Legal Bases of Philippine Education

Legal Bases of Philippine
Education
Article II
DECLARATION OF PRINCIPLES AND STATE
POLICIES PRINCIPLES
• Section 17. The State shall give priority to

education, science and technology, arts, culture,
and sports to foster patriotism and nationalism,
accelerate social progress, and promote total
human liberation and development.
Article xiv
EDUCATION, SCIENCE AND
TECHNOLOGY, ARTS, CULTURE AND
SPORTS
EDUCATION
Section 1. The State shall protect and

promote the right of all citizens to quality
education at all levels, and shall take
appropriate steps to make education
accessible to all.
Section 2. The State shall:
1. Establish, maintain, and support a

complete, adequate, and integrated system
of education relevant to the needs of the
people and society;
2. Establish and maintain a system of free

public education in the elementary and high
school levels. Without limiting the natural
rights of parents to rear their children,
elementary education is compulsory for all
children of school age;
3. Establish and maintain a system of scholarship
grants, student loan programs, subsidies, and other
incentives which shall be available to deserving
students in both public and private schools,
especially to the under-privileged;
4. Encourage non-formal, informal, and indigenous

learning systems, as well as self-learning,
independent, and out-of-school study programs
particularly those that respond to community
needs; and
5. Provide adult citizens, the disabled, and out-of-

school youth with training in civics, vocational
efficiency, and other skills.
Section 3.
1. All educational institutions shall include the study

of the Constitution as part of the curricula.
2. They shall inculcate patriotism and nationalism,

foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the
historical development of the country, teach the
rights and duties of citizenship, strengthen ethical
and spiritual values, develop moral character and
personal discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.
3. At the option expressed in writing by
the parents or guardians, religion shall be
allowed to be taught to their children or
wards in public elementary and high
schools within the regular class hours by
instructors designated or approved by the
religious authorities of the religion to
which the children or wards belong,
without additional cost to the Government.
Section 4.
1. The State recognizes the complementary roles of
public and private institutions in the educational
system and shall exercise reasonable supervision
and regulation of all educational institutions.
2. Educational institutions, other than those established
by religious groups and mission boards, shall be
owned solely by citizens of the Philippines or
corporations or associations at least sixty per centum
of the capital of which is owned by such citizens. The
Congress may, however, require increased Filipino
equity participation in all educational institutions. The
control and administration of educational institutions
shall be vested in citizens of the Philippines.
No educational institution shall be
established exclusively for aliens and no
group of aliens shall comprise more than
one-third of the enrollment in any school.
The provisions of this sub section shall not
apply to schools established for foreign
diplomatic personnel and their dependents
and, unless otherwise provided by law, for
other foreign temporary residents.
3. All revenues and assets of non-stock, non-profit
educational institutions used actually, directly, and
exclusively for educational purposes shall be exempt
from taxes and duties. Upon the dissolution or
cessation of the corporate existence of such
institutions, their assets shall be disposed of in the
manner provided by law.
Proprietary educational institutions, including those

cooperatively owned, may likewise be entitled to such
exemptions, subject to the limitations provided by law,
including restrictions on dividends and provisions for
reinvestment.
4. Subject to conditions prescribed by law, all grants,

endowments, donations, or contributions used actually,
directly, and exclusively for educational purposes shall
be exempt from tax.
Section 5.
1. The State shall take into account regional
and sectoral needs and conditions and shall
encourage local planning in the
development of educational policies and
programs.
2. Academic freedom shall be enjoyed in all
institutions of higher learning.
3. Every citizen has a right to select a
profession or course of study, subject to fair,
reasonable, and equitable admission and
academic requirements.
4. The State shall enhance the right of
teachers to professional advancement.
Non-teaching academic and non-academic
personnel shall enjoy the protection of the
State.
5. The State shall assign the highest
budgetary priority to education and ensure
that teaching will attract and retain its
rightful share of the best available talents
through adequate remuneration and other
means of job satisfaction and fulfillment.
Overview of Philippine Educational System
Mandate
1987 1994 2001

 
1987 Philippine Constitution

 DECS is the principal government agency responsible for
education and manpower development.
 “The State shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps
to make such education accessible to all." (Art. XIV, Sec. 1)
State of Education is in a decline...
Congressional Commission on Education
(EDCOM) report of 1991
Due to four main factors:
a) mismanagement of the educational
system
b) not investing wisely in education
c) lack of management competencies,
and
d) ‘systemic corruption'.
• “On completing any of the (non-formal
education) programs, a person may either re-
enter the formal school system or get employed
after taking the Philippine Educational
Placement Test (PEPT).
• More ways to accredit or certify education
obtained through NFE programs need to be
developed. ”On the reports embodied in the
EDCOM report is enhancement and
equalization of opportunities in basic education
by encouraging alternative modes through
equivalency and certification mechanisms.
The Birth of Tri-focalized System
of Education in the Philippines
• The Congressional Commission on Education (EDCOM)
report of 1991 recommended the division of DECS into three
parts. On 18 May 1994, Congress passed Republic Act
7722, the Higher Education Act of 1994, creating the
Commission on Higher Education (CHED), which assumed
the functions of the Bureau of Higher Education, and
supervises tertiary degree programs.
• On 25 August 1994, Congress passed Republic Act 7796,
the Technical Education and Skills Development Act of 1994,
creating the
Technical Education and Skills Development Authority
(TESDA), which absorbed the Bureau of Technical-
Vocational Education plus the National Manpower and Youth
Council, and supervises non-degree technical-vocational
programs. DECS retained responsibility for all elementary
and secondary education.
Mandate
1987 1994 2001
  
Tri-focalization of Education
 RA 7722 and RA 7796 created:
 DECS for basic education
 CHED for higher education
 TESDA for post-secondary, middle-level manpower
training and development
DECS
In August 2001, Republic Act 9155, otherwise called
the Governance of Basic Education Act, was passed
transforming the name of the Department of
Education, Culture and Sports (DECS) to the
Department of Education (DepEd) and redefining
the role of field offices (regional offices, division
offices, district offices and schools).
RA 9155 provides the overall framework for (i) school
head empowerment by strengthening their
leadership roles and (ii) school-based management
within the context of transparency and local
accountability. The goal of basic education is to
provide the school age population and young adults
with skills, knowledge, and values to become caring,
self-reliant, productive and patriotic citizens
Mandate
1987 1994 2001
  
“Governance of Basic
Education Act of 2001”
 RA 9155:
 Formally renamed DECS as the Department of Education
and transferred “culture” and “sports” to the National
Commission for the Culture and the Arts and the Philippine
Sports Commission
DECS
• ICT in Education Vision: Functionally Literate Filipinos
• Partnerships with Private
Sector/Industry
• Increase spending Teacher Development
for Basic Education • RBEC and Supply
• Tech Voc
• Hiring and • Food for
school • English,
Curr
deployment
Students
ol s
Science, Math
Teachers
• SBM • Every Child a
iculu
• Training • NAT
Scho
• Critical Reader
• Certification • NCAE
m
learning
resources
Program • Multi-Grade • A&E CHED
• Teachers • Distance and
benefits and alternative Special Education
• Pre- school
Welfare learning College/
• Feeding University
B A S I C E D U C AT I O N ?
Elementary High School Technical
Grade 1
ECE Public Schools NCAE + Vocational
Readiness
Private Schools Counselling
Test
Drop-outs TESDA
DSWD
DOH
LGUs TPE
S
GA
Labor Force
Alternative Learning Accreditation & Equivalency

INDUS-
TRY
Basic Education Framework
MAJOR LAWS WHICH STIPULATE THE CURRENT
PHILIPPINE EDUCATIONAL SYSTEM
© Pineda, Keith William P.

