equality and women’s
empowerment. It should be based on in-depth analysis that identifies

37
effective interventions for implementing policies and laws that advance
women’s rights. It provides tools to assess the different needs and
contributions of men and women, and boys and girls, within the existing
revenues, expenditures, and allocations and calls for adjusting budget
policies to benefit all groups. (UNWOMEN)

p) Gender sensitivity is the ability to perceive existing gender

differences, issues, and inequalities and to incorporate these into
strategies and actions. (Intrahealth International)

q) Inclusive education is an approach that enjoins schools to

accommodate all children regardless of their physical, intellectual,
emotional, social, linguistic, or other conditions (Article 3, Salamanca
Framework for Action). Schools must adopt an inclusive orientation as a
means of combating discriminatory attitudes, creating welcoming
communities, building an inclusive society, and achieving education for
all. Moreover, they provide an effective education to the majority of
children and improve the efficiency and, ultimately, the cost-
effectiveness of the entire education system.

r) Sexual orientation is understood to refer to each person’s capacity for

profound emotional, affectional, and sexual attraction to, and intimate
and sexual relations with, individuals of a different gender or the same
gender or more than one gender. (Yogyakarta Principles)

s) Intersectionality is an analytical tool for studying, understanding, and

responding to the ways in which sex and gender intersect with and are
constituted by other social factors such as age, class, disability, ethnicity,
race, religion, sexual orientation, gender identity or gender expression,
and other status.

t) Violence against women and their children (VAWC) refers to any

act of gender-based violence that results in, or is likely to result in,
physical, sexual, or psychological harm or suffering to women,
including threats of such acts, coercion, or arbitrary deprivation of

38
liberty, whether occurring in public or in private life, as provided under
Republic Act (RA) 9262 or The Anti-Violence Against Women and
Their Children Act of2004.

u) Violence against children committed in schools refers to a single

act or a series of acts committed by school administrators, academic, and
non-academic personnel against a child, which result in or is likely to
result in physical, sexual, psychological harm or suffering, or other
abuses including threats of such acts, battery, assault, coercion,
harassment, or arbitrary deprivation of liberty. It includes, but is not
limited to, physical, sexual, psychological violence, and other acts of
violence of a physical, sexual, or psychological nature that are
prejudicial to the best interest of the child.

V. GENDER-RESPONSIVE BASIC EDUCATION

Through its Gender-Responsive Basic Education Policy (GRBE), the

DepEd commits to:

A. Make its strategic framework gender-responsive

In the development of DepEd’s basic education strategic framework, the

key principles of gender equality programming in education from
Gender Equality In and Through Education (INEE 2010) shall be
adopted. These principles are abridged below:

a. “Gender dynamics impact on education.”

b. “Gender is not just about girls.”

c. “Gender-responsive education is protective.”

d. “Disaggregated data are nonnegotiable.”

39
e. “Involve male and female learners in working toward gender
equality.”

f. “Gender is a cross-sectoral issue.”

g. “Anyone can champion gender equality in education.”

B. Mainstream gender In all Policies and Programs, Projects, and

Activities (PPAs)

Curriculum, Instruction, and Assessment

The DepEd, through the appropriate and relevant units, shall:

Learners Development

1. Advocate gender equality in all aspects of development and

ensure that PPAs are made congruent with this policy and are
included in the Regional Education Development Plans
(REDPs), Division Education Development Plans (DEDPs),
School Improvement Plans (SIPs), and Annual
Implementation Plans (AIPs).
2. Include in the school calendar the observance and
celebrations related to GAD such as but not limited to
Women’s Month (March), Lesbian, Gay, Bisexual, and
Transgender (LGBT) Pride Month (June), Breastfeeding
Month (August), Peace Education Month (September),
Children’s Month (November), 18-Day Campaign to End
VAW (November 25 to December 12), and Human Rights
Month (December).
3. Support policies on curriculum, instruction, and assessment
that are consistent with the principles of gender-responsive
education.

40
Curriculum Standards

1. Enhance and promote a K to 12 curriculum that integrates

gender equality, human rights, sexuality, and reproductive
health education, peace education, environmental studies, and
child protection.
2. Develop a set of GAD and human rights competencies
including, but not limited to, core messages and key concepts
such as responsible parenthood, equal opportunities, equal
representation in public affairs (NGO, Bureaucracy, Electoral
Politics, and Business), etc., to be integrated across learning
areas and across grade levels.
3. Ensure minimum standards on gender sensitivity that will be
integrated in the subjects or learning areas, trainings,
curricular, co-curricular, and extra-curricular programs for
learners and trainees.
Learning Delivery

1. Ensure that all public and private schools, learning centers,

including laboratory schools of SUCs and LCUs, shall
maintain gender-responsive instructional delivery and
services.
2. Design gender-responsive models of instruction for basic
education appropriate for all types of learners.
3. Formulate enabling policies and guidelines for the
implementation of gender-responsive innovative teaching and
learning approaches and assessment models for basic
education aligned with curriculum standards.
4. Provide technical assistance to the field offices in the
adoption or modification of gender-responsive learning
models and strategies.
Learning Environment

