Roxas City, Main Campus

Fuentes Drive, Roxas City, Capiz

Website: www.capsu.edu.ph email address: roxas @ capsu.edu.ph
Graduate School Program

HE-216 Administration and Supervision

of Technology and Livelihood Education

THE ADMINISTRATIVE AND SUPERVISORY

ORGANIZATION OF THE BUREAU OF
SECONDARY EDUCATION

EDHA LEY D. BARRIO ACE D. BARREDO, EdD

Reporters Course Facilitator

Specific Objectives:
1. To develop an understanding of the organization of the Bureau of Secondary Education.
2. To develop an understanding of the functions of the Bureau of Education and the Divisions
under it.

The Organization of the Bureau of Secondary Education

The Reorganization Plan of 1972, based on the Presidential Decree No. 1 abolished the Bureau
of Vocational Education and created the Bureau of Secondary Education. The Bureau of Vocational Educational
was created by Republic Act No. 3742. The Bureau was created with the aim to strengthen, promote,
coordinate, and expand the program of vocational education and to enhance the socio economic program of the
government through the development of skilled manpower in agriculture, trade and industry, fishing, and other
vocational courses. The aims of the newly created Bureau of Secondary Education is to formulate and develop
policies, plans, programs, and standards for the secondary level, including adult education. It will provide
working guide training to pre-university preparation and to skills training for employment are adequately met. It
shall be responsible for evaluating policies, plan, programs, and standards of curriculum development staff
development, and physical facilities for the secondary level of education. It shall also coordinate closely with
the Planning Service of the Department of Education and Culture and the secondary level specialists in the
regional and provincial or city offices. The newly created Bureau of Secondary Education will take charge of
the academic and vocational education at the secondary level, whether public or private. In other words, all
secondary schools in the country will function under the Bureau of Secondary Education. The Bureau of
Secondary Education is under the direct control and supervision of the Director who is directly responsible to
the Secretary of Education and Culture.
To carry on the aims and functions of the Bureau of Secondary Education the following Divisions are
created, namely: the Curriculum Development Division, Staff Development Division, and the Physical Facilities
Division with corresponding duties and responsibilities. Each division is under the direct control and
supervision of a Chief. The Chief of the division is appointed by the Secretary of Education and Culture upon
the recommendation of the Director of the Bureau of Secondary Education.

Functions of the Different Divisions

Section 14.1 of the Presidential Decree No.1 states the functions of the Curriculum Development Division as
follows:
a. Formulate policies, plans, and programs for the preparation and production of curricula
for the different subject areas in all secondary schools including objectives, instructional
methods and materials, and instruments to evaluate the results of instruction in all
secondary schools.
b. Develop minimum educational standards in the subject areas which require skills
proficiency.
c. Undertake researches and studies on the curriculum and make appropriate proposals for
improvement and upgrading;
d. Provide technical on the use of educational media, audio-visual aids, and other forms of
instructional technology.
e. Design and propose the undertaking of pilot-type projects in the secondary level on
teaching techniques, classroom materials and other curricular innovations; and
f. Perform such other functions as may be provided by law.

Section 14.2 states the functions of the Staff Development Division as follows:
a. Develop plans and programs to upgrade and improve the quality of teaching and non-
teaching staff at the secondary level;
b. Undertake a continuing assessment and evaluation of on-going staff development
programs and make appropriate recommendations;
c. Provide expert assistance or consultative services for the undertaking of seminars,
workshops, conferences for upgrading purposes; and
d. Perform such other functions as may be provided by law.

DIRECTOR
ASSISTANT DIRECTOR

ADMINISTRATIVE
STAFF

STAFF DEVELOPMENT CURRICULUM PHYSICAL FACILITIES

DIVISION DEVELOPMENT DIVISION
DIVISION

CHART IV- ORGANIZATION OF THE BUREAU OF SECONDARY EDUCATION

The functions of the Physical Facilities Division given in Section 14.3 of the Presidential Decree No. 1 are the
following:
a. Formulate and recommend, plans, programs and projects to upgrade school plant and
equipment for secondary schools.
b. Conduct studies and make proposals to improve the utilization and insure the proper
maintenance of school plant and equipment;
c. Formulate standards regarding the quality and quantity of physical facilities and
equipment for use at the secondary level ,and
d. Perform such other functions as may be provided by law.

