LESSON 9: THE TWENTYFIRST CENTURY TEACHER

Objectives
1. To enumerate the competencies of the twenty first century teachers
2. To discuss the competencies
3. To illustrate the competencies

The Twentyfirst Century Skills

The term 21st century skills refer to a broad set of knowledge, skills, work habits,
and character traits that are believed—by educators, school reformers, college
professors, employers, and others—to be critically important to success in today’s
world, particularly in collegiate programs and contemporary careers and workplaces.
Generally speaking, 21st century skills can be applied in all academic subject areas,
and in all educational, career, and civic settings throughout a student’s life.

It should be noted that the “21st century skills” concept encompasses a wide-
ranging and amorphous body of knowledge and skills that is not easy to define and that
has not been officially codified or categorized. While the term is widely used in
education, it is not always defined consistently, which can lead to confusion and
divergent interpretations. In addition, a number of related terms—including applied
skills, cross-curricular skills, cross-disciplinary skills, interdisciplinary skills, transferable
skills, transversal skills, noncognitive skills, and soft skills, among others—are also
widely used in reference to the general forms of knowledge and skill commonly
associated with 21st century skills. While these different terms may not be strictly
synonymous, and they may have divergent or specialized meanings in certain technical
contexts, these diverse sets of skills are being addressed in this one entry for the
purposes of practicality and usefulness.

While the specific skills deemed to be “21st century skills” may be defined,
categorized, and determined differently from person to person, place to place, or school
to school, the term does reflect a general—if somewhat loose and shifting—consensus.
The following list provides a brief illustrative overview of the knowledge, skills, work
habits, and character traits commonly associated with 21st century skills:

• Critical thinking, problem solving, reasoning, analysis, interpretation, synthesizing

information
• Research skills and practices, interrogative questioning
• Creativity, artistry, curiosity, imagination, innovation, personal expression
• Perseverance, self-direction, planning, self-discipline, adaptability, initiative
• Oral and written communication, public speaking and presenting, listening
• Leadership, teamwork, collaboration, cooperation, facility in using virtual
workspaces
• Information and communication technology (ITC) literacy, media and internet
literacy, data interpretation and analysis, computer programming

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• Civic, ethical, and social-justice literacy
• Economic and financial literacy, entrepreneurialism
• Global awareness, multicultural literacy, humanitarianism
• Scientific literacy and reasoning, the scientific method
• Environmental and conservation literacy, ecosystems understanding
• Health and wellness literacy, including nutrition, diet, exercise, and public health
and safety

Generally speaking, the 21st century skills concept is motivated by the belief that
teaching students the most relevant, useful, in-demand, and universally applicable skills
should be prioritized in today’s schools, and by the related belief that many schools may
not sufficiently prioritize such skills or effectively teach them to students. The basic idea
is that students, who will come of age in the 21st century, need to be taught different
skills than those learned by students in the 20th century, and that the skills they learn
should reflect the specific demands that will place upon them in a complex, competitive,
knowledge-based, information-age, technology-driven economy and society.

While 21st century skills are relevant to all areas of schooling and academic
study, and the skills may be taught in a wide variety of in-school and outside-of-school
settings, there are a few primary ways in which 21st century skills intersect with efforts
to improve schools:

• Teachers may be more intentional about teaching cross-disciplinary skills in

subject-area courses. For example, in a science course students might be
required to learn research methods that can also be applied in other disciplines;
articulate technical scientific concepts in verbal, written, and graphic forms;
present lab results to a panel of working scientists; or use sophisticated
technologies, software programs, and multimedia applications as an extension of
an assigned project.

• States, accrediting organizations, and schools may require 21st century skills to
be taught and assessed in courses. For example, states can adopt learning
standards that explicitly describe cross-disciplinary skills, and assessments may
be designed or modified to evaluate whether students have acquired and
mastered certain skills.

• Schools and teachers may use educational approaches that inherently

encourage or facilitate the acquisition of cross-disciplinary skills. For example,
educational strategies such as authentic learning, demonstrations of learning, or
project-based learning tend to be cross-disciplinary in nature, and students—in
the process of completing a research project, for example—may have to use a
variety of applied skills, multiple technologies, and new ways of analyzing and
processing information, while also taking initiative, thinking creatively, planning
out the process, and working collaboratively in teams with other students.

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• Schools may allow students to pursue alternative learning pathways in which
students earn academic credit and satisfy graduation requirements by completing
an internship, apprenticeship, or volunteer experience, for example. In this case,
students might acquire a variety of practical, job-related skills and work habits,
while also completing academic coursework and meeting the same learning
standards required of students in more traditional academic courses.

Fifteen Characteristics of a 21st-century Teacher

1. Learner-Centered Classroom and Personalized Instructions

As students have access to any information possible, there certainly is no need

to "spoon-feed" the knowledge or teach "one-size fits all" content. As students have
different personalities, goals, and needs, offering personalized instructions is not just
possible but also desirable. When students are allowed to make their own choices, they
own their learning, increase intrinsic motivation, and put in more effort -- an ideal recipe
for better learning outcomes!

2. Students as Producers

Today's students have the latest and greatest tools, yet, the usage in many
cases barely goes beyond communicating with family and friends via chat, text, or calls.
Even though students are now viewed as digital natives, many are far from producing
any digital content. While they do own expensive devices with capabilities to produce
blogs, infographics, books, how-to videos, and tutorials, just to name a few, in many
classes, they are still asked to turn those devices off and work with handouts and
worksheets. Sadly, oftentimes these papers are simply thrown away once graded. Many
students don't even want to do them, let alone keep or return them later. When given a
chance, students can produce beautiful and creative blogs, movies, or digital stories
that they feel proud of and share with others.

3. Learn New Technologies

In order to be able to offer students choices, having one's own hands-on

experience and expertise will be useful. Since technology keeps developing, learning a
tool once and for all is not an option. The good news is that new technologies are new
for the novice and experienced teachers alike, so everyone can jump in at any time

4. Go Global

Today's tools make it possible to learn about other countries and people first
hand. Of course, textbooks are still sufficient, yet, there is nothing like learning
languages, cultures, and communication skills from actually talking to people from other
parts of the world.
It's a shame that with all the tools available, we still learn about other cultures, people,
and events from the media. Teaching students how to use the tools in their hands to

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"visit" any corner of this planet will hopefully make us more knowledgeable and
sympathetic.

5. Be Smart and Use Smart Phones

Once again -- when students are encouraged to view their devices as valuable
tools that support knowledge, they start using them as such. Different students have
different needs when it comes to help with new vocabulary or questions; therefore, there
is no need to waste time and explain something that perhaps only one or two students
would benefit from. Instead, teaching students to be independent and know how to find
answers they need makes the class a different environment!

6. Blog

I have written on the importance of both student and teacher blogging. Even my
beginners of English could see the value of writing for real audience and establishing
their digital presence. To blog or not to blog should not be a question any more!

7. Go Digital

Another important attribute is to go paperless -- organizing teaching resources

and activities on one's own website and integrating technology bring students learning
experience to a different level. Sharing links and offering digital discussions as opposed
to a constant paper flow allows students to access and share class resources in a more
organized fashion.

8. Collaborate

Technology allows collaboration between teachers and students. Creating digital

resources, presentations, and projects together with other educators and students will
make classroom activities resemble the real world. Collaboration should go beyond
sharing documents via e-mail or creating PowerPoint presentations. Many great ideas
never go beyond a conversation or paper copy, which is a great loss! Collaboration
globally can change our entire experience!

9. Use Twitter Chat

We can grow professionally and expand our knowledge as there is a great
conversation happening every day, and going to conferences is no longer the only way
to meet others and build professional learning networks.

10. Connect
Connect with like-minded individuals. Again, today's tools allow us to connect
anyone, anywhere, anytime. Have a question for an expert or colleague? Simply
connect via social media: follow, join, ask, or tell!

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 11. Project-Based Learning

Today's students should develop their own driving questions, conduct their
research, contact experts, and create final projects to share all using devices already in
their hands. All they need from their teacher is guidance!

12. Build Your Positive Digital Footprint

It might sound obvious, but it is for today's teachers to model how to

appropriately use social media, how to produce and publish valuable content, and how
to create sharable resources. Even though it's true that teachers are people, and they
want to use social media and post their pictures and thoughts, we cannot ask our
students not to do inappropriate things online if we ourselves do it. Maintaining
professional behavior both in class and online will help build positive digital footprint and
model appropriate actions for students.

13. Code

While this one might sound complicated, coding is nothing but today's literacy. As
a pencil or pen were "the tools" of the 20th-century, making it impossible to picture a
teacher not capable to operate with it, today's teacher must be able to operate with
today's pen and pencil, i.e., computers. Coding is very interesting to learn -- the feeling
of writing a page with HTML is amazing!

14. Innovate
Expand your teaching toolbox and try new ways you have not tried before, such
as teaching with social media or replacing textbooks with web resources. Not for the
sake of tools but for the sake of students!

15. Keep Learning

(http://www.edutopia.org/discussion/15-characteristics-21st-century-teacher)
(http://www.educatorstechnology.com/2012/06/10-teaching-practices-every-21st.html)

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Read well; Teach well.

THE NECESSARY QUALITIES OF A LEADER:

IMPLICATIONS TO THE TEACHERS

“What is essential is invisible to the eye.”

--“The Little Prince” by Antoine Exupery

Introduction

Inner qualities are the foundations of all endeavors. They are the pillars giving grounding or
anchorage to the person so he/she would not be washed away, easily swayed or uprooted. The quality of
a person’s inner qualities serves as his/her stronghold in the midst of troubles or tribulations.

A leader must possess necessary inner qualities so he/she can stand firm and steadfast in the
midst of the many demands of leadership. To have a strong anchorage, a leader should possess
indispensable or absolutely necessary qualities. These are necessary to withstand the test of time. “If
you can become the leader you ought to be on the inside, you will be able to become the person
you want on the outside. People will want to follow you. And when that happens, you will be able
to tackle anything in this world.” Teachers are educational leaders. So, they must develop these
necessary qualities to do the tough task giving them the chance to shape souls fit for heaven.

The Necessary Qualities

John Maxwell, a famous author on leadership, cited the inner qualities in his book The 21
Indispensable Qualities of a Leader: Becoming the Person Others Will Want To Follow. These are 6 C’s:
Character, Charisma, Commitment, Competence and Courage; 3P’s : Passion, Positive Attitude,
Problem Solving Skill; 3S’s: Security, Self-Discipline, and Servanthood; 2R’s: Relationship and
Responsibility with Listening; Initiative; Focus; Teachability; Discernment; Generosity and Vision.

Character is how you carry yourself, how you play your own part as a leader in relation with other
members of the organization that makes them play their own roles accordingly as well as you do your
own. According to James Legget, “Character is built in a lifetime.”A leader of character is more
concerned with doing the right thing than he /she is in doing things right. He/She knows how to link
motives with methods. A teacher with character does teach with integrity making her/him think, feel and
do the best ways to make students learn. Let us remember this advise.“Take care of your thoughts,
they become your actions; take care of your actions, they become your habit; take care of your
habits, they become your character; take care of your character, it becomes your destiny!”

Charisma is the personality magnet of the leader that attracts the members of the organization
towards his/her side because the leader makes the members feel that they are the front liners that put
the battle in the organization to victory. The leader with charisma puts premium on the members’ welfare
and importance in the attainment of the organizational objectives. Laurence Smith said, “A leader is an
individual who has an inspiring vision and can get others to buy into it.” A teacher with charisma
inspires students to do the best in their studies because she/he makes students fell responsible as well of
their schooling success. She/He has in mind the students’ welfare as the prime goal in teaching to the
extent of forgetting his/her own self for the sake of the students. As said, “Forget yourself for others
and others will not forget you.” The teacher with charisma has a lasting influence on the students.
She/He can make students follow her/his lead because the students see themselves as important

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partners in the teaching and learning business. As said by Beverly Conklin, “A teacher is a very special
person who uses his or her creativity and loving, inquiring mind to develop the rare talent of
encouraging others to think, to dream, to learn, to try, to do.”