1987 CONSTITUTION
Article XIV: Education, Science and Technology,
Arts, Culture and Sports
 Section 1: Quality education accessible to all.

 Section 2.1: Complete, adequate, and integrated relevant
education.
 Section 2.2: Free Public education in the elementary and high
school level.
 Section 2.3: Scholarship grants, loans, subsidies and other
incentives to deserving students in both private and public
schools.
 Section 2.4: Non-formal, formal, indigenous learning systems.
 Section 2.5: Vocational training to adults, disabled, and out of
school youth.
 Section 3.1: Study of the constitution
 Section 3.2: Study of values
e.g. patriotism, nationalism, foster love of humanity,
respect for human rights, appreciation of the role of
national heroes in the historical development of the
country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, etc.
 Section 3.3: Optional religious instruction in public
schools.
 Section 3.4: Supervision and regulation of all schools.
 Section 3.5: Control and administration of schools by
Filipinos.
 Section 3.6: Exemption from taxes and duties.
 Section 5.2, 3, 4: Academic freedom in institutions in
higher learning.
 Section 5.5: Assigning highest budget priority to
education.
 Section 6.1: National language is Filipino.
PRESIDENTIAL DECREE NO. 6 – A
EDUCATIONAL DEVELOPMENT DECREE OF
1972
 Goals:
 To achieve and maintain an
accelerating rate of economic
development and social progress.
 To assure of maximum participation
of all the people in the attainment and
enjoyment of the benefits of such
growth.
 To strengthen national consciousness
and promote desirable cultural values
BATAS PAMBANSA BLG 232 – “EDUCATION
ACT OF 1982”
 Goals
 Achieve and maintain an accelerating rate of
economic development and social progress;
 Assure the maximum participation of all people in
the attainment and employment of such growth,
and
 Achieve and strengthen national unity and
consciousness and preserve, develop and
promote desirable culture, moral and spiritual
values in a changing world.
EXECUTIVE ORDER NO. 117, s. 1987
(REORGANIZATION OF DECS)
Department of Education, Culture, and Sports
 The Department shall be responsible for the
formulation, planning, implementation, and
coordination of policies, plans, programs and
projects in the areas of formal and non-formal
education at all levels: elementary, secondary,
higher, technical-vocational, non-formal, sports
and culture.
RA 7722: HIGHER EDUCATION ACT OF 1994
- an act creating the Commission on Higher
Education
RA7796: AN ACT CREATING THE TECHNICAL

EDUCATION SKILLS AND DEVELOPMENT
AUTHORITY OF 1994
RA 9155: AN ACT INSTITUTING A
FRAMEWORK OF GORVERNANCE FOR
BASIC EDUCATION, ESTABLISHING
AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF
EDUCATION, CULTURE AND SPORTS
 Authored by former senator Tessie Aquino –
Oreta
 DECS was renamed DEPEd (Department of
Education)
RA 4760: MAGNA CARTA FOR PUBLIC SCHOOL
TEACHERS (1966)
Eligibility:
A. Elementary School Teachers
- BEED Graduate
- PBET/LET Passer
B. Secondary School Teachers
- BSE / BSEd Graduate / Bachelor’s Degree
- 18 units in major subject/18 units of professional
education subject
- PBET/LET Passer
PHILIPPINE EDUCATIONAL
PRACTICES AND OTHER
LEGAL BASES OF EDUCATION
• Educational decree of 1863
 Provided the establishment of a normal school for boys and girls in
each town under responsibility of municipal government.
 Teaching of Spanish was compulsory.
• Act No. 74 (January 1, 1901)

 Laid the foundations of Philippine public school system and made
English as the language of instruction.
• RA 6655
 Also known as the Free Public Secondary Education Act of 1988.
 Public secondary schools were nationalized and they were
reclassified by source of funding and curriculum type.
• DECS ORDER NO. 38, s. 1994
 NSAT is required for all senior high school students.
• PD 603
 Required that every school division should organize special
classes for children with special needs.
• RA 7687
 Scholarship programs for careers in science and technology.
• PD 1006
 Considered teachers as professionals and teaching promulgated
as a profession.
 Teachers need to pass the PBET before they could teach,
whether in private or public school.
• PD 146
 Required all high school graduates seeking admissions to
post-secondary degrees necessitating a minimum of four
years study to pass a national entrance exam.
• RA 7731
 Abolished the NCEE to give the marginalized sector
greater access to college education.
• RA 7791
 Stretched the school year from 185 – 200 days.
• RA 1265
 Flag ceremony compulsory.
• RA 7836
 An act professionalizing the teaching profession
 Established the Licensure Examinations for Teachers
• RA 10157: Kindergarten Education Act
 Inclusion of kindergarten level into basic
education program.
• RA 10533 : ENHANCED BASIC EDUCATION

