SOCIAL DIMENSION & TEACHING PROFESSION HANDOUT Philosophical Foundation of Education IDEALISM (Plato) + Ideas are the only true reality. + What exists isin the mind only + Existence ofideas independent from the material world + Ideas are believed to be innate in the individual as these have been endowed by a perfect being. Examples: 1. Teacher Jane is concemed more on conceptual matters since realty is mental. She holds ths Kind of philosophy: a) Empiricism b) Realism ©) Idealism d) Progressivism 2. Ifateacher would say that honesty is still an important value even ifno ohe values it the teachef'ean be regarded then as, ‘A. Realist B Empircist ©. Idealist D. positivist 3. The values education student teaches faith, hope and love and valves Which are believed to be permanent values whether they be valued by people ornet, Upon what philosophy is thisjanchored? ‘A Realism B Existentialism, . Idealism . Pragmatism REALISM (Aristotle) * Reality exists Independent on human mind + _ Realtyis notin the rind butin the extemal wort + Utimate realty isthe world of physical objects, +), Concemwith whatis real, what is actual * Truth is objective- what can be observed ‘Some supporters: John Arnos Comenius & John Locke Examples: 1, Student Anton purses a degree in Education to full his dream of becoming a Teacher. This action demonstrates this kind of philosophy. a) Progressivism b)_ Perennialism ©) Realism 4) Reconstructivism: 2. Ateacher told student: “Your sickness is not on your mind for you are really sick; youhave a fever and a fl... "This shows that the teacher adheres what philosophy. ‘A. Pragmatism B, Naturalism C. Idealism D. Realism ‘EMPIRICISM (John Locke} + Legitimate knowledge arises from what is provided to the mind by the senses. + Experience through the use of senses is the source of knowledge. + Only source of knowledge is the senses or sense-based experience.@ Sees Example: 1. Inthe schools, we teach reales that cannot be verified by the senses lke an invincible god or Allah, Whose beliefs does this practice negate? A. Empircist B Retionalst ©. Skeptics’ D. Stoleistis + Realty is subjective, lies within the individual + Individual choice and standards are central + Man’s freedom of in the accomplishment of his destiny. Examples: 1. "Subject matter should help students understand and appreciate themselves as unique individuals who accept complete responsibilty for their thoughts, feelings and actions.” from which philosophy is tis thought based? A. Perenniaism B, Essentialsm C. Existentialism D. Progressivism 2. According to Sarte, “existence precedes eSsence.”teachets who adhere to this philoSephical thought is considered as A Essentialist B. Behaviorist C. Existentialist D. Progressivist 3. Teacher Gris views his students a5 a unique, free choosing and responsible individuals. He encourages them to develop their own individualiies. What philosophy does Teacher Cris adhere to? a) Humanism b) Existentialism ¢) Reconstructivism a) Essentialism ESSENTIALISM (William Bagtoy) Going bic to the basics Focus on 3Rs (reading, writing and arithmetic) Subject matters the center ofthe educational process. The teacher's the authority, a master of hisher disciptine Examples. 4. This is the defining feature of essentials? A Existence preceded essence B, Essence preceded existence C. Essence is non-existence D. Existence is nomessence 2. Curriculum's essence is the back to the basic education. A Existentialism B, Humanism C. Realism D. Essentialism 3. Teacher Emmanuel philosophy focuses on the acquistion of the 3 R's. His philosophy is rooted in ‘A. Behaviorism B, Existentialism@ Sees C. Progressivism D. Essentialism 4. Philippines’ Elementary Curriculum emphasizes on the development ofthe skill In writing, counting and reading. This manifest the great consideration given to this philosophy. A Idealism B. Naturalism C. Progressivism D. Essentialism PERENNIALISM (Robert Hutchins) ‘+ Maintains that education involves confronting the problems and questions that have challenged people over the centuries, + There is aneed to study classical tradition of great books. + Views education as a recurring process based on eternal truths. + Good education involves a search for and understanding of truth which can all be found in the great works of civilization + Need to study the classical tradition of great books. + Its curiculumis fixed and subject-centered relying heavily on the disciplines of iterature, math, languages, and history. Examples: 1. Acuiculum should only include thoseithat have survived the test ofthe tme and combine the symbols of literature, history and mathematics:Thus, cuniculum ke this contains values that are constant and. Universal. What philosophy describes ths Kind of curculu? a) Idealism b) Perennialism ¢) Humanism, @) Essentiaigm 2. A school prineipal emphasizes the importance of the humanities in the curriculum. To which the educational phitosophy'daes he adhere? A. Existentialism B. Essentialsm . Perennialism D. Positivism PRAGMATISM + Itbeleves that the meaning of an idea can be determined by the consequence ofits tests: iit works in practice, itis true or good. + Believes in change as thejessence of reality. + Experimental method is its method of thought. Examples: 1. In recent cuticular revision, the humanities are graduslly replaced by technical courses that bear practical consequences. This shows that curricular direction is toward A Pragmatism B Realism C. Idealism D. Essentilism PROGRESSIVSM (Francis W. Parkes) Directly grew from pragmatic philosophy Education should focus on the whole child Leameris a problem solver who makes meanings through experience Aleamer leams wellif through active interplay with others “Leaming by doing principle”FALCULAN TWINS’ REVIEW CENTER © ree neenemmeen veor soc ecmonareacne marson + Involves participation of students and allows them to exercise freedom and moral powers * Methods: Scientfic method and problem solving. Examples: 1, Teacher Marie, unlike other teachers in her school, practices the non-traditional method of discussing the lessons using net only the book prescribed by the school as the main source of information and knowledge, Instead, she went out of her way to devise other means that wil help her students to understand beter their lessons. To what philosophy does Teacher Marie submit to? @ Progressivism . Constructivism b. Nationalism D, Humanism 2, Teachers has rich philosophical heritage one which advocates the “Leaming by doing” this Philosophy has roots in A Essentialism B, Progressivism C, Perennials D. existentialism 3. "Education is a continuous process of experiencing