Commitment is sticking to the work to achieve the goal with unwavering determination,
persistence and perseverance. A good leader is goal-driven. Hellen Keller has said on this, “We can do
anything we want as long as we stick to it.” A teacher with commitment does the teaching task
“through thick and thin” or “for all seasons” with consistency of competence. “If the task is begun, never
leave it till it’s done. Be the labor great or small, do it well or not at all.” A Bible passage
accentuates the idea, “ Whatever your hand finds to do, do it with your might.”(Ecclesiastes9:10)

Communication is always connecting to people in a clear, concise, consistent, coherent,

creative and concrete ways so to send the message effectively to attain positive results or response. It is
said that communication is the lifeblood of an organization, and any organized activity passed through the
bottleneck of communication. Like giving a gift, a good leader learns how to take a thought, wrap it in
words, and present it to one or more of his/her associates. According to John A. Piece “Communication
is not only the essence of being human, but also a vital property of life.” A teacher always strives for
good communication in the classroom. At all times, he/she gets the concept across with clarity. In a
sense, the teacher tries to make sense in the classroom.

Competence is the art of doing the best thing in the best possible way for the best of all
members of the group. A teacher with competence knows the subject matter and has the ability to deliver
the lesson with enthusiasm and fluency that facilitates conveyance of the message to the students.
According to Ralph Waldo Emerson, “The man who can make hard things easy is an educator.”

Courage is doing the thing despite doubts and discouragement; it is facing the task at hand
despite fear or risk with the hope that, in the end, everything will be fine. Teaching is risk taking. To have
courage then in teaching is to be innovative—that is trying other ways and means to make the lessons
interesting, enjoyable and easily understood.

Passion drives perfection. It is always finding innovations in what someone does to perfect the
craft of leadership. Teaching is a profession that requires passion coupled with professionalism for who
could survive its sublime challenges?

Positive attitude is seeing the sunny side of everything. It is having a sense of optimism.
According to Virgil, “They are able who think they are able.” It is a leader’s strong sense of self-
efficacy. As Mahatma Gandhi said, "If I have the belief that I can do it, I shall surely acquire the
capacity to do it even if I may not have it at the beginning." There will always be critics to point out
what’s wrong. It is the leader’s job to see what’s right. Melvin Maxwell stresses the effect of positive
thinking in this line, “Enthusiasm is contagious. It is difficult to remain neutral or indifferent in the
presence of a positive thinker.”

Problem solving capacity is being proactive, persevering and pondering on the best solution of
a seemingly gloomy situation one at a time. It is first being global in perspective of the situation, then
being analytical in the attack of the problem. Being optimistic leads the teacher to being a problem solver.

A strong sense of Security is essential for a leader. This gives the leader the stronghold and
confidence in what he/she does. As said by Helen Keller, “Nothing can be done without hope and
confidence.” Self-discipline is taming yourself as a leader. Once a leader has tamed himself/herself,
he/she has the sense to tame others. Self-respect begets respect from others. Servanthood defines the

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essence of a leader. A good leader is a good servant. Serve the followers and they follow you as a leader.
It is serving by way of example. These qualities are a sine qua non to teaching.

Responsibility means carrying the burden yourself first before you let the members carry it. As
a leader, be the first to lift a finger, before you tell others to do it. It also involves accountability for the
result of the concerted effort of the group. Relationship is getting along well with others. It implies
creating an atmosphere of friendly cooperation within the group. It is having a strong sense of bonding
with the members of the organization that no force can weaken or break it. A good leader shares
laughters as well as tears, rejoices with those who rejoice and grieves with those who grieve. He/She
acknowledges a team member’s setback with sympathy and acknowledges a team member’s
accomplishment with praise. A teacher is responsible and accountable to the students, to the Institution
and to God. Creating a harmonious relationship is a must for a teacher. He/she must be making the
learning atmosphere conducive to the growth and development of the students.

Listening involves a keen sense of sensitivity to even what is not said by the members of the
organization. It is said that a true indicator of a good listening is the right response. Carl Summer
emphasizes the sense of attentiveness in attaining wisdom in this line: “ The first step to wisdom is
silence; the second is listening.” A teacher manifests the sense of attentiveness when he/she
becomes responsive the verbal and non-verbal cues of the students. He/she takes into consideration the
“story behind the story” of the students. A teacher may follow this advice :“You can win more friends
with your ears than with your mouth.”

Initiative is manifested in taking action at your own, not because you are told to do so. It is a
sense of self-direction by knowing what you want, taking action on it, pushing on despite little or great
mistakes as you move along as a leader.

Focus is concentrating on the task at hand despite distractions along the way. It is always aiming
at the “bull’s eye”. “A good leader remains focused. Controlling your destination is better than
being controlled by it,” Jack Welch said.

Teachability means becoming a lifelong learner as a leader-that is considering every moment as

a chance to learn. It is said that “Once a leader, always a learner.” According to John F. Kennedy,
“Leadership and learning are indispensable to each other.” Along this line of thought, authorities
have said: “Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps
learning stays young. The greatest thing in life is to keep your mind young.”--Henry Ford;
“Learning is the beginning of wealth. Learning is the beginning of health. Learning is the
beginning of spirituality. Searching and learning is where the miracle process all begins.”—Jim
Rohn; “An organization's ability to learn, and translate that learning into action rapidly, is the
ultimate competitive advantage.”—Jack Welch; “If you stop learning today, you stop leading
tomorrow.”—Howard Hendricks

A teacher, as well, is a perpetual learner continuing “to weave a beautiful web of wisdom.” As said by
Confucius, “ If a man keeps cherishing his old knowledge, so as continually to be acquiring new,
he may be a teacher of others.”

Discernment implies deep reflection on what is going on. It is going into the bottom of things to
gather precious gems of thought useful in effective functioning as a leader. A teacher with discernment
sits down for a while and asks himself/herself the “why” and “what if” questions about what had
happened, what is happening and what will happen in his/her teaching business. He/she tries to dig into
the “root cause” of the teaching situation and finds ways and means to the “work smarter”.

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 Generosity is sincere sharing of “what you have” to the members of the organization. As said by
Margaret Fuller, “If you have knowledge, let others light their candles at it.” It means, the more you
give your leadership light, the brighter your candle of leadership becomes. A teacher willingly consumes
his/her own teaching candle just to illumine the students towards the path of greatness because he/she
believes that “great is the teacher whose students are great,” and “those who bring sunshine to the lives
of others cannot keep it from themselves.”

Vision is seeing things before they happen. George Barna said, “Anyone can steer the ship,
but it takes a real leader to chart the course.” It is painting an image before it actually comes to the
surface. It directs, inspires and illumines the path for both the leader and followers. Vision spells out the
roadmap of the organization in attainment of their goals. “What the mind can conceive, the body can
achieve.” The mark of a good leader is the ability to look beyond the immediate to a better, brighter
tomorrow. This is also true to the teacher as he/she always “sees the bright future of the students.”

It takes a lot of demands to be a leader as a teacher. By knowing the 21 essential qualities of a

leader, like the phoenix , we are now ready to start anew in our leadership flight in our classrooms! Let us
soar to greater heights in our teaching with renewed vigor and vibrancy! Have a good flight!!!

Learning Activity (Please refer to the Worksheets.)

1. What are the characteristics of the 21st century teacher?

2. Among the necessary qualities of a good leader, which do you still need to improve in
yourself?
3. Draw a graphic organizer regarding the 21st century teacher.

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 GENDER AND DEVELOPMENT(GAD) PROGRAM
Prepared by
Dr. Herminia N. Falsario
Associate Professor V

Introduction
“Man is the brain, woman the heart.
The brain enlightens, the heart loves.
Light illuminates, love revives.”

Gender sensitivity and gender equality are two bywords in the world today in different
aspects of human life-politics, education, economics, religion, culture, entertainment, media, etc.
People everywhere have been clamoring for the disrespect of human rights. To address these
issues, the government has enacted Republic Act No. 7192, otherwise known as the Women in
Development and Nation Building Act and Republic Act No. 9710 An Act Providing for the
Magna Carta for Women in August 14, 2009. Extracts from the Act scaffolding the concepts are
given below.

Section 2. Declaration of Policy. - Recognizing that the economic, political, and sociocultural
realities affect women's current condition, the State affirms the role of women in nation building
and ensures the substantive equality of women and men. It shall promote empowerment of
women and pursue equal opportunities for women and men and ensure equal access to
resources and to development results and outcome. Further, the State realizes that equality of
men and women entails the abolition of the unequal structures and practices that perpetuate
discrimination and inequality. To realize this, the State shall endeavor to develop plans, policies,
programs, measures, and mechanisms to address discrimination and inequality in the
economic, political, social, and cultural life of women and men.

The State condemns discrimination against women in all its forms and pursues by all
appropriate means and without delay the policy of eliminating discrimination against women in
keeping with the Convention on the Elimination of All Forms of Discrimination Against Women
(CEDAW) and other international instruments consistent with Philippine law. The State shall
accord women the rights, protection, and opportunities available to every member of society.

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The Implementation of the Program
The Commission on Higher Education (CHED) as spelled out in its Strategic Plan for
2011-2016, has taken the matter into consideration under its Programs, Activities and Projects.
5.1.1 Aligning HEI programs with national development goals;
 Gender and Development (GAD) Programs
This program includes advocacy and gender sensitivity activities to promote
gender parity in education, equal access to scholarships by both genders, and
interventions to assist female students with extreme personal situations that
prevent them from completing their higher education.
Below are extracts from RA 9710 that are spelling out the mechanics of the GAD
program implementation as to process and funding.