ACT OF 2012
 Addition of two years in the basic education.
(Senior High School)
Rights and Duties of Parents in the
Education of Children
• Right
• Right to organize themselves and/or with teachers for the
discussion of the betterment of the school.
• Right to access to any official record concerning the children
who are under their parental responsibility.
• Duties
• Duty to help carry out the educational objectives in
accordance with national goals.
• Duty to enable their children to obtain elementary education
and shall strive to enable them to obtain secondary or higher
education in the pursuance of the right formation of youth.
• Duty to cooperate with the school in the implementation of
the school program.
Rights and Duties of Students
• Rights
• Right to receive primarily through competent instruction,
relevant quality education in line with national development
goals and conducive to their full development as persons
with human dignity.
• Right to freely choose their field of study subject to existing
course therein up to graduation, except cases of academic
deficiency or disciplinary regulations.
• Right to school guidance and counseling services.
• Right to access his own school records.
• Right to issuance of official certificates, diplomas, TOR,
grades, transfer credentials and other similar documents
within 30 days of request.
• Right to publish school newspaper.
• Right to free expression of opinions and suggestions and to
effective channels of communication.
• Right to form, establish, and join organizations.
• Right to be free from involuntary contributions, except those
approve by organizations or socities.
• Duties
• Duty to exert his utmost to develop his potentials.
• Duty to uphold the academic integrity of the school.
• Duty to promote the peace and tranquility of the school.
• Duty to participate actively in civic affairs, and in the
promotion of the general welfare.
• Duty to exert his rights responsibly.
Philippine Educational Practices and
their Legal Bases
The following are among the major
Philippine educational practices and their
legal bases. Reflective of Philippine
philosophies of education, they may also
be considered characteristics of Philippine
education.
 Philippine education recognizes
academic freedom. Academic freedom
shall be enjoyed by all institutions of
higher learning. Academic freedom is
the “freedom to determine on academic
grounds who shall be admitted to study,
who shall teach and what shall be the
subjects of study and research” (1987
Const., Art. XIV, Sec, 5:2)
• Academic freedom is within the context
of freedom of expression guaranteed
by the constitution (1987, Art III, Sec.4).
on the part of the administrator,
academic freedom is freedom to
choose who shall teach, who shall be
admitted to study, and what shall be
taught. On the part of the teacher, it is
the freedom to make a research on the
subject he shall teach and to publish
his findings if he wishes, and how to
teach the subject. On the part of the
student, it is the freedom to choose the
course he shall take. (1987, Art.XIV,
sec 5:3)
There are limitations to academic
freedom. For instance, the administrator
can choose teachers, students, and
courses to be studied only in accordance
with the standards set by the state.
Teachers should be educationally
qualified. A grade VI graduate cannot
teach. Only a high school graduate can
enter college. Another limitation is that
the teacher cannot teach anything
against the law. He cannot teach values
that are disapproved by the society to
which he belongs. Hence, like other
freedoms, academic freedom is
regulated.
• Philippine education promotes
bilingualism. For purposes of
communication and instruction,
the constitution provide that the
official language of the
Philippines is Filipino and, unless
otherwise provided by law,
English. (English communication,
arts, sciences and mathematics
should be taught in English) and
the other subject should be
taught in Filipino.
• Philippine education promotes
campus journalism. R.A. no 7079
otherwise known as the campus
journalism act provides that
journalism in the elementary and
high school levels should be
institutionalized. The act also
requires the education
department to conduct annual
campus journalism conferences
separately for each level.
• Philippine education id complete,
adequate, integrated and relevant.
The state is supposed to establish,
maintain, and support a complete,
adequate and integrated system of
education relevant to the needs of
all the people and society. This
means that the state shall establish
schools in all levels; preschool,
elementary, secondary, tertiary
especially in the arts, science and
technology, the professions and the
graduate levels.
• Philippine education is democratic. This
means making education accessible to all.
The state is trying its best to reach all
children in spite of the shortage of funds.
This is why the double single session and
the two-grade or multi-grade classes are
utilized. In the double single session, there
are two classes under one teacher
(morning and afternoon). In the multi-grade
classes, two or more different grades are in
the same class at the same time being
taught alternately by the same teacher. This
is resorted to when there are very few
pupils in the same place of locality
• Philippine education teaches and imposes
discipline. Discipline is a value to be taught in
school. All schools must teach and develop
moral character and personal discipline. Every
student shall promote and maintain peace and
tranquility of the school by observing the rules
and discipline. (suspension, exclusion and
expulsion)
– Suspension – for minor cases, they will be ask not
to attend school for a certain period of time
– Exclusion – dismissal dropping a student from the
roll, but still can transfer and attend other school.
– Expulsion – extreme penalty on where they can no
longer enter school in the Philippines (public or
private)
• Philippine education specifies faculty
qualification. Generally those teaching in
kindergarten, elementary and secondary
schools must possess bachelor’s degrees in
teaching kindergarten, elementary and
secondary courses, and in the last case, they
should be graceful to handle their major or
minor subjects. In the tertiary level, teachers
must have a masters degree except in courses
in which professional licensing examinations are
required, in which case a bachelors degree is
sufficient. Examples are engineering, medicine,
law, accountancy. In the graduate level, a
masters degree holder may teach in the
masters course although a doctoral degree
holder is preferred. In the doctoral level, an
earned doctoral degree is required of a teacher.
• Philippine education observes flag
ceremony. R.A. No. 1265 made the
observance of flag ceremony compulsory.
The pupils or students are assembled in
front of their school building where the
flagpole stands and as they sing the
national anthem the flag is raised briskly.
As a means of saluting the flag the
children place their right hand over their
heart. After singing the national anthem,
they recite the pledge of allegiance to the
country or patriotic pledge. At the end of
classes in the afternoon, the flag is
lowered slowly and folded very reverently
without allowing any part of it to touch the
ground.
 Philippine education has grading policies.
Generally, the grades of pupils and students are
based solely on their scholastic performance.
However, there are exceptions but if other
factors are considered in determining grades
they must be relevant to the subject. For
instance, misbehavior may reduce the grade of
a student in character education. The lowest
passing grade is 75, 3, C. in the elementary,
promotion is by grade level but in the secondary
or tertiary levels, promotion is by subject. In the
elementary and secondary levels, promotion is
done at the end of the school year but in the
tertiary level promotion is done at the end of the
semester or trimester. These general policies
are true in the public schools as well as in the
private schools.
• Philippine education grants graduation
honors. In the elementary and high school
levels, a candidate for graduation honors
should take at least the last two curriculum
years of the program or course in the school
where he is to graduate, complete the
program within the prescribed number of
curricular years, and with no failing grade in
any subject.
– IN TERTIARY LEVEL
• Summa cum laude - 95 to 100 % with no grade in any
subject lower than 93% or their
equivalents
• Magna cum laude - 90 to 94% with no grade lower
than 89%
• Cum laude - 85 to 89% with no grade lower
than 85%
• Philippine education provides non-formal
education for special people. The state shall
encourage non-formal, informal, and indigenous
learning systems as well as self – learning,
independent, and out-of-school study programs
particularly those that respond to community
needs and provide adult citizens, the disabled,
and out-of-school youth with training in civics,
vocational efficiency and other skills.
– To eradicate illiteracy and raise the level of functional
literacy of the population.
– To provide unemployed and underemployed youth
and adults with the appropriate vocational and
technical skills to enable them to become more
productive and effective citizens.
– To develop among the clientele of non-formal
education proper values and attitudes necessary for
personnel, community and national development.
• Philippine education grants certain rights to
parents, school personnel, schools,
students and teachers.
– Rights granted to parents
• The right to organize 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
implementation of such programs. (PTA)
• The right to access to any official record directly
relating to the children who are under their parental
responsibility.
– Rights granted to school personnel
• 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.
• The right to establish, join, maintain labor
organizations of their choice to promote their
welfare and defend their interest
• The right to be free from involuntary
contributions except those who imposed by their
own organizations.
– Rights granted to schools.
• 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 system.
• The right of institutions of higher learning to
determine on academic grounds who shall be
admitted to study, who may teach, and what shall
be the subject of the study and research.
– Rights granted to students
• The right to receive, through primarily
competent instruction, relevant quality
education in line with the national goals and
conducive to their full developments as
persons with human dignity.
• The right to freely choose their field of study,
• The right to school guidance and counseling
service
• The right to access on his school records.
• The right to publish a student newspaper and
similar publications.
• The right to free expressions of opinions.
• The right to form, join, establish and participate
in organizations
• The right to be free from involuntary
contributions
– Rights granted to teachers
• The right to be free from compulsory assignments not
related to their duties
• The right to intellectual property consistent with
applicable law
• Teachers shall be deemed persons in authority when in
discharge of lawful duties and responsibilities
• Teachers shall be accorded the opportunity to choose
their alternative career lines
• Philippine education promotes vocational
education. R.A. no 175 to become the basis
for vocational education in the public
schools. This law provided financial support
for the course. Private school provides
guidelines for offering vocational education in
private school.
TESDA
• The Technical Education and Skills Development
Authority (TESDA) was established through the
enactment of Republic Act No. 7796otherwise known as
the "Technical Education and Skills Development Act of
1994", which was signed into law by President Fidel V.
Ramos on August 25, 1994. This Act aims to encourage
the full participation of and mobilize the industry, labor,
local government units and technical-vocational
institutions in the skills development of the country's
human resources.
• The merging of the National Manpower and Youth
Council(NMYC) of the Department of Labor and
Employment (DOLE). The Bureau of Technical and
Vocational Education (BTVE) of theDepartment of
Education, Culture and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local
Employment (BLE) of the DOLE gave birth to TESDA.
• The fusion of the above offices was one of the key
recommendations of the 1991 Report of the
Congressional Commission on Education, which
undertook a national review of the state of Philippine
education and manpower development. It was meant
to reduce overlapping in skills development activities
initiated by various public and private sector agencies,
and to provide national directions for the country's
technical-vocational education and training (TVET)
system. Hence, a major thrust of TESDA is the
formulation of a comprehensive development plan for
middle-level manpower based on the National
Technical Education and Skills Development Plan.
This plan shall provide for a reformed industry-based
training program that includes apprenticeship, dual
training system and other similar schemes.
• TESDA is mandated to:
• Integrate, coordinate and monitor skills development programs;
• Restructure efforts to promote and develop middle-level
manpower;
• Approve skills standards and tests;
• Develop an accreditation system for institutions involved in
middle-level manpower development;
• Fund programs and projects for technical education and skills
development; and
• Assist trainers training programs.
• At the same time, TESDA is expected to:

