GORDON COLLEGE

INSTITUTE OF GRADUATE STUDIES

OLONGAPO CITY

SELF-INSTRUCTIONAL e-MODULE

EDM 508
EDUCATION AND THE LAW

Prepared by:

DR. NARCISA R. FIGUERRES

deanfiguerres@yahoo.com

July 2022
(Unauthorized reproduction of this e-module is strictly prohibited)
 INSTRUCTIONAL DELIVERY MODE

1. The delivery mode for this course is through “Self-

Instructional e-Module”.
2. This Self-Instructional e-Module is a self contained ,
independent unit of instruction prepared for the purpose of
achieving specific learning outcomes.
3. It is described as self-directing since it includes instruction on
how the various learning activities will be pursued.
4. Therefore , instruction using this delivery mode in flexible
learning system is “self-pacing” wherein the graduate student
progresses through the learning tasks at his/her own rate.
5. This Self-Instructional e-Module uses the following
components :

5.1 Learning Outcomes. This part of the Self-Instructional e-

Module states what the student should be able to know
and do after completing the e-module.
5.2 Topics and Key Concepts. A detailed outline or highlights
of the topic and key concepts to be covered in the e-module
appears in this section. The sequencing of the topics are
aligned with what is contained in the syllabus.
5.3 Learning Tasks. This part of the e-module states all the
learning tasks that must be accomplished. It consists of the
instructional activities such as answering thought-
provoking questions , formulating learning insights ,
conducting online research , answering application
questions and other related learning activities.
 GUIDELINES AND REQUIREMENTS
1. You are required to finish ten (10) self-instructional e-module
for this course.
2. The 1st self-instructional e-module will be sent to you via e-
mail.
3. Read carefully the key concepts before answering the learning
tasks. Use available platform to seek clarification with the
professor before submitting your duly accomplished learning
tasks. Online consultation will be conducted re. your academic
concerns using any of the following : chat box , messenger , text
messaging , e-mail , etc.
4. The submission of the duly accomplished learning tasks for
each module will qualify you to receive the next e-module from
the professor in-charge only. Module/s sent by your classmate/s
will not be acknowledged.
5. Submit all duly accomplished learning tasks for each module to
the official e-mail address of the professor-in charge :
deanfiguerres@yahoo.com
6. All submitted learning tasks for each module will receive an
“acknowledgement notation” from the professor in-charge.
7. Waiting period for the “acknowledgement message” is from
two (2) to three (3) days. Follow-up will only be entertained
after the said waiting period.
8. Please refrain from sending duplicate copy of your module as
this will affect my system of checking and grading.
9. You shall submit all duly accomplished learning tasks within
the prescribed grading period : Five (5) modules for
pre-lims/mid-term and five (5 )modules for finals.
10. Submission of requirements (learning tasks) beyond the
prescribed period will merit an “Incomplete Grade”. Please
refer to the Graduate School Academic Calendar for the start
and end of the semester.
Module 1
LEGAL BASIS OF EDUCATION IN THE PHILIPPINES :
ARTICLE XIV OF THE 1987 PHILIPPINE CONSTITUTION

I. Learning Outcomes
After completing this Module , graduate students should be able
to :
1. understand and internalize the legal basis of education in the
Philippines ;
2. apply the provisions contained in Article XIV in the actual
operation of the Department of Education ; and
3. accomplish the different learning tasks related to the topic.

II. Key Concepts and Topics

The 1987 Constitution of the Republic of the Philippines

ARTICLE XIV
Education , Science and Technology , Arts , Culture and Sports

EDUCATION
Section 1. The State shall protect and promote the rights of all
citizens to quality education at all levels , and shall take
appropriate steps to make such education accessible to all.

Section 2. The State shall :

(1) establish , maintain and support a complete , adequate and
integrated system of
education relevant to the needs of the people and society;
(2) establish and maintain a system of free public education in
the elementary and high school levels. Without limiting the
natural right of parents to rear their children , elementary
education is compulsory for all children of school age ;
 (3) establish and maintain a system of scholarship grants ,
student loan programs , subsidies and other incentives which
shall be available to deserving students in both public and
private schools , especially to the underprivileged ;
(4) encourage non-formal , informal and indigenous learning
systems , as well as self-learning , independent and out-of-
school study programs particularly those that respond to
community needs ; and
(5) provide adult citizens , the disabled and out-of-school youth
with training in civics , vocational efficiency and other skills.

