Let development of philippine education7

LET Review 2012LET Review 2012
Arthur S. AbulenciaArthur S. Abulencia
Faculty, Social Science DepartmentFaculty, Social Science Department
Philippine Normal UniversityPhilippine Normal University
The Development ofThe Development of
Philippine Educational SystemPhilippine Educational System
with Relevant Lawswith Relevant Laws

STATE
OF
PHILIPPINE
EDUCATIO
N
Part 1
“Show me the kind of teachers that you have today
and I will show you the kind of nation that you will have
tomorrow!”
Dr. Vicente Sinco
former President, University of the Philippines

Did you know that…Did you know that…
- For every 100 Filipino childrenFor every 100 Filipino children
who enters grade I,who enters grade I,
- only 66 will finished grade VI,only 66 will finished grade VI,
- 60 will go to high school,60 will go to high school,
- 40 will graduate,40 will graduate,
- 25 will go to college,25 will go to college,
- 13 will complete a degree13 will complete a degree
- and only 1-2 will get aand only 1-2 will get a
stable jobstable job

The holding capacity of the
school system remains a major
concern of the education sector.
A study commissioned by the
Asian Development Bank (ADB)
that “for every 1,000 entrants to
Grade 1, 312 do not complete
elementary schooling, 249 finish
the six-year elementary at an
average of 9.6 years due to
repetition, and only 439 finish
elementary in six years.”

What is most alarming is that amongWhat is most alarming is that among
the “688 who complete elementarythe “688 who complete elementary
schooling, only 7 graduates score atschooling, only 7 graduates score at
least 75% in achievement tests inleast 75% in achievement tests in
English, Science and Math, which isEnglish, Science and Math, which is
the standard for mastery requiredthe standard for mastery required
competencies.” (Cited in Draft EFAcompetencies.” (Cited in Draft EFA
Plan, DepEd, August 2004)Plan, DepEd, August 2004)

There are 1.5 millionThere are 1.5 million Street ChildrenStreet Children
nationwide, with 75,000 in Metro Manilanationwide, with 75,000 in Metro Manila
alonealone- 2 out of 10 children drop
out when they reach grade
2.
- Filipino child ranked
third from the bottom in
TIMSS [trends international
math and science study] in
1999.
- More than 50% of the
answers in the NEAT is
wrong.

there are 12 million children below 6 yrs. old…
only 13 out of 100
enrolled in Grade 1 are
qualified for Grade 2…
3 out of 10 pre-school
children are
malnourished…
only 19% are able to go
to school
over 16% of 42,000
barangays do not
have provisions for
ECE (2005) [quality?]
Did you know that…Did you know that…in thein the
PHILIPPINESPHILIPPINES

State ofState of
Education in theEducation in the
PhilippinesPhilippines
Resource ShortagesResource Shortages
ParticularsParticulars FY 2003FY 2003 FY 2004FY 2004 FY 2005FY 2005
ClassroomsClassrooms 44,71644,716 41,94741,947 57, 93057, 930
SeatsSeats 4.8 M4.8 M 4.56 M4.56 M 3.48 M3.48 M
TextbooksTextbooks 24.22 M24.22 M 34.7 M34.7 M ------
Teachers itemsTeachers items 46,35646,356 38, 53538, 535 49, 69949, 699
Based on ratio of 1 classroom to 45 students
Basic Data from DepEd

State of Education in the PhilippinesState of Education in the Philippines
ElementaryElementary SecondarySecondary
Total Enrollment (SY 2004-05)*Total Enrollment (SY 2004-05)* 13,036,38813,036,388 6,520,0836,520,083
Total = 19,556,471Total = 19,556,471
Performance Indicators (SY 2003-04)Performance Indicators (SY 2003-04)
Participation Rate **Participation Rate ** 90.05%90.05% 58.03%58.03%
Cohort Survival RateCohort Survival Rate 69.84%69.84% 65.83%65.83%
Completion RateCompletion Rate 66.85%66.85% 59.79%59.79%
School DropoutSchool Dropout 7.34%7.34% 13.10%13.10%
National Achievement TestNational Achievement Test
(March 2003)(March 2003)
43.55%43.55%
(Grade 4, overall)(Grade 4, overall)
36.13%36.13%
(First year, overall)(First year, overall)
No. of Public SchoolsNo. of Public Schools 36,73836,738 4,6324,632
No. of Public School TeachersNo. of Public School Teachers 339,602339,602 120,789120,789
No. of Administrative/Support StaffNo. of Administrative/Support Staff 31,94531,945
No. of Teaching-Related Officers/SupervisorsNo. of Teaching-Related Officers/Supervisors 29,14229,142
Central Office PersonnelCentral Office Personnel 1,7081,708
No. of School DivisionsNo. of School Divisions 182182
No. of District OfficesNo. of District Offices 2,2732,273