• Devolve training functions to local governments;
• Reform the apprenticeship program;
• Involve industry/employers in skills training;
• Formulate a skills development plan;
• Develop and administer training incentives;
• Organize skills competitions; and
• Manage skills development funds.
• Overall, TESDA formulates manpower and
skills plans, sets appropriate skills standards
and tests, coordinates and monitors manpower
policies and programs, and provides policy
directions and guidelines for resource
allocation for the TVET institutions in both the
private and public sectors.
• Today, TESDA has evolved into an
organization that is responsive, effective and
efficient in delivering myriad services to its
clients. To accomplish its multi-pronged
mission, the TESDA Board has been
formulating strategies and programs geared
towards yielding the highest impact on
manpower development in various areas,
industry sectors and institutions.
Commission on Higher Education
Republic Act 7722
Per Section 8 of R.A. 7722, the CHED has the following
powers and functions:
• Formulate and recommend development plans,

policies,priorities, and programs on higher education;
• Formulate and recommend development plans,
policies, priorities, and programs on research;
• Recommend to the executive and legislative branches
priorities and grants on higher education and research;
• Set minimum standards for programs and institutions
of higher learning recommended by panels of experts
in the field and subject to public hearing, and enforced
the same;
• Monitor and evaluate the performance of programs and
institutions of higher learning for appropriate incentives as well
as the imposition of sanctions such as, but not limited to,
diminution or withdrawal of subsidy, recommendation on the
downgrading or withdrawal of accreditation, program termination
or school course;
• Identify, support and develop potential centers of excellence in

program areas needed for the development of world-class
scholarship, nation building and national development;
• Recommend to the Department of Budget and Management

(DBM) the budgets of public institutions of higher learning as well
as general guidelines for the use of their income;
• Rationalize programs and institutions of higher learning and set

standards, policies and guidelines for the creation of new ones
as well as the conversion or elevation of schools to institutions of
higher learning, subject to budgetary limitations and the number
of institutions of higher learning in the province or region where
creation, conversion or elevation is sought to be made;
• Develop criteria for allocating additional
resources such as research and program
development grants, scholarships, and the
other similar programs: Provided, that these
shall not detract from the fiscal autonomy
already enjoyed by colleges and universities;
• Direct or redirect purposive research by
institutions of higher learning to meet the
needs of agro-industrialization and
development;
• Devise and implement resource development
schemes;
• Administer the Higher Education Development
Fund, as described in Section 10 of R.A. 7722,
which will promote the purposes of higher
education;
• Review the charters of institutions of higher
learning and state universities and colleges
including the chairmanship and membership
of their governing bodies and recommend
appropriate measures as basis for necessary
action;
• Promulgate such rules and regulations and
exercise such other powers and functions as
may be necessary to carry out effectively the
purpose and objectives of R.A. 7722; and
• Perform such other functions as may be
necessary for its effective operations and for
the continued enhancement, growth and
development of higher education.
K to 12
• Briefer prepared by the Department of Education, last
November 2, 2010
• Salient Points on the Enhanced K+12 Basic Education
Program
• What is K+12?
• K+12 means Kindergarten and the 12 years
of elementary and secondary education.
• Kindergarten refers to the 5-year old cohort that
takes a standardized kinder curriculum.
• Elementary education refers to primary schooling
that involves six or seven years of education
• Secondary education refers to high school.
• How are we planning to implement the K+12
program?
After considering various proposals and
studies, the model that is currently being
proposed by DepEd is the K-6-4-2 Model. This
model involves Kindergarten, six years of
elementary education, four years of junior high
school (Grades 7 to 10) and two years
of senior high school (Grades 11 to 12). The
two years of senior high school intend to
provide time for students to consolidate
acquired academic skills and competencies.
• Features of K 6-4-2
• (1) Kindergarten and 12 years of quality basic
education is a right of every Filipino, therefore
they must be and will be provided by
government and will be free.
• (2) Those who go through the 12 years cycle
will get an elementary diploma (6 years), a
junior high school diploma (4 years), and a
senior high school diploma (2 years).
• (3) A full 12 years of basic education will
eventually be required for entry into tertiary
level education (entering freshmen by SY
2018-2019 or seven years from now).
• An open and consultative process will be adopted in
the development and implementation of K+12.
• Change is two-fold: (a) curriculum enhancement and
(b) transition management.
• What is Senior High School?
• 2 years of in-depth specialization for students
depending on the occupation/career track they wish to
pursue
• Skills and competencies relevant to the job market
• The 2 years of senior HS intend to provide time for
students to consolidate acquired academic skills and
competencies.
• The curriculum will allow specializations in Science and
Technology, Music and Arts, Agriculture and Fisheries,
Sports, Business and Entrepreneurship.
• What is the proposed implementation plan of DepEd?
Phases of Implementation:
• (1) Universal kindergarten will be offered starting SY 2011-
2012.
• (2) DepEd will begin unclogging the basic education
curriculum in SY 2012-2013.
• (3) The enhanced 12-year curriculum will be implemented
starting with incoming Grade 1 students of SY 2012-2013.
• (4) Incoming freshmen of SY 2012-2013 will be the first
beneficiary of a free Senior High School education that will
be made available by DepEd in public schools beginning
SY 2016-2017. Electives to be offered in Senior HS (arts,
music, tech-voch..etc)
• In implementing the K-6-4-2 proposal, DepEd will take into
account the issues and concerns of all stakeholders,
including the high school graduates before 2016. This will
be done through regional consultations to begin early 2011.
The mechanics and other details of the transition plan will
be threshed out with the coordination with CHED, TESDA
and other critical stakeholders.
Why add two more years?
• To decongest and enhance the basic education curriculum
• To provide better quality education for all
• The Philippines is the only remaining country in Asia with a 10-
year basic education program
• K+12 is not new. The proposal to expand the basic education
dates back to 1925.
• Studies in the Philippines have shown that an additional year of
schooling increases earnings by 7.5%.
• Studies validate that improvements in the quality of
education will increase GDP growth by 2% to 2.2%.
• Minus 2 instead of plus 2 for those families who cannot afford a
college education but still wish to have their children find a good
paying job. Right now, parents spend for at least 4 years of
college to have an employable child. In our model, parents will
not pay for 2 years of basic education that will give them an
employable child. In effect, we are saving parents 2 years of
expenses. The plan is not “Plus 2 years before graduation” but
“Minus 2 years before work
• To inspire a shift in attitude that completion of high school
education is more than just preparation for college but can be
sufficient for a gainful employment or career.
How much will this cost?
• The immediate cost for the program will not be needed until 2016 when the
first year of the two additional years is implemented.
• Meanwhile, we will continue to close the resource gaps in basic education –
the President ordered DepEd to its close resource gaps in 2 years.
• At this time, we estimate the total funding requirement to procure all needed
resources at P150 billion for:
• 152,569 new classrooms
• 103,599 more teachers
• 95.6 million more books
• 13.2 million seats
What will society gain from K+12
• K+12 will facilitate an accelerated economic growth.
• K+12 will facilitate mutual recognition of Filipino graduates and
professionals in other countries.
• A better educated society provides a sound foundation for long-term socio-
economic development.
• Several studies have shown that the improvements in the quality of
education will increase GDP growth by as much as 2%. Studies in the UK,
India and US show that additional years of schooling also have positive
overall impact on society.
• Are private schools obliged to follow?
• While we enjoy the support of private school
associations, we are yet to discuss with them the
implementation of the program.
• Where are we at now?
• Insufficient mastery of basic competencies is
common due to a congested curriculum. The 12
year curriculum is being delivered in 10 years.
• High school graduates are younger than 18
years old and lack basic competencies and
maturity. They cannot legally enter into contracts
and are not emotionally mature for
entrepreneurship / employment.
• Other countries view the 10-year education
cycle as insufficient.
• K+12 Education Vision
• Graduates of Enhanced K+12 Basic Education
Program will:
• Acquire mastery of basic competencies.
• Be more emotionally mature.
• Be socially aware, pro-active, involved in public and
civic affairs.
• Be adequately prepared for the world of work or
entrepreneurship or higher education.
• Be legally employable with potential for better
earnings.
• Be globally competitive.
• Every graduate of the Enhanced K+12 Basic Education
Program is 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 critical thinking, and the capacity to
transform others and one’s self.
CODE OF
ETHICS FOR
PROFESSIONAL
TEACHERS
Preamble
Teachers are duly licensed
professionals who possess dignity
and reputation with high moral
values as well as technical and
professional competence in the
practice of their noble profession,
and they strictly adhere to,
observe, and practice this set of
Article I: Scope and Limitations
Section 1. The Philippine
Constitution provides that all
educational institution shall
offer quality education for all
competent teachers. Committed
to its full realization, the
provision of this Code shall
apply, therefore, to all teachers
Article I: Scope and Limitations
Section 2. This Code covers all public and
private school teachers in all educational
institutions at the preschool, primary,
elementary, and secondary levels whether
academic, vocational, special, technical,
or non-formal. The term “teacher” shall
include industrial arts or vocational
teachers and all other persons performing
supervisory and /or administrative
functions in all school at the aforesaid
levels, whether on full time or part-time
Article II: The Teacher and the State
Section 2. Every teacher or school
official shall actively help carry out
the declared policies of the state,
and shall take an oath to this effect.
Section 3. In the interest of the
State and of the Filipino people as
much as of his own, every teacher
shall be physically, mentally and
Section 5. A teacher shall not engage in
the promotion of any political, religious,
or other partisan interest, and shall not,
directly or indirectly, solicit, require,
collect, or receive any money or service
or other valuable material from any
person or entity for such purposes.
Section 6. Every teacher shall vote and
shall exercise all other constitutional
rights and responsibility.
Section 7. A teacher shall not use his