CHAPTER VI
INSTITUTIONAL MECHANISMS
Section 36. Gender Mainstreaming as a Strategy for Implementing the Magna Carta of
Women. - Within a period prescribed in the implementing rules and regulations, the National
Commission on the Role of Filipino Women (NCRFW) shall assess its gender mainstreaming
program for consistency with the standards under this Act. It shall modify the program
accordingly to ensure that it will be an effective strategy for implementing this Act and attaining
its objectives.
All departments, including their attached agencies, offices, bureaus, state universities and
colleges, government-owned and -controlled corporations, local government units, and other
government instrumentalities shall adopt gender mainstreaming as a strategy to promote
women's human rights and eliminate gender discrimination in their systems, structures, policies,
programs, processes, and procedures which shall include, but not limited to, the following:
(a) Planning, budgeting, monitoring and evaluation for GAD. GAD programs
addressing gender issues and concerns shall be designed and implemented
based on the mandate of government agencies and local government units,
Republic Act No. 7192, gender equality agenda of the government and other
GAD-related legislation, policies, and commitments. The development of GAD
programs shall proceed from the conduct of a gender audit of the agency or the
local government unit and a gender analysis of its policies, programs, services
and the situation of its clientele; the generation and review of sex-disaggregated
data; and consultation with gender/women's rights advocates and agency/women

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clientele. The cost of implementing GAD programs shall be the agency's or the
local government unit's GAD budget which shall be at least five percent (5%) of
the agency's or the local government unit's total budget appropriations.
Pursuant to Republic Act No. 7192, otherwise known as the Women in
Development and Nation Building Act, which allocates five percent (5%) to thirty
percent (30%) of overseas development assistance to GAD, government
agencies receiving official development assistance should ensure the allocation
and proper utilization of such funds to gender-responsive programs that
complement the government GAD funds and annually report accomplishments
thereof to the National Economic and Development Authority (NEDA) and the
Philippine Commission on Women (PCW).
The utilization and outcome of the GAD budget shall be annually monitored and
evaluated in terms of its success in influencing the gender-responsive
implementation of agency programs funded by the remaining ninety-five percent
(95%) budget.
The Commission on Audit (COA) shall conduct an annual audit on the use of the
GAD budget for the purpose of determining its judicious use and the efficiency,
and effectiveness of interventions in addressing gender issues towards the
realization of the objectives of the country's commitments, plans, and policies on
women empowerment, gender equality, and GAD.
Local government units are also encouraged to develop and pass a GAD Code
based on the gender issues and concerns in their respective localities based on
consultation with their women constituents and the women's empowerment and
gender equality agenda of the government. The GAD Code shall also serve as
basis for identifying programs, activities, and projects on GAD.
Where needed, temporary gender equity measures shall be provided for in the
plans of all departments, including their attached agencies, offices, bureaus,
state universities and colleges, government-owned and -controlled corporations,
local government units, and other government instrumentalities.
To move towards a more sustainable, gender-responsive, and performance-
based planning and budgeting, gender issues and concerns shall be integrated
in, among others, the following plans:
(1) Macro socioeconomic plans such as the Medium-Term Philippine
Development Plan and Medium-Term Philippine Investment Plan;

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 (2) Annual plans of all departments, including their attached agencies,
offices, bureaus, state universities and colleges, and government-owned
and -controlled corporations; and
(3) Local plans and agenda such as executive-legislative agenda,
comprehensive development plan (CDP), comprehensive land use plan
(CLUP), provincial development and physical framework plan (PDPFP),
and annual investment plan.
(b) Creation and/or Strengthening of the GAD Focal Points (GFP). All
departments, including their attached agencies, offices, bureaus, state
universities and colleges, government- owned and -controlled corporations, local
government units, and other government instrumentalities shall establish or
strengthen their GAD Focal Point System or similar GAD mechanism to catalyze
and accelerate gender mainstreaming within the agency or local government
unit.
The GAD Focal Point System shall be composed of the agency head or local
chief executive, an executive committee with an Undersecretary (or its
equivalent), local government unit official, or office in a strategic decision-making
position as Chair; and a technical working group or secretariat which is
composed of representatives from various divisions or offices within the agency
or local government unit.
The tasks and functions of the members of the GFP shall form part of their
regular key result areas and shall be given due consideration in their
performance evaluation.
(c) Generation and Maintenance of GAD Database. All departments, including
their attached agencies, offices, bureaus, state universities and colleges,
government-owned and - controlled corporations, local government units, and
other government instrumentalities shall develop and maintain a GAD database
containing gender statistics and sex disaggregated data that have been
systematically gathered, regularly updated; and subjected to; gender analysis for
planning, programming, and policy formulation.

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Provisions Concerning Education, Training and Benefits
Presented below are some provisions of the Act that educational institutions must take
into consideration in their operating procedures.
Section 18. Special Leave Benefits for Women. - A woman employee having rendered
continuous aggregate employment service of at least six (6) months for the last twelve (12)
months shall be entitled to a special leave benefit of two (2) months with full pay based on her
gross monthly compensation following surgery caused by gynecological disorders.

Section 13. Equal Access and Elimination of Discrimination in Education, Scholarships,

and Training. - (a) The State shall ensure that gender stereotypes and images in educational
materials and curricula are adequately and appropriately revised. Gender-sensitive language
shall be used at all times. Capacity-building on gender and development (GAD), peace and
human rights, education for teachers, and all those involved in the education sector shall be
pursued toward this end. Partnerships between and among players of the education sector,
including the private sector, churches, and faith groups shall be encouraged.
(b) Enrollment of women in nontraditional skills training in vocational and tertiary levels shall be
encouraged.
(c) Expulsion and non-readmission of women faculty due to pregnant;- outside of marriage shall
be outlawed. No school shall turn out or refuse admission to a female student solely on the
account of her having contracted pregnancy outside of marriage during her term in school.

Section 24. Right to Education and Training. - The State shall ensure the following:
(a) Women migrant workers have the opportunity to undergo skills training, if they
so desire, before taking on a foreign job, and possible retraining upon return to
the country:
(b) Gender-sensitive training and seminars; and
(c) Equal opportunities in scholarships based on merit and fitness, especially to
those interested in research and development aimed towards women-friendly
farm technology.

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Analysis, Reactions and Recommendations
The GAD Program is legally grounded by virtue of Republic Act 9710 and Republic Act
7192. By these two Acts, the government has taken a great stride towards a gender sensitive
environment in the country and specifically in the schools. With the mandate that the cost of
implementing GAD programs shall be the agency's or the local government unit's GAD budget
which shall be at least five percent (5%) of the agency's or the local government unit's total
budget appropriations, the implementation of the Program will be facilitated.
The Program is commendable. It is paving the way for greater opportunities for both
genders to be informed of their rights and responsibilities; thereby, making them sensitive to
their roles as informed members of their communities. If the students are aware of their scope
and boundaries in matters of their inherent rights and responsibilities, they can justly survive in
their schooling in particular and living in general. The Program promotes a just and humane
society which is in line with the Constitutional mandate. With this, the different agencies of the
government, specifically, the educational sector, can take a hand in the promotion of human
rights.
However ,care should be taken into consideration that there will be no “overkilling” in the
implementation of the advocacy. It should not go into the extremes in such a manner that it
becomes “brainwashing” because it might cause trouble in the school or in the community.
Since it involves money, there should also be the proper monitoring or auditing of the funds
allocated for the purpose. Evaluators of the Programs must also take an “iron hand” as to the
effectiveness of the projects and advocacies in relation to GAD so that the money will not go to
waste. FINALLY, GAD ADVOCACIES MUST HELP MEN AND WOMEN BECOME THE BEST
THEY CAN EVER BE—INFORMED, FORMED AND TRANSFORMED PERSONS
PROMOTING THE CULTURE OF LIFE IN THEIR OWN CONTEXT.

References:
Commission on Higher Education (CHED) Strategic Plan for 2011-2016
Republic Act 9710 “Magna Carta of Women”
“Man and Woman” a poem by an anonymous writer

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 Republic of the Philippines
Congress of the Philippines
Metro Manila
Fifteenth Congress
Third Regular Session

Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS

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

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013″.

SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate,
and integrated system of education relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational principles
and geared towards excellence, the foundations for learning throughout life, the competence to engage in
work and be productive, the ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will develop productive
and responsible citizens equipped with the essential competencies, skills and values for both life-long
learning and employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards;

(b) Broaden the goals of high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and
increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and communities through the appropriate languages of
teaching and learning, including mother tongue as a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and
secondary education as well as alternative learning systems for out-of-school learners and those with
special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at
least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of

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secondary education, in that sequence. Secondary education includes four (4) years of junior high school
and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for children at least five (5)
years old as a prerequisite for Grade I.

Elementary education refers to the second stage of compulsory basic education which is composed of six
(6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years
of junior high school education and two (2) years of senior high school education. The entrant age to the
junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.

Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and
assessment shall be in the regional or native language of the learners. The Department of Education
(DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino
and English shall be gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino
sign language existing in a region, area or place.

SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced
basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure
college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall
coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations
with other national government agencies and other stakeholders including, but not limited to, the
Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the
private and public schools associations, the national student organizations, the national teacher
organizations, the parents-teachers associations and the chambers of commerce on matters affecting the
concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

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(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already knew
proceeding from the known to the unknown; instructional materials and capable teachers to implement
the MTB-MLE curriculum shall be available;

(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills
after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts. The production and
development of locally produced teaching materials shall be encouraged and approval of these materials
shall devolve to the regional and division education units.

SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative

committee chaired by the DepED Secretary or his/her duly authorized representative and with members
composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC,
the Department of Science and Technology (DOST), and a representative from the business chambers
such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The
consultative committee shall oversee the review and evaluation on the implementation of the basic
education curriculum and may recommend to the DepED the formulation of necessary refinements in the
curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program meets
the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with
relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct
teacher education and training programs, as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet
the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity to avail of such
training.

(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall
undergo additional training, upon hiring, to upgrade their skills to the content standards of the new
curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall
ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will
meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum
of these organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on their
role as academic, administrative and community leaders.

Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in
Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education

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Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994″, the DepED and private
education institutions shall hire, as may be relevant to the particular subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with
shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized
subjects in the elementary and secondary education. Qualified LET applicants shall also include
graduates admitted by foundations duly recognized for their expertise in the education sector and who
satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET
within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach
on part-time basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education: Provided, That these graduates possess the necessary certification issued by the TESDA:
Provided, further, That they undergo appropriate in-service training to be administered by the DepED or
higher education institutions (HEIs) at the expense of the DepED;

(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary
education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have
satisfactorily served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized
learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That
they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate
government agencies, shall determine the necessary qualification standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the
career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the
CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding
the provisions of Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and
Counselling Act of 2004″, career and employment guidance counsellors, who are not registered and
licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level
students of the school where they are currently employed; Provided, That they undergo a training
program to be developed or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or
the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be
extended to qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-DepED schools offering
senior high school through the programs under Republic Act No. 8545, and other financial arrangements
formulated by the DepED and the Department of Budget and Management (DBM) based on the principles
of public-private partnership.

SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the
operationalization of the enhanced basic education program, the initial funding of which shall be charged
against the current appropriations of the DepED. Thereafter, the amount necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General
Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate
strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in
physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade

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10 competencies and the entry requirements of new tertiary curricula, and partnerships between the
government and other entities. Modeling for senior high school may be implemented in selected schools
to simulate the transition process and provide concrete data for the transition plan.

To manage the initial implementation of the enhanced basic education program and mitigate the expected
multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School
Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the
latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the
HEIs shall coordinate closely with one another to implement strategies that ensure the academic,
physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training
services for graduates of the enhanced basic education program to ensure that they are not adversely
affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8
hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the
transition period shall be provided for in the implementing rules and regulations (IRR).

SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12
Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the
implementation of this Act.

The Oversight Committee shall be composed of five (5) members each from the Senate and from the
House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and
Finance of both Houses. The membership of the Committee for every House shall have at least two (2)
opposition or minority members.

SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall
conduct a mandatory review and submit a midterm report to Congress as to the status of implementation
of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms;
(c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.

The DepED shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results;
(d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and
(g) other learning facilities including, but not limited to, computer and science laboratories, libraries and
library hubs, and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per
capita spending on education towards the immediate attainment of international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act,
the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the
rules and regulations needed for the implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same
shall not affect the validity and effectivity of the other provisions hereof.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of
1982″, Republic Act No. 9155 or the “Governance of Basic Education.

Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.

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SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official
Gazette or in two (2) newspapers of general circulation.

Approved,

(Sgd.) FELICIANO BELMONTE JR. (Sgd.) JUAN PONCE ENRILE

Speaker of the House President of the Senate
of Representatives

This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally passed by
the Senate and the House of Representatives on January 30, 2013.

(Sgd.) MARILYN BARUA-YAP (Sgd.) EDWIN B. BELEN

Secretary General Acting Senate Secretary
House of Representatives

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III

President of the Philippines

(http://www.gov.ph/2013/05/15/republic-act-no-10533/)

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 IMPLEMENTING RULES AND REGULATIONS

OF THE ENHANCED BASIC EDUCATION ACT OF 2013

(REPUBLIC ACT NO. 10533)

Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic
Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic
Education, Appropriating Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced
Basic Education Act of 2013,” approved on May 15, 2013, and which took effect on June 8, 2013, the
Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical
Education and Skills Development Authority (TESDA), hereby issue the following rules and regulations to
implement the provisions of the Act.