and of visiting or reorganizing experiences” according to 1 Progressivist. What does it mean? a) Education begins and ends in school b) Education takes place anytime and anywhere ) Education happens formally or informally )_ Education goes on throughout fife 4, Progressivism considers the nature ofthe child. Which Philosophy does not adhere to this? ‘A pragmatism | B Essentialism . Humanism D. Naturalism BEHAVIORISM ‘A behavior éan be best explained in terms of responses to extemal stimull ‘+ Education can be achieved by modifying or changing student behaviors in socially acceptable manner through the arrangements of conditions of leaming ‘+ Human beings are shaped entirely by their environment Examples: 1. Ina faculty recdllection, the teachers were ask to share their thoughts ofthe learner, their primary customer. What follow are the gists of what were shared: ‘Teacher A: The leamer is the product ofthis environment. Sometimes he has no choice. He is determined by his environment, Teacher. The leamer can choose what he can become despite his environment Teacher C.: The leameris a social being who leams well trough an active interplay wit others. Teacher D. : The leameris)a rational being. School should devriope his rational and moral powers. Whose pilosopty concepts that of Teacher A? A Ralionalist C. Enistentialist B Behaviorist D. Progressivist 2. Giving of rewards and reinforcements are the primary technique of this philosophical point of view. A Existentialism B, Behaviorism C. Perentilism D. progressivism 3. SR Theory has deep roots in this philosophy AA Perennialism B Behaviorism C. Existentialism D, Progressivism@ Sees RATIONALISM (Rene Descartes} + Knowledge can be derived from certain prior trths. + Virtue and happiness can be obtained through the knowledge of God Example: 1. Which of the following should be the guiding principle of a Rationalist Teacher? a) | mustteach the students things that have great impact to culture so that he can be assured of great future b) I must teach the students of things that willbe needed to survive this challenging world c) I mustteach the students of things that will develop his mental power'to conceive great ideas ) | must teach the student of things that ill make him love himself end attain the fulness of life RECONSTRUCTIVISM (George Counts & Harold Rugg) + Covers the underying factors that constitute reality or society + Students are encouraged to become involved in the problems whether political, sotial, or economical that confront the society and be able to arrive at solutions in orderto reconstruct society. + Declares thatthe chief purpose of all educational efforts isto “teconstruc’ societyin orderto meet the cultural crisis of times. 1 claims that realty is polticlly, socially and economically formed, A. Progressivist B, Pragmatist C Realist D. Reconstructionist 2. Intine withthe philosophy of Reconstructvism, which of the folowing shouldhbe given emphasis in teaching? a) To seek for a better postion in the society b) To compare oneself to the less fortunate c) To become’ economically seretant ) To designate one’s superiority over the others HEDONISM. Pleasime js the ohly good thing tothe person. EPICUREANISM- 2 form of ancient hedonism: the highest pleasure consists of simple and moderate ie; pleasure is attainable only by REASON. STOICISM- if there are difficulties and adversities, you have to patiently accept them and endure them. Key Education Philosophers 1. John Locke (163221704): The Empiricist Educator ‘+ Education is not an acquisition of knowledge in great books rather when leamers leam by doing and by interacting with the environment. ‘+ The leameris an active not a passive agent of his/her learning, ‘© Educationis seeing citizens participate actively and intelligently in establishing their goverment and in choosing who will govem them from among themselves + Noperson is destined to be a ruler forever, 2. Herbert Spencer (1820-1903): Utilitarian Educator AA Specialized Education of Spencer vs. General Education, ‘© Spencer favors specialized education ‘Believes that society needs more social engineers who can combine harmoniously the findings of specialized knowledge, + Cuniculum should emphasize the practical, utilitarian, and scientfic subjects that helped humankind master the environment. ‘Schooling must be related to life and tothe actities that are needed to earn living@ Sees ‘+The expert who concentrates on a limited field is useful, but iThe loses sight ofthe interdependence of things he becomes a man who knows more and more about less and less. B. Spencer's Survival ofthe Fittest ‘© Human development had gone through an evolutionary series of stages from the simple to the complex and from the unifom tothe more specialized kind of activity ‘Individual competion leads to social progress. The compettion in class is what advocates of the ‘whole-child approach and Socio-Emotional Leaming (SEL) atmosphere negates, ‘Whole child approach - a powerful tool for sel-focused schools has as tenents ~“each student leams in an environment that is physically and emotionally safe for students and adults” and “each student has access to personalized leaming and is supported by qualified and caring adults...” 3. John Dewey (1859-1952): Learning through Experience A. The Fund of Knowledge of the Human Race + Dewey does not disregard the accumulated wisdom ofthe past. ‘+ Past ideas, discoveries, and inventions, our hertage will be used @s the meteral for dealing with problems and so will be teste, B. Schools are for the People and by the People ‘© Schools are democratic institutions where. everyone regardless oflage, ethnicity, social status is welcome and is encouraged to partitipate in the democratic process of decision-making. Leamers and stakeholders practice and experience democracy. 4. George Counts (1888-1947): Building a New Social Order A. Schools and Teachers as Agents of Charige ‘+ Schools and teahiérs\should be agents of change ‘+ Schools are, considered instruments for social improvement rather than a8 agencies for preserving the status quo ‘© Teachers are called to make decisions on controversialissues. Notto make a decision is to actually make a decision, ‘__ Like Dewey. problem-solving should be the dominant method fer instruction, B./Lag Between Material Progress and Ethnical Values = With science and technology, we have become very powerful and yet powerless. Weshave conquered several diseases and even|postponed death for many, we have conquered aging the planets, the seas, butwe have not conquered ourselves. 