1. Ensure a gender-responsive physical and social learning

environment that promotes respect for all people and has

41
 zero-tolerance for all forms of discrimination, violence, and
abuse.
2. Ensure that DepEd personnel are properly oriented and
trained on gender equality, sexuality, and reproductive health
education, human rights, peace education, and child
protection.
3. Ensure that development and capacity building, through in-
service trainings and workshops in coordination with the
National Educators Academy of the Philippines (NEAP) and
relevant private education institutions, are aligned with
GRBE and capacitate all teachers in both public and private
schools on GRBE, human rights education, and peace
education.
4. Promote the institutionalization of gender-responsive
teaching-learning plans, guides, processes, activities, and
mechanisms and measures.
5. Provide adequate and responsive capacity-building activities
for teachers in dealing with children in conflict with the law
(CICL) and children at risk (CAR).
6. Strengthen and sustain the capacity of administrators,
guidance counselors, and teachers in handling cases of
violence, abuse, discrimination, exploitation, and bullying,
and equip them with the technical competence in providing
appropriate interventions and immediate referral.
Learning Resources

1. Develop and provide gender-responsive Learning Resources (LRs)

based on the review and revision programs, curriculum, social content
guidelines, and other references to ensure that LRs are free from gender
biases and stereotypes, and use gender-fair and inclusive language,
positive images, and messages.

2. Ensure that writers, editors, evaluators, layout artists, illustrators, and

focal persons of LRs are well-trained on gender-responsiveness,

42
sexuality, and reproductive health education, human rights, and peace
education.

3. Provide orientation for prospective publishing and development teams

to emphasize the inclusion of GAD key concepts and core messages in
learning resource development.

4. Provide GAD learning resources.

5. Update the guidelines in the Development of Learning Resources by:

a) Reinforcing the Social Content Guidelines with GAD core messages

and key concepts

b) Modifying the Instructional Design Framework and including the

GAD core messages and key concepts as permanent elements of the
instructional design in all printed learning resources, to be
contextualized according to key stages

6. Ensure that learning resources procured from external sources comply

with GAD key concepts and core messages.

7. Update and align the quality assurance of the learning resources,

evaluation instruments, and instructional materials to include gender
concepts, values, and gender-fair language.

8. Gather and upload quality-assured GAD leamers, and teachers’

resources to the DepEd Learning Resources Portal.

9. Ensure that field offices shall implement contextualized, localized,

and indigenized learning resources integrating GAD core messages and
key concepts.

43
Assessment

1. Ensure that formative and summative assessments at the

school level and any competitions (e.g., contests, quiz bees)
at any level are gender-responsive and culture-sensitive for
all learners, teachers, and other concerned personnel.
2. Include GAD core messages and key concepts in the test
development process specifically in the table of
specifications as integrated in the learning competencies
using gender-fair language.
3. Conduct a GAD orientation for test-item writers to ensure
educational assessments are GRBE-compliant in terms of
content and procedures.
4. Enjoin all public and private accrediting institutions or
organizations to include gender-equality elements in their
accreditation criteria.
Planning and Field Operations

The DepEd, through the appropriate and relevant units, shall:

Learners Support

1. Promote awareness of GRBE issues and concerns in the

governance and operations of schools, learning centers, and
workplaces.
2. Develop framework policies and standards for learner
support programs and services that integrate GAD core
messages and key concepts.
3. Implement programs, projects, and services of school health,
youth development, and sports development aligned with
GRBE.
4. Conduct capacity building on health development, school
sports development, and youth formation aligned with
guidelines of the GRBE policy.

44
 5. Strengthen cooperation and partnership with agencies,
organizations, and individuals for purposes of education and
other GAD support services.
6. Conduct monitoring and evaluation and research in aid of
learner support policy development and service delivery.
School Health

1. Provide policy standards and guidelines for the integrated health and
nutrition program and capacitate teaching and non-teaching personnel in
the implementation of nutrition support programs, school health service
delivery, and provision of a healthy school environment.

2. Ensure that all schools, learning centers, and workplaces promote

mental health and psychosocial support services aligned with GRBE.

a) Ensure enforcement of public and private schools’ implementation

and compliance with RA No. 9710, sec. 13.C on non-expulsion of
women faculty and female learners who become pregnant outside of
marriage.

b) Implement girl-child, adolescent, and sexual and reproductive health

services in every school.

3. Conduct regular focus group discussions or youth forums, and

activities on health and nutrition issues as extra-curricular or co-
curricular activities.

4. Develop information, education, and communication (IEC) materials

on issues for learners in need of special attention.

