ED 307

EDUCATIONAL
LEGISTATION and
NATIONAL DEVELOPMENT

VICTOR B. BERNIDO Ed.D.

Professor
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner - centered public institution

the Department of Education
continuously improves itself
to better serve its stakeholders.
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:
•Students learn in a child-friendly, gender-sensitive, safe and
motivating environment.
•Teachers facilitate learning and constantly nurture every learner.
•Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to
happen.
•Family, community and other stakeholders are actively engaged
and share responsibility for developing life-long learners.
• Maka-Diyos
• Makatao
• Makabayan
• Makakalikasan
The Challenge
Basic Education Curriculum focused on just
English
Filipino
Mathematics
Science
Makabayan
Mother Tongue Based-Multilingual Education
( MTBMLE
Mother-Tongue
Based Multi-Lingual
ENGLISH
Education (MTB-
MLE)

FILIPINO
TAGALOG
The other 12 local languages used in MTB-MLE
are Tagalog, Kapampangan, Pangasinense,
Iloko, Bikol, Cebuano, Hiligaynon, Waray,
Tausug, Maguindanaoan, Maranao and
Chabacano. The MTB-MLE is implemented in
two modules:
1) as a learning/subject area and
2) as medium of instruction.
How to Assess Students’
Learning and Performance
Creating assignments
Creating exams
Using classroom
assessment
techniques Using
concept maps
Using concept
tests
Assessing group
work
Creating and using rubrics
Formative test
Summative test
“If you want it, measure
it. If you can’t measure
it, forget it.”
– Peter Drucker
WHAT GETS MEASURED GETS DONE!
Behind every
successful person, there
is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”

Donald Miller, UK Mentoring

Programme
 INTERNATIONAL AND
NATIONAL FOUNDATIONS OF
DRRM IN THE EDUCATION
SECTOR AND SUCs
 OBJECTIVES'

• Identify the different international and national

frameworks, conventions and standards that serve as
foundations of DRRM in the education sector; and

• Gain familiarization and understanding on how these

relate to DRRM in the education sector.
United Nations Convention
on the Rights of the Child
(UNCRC)

Core Humanitarian
Standards in Quality &
Accountability

INEE Minimum Standards in

Education: Preparedness,
Response, Recovery

Sendai Framework for DRR

Comprehensive School
safety Framework (CSSF)
DRRM in Education

Philippine Disaster Risk

Reduction & Management
(RA 10121)

Climate Change Act of 2009

(RA 9729)

Children’s Emergency Relief

and Protection Act
(RA.10821)
INTERNATIONAL & NATIONAL LEGAL
FRAMEWORKS, CONVENTIONS, STANDARDS
 UN CONVENTION ON THE RIGHTS OF THE
CHILD – CORE RIGHTS RELATED TO DRRM
The right to special protection for the child’s
physical, mental and social development.
The right to recreational activities and free
education.
The right to be among the first to receive
relief in all circumstances.
The right to protection against all forms of
neglect, cruelty and exploitation.
The right to access safe, clean, healthy and
sustainable environment.
CORE HUMANITARIAN STANDARD ON
AND ACCOUNTABILITY
DRRM was
borne from
the
humanitarian
field
INEE MINIMUM STANDARDS FOR EDUCATION:
PREPAREDNESS, RESPONSE, RECOVERY

5 DOMAINS
SENDAI FRAMEWORK FOR DRR

 187 countries
 World Conference on DRR
(WCDRR)
 March 18, 2015; Sendai,
Japan
 Successor to the Hyogo
Framework for Action
(HFA)
SENDAI FRAMEWORK FOR DRR
SENDAI FRAMEWORK FOR DRR
WHAT THE SENDAI FRAMEWORK SAYS ABOUT EDUCATION

Incorporation of disaster risk knowledge in formal and non-formal

education, civic education, professional education
and training

Strengthen structural and non-structural disaster risk prevention and reduction in

critical facilities, particularly schools, hospitals

Promote resilience of new and existing critical infrastructures…educational

facilities, hospitals, etc.
Ensure continuity of operations and planning…and provision of basic services in
post disaster
Regular disaster preparedness, response and recovery exercises, including
evacuation drills, etc.
Provide psychosocial support and mental health services for all people in need
COMPREHENSIVE SCHOOL SAFETY FRAMEWORK
THE 3 PILLARS
 OBJECTIVES'
Protect learners and education workers
from death, injury, and harm in schools

Plan for educational continuity in the

face of all expected hazards and threats

Safeguard education sector

investments

Strengthen risk reduction and

resilience through education
 NATIONAL FRAMEWORKS, FOUNDATIONS
RA 10121 RA 9729 RA 10821 10-Point Agenda