RULE I. GENERAL PROVISIONS

Section 1. Title. These rules and regulations shall be referred to as the Implementing Rules and
Regulations (IRR) of the “Enhanced Basic Education Act of 2013” (Republic Act No. 10533).

Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all public and
private basic educational institutions and learning centers. This IRR shall also apply to Higher Education
Institutions (HEIs), Technical-Vocational Institutions (TVIs), duly recognized organizations acting as
Teacher Education Institutions (TEIs), and foundations.

Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration of Policy found
in Section 2 of the Act.

Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be
understood as follows:

(a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic Education
System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic
Education Act of 2013.”

(b) Learning Center refers to a physical space to house learning resources and facilities of a learning
program for out-of-school youth and adults. It is a venue for face-to-face learning activities and other
learning opportunities for community development and improvement of the people’s quality of life. This
may also be referred to as “Community Learning Center” authorized or recognized by the DepEd.

(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.

(d) Mother Language or First Language (L1) refers to the language or languages first learned by a
child, which he/she identifies with, is identified as a native language user of by others, which he/she
knows best, or uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino
sign language existing in a region, area or place.

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(e) Non-DepEd Public School refers to a public school offering basic education operated by an agency
of the national government other than the DepEd, or by a local government unit.

Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is intended to meet basic
learning needs which provides the foundation on which subsequent learning can be based. It
encompasses kindergarten, elementary, and secondary education as well as alternative learning systems
for out-of-school learners and those with special needs under Section 8 of this IRR.

Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to Section 4 of
the Act, the enhanced basic education program encompasses at least one (1) year of kindergarten
education, six (6) years of elementary education, and six (6) years of secondary education, in that
sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior
high school education. The enhanced basic education program may likewise be delivered through the
alternative learning system.

Kindergarten Education is the first stage of compulsory and mandatory formal education which consists
of one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade
1.

Elementary Education refers to the second stage of compulsory basic education which is composed of
six (6) years. The entrant age to this level is typically six (6) years old.

Secondary Education refers to the third stage of compulsory basic education. It consists of four (4)
years of junior high school education and two (2) years of senior high school education. The entrant age
to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old,
respectively.

The DepEd may allow private educational institutions flexibility in adopting the program provided that they
comply with the DepEd-prescribed minimum standards consistent with the Act.

Section 7. Compulsory Basic Education. It shall be compulsory for every parent or guardian or other
persons having custody of a child to enroll such child in basic education, irrespective of learning delivery
modes and systems, until its completion, as provided for by existing laws, rules and regulations.

Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act,

inclusiveness of enhanced basic education shall mean the implementation of programs designed to
address the physical, intellectual, psychosocial, and cultural needs of learners, which shall include, but
shall not be limited to, the following:

8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for the gifted
and talented learners in all levels of basic education.

8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs
designed for learners with disabilities which may be home-, school-, center- or community-based.

8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah curriculum
prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos, for Muslim learners in
public and private schools.

8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports
education initiatives undertaken through formal, non-formal, and informal modalities with emphasis on any
of, but not limited to, the key areas of: Indigenous Knowledge Systems and Practices and community
history; indigenous languages; Indigenous Learning System (ILS) and community life cycle-based

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curriculum and assessment; educational goals, aspirations, and competencies specific to the Indigenous
Cultural Community (ICC); engagement of elders and other community members in the teaching-learning
process, assessment, and management of the initiative, recognition and continuing practice of the
community’s ILS; and the rights and responsibilities of ICCs.

8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and
responsive programs for learners under difficult circumstances, such as, but not limited to: geographic
isolation; chronic illness; displacement due to armed conflict, urban resettlement, or disasters; child abuse
and child labor practices.

Section 9. Acceleration. Acceleration of learners in public and private basic educational institutions shall
be allowed, consistent with DepEd rules and regulations.

RULE II. CURRICULUM

Section 10. Basic Education Curriculum Development. In the development of the Basic Education
Curriculum, the DepEd shall be guided by the following:

10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate the design
and details of the enhanced basic education curriculum. The DepEd shall work with the CHED and
TESDA to craft harmonized basic, tertiary, and technical-vocational education curricula for Filipino
graduates to be locally and globally competitive.

10.2. Standards and Principles. The DepEd shall adhere to the following standards and principles,
when appropriate, in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be gender- and culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already know
proceeding from the known to the unknown; instructional materials and capable teachers to implement
the MTB-MLE curriculum shall be available. For this purpose, MTB-MLE refers to formal or non-formal
education in which the learner’s mother tongue and additional languages are used in the classroom;

(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills
after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts.

10.3. Production and Development of Materials. 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.

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10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and 5 of the Act, basic education shall
be delivered in languages understood by the learners as language plays a strategic role in shaping the
formative years of learners.

The curriculum shall develop proficiency in Filipino and English, provided that the first and dominant
language of the learners shall serve as the fundamental language of education. For Kindergarten and the
first three years of elementary education, instruction, teaching materials, and assessment shall be in the
regional or native language of the learners. The DepEd shall formulate a mother language transition
program from the mother/first language to the subsequent languages of the curriculum that is appropriate
to the language capacity and needs of learners from Grade 4 to Grade 6. Filipino and English shall be
gradually introduced as languages of instruction until such time when these two (2) languages can
become the primary languages of instruction at the secondary level.

10.5. Stakeholder Participation. To achieve an enhanced and responsive basic education curriculum,
the DepEd shall undertake consultations with other national government agencies and other stakeholders
including, but not limited to, the Department of Labor and Employment (DOLE), the Professional
Regulation Commission (PRC), private and public schools associations, national student organizations,
national teacher organizations, parents-teachers associations, chambers of commerce and other industry
associations, on matters affecting the concerned stakeholders.

Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act, a Curriculum
Consultative Committee shall be created, to be chaired by the DepEd Secretary or his/her duly authorized
representative, and with members composed of, but not limited to, a representative each from the CHED,
TESDA, DOLE, PRC, the Department of Science and Technology (DOST), and a representative from
business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO)
industry association. The Consultative Committee shall oversee the review and evaluation of the
implementation of the enhanced basic education curriculum and may recommend to the DepEd the
formulation of necessary refinements in the curriculum.

RULE III. TEACHER QUALIFICATIONS, TRAINING AND CONTINUING PROFESSIONAL

DEVELOPMENT

Section 12. Teacher Education and Training. To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct
teacher education and training programs, in collaboration with relevant partners in government, academe,
industry, and non-governmental organizations. Such professional development programs shall be
initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading of teacher
skills. Teacher education and training programs shall include, but shall not be limited to:

12.1. In-service Training on Content and Pedagogy. DepEd teachers who will implement the enhanced
basic education curriculum but have not undergone pre-service education that is aligned with the
enhanced basic education curriculum shall be trained to meet the content and performance standards of
the enhanced basic education curriculum.

The DepEd shall ensure that private educational institutions shall be given the opportunity to avail of such
training.

12.2. Training of New Teachers. New graduates of the Teacher Education curriculum not aligned with
the enhanced basic education curriculum shall undergo additional training, upon hiring, to upgrade their
competencies and skills to the content and performance standards of the new curriculum. Furthermore,
the CHED, in coordination with the DepEd and relevant stakeholders, shall ensure that the Teacher
Education curriculum offered in these TEIs will meet the necessary quality standards for new teachers.
Duly recognized organizations acting as TEIs, in coordination with the DepEd, CHED, and other relevant

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stakeholders, shall ensure that the curriculum of these organizations meets the necessary quality
standards for trained teachers.

For purposes of this subparagraph, the term “duly recognized organizations acting as TEIs” refers to
organizations, other than schools or HEIs, contracted out by the DepEd during the transition and for a
fixed period, to provide teacher training for purposes of retooling the graduates of the Teacher Education
curriculum, and only in such areas where there is a shortage of trained teachers.

12.3. Training of School Leadership. Superintendents, principals, subject area coordinators, and other
instructional school leaders shall likewise undergo workshops and training to enhance their skills on their
roles as academic, administrative, and community leaders.

12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional Managers, Mobile
Teachers, and Learning Facilitators. ALS coordinators, instructional managers, mobile teachers, and
learning facilitators shall likewise undergo workshops and training to enhance their skills on their roles as
academic, administrative, and community leaders.

Section 13. Hiring of Other Teachers. Notwithstanding the provisions of Sections 26, 27 and 28 of
Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994,” the
DepEd and private educational institutions shall hire, as may be relevant to the particular subject:

13.1. Graduates of science, mathematics, statistics, engineering, music and other degree courses needed
to teach in their specialized subjects in elementary and secondary education with shortages in qualified
applicants who have passed the Licensure Examination for Teachers (LET). They shall also include
graduates admitted by foundations duly recognized for their expertise in the education sector and who
satisfactorily complete the requirements set by these organizations; Provided, That they pass the LET
within five (5) years after their date of hiring; Provided, further, That if such graduates are willing to teach
in basic education on part-time basis, the provisions of LET shall no longer be required.

The term “foundations,” as used in this section, refers to non-stock, non-profit organizations, which are
not operating as educational institutions, contracted out by the DepEd for a fixed period, to provide
volunteers to teach in basic education in areas where there is a shortage of qualified teachers. The
DepEd shall issue the guidelines and procedures for selection and eligibility of these organizations.

13.2. Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education; Provided, That these graduates possess the necessary certification issued by TESDA;
Provided, further, That they undergo appropriate in-service training to be administered by the DepEd or
HEIs at the expense of the DepEd. The DepEd shall provide administrative support to private educational
institutions for the in-service training of their teachers on the enhanced basic education curriculum.

13.3. Faculty of HEIs to teach in their general education or subject specialties in secondary education;
Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily
served as a full-time HEI faculty;

13.4. The DepEd and private educational institutions may hire practitioners, with expertise in the
specialized learning areas offered by the enhanced basic education curriculum, to teach in the secondary
level: Provided, That they teach on part-time basis only. For this purpose, the DepEd, in coordination with
the appropriate government agencies, shall determine the necessary qualification standards in hiring
these experts.

RULE IV. PRIVATE EDUCATIONAL INSTITUTIONS

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Section 14. Reasonable Supervision and Regulation. As a matter of policy laid down in Article XIV,
Section 5(1) of the 1987 Philippine Constitution, 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.

Section 15. Issuance and Revocation of Permits and/or Recognition of Private Senior High
Schools. The DepEd shall regulate the offering of senior high school in private educational institutions.
Private educational institutions may only offer senior high school when so authorized by the DepEd. The
DepEd shall prescribe the guidelines on the issuance and revocation of permits and/or recognition of
senior high schools.

Section 16. Specializations in Private Senior High School. Private educational institutions may offer
specializations in senior high school that are essential to the economic and social development of the
nation, region or locality. Local planning in the development of educational policies and programs shall be
encouraged consistent with the State policy to take into account regional and sectoral needs and
conditions.

RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY

Section 17. Career Guidance and Counseling Programs. Consistent with Section 9 of the Act, to
properly guide the students towards becoming productive and contributing individuals through informed
career choices, the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, industry
associations, professional associations, and other relevant stakeholders, shall pursue programs that
expose students to the world and value of work, and develop the capability of career counselors and
advocates to guide the students and equip them with the necessary life skills and values.