Youth Formation

1. Formulate, recommend, and implement policies for youth

development aligned with GRBE in coordination with the National
Youth Commission (NYC).

45
2. Conduct capacity building on youth development aligned with GRBE.

3. Activate and mobilize youth organizations in all public and private

schools, including laboratory schools of SUCs and LUCs, to ensure:

a) Non-discrimination of learners in youth membership

b) Equal treatment and opportunities to females and males for academic

honors, leadership in school or class organizations, journalistic
endeavors, and the like (Sec. 35.1.e of the MCW)

c) Representation of the youth in recognized activities of the DepEd

4. Implement Career Guidance and Counseling programs and activities

that give learners career choices and options aligned with GRBE.

School Sports

1. Formulate, recommend, and implement policies on sports

development aligned with RA 9710, Sec. 14, Women in
Sports.
2. Conduct capacity building for sports development aligned
with RA 9710, Sec. 14, Women in Sports.
3. Ensure gender-responsive implementation of sports programs
and activities.
Planning

1. Gather and analyze sex-disaggregated data and gender

information for informed decision making.
2. Monitor the implementation of the Basic Education Research
Agenda specifically its GAD component.
3. Ensure that policies and studies being reviewed by the
service are aligned with this policy.

46
Public Affairs, Finance, and Administration

The DepEd, through the relevant and appropriate units, shall:

Public Affairs

1. Establish a media network and mechanism for effective

public relations especially on information dissemination and
advocacy campaigns on GAD.
2. Lead in ensuring public awareness of DepEd’s gender
mainstreaming initiatives particularly the implementation of
this policy.
3. Provide direct support to officials and spokespersons in
communications related to this policy.
4. Provide guidance to regional and schools division
communications teams in information dissemination related
to DepEd’s gender mainstreaming efforts and
implementation of GRBE.
5. Manage communications in relation to GRBE.
Information and Communications Technology (ICT)

1. Formulate computerization program policies and activities

aligned with GRBE.
2. Conduct continuous capacity-building activities to upgrade
personnel on ICT knowledge and skills particularly on
development of sex-disaggregated database and other GAD
information.

Educational Facilities

1. Formulate, recommend, and implement programs for development

and establishment of educational facilities consistent with the principles
of GRBE.

47
2. Conduct capacity building to ensure that all facilities are safe,
functional, adequate, sanitary, gender and culture sensitive, and
accessible to Persons with Disabilities (FWDs).

3. GRBE-compliant schools, learning centers, and workplaces

a) Provide women, girl-child, and adolescent-friendly facilities that meet

standards for Menstrual Hygiene Management (DepEd Order No. 10, s.
2016 or the Comprehensive WASH in Schools [WinS] Policy)

b) Provide school facilities that meet the standards for persons with
disabilities (PWDs) (RA No. 7277 or the Magna Carta of Disabled
Persons)

c) Provide teenhubs or adolescent-friendly spaces (Sec. 11.03 of the IRR

of RA No. 10354 or the Responsible Parenthood and Reproductive
Health Law)

d) Provide breastfeeding stations and child-minding stations

e) Establish VAWC desk in schools

C. Ensure gender parity in staffing and create an enabling work

environment

The DepEd, through the appropriate and relevant units, shall:

Human Resource Development

1. Formulate, recommend, and implement policies and

frameworks consistent with the principles of gender-
responsive recruitment, selection, and placement, learning
and development, performance management, and rewards
and recognition.

48
 2. Conduct capacity building for all employees on GRBE and in
handling gender issues and concerns.
3. Create a pool of GRBE experts.
4. Ensure that the implementation of the Results-based
Performance Management System (RPMS) is gender-
responsive.
Learning and Development

1. Integrate gender in all learning and development programs

and interventions.
2. Ensure that training methodologies and standards are gender-
sensitive.
3. Ensure equal opportunities in scholarships and trainings.
Conditions including but not limited to age, pregnancy,
motherhood, disabilities, ethnicity, or lack of consent of
spouse shall not be grounds for disqualification.
Employee Welfare

1. Ensure that programs that inculcate and sustain the

department core values, respond to employees’ varied needs,
and promote employees’ physical, mental, psychological,
social and spiritual well-being are gender-responsive.
2. Ensure that institutional rewards and recognition systems are
gender-responsive.
3. Ensure implementation of the grant of special leaves as
provided by law, which include but are not limited to
maternity, paternity, solo parent, gynecological, and VAWC.
4. Ensure enforcement of public and private schools’
implementation of and compliance to RA No. 9710, Sec. 13.
C on the non-firing of employees on account of pregnancies
outside of marriage.

D. Strengthen gender and development institutional mechanisms

49
The GAD Focal Point System (GFPS)

DepEd shall ensure that the GFPS is institutionalized in all levels of

governance.

