Philippine Christian University

Presented by:
Mariz F. Dacula
Maed-Educational Management

Presented To:
Dr. Purita Gavan Tanauan Agcaoili
Professor
EDUCATIONAL LEGISLATION
Prepared by: MARIZ F. DACULA
Educational Management
1 DAY
ST
 OVERVIEW ON EDUCATIONAL
LEGISLATION
a.Definition of Educational Legislation
b.History of Educational Legislation in the
Philippines
c.Importance of Legislation
 TABLE OF CONTENTS
OverVIEW ON EDUCATIONAL LEGISLATION
a. Definition of Educational Legislation
b. History of Educational Legislation in the Philippines
c. Importance of Legislation
EDUCATIONAL POLICY: Coverage/analysis
A. Educational System in the Philippines
B. Forms of Education
C. K to 12 Curriculum
 TABLE OF CONTENTS
The Rights and Privileges of Teachers
• Commonwealth Act No. 578
• Code of Ethics
• Magna Carta for TeachersRelevant deped policies/memorandum
• DepEd Order no. 40 s. 2012
• DepEd Order no. 31 s. 2020
• DepEd Order no. 22
• Republic Act 7610
• RA 10912
DEPED IN NEW NORMAL
 WHAT IS LEGISLATION?
• Legislation defined as laws and rules made by the government.
 WHAT IS EDUCATIONAL LEGISLATION?
• School legislation includes any federal, state, or local
regulation that a school, its administration, teachers, staff, and
constituents are required to follow. This legislation is intended
to guide administrators and teachers in the daily operations of
the school district.
 HISTORY OF EDUCATIONAL
LEGISLATION IN THE PHILIPPINES
• The public school system in the Philippines was born in 1863,
with the passage of the Education Reform Act in the Spanish
Courts. ... Ever since the Spanish colonial government adopted
the program of compulsory elementary education in 1863,
the education became free to all children between the ages of
seven and 13.
• The first on the list should be Republic Act (RA) 10533,
otherwise known as the “Enhanced Basic Education
Act of 2013.” This law provides for at least one year of
preschool and 12 years basic education (six years of
elementary; four years of junior-high school; and two
years of senior-high school).
 EDUCATIONAL DECREE OF 1863
• Free public education for all.
• provided for the establishment of at least one primary school
for boys and girls in each town under the responsibility of the
municipal government; and the establishment of a normal
school for male teachers under the supervision of the Jesuits.
Primary instruction was free and the teaching of Spanish was
compulsory. Education during that period was inadequate,
suppressed, and controlled.
 ACT NO.74

The implementation of this Act created a heavy shortage

of teachers so the Philippine Commission authorized the
Secretary of Public Instruction to bring to the Philippines
600 teachers from the U.S.A. They were the Thomasites.
  REORGANIZATION ACT OF 1916

• provided the Filipinization of all department

secretaries except the Secretary of Public
Instruction.
 MILITARY ORDER NO. 2 IN 1942
• The Philippine Executive Commission established the Commission of
Education, Health and Public Welfare and schools were reopened in June
1942.
• On October 14, 1943, the Japanese – sponsored Republic created the
Ministry of Education.
• Under the Japanese regime, the teaching of Tagalog, Philippine History,
and Character Education was reserved for Filipinos. Love for work and
dignity of labor was emphasized.
• On February 27, 1945, the Department of Instruction was made part of
the Department of Public Instruction.
 EXECUTIVE ORDER NO. 94
• the Department of Instruction was changed to
Department of Education. During this period, the
regulation and supervision of public and private schools
belonged to the Bureau of Public and Private Schools.
 P.D. NO. 1397
• In 1972, it became the Department of Education and Culture by
virtue of Proclamation 1081 and the Ministry of Education and
Culture in 1978 by virtue of P.D. No. 1397.
• Thirteen regional offices were created and major organizational
changes were implemented in the educational system.
  EDUCATION ACT OF 1982