Section 18. Career Advocacy Activities. Career advocacy activities refer to activities that will guide
secondary level students in choosing the career tracks that they intend to pursue. Career advocacy
activities involve provision of career information and experiences, advising, coordinating and making
referrals, and may include, but are not limited to, career talks, career and job fairs, parents’ orientations,
and seminar-workshops on career decision-making.

Section 19. Career Advocates. Notwithstanding the provisions of Section 27 of Republic Act No. 9258,
otherwise known as the “Guidance and Counseling Act of 2004,” career advocates shall be allowed to
conduct career advocacy activities for secondary-level students of the schools where they are currently
employed; Provided, That they undergo appropriate capacity building programs developed and
implemented by the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, student
organizations, industry associations, guidance and counseling associations, professional associations,
and other relevant stakeholders.

Career advocacy may be conducted by career advocates and peer facilitators. Consistent with Section 9
of the Act, career advocates refer to career and employment guidance counselors who are not registered
and licensed guidance counselors. Career advocates include homeroom advisers and teachers of all
learning areas who will implement career advocacy activities. Peer facilitators are secondary-level
students trained to assist career advocates in implementing career advocacy activities.

Section 20. Role of the DepEd. The DepEd shall:

(a) Integrate career concepts in the curriculum and undertake teaching in relevant learning areas;

(b) Conduct career assessments;

(c) Conduct regular career advocacy activities;

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(d) Conduct continuous professionalization and capacity building of guidance counselors, career
advocates, and peer facilitators;

(e) Develop or accredit training programs on career advocacy;

(f) Establish a career advocacy unit and provide adequate office space in high schools; and

(g) Designate guidance supervisors at the division level and career advocates at the school level.

RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS WITH PRIVATE
EDUCATIONAL INSTITUTIONS AND NON-DEPED PUBLIC SCHOOLS

Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of the Act, the DepEd shall
develop programs of assistance that will extend the benefits accorded by Republic Act No. 8545, or the
“Expanded Government Assistance for Students and Teachers in Private Education Act,” to qualified
students enrolled in senior high school.

Section 22. Criteria for Assistance to Qualified Students. The programs of assistance shall be made
available primarily to students who completed junior high school in public schools, taking into account the
income background and financial needs of students, available capacities of public, private and non-
DepEd public schools in the locality, socio-economic needs of regions, overall performance of private and
non-DepEd public schools, as well as geographic spread and size of the student population.

The programs of assistance may also be made available to students who completed junior high school in
private educational institutions, whether these students are E-GASTPE beneficiaries or not, subject to
compliance with the qualifications and guidelines to be determined by the DepEd.

Section 23. Forms and Amount of Assistance. The forms of assistance that may be provided by the
DepEd may include any of the following:

(a) A voucher system, where government issues a coupon directly to students to enable them to enroll in
eligible private educational institutions or non-DepEd public schools of their choice under a full or partial
tuition or schooling subsidy;

(b) Education Service Contracting (ESC), where the government enters into contracts with private
educational institutions or non-DepEd public schools to shoulder the tuition and other fees of high school
students who shall enroll in private high schools under this program;

(c) Management contracts, where government enters into contractual arrangements with private
educational institutions or non-DepEd public schools to manage the day-to-day operations of public
schools under agreed performance targets;

(d) Forms of assistance provided under Republic Act No. 8545; and

(e) Other forms of financial arrangements consistent with the principles of public-private partnership.

The DepEd shall take into account the ability of program beneficiaries to cover tuition differentials, if any,
in setting the amount of the voucher, ESC, or other forms of assistance. The amount of assistance to be
given by the government shall not exceed the determined per student cost in public schools.

Section 24. Participating Schools. Private educational institutions, non-DepEd public schools, and other
potential providers of basic learning needs that may be authorized to offer senior high school are eligible
to participate in programs of assistance, as may be applicable, under the E-GASTPE program and other

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financial arrangements formulated by the DepEd and DBM based on the principles of public-private
partnership. The continued participation of said providers in the E-GASTPE program and other financial
arrangements is subject to their meeting minimum requirements and standards, including student
performance, as determined by the DepEd.

To promote partnership and greater cooperation between public and private educational institutions,
government will take into account existing and potential capacities of private educational institutions in
expanding public school capacity.

Section 25. Implementation Mechanisms. The DepEd may enter into contractual arrangements or
establish new mechanisms for the design, administration, and supervision of programs of assistance or
aspects thereof, subject to the approval of the appropriate government agencies. For this purpose, the
DepEd shall:

(a) Issue the appropriate guidelines for the implementation of the programs of assistance;

(b) Ensure transparency and accountability in the implementation of the programs of assistance;

(c) Implement information and advocacy programs to inform the general public and ensure greater
participation and availment of the programs of assistance; and

(d) Undertake periodic reviews of the program features and make adjustments, as necessary, to ensure
the successful, effective and sustainable implementation of the program. The program features shall
include, among others, amount of subsidy, number of grantees, eligibility requirements, and performance
of participating schools.

Section 26. Funding Requirement. The budgetary requirement of the programs under this Rule shall be
ensured by the national government.

The DepEd shall encourage private and corporate donors to support the programs of assistance in this
section under the framework of Republic Act No. 8525, entitled, “An Act Establishing An ‘Adopt-A-School
Program,’ Providing Incentives Therefor, And For Other Purposes,” and other relevant laws and policies.

Section 27. Timeframe. The DepEd shall implement the programs provided in this Rule no later than the
start of School Year 2016-2017.

Section 28. Additional Beneficiaries. The DepEd may develop similar programs of assistance for
kindergarten and elementary pupils and alternative learning system learners in accordance with specific
objectives, taking into account the need and capacities of public and private educational institutions.

RULE VII. TRANSITORY PROVISIONS

Section 29. Private Basic Educational Institutions’ Transition to the Enhanced Basic Education
Program. The DepEd shall ensure the smooth transition of private elementary and high schools in the
country that are not aligned with the enhanced basic education program. Private educational institutions
or a group thereof shall develop their plans detailing how to transition from their current basic education
system to the enhanced basic education program. The DepEd shall provide the appropriate guidelines on
the evaluation of the transition plans.

Private educational institutions offering twelve (12) to thirteen (13) years of basic education prior to the
enactment of this Act shall submit to the DepEd their transition plans within twelve (12) months from the
effectivity of this IRR, subject to the guidelines that will be issued by the DepEd.

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Section 30. Implementation Mechanisms and Strategies. Pursuant to Section 12 of the Act, the
DepEd, CHED and TESDA shall formulate the appropriate strategies and mechanisms needed to ensure
smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education
program. The strategies may cover, among others, changes in physical infrastructure, human resource,
organizational and structural concerns, bridging models linking secondary education competencies and
the entry requirements of new tertiary curricula, and partnerships between the government and other
entities. Modeling for Senior High School (SHS) may be implemented in selected schools to simulate the
transition process and provide concrete data for the transition plan following the guidelines set by the
DepEd. The results of the SHS modeling program may be considered in the nationwide implementation of
the SHS program in School Year 2016-2017.

30.1. Partnerships with HEIs and TVIs. To manage the initial implementation of the enhanced basic
education program and mitigate the expected multi-year low enrolment turnout for HEIs and TVIs starting
School Year 2016-2017, the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of
the latter’s human and physical resources, and issue relevant guidelines on such partnerships. Moreover,
the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement
strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and
TVIs to provide educational and training services for graduates of the enhanced basic education program
to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of
secondary education under Section 8 of the Act, shall be given priority in hiring for the duration of the
transition period.

30.2. Financing Framework for State Universities and Colleges During the Transition Period. The
CHED and DBM shall review the financing policy framework for State Universities and Colleges in light of
the Act with the end in view of optimizing the use of government resources for education, the results of
which shall be covered by a joint administrative issuance.

30.3. Effects of Initial Implementation of the Enhanced Basic Education Program on Industry
Human Resource Requirements. The DOLE, CHED, DepEd, TESDA and PRC, in coordination with
industry associations and chambers of commerce, shall develop a contingency plan, not later than the
start of School Year 2015-2016, to mitigate the effects of the enhanced basic education program with
respect to a potential reduction or absence of college graduates to meet the human resource
requirements of industry. The plan shall contain mitigation strategies for industries to adjust their
employment policies as deemed necessary and expedient, and may include the adoption of other relevant
programs or appropriate qualifications.

Section 31. Labor and Management Rights. In the implementation of the Act, including the transition
period, the rights of labor as provided in the Constitution, the Civil Service Rules and Regulations, Labor
Code of the Philippines, and existing collective agreements, as well as the prerogatives of management,
shall be respected. The DOLE, DepEd, CHED and TESDA shall promulgate the appropriate joint
administrative issuance, within sixty (60) days from the effectivity of this IRR, to ensure the sustainability
of the private and public educational institutions, and the promotion and protection of the rights, interests
and welfare of teaching and non-teaching personnel.

For this purpose, the DOLE shall convene a technical panel with representatives from the DepEd, CHED,
TESDA and representatives from both teaching and non-teaching personnel organizations, and
administrators of the educational institutions.

Section 32. Transition Period. The transition period shall be reckoned from the date of the approval of
this IRR until the end of School Year 2021-2022.

RULE VIII. JOINT CONGRESSIONAL OVERSIGHT COMMITTEE

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Section 33. Joint Congressional Oversight Committee on the Enhanced Basic Education Program.
The Joint Congressional Oversight Committee created under Section 13 of the Act shall be composed of
five (5) members each from the Senate and from the House, including Chairs of the Committees on
Education, Arts and Culture, and Finance of both Houses. The membership of the Committee for every
House shall have at least two (2) opposition or minority members.

RULE IX. MANDATORY EVALUATION AND REVIEW

Section 34. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepEd shall
conduct a mandatory review and submit a midterm report to Congress as to the status of implementation
of the Enhanced Basic Education Program in terms of closing the following current shortages: (a)
teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; (f) other shortages that should be
addressed.

The DepEd shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results;
(d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and
(g) other learning facilities including, but not limited to, computer and science laboratories, libraries and
library hubs; and sports, music and arts.

RULE X. COMMITMENT TO INTERNATIONAL BENCHMARKS

Section 35. Commitment to International Benchmarks. The DepEd shall endeavor to increase the per
capita spending on education towards the immediate attainment of international benchmarks. Towards
this end, the DepEd shall seek to:

a) engage local government units to efficiently use the special education fund and other funds to advance
and promote basic education;

b) implement programs that will enhance private sector participation and partnership in basic education;
and

c) propose an annual budget allocation in accordance with these goals. The DepEd shall further develop
a multi-year spending plan to ensure that the UNESCO-prescribed standards on education spending are
attained.

RULE XI. FINAL PROVISIONS

Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial funding for the
operationalization of the Enhanced Basic Education Program shall be charged against the current
appropriations of the DepEd. Thereafter, such sums which shall be necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General
Appropriations Act.

Section 37. Implementing Details. The DepEd, CHED and TESDA may issue such policies and
guidelines as may be necessary to further implement this IRR.

Section 38. Amendment. Amendments to this IRR shall be jointly promulgated by the DepEd Secretary,
CHED Chairperson, and TESDA Director-General.

Section 39. Separability Clause. Should any provision of this IRR be subsequently declared invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other provisions.

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Section 40. Repealing Clause. Pursuant to Section 18 of the Act, rules and regulations implementing the
pertinent provisions of Batas Pambansa Bilang 232 or the “Education Act of 1982,” Republic Act No. 9155
or the “Governance of Basic Education Act of 2001,” Republic Act No. 9258, Republic Act No. 7836, and
all other laws, decrees, executive orders and rules and regulations, contrary to or inconsistent with the
provisions of the Act are deemed repealed or modified accordingly.

Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days after its publication in the
Official Gazette or in two (2) newspapers of general circulation.