Section 3.
(1) All educational institutions shall include the study of the
Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism , foster love of
humanity , respect for human rights , appreciation of the role of
national heroes in the historical development of the country , teach
the rights and duties of citizenship , strengthen ethical and
spiritual values , develop moral character and personal discipline ,
encourage critical and creative thinking , broaden scientific and
technological knowledge and promote vocational efficiency.
(3) At the option expressed in writing by parents or guardians ,
religion shall be allowed to be taught to their children or wards in
public elementary and high schools within the regular class hours
by instructors designated or approved by the religious authorities
of the religion to which the children or wards belong , without
additional cost to the Government.

Section 4. (1) The State recognizes the complementary roles of

public and private institutions in the educational system and shall
exercise reasonable supervision and regulation of all educational
institutions.
(2) Educational institutions , other than those established by
religious groups and mission boards , shall be owned solely by
citizens of the Philippines or corporations or associations at least
sixty per centum of the capital of which is owned by such citizens.
The Congress may , however , require increased Filipino equity
participation in all educational institutions.

The control and administration of educational institutions

shall be vested in citizens of the Philippines. No educational
institution shall be established exclusively for aliens and no group
of aliens shall comprise more than one-third of the enrollment in
any school. The provisions of this subsection shall not apply to
schools established for foreign diplomatic personnel and their
dependents and , unless otherwise provided by law , for other
foreign temporary residents.

(3) All revenues and assets of non-stock , non-profit educational

institutions used actually , directly and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the
dissolution or cessation of the corporate existence of such
institutions , their assets shall be disposed of in the manner
provided by law.

Proprietary educational institutions , including those cooperatively

owned , may likewise be entitled to such exemptions , subject to
the limitations provided by law , including restrictions on
dividends and provisions for reinvestment.
(4) Subject to conditions prescribed by law , all grants ,
endowments , donations or contributions used actually and
exclusively for educational purposes shall be exempt from tax.

Section 5. (1) The State shall take into account regional and sectoral
needs and conditions and shall encourage local planning in the
development of educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher
learning.
 (3) Every citizen has a right to select a profession or course of
study , subject to fair , reasonable and equitable admission and
academic requirements.
(4) The State shall enhance the right of teachers to professional
advancement. Non-teaching academic and non academic personnel
shall enjoy the protection of the State.
(5) The State shall assign the highest budgetary priority to
education to ensure that teaching will attract and retain its rightful
share of the best available talents through adequate remuneration
and other means of job satisfaction and fulfillment.

LANGUAGE
Section 6. The national language of the Philippines is Filipino. As
it evolves , it shall be further developed and enriched on the basis
of existing Philippine and other languages.
Subject to the provision of law and as the Congress may deem
appropriate , the Government shall take steps to initiate and
sustain the use of Filipino as a medium of official communication
and as language of instruction in the educational system.

Section 7. For purposes of communication and instruction , the

official languages of the Philippines are Filipino and , until
otherwise provided by law , English.
The regional languages are the auxiliary official languages in the
region and shall serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional
basis.

Section 8. The Constitution shall be promulgated in Filipino and

English and shall be translated into major regional languages ,
Arabic and Spanish.

Section 9. The State shall establish a national language commission

composed of representatives of various regions and disciplines
which shall undertake , coordinate and promote researches for the
development , propagation and preservation of Filipino and other
languages.

SCIENCE AND TECHNOLOGY

Section 10. Science and technology are essential for national
development and progress. The State shall give priority to research
and development , invention , innovation and their utilization ; and
to science and technology education , training and services. It shall
support indigenous , appropriate and self-reliant scientific and
technological capabilities and their application to the country’s
productive systems and national life.

Section 11. The Congress may provide for incentives , including tax
deductions , to encourage private participation in programs of basic
and applied scientific research. Scholarships , grants-in-aid or other
forms of incentives shall be provided to deserving science
students , researchers , scientists , inventors , technologists and
specially gifted citizens.

Section 12. The State shall regulate the transfer and promote the
adaptation of technology from all sources for the national benefit.
It shall encourage the widest participation of private groups , local
governments and community-based organizations in the
generation and utilization of science and technology.