position or official authority or influence to
coerce any other person to follow any
political course of action.
Section 8. Every teacher shall enjoy
academic freedom and shall have privilege
of expounding the product of his
researches and investigations; provided
that, if the results are inimical to the
declared policies of the State, they shall be
Article III: The Teacher and the Community
Section 1. A teacher is a facilitator of

learning and of the development of the
youth; he shall, therefore, render the best
service by providing an environment
conducive to such learning and growth.
Section 2. Every teacher shall provide
leadership and initiative to actively
participate in community movements for
moral, social, educational, economic and
civic betterment.
Section 3. Every teacher shall merit

reasonable social recognition for which
purpose he shall behave with honour and
dignity at all times and refrain from such
activities as gambling, smoking,
drunkenness, and other excesses, much
less illicit relations.
Section 5. Every teacher shall help the
school keep the people in the community
informed about the school’s work and
Section 7. Every teacher shall maintain

harmonious and pleasant personal
and official relations with other
professionals, with government
officials, and with the people,
individually or collectively.
Section 8. A teacher possess freedom
to attend church and worships as
appropriate, but shall not use his
Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively

insure that teaching is the noblest
profession, and shall manifest genuine
enthusiasm and pride in teaching as a
noble calling.
Section 2. Every teacher shall uphold the
highest possible standards of quality
education, shall make the best
preparations for the career of teaching,
Article IV: A Teacher and the Profession
Section 3. Every teacher shall participate in the Continuing

Professional Education (CPE) program of the Professional
Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige
of the profession, and strengthen his competence, virtues,
and productivity in order to be nationally and
internationally competitive.
Section 5. Every teacher shall use the teaching profession
in a manner that makes it dignified means for earning a
descent living.
Article V: The Teachers and the Profession
Section 2. A teacher is not entitled to

claim credit or work not of his own,
and shall give due credit for the work
of others which he may use.
Section 3. Before leaving his
position, a teacher shall organize for
whoever assumes the position such
records and other data as are
necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential

information concerning associates and the school, and
shall not divulge to anyone documents which has not been
officially released, or remove records from files without
permission.
Section 5. It shall be the responsibility of every teacher to
seek correctives for what may appear to be an
unprofessional and unethical conduct of any associate.
However, this may be done only if there is incontrovertible
evidence for such conduct.
Section 6. A teacher may submit to the

proper authorities any justifiable criticism
against an associate, preferably in writing,
without violating the right of the individual
concerned.
Section 7. A teacher may apply for a vacant
position for which he is qualified; provided
that he respects the system of selection on
the basis of merit and competence;
provided, further, that all qualified
Article VI: The Teacher and Higher
Authorities in the Profession
Section 1. Every teacher shall make it his duty to make an
honest effort to understand and support the legitimate
policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry
them out.
Section 2. A teacher shall not make any false accusations
or charges against superiors, especially under anonymity.
However, if there are valid charges, he should present such
under oath to competent authority.
Article VI: The Teacher and Higher
Authorities in the Profession
Section 4. Every teacher, individually or as
part of a group, has a right to seek redress
against injustice to the administration and to
extent possible, shall raise grievances within
acceptable democratic possesses. In doing so,
they shall avoid jeopardizing the interest and
the welfare of learners whose right to learn
must be respected.
Section 5. Every teacher has a right to invoke
the principle that appointments, promotions,
and transfer of teachers are made only on the
Article VII: School Officials, Teachers, and
Other Personnel
Section 3. School officials shall

encourage and attend the professional
growth of all teachers under them such as
recommending them for promotion,
giving them due recognition for
meritorious performance, and allowing
them to participate in conferences in
training programs.
Section 4. No school officials shall
Article VII: School Officials, Teachers, and
Other Personnel
Section 5. School authorities concern

shall ensure that public school
teachers are employed in accordance
with pertinent civil service rules, and
private school teachers are issued
contracts specifying the terms and
conditions of their work; provided
that they are given, if qualified,
subsequent permanent tenure, in
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to
determine the academic marks and the
promotions of learners in the subject or
grades he handles, provided that such
determination shall be in accordance with
generally accepted procedures of evaluation
and measurement. In case of any complaint,
teachers concerned shall immediately take
appropriate actions, observing due process.
Section 2. A teacher shall recognize that the
interest and welfare of learners are of first
and foremost concern, and shall deal
Section 3. Under no circumstance shall
a teacher be prejudiced or discriminate
against a learner.
Section 4. A teacher shall not accept
favours or gifts from learners, their
parents or others in their behalf in
exchange for requested concessions,
especially if undeserved.
Section 5. A teacher shall not accept,
directly or indirectly, any remuneration
Section 6. A teacher shall base the
evaluation of the learner’s work only
in merit and quality of academic
performance.
Section 7. In a situation where mutual
attraction and subsequent love
develop between teacher and learner,
the teacher shall exercise utmost
professional discretion to avoid
scandal, gossip and preferential
Section 8. A teacher shall not inflict
corporal punishment on offending
learners nor make deductions from
their scholastic ratings as a
punishment for acts which are clearly
not manifestation of poor scholarship.
Section 9. A teacher shall ensure that
conditions contribute to the maximum
development of learners are adequate,
and shall extend needed assistance in
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain
cordial relations with parents, and shall conduct himself to
merit their confidence and respect.
Section 2. Every teacher shall inform parents, through
proper authorities, of the progress and deficiencies of
learner under him, exercising utmost candor and tact in
pointing out the learner's deficiencies and in seeking
parent’s cooperation for the proper guidance and
improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with
sympathy and understanding, and shall discourage unfair
criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to
engage, directly or indirectly, in
legitimate income generation;
provided that it does not relate to or
adversely affect his work as a teacher.
Section 2. A teacher shall maintain a
good reputation with respect to the
financial matters such as in the
settlement of his debts and loans in
Article X: The Teacher and Business
Section 3. No teacher shall act, directly or indirectly, as
agent of, or be financially interested in, any commercial
venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can
exercise official influence, except only when his
assignment is inherently, related to such purchase and
disposal; provided they shall be in accordance with the
existing regulations; provided, further, that members of
duly recognized teachers cooperatives may participate in
the distribution and sale of such commodities.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this
code shall be sufficient ground for the imposition
against the erring teacher of the disciplinary
action consisting of revocation of his Certification
of Registration and License as a Professional
Teacher, suspension from the practice of teaching
profession, or reprimand or cancellation of his
temporary/special permit under causes specified
in Sec. 23, Article III or R.A. No. 7836, and under
Rule 31, Article VIII, of the Rules and Regulations
Implementing R.A. 7836.
Republic Act no. 4670
The Magna Carta for
Public School Teachers
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy

Sec. 2. Title Definition
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification
Sec. 4. Probationary Period
Sec. 5. Tenure of Office
Sec. 6. Consent for Transfer / Transport Expenses
Sec. 7. Code of Professional Conduct for Teachers
Sec. 8. Safeguards in Disciplinary Procedure
Sec. 9. Administrative Charges
Sec. 10. No Discrimination
Sec. 11. Married Teachers
Sec. 12. Academic Freedom
III. HOURS OF WORK AND
REMUNERATION
Sec. 13. Teaching Hours

Sec. 14. Additional Compensation
Sec. 15. Criteria for Salaries
Sec. 16. Salary Scale
Sec. 17. Equality in Salary Scales
Sec. 18. Cost of Living Allowance
Sec. 19. Special Hardship Allowance
Sec. 20. Salaries to be Paid in Legal Tender
Sec. 21. Deductions Prohibited
IV. HEALTH MEASURES AND
INJURY BENEFITS
Sec. 22. Medical Examination and Treatment

Sec. 23. Compensation for Injuries
V. LEAVE AND RETIREMENT
BENEFITS
Sec. 24. Study Leave

Sec. 25. Indefinite Leave
VI. TEACHER’S ORGANIZATION
Sec. 27. Freedom to Organize

Sec. 28. Discrimination Against Teachers
Prohibited
Sec. 29. National Teachers’ Organization
VII. ADMINISTRATION AND
ENFORCEMENT
Sec. 30. Rules and Regulations
Sec. 31. Budgetary Estimates
Sec. 32. Penal Provision
Sec. 33. Repealing Clause
Sec. 34. Separability Clause
Sec. 35. This Act shall take Effect Upon its
approval
Approved June 18, 1966

I. DECLARATION OF POLICY
COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act
to promote and improve the social and economic status of public school
teachers, their living and working conditions, their terms of employment and
career prospects in order that they may compare favorably with existing
opportunities in other walks of life, attract and retain in the teaching
profession more people with the proper qualifications, it being recognized that
advance in education depends on the qualifications and ability of the teaching
staff and that education is an essential factor in the economic growth of the
nation as a productive investment of vital importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for
Public School Teachers" and shall apply to all public school teachers except
those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in
classroom teaching, in any level of instruction, on full-time basis, including
guidance counselors, school librarians, industrial arts or vocational instructors,
and all other persons performing supervisory and/or administrative functions
in all schools, colleges and universities operated by the Government or its
political subdivisions; but shall not include school nurses, school physicians,
school dentists, and other school employees.
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary
Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent
with a major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen
professional units in Education.
(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in
the field of specialization with at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree with
a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum educational
qualifications as hereinabove provided, the school superintendent may appoint, under a temporary
status, applicants who do not meet the minimum qualifications: Provided, further, That should
teacher-applicants, whether they possess the minimum educational qualifications or not, be required
to take competitive examinations, preference in making appointments shall be in the order of their
respective ranks in said competitive examinations: And provided, finally, That the results of the
examinations shall be made public and every applicant shall be furnished with his score and rank in
said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate
training and professional preparation in any school recognized by the
Government, no probationary period preceding regular appointment shall
be imposed if the teacher possesses the appropriate civil service eligibility:
Provided, however, That where, due to the exigencies of the service, it is
necessary to employ as teacher a person who possesses the minimum
educational qualifications herein above set forth but lacks the appropriate
civil service eligibility, such person shall be appointed on a provisional
status and shall undergo a period of probation for not less than one year
from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure

shall be assured the teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a
provisional status for lack of necessary civil service eligibility shall be
extended permanent appointment for the position he is holding after having
rendered at least ten years of continuous, efficient and faithful service in
such position.
Sec. 6. Consent for Transfer / Transportation of Expenses. Consent for Transfer Transportation
Expenses. Except for cause and as herein otherwise provided, no teacher shall be transferred
without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another,
such transfer may be effected by the school superintendent who shall previously notify the
teacher concerned of the transfer and the reason or reasons therefor. If the teacher believes there
is no justification for the transfer, he may appeal his case to the Director of Public Schools or
the Director of Vocational Education, as the case may be. Pending his appeal and the decision
thereon, his transfer shall be held in abeyance: Provided, however, That no transfers whatever
shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if
his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a Code
of Professional Conduct for Public School Teachers. A copy of the Code shall be
furnished each teacher: Provided, however, That where this is not possible by reason
of inadequate fiscal resources of the Department of Education, at least three copies
of the same Code shall be deposited with the office of the school principal or head
teacher where they may be accessible for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Safeguards in

Disciplinary Procedure. Every teacher shall enjoy equitable
safeguards at each stage of any disciplinary procedure and shall
have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a
representative of his choice and/or by his organization, adequate
time being given to the teacher for the preparation of his defense;
and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being
taken against a teacher during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher
shall be heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial
or national teacher's organization and a supervisor of the Division, the last two
to be designated by the Director of Public Schools. The committee shall submit
its findings and recommendations to the Director of Public Schools within thirty
days from the termination of the hearings: Provided, however, That where the
school superintendent is the complainant or an interested party, all the members
of the committee shall be appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in
entrance to the teaching profession, or during its exercise, or in the termination
of services, based on other than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall
take all steps to enable married couples, both of whom are public school
teachers, to be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to teaching and
classroom methods.
REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required
to render more than six hours of actual classroom teaching a day, which shall be so scheduled as to
give him time for the preparation and correction of exercises and other work incidental to his
normal teaching duties: Provided, however, That where the exigencies of the service so require, any
teacher may be required to render more than six hours but not exceeding eight hours of actual
classroom teaching a day upon payment of additional compensation at the same rate as his regular
remuneration plus at least twenty-five per cent of his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary,
co-curricula and out of school activities and any other activities outside of what is defined as normal
duties of any teacher shall be paid an additional compensation of at least twenty-five per cent of his
regular remuneration after the teacher has completed at least six hours of actual classroom teaching
a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any
work performed in excess of eight hours a day shall be paid an additional compensation of at least
twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under
this section. Education authorities shall refuse to allow the rendition of services of teachers for other
government agencies without the assurance that the teachers shall be paid the remuneration
provided for under this section.
REMUNERATION
Sec. 15.Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar
qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general salary scale
shall be such that the relation between the lowest and highest salaries paid in the profession will be
of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the
salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted automatically after three
years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The
progression from the minimum to the maximum of the salary scale shall not extend over a period of
ten years.
REMUNERATION
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries
are appropriated by a city, municipal, municipal district, or provincial government,
shall not be less than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep
pace with the rise in the cost of living by the payment of a cost-of-living allowance
which shall automatically follow changes in a cost-of-living index. The Secretary
of Education shall, in consultation with the proper government entities, recommend
to Congress, at least annually, the appropriation of the necessary funds for the cost-
of-living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall,
upon approval of the President of the Philippines, be binding on the city, municipal
or provincial government, for the purposes of calculating the cost-of-living
allowances of teachers under its employ.
Sec. 19. Special Hardship Allowance. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards
peculiar to the place of employment, as determined by the Secretary of Education,
they shall be compensated special hardship allowances equivalent to at least
twenty-five per cent of their monthly salary.
REMUNERATION
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers
shall be paid in legal tender of the Philippines or its equivalent in
checks or treasury warrants. Provided, however, That such checks
or treasury warrants shall be cashable in any national, provincial,
city or municipal treasurer's office or any banking institutions
operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any