This IRR shall be registered with the Office of the National Administrative Register at the University of the
Philippines Law Center, UP Diliman, Quezon City.

Done this 4th day of September 2013.

(Sgd.) BR. ARMIN A. LUISTRO FSC (Sgd.) DR. PATRICIA B. LICUANAN

Secretary Chairperson
Department of Education Commission on Higher Education

(Sgd.) SEC. EMMANUEL JOEL J. VILLANUEVA

Director General

Technical Education and Skills Development Authority

___________________________

Latest update published in the Official Gazette: September 4, 2013.

(http://mlephil.wordpress.com/2013/09/04/implementing-rules-and-regulations-of-the-enhanced-basic-
education-act-of-2013/)

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BATAS PAMBANSA BLG. 232 ( Education Act of 1982)
AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE
OF AN INTEGRATED SYSTEM OF EDUCATION
I. GENERAL PROVISIONS

CHAPTER 1 Preliminary Matters

Section 1. Title - This Act shall be known as the "Education Act of 1982."

Section 2. Coverage - This Act shall apply to and govern both formal and non-formal systems in
public and private schools in all levels of the entire educational system.

CHAPTER 2 Declaration of Basic State Policy and Objectives

Section 3. Declaration of Basic Policy - It is the policy of the State to established and maintain a
complete, adequate and integrated system of education relevant to the goals of national
development. Toward this end, the government shall ensure, within the context of a free and
democratic system, maximum contribution of the educational system to the attainment of the
following national developmental goals:

1. To achieve and maintain an accelerating rate of economic development and social progress;

2. To ensure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth; and

3. To achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable cultural, moral and spiritual values in a changing world.

The State shall promote the right of every individual to relevant quality education, regardless of
sex, age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin,
political or other affiliation. The State shall therefore promote and maintain equality of access to
education as well as the enjoyment of the benefits of education by all its citizens.

The state shall promote the right of the nation's cultural communities in the exercise of their right
to develop themselves within the context of their cultures, customs, traditions, interest and belief,
and recognizes education as an instrument for their maximum participation in national
development and in ensuring their involvement in achieving national unity.

Section 4. Declaration of Objectives - The educational system aim to:

1. Provide for a broad general education that will assist each individuals in the peculiar ecology of
his own society, to

(a) attain his potentials as a human being;

(b) enhance the range and quality of individual and group participation in the basic functions of
society; and

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(c) acquire the essential educational foundation of his development into a productive and versatile
citizen;

2. Train the nation's manpower in the middle-level skills for national development;

3. Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and

4. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.

Towards the realization of these objectives, and pursuant to the Constitution, all educational
institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop
moral character, personal discipline, and scientific, technological, and vocational efficiency.

Furthermore, the educational system shall reach out to educationally deprived communities, in
order to give meaningful reality to their membership in the national society, to enrich their civic
participation in the community and national life, and to unify all Filipinos into a free and just
nation.

II. THE EDUCATIONAL COMMUNITY

CHAPTER 1 Preliminary Provisions

Section 5. Declaration of Policy and Objectives - It is likewise declared government policy to

foster, at all times, a spirit of shared purposes and cooperation among the members and elements
of the educational community, and between the community and other sectors of society, in the
realization that only in such an atmosphere can be true goals and objectives of education be
fulfilled.

Moreover, the State shall:

1. Aid and support the natural right and duty of parents in the rearing of the youth through the
educational system.

2. Promote and safeguard the welfare and interest of the students by defining their rights and
obligations, according them privileges, and encouraging the establishment of sound relationships
between them and the other members of the school community.

3. Promote the social economic status of all school personnel, uphold their rights, define their
obligations, and improve their living and working conditions and career prospects.

4. Extend support to promote the viability of those institutions through which parents, students
and school personnel seek to attain their educational goals.

Section 6. Definition and Coverage - "Educational community" refers to those persons or groups
of persons as such or associated in institutions involved in organized teaching and learning
systems.

The members and elements of the educational community are:

1. "Parents" or guardians or the head of the institution or foster home which has custody of the
pupil or student.

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2. "Students," or those enrolled in and who regularly attend and educational institution of
secondary or higher level of a person engaged in formal study. "Pupils," are those who regularly
attend a school of elementary level under the supervision and tutelage of a teacher.

3 "School personnel," or all persons working for an educational institution, which includes the
following:

a. "Teaching or academic staff," or all persons engaged in actual teaching and/or research
assignments, either on full-time or part-time basis, in all levels of the educational system.

b. "School administrators," or all persons occupying policy implementing positions having to do

with the functions of the school in all levels.

c. "Academic non-teaching personnel," or those persons holding some academic qualifications

and performing academic functions directly supportive of teaching, such as registrars, librarians,
research assistants, research aides, and similar staff.

d. "Non-academic personnel," or all other school personnel not falling under the definition and
coverage of teaching and academic staff, school administrators and academic non-teaching
personnel.

4. "Schools," or institutions recognized by the State which undertake educational operations.

Section 7. Community Participation. - Every educational institution shall provide for the
establishment of appropriate bodies through which the members of the educational community
may discuss relevant issues, and communicate information and suggestions for assistance and
support of the school and for the promotion of their common interest.

Representatives from each subgroup of the educational community shall sit and participate in
these bodies, the rules and procedures of which must be approved by them and duly published.

CHAPTER 2 Rights

Section 8. Rights of Parents - In addition to other rights under existing laws, all parents who have
children enrolled in a school have the following rights:

1. The right to organize by themselves and/or with teachers for the purpose of providing a forum
for the discussion of matters relating to the total school program, and for ensuring the full
cooperation of parents and teachers in the formulation and efficient implementation of such
programs.

2. The right to access to any official record directly relating to the children who are under their
parental responsibility.

Section 9. Right of Students in School - In addition to other rights, and subject to the limitation
prescribed by law and regulations, and student and pupils in all schools shall enjoy the following
rights:

1. The right to receive, primarily through competent instruction, relevant quality education in line
with national goals and conducive to their full development as person with human dignity.

2. The right to freely choose their field of study subject to existing curricula and to continue their
course therein up to graduation, except in cases of academic deficiency, or violation of
disciplinary regulations.

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3. The right to school guidance and counseling services for decisions and selecting the
alternatives in fields of work suited to his potentialities.

4. The right of access to his own school records, the confidentiality of which the school shall
maintain and preserve.

5. The right to the issuance of official certificates, diplomas, transcript of records, grades, transfer
credentials and other similar documents within thirty days from request.

6. The right to publish a student newspaper and similar publications, as well as the right to invite
resource persons during assemblies, symposia and other activities of similar nature.

7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic channels and administrative bodies of the school or
institution.

8. The right to form, establish, join and participate in organizations and societies recognized by
the school to foster their intellectual, cultural, spiritual and physical growth and development, or
to form, establish, join and maintain organizations and societies for purposes not contrary to law.

9. The right to be free from involuntary contributions, except those approved by their own he
organizations or societies.

Section 10. Rights of all School Personnel - In addition to other rights provided for by law, the
following rights shall be enjoyed by all school personnel:

1. The right to free expression of opinion and suggestions, and to effective channels of
communication with appropriate academic and administrative bodies of the school or institution.

2. The right to be provided with free legal service by the appropriate government office in the case
of public school personnel, and through the school authorities concerned in the case of private
school personnel, when charged in an administrative, civil and/or criminal proceedings by parties
other than the school or regulatory authorities concerned for actions committed directly in the
lawful discharge of professional duties and/or in defense of school policies.

3. The right to establish, join and maintain labor organizations and/or professional and self-
regulating organizations of their choice to promote their welfare and defend their interests.

4. The right to be free from involuntary contributions except those imposed by their own
organizations.

Section 11. Special Rights and/or Privileges of Teaching or Academic Staff - Further to the rights
mentioned in the preceding Section, every member of the teaching or academic staff shall enjoy
the following rights and/or privileges:

1. The right to be free from compulsory assignments not related to their duties as defined in their
appointments or employment contracts, unless compensated therefor, conformably to existing
law.

2. The right to intellectual property consistent with applicable laws.

3. Teachers shall be deemed persons in authority when in the discharge of lawful duties and
responsibilities, and shall, therefore, be accorded due respect and protection.

4. Teachers shall be accorded the opportunity to choose alternative career lines either in school
administration, in classroom teaching, or others, for purposes of career advancement.

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Section 12. Special Rights of School Administration - School administrators shall, in accordance
with existing laws, regulations and policies of the Ministry of Education, Culture and Sports, be
accorded sufficient administrative discretion necessary for the efficient and effective performance
of their functions.

School administrators shall be deemed persons in authority while in the discharge of lawful duties
and responsibilities, and shall therefore be accorded due respect and protection.

Section 13. Rights of Schools - In addition to other rights provided for by law, schools shall enjoy
the following:

1. The right of their governing boards or lawful authorities to provide for the proper governance of
the school and to adopt and enforce administrative or management systems.

2. The right for institutions of higher learning to determine on academic grounds who shall be
admitted to study, who may teach, and what shall be subjects of the study and research.

CHAPTER 3 Duties and Obligations

Section 14. Duties of Parents. - In addition to those provided for under existing laws, all parents
shall have the following duties and obligations:

1. Parents, individually or collectively, through the school systems, shall help carry out the
educational objectives in accordance with national goals.

2. Parents shall be obliged to enable their children to obtain elementary education and shall strive
to enable them to obtain secondary and higher education in the pursuance of the right formation
of the youth.

3. Parents shall cooperate with the school in the implementation of the school program curricular
and co-curricular.

Section 15. Duties and Responsibilities of Students - In addition to those provided for under
existing laws, every student shall:

1. Exert his utmost to develop his potentialities for service, particularly by undergoing an
education suited to his abilities, in order that he may become an asset to his family and to society.

2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and
abide by the rules and regulations governing his academic responsibilities and moral integrity.

3. Promote and maintain the peace and tranquility of the school by observing the rules and
discipline, and by exerting efforts to attain harmonious relationships with fellow students, the
teaching and academic staff and other school personnel.

4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in the
social, economic and cultural development of his community and in the attainment of a just,
compassionate and orderly society.

5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement or
violation of the public welfare and of the rights of others.

Section 16. Teacher's Obligations - Every teacher shall:

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1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals, and objectives of the school.

2. Be accountable for the efficient and effective attainment of specified learning objectives in
pursuance of national development goals within the limits of available school resources.

3. Render regular reports on performance of each student and to the latter and the latter's parents
and guardians with specific suggestions for improvement.

4. Assume the responsibility to maintain and sustain his professional growth and advancement
and maintain professionalism in his behavior at all times.

5. Refrain from making deductions in students' scholastic rating for acts that are clearly not
manifestations of poor scholarship.

6. Participate as an agent of constructive social, economic, moral, intellectual, cultural and

political change in his school and the community within the context of national policies.

Section 17. School Administrators' Obligations - Every school administrator shall:

1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals and objectives of the school.

2. Be accountable for the efficient and effective administration and management of the school.

3. Develop and maintain a healthy school atmosphere conducive to the promotion and
preservation of academic freedom and effective teaching and learning, and to harmonious and
progressive school-personnel relationship.

4. Assume and maintain professional behavior in his work and in dealing with students, teachers,
academic non-teaching personnel, administrative staff, and parents or guardians.

5. Render adequate reports to teachers, academic non-teaching personnel and non-academic staff
on their actual performance in relation to their expected performance and counsel them on ways
of improving the same.

6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in

disciplining his teachers and other personnel.