ADMINISTRATION AND SUPERVISION OF THE BUREAU OF SECONDARY EDUCATION

The general administrative and supervisory organization of the Bureau of Secondary Education follows
the line and staff pattern of school organization. The line and staff organization has been patterned closely to the
prevailing industrial and military organization. In this type of school organization, authority is placed on the line
officers or school administrators who issue executive orders to all employees under his control and direction.
The line officers or executive officers are approached through proper channel. In this type of school
organization, all planning is done by the executives and all the performance is carried out by the subordinates.
The staff consists of technical advisers without authority and issue no orders. The members of the staff serves
consultants to the line officers. In other words, in a line and staff school organization the final authority and
responsibility are placed in a single individual to bring unity, coherence, and integration of school programs and
other activities.
In a line and staff school organization, the officer's final authority is actually derived from the power
under the law. Areas of authority and responsibility are assigned to the line officers or school administrators
who have a measure of executive authority. Leadership in this type of school organization is simply an
expression of two principles, namely: the principles of authority and the principle of obedience.
The line and staff school organization, by its very nature, is autocratic or traditional. In a democratic
country like the Philippines, it is essential that our school system be administered and supervised in a
democratic basis. The line-staff school organization can be democratized through the cooperative efforts of the
school administrators, the supervisors, the classroom teachers, and the students. The administrator or the highest
line officer in the Bureau is to take the initiative in making the school more democratic. If the administrator,
however, does not take the lead, supervisors and classroom teachers themselves, can help to bring about a
democratic form of administration and supervision. Such a form of administration and supervision is the only
type under which the needs of the students in the school can be most successfully met in a democratic country.
Democracy is not merely a procedure or a technique. It is a spirit, the essence of which is respect for human
personality.
Democratic administration and supervision should utilize the following principles;
(a.) Providing all teaching and staff personnel the opportunity to participate in all enterprises
that concern them.
(b.) The leadership is the function of everybody and should be encouraged.
(c.) Group process should be utilized or the principle of cooperation.
(d.) Group responsibility should be recognized rather than with one individual.
From these principles, we can conclude that democratic school administration and supervision is a group
process or based on the principle of cooperation.
Though our school system is highly centralized, the administration and supervision of all educational
institutions, public or private, are decentralized to make the administration and supervision more democratic in
actual practice. To democratize the administration and supervision of our school system, the whole Philippines
was divided into (11) eleven supervisory regions- from Region 1 to Region 11. The regions organized are the
following: Region 1- Ilocos, Region 2- Cagayan Valley, Region 3- Central Luzon, Region 4- Southern Tagalog,
Region 5- Bicol, Region 6- Western Visayas, Region 7- Central Visayas, Region 8- Eastern Visayas, Region 9-
Western Mindanao, Region 10- Northern Mindanao, and Region 11- Southern Mindanao.
The functions of the regional offices are to implement the laws, policies, and regulations of the
Departmental of Education and Culture. They will have, likewise, responsibility for supervising and evaluating
the activities of the provincial and city offices. In each region there are organized provincial and city offices to
administer and supervise education in their particular areas. They are each responsible to local regional office.

DUTIES AND RESPONSIBILITIES OF SECONDARY SCHOOL PRINCIPAL

All secondary schools are under the direct administration and supervision of the Bureau of Secondary
Education. Each high school is headed by a principal who is directly responsible to the Division Superintendent
of schools in the province in which it is located and, through him to the Regional Director. The high school
principal is responsible for the administration and supervision of his school. The principal of the high school is
appointed by the Secretary of Education and Culture upon the recommendation of the Director of the Bureau of
Secondary Education. The nature of the position of the Principal calls for a man or woman with high
scholarships, superior professional background, and a high degree of administrative and supervisory leadership.
The high school principal is responsible for the administration and supervision or control and operation
of his school. The principals of secondary schools, academic or vocational, are directly responsible to the
Division Superintendent and, through him, to the Regional Director and the Director of the Bureau of
Secondary Education. A good number of principals of secondary schools of general type and those of vocational
secondary schools of the Philippines require of their principals, additional duties and responsibilities, some of
which are the following.
1. To assign teachers and prepare the school program at the opening of the school.
2. To supervise methods of instruction in his own school.
3. To supervise pupil's fund to avoid any irregularities or unwise expenditures
4. To participate in civic parades, celebration and movements.
5. To improve the living conditions of his teachers and pupils.
6. To maintain good public relations with provincial authorities.

To be a secondary school principal, one must be a holder of B.S.E. and M.A. in Education degrees, and
must have a successful teaching experience in the secondary school and eligibility in teacher examination, like
the Senior Teacher Examination. Like the division superintendent, a high school principal has public relation,
administrative, and supervisory duties which call for professional leadership.
THE NATURE OF SECONDARY EDUCATION