deduction whatsoever from the salaries of teachers except under
specific authority of law authorizing such deductions: Provided,
however, That upon written authority executed by the teacher
concerned, (1) lawful dues and fees owing to the Philippine Public
School Teachers Association, and (2) premiums properly due on
insurance policies, shall be considered deductible.
IV. HEALTH MEASURES AND
INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory
medical examination shall be provided free of charge for all teachers before they
take up teaching, and shall be repeated not less than once a year during the
teacher's professional life. Where medical examination show that medical treatment
and/or hospitalization is necessary, same shall be provided free by the government
entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain

elsewhere the necessary medical care with the right to be reimbursed for their
traveling expenses by the government entity concerned in the first paragraph of this
Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected against

the consequences of employment injuries in accordance with existing laws. The
effects of the physical and nervous strain on the teacher's health shall be
recognized as a compensable occupational disease in accordance with existing
laws.
V. LEAVE AND RETIREMENT
BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the
public schools, they shall be entitled to study leave not exceeding one school year after seven
years of service. Such leave shall be granted in accordance with a schedule set by the
Department of Education. During the period of such leave, the teachers shall be entitled to at
least sixty per cent of their monthly salary: Provided, however, That no teacher shall be allowed
to accumulate more than one year study leave, unless he needs an additional semester to finish
his thesis for a graduate study in education or allied courses: Provided, further, That no
compensation shall be due the teacher after the first year of such leave. In all cases, the study
leave period shall be counted for seniority and pension purposes.
 The compensation allowed for one year study leave as herein provided shall be subject to the
condition that the teacher takes the regular study load and passes at least seventy-five per cent
of his courses. Study leave of more than one year may be permitted by the Secretary of
Education but without compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long treatment that will exceed one year at
the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled
the age and service requirements of the applicable retirement laws shall be given one range
salary raise upon retirement, which shall be the basis of the computation of the lump sum of the
retirement pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their choosing, whether
local or national to further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited . The rights established in the
immediately preceding Section shall be exercised without any interference or coercion. It shall be
unlawful for any person to commit any acts of discrimination against teachers which are calculated
to:
(a) make the employment of a teacher subject to the condition that he shall not join an organization,
or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or with the
consent of the proper school authorities, within school hours, and (c) to prevent him from carrying
out the duties laid upon him by his position in the organization, or to penalize him for an action
undertaken in that capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional standards, and in the
formulation of national policies governing the social security of the teachers.
ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate
and prepare the necessary rules and regulations to implement the provisions of this
Act. Rules and regulations issued pursuant to this Section shall take effect thirty
days after publication in a newspaper of general circulation and by such other means
as the Secretary of Education deems reasonably sufficient to give interested parties
general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit
to Congress annually the necessary budgetary estimates to implement the
provisions of the Act concerning the benefits herein granted to public
school teachers under the employ of the National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain
or coerce any teacher in the exercise of his rights guaranteed by this Act or who shall
in any other manner commit any act to defeat any of the provisions of this Act shall,
upon conviction, be punished by a fine of not less than one hundred pesos nor more
than one thousand pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the
Government service.
ENFORCEMENT
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected thereby shall remain in force and in
effect.
Sec. 35. This Act shall take effect upon its approval.
Approved: June 18, 1966
Source: The Lawphil Project - Arellano Law Foundation

Presenter: Ben A. Bandojo, MT-I, Magallanes E/S, Davao City
www.lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html by: ALBARDONIDO, GIRONDIA EGOS CTU-DPE-2015
Summary:
R.A. 4670- Magna Carta for Public School Teachers
1. This policy aims to protect and improve the socio-economic condition of public school teachers
and the state recognized the essential contribution of teachers in nation building so this act
serve as controlling agent in maintaining the proper qualification for the professions.
2. Shall apply to ALL public school teachers except those in the professorial staff of state
colleges and universities
3. In this act “teacher” shall mean:
 All persons engaged in classroom teaching, in any level of instruction, on full time basis
 Guidance counselors
 School librarians
 Industrial arts/ vocational instructors
 all other persons performing supervisory and/or administrative functions in all schools,
colleges and universities operated by the Government or its political subdivisions
4. Recruitment and Qualification
 For teachers of Kinder & Elem _____BS Elem. Education
 For teachers of Secondary _____BS in Education or its equivalent with major and minor
or any BS/BA plus 18 professional units in education
 For teachers of secondary vocational and two years technical courses___ Bachelor's degree
in the field of specialization with at least eighteen professional units in education
 For teachers of courses on the collegiate level, other than vocational, master's degree with a
specific area of specialization
Summary:
 Probationary Period:
1. NO PROBITIONARY PERIOD FOR THOSE TEACHERS WHO POSSESSES APPROPRIATE CIVIL SERVICE ELIGILBILIT
2. 1 YEAR PROBITIONARY PERIOD FOR THOSE WHO POSSESSES THE MINIMUM EDUC. QUALIFICATION BUT LACK
THE APPROPRIATE CIVIL SERVICE ELIGIBILITY
 Tenure of Office:
1. teachers appointed on a provisional status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at least ten years of
continuous, efficient and faithful service in such position.
 Consent for Transfer Transportation Expenses
1. no teacher shall be transferred without his consent from one station to another except for a cause
2. no transfers whatever shall be made three months before any local or national election.
3. Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his
transfer is finally approved.
 Safeguards in Disciplinary Procedure
1. the right to be informed, in writing, of the charges;
2. the right to full access to the evidence in the case;
3. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and
4. the right to appeal to clearly designated authorities.
Summary:
 No publicity shall be given to any disciplinary action being taken against a

teacher during the pendency of his case.
 Administrative Charges. Administrative charges against a teacher shall be heard
initially by a committee composed of the corresponding School Superintendent of the
Division or a duly authorized representative who should at least have the rank of a division
supervisor, where the teacher belongs, as chairman, a representative of the local or, in its
absence, any existing provincial or national teacher's organization and a supervisor of the
Division, the last two to be designated by the Director of Public Schools. The committee shall
submit its findings and recommendations to the Director of Public Schools within thirty days
from the termination of the hearings: Provided, however, that where the school
superintendent is the complainant or an interested party, all the members of the committee
shall be appointed by the Secretary of Education.
 Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the
teaching profession, or during its exercise, or in the termination of services, based on other
than professional consideration.
 Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to
enable married couples, both of whom are public school teachers, to be employed in the same
locality.
 Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.
Summary:
R.A. 4670-Magna Carta for Public School Teachers
 III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours: six hours hours of actual classroom teaching a day as his regular
remuneration, 2 hours preparation and checking of exercises, etc.
overtime: plus at least twenty-five per cent of his basic pay.
Sec. 14. Additional Compensation
• co-curricula and out of school activities and any other activities outside of what is defined as normal
duties of any teacher shall be paid an additional compensation of at least twenty-five per cent of his
regular remuneration after the teacher has completed at least six hours of actual classroom teaching a
day
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
• (a) they shall compare favorably with those paid in other occupations requiring equivalent or similar
qualifications, training and abilities;
• (b) they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and
• (c) they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general salary scale
shall be such that the relation between the lowest and highest salaries paid in the profession will be of
reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary
scales relative to the upper end.
Summary:
Sec. 16. Salary Scale. Salary scales of teachers shall provide