5, Theodore Brameld (1904-2887): Social Reconstructionism ‘Like Dewey and Counts, Brameld believes in active problem-solving as the method of teaching and leaming. ‘+ Sovialreconstuctioists are convinced that education is not a privilege of the few but aright to be enjoyed by all ‘+ Education is aight that citzens regardless of age, race, and social status must enjoy 6, Paulo Freire (1821-1997): Critical Pedagogy ‘Education and iteracy are the vehicles for social change. ‘Rather than teaching as banking, Freire saw teaching and leaming as a process of inquiry in which the child must invent and reinvent the world Teachers must not see themselves as the sole possessors of knowledge and their students as empty receptacles. ‘+ Ademocratic relationship between the teacher and her students is necessary forthe conscientzation process to take place + Freire’s critical pedagogy is problem» posing education + Acentral element of Freire’s pedagogy is dialogue,@ Sees Pillars of Learning ‘© Promotes Intemational Cooperation and implementation of interational agreements + JACQUES’ DELORS - headed the Intemational Commission on EDUCATION for the 24+ Century 5 Pillars of Education Learning to Know + Leaming o learn skis Includes the development of the facuties of memory, imagination, reasoning, & problem-solving ‘+ Itis a "process of discovery’ which takes time and involves going more deeply into the informationfknowledge delivered through subject teaching * Focuses on specialization required of every individual Learning to Do ‘+ Implies the application of what leamers have leamed or known info practices. ‘+ itis closely linked to technical-vocational education and work skills training ‘+ Iimplies a shift from skillto competence, or a mix of higher-order skills specific to each individual Learning to Live Together Knowledge & understanding of self and others ‘Appreciation of the diversity ofthe human rage ‘Awareness ofthe similaiies between andthe interdependence of all humans Empathy and cooperative social behavior in caring and sharing Respect of other people and their cutures and value systems Capability of encountering others and resolving conflicts trough dialogue Competency in working towards common objectives, Learning to Be © “Leaming to be human” + Aimed at wholistic development of individuals ‘Acquisition oFknowledge, skills & Values conducive to personality development on its intelectual, moral, cultural & physical dimensions Learning to'Transform + _ Knowledge, values and stils for transforming atitudes and lifestyles + Work toward a gender neutral, non- discriminatory society Integrate sustainable lifestyles for ourselves & others © Berespectful of thelearth & lf in allits diversity ‘The Foundational Principles of Morality What is morality? + The quality of human acts By which we call them right or wrong, good or evi, + Your human action is nightwhen t conforms with the norm, ru, or law of moralty. Whatiis the meaning of foundational moral principle? + Principle- comes fromthe Latin word, ‘princeps” which means a beginning, a source. + principle is that on which something is based, founded, originated, initiated. + Foundational Moral prineiple- the universal norm upon which all other principles on the rightness or wrongness of an action are based. Where can you find this foundational moral principle? + tis contained in the natural law, + natural law is the law written in the hearts of men, — itis the law that states “Do good and avoid evi". THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE + Teacher as a person of good moral character@ Sees TELEOLOGICAL PRINCIPLES ‘+ Anactis “good’ or bad” depending on the results it brings about. The consequence of the acts what is judged ‘The Principles of Double Effect ‘+ Relieving a terminally ill patient's pain may also cause an effect one would normally be obliged to avoid (Sedation & a slightly shortened ie). Ex Euthanasia The Choice of Lesser Evil ‘+ The principle that when face with selecting from two unpleasant situations, the one whichis the least harmful should be chosen. ‘The Principle of Cooperation ‘* Aviling participation on the part ofthe cooperative agent on the'sit ‘act of the principal agent. ‘A. The Principle of Formal Cooperation ‘© Informal cooperation in the evi of others, one intends the evil thet is done and participates in the evil-doing by advising, counseling, promoting, or condoning it B. The Principle of Material Cooperation ‘© Material cooperation is a type of cooperation in which one does not intend the evil that others are doing but only permits or tolerates this eul for the sake of avoiding even more serious evils. ‘4 ways of describing good moral character: 4, Being fully human You have realized substantially your potentialas a human person 2. Beinga loving person Y you are caring and unselfish ad mature mannerwith yourself, other people and God 3. Being virtuous person Y Youlhave acquired good) habits and attitudes and you prattice them consistently in your daly ite 4. Beinga morally mature person You have reached a level of maturity in the spiritual emotional, intellectual, and social levels Different/Kinds of Conscience Right and Efroneous Conscience = Right conscience- judge what is realy good as good and evil what is realy evi = Erroneous conscience - judges whatis bad as good and vice versa ‘* Pharisaical conscience’ this means thata person is “hypocrte’- saying good things, but doing the opposite Certain Conscience orto be admitted ‘+ Doubtful Conscience -Silspends judgment on the lawfulness of an action and therefore(itis possible) the action should be omitted. ‘+ Scrupulous Conscience Constantly afraid of commiting evi This conscience isa resultofa stubborn subjective assurance of the lawfulness or unlawfulness of certain actions to be done character, + Lax Conscience - knows excuses. Conscience that tends to follow the easy way and to find excuses for mistakes * Guilty Conscience -Disturbed conscience trying to restore good relations with God by means of sorrow and repentance Callous ~ insensitive, heartless HISTORICAL, SOCIAL, & LEGAL Foundation of Education Development of Philippine Education@ FALCULAN TWINS’ REVIEW CENTER = Pre-colonial Period Education was informal and unstructured, decentralized. Children were provided more vocational taining but lesser academics Parents only prepare their children to become good husbands and wives ~ fathers taught their sons to hunt for food and to find other means of liveliiood; mothers only taught their daughters to do household chores. + Spanish Period The Royal Decree of 1555 of King Carlos | mandated the three goals of Spanish education; indoctrination of