In our school organization, secondary education is generally the continuation of elementary education.
The functions of secondary education differ from the functions of the elementary school in degree of emphasis
received and in their adjustment to the age level presented by the pupils in each division. It is the function of the
secondary schools in the Philippines, "to continue on a higher place the integrating functions of education and at
the same time to provide opportunity for the development of special abilities through the exploration and
discovery of students' interest, abilities and aptitudes by offering a wide variety of worthwhile courses and
guiding the students in the choice of, and in training them in their vocational and professional courses, with
emphasis in agriculture and industrial life."
Secondary education in this country has its hand the major leadership potentials of the nation. The
Revised Education Program of 1957 providing for a 2.2 plan for secondary school was introduced. By this plan
the high school students were given a choice, upon completion of the second year, between college preparatory
curriculum and the vocational curriculum. Vocational curriculum is offers to those students who have the
vocational aptitude but cannot afford to go to college. To those students who have aptitudes for academic
training and the financial resources to continue their education in college, the preparatory curriculum is offered.
Our secondary education has been blamed for the imbalance between college preparatory curriculum
and the vocational curriculum. Vocational is offered to those students who have the vocational aptitude but
cannot afford to go on college. To those students who have aptitudes for academic training and the financial
resources to continue their education in college, the preparatory curriculum is offered.
Our secondary education has been blamed for the imbalance between educational outputs and manpower
requirements. As a means of integrating education and life, the contents of all subjects were at all levels shall be
related to the conditions of the time, and their implication in our daily lives; to the actual needs of the people,
and the local and the national problems facing the country. One aspect of the curriculum change is giving added
emphasis to work activities. Side by side with work orientation is greater attention to concept development in
place of the old factual learning.
 The Secretary of Education and Culture, Juan L. Manuel has called the attention of Filipino educators
"to educate the community as we educate our children and to concern themselves with was is in and out of
schools." This was imperative according to him, "because the child draws perhaps more education from that
community than from the school." He, likewise, urged the schools to widen their spheres of operation to include
the home and the community. In other words, he encouraged innovations which tended to integrate the school,
home and community activities such as the in-school, off-school approach and work-oriented curriculum.

ARTICULATION OF ELEMENTARY AND SECONDARY SCHOOL PROGRAMS

The history of Education in this country reveals to us that the elementary school and the high school had
independent origin but have the same educational objectives. The elementary and secondary schools in a
democracy must have similar aims and functions in form and in spirit. Through these two institutions, the
privileges of lower and higher education are extended to the masses; and through these two agencies, the
Filipino people have registered their attitude toward equality of educational opportunity for all. For this reason
we can easily conclude that the aims and functions of our elementary and secondary schools are not mutually
independent, but are interrelated and interdependent. Since the secondary school in this country has abandoned
the selective of the past, it is therefore the function of secondary school to continue on a higher level the work
started by the elementary school. Every educator in this country must bear in mind that our Constitution does
not provide separate aims for the elementary and secondary school programs. At present these two units of our
school system have many objectives which are often times conflicting and contradictory. The high school
students jump from one grade to another just to earn enough credits or units for graduation.
Curriculum articulation between the elementary and the high school is an problem and has grown in
importance in this country. The solution is likely to result to permanent modification or reorganization of the
Philippines school system. Articulation must not be confused with integration which refers to desirable
horizontal relationship of one subject to another subject. Articulation, however, denotes a vertical-tie-up of a
course to an earlier or later course. Articulation implies the close coupling of courses and educational
experiences in sequential manner for the purpose of obtaining continually of students development. It is a
matter of establishing a relation between content and methods of instruction to obtain steady educational
progress for each student. Individual education is a unitary and continuous process. For this reason the system
of education which proceeds gradually and does not reach any point of abrupt transition would be the ideal one.
If it is the aim of our school system to produce good and efficient citizens, the elementary and secondary school
programs must be articulated.
Articulation of elementary and secondary school curricula calls for proper guidance in both units of our
school system. Guidance is a part of the whole educational process. The entire educative process is a guidance
activity. The concept of guidance as a distinct aspects of the educative process comes from the philosophy of the
secondary school, but the practice of individual has always been an essential part of good teaching in the
elementary grades. It is generally accepted by many educators that good teaching means stimulating, directing,
guiding and encouraging learning. Guidance is, therefore, synonymous with teaching process based on the
philosophy of modern education. Since there is no difference between guidance and teaching, functional
integration of guidance and teaching is necessary in any school.
The chief function of guidance is to provide for the individual a full life and the ability to make effective
contribution to society. To achieve this aim, there must be much comprehensive approach to teaching, especially
in the higher grades. Students should be accepted into each school, curriculum, and course on the basis of
individual ability rather than on the basis of unit credit. Furthermore, the education of elementary and secondary
pupils should be so planned as to help them attain progress according to their different learning rate.
To make guidance effective as an educative process, the following points are suggested.
1. The teacher should study the nature of each pupil, his interests, abilities, aptitudes and
personal needs. His physical maturity must also be taken into consideration.
2. The teacher must keep a cumulative record of each pupil and such record should be
passed to another teacher under whom the pupil studies.
3. The teacher must avoid unnecessary requirements that might create a hindrance to
enrolment in courses which are adapted to the interests, abilities, aptitudes, and personal
needs of the learners.
4. The teacher must give variety to the content of the curriculum to meet the needs of the
pupil who will not go to college or who may drop out before graduation.
School guidance in the elementary and secondary schools places the teacher in the central position of
counselor. The teacher should assume the role of a leader whose chief aims are to help the pupil understand
himself and his needs, to guide the pupil through worthy experiences, and to help him develop the ability to live
creatively and effectively in society. Because of this responsibility the teacher needs specific preparation for
teaching and guidance. In guidance the teacher must be aware of deviations from moral tendencies and
behaviour symptoms of physical, mental, and emotional disturbances. This demands better teaching, the kind
that may help solve the guidance problems. Furthermore, the teacher must be creative, intelligent, cooperative,
and dynamic personality. To fulfill these requirements the classroom teacher must undergo practical preparatory
experiences before he assumes the responsibilities of a classroom teacher. School administrators, supervisors,
and guidance counsellors who understand guidance can help teachers find the means and methods for
developing this professional competency.