for a gradual progression from a minimum to a maximum
salary by means of regular increments, granted automatically
after three years: Provided, That the efficiency rating of the
teacher concerned is at least satisfactory. The progression
from the minimum to the maximum of the salary scale shall
not extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of
teachers whose salaries are appropriated by a city, municipal,
municipal district, or provincial government, shall not be less
than those provided for teachers of the National Government.
Summary:
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at

the very least, keep pace with the rise in the cost of living by the payment
of a cost-of-living allowance which shall automatically follow changes in a
cost-of-living index. The Secretary of Education shall, in consultation with
the proper government entities, recommend to Congress, at least annually,
the appropriation of the necessary funds for the cost-of-living allowances
of teachers employed by the National Government. The determination of
the cost-of-living allowances by the Secretary of Education shall, upon
approval of the President of the Philippines, be binding on the city,
municipal or provincial government, for the purposes of calculating the
cost-of-living allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which
teachers are exposed to hardship such as difficulty in commuting to the
place of work or other hazards peculiar to the place of employment, as
determined by the Secretary of Education, they shall be compensated
special hardship allowances equivalent to at least twenty-five per cent of
their monthly salary.
Summary:
Sec. 20. Salaries to be Paid in Legal Tender. Salaries

of teachers shall be paid in legal tender of the Philippines or its equivalent in
checks or treasury warrants. Provided, however, That such checks or treasury
warrants shall be cashable in any national, provincial, city or municipal
treasurer's office or any banking institutions operating under the laws of the
Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any
deduction whatsoever from the salaries of teachers except under specific authority of law
authorizing such deductions: Provided, however, That upon written authority executed by the
teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be considered
deductible.
Summary:
IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory
medical examination shall be provided free of charge for all teachers before they take up
teaching, and shall be repeated not less than once a year during the teacher's professional life.
Where medical examination show that medical treatment and/or hospitalization is necessary,
same shall be provided free by the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the
necessary medical care with the right to be reimbursed for their traveling expenses by the
government entity concerned in the first paragraph of this Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected

against the consequences of employment injuries in accordance with existing laws.
The effects of the physical and nervous strain on the teacher's health shall be
recognized as a compensable occupational disease in accordance with existing
laws. (Labor Code)
Summary:
V.
 LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers
in the public schools, they shall be entitled to study leave not exceeding one school
year after seven years of service. Such leave shall be granted in accordance with a
schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly salary:
Provided, however, That no teacher shall be allowed to accumulate more than one
year study leave, unless he needs an additional semester to finish his thesis for a
graduate study in education or allied courses: Provided, further, That no
compensation shall be due the teacher after the first year of such leave. In all cases,
the study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be
subject to the condition that the teacher takes the regular study load and passes at
least seventy-five per cent of his courses. Study leave of more than one year may
be permitted by the Secretary of Education but without compensation.
Summary:
Sec. 25. Indefinite Leave. An indefinite sick leave of

absence shall be granted to teachers when the nature of the illness
demands a long treatment that will exceed one year at the least.
Sec. 26. Salary Increase upon Retirement.

Public school teachers having fulfilled the age and service
requirements of the applicable retirement laws shall be given one
range salary raise upon retirement, which shall be the basis of the
computation of the lump sum of the retirement pay and the monthly
benefits thereafter
Summary:
VI. TEACHER'S ORGANIZATION
Sec. 27.Freedom to Organize. Public school teachers shall have the right to freely
and without previous authorization both to establish and to join organizations of their
choosing, whether local or national to further and defend their interests.
Sec. 28.Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination
against teachers which are calculated to (a) make the employment of a teacher subject
to the condition that he shall not join an organization, or shall relinquish membership
in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his
membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within
school hours, and (c) to prevent him from carrying out the duties laid upon him by his
position in the organization, or to penalize him for an action undertaken in that
capacity.
Sec. 29.National Teacher's Organizations. National teachers' organizations shall be
consulted in the formulation of national educational policies and professional
standards, and in the formulation of national policies governing the social security of
the teachers.
ENFORCEMENT
 Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and
prepare the necessary rules and regulations to implement the provisions of this Act.
Rules and regulations issued pursuant to this Section shall take effect thirty days
after publication in a newspaper of general circulation and by such other means as
the Secretary of Education deems reasonably sufficient to give interested parties
general notice of such issuance.
 Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement the provisions of the Act
concerning the benefits herein granted to public school teachers under the employ
of the National Government.
 Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or
coerce any teacher in the exercise of his rights guaranteed by this Act or who shall
in any other manner commit any act to defeat any of the provisions of this Act
shall, upon conviction, be punished by a fine of not less than one hundred pesos
nor more than one thousand pesos, or by imprisonment, in the discretion of the
court.
 If the offender is a public official, the court shall order his dismissal from the
Government service.
ENFORCEMENT
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared

invalid, the remainder of this Act or any provisions not affected thereby shall
remain in force and in effect.
Sec. 35. This Act shall take effect upon its approval.
The End
By: Julius Ortega Espiritu

Legal Bases of Philippine Education

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Legal Bases of Philippine Education

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Legal Bases of Philippine

• Section 17. The State shall give priority to

Section 1. The State shall protect and

1. Establish, maintain, and support a

2. Establish and maintain a system of free

4. Encourage non-formal, informal, and indigenous

5. Provide adult citizens, the disabled, and out-of-

1. All educational institutions shall include the study

2. They shall inculcate patriotism and nationalism,

Proprietary educational institutions, including those

4. Subject to conditions prescribed by law, all grants,

1987 Philippine Constitution

Alternative Learning Accreditation & Equivalency

© Pineda, Keith William P.

 Section 1: Quality education accessible to all.

RA7796: AN ACT CREATING THE TECHNICAL

• Act No. 74 (January 1, 1901)

• RA 10533 : ENHANCED BASIC EDUCATION

• At the same time, TESDA is expected to:

• Formulate and recommend development plans,

• Identify, support and develop potential centers of excellence in

• Recommend to the Department of Budget and Management

• Rationalize programs and institutions of higher learning and set

Section 7. A teacher shall not use his

Section 1. A teacher is a facilitator of

Section 3. Every teacher shall merit

Section 7. Every teacher shall maintain

Section 1. Every teacher shall actively

Section 3. Every teacher shall participate in the Continuing

Section 2. A teacher is not entitled to

Section 4. A teacher shall hold inviolate all confidential

Section 6. A teacher may submit to the

Section 3. School officials shall

Section 5. School authorities concern

Sec. 1. Declaration of Policy

Sec. 13. Teaching Hours

Sec. 22. Medical Examination and Treatment

Sec. 24. Study Leave

Sec. 27. Freedom to Organize

Approved June 18, 1966

Sec. 5. Tenure of Office. Stability on employment and security of tenure

Sec. 8. Safeguards in Disciplinary Procedure. Safeguards in

Sec. 21. Deductions Prohibited. No person shall make any

In regions where there is scarcity of medical facilities, teachers may obtain

Sec. 23. Compensation For Injuries. Teachers shall be protected against

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be

Approved: June 18, 1966

Source: The Lawphil Project - Arellano Law Foundation

 No publicity shall be given to any disciplinary action being taken against a

 III. HOURS OF WORK AND REMUNERATION

Sec. 16. Salary Scale. Salary scales of teachers shall provide

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at

Sec. 20. Salaries to be Paid in Legal Tender. Salaries

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 23. Compensation For Injuries. Teachers shall be protected

Sec. 25. Indefinite Leave. An indefinite sick leave of

Sec. 26. Salary Increase upon Retirement.

Sec. 34. Separability Clause. If any provision of this Act is declared

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