State of Education in theState of Education in the
• Data from DepEd still shows hugeData from DepEd still shows huge
shortages in classrooms, text books,shortages in classrooms, text books,
chairs and teachers. According to thechairs and teachers. According to the
latest figures of DepEd, the country stilllatest figures of DepEd, the country still
needs an additional 50,921 classrooms,needs an additional 50,921 classrooms,
74,178 teachers, 123,196 toilets, 62.474,178 teachers, 123,196 toilets, 62.4
million textbooks and about 1.3 millionmillion textbooks and about 1.3 million
classroom chairs.classroom chairs.

• In news reports, the budget for education hasIn news reports, the budget for education has
also increased to P238.8 billion ($5.5 billion),also increased to P238.8 billion ($5.5 billion),
which, according to Aquino, is “the biggestwhich, according to Aquino, is “the biggest
budget of all departments.” However, Kabataanbudget of all departments.” However, Kabataan
Party-list rep. Raymond Palatino said, despiteParty-list rep. Raymond Palatino said, despite
government declarations that it is giving thegovernment declarations that it is giving the
education sector the highest priority in itseducation sector the highest priority in its
budget, the entire allocation for education isbudget, the entire allocation for education is
stilled pegged at levels insufficient to ensure thatstilled pegged at levels insufficient to ensure that
every child is able to enjoy his or her right toevery child is able to enjoy his or her right to
education. “While Unesco recommends that 6education. “While Unesco recommends that 6
percent of the GDP should be set aside forpercent of the GDP should be set aside for
education, DepEd only received 2.1 percent ofeducation, DepEd only received 2.1 percent of
the GDP for the current year.”the GDP for the current year.”

Poor Performance ofPoor Performance of
TeachersTeachers
SATE, 2003SATE, 2003
The low quality of
education delivered by
the public school system
can also be gleaned from
the poor performance of
teachers in assessment
tests. Some of whom
scored no better than the
students they teach.

Poor Performance ofPoor Performance of
TeachersTeachers
SATE, 2003SATE, 2003
A mere 19 percent of the nation’sA mere 19 percent of the nation’s
53,000 public high school teachers53,000 public high school teachers
scored 75 percent or higher in thescored 75 percent or higher in the
Self-Assessment Test for EnglishSelf-Assessment Test for English
(SATE) administered by the(SATE) administered by the
Department of Education (DepEd) inDepartment of Education (DepEd) in
May 2003.May 2003.

Development of PhilippineDevelopment of Philippine
EducationEducation

History of PhilippineHistory of Philippine
EducationEducation
The Philippine
Educational System,
like any other system
of formal education in
class societies, has
always been in the
service of the
dominant class.

• Historically, formal education in theHistorically, formal education in the
country was established by foreigncountry was established by foreign
warlords who came to dominate thewarlords who came to dominate the
Filipino nation under various guises.Filipino nation under various guises.
Its underlying philosophy, despiteIts underlying philosophy, despite
appearances to the contrary, hasappearances to the contrary, has
always been thealways been the justificationjustification ofof
colonial aggression and thereforecolonial aggression and therefore
foreign domination over our economicforeign domination over our economic
and political life.and political life.

History of PhilippineHistory of Philippine
EducationEducation
So effective was education as
an instrument of colonization
that the Filipino psyche was
totally bastardized. What
emerged as a product of colonial
obfuscation was, indeed, a
Filipino completely devoid of
national identity and
consciousness.