Christianity, promotion of the Spanish language, and imposition of Spanish culture. Education of the Filipino was mainly leeming the Christian doctrine. itWas simple catechism, not the ‘same as Christian education in Europe. ‘The vemacular, not Spanish, was used as the medium of instruction in the parochial schools ‘The religious orders introduced the parochial school concept practiced in Europe during the Dark Ages. The tise of parochial schools started in Cebu in 1565 by the Augustinian missionaries, Subjects ‘other than the Doctrina were soon offered.and these were simple arthmetc, music and various arts and trades. ‘The Royal Decree of 1863, pehned by Minister Jose de la Concha, was the first attempt of the Spaniards to establish an_overall public school system and to provide forthe training of teachers, through a normal schoo) attached to “Escuela Pia,"now Ateneo de Manila University. = Revolutionary Republic (Ist Republic) ‘The frst republic Was established on June 12, 1898 in Kawit, Cavite with General Emilio Aguinaldo as President, June 12 is now the official Independence Day of the country, ‘The first organized reaction against Spanish injustice happened from 1862 to 1872. Patriotic Fipinos formed the “Comite de Reformadores"in 1862 to work for reforms forthe assimilation of the vountry as a province of Spain. This group was led by the priest Mariano Gomez, Jase Burgos, and Jacinto Zamora (GOMBURZA). The reform movement ended up at the Cavite mutiny and the execution of the three priests in 1872. = American Period ‘The Treaty of Paris on December 10, 1898 put an end to the First Republic. President Mckinley ued his ‘Benevolent Policy of Assimilation” by which America would assume full control and administration of Philippine affairs. {In 1899 he appointed 2 commission to study the newly acquited tertory and this was the ‘Schuman Commission) In 1900 another commission was appointed and this was the Taft ‘Commission. Its task was to organize a civil government. In March 1900 the Office of ‘Superintendent of Public Instruction was created with Capt. Albert Todd as the general superintendent of schools, ‘The education act of 1904, also known as Act. No. 74 ofthe Philippine Commission was promulgated to establish @ department of Public Instruction, Sections 1 to 13 were meantto establish a highly centraized system. Sections 14 and 15 provided forthe importation of teachers (the “Thomasites’). Section 16 provided for the separation of Church and State. Section 17 ‘created the Philippine Normal School ‘The Department of Public Instruction set up a three-level instruction of schools. The fist level ‘consisted of a four-year primary and three-year intermediate. The second level was a four-year high school, The third evel at first was a two-year junior college and later a four-year program. ‘The name of Bureau of Public Instruction become Bureau of Education under Act. No. 477 which was passed on November 1, 1902@ Sees — The high school system supported by provincial governments, special educational institutions, school arts and trades, an agricultural school, and commerce and marine institutes were established 1902 by the Phil, Commission = 1n 1908, the Philippine Legislature approved Act. No, 1870 which created the University of the Philippines — The Reorganization Act of 1916 provided the Filpnization of al department secretaries exceptthe ‘Secretary of Public Instruction. = In 1925, the Monroe Survey Commission was created to evaluate the entire school system the ‘Americans set up. It was the fist of ts kind in the country and headed by Paul Monroe. + Japanese Period = Japanese educational policies were embodied in Mlitary Order Nov 2lim 1942. - On Oct. 14, 1943, the Japanese sponsored Republic created the Mnistry of Education = Under the Japanese regime: = Teaching of Tagalog, Philippine History & Character Education was reserved for Filipinos = Love for work and dignty of labor was emphasized. + Succeeding Developments © On February 27, 1945, the Department of instuction was made part ofthe Department of Public Instruction + In 1947, by virtue of Executive Order No, 94, the Department of Instruction Was changed to Department of Education, ‘* During the period, the’tegtlation and supervision of public and private schoo's belonged to the Bureau ‘of Public and Private In 1972, itbecame the Department of Education Cuiture by virtue of Proclamation 1081 ‘+ In 1978it became Ministy of Education and Culture by vittie of P.O. No. 1397 ‘© The Eciation Act of 1982 created the Ministry of Education Cluture, and Sports which later became Department of Education Culture and Sports in 1987 by virtue of Exetutve Order No. 117. ‘© The’structure of DECS has remained unchanged until 1994 when the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA) were established to supervise tetiay de gree programs and non-degree technical vocational programs, respectively. + The Congressional Commission on Education (EDCOM) report provided for Congress to pass RAT722 and RAT796 to create CHED and TESDA, respectively. * Trifocalized System of Education = Basic Education: RA S155 — CHED-RA 7722 — TESDA-RATI96 = RASS = In August 2001, Republic Act 9155, otherwise known as Government of Basic Education Act, transformed DECS to DepED = Schoo! head empowerment by strengthening their leadership roles = Schoo! based management within the context of transparency and local accountability ARTICLE XIV OF THE 1987 CONSTITUTION Section 1, The State shall protect and promote the right of al ctzens to quality education at all levels, and shall take appropriate steps to make such education accessible to all Section 2, The State shall 10@ Sees (1) Establish, maintain, and support a complete, adequate, and integrated system of education relevantto the needs of the people and society, (2) Esteblish and maintain a system of free public education in the elementary and high schoo! levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory forall 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; (6) Encourage non-formal, informal, and indigenous leaming systems, as well as selFleaming, independent, and cut-of-school study programs particularly those that respond to community needs; and (6) Provide adutt ctizens, the disabled, and out-of school youth with trainitigin cv other skils \otational efficiency, and Selected DepEd Programs Kto 12 Program (RA 10533) : Enhanced Basic Education Program. ‘The enhanced basic education program encompasses atleast one (1) year of kindergarten education, six (6) yeers of elementary education, and six (6) years of secondary