The GFPS at all levels of governance shall follow the duties and
functions as they apply prescribed by DepEd Order No. 27, s. 2013
entitled Guidelines and Procedures on the Establishment of DepEd
Gender and Development Focal Point System at the Regional, Division,
and School Levels, DepEd Memorandum (DM) No. 140, s. 2012 entitled
Establishment of Gender and Development Focal Point System, and
appropriate guidelines issued by the PCW.
GAD Planning and Budgeting

As mandated under Section 36 (a) of RA No. 9710 or the Magna Carta

of Women, the DepEd shall prepare an annual GAD plan and budget
(GPB) to address gender issues and concerns based on its mandates, the
agency’s GAD agend, the gender-equality agenda of government, and
other GAD-related laws, policies, plans, and commitments. The GPB
shall be accompanied by a GAD Accomplishment Report for the
previous year. The amount to be allocated and utilized for the
implementation of GAD PPAs shall be drawn from the agency’s
maintenance and other operating expenses, capital outlay, and personnel
services, and shall be at least 5 percent (5%) of the agency’s total budget
appropriations for the year. The GAD Planning and budgeting process
shall follow the specific guidelines issued by PCW, DBM, NED A, and
COA.

Activities conducted to implement the GRBE Policy shall be charged to

the GAD budget subject to COA Audit Policy Guidelines. Further,
school activities to address gender issues and concerns shall be charged
to at least 5 percent (5%) if the Maintenance and Other operating
Expenses (MOOE) subject to its utilization guidelines.

50
Grievance

Complaint or Grievance Committee (GC)

1. The Complaint/Grievance Committee at all levels shall cater

not only to those complaints/grievances stipulated in DepEd
Order 3, s. 2004 entitled Establishing a Complaint/Grievance
Committee with the Department of Education, but also
gender-related complaints or grievances to assure holistic
assurance of freedom from coercion, discrimination, reprisal,
bias, and gender-based violence or abuse.
2. Inclusion of legal counsel will help guide the complainants
on legal actions to be taken.
3. All GC members shall be capacitated on GRBE.
4. The duties and functions of the GC are stipulated under
DepEd Order 35, s. 2004 entitled Revision of the Grievance
Machineries of the Department of Education. The
composition shall also follow the aforementioned DepEd
Order provided that at least one member of the GC shall be
female, if all the above are men.
Committee on Decorum and Investigation (CODI)

1. In line with section 4 of RA No. 7877 otherwise known as the Anti-

Sexual Harassment Act of 1995, the DepEd in all levels of governance
shall create or strengthen a Committee on Decorum and Investigation of
cases on sexual harassment. The committee shall be composed of at least
one representative from the administration, teachers, non-teaching
personnel, and students.

2. The duties and functions of the CODI shall follow the guidelines set
under CSC Memorandum Circular (MC) 19, s. 1994, DOLE
Administrative Order (AO) 68, s. 1992, and other pertinent policies.

51
Child Protection Committee

1. The Child Protection Committee shall initiate information

dissemination programs and organize activities that promote the
protection of children from all forms of abuse, violence, discrimination
and bullying.

2. Develop and implement a school-based referral and monitoring

system.

3. Establish a system for identifying students who may be suffering from

significant harm based on any physical, emotional, or behavioral signs.

4. Identify, refer, and, if appropriate, report to the appropriate offices

cases involving child abuse, violence, discrimination, and bullying.

VI. POLICY MONITORING AND EVALUATION

The GFPS at all levels of governance in collaboration with their

respective planning offices shall gather feedback on the implementation
of the Gender-Responsive Basic Education Policy from all concerned
internal and external stakeholders. It shall conduct a periodic review of
this policy to further enhance its provisions and effectiveness.
Furthermore, all concerned offices in implementing this policy shall be
guided by the attached Gender Mainstreaming Monitoring and
Evaluation Framework (MEF) and indicative implementation plan.

The new Program Management Information System (PMIS) shall be

used as a tool to closely monitor the progress and implementation of
various programs, projects, and activities charged against the GAD
budget.

All offices shall comply with the reporting requirement contained in

National Budget Circular (NBC) No. 567, s. 2017 including the
submission of Budget and Financial Accountability Reports as

52
prescribed under COA-DBM Joint Circular No. 2014-1 and DBM
Circular Letter No. 2016-11.

VII. REFERENCES

• American Psychological Association 8b National Association

of School Psychologists. (2015). Resolution on gender and
sexual orientation diversity in children and adolescents in
schools. Retrieved from http://www.apa.org/about/policy/orie
ntation-diversity.aspx
• American Psychological Association.2012. Guidelines for
Psychological Practice with Lesbian, Gay, and Bisexual
Clients. American Psychologist, 67(1), 10-42. doi:
10.1037/a0024659
• DepEd Memorandum No. 140, s. 2012 Establishment of
Gender and Development Focal Point System
• DepEd Order 35, s. 2004 Revision of the Grievance
Machineries of the Department of Education
• DepEd Order 3, s. 2004 Establishing a Complaint/Grievance
Committee with the Department of Education
• DepEd Order 40, s. 2012 DepEd Child Protection Policy
• DepEd Order 27, s. 2013 Guidelines and Procedures on the
Establishment of DepEd Gender and Development Focal
Point System at the Regional, Division, and School Levels
• DepEd Order 13 s. 2015 Establishment of a Policy
Development Process in the Department of Education
• DepEd Order 10, s. 2016 Comprehensive WASH in Schools
(WinS) Policy
• Forum for African Women Educationalists (FAWE). 2005.
Gender Responsive Pedagogy: A Teachers’ Handbook.
Kenya: FAWE. Accessed 28 February 2016.
• http://www.ungei.org/files/FAWE GRP ENGLISH
VERSION.pdf