Section 13. The State shall protect and secure the exclusive rights of
scientists , inventors , artists and other gifted citizens to their
intellectual property and creations , particularly when beneficial to
the people , for such period as may be provided by law.

ARTS AND CULTURE

Section 14. The State shall foster the preservation , enrichment and
dynamic evolution of a Filipino national culture based on the
principle of unity in diversity in a climate of free artistic and
intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the State.
The State shall conserve , promote and popularize the nation’s
historical and cultural heritage and resources , as well as artistic
creations.
Section 16. All the country’s artistic and historic wealth constitutes
the cultural treasure of the nation and shall be under the protection
of the State which may regulate its disposition.
Section 17. The State shall recognize , respect and protect the rights
of indigenous cultural communities to preserve and develop their
cultures, traditions and institutions. It shall consider these rights in
the formulation of national plans and policies.
Section 18. (1) The State shall ensure equal access to cultural
opportunities through the educational system , public or private
entities , scholarships , grants and other incentives and community
cultural centers and other public venues.
(2) The State shall encourage and support researches and studies on
the arts and culture.

SPORTS
Section 19. (1) The State shall promote physical education and
encourage sports programs , league competitions and amateur
sports , including training for international competitions , to foster
self-discipline , teamwork and excellence for the development of a
healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports
activities throughout the country in cooperation with athletic clubs
and other sectors.
 III. LEARNING TASKS

LEARNING TASK No. 1

As a way of protecting and promoting the rights of all citizens to
quality education , the Department of Education have been
implementing different programs and services. Identify and give a
brief description of three DepEd programs and services which are
deemed appropriate for the holistic development of the learners.

1. Indigenous People’s Education (IPEd) Program .

The Indigenous People’s Education (IPEd) Program is DepEd’s response to the
right of Indigenous People (IP) to basic education that is responsive to their
context, respects their identities, and promotes their indigenous knowledge,
skills, and other aspects of their cultural heritage. Additionally, the IPEd Program
supports the realization of the K to 12 Basic Education Curriculum, which
subscribes to the following standards and principles that are: inclusive, culture-
sensitive, and flexible enough to enable and allow schools to localize, indigenize,
and enhance based on the community’s educational and social context.7 The
program shall extend its support through these four (4) thematic focus areas,
namely, (a) curriculum and learning resources development; (2) capacity
building; (3) knowledge management, and, (d) education planning for IPEd.
2. Madrasah Education Program
The Madrasah Education Program (MEP) aims to provide the Muslim learners
with appropriate and relevant educational opportunities within the context of their
cultures, customs, traditions and interests through the integration of the Arabic
Language and Islamic Values Education (ALIVE) program in the basic education
curriculum so that the Muslim citizens shall have the intellectual and educational
capacity to participate actively in the social, economic and political endeavours of
the country.
3. Alternative Learning System (ALS)
Alternative Learning Systemis a program aimed at providing an alternative path
of learning for the out-of-school youth and adults who are basically literate but
have not completed 10 years of basic education as mandated by the Philippine
Constitution. Through this program, school dropouts will be able to complete
elementary and secondary education outside the formal system. Source: LIS SY
2018-2019 Page 17 of 27 With its version 2.0, it aims to provide opportunities for
Out-of-School youth and adult (OSYA) learners to develop basic and functional
literacy skills and to access equivalent pathways in completing basic education.