ediication, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education BA10157 = Alaw that insttutionalized Kindergarten Education into the Basic Education system of the Philippines = UNIVERSALKINDERGARTEN Section 1: Short Title This Act shall be known as the "Kindergarten Education Act’ Section 2: Declaration of Policy © tls declared the policy of the State to provide equal opportunites forall children to avail of accessible tmandatFy and compulsory kindergarten education that effectively promotes physical, soci intellectual, etotional and skils stimulation and values formation to sufficiently prepare them for formal elementary schooling ‘©. IM-eonsonance with the Millennium Development Goals on Achieving Education For All (EFA) by the Year 2015, tis hereby declared the policy ofthe state to provide equal opportunities forall children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, Socialintellecual, emotional and skills simulation and values formation to sufficiently prepare them for elementary schooling (© Thus Kindergarten will now be integral part ofthe basic education system ofthe country Section : Definition of Terms © Kindergarten education shall be understood inthis Act to mean one (1) year of preparatory education for children atleast five (6) years old as a prerequisite for Grade | © Mother tongue refers to the language fist learned by a child. stitutionalization of Kindergarten Education. © Kindergarten education is hereby institutionalized as part of basic education and for school year 2011-2012 shall be implemented partially, and thereafter, it shall be made mandatory and compulsory for entrance to Grade 1. nueae aaa ae Section 8. Medium of instruction - The State shell hereby adopt the mother tongue-based mutlingual education (TB-MLE) method. However, exceptions in adopting mother tongue shall be made to the following cases: 1, When the pupils in the kindergarten classroom have different mother tongues or when some of them speak another mother tongue 2. When the teacher does not speak the mother tongue; 3. When resources, inline wth the use of the mother tongue, are not yet available 4. Whenteachers are not yet trained how to use the MTB MLE program "Note: In such exceptional cases, the primary medium of instruction shall be determined by the DepED aligned with the framework being used in the elementary level including training and production of focal resources and materials Representatives and the Senate on November 23, 2011 and November 24, 2014, respectively jendly School System (CFSS) {sa project of the United Nations Children's Fund (UNICEF) and the DepED ‘Need of child friendly schools and desired outcomes forthe children as follows: To be healthy, well nourished, re@ from exploitation and violence and from labor To be aware oftheir rights To be able to protect themselves... ‘To be able to participate in decisions which affect theirlives in accordance wath their evolving capacities To respect diversity, practice equality and resolve differences... Every Child A Reader Program (ECARP) To develop pupil's reading and communication skils by Grade 3. Designed to improve the delivery of instruction of reading teachersimGrades | to I ‘And G-week cumiculum provides Grade | pupls adequate home-to-schooltransiton and readiness experiende Brigada Eskwela Began in May2003 Is observed every May of each year Capitalizing on the spit of bayanihan Encourages parents, barangay residents, local businessmen, community, etc, to volunteer resources (financial, material, iabor) and work collectively fr the maintenance, and minor repair of schools during the ‘month of May to prepare the schools forthe opening of classes in June. Adopt-A-School Republic Act 8525 or the Adopt-A-School Act, enacted in 1988 for the very purpose of providing a venue for the strong and dynamie private sector to participate in nation-building through investments in the education of Filipino children, DepEd introduced interventions to reduce student dropouts and Keep the youth off the streets EDUCATION is the key to NATIONAL GROWTH What is ALS? ‘Atemative Leaming System A FREE education program implemented by the DepEd Aladerized, modular non-formal education program by the Department of Education (DepEd) Benefits those who cannot afford formal schooling and follows whatever is their available schedule 2@ Sees = provides a viable atemative tothe existing formal education instruction, encompassing both the non-formal and informal sources of knowledge and skils. = Teachers that are involved inthis program are called “Mobile Teachers” for reasons that they often go about teaching in rural and depressed areas where a formal classroom is not available. Who are the target learners of ALS? Elementary and secondary school dropouts ‘Youth and Adutts although in school but over-aged for Grade 6 and 4” Year ‘Unemployed/underemployed OSY's and adults Industry-based workers, housewives, maids, factory workers, driver Members of cultural inories/ind genous People (IPs) Persons With Disabilities (PWDsyphysically Challenged Inmates, rebel soldier integrees eeeeees GOVERNMENT ASSISTANCE TO STUDENTS & TEACHERS IN PRIVATE EDUCATION (GASTPE) DepEd order no. 8 series of 2011 To democratize and improve access ‘To quality secondary education It provides assistance to “deserving elementary school graduates” who wish to pursue private schooling itis extended to “poor but deserving students.” This mechanism allows the public schoojs'to reduce its class size to manageable levels &'the recipient private schools to operate viably. COMPONENTS OF GASTPE 1. Education Service Contracting Scheme (ESC) 2. Tuition Fee Supplement (TFS) 3. Teacher Salary Subsidy (TSS) 1. Education Service Contracting Scheme (ESC) + Aprogram that seeks to lessen the class size of public high schools = the program accomplishes this by “contracting the excess capecities of private high schools” to ‘accommodate students from low-income families who would have otherwise enrolled inthe public high schools. 2. Tuition Fee Supplement (TFS) = Aminimal tuition subsidy for students given in addition to ESC. 3. Teacher Salary Subsidy (TSS) + Was adopted during school year 2009-2010 + To encourage teachers in the private schools + To continue: serving in the private school system. Selected RAs RA, 4670 THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS ‘See. 1. Declaration of Policy. Its hereby declared to be the policy ofthis Act to promote and improve the social and economic status of publie schoolteachers, their ving and working conditions, their terms of employment and career prospects inorder that they may compare favorably with existing opportunites in other walks of if, ettract and retain inthe teaching profession more people withthe proper qualifications, ‘© Sec. 2 Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all public school teachers except those in the professorial staf of state colleges and universities. B@ Sees ‘Sec. 11. Martied Teachers, Whenever possible, the proper authorities shalltake all steps to enable maried couples, both of whom are public school teachers, to be employed in the same local + Sec, 12, Academic Freecom. Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with regard to teaching and classroom methods. + Sec. 13. Teaching Hours. ‘Any teacher engaged in actual classroom instruction shall not be required to render more than six hours of actual classroom teaching a day... Provided, however, That where the exigencies ofthe service so require, any teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of additional compensation atthe same rate as his regular remuneration plus at east twenty-five per cent of his basic pay. Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in theycost of ing by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of iving index. + Sec. 19, Special Hardship Allowances. In areas in which teachers are exposed to hardship such as dificully in commuting o the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be compensated special hardship allowances equivalent to at leasttwenty-ve per cent oftheir monthly salary. ‘+ Sec. 22. Medical Examination and Treatment Compulsory medical examination shallbe provided free of charge for all teachers before they take up teaching, and shall be repeeted not less than once a year during the teacher's professional fe, Where medical examinetion show that medieal treatment and/or hospitalization is necessary, same shall be provided free by the goverment entity paying the salary of the teachers. * Sec. 23. Compensition For Injuries. Teachers shall be protected against the consequences of employment injuries in accordance with existing laws, The effects of te physical and nervous strain on the teacher's health shall be recognized as a compensable occupational disease im accordance with existing laws. + See, 24, Study Leave, In edition to the leave privileges now enjoyediby teachers in the public schools, they shall be ented to study leave not exceeding one schoolyear after seVen Years of service. Such leave shall be granted in accordance witha schedule set by the Department of Education. During the petiod of such leave, the teachers shall be entitled to at least sixty per cent oftheir monthly salary + See. 25. Indefinite Leave, An indefinite sick leave of absence shall be granted to teachers when the nature of theillness demands a long treatment that will exceed one year atthe least ‘Sec. 26, Salary Incteasé upoh Retirement. Public school teachers having ftfled the age and service requirements ofthe applicable retirement laws shall be given one range salary ralse upon retirement, which shall be the basis ofthe computation ofthe lump sum ofthe retirement pay and the monthly benefits thereafter. Additional Key Points = Provisional Teachers. Those who possess the minimum quaifications but lack the appropriate civil service eligibility + Gradual progression of teacher's salary - Done EVERY THREE YEARS PD 1006 DECREE PROFESSIONALIZING TEACHING ‘+ Section 1. Title, This Decree shall be known as the Decree Professionalizing Teaching rT@ eae aaa ae Section 2. Declaration of Policy. Itis hereby declared a policy that teacher education shall be given primary cconcem and attention by the government and shall be ofthe highest quality Section 3. Definition of Terms © Teaching refers to the profession primarily concemed with the classroom instruction, atthe elementary ‘and secondary levels, in accordance with the curriculum prescribed by National Board of Education, whether on parttime or ful-time basis in the public or private schools © Teacher refers to all persons engaged in teaching atthe elementary and seconclary levels, whether on a fulHime or part-time basis, including guidance counselors, school librarians, industrial aits or Vocational teachers and all other persons performing supervisory and/or administrative functions © Board refers to the National Board for Teachers duly constituted underthis Decree. Section 6. Qualification requirements for examination applicants, (@) Must be a citizen ofthe Philippines; (b) That he is of good moral character, (€)Thatheis free from any physical andlor mental defect which wi apacitate him to render efficient service © Forteachers inthe kindergarten and elementary grades, Bachelor's degree in Elementary Education (SEEM) orits equivalent, © For teachers of the secondary schools, Bachelor's degree in Education orits equivalent with a major ‘and minor, or a Bachelor's degree in Arts or Seiences with at least eighteen units in professional education (© For teachers of se¢ondary vocational and two-year technical courses, Bachelor's degree in the field of specialization with at least eighteen units in professional education, Section 8. Scope of the examination. The examination shall consist of written tests, the scope of which shall be determined by the Board, taking into consideration the teaching plan of the schools legally constituted in the Philippines. Section 9. Ratings inthe examination. In, order that @ candidate may be deemed to have successfully passed the examinations, he must have obtained a general average of atleast 70 per cent in all subjects, with i rating below 50 per cent in any subject ‘Section 10. Reportoof the results of examination. The examiners shall report the ratings obtained by each candidate to\the Boardwithin 150 days afterthe last day ofthe examination, unless extended by the later. Section 11. Issuance of Cer ates, © Teachers who havélpassed examinations given by the Civil Service Commission or jointly by the Civil Service Commission and the Department of Educaton and Culture shall be considered as having passed the board examinations for teachers © This provision shall likewise epply to those teachers who have permanent appointment under the Magna Carta For Public School Teachers and all others who may be qualified for registration as professional teachers under this Decree, © Syears afterthe effectivity ofthis decree, no person shall engage in teaching and/or act as a teacher as defined in this decree, whether in the public or private elementary/secondary school, unless he is holder ofa professional teacher certificate oris considered a professional teacher under this decree. Section 16. Penal Provision. Any