7. Maintain adequate records and submit required reports to the Ministry of Education, Culture
and Sports.

Section 18. Obligations of Academic Non-Teaching Personnel - Academic non-teaching personnel

shall:

1. Improve himself professionally be keeping abreast of the latest trends and techniques in his
profession.

2. Assume, promote and maintain an atmosphere conducive to service and learning.

3. Promote and maintain an atmosphere conducive to service and learning.

III. THE EDUCATIONAL SYSTEMS

CHAPTER 1 Formal Education

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Section 19. Declaration of Policy. - The State recognizes that formal education, or the school
system, in society's primary learning system, and therefore the main instrument for the
achievement of the country's educational goals and objectives.

Section 20. Definition - "Formal Educational" refers to the hierarchically structured and
chronologically graded learning organized and provided by the formal school system and for
which certification is required in order for the learner to progress through the grades or move to
higher levels. Formal education shall correspond to the following levels:

1. Elementary Education. - the first stage of compulsory, formal education primarily concerned
with providing basic education and usually corresponding to six or seven grades, including pre-
school programs.

2. Secondary Education. - the state of formal education following the elementary level concerned
primarily with continuing basic education and expanding it to include the learning of employable
gainful skills, usually corresponding to four years of high school.

3. Tertiary Education. - post secondary schooling is higher education leading to a degree in a

specific profession or discipline.

Section 21. Objectives of Elementary Education - The objectives of elementary education are:

1. To provide the knowledge and develop the skills, attitudes, and values essential to personal
development and necessary for living in and contributing to a developing and changing social
milieu;

2. To provide learning experiences which increase the child's awareness of and responsiveness to
the changes in and just demands of society and to prepare him for constructive and effective
involvement;

3. To promote and intensify the child's knowledge of, identification with, and love for the nation
and the people to which he belongs; and

4. To promote work experiences which develop the child's orientation to the world of work and
creativity and prepare himself to engage in honest and gainful work.

Section 22. Objectives of Secondary Education. - The objectives of secondary education are:

1. To continue to promote the objectives of elementary education; and

2. To discover and enhance the different aptitudes and interests of the students so as to equip
him with skills for productive endeavor and/or prepare him for tertiary schooling.

Section 23. Objective of Tertiary Education. - The objectives of tertiary education are:

1. To provide a general education program that will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;

2. To train the nation's manpower in the skills required for national development;

3. To develop the professions that will provide leadership for the nation; and

4. To advance knowledge through research work and apply new knowledge for improving the
quality of human life and responding effectively to changing societal needs and conditions.

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CHAPTER 2 Non-Education and Specialized Educational Services

Section 24. Specialized Educational Service - The State further recognizes its responsibility to
provide, within the context of the formal education system, services to meet special needs of
certain clientele. These specific types, which shall be guided by the basic policies of the State
embodied in the General Provisions of this Act, include:

1. "Work Education," or "Practical Arts," as a program of basic education which aims to develop
the right attitudes towards work; and "technical-vocational education," post-secondary but non-
degree programs leading to one, two, or three year certificates in preparation for a group of
middle-level occupations.

2. "Special Education," the education of persons who are physically, mentally, emotionally,
socially, or culturally different from the so-called "normal" individuals that they require
modification of school practices/services to develop them to their maximum capacity; and

3. "Non-formal Education," any organized school-based educational activities undertaken by the

Ministry of Education, Culture and Sports and other agencies aimed at attaining specific learning
objectives for a particular clientele, especially the illiterates and the out-of-school youth and
adults, distinct from and outside the regular offerings of the formal school system.

The objectives of non-formal education are as follows:

a. To eradicate illiteracy and raise the level of functional literacy of the population;

b. To provide unemployed and underemployed youth and adults with appropriate

vocational/technical skills to enable them to become more productive and effective citizens; and

c. To develop among the clientele of non-formal education proper values and attitudes necessary
for personal, community and national development.

CHAPTER 3 Establishment of Schools

Section 25. Establishment of Schools - All schools shall be established in accordance with law.
The establishment of new national schools and the conversion of existing schools from
elementary to national secondary or tertiary schools shall be by law: Provided, That any private
school proposed to be established must incorporate as an non-stock educational corporation in
accordance with the provisions of the Corporation Code of the Philippines. This requirement to
incorporate may be waived in the case of family-administered pre-school institutions.

Government assistance to such schools for educational programs shall be used exclusively for
that purpose.

Section 26. Definition of Terms - The terms used in this Chapter are defined as follows:

1. "Schools" are duly established institutions of learning or educational institutions.

2. "Public Schools" are educational institutions established and administered by the government.

3. "Private Schools" are educational institutions maintained and administered by private

individuals or groups.

Section 27. Recognition of Schools - The educational operations of schools shall be subject to
their prior authorization of the government, and shall be affected by recognition. In the case of
government operated schools, whether local, regional, or national, recognition of educational
programs and/or operations shall be deemed granted simultaneously with establishment.

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In all other case the rules and regulations governing recognition shall be prescribed and enforced
by the Ministry of Education, Culture and Sports defining therein who are qualified to apply,
providing for a permit system, stating the conditions for the grant of recognition and for its
cancellation and withdrawal, and providing for related matters.

Section 28. Effects of Recognition; Punishable Violations - The issuance of a certificate of

recognition to a school shall have the following effects:

1. It transforms the temporary permit to a permanent authority to operate;

2. It entitled the school or college to give the students who have completed the course for which
recognition is granted, a certificate, title or diploma; and

3. It shall entitle the students who have graduated from said recognized course or courses to all
the benefits and privileges enjoyed by graduates in similar courses of studies in all schools
recognized by the government.

Operation of schools and educational programs without authorization, and/or operation thereof in
violation of the terms of recognition, are hereby declared punishable violations subject to the
penalties provided in this Act.

Section 29. Voluntary Accreditation - The Ministry shall encourage programs of voluntary
accreditation for institution which desire to meet standards of quality over and above minimum
required for State recognition.

CHAPTER 4 Internal Organization of Schools

Section 30. Organization of Schools - Each school shall establish such internal organization as
will best enable it to carry out its academic and administrative functions, subject to limitations
provided by law.

Each school establish such arrangements for the peaceful settlement of disputes between or
among the members of the educational community.

Section 31. Governing Board - Every government college or university as a tertiary institution and
every private school shall have a governing board pursuant to its charter or the Corporation Code
of the Philippines, as the case may be.

Section 32. Personnel Transactions - The terms and conditions of employment of personnel in
government schools shall be governed by the Civil Service, budgetary and compensation laws
and rules.

In private schools, dispute arising from employer-employee relations shall fall under the
jurisdiction of the Ministry of Labor and Employment as provided for by law regulations: Provided,
That in view of the special employment status of the teaching and academic non-teaching
personnel, and their special roles in the advancement of knowledge, standards set or
promulgated jointly by the Ministry of Education, Culture and Sports and by the Ministry of Labor
and Employment shall be applied by the Ministry of Labor and Employment: Provided, further,
That every private school shall establish and implement an appropriate system within the school
for the prompt and orderly settlement of provisions of Articles 262 and 263 of the Labor Code.

CHAPTER 5 School Finance and Assistance

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Section 33. Declaration of Policy - It is hereby declared to be the policy of the State that the
national government shall contribute to the financial support of educational programs pursuant to
goals of education as declared in the Constitution. Towards this end, the government shall:

1. Adopt measures to broaden access to education through financial assistance and other forms
of incentives to schools, teachers, pupils and students; and

2. Encourage and stimulate private support to education through, inter alia, fiscal and other
assistance measures.

A. FUNDING OF REPUBLIC SCHOOLS

Section 34. National Funds - Public school shall continue to be funded from national funds:
Provided, That local governments shall be encouraged to assume operation of local public
schools on the basis of national fund participation and adequate revenue sources which may be
assigned by the national government for the purpose.

Section 35. Financial Aid Assistance to Public Secondary Schools - The national government shall
extend financial aid and assistance to public secondary schools established and maintained by
local governments, including barangay high schools.

Section 36. Share of Local Government - Provinces, cities and municipalities and barangays shall
appropriate funds in their annual budgets for the operation and maintenance of public secondary
schools on the basis of national fund participation.

Section 37. Special Education Fund - The proceeds of the Special Education Fund accruing to
local governments shall be used exclusively for the purposes enumerated in Section 1 of Republic
Act No. 5447, and in accordance with rules and regulations issued by the Ministry of Education,
Culture and Sports and the Ministry of the Budget. Said proceeds shall be considered a local fund
and shall be subject to Presidential Decrees No. 477, Presidential Decree No. 1375 and other
applicable local budget laws and regulations.

Section 38. Tuition and other School Fees - Secondary and post-secondary schools may charge
tuition and other school fees, in order to improve facilities or to accommodate more students.

Section 39. Income from other Sources - Government-supported educational institution may
receive grants, legacies, donations and gifts for purposes allowed by existing laws.

Furthermore, income generated from production activities and from auxiliary enterprises may be
retained and used for schools concerned in accordance with rules and regulations jointly issued
consistently with pertinent appropriation and budgetary laws by the Ministry of the Budget, the
Ministry of Education, Culture and Sports and the Commission on Audit.

B. FUNDING OF PRIVATE SCHOOLS

Section 40. Funding of Private Schools - Private schools may be funded from their capital
investment or equity contributions, tuition fees and other school charges, grants, loans,
subsidies, passive investment income and income from other sources.

Section 41. Government Assistance - The government, in recognition of their complementary role
in the educational system, may provide aid to the programs of private schools in the form of
grants or scholarships, or loans from government financial institutions: Provided, That such
programs meet certain defined educational requirements and standards and contribute to the
attainment of national development goals.

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Section 42. Tuition and Other Fees - Each private school shall determine its rate of tuition and
other school fees or charges. The rates and charges adopted by schools pursuant to this
provision shall be collectible, and their application or use authorized, subject to rules and
regulations promulgated by the Ministry of Education, Culture and Sports.

Section 43. Income from Other Sources - Any private school duly recognized by the government,
may receive any grant and legacy, donation, gift, bequest or devise from any individual,
institution, corporation, foundation, trust of philanthropic organization, or research institution or
organization as may be authorized by law.

Furthermore, private schools are authorized to engage in any auxiliary enterprise to generate
income primarily to finance their educational operations and/or to reduce the need to increase
students' fees.

Section 44. Institutional Funds - The proceeds from tuition fees and other school charges, as well
as other income of schools, shall be treated as institutional funds. Schools may pool their
institutional funds, in whole or in part, under joint management for the purpose of generating
additional financial resources.

C. INCENTIVES TO EDUCATION

Section 45. Declaration of Policy - It is the policy of the State in the pursuit of its national
education development goals to provide an incentive program to encourage the participation of
the community in the development of the educational sector.

Section 46. Relating to School Property - Real property, such as lands, buildings and other
improvements thereon used actually, directly and exclusively for educational purposes shall be
subject to the real property tax based on an assessment of fifteen per cent of the market value of
such property: Provided, That all the proceeds from the payment thereof shall accrue to a special
private education fund which shall be managed and disbursed by a local private school board
which shall be constituted in each municipality or chartered city with private educational
institutions with the mayor or his representative as chairman and not more than two
representatives of the institutional taxpayers, and, likewise, not more than two residents of the
municipality or chartered city who are alumni of any of the institutional taxpayers as members:
Provided, further, That fifty percent of the additional one percent tax on real estate property
provided for under Republic Act 5447, shall accrue to the special private education fund:
Provided, finally, That in municipalities or chartered cities wherein the number of private
institutions with individual enrollment of pupils and students over five thousand exceeds fifteen,
the members of the private school board shall be increased to not more than fourteen members
determined proportionately by the Minister of Education, Culture and Sports. The private school
board shall adopt its own rules which shall enable it to finance the annual programs and projects
of each institutional taxpayer for the following purposes; student-pupil scholarships;
improvement of instructional, including laboratory, facilities and/or equipment; library books and
periodicals acquisition; and extension service in the community, in that order of priority.