SECONDARY EDUCATION IN THE NEW SOCIETY

 The Educational Development Decree of 1972, based on the Presidential Decree No. 6-A, was adopted
with the aim to make secondary education more relevant to the needs of the New Society and the goal toward
the national development of the country. It is also the aim of the Decree of 1972 to provide a board base of
general education for all citizens and to train manpower in the middle class level skills. The benefits of
education will be made available to different sectors of the population by financial assistance to deserving
students, skill training for out-of-school youth, and continuing education for adults. The Decree will concern
itself with the improvement of the curriculum and the quality of instruction. The burden of financing secondary
education will be shifted to the local government.
To make secondary education more relevant to the needs of the New Society, the curriculum in
secondary schools is being reoriented in both contents and methods, as well as the position of language in
school. The major aims of the curriculum reorientation is to develop a balance between academic learnings and
work experiences. The new secondary school program is now redirected to insure a greater recognition of the
importance and value of hard, honest work in life. For secondary level of education, experiences must be suited
to the ages and needs of the students. For high school youths, short courses involving simple vocational skills
are recommended. A Department Order has been issued requiring the development of work oriented curriculum.
The reorientation in the use of Pilipino language in elementary and high school is also under serious
consideration by the Department of Education and Culture. The National Board of Education has approved the
use of Pilipino and English as medium of instruction in schools. In secondary schools and colleges, Pilipino and
English will be used.
To enrich student's life in secondary schools, cultural activities like concert, literary programs and
artistic presentations, and field trips to historical places are suggested. They are also encouraged to conduct
seminar for better understanding of the aims and purposes of the New Society and the work the government is
doing as embodied in decrees orders and letters of instructions in pursuance of Proclamation No. 1081. School
administrators, supervisors, classroom teachers, and students are encouraged to help build a New Society within
the content of the Proclamation No. 1081.
The important role of secondary education must be directed toward the cultivation of respect and
obedience of the laws. Education must cultivate the feeling that observance of laws is essential to peace and
order, that respect for the right of others is essential to reserve order and to insure general welfare. Education
under the New Society must make the students conscious that they are a part of the larger society. In other
words, secondary education must aim to develop self-discipline among high school students.
Another important function of secondary education is to help accelerate economic growth, promote
social progress and remove in equalities among the people. To accomplish this function, the National Economic
Development Authority was organized to pursue a well ordered program of economic development. The major
responsibility of the schools under the New Society is to give manpower training that will meet the needs of the
industry and fits into the framework of the national economic development plan. In other words, the school
program must meet the present and future of industry.
Cultivation of personal discipline, cultural values, and civic conscience and the strengthening and
inculcating moral values are other important functions of secondary education in the New Society. Likewise the
schools must help enlighten the people about the major problems of the government, such as: and reform, food
production, family planning, cooperatives, conservation, and tax consciousness. In service training for school
administrators, supervisors, and classroom teachers are conducted in the field to acquaint them of their duties
and responsibilities in a New Society.
The new secondary school curriculum set up by the Department of Education and Culture requires that
secondary education be relevant and pegged to the national development goals. The aim is to eradicate the white
collar concept of the old educational system and to add new emphasis in the inculcation of moral values. This
wide-ranging educational reforms are all in line with the government's policy to ensure an "accelerating rate of
economic development and social progress, the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth and the strengthening of national consciousness…desirable cultural
values in a changing world."
To accomplish the above mentioned goals, higher instructions of learning in this country should offer
programs to improve and upgrade the manpower skills of students and faculty members in the areas of natural
sciences, social sciences, educational guidance and counselling, English, and educational management.

THANK YOU!!!