53
• Interagency Network for Education in Emergencies. 2010.
Gender equality in and through education.
• Intrahealth International. 2003. Better Practices in Gender
Sensitivity: Tool for Family Planning/Reproductive Health
Curricula.
• National Commission on the Role of Filipino Women 8s
Canadian International Development Agency (NCRFW).
2003. Transforming the Government to Think and Act GAD:
A Handbook on Gender and Development Training,
.Manila.http: / /library, pcw.gov. ph/sites/default/files/gmrk-
tgtag-dictionary.pdf
• National Economic and Development Authority and the
United Nations Development Programme. (2014). The
Philippines. Fifth progress report, Millennium development
goals. Pasig City: NEDA 8b UNDP. Retrieved from http://
www.neda.gov.ph/wp-content/uploads/2014/08/PH-5TH-
MDG-PROGRESS-REPORT_Nov-4-ver.pdf
• Philippine Commission on Women, National Economic and
Development Authority, Department of Budget and
Management. 2012. Joint Circular No. 2012-01: Guidelines
for the Preparation of Annual Gender and Development
(GAD) Plans and Budgets and Accomplishment Reports to
Implement the Magna Carta for Women. Manila: PCW,
NEDA, DOLE.
• http: / /www.dole.gov.ph/ fndr/
bong/filese/Joint%20Circulai%20No%202012-
• 01_Guidelines%20for%20the%20Preparation%20of%20GA
D%20Plan%20and%
• 20Budget%20and%20Accomplishment%20Reports.pdf
• Philippine Commission on Women. 2010. Magna Carta of
Women: Implementing Rules and Regulations. Manila:
• PCW .http: / / www.dotc.gov.ph/ images/ front/ GAD /
issuances/ republic_act_971 O.pdf
• Philippine Commission on Women. 2014. BIfA Philippine
Progress Report Manila.

54
• Republic Act No. 10533. Enhanced Basic Education Act of
2013 Republic Act No. 7277 Magna Carta of Disabled
Persons.
• Republic Act No. 9262 The Anti-Violence Against Women
and Their Children Act of2004
• Republic Act No. 9710 Magna Carta of Women.
• The Inside Story on Emergencies (IRIN). 2017. Definitions
of sexual and gender-based violence,
https://www.irinnews.org/feature/2004/09/01/definitions-
sexual-and-gender-based-violence
• The University of Chicago Press. 2010 Chicago Manual of
Style Chicago USA
http://www.chicagomanualofstyle.org/tools_citationguide.ht
ml/2016 style guide
• UN Member Economy. United Nations. CEDAWGeneral
recommendation No.
• 25, http: //www.un.org/womenwatch/daw/
cedaw/recommendations/General%
20recommendation%2025%20(English).pdf
• UN Member Economy. United Nations. CEDAW General
Recommendations No. 28, 19 October 2010,
• UN Member Economy. United Nations.
CEDAW/C/2010/47/GC.2 in http: / / www2 .ohchr. org /
english / bodies / cedaw / docs / CEDAW- C-2010-47-
GC2.pdf
• United Nations. 1995. Beijing Platform for Action (BIfA)
• UNESCO. 2000. The Dakar Framework for Action:
Education for All: Meeting our Collective Commitments.
France, UNESCO.
• http:/ /unesdoc.unesco.org/images/0012/001211/121147e.pdf
• UNESCO. 1994. The Salamanca Statement and Framework
for Action on Special Needs Education. Spain, UNESCO.
• http: / / www.unesco.org/education/pdf/SALAMA_E.PDF
• UNESCO. 2009. Gender in Education Network in Asia-
Pacific (GENIA) Toolkit: Promoting Gender Equality in