• created the Ministry of Education, Culture and Sports

which later became the Department of Education,
Culture and Sports in 1987
 EXECUTIVE ORDER NO. 117
• The structure of DECS as embodied in EO No. 117 has
practically remained unchanged until 1994.
 RA 7722 AND RA 7796 IN 1994
• creating the Commission on Higher Education (CHED) and the
Technical Education and Skills Development Authority
(TESDA), respectively.
 REPUBLIC ACT 9155
• 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).
• 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.
 IMPORTANCE OF LEGISLATION
• Legislation has not only provided the critical checks and balances
needed to progress equal rights. It has also helped to drive the overall
direction of policy and set the threshold beyond which we, as a society,
agree that provision will not fall.
• Legislation is one of the most important instruments of government in
organizing society and protecting citizens. It determines amongst others
the rights and responsibilities of individuals and authorities to whom the
legislation applies. On the other hand, a law has little or no value if there
is neither discipline nor enforcement.
2ND
DAY
 EDUCATIONAL POLICY:
COVERAGE/ANALYSIS
A.Educational System in the Philippines
B.Forms of Education
C.K to 12 Curriculum
 EDUCATIONAL SYSTEM IN THE
PHILIPPINES
• HISTORY Education From Ancient Early Filipinos
• - Children were provided more vocational
training but less academics in their houses by
their parents and in the houses of their tribal
tutors. They were using a unique system of
writing known as the baybayin.
• Spanish Period
• - During the early Spanish period most education
was carried out by the religious orders. The
schools focused on the Christian Doctrines
• First Republic
• -The schools maintained by Spain for more than
three centuries were closed for a short period
but were reopened on August 29, 1898 by the
Secretary of Interior. The Burgos Institute in
Malolos, the Military Academy of Malolos, and the
Literary University of the Philippines were
established. Article 23 of the Malolos
Constitution mandated that public education would be free
and obligatory in all schools of the
nation under the First Philippine Republic.
 • American Period
• -Building on the education system created in
1863, an improved public school system was
established during the first decade of American
rule upon the recommendation of the Schurman
Commission. Free primary instruction that trained
the people for the duties of citizenship and
avocation was enforced by the Taft Commission per
instructions of President William McKinley.
• -Education during this time also emphasized
nationalism, vocational education and good
manners and discipline.
• After World War II
• -In 1947, by the virtue of Executive Order No.
94, the Department of Instruction was changed to
the Department of Education. During this period,
the regulation and supervision of public and
private schools belonged to the Bureau of Public
and Private Schools.
• Marcos Era
• -In 1972, the Department of Education became the
Department of Education and Culture by the virtue
of Proclamation 1081 which was signed
by President Ferdinand Marcos.
• Fifth Republic
• -On February 2, 1987, a new Constitution for the
Philippines was ratified. Section 3, Article
XIV of the 1987 Constitution contains the ten
fundamental aims of education in the Philippines.