person violating any provision of this Decree shall be penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos with subsidiary imprisonment ot to suffer an imprisonment of not less than six months nor more than two years, or both such fine and imprisonment atthe discretion ofthe Court January 1, 1977, 15FALCULAN TWINS’ REVIEW CENTER © ree neenemmeen sorts so aac none ANACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES: SECTION 1. Short Title + This Act shall be known as the "Philippine Teachers Professionalization Act of 1994." SECTION 2. Statement of Poiey ‘The State recognizes the vital role of teachers in nation-building and development through a responsible and iterate ciizenry. Towards this end, the State shall ensure and promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession. SECTION 3. Objectives. — This Act has the herein objectives: (2) The promotion, development and professionalization of teachers and the teaching profession; and (0) The supervision and regulation ofthe licensure examination, SECTION 4. Definition of Terms (a) “Teaching’— refers to the profession contéemed primatily wit classroom instrution, atthe elementary and secondary levels in accordance with the curriculum preseribed by the Department of Education, Culture and Sports, whether on parttime or fulhtime basis in the private or public schools. (0) "Teachers" — refers to all persons engaged inteaching atthe elementary and secondary levels, ‘whether on fulltime or part-time basis, including industrial arts or vocational teachers and all other Persons performing supervisory andlor administrative functions in ll schoolsin the aforesaid levels and qualified to practice teaching under this Act (@) “Board” — refersito the Board for Professional Teachers duly established and constituted under this Act (8) "Commission — refers tothe Professional Regulation Commission, SECTION(3. Examination, Registration and License Required. Except as otherwise specifically allowed under the provisions ofthis Act, all applicants for registration as professional teachers shall be required to undergo a written examination which shall be given at least once yéer.in such places and dates as the Board may determine upon approval by the Commission ‘+ A.valid certificate of registration and a valid professional license from the Commission are required before any person is alowed to practice as a professional teacher inthe Philppines, except as otherwise allowed underthis Act. SECTION 14, Scope of Examination + The examinations forthe efementary and secondary schoo! teachers shall be separate. The examination for teachers in the elementary level shall consist of two (2) parts, namely: professional education and. general education. The examination for teachers in the secondary level shall consist of three (3) parts, hamely: professional education, general education, and field of specialization SECTION 15, Qualification Requirements of Applicants. ‘+ No applicant shall be admitted to take the examination unless, on the date offing ofthe application, he shall have complied with the folowing requirements: (@) A citizen of the Philippines or an alien whose country has reciprocity with the Philipines in the practice of the teaching profession; 16@ Sees (b) Atleast eighteen (18) years of age; (©) In good health and of good reputation wit high moral values; (@) Has not been convieted by final judgment by a court for an offense involving moral turpitude; (©) A graduate of a school, college or university recognized by the government and possesses the minimum educational qualifications, as follows: (1) Forteachers in preschool, a bachelor’s degree in early childhood education (BECED) or ts equivalent; (2). Forteachers in the elementary grades, a bachelor's degree in elementary education (BSEED) or its equivalent; (@)_ Forteachers in the secondary grades, a bachelor’s degree:ih education or its equivalent with a major and minor, of a bachelor's degree in arts and sciences with at leest ton (10) units in professional education; and (4) Forteachers of vocational and two-year technical courses, a bachelor’s degree in the field of ‘specialization or its equivalent, with at least eighteen (18) units in professional education. SECTION 16. Report of the Results of the Examination, + The Board shall, within one hundred twenty (120) days after the exeminaton, reportthe ratings obtained by each candidate to the Professional Regulation Commission for approval and appropriate action SECTION 17, Issuance of Certificate of Registration and Professional Licens®. + The registration of a professional teacher commences from the date his name is enrolled in the roster of professional teachers. + Every registfant who has satisfactorily met athe requirements spetifiethin this Act shal, upon payment of the registration fee, be issued a certificate of registration as a professional toacher bearing the fullname ofthe registant with serial number and date of issuance signed by the chairman of the Commission and the chairman SECTION18. OathBofore Practice + Every registrant shal be required to take his professional oath before practicing as a professional teacher. SECTION ‘19, Periodic Merit Examination of Teachers. To encourage continuing professional growth and development and to provide additional basis for merit promotion, in addition to their performance rating, teachers may teke an oral and written examination at least once in fe (6) years as basis for mert promotion. In taking this examination, no fee shall be required, SECTION 20. Failure to Pass the Merit Examination. Ifa teacher fails fo pass the merit examination, he or she shall be allowed to fake the examination for ‘a second time. Should he or she fal to pass the mert examination forthe second time, then he or she shall be required to take a DECS accredited refresher course or program before being allowed to retake the examination, Failure of any permanent teacher to pass the merit examination shall not, however, be used as a ground for histher dismissal or demotion. SECTION 21. Incentives. — Teachers who pass the merit examination shall: (@) Be awarded a diploma of merit by the Board; uv@ Sees (0) Eam merit points for purposes of promotion in salary orto a higher position or grade level; (0) Be placed inthe prionty list for government scholarship: and (4) Enjoy such other benefits as may be promulgated by the Board, SECTION 22. Integration of the Teaching Profession + The teaching profession shall be integrated into one national organization which shall be recognized by the Board and the Commission as the one and only integrated and