55
 Education. Bangkok: UNESCO. http://unesdoc.unesco.org/
images/0018/001864/ 186495E.pdf
• UNESCO. 2016. Out in the Open: Education sector
responses to violence based on sexual orientation and gender
identity/expression. France:
• UNESCO.http:/ /
unesdoc.unesco.org/images/0024/002447/244756e.pdf
• United Nations Women. 2002. Gender mainstreaming: An
overview http: / /www.
un.org/womenwatch/osagi/pdf/e65237.pdf
• United Nations Women. 2017. Gender equality glossaiy.
https: / / trainingcentre.unwomen.org/ mod /
glossary/view.php
• United Nations Women. 2017. Gender Responsive
Budgeting. http: / / www.chicagomanualofstyle
.org/tools_citationguide.html
• Yogyakarta Principles on the Application of International
Human Rights Law in Relation to Sexual Orientation and
Gender Identity. 2009.
• http: / / www.yogYakartaprinciples.org/
VIII. EFFECTIVITY

This policy shall take effect 15 days after its publication in the Official
Gazette or a newspaper of general circulation, and shall be registered
with the Office of the National Administrative Register (ONAR) at the
University of the Philippines (UP) Law Center, UP Diliman, Quezon
City.

56
ANNEX A
Report of cases of abuse, violence, exploitation, discrimination, bullying or peer abuse and other
related

Offences
School/Division /Region: ________________________________________
Period Covered: _______________________________________________
Person Submitting Report:________________________________________
Designation:_______________________________ Date:_______________

VICTIMS RESPONDENTS

Sex Sex
Nature of Action
Name Age (M or Name Age (M or Reccomendation
Complaint Taken
F) F)

57
ANNEX B

DEPARTMENT OF EDUCATION INTAKE SHEET

INFORMATION:

VICTIM:
Name:__________________________________________________
Date of Birth:_____________ Age:_________ Sex:___________
Gr./Yr and Section:______________ Adviser:_________________

Parents:

Mother:___________________________________________ Age:_______
Occupation:____________________________________________________
Address:______________________________________________________

Father:___________________________________________ Age:_______
Occupation:____________________________________________________
Address:______________________________________________________

COMPLAINANT:
Name:_________________________________________________
Relationship to Victim:____________________________________
Address and Contact Number:______________________________

RESPONDENT:
C-1. If respondent is a School Personnel

Name:_________________________________________________
Date of Birth:_____________ Age:_________ Sex:___________
Address and Contact Number:_______________________________

C-2. If respondent is a Student

Name:__________________________________________________
Date of Birth:_____________ Age:_________ Sex:___________
Gr./Yr and Section:______________ Adviser:_________________

Parents/Guardian:

58
 Mother:___________________________________________ Age:_______
Occupation:____________________________________________________
Address and Contact Number:______________________________________

Father:___________________________________________ Age:_______
Occupation:____________________________________________________
Address and Contact Number:______________________________________

II. DETAILS OF THE CASE:

III. ACTION TAKEN:

1.
2.
3.

IV. RECOMMENDATIONS:
1.
2.
3.

Prepared by:

_________________________________
Name over Printed Name

_________________________________
Designation

________________________________
Date

59
 ANNEX C
DEPARTMENT OF EDUCATION

Objective
The Department of Education promotes a zero-tolerance policy for any act
of child abuse, exploitation, bullying and other forms of abuse.

Principles
1. Schools shall be conducive to learning and children shall have the right to
education free from fear;
2. All children shall be protected from all form all forms abuse and bullying to
develop self-esteem and self-confidence;
3. Schools shall advocate a positive and non-violent mode of disciplining
children to foster self-disciple and to improve self-esteem;
4. Corporal punishment shall noy be imposed on any child in school for the
purpose of discipline, training or control;
5. School Heads shall take steps to prevent bullying and ensure that the
appropriate interventions, counseling and other services, are provided for the
victims of abuse, violence, exploitation, discrimination and bullying.
6. Pupils, students or learners shall respect the rights of other and refrain from
committing acts of bullying and peer violence;
7. Parents shall be actively involved in all school activities or events that raise
awareness on children’s rights, positive discipline, and the prevention of
bullying;
8. Visitors and guest shall be oriented on the Child Protection Policy.
All schools shall establish a Child Protection Committee (CPC) which
shall be composed of the following members
a. School Head/Administrator- Chairperson
b. Guidance Counselor/Teacher- Vice Chairperson
c. Representative of the Teachers as designated by the Faculty Club
d. Representative of the Parents as designated by the Parent-Teachers
Association
e. Representative of pupils, students and learners as designated by the
Supreme Student Council Representative from the Community as
designated by the Punong Barangay, preferably a member of the
Barangay Council for the Protection of Children (BCPC)

60
 Definition of Terms

A. Child- refers to any person below eighteen (18) years of age of

those over but are unable to fully take care of themselves or protect
themselves from abuse, neglect, cruelty, exploitation or
discrimination because of a physical or mental disability or
condition; (RA 7610). For purposes of this Department Order, the
term also includes pupils or students who may be eighteen (!8)
years or older but are in school.

B. Children in School- refers to bona fide pupils, students or

learners, who are enrolled in the basic education system, whether
regular irregular, transferee or repeater, including those who have
been temporarily out of the school who are in the school or
learning centers premises or participating in school-sanctioned
activities.