We are responding
Children’s to the directives of
President Duterte
Philippine Climate Emergency to strengthen and
enrich curricular
DRRM Act Change Act Relief and reforms on anti-
of 2010 of 2009 Protection illegal drugs,
reproductive health,
Act and disaster
preparedness.
Sustainable
Development
Sendai Paris Goals
Framework Agreement
for DRR
 PHILIPPINE DRRM ACT OF 2010
RA 10121 strengthens the country’s DRRM system
• From disaster relief and
response approach to DRRM
• Establishment of an
organizational structure
through national and local
DRRM councils
• Multi-hazard, multi-sectoral,
inter-agency and community-
based approach
 RA 10121 – PHILIPPINE DRRM ACT OF 2010

DRRM
Framework

Source: NDRRMC 2011

RA 10121 RECOGNIZES THE CRITICAL ROLE OF EDUCATION
• Institutionalize DRRM and CCA mainstreaming
into agencies’ policies, processes, with continuing
budget appropriation

• DepEd as member of the national and

local DRRM councils

• Integration of DRRM into the school

curriculum
DepEd Membership at various levels of DRRM Councils

DepEd National Disaster Regional Disaster

DepEd
Central Risk Reduction Risk Reduction
Regional
Office- and Management Offices and Management
DRRMS Council Council
• Provincial Disaster DepEd
Risk Reduction and Municipal Disaster District
DepEd
Management Council
• City Disaster Risk
Division Risk Reduction and Offices
Offices Management Council /
Reduction and
Management Council Schools
CLIMATE CHANGE ACT OF 2009 RA 9729

SECTION 5
DepEd is a member
of the Advisory Board
of the Climate Change
Commission
CLIMATE CHANGE ACT OF 2009 RA 9729 – ON BASIC EDUCATION

SECTION 15. Role of Government Agencies.—

To ensure the effective implementation of the
framework strategy and program on climate
change, concerned agencies shall perform the
following functions:

(a) The Department of Education (DepEd)

shall integrate climate change into the
primary and secondary education curricula
and/or subjects, such as, but not limited to,
Science, Biology, Sibika, History, including
textbooks, primers and other educational
materials, basic climate change principles and
Protection of children’s rights before, during and after a disaster
Comprehensive Emergency Program
- Plan of Action for Prompt Resumption of Educational Services for Children
 SYNTHESIS
•These international and national
frameworks, conventions and standards
serve as the foundations of DRRM in the
education sector.
•In times of disaster, children’s rights must
always be observed, especially the right to
education.
•The commitment of Member States is critical
in the implementation of these frameworks.
NATIONAL DEVELOPMENT
 NATIONAL DEVELOPMENT
Every person has their own thoughts and notions towards
the development of the country.

NATIONAL DEVELOPMENT is the process of

reconstruction and development in various dimensions
of nation and development of every individuals.
This sort of development is also the ability of a country to
improve the social welfare of a people.
 DIMENSIONS OF NATIONAL
DEVELOPMENT
vFull growth and expansion of industries
vDevelopment through planned economy
vIncrease in agricultural production by adopting new
method of technical know-how
vDevelopment of human resources
vApplication of science and technology in production
sector
vDevelopment of infrastructure like education, health,
transportation, communication, drinking water,
elerctricity and more.
MAJOR INDICATORS
vGDP (gross domestic product)
vPer capita income (PCI)
vHDI(Human development index)
vLiteracy rate
vLife expectancy
vInfant mortality rate
NATIONAL DEVELOPMENT
—National development council (NDC) is a governmental
bodies for decision creating and Deliberations on
development matters.
 FUNCTIONS OF NDC
vTo prescribe guidelines for the formulations
of national plan.
vTo make an assessment of the resources that
are required for implementing the plan.
vTo review the working of the plan from time to time and
recommended measures to achieve the aims and target of
plan.

CHALLENGES
vEducation and skills

Though workers are more, it is very

difficult to find worker with right
skill to fit for a particular job. So
challenges is how India can get best people through
educations.

CONTINUE..
vManagement of rapid urbanization posses great
challenges ahead like development along with
safeguarding environment.
vHealth and sanitation posses great challenges for national
development. For national development healthy
manpower are required. But majority of people in India are
still facing health related problems.
vWomen empowerment posses great challenges for
national development. Still majority of people do not
think that women should get education job and serves
the country.

CONTINUE….
Gender discrimination posses great challenges ahead.
Until there is no stop to it, nation cannot be developed
Rampant corruption is main hindrance to national development.
It posses great challenges ahead in case of fair transparency.
Pictorial challenges
of development
OVERALL NEED OF
ECONOMIC
GROWTH