accredited association of professional teachers. + Upon registration with the Board, every professional teacher shall be encouraged to become a member of the integrated national organization SECTION 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession, and Cancellation of Temporary or Special Permit The Board shall have the power, after due notice and hearing, to suspend ot revoke the certificate of registration of any registrant for any of the following causes: (2) Conviction for any criminal offense by a court of competent jurisdiction; () Immoral, unprofessional or dishonorable ¢onduet; (©) Declaration by @ court of competent{urisdiction or being mentally unsound or insane; (@ Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the teaching profession; (¢) The use of or perpetration of any fraud or dece't in obtaining)a certificate of registration, professional license or specialtemporary permit; (9 Chronic inebrety or habitual use of drugs: (g) Violation of any ofthe provisions of this Act the rules and regulations and other policies ofthe Board and the Commission, and the code of ethical and professional standards for professionel teachers; and (b)Unjustiied orwilful failure to attend seminars, workshops, conferences and the lke or the continuing education program presuribed by the Board and the Commission, SECTION 25. Roster of Professional Teachers. A roster of professional teachers containing the names and address.es of professional teachers, date of registration or issuance of certificate, and other data which in the opinion of the Board may appear pertinent shall be maintained, Copies of the roster shall be provided by the Commission to the Board, the Department of Education, Culture and Sports, and the integrated and accredited organization of professional teachers SECTION 26. Registration and Exception + Upon approval ofthe application and payment ofthe prescribed fees, the certificate of registration and professional icense as a professional teacher shall be issued without examination as required inthis Act to ‘a qualified applicant, who at the time of the approval of this Act, is: (2) Aholder ofa certificate of eligibility as a teacher issued by the Civil Service Commission and the Department of Education, Culture and Sports; of (0) Aregistered professional teacher with the National Board for Teachers under the Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or (¢) Not qualfed under paragraphs one and two but with any of the following qualifications. To wit: 18@ Sees (1) An elementary or secondary teacher for five (6) years in good standing and a holder of Bachelor of Stience in Education or its equivalent; or (2) Anelementary or secondary teacher for three (3) years in good standing and a holder of a masters, degree in education or ts equivalent, SECTION 28. Penal Provisions + The following shall be punishable by a fine of not less than Five thousand pesos (P5,000.00) nor more than ‘Twenty thousand pesos (P20,000.00) or imprisonment of nor less than six (6) months nor mare than fie (8) years, or both, at the discretion ofthe court REPUBLIC ACT 9293 What is Republic act 92037 Y An act amending certain sections of RA 7836 othenwise knoWnas the Phillppine Teachers Professionalization Act of1994" Section 1. Section 15;(e) (3) of Republic Act No. 7836 is hereby amended as follows; Section 15. Qualification Requirements of Applicants ~ ‘+ No applicant shall be admitted to take the examination unless)on the date of fling of thé!applicaton, he shall have complied with the following requirements ‘+ "Agraduate of a school, college or university recognized by the govemment and possesses the minimum ‘educational quaifcations as follows: 1, Forteachers in preschool, a bachelor’s degree in erly childhood education (BECED) or its equivalent; 2. For teachers in the elementary gradasa bachelor's degree.in elementary education (BECED) or its equivalent; 3. For teachers in the secondary grades, bachelor’s degree in education or its equivalent with a major or mminor,6if@ bachelor’s degree in arts and sciences with at least 48 units in professional education; and 4/Forteachers of vocational and 2-yeartechnical courses a bachelor’ degree in the field of specialization or its equivalent, with at least 18 units in professionalieducation. Section 2, Section 26 ofthe same act is hereby recommended fo read as follows: Section 26. Registration and Exception. ‘+ No person shall engagein teaching and or act as a professional teacher as defined inthis Act, whether in the preschool, elementary or secondary level, unless a person is duly registered professional teacher, and a holder of valid special or temporary pert ‘+ Upon approval ofthe application and payment ofthe prescribed fees, the certficate of registration and professional license as a professional teacher shall be issued without examination as required in this Act to a qualified applicant who is (@) Aholder of a cericate of eligibility as a teacher issued by the Civil Service Commission and the DECS; or (0) A registered professional teacher with the National Board for Teachers under the DECS pursuant to PD. No. 1008, ‘+ Professional teachers who have not practiced their profession forthe past 5 years shall take at least units of pedagogy and 6 units of content courses or the equivalent training and number of hours; to be chosen from alist of courses to be provided by the Board and the Department of Education, before they can be allowed to practice their profession in the county. 19FALCULAN TWINS’ REVIEW CENTER ‘Ge Enehectn Stina eke ee a Pt tar, 00 OC em ne 7a PROFED: SOCIAL DPIENSION TEACHING PROFESSION + Those who have failed the licensure examination forthe professional teachers, wih a rating of not lower than five percentage points from the passing general average rating shall be eligible as pareteachers upon issuance by the Board of two-year special permit, renewable for a non-extendible period of2 years. ‘The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher, as identified or provided by the Department of Education and the ARMM EDUCATION, DEPARTMENT to the Board for Professional Teachers and to the Commission. The special permits ate the area of assignment of the para-teacher. ‘+A special permit may also be issued by the Board to a person who has excelled and gained international recognition andis a widely acknowledged expert in his or her respective feld of specialization. Board for Professional Teachers before the effectivity ofthis Act shal be all granted therein: Provided, That only special permit wit @ velcity of 3 ye norrextendible period of 2 years. expiration for @