• -In 1987 by virtue of Executive Order No. 117,

the Ministry of Education, Culture and Sports,
became the Department of Education, Culture and
Sports. The structure of DECS as embodied in the
order remained practically unchanged until 1994.
EDUCATION SYSTEM
• COMPULSORY EDUCATION(Pattern of Education)Elementary School
- Elementary school, sometimes called primary
school or grade school (Filipino paaralang
elementarya o mababang paaralan),
- is the first part of the educational system, and it includes the
first six years of compulsory education (grades
1-6). These grades are further grouped
(informally) accordingly into primary level,
which includes the first three grades (grades
1-3), and intermediate level, which includes the
last three grades (grades 4-6).
• Secondary School
• - Secondary school in the Philippines, more
commonly known as high school
(Filipino paaralang sekundarya, sometimes mataas
na paaralan), consists of four levels largely
based on the American schooling system as it was
until the advent of the comprehensive high
schools in the US in the middle of last century.
•
The Philippine high school system has not moved
much from where it was when the Philippines
achieved independence from the US in 1946. It
still consists of only four levels with each
level partially compartmentalized, focusing on a
particular theme or content.
• Tertiary Education
• -Tertiary education in the Philippines is
increasingly less cosmopolitan. From a height of
5,284 foreign of students in 1995 1996 the number
steadily declined to 2,323 in 2000 2001, the last
year CHED published numbers on its website.
• Technical and Vocational Education
• -Technical and vocational education is offered
to enhance students' practical skills at
institutions usually accredited and approved
by TESDA. 
• Government Sector The government has 3 main branches that manage
education system in the Philippines these are
the
• Department of Education (DepEd)
• Commission on higher Education (CHED)
• Technical Education and Skills Development
Authority (TESDA).
FORMS OF EDUCATION
K-12 CURRICULUM
 PROS & CONS IN THE
K+12 BASIC EDUCATION
 PROS
• “Most graduates are too young to enter the labor force.” Since most children start Grade 1
when they are 6 years old, they do not reach the legal employable age of 18 when they
graduate from high school today.
• “The short duration of the basic education program also puts the millions of overseas
Filipino workers (OFWs), especially the professionals, and those who intend to study
abroad, at a disadvantage. Our graduates are not automatically recognized as professionals
abroad.” The best examples are our engineering graduates, who are condemned to
international jobs not befitting their professional status due to our not having a 12-year basic
education cycle.
• “The short basic education program affects the human development of
the Filipino children.” If we believe that 17-year-old high school
graduates are emotionally, psychologically, and intellectually mature,
why do we require them to get parental consent before they get married?
• “The poor quality of basic education is reflected in the low achievement
scores of Filipino students. One reason is that students do not get
adequate instructional time or time on task.”
 CONS
• arents have to shell out more money (for transportation and food) for the education of their
children.
• The government does not have the money to pay for two more years of free education, since
it does not even have the money to fully support today’s ten years. DepEd must first solve
the lack of classrooms, furniture and equipment, qualified teachers, and error-free textbooks.
• As far as the curriculum is concerned, DepEd should fix the current subjects instead of
adding new ones. The problem is the content, not the length, of basic education. As an
editorial put it, we need to have better education, not more education.
• Every family dreams of having a child graduate from college.
• While students are stuck in Grades 11 and 12, colleges and
universities will have no freshmen for two years. This will spell
financial disaster for many private Higher Education
Institutions (HEIs).
• The drop-out rate will increase because of the two extra years.
• The K-12 program is still beneficial as it gives
a better quality of education. ... In addition, with the
additional 2 years in high school, students will be given
more time to master competencies and skills through the
specialized upper secondary education.
3RD
DAY
 THE RIGHTS AND PRIVILEGES OF
TEACHERS
• Commonwealth Act No. 578
• Code of Ethics
• Magna Carta for Teachers
 COMMONWEALTH ACT NO. 578
• An Act To Amend Article One Hundred Fifty-two Of
The Revised Penal Code, So As To Include Teachers,
Professors, And Persons Charged With The Supervision
Of Public Or Duly Recognized Private Schools,
Colleges, And Universities, Within The Term "Persons
In Authority."
SECTION 1. Article one hundred fifty-two of Act Numbered Three thousand eight hundred and fifteen, known as the Revised
Penal Code,
is amended to read as follows:
"ART. 152. Persons in authority - Who shall be deemed as such. - In applying the provisions of
the preceeding and other articles of this Code, any persons directly vested with
jurisdiction, whether as in individual or as a member of some court or
governmental corporation, board or commission, shall be deemed a person in
authority.

"In applying the provisions of articles one hundred forty-eight and one hundred
fifty-one of this Code, teachers, professors, and persons charged with the
supervision of public or duly recognized private schools, colleges, and universities,
shall be deemed persons in authority.“

SEC. 2. This Act shall take effect on its approval.

Enacted, without Executive approval, June 8, 1940.

 CODE OF ETHICS
• Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all
times and in the practice of his profession.
• A professional code of ethics outlines teachers' primary responsibilities to their
students and defines their role in a student's life. Educators must demonstrate
impartiality, integrity, and ethical behavior in the classroom, whether virtual or in-
person, and in their conduct with parents and coworkers.
• The Importance of Teacher Ethics. The code of
ethics for teachers is designed to protect the rights of the
students, all the students. It
is important that teachers understand that when they get
a teaching position they are agreeing to follow the code of
ethics.

www.slideshare.net/alicevictor1/code-of-ethics-for-professional-
teacher-16460665
 MAGNA CARTA FOR
TEACHERS
• The Magna Carta for Public School Teachers otherwise known as Republic Act No. 4670,
was envisioned to provide programs for the promotion and improvement of the well-being
and economic status of public school teachers. ... Hence, this bill mandates the Department
of Education to fully implement RA No.
• 4670 otherwise known as “The Magna Carta for Public School Teachers” was passed into
law in view of providing professional rights and safeguards to our public school teachers in
consideration of the exigency and level of difficulty of the exercise of their profession.
 IMPORTANCE OF MAGNA CARTA
• This acts are very important to the public school teachers. It protects the rights of
the teachers like the tenure of office, academic freedom, Tax reliefs, and other benefits.