Alternative Learning System-Education Skills and Training ( ALS-EST) ALS-

EST: The Alternative Learning System (ALS) Integrated Education and Skills Training
Program modifies the regular ALS program by integrating Technical-Vocational Training
and other skills training. The program will utilize existing DepEd expertise, particularly
from remaining technical high schools and select Senior High Schools, and leverage
partnerships with SUCs, LGUS, private sector and CSOs, to provide the technical-
vocational and other skills training components attuned to the demands and
opportunities of the local community and the country. The ALS Integrated Education and
Skills Training Program aims to produce ALS completers that not only are able to catch
up with basic academic education, but have also acquired technical competencies
suitable for immediate employment. Thus, this program will be able to help fulfill the
state’s obligation to provide basic education, at the same time mitigating the problem of
a considerable number of out-ofschool and unemployed youth. The ALS Integrated
Education and Skills Training Program implement the commitment of the President in his
first SONA, and of the DepEd Secretary, to expand and intensify ALS. Alternative
Delivery Mode (ADM) ADM is a tried and tested alternative modality of education.
Alternative Delivery Mode (ADM) ADM is a tried and tested alternative modality of
education delivery within the confines of the formal system that allows schools to deliver
quality education to marginalized students and those at risk of dropping out in order to
help them overcome personal, social, and economic constraints in their schooling
(Republic No. 10618 (An Act Establishing Rural Farm Schools as ADM of Secondary
Education and Appropriating Funds Therefor).8 Additionally, ADM may also be defined
as follows: 1. Instructional or learning modalities that do not strictly follow the typical set-
up for regular classroom instruction 2. An alternative way of delivering and providing
education to learners who are enrolled in the formal school but for various reasons
cannot attend school regularly and are at risk of dropping out. 3. It is one of the two
categories of Flexible Learning Options. One of which is Alternative Learning System. 4.
It is flexible in terms of time and duration of the instruction, the place of instruction and
the modes of instruction depending on the context and needs of the learners. The
following table shows the beneficiaries of the Flexible Learning Options for Alternative
Learning System (ALS), ALS-Education Skills and Training (ALS-EST) and Alternative
Delivery Mode (ADM)

LEARNING TASK No. 2

Direction : Online Research . Show evidences to prove that the
Philippine government has been assigning the highest budgetary
priority to education by accomplishing the table below.

Year National Budget Allocation in

Education
2022 Php 629.8-B
2021 Php 595-B
2020 Php 551-B
2019 Php 527.714-B
2018 Php 579.419-B
Make a comparative analysis of your findings re. national budget
allocation for the last five years.

 Committed to provide further support to field offices and schools nationwide, the
Department of Education (DepEd) is determined to maintain its 96% budget utilization
rate (BUR) for 2021 despite the challenges of the COVID-19 pandemic.

“For 2021, we are aiming to maintain 96% or even surpass 97% for BUR. And I would
like to congratulate and thank everyone despite COVID, ‘yung iba pong department nag-
stop, or talagang na-suspend but DepEd continues to operate despite 2020 is a COVID
year and [in] 2020, we were able to actually implement 96% of our total funds,” DepEd
Undersecretary for Finance Annalyn Sevilla said during the Department’s General
Assembly 2021.

Recording an 8% increase in BUR from 88% in 2015 to 96% in 2020, Usec. Sevilla
attributed the achievement to the simplification of public financial management
processes and decentralization of fund management, which promotes accountability,
transparency, and competency as funds are being downloaded to the regional, division,
and implementing schools.

“Maraming salamat sa mga accountants, budget officers, and of course to our admin
and cash officeRS, tuloy-tuloy po ang ating sweldo, allowances, benefits. At yan po ay
kahit ECQ, MECQ ay nakuha po natin. Lahat po tayo yung sweldo naprocess natin. In
fact, yung iba na-advance pa nating na-process,” she added.

In addition, Lower house and Senate have extended the implementation period of the
2021 Maintenance and Other Operating Expenses (MOOE) and capital outlay budget
until December 2022.

The GAA 2022 also increased the MOOE capitalization threshold from P15,000 to
P50,000 which will redefine the use of school-MOOE, and benefit the schools as these
can now procure higher quality gadgets or equipment needed for the limited face-to-face
classes

Usec. Sevilla also noted the following gains in her year-end report: establishment of
technical working groups, the institutionalization of the delivery unit Education Program
Management Office (EPMO), partnership with the National Commission for Culture and
the Arts (NCCA), the National Quincentennial Committee (NQC), the National Historical
Commission of the Philippines (NHCP), the Cultural Center of the Philippines (CCP),
recommendation of new employee uniform, submission of PBB 2020, enhancement of
automatic payroll deduction system program, improvements on GSIS Financial
Assistance Loan, and waiver of interest rates.

LEARNING TASK No. 3

Direction : Online Research. Show evidences to prove that the
Philippine government is ensuring that teaching will attract and
retain its rightful share of the best available talents through
adequate remuneration.