C. Pupil, Student or Leaner- means a child who regularly attends

classes in any level of the basic education system, under the
supervision and tutelage of teacher or facilitator.

D. School Personnel-means the person, singly or collectively,

working in a public or private school. They are classified as
follows:

a. School Head- refers to the chief executive officer or administrator

of a public or private school learning center.
b. Other School Officials- include other school officers, including
teachers, who are occupying supervisory positions of
responsibility, and are involved in policy formulation or
implementation in a school.

61
c. Academic Personnel- includes all school personnel who are
formally engaged in actual teaching service or in research
assignments, either on a full-time of part-time basis, as well as
those who possess certain prescribed academic functions directly
supportive of teaching, such as registrars, librarians, guidance
councilors, researchers, and other similar persons. They may
include school officials who are responsible for academic matters,
and other school officials.
d. Other Personnel- includes all other non-academic personnel in the
school, whatever may be the nature of their appointment and status
of employment.

E. Child Protection- refers to programs, services, procedure and

structures that are intended to prevent and respond to abuse,
neglect exploitation, discrimination and violence.

F. Parents- refers to biological parents, step-parents, adoptive,

parents and the common-law spouse or partner of a parent

G. Guardians or Custodians-refers to legal guardians, foster parents,

and other persons, including relative, or even non-relatives who
have physical custody of the child.

H. School Visitor or Guest- refers to any person who visits the

school and has any official business with the school, and any
person who does not have any official business but is found within
the premise of the school. This may include those are within the
premises of the certain reasons, e.g. student teachers, catechists,
service providers, suppliers, bidder, parents and guardians of other
children.

I. Child Abuse- refers to the maltreatment of a child, whether

habitual or not, which includes any of the following:
A. Psychological or physical abuse, neglect, cruelty, sexual
abuse and emotional maltreatment;

62
 B. Any act by deeds or words which debases, degrades or
demeans the intrinsic worth and dignity of a child as a human
being;
C. Unreasonable deprivation of the child’s basic needs for
survival, such as food and shelter; or
D. Failure to immediately give medical treatment to an injured
child resulting in serious impairment of his or her growth and
development or in the child’s permanent incapacity or death
(Sec. 3 (b), RA 7610)
J. Discrimination against children- refers to an act of exclusion,
distinction, restriction or preference which is based on any ground
such as age, religion, political or other opinion, national or social
origin, property, birth infected or affected by Human Immuno-
deficiency Virus and Acquired Immune Deficiency Syndrome
(AIDS). Being a child with disability or other status or condition,
and which has the purpose or effect of nullifying or impairing the
recognition, enjoyment or exercise by all person, on an equal
footing, of all rights and freedom.
K. Child Exploitation-refers to the use of children for someone else’s
advantage, gratification or profit often resulting in an unjust, cruel
and harmful treatment of the child. These activities disrupt the
child’s normal physical or mental health, education, moral or
social emotional development. It covers situations of manipulation,
misuse, abuse, victimization, oppression or ill-treatment.

There are two (2) main forms of child exploitation that are
recognized:

1. Sexual Exploitation- refers to abuse on a position of vulnerability,

differential power, or trust, for sexual purposes. It includes, but it
is not limited to forcing a child to participate in prostitution or the
production of pornographic materials, as a result of being subjected
to a threat, deception, coercion, abduction, force, abuse of
authority, debt bondage, fraud or through abuse of victim’s
vulnerability.

63
2. Economic Exploitation- refers to the use of the child in work or
other activities for the benefit of others. Economic exploitation
involves a certain gain or profit through the production,
distribution and consumption of goods and service. This includes,
but is not limited to, illegal child labor, as defined in RA 9231.

L. Violence against children committed in schools- refers to single

act or a non-academic personnel against a child, which result in or
is likely to result in physical, sexual psychological harm or
suffering, or other abuses including threats of such acts, battery,
assault, coercion, harassment or arbitrary deprivation of liberty. It
includes, but is not limited to, the following acts:

1. Physical Violence refers to acts that inflict bodily or physical

harm. It includes assigning children tip perform task which are
hazardous to their physical and well-being.
2. Sexual violence refers to acts that are sexual in nature. It
includes, but not limited to:

a. rape, sexual harassment, acts of lasciviousness, making demeaning

and sexually suggestive remarks, physically attacking the rexual
parts of victim’s body;
b. forcing the child to watch obscene publications and indecent
sexual acts and/or to engage or be involved in, the creation or
distribution of such films, indecent sexual acts and/or to engage or
be involved in, the creation or distribution of such film, indecent
publication or material; and
c. acts causing or attempting to cause the child to engage in any
sexual activity by force, threat of force, physical or other harm or
coercion, or through inducements, gifts or favors

3. Psychological violence refers to acts or omissions causing or

likely to cause mental or emotional suffering of the child, such
as but not limited to intimidation, harassment, stalking, damage

64
 to property, public ridicule or humiliation, deduction or threat of
deduction or threat of deduction from grade or merit as a form
of punishment and repeated verbal abuse.
4. Other acts of violence of a physical, sexual, or psychological
nature that are prejudicial to the best interest of the child.