Section 47. Relating to Gifts or Donations to Schools - All gifts or donation in favor of any school,
college or university recognized by the Government shall not be subject to tax; Provided, That
such gifts or donations shall be for improvement of classrooms and laboratory of library facilities,
and shall not inure to the benefit of any officer, director, official, or owner or owners of the school,
or paid out as salary, adjustments or allowance of any form or nature whatsoever, except in
support of faculty and/or professorial chairs.

Section 48. Relating to Earnings from Established Scholarship Funds - All earnings from the
investment of any duly established scholarship fund of any school recognized by the government,
constituted from gifts to the school, and/or from contributions or other resources assigned to said
fund by the school, if said earnings are actually used to fund additional scholarship grants to

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financially deserving students shall be exempt from tax until the scholarship fund is fully
liquidated, when the outstanding balance thereof shall be subject to tax.

Section 49. School Dispersal Program - All gains realized from the sale, disposition or transfer of
property, real or personal, of any duly established private school, college or university, in
pursuance of a school dispersal program of the government or of the educational institution as
approved by the government, shall be considered exempt from tax if the total proceeds of the sale
are reinvested in a new or existing duly established school, college, or university located in the
dispersal site, within one (1) year from the date of such sale, transfer or disposition; otherwise, all
taxes due on the gains realized from the transaction shall immediately become due and payable.

Section 50. Conversion to Educational Foundations - An educational institution may convert itself
into a non-stock, non-profit educational foundation, in accordance with the implementing rules to
be issued jointly by the Ministry of Education, Culture and Sports and the Ministry of Finance.

In the case of stock corporations, if for any reason its corporate existence as an educational
institution ceases and is not renewed, all its net assets after liquidation of the liabilities and other
obligations may be conveyed and transferred to any non-profit educational institution or
successor non-profit educational institution or to be used in such manner as in the judgment of
said court will best accomplish the general purposes for which the dissolved organization was
organized, or to the State.

D. ASSISTANCE TO STUDENTS

Section 51. Government Assistance to Students - The government shall provide financial
assistance to financially disadvantaged and deserving students. Such assistance may be in the
form of State scholarships, grants-in-aid, assistance from the Educational Loan Fund, or
subsidized tuition rates in State colleges and universities.

All the above and similar assistance programs shall provide for reserve quotas for financially
needed but academically qualified students from the national cultural communities.

Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational institutions shall be
encouraged to grant scholarships to students pursuant to the provisions of existing laws and
such scholarship measures as may hereafter be provided for by law.

Section 53. Assistance from the Private Sector - The private sector, especially educational
institutions, business and industry, shall be encouraged to grant financial assistance to students,
especially those undertaking research in the fields of science and technology or in such projects
as may be necessary within the context of national development.

IV. THE MINISTRY OF EDUCATION, CULTURE AND SPORTS

CHAPTER 1 GENERAL PROVISIONS

Section 54. Declaration of Policy - The administration of the education system and, pursuant to
the provisions of the Constitution, the supervision and regulation of educational institutions are
hereby vested in the Ministry of Education, Culture and Sports, without prejudice to the
provisions of the charter of any state college and university.

Section 55. Organization - The Ministry shall be headed by the Minister of Education, Culture and
Sports who shall be assisted by one or more Deputy Ministers.

The organization of the Ministry shall consist of (a) the Ministry Proper composed of the
immediate Office of the Minister, and the Services of the Ministry, (b) the Board of Higher

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Education, which is hereby established, (c) the Bureau of Elementary Education, the Bureau of
Secondary Education, the Bureau of Higher Education, the Bureau of Technical and Vocational
Education, and the Bureau of Continuing Education, which are hereby established, (d) Regional
offices and field offices, (e) the National Scholarship Center and such other agencies as are now
or may be established pursuant to law, and (f) the cultural agencies, namely: the National Library,
the National Historical Institute, the National Museum, and the Institute of National Language.
Such of the above offices as are created or authorized to be established under this provision,
shall be organized and staffed and shall function, subject to the approval of the President, upon
recommendation of the Minister of Education, Culture and Sports in consultation with the
Presidential Commission on Reorganization.

Section 56. The National Board of Education is hereby abolished, and its appropriations,
personnel, records, and equipment are hereby transferred to the Office of the Minister of
Education, Culture and Sports.

Section 57. Functions and Powers of the Ministry - The Ministry shall:

1. Formulate general education objectives and policies, and adopt long-range educational plans;

2. Plan, develop and implement programs and projects in education and culture;

3. Promulgate rules and regulations necessary for the administration, supervision and regulation
of the educational system in accordance with declared policy;

4. Set up general objectives for the school system;

5. Coordinate the activities and functions of the school system and the various cultural agencies
under it;

6. Coordinate and work with agencies concerned with the educational and cultural development of
the national cultural communities; and

7. Recommend and study legislation proposed for adoption.

Section 58. Report to the Batasang Pambansa. - The Minister of Education, Culture and Sports
shall make an annual report to the Batasang Pambansa on the implementation of the national
basic education plan, the current condition of the education programs, the adequacy or deficiency
of the appropriations and status of expenditures, the impact of education on the different regions,
the growth of enrollment, the adequacy of academic facilities, the concentration of low income
groups, or the supply of teaching and non-teaching personnel, with such comments and
appropriate recommendations thirty (30) days before the opening of its regular session.

CHAPTER 2 BOARD OF HIGHER EDUCATION

Section 59. Declaration of Policy - Higher education will be granted towards the provision of better
quality education, the development of middle and high-level manpower, and the intensification of
research and extension services. The main thrust of higher education is to achieve equity,
efficiency, and high quality in the institutions of higher learning both public and private, so that
together they will provide a complete set of program offerings that meet both national and
regional development needs.

Section 60. Organization of the Board of Higher Education - The Board of Higher Education is
reconstituted as an advisory body to the Minister of Education, Culture and Sports. The Board
shall be composed of a Deputy Minister of Education, Culture and Sports designated as Chairman
and four other members to be appointed by the President of the Philippines upon nomination by
the Minister of Education, Culture and Sports for a term of four years. The four members shall

160
have distinguished themselves in the field of higher education and development either in the
public or private sector. In the initial appointment of the non-ex officio members, the first
appointee shall serve for a term of four years; the second for a term of three years; the third for a
term of two years; and the fourth for a term of one year. The Director of the Bureau of Higher
Education shall participate in the deliberation of the Board but without the right to vote. The
Bureau of Higher Education shall provide the Board with the necessary technical and staff
support: Provided, That the Board may create technical panels of experts in the various
disciplines as the need arises.

Section 61. Function of the Board of Higher Education. - The Board shall:

1. Make policy recommendations regarding the planning and management of the integrated
system of higher education and the continuing evaluation thereof.

2. Recommend to the Minister of Education, Culture and Sports steps to improve the governance
of the various components of the higher education system at national and regional levels.

3. Assist the Minister of Education, Culture and Sports in making recommendation relatives to the
generation of resources and their allocation for higher education.

CHAPTER 3 THE BUREAUS

Section 62. Bureau of Elementary Education - The Bureau shall perform the following functions:

1. Conduct studies and formulate, develop, and evaluate programs and educational standards for
elementary education;

2. Undertake studies necessary for the preparation of prototype curricular designs, instructional
materials, and teacher training programs for elementary education; and

3. Formulate guidelines to improve elementary school physical plants and equipment, and general
management of these schools.

Section 63. Bureau of Secondary Education - The Bureau shall perform the following functions:

1. Conduct studies and formulate, develop and evaluate programs and educational standards for
secondary education;

2. Develop curricular designs, prepare instructional materials, and prepare and evaluate programs
to update the quality of the teaching and non-teaching staff at the secondary level;

3. Formulate guidelines to improve the secondary school physical plants and equipment, and
general management of these schools.

Section 64. Bureau of Technical and Vocational Education. - The Bureau shall perform the
following:

1. Collaborate with other agencies in the formulation of manpower plans;

2. Conduct studies, formulate, develop and evaluate post-secondary vocational-technical

programs and recommend educational standards for these programs;

3. Develop curricular designs and prepare instructional materials, prepare and evaluate programs
to upgrade the quality of teaching and non-teaching staff, and formulate guidelines to improve the
physical plant and equipment of post-secondary vocational-technical schools.

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Section 65. Bureau of Higher Education - The Bureau of higher Education shall perform the
following functions:

1. Develop, formulate and evaluate programs, projects and educational standards for a higher
education;

2. Provide staff assistance to the Board of Higher Education in its policy formulation and advisory
functions;

3. Provide technical assistance to encourage institutional development programs and projects;

4. Compile, analyze and evaluate data on higher education; and

5. Perform other functions provided for by law.

Section 66. Bureau of Continuing Education - As the main implementing arm of the non-formal
education programs of the Ministry, the Bureau shall provide learning programs or activities that
shall:

1. Serve as a means of meeting the learning needs of those unable to avail themselves of the
educational services and programs of formal education;

2. Provide opportunities for the acquisition of skills necessary to enhance and ensure continuing
employability, efficiency, productivity, and competitiveness in the labor market;

3. Serve as a means for expanding access to educational opportunities to citizens of varied

interests, demographic characteristics and socio-economic origins or status.

CHAPTER 4 REGIONAL OFFICES

Section 67. Functions - A regional office shall:

1. Formulate the regional plan of education based on the national plan of the Ministry taking into
account the specific needs and special traditions of the region;

2. Implement education laws, policies, plans, programs, rules and regulations of the Ministry or
agency in the regional area;

3. Provide economical, efficient and effective education services to the people in the area.

V. MISCELLANEOUS PROVISIONS

CHAPTER 1 PENAL ADMINISTRATIVE SANCTIONS

Section 68. Penalty Clause - Any person upon conviction for an act in violation of Section 28,
Chapter 3, Title III above, shall be punished with a fine of not less than two thousand pesos
(P2,000.00) nor more than ten thousand pesos (P10,000.00) or imprisonment for a maximum
period of two (2) years, or both, in the discretion of the court.

If the act is committed by a school corporation, the school head together with the person or
persons responsible for the offense or violation shall be equally liable.

Section 69. Administrative Sanction - The Minister of Education, Culture and Sports may prescribe
and impose such administrative sanction as he may deem reasonable and appropriate in the

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implementing rules and regulations promulgated pursuant to this Act for any of the following
causes:

1. Mismanagement of school operations;

2. Gross inefficiency of the teaching or non-teaching personnel;

3. Fraud or deceit committed in connection with the application for Ministry permit or recognition;

4. Failure to comply with conditions or obligations prescribed by this Code or its implementing
rules and regulations; and

5. Unauthorized operation of a school or course, or any component thereof, or any violation of the
requirement governing advertisements or announcements of educational institutions.

Sanctions against the schools shall be without prejudice to the interest of the students, teachers
and employees.

CHAPTER 2 ADMINISTRATIVE PROVISIONS

Section 70. Rule-making Authority - The Minister Education, Culture and Sports charged with the
administration and enforcement of this Act, shall promulgate the necessary implementing rules
and regulations.

Section 71. Separability Provision - Any part or provision of this Act which may held invalid or
unconstitutional shall not affect its remaining parts of provisions.

Section 72. Repealing Clause - All laws or parts thereof inconsistent with any provision of this Act
shall be deemed repealed or modified, as the case may be.

Section 73. Effectivity - This Act shall take effect upon its approval.

Approved, September 11, 1982.

(https://lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html)

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