Basic Salary of Public School Teachers with T 1-3 and

MT 1-2 positions
Year Teacher Teacher Teacher Master Master
1 2 3 Teacher 1 Teacher 2
2022 25,439 27,608 29,798 45,203 49,835
2021 23,877 26,052 28,276 43,681 48,313
2020 22,316 24,495 26,754 42,159 46,791
2019 20,754 22,938 25,232 40,637 45,269
2018 20,179 22,149 24,224 38,085 42,099

Make a comparative analysis of your findings re. salary of a public

school teacher with T 1-3 and MT 1-2 positions.
Teachers are scheduled to receive salary increases as mandated by Republic Act
(RA) 11466 or the Salary Standardization Law (SSL) of 2019.
The said increases as per RA 11466, she explained, are scheduled in four
tranches – from the year 2020 until the year 2023. The increases will be per
Salary Grade (SG) and step corresponding to the position.

The salary increases of teachers starting 2020 until 2023 are scheduled as
follows:

The salary for Teacher I (SG 11) was increased to P22, 316 in 2020 to P23,
877 in 2021. In 2022, their salaries will be increased to P25, 439 and P27,000
in 2023.

For Teacher II (SG 12), the salary was increased to P24, 495 in 2020 to P26,
052 in 2021. In 2022, the salaries of those holding this position will be
increased to P27, 608 and P29, 165 in 2023.

For those who hold the position of Teacher III (SG 13), their salaries were
increased to P26, 754 in 2020 and P28, 276 in 2021. Their salaries will be
increased to P29, 798 and P31, 320 in 2022 and 2023, respectively.
The salary for Master Teacher I (SG 18) was increased to P42, 159 in 2020
and P43, 681 in 2021. In 2022, teachers holding this position will enjoy
monthly salaries of P45, 203 and P46, 725 in 2023.

In 2020, the salary of Master Teacher II (SG 19) was increased to P46, 791
and P48, 313 in 2021. In 2022, the salaries of those who hold this position
will be increased to P49, 835 and P51, 537 in 2023.

For 2020, the salary of those who hold the position of Master Teacher III (SG
20) was increased to P52, 703 in 2020 and P54, 251 in 2021. In the next two
years, 2022 and 2023, the salaries of teachers holding this position will be
increased to P55, 799 and P57, 347, respectively.

The salary of those who hold the Master Teacher IV (SG 21) was increased
to P59, 353 in 2020 and P60, 901 in 2021. Their salaries will also be
increased in 2022 to P62, 449 and P63, 997 in 2023.

“The increase in salary is an assured benefit as approved in the budget law,”

Sevilla said in January this year.