www.slideshare.net/espinorachel/the-magna-carta-for-public-school-teachers-129678872
RELEVANT DEPED
POLICIES/MEMORANDUM
• DepEd Order no. 40 s. 2012
• DepEd Order no. 31 s. 2020
• DepEd Order no. 22
• Republic Act 7610
• RA 10912
 DEPED ORDER NO. 40 S. 2012
• DepEd launched its Child Protection Policy on May
3,2012, through DepEd Order No. 40,s. 2012, to
promote a zero-tolerance policy for any act of child
abuse, exploitation, violence, discrimination, bullying
and other related offenses.
 DEPED ORDER NO. 31 S. 2020
• The Department of Education issues DepEd Order No. 31, s. 2020 or
the Interim Guidelines for Assessment and Grading in light of the Basic
Education Learning Continuity Plan. This is to provide guidance on the
assessment of student learning and on the grading scheme to be adopted
this school year 2020-2021.
 DEPED ORDER NO. 22

• BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER POSITIONS

DepEd Order No. 22, s. 2013, otherwise known as the “Revised Guidelines on the Transfer
of Teachers from One Station to Another,” shall be strictly observed.
• These Guidelines shall be used only in the event that the Schools Division Office (SDO) still
has available Teacher I positions left after having implemented DO 7, s. 2015. Thus, all
applicants who have passed the evaluation process set forth in DO 7, s. 2015 (i.e. those who
have achieved 70 points and above) shall have been appointed and assigned to their
respective stations before these Guidelines are used.
 REPUBLIC ACT 7610
• An act providing for stronger deterrence and special protection of Children against child
abuse, exploitation and discrimination and for other purposes.
 RA 10912

• 10912, otherwise known as the “Continuing Professional Development (CPD) Act of 2016”,

is an act which requires CPD as the mandatory requirement for the renewal of Professional
Identification Card. ...
4 TH
DAY
 EDUCATION IN THE NEW NORMAL
• Creation of IATF
• Basic Education Learning Continuity Plan
• Issuances during Covid 19
 CREATION OF IATF
• The IATF-EID that was created through Executive Order No. 168 in 2014 which was issued
by then-President Benigno Aquino III. It was organized as government's instrument to
assess, monitor, contain, control and prevent the spread of any potential epidemic in the
Philippines.

• The Inter-Agency Task Force on Emerging Infectious Diseases (IATF-EID or simply

the IATF) is a task force organized by the executive of the Philippine government to
respond to affairs concerning emerging infectious diseases in the Philippines.
AITF COMMITTEE
 BASIC EDUCATION LEARNING CONTINUITY PLAN

• In a statement on May 8, Education Leonor Briones said the Basic Education - Learning

Continuity Plan (BE-LCP) is the Department of Education's major response and
commitment in protecting the health, safety, and well-being of learners, teachers, and
personnel.
• With the additional challenges in education brought about by the COVID-19 pandemic, the
Philippine Department of Education (DepEd) adopted a Learning Continuity Plan (LCP)
that aims to ensure the safety and well-being of learners, teachers, and personnel, and
the continuity of learning.
 IMPORTANCE OF CONTINUITY PLAN
• Although disruptive events can take many forms and many decisions will always have to be
made on-the-fly, a learning continuity plan provides a framework and preparation to guide
decisions, and it clearly indicates of who will make them. Any workable plan starts with
gathering support and creating a shared vision.
• BE-LCP is the result of consultations with partners and advisers, legislators, executives and
directors, teachers, parents, learners, and the general public. All these contributions were
integrated and harmonized by the Executive Committee and Management Committee under
my direction and drafted by my Undersecretary and Chief of Staff.
• BE-LCP covers the essential requirements of education in the time of COVID-19, e.g. most
essential learning competencies, multiple learning delivery modalities for teachers, school
leaders and learners, required health standards in schools and workplaces, and special
activities like Brigada Eskwela, Oplan Balik Eskwela, and partnerships.
• In the development of this Basic Education - Learning Continuity Plan (BE-LCP), inputs
from different units and field offices of the Department, from the Philippine Forum for
Inclusive Quality Basic Education or Educ Forum, and from the Chairpersons of the House
and Senate Committees on Basic Education, Rep. Roman Romulo and Senator Sherwin
Gatchalian, respectively, were gathered.
ISSUANCES DURING COVID 19
…END…