M. Bullying or Peer Abuse- refers to willful aggressive

behavior that is directed, towards a particular victim who maybe
outnumbered, younger, weak, with disability, less confident, or
otherwise vulnerable. More particularly:

1. Bullying- is committed when a student commits an act or a series

of acts directed towards another student, or a series of a single acts
directed towards several students in a school setting or a place of
learning which results in physical and mental abuse, harassment,
intimidation, or humiliation. Such acts may consist of any one or
more of the following:
A. Threats to inflict a wrong upon a person, honor or property of the
person or on his or her family;
B. Stalking or constantly following or pursuing a person in his or her
daily activities, with unwanted and obsessive attention;
C. Taking of property;
D. Public humiliation, or public and malicious imputation of crime or
of a vice or defect, whether real or imaginary, or any act, omission,
condition, status, or circumstance tending to cause dishonor,
discredit or expose a person to contempt;
E. Deliberate destruction or defacement of, or damage to the child’s
property;
F. Physical violence committed upon a student, which may or may
not result to harm or injury, with or without the aid of a weapon.
Such violence may be in the form of mauling, hitting, punching,
kicking, throwing things at the student, pinching, spanking or other
similar acts;
G. Demanding or requiring sexual or monetary favors, or exacting
money or property, from a pupil or a student; and

65
H. Restraining the liberty and freedom of a pupil or student.

2. Cyber-bullying- is any conduct defined in the preceding

paragraph, as resulting in harassment, intimidation, or humiliation,
through electronic means or other technology, such as but not
limited to texting, email, instant messaging, chatting, internet,
social networking websites or other platforms or formats.

N. Other acts of abuse by a pupil, student or learner- refers to

other serious acts of abuse committed by a pupil, student or learner
upon another pupil, student or learner of the same school, not
falling under the definition of ‘bullying’ in the preceding
provisions, including but not limited to acts of a physical, sexual or
psychological nature.

O. Corporal Punishment- refers to a kind of punishment or penalty

imposed for an alleged or actual offense, which is carried out or
inflicted for the purpose of discipline, training or control, by a
teacher, school administrator, an adult, or any other child who has
been given r has assumed authority or responsibility for
punishment, including, but not limited to the following:
1. Blows such as, but not limited to, beating, kicking, hitting,
slapping, or lashing, of any part of a child’s body, with or without
the use of an instrument such as, but not limited to a cane, broom,
stick, whip or belt;
2. Striking of a child’s face or head, such being declared as a “no
contact zone”;
3. Pulling hair, shaking, twisting joints, cutting or piercing skin,
dragging, pushing or throwing of a child;
4. Forcing a child to performance physically painful or damaging acts
such as but not limited to holding a weight or weights for an
extended period and kneeling on stones, salt, pebbles, or other
objects.
5. Deprivation of a child’s physical needs as a form of punishment;

66
6. Deliberate exposure to fire, ice, water, smoke, sunlight, rain,
pepper, alcohol, or forcing the child to follow substances,
dangerous chemicals, and other materials that can cause discomfort
or threaten the child’s health, safety and sense of security such as,
but not limited to bleach or insecticide, excrement or urine;
7. Tying up a child;
8. Confinement, imprisonment or depriving the liberty of a child;
9. Verbal abuse or assaults, including intimidation or threat of bodily
harm, swearing or cursing, ridiculing or denigrating the child;
10. Forcing a child to wear a sign, to undress or disrobe, or to put
on anything that will make a child look for feel foolish, which
belittles or humiliates the child in front of others
11. Permanent confiscation of personal of pupils, students or
learners, except when such pieces of property pose a danger to the
child or to others; and
12. Other analogous acts.

P. Positive and Non-Violent Discipline of Children- is a way of

thinking and holistic, constructive and proactive and approach to
teaching that helps children develop appropriate thinking and
behavior in the short and long-term and fosters self-discipline. It is
based on fundamental principle that children are full human beings
with basic human rights. Positive discipline begins with setting the
long-term goals or impacts that teachers want to have on their
students’ adult lives, and using everyday situations and challenges
as opportunities to teach life-long skills and values to students.

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 STUDENT’S PLEDGE
In consideration of my admission to Candelaria Central
Elementary School, I hereby promise and pledge to conform and
abide by all the rules and regulations laid down by the
authorities in the said school and I hereby voluntarily and freely
state, without any force or intimidation by any persons, that the
school and/or the authorities shall not be liable for any accident
or injury that may happen to me while in the said school if I did
not obey by its rules and regulations. Refusal to take this pledge
or violation of its terms shall be sufficient for disciplinary
action.

__________________

Student’s Signature

68