LEARNING TASK No. 4

Align the different issuances of the Department of Education on
Mother Tongue-Based Multi Lingual Education with the provisions
contained in Section 7 of Article XIV of the Philippine
Constitution.
Mother Tongue – Based Multilingual Education (MTB-MLE) is the government’s
banner program for education as a salient part of the implementation of the K to 12
Basic Education Program. Its significance is underscored by the passing of Republic Act
10523, otherwise known as the “Enhanced Basic Educatiion Act of 2013.”
MTBMLE is education, formal or non - formal, in which the learner’s mother
tongue and additional languages are used in the classroom. Learners begin their
education in the language they understand best - their mother tongue - and develop a
strong foundation in their mother language before adding additional languages.
Research stresses the fact that children with a solid foundation in their mother tongue
develop stronger literacy abilities in the school language. Their knowledge and skills
transfer across languages. This bridge enables the learners to use both or all their
languages for success in school and for lifelong learning. In terms of cognitive
development, the school activities will engage learners to move well beyond th basic wh-
questions to cover all higher order thinking skills in L1 which they can transfer to the
other languages once enough Filipino or English has been acquired to use these skills in
thinking and articulating thoughts.
With the nd goal of making Filipino children lifelong learners in their Li (MT), L2
(Filipino, the national language), and L3 (English, the global language) the learners are
more thatn prepared to develop the competencies in the different learning areas. This
will serve as their passport to enter and achieve well in the mainstream educational
system and in the end, contribute productively to their community and to the larger
society as well as Multilingual, Multiliterate, and Multi-Cultural Citizens of the country.
For the effective implementation of the MTB-MLE, it is suggested that the two-
track method be used, that is the primer track to focus on accuracy and the story track to
focus on meaning. Learning via the two-track method to gain proficiency in leteracy as
well as comprehend academic content and gain curriculum mastery, creative and critical
thinking skills for decisive decision-making.
MTBMLE provides:
 Literacy. We only learn to read once. Learning to read in the L1 develops skills
that transfer to reading any other languages. Comprehension in reading other languages
only occurs after oral proficiency has developed such that vocabulary of the written L2
text is already part of the learners’ spoken vocabulary.
 Prior knowledge. Engaging learners in a discussion of what is already familiar
to them using the home language and culture enables better
 learning of the curriculum through integration and application of that knowledge
into current knowledge schemes.
 Cognitive development and higher order thinking skills (HOTS). Using the
learners’ mother tongue provides a strong foundation by developing cognitive skills and
comprehension of the academic content from day one. The knowledge, skills, attitudes,
and values gained through the mother tongue better support learning of other languages
and learning through other languages later.
o As learners articulate their thoughts and expand ideas, both language
and critical thinking are strengthened. MTBMLE cultivates critical thinking
through talking about ideas in the familiar language. When teaching only in the
L2, critical thinking is postponed until L2 is sufficiently developed to support such
analysis.
  Strong Bridge. MTBMLE provides a good bridge to listening, speaking, reading,
and writing the L2s (L2, L3) of the classroom using sound educational principles for
building fluency and confidence in using the other languages for lifelong learning.
Reading in the L2 is only introduced after basic L1 reading fluency and L2 oral
proficiency are developed. Comprehension in reading the L2 occurs after the
development of that spoken L2. Once sufficient oral and written proficiency in the L2 are
developed, a gradual transition to using the L2 as medium of instruction can progress
without the L1 support.
 Scaffolding. In L2 teaching, the L1 is used to support learning when the L2 is
not sufficiently developed to be used alone. The L1 is used for expression and the
teacher facilitates the development of the L2 to enable learners to adequately express
ideas in the L2. In this way, the L1 strengthens the learning of the L2 by supporting the
L2 development for communication.
 Teaching for meaning and accuracy. Decoding text requires accuracy, while
comprehending texts requires decoding skills within a meaningful context. Both meaning
and accuracy are important, but in classrooms that teach only L2 , there is often primary
focus on accuracy until the L2 is sufficiently learned. This delays actual meaningful
learning until the L2 can support that learning.
 Confidence building and proficiency development for two or more languages
along the following macro-skills ( listening, speaking, reading, writing, and viewing ) for
both meaning and accuracy

LEARNING TASK No. 5

Direction : Online Research. List down two (2) programs of the
Department of Education (and / or other agencies of the
government ) related to Science and Technology. Be able to give
details as to the nature / description of the program/s.

Computerization Program
This program aims to improve the quality of education by providing public
schools with appropriate technologies that would enhance the teaching-learning process
and meet the challenges of the 21st century in terms of technological advancement.
Additionally, the program shall also provide New E-Classroom packages to
each public elementary school, junior high school and senior high school including the
un-energized schools.
1. Beneficiaries.
Kindergarten, Elementary, Junior High School, Senior High School public
schools, and ALS Mobile Teachers.
2. Criteria for the selection of beneficiaries/recipient schools.
As stipulated in DepEd Order 78, S. 2010 or the Guidelines on the
Implementation of the DepEd Computerization Program (DCP), the recipient schools
shall be selected on the basis of the following basic criteria:
a. Must have on-site, stable, and continuous supply of electricity and preferably
with telephone facilities (for those without electricity in secondary schools an alternative
computer laboratory package shall be provided);
b. Must have at least one (1) teacher assigned to handle Computer Education
classes, to manage the computer laboratory and willing to be trained on lab
management including hardware fundamentals and servicing;
c. Must have at least one (1) teacher for each subject of English, Science, and
Math who are specialists in their areas and willing to be trained on pedagogy-technology
and are willing to echo training to their colleagues;
d. Must have the capacity to mobilize counterpart support from other
stakeholders in the community for needed structures / facilities; Page 6 of 27
e. Must have never been recipient of computers from other programs such as the
DTI’s-PCs for Public Schools Projects, CICT’s-iSchools Project, etc. unless the
equipment are due for replacement and augmentation; and
f. Must have a strong partnership with other stakeholders to ensure the
sustainability of the program.

Science & Math Equipment (LTE-SME)

 This program aims to provide complete packages of science and mathematics
equipment to public schools in order to address the lack of equipment and comply with
the requirements of the K to 12 curriculum.
1. Beneficiaries, FY 2018
Public Elementary, Junior High School and Senior High School students under
the K to 12 Program across the country are the recipients of this program.
2. Legal Bases and Criteria
The 1987 Philippine Constitution states that, “The State shall protect and
promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all (Article XIV, Section
1).” Which in particular the constitution provided room for Sciences and
Technology upholding the provision of quality education through “…research and
development, invention, innovation, and their utilization, and to science and
technology education, training, and services… that shall support indigenous,
appropriate, and self-reliant scientific and technological capabilities, and their
application to the country’s productive systems and national life (Article XIV,
Section 10).”
In the development of the Basic Education Curriculum, also known as the K to 12
Program under Republic Act 10533 the DepEd shall produce and develop
learning materials (Section 10.3). The production and development of locally
produced teaching and learning materials shall be encouraged. The approval of
these materials shall be devolved to the regional and division education unit in
accordance with national policies and standards.
In support to the upholding and goals of the Department, the Bureau of Learning
Resources assures the provision of Science and Mathematics Equipment to all
Public Elementary, Junior and Senior High Schools across the country for the
betterment of the Science and Mathematics Education.

LEARNING TASK No. 6

Show concrete instances (according to your area of specialization in
teaching ) where the concepts and processes of “indigenization”
and “localization” can be aligned with the provisions contained in
Sections 14 – 18 of Article XIV of the Philippine Constitution.

Indigenous People’s Education (IPEd) Program

The Indigenous People’s Education (IPEd) Program is DepEd’s response to the
right of Indigenous People (IP) to basic education that is responsive to their context,
respects their identities, and promotes their indigenous knowledge, skills, and other
aspects of their cultural heritage. Additionally, the IPEd Program supports the realization
of the K to 12 Basic Education Curriculum, which subscribes to the following standards
and principles that are: inclusive, culture-sensitive, and flexible enough to enable and
allow schools to localize, indigenize, and enhance based on the community’s
educational and social context (DepEd Order 22, s. 2018, Amended Multi-year
Implementing Guidelines on the Allocation and Utilization of the Indigenous Peoples
Education Program Support Fund.)
The program shall extend its support through these four (4) thematic focus areas,
namely, (a) curriculum and learning resources development; (2) capacity building; (3)
knowledge management, and, (d) education planning for IPEd.
Beneficiaries

LEARNING TASK No. 7

Using the provisions contained in Section 19 of Article XIV of the
Philippine Constitution as your frame of reference , make an
analysis of the Sports Program in your school.

The Special Progrram in Sports (SPS) was originally conceived to address the needs
pf talented students in different sports disciplines and to identify and create a pool of
athletes who will be trained to compete in national and international sports competitions.

Objectives:
1. To enhance athletic potential;
2. To prepare learners for work or higher learning; and
3. To achieve school-sport balance.

Curriculum Design
The school shall offer a four-year curriculum basedon K-12 Basic Education Program
with specialization in sports.

Our school offers athletics, badminton, arnis and Speak takraw.

Time allotment
The sports specialization shall be offered 240 minutes per week. Training on the
sports specialization may be done outside of class hours.

Admission to the program

The SPS shall be open to high-school-aged students enrolled in Philippine
schools.

The students must:

 Have potential/skills in more than one of the school sports offered;
 Have participated in sports competition as attested by the elementary
school principal;
 Pass the Physical fitness test; and
 Submit the following documents upon enrollment:
o Form 138
o Medical certificate administered by the government
physician;
o Parental consent stating that the student may undergo
rigid training in specialized sports; and
o Certificate of Good Moral Character certified by the
elementary school principal.
 A Committee on Admission of students shall be organized at the school
level to conduct the screening of student-ahtletes;
 The students admitted to t he Special Program in Sports shall form
separate section/class.

Retention to the Program:

To be retained in the program, a student shall:
 Maintain a Proficient (85 -89%) level of assessment in the specialized
subject and an Approaching Proficiency (80-84%) level in all other
subjects.
 Must not incur absences of more than 20% of the total number of school
days.
 Be physically and mentally fir as evidenced by a medical certificate; and
 Exhibit good behavior at all times.