• Given this bastardization of ‘the FilipinoGiven this bastardization of ‘the Filipino
soul,’ which Prof. Renato Constantinosoul,’ which Prof. Renato Constantino
would aptly term aswould aptly term as miseducationmiseducation, it, it
is not at all surprising that even today ais not at all surprising that even today a
great number of our countrymen stillgreat number of our countrymen still
cling to the myth that without foreign aidcling to the myth that without foreign aid
the Filipino nation can not be self-the Filipino nation can not be self-
sufficient nor self-reliant. Such defeatistsufficient nor self-reliant. Such defeatist
outlook and servile character onlyoutlook and servile character only
demonstrate how deep and pervasive isdemonstrate how deep and pervasive is
our ‘our ‘cultural perversioncultural perversion ’ under’ under

Pre-Spanish PeriodPre-Spanish Period
– Historian Gregorio Zaide affirmsHistorian Gregorio Zaide affirms
that long before the first contactthat long before the first contact
with the West, our people hadwith the West, our people had
already commercial, political, andalready commercial, political, and
cultural contacts with India, China,cultural contacts with India, China,
Japan and Arabia which enrichedJapan and Arabia which enriched
the ancient Filipino civilization.the ancient Filipino civilization.

–A bishop’s letter of 1588 to theA bishop’s letter of 1588 to the
Spanish King cited the existenceSpanish King cited the existence
of a school for reading and writingof a school for reading and writing
related to the study of Koranrelated to the study of Koran
particularly in Maguindanao. Theparticularly in Maguindanao. The
same source did not cite anysame source did not cite any
other schools anywhere else inother schools anywhere else in
the islands.the islands.

– Historical accounts of Pedro Chirino andHistorical accounts of Pedro Chirino and
Antonio de Morga confirmed the generalAntonio de Morga confirmed the general
literacy and style of writing of theliteracy and style of writing of the
original Filipino. “There is hardly a man,original Filipino. “There is hardly a man,
and much less a woman, who does notand much less a woman, who does not
read and write in the letters used in theread and write in the letters used in the
island of Manila – which are entirelyisland of Manila – which are entirely
different from those of China, Japan,different from those of China, Japan,
and India.”and India.”

• The written accounts of Mendez and JocanoThe written accounts of Mendez and Jocano
show evidence to support the claim tatshow evidence to support the claim tat
Filipinos had an elaborate civilization prior toFilipinos had an elaborate civilization prior to
western contact. The indices are:western contact. The indices are:
• (1)(1) effective technologyeffective technology (ceramic(ceramic
industry),industry),
• (2)(2) predictive sciencespredictive sciences (preserve(preserve
mummies),mummies),
• (3)(3) art and religionart and religion PetroglyphsPetroglyphs
and line drawings in Angono,and line drawings in Angono,

Indices of Early FilipinoIndices of Early Filipino
CivilizationCivilization
• (4)(4) system of writingsystem of writing (syllabary(syllabary
writing among the Tagbanwaswriting among the Tagbanwas
and Mangyans),and Mangyans),
• (5)(5) foreign tradeforeign trade (with the(with the
Chinese during the TangChinese during the Tang
Dynasty),Dynasty),
• (6)(6) big population centersbig population centers
(20,000 in Manila),(20,000 in Manila),

Indices of Early FilipinoIndices of Early Filipino
CivilizationCivilization
• (7)(7) megalithic structuresmegalithic structures
(rice terraces),(rice terraces),
• (8)(8) governmentgovernment (barangay),(barangay),
• (9)(9) lawslaws (Code of(Code of
Kalantiaw), andKalantiaw), and
• (10)(10) warfarewarfare (barangays).(barangays).

Spanish PeriodSpanish Period
– The Royal Decree of 1555The Royal Decree of 1555
of King Carlos I mandatedof King Carlos I mandated
the three goals of Spanishthe three goals of Spanish
education;education; indoctrinationindoctrination
of Christianity,of Christianity,
promotion of thepromotion of the
Spanish language, andSpanish language, and
imposition of Spanishimposition of Spanish
culture.culture.

–Education of the Filipino was mainlyEducation of the Filipino was mainly
learning the Christian doctrine. Itlearning the Christian doctrine. It
was simple catechism, not the samewas simple catechism, not the same
as Christian education in Europe.as Christian education in Europe.
–TheThe vernacular,vernacular, not Spanish, wasnot Spanish, was
used as the medium of instruction inused as the medium of instruction in
the parochial schools.the parochial schools.

– The religious orders introduced theThe religious orders introduced the
parochial school concept practiced inparochial school concept practiced in
Europe during the Dark Ages. The riseEurope during the Dark Ages. The rise
of parochial schools started in Cebu inof parochial schools started in Cebu in
1565 by the Augustinian missionaries.1565 by the Augustinian missionaries.
Subjects other than the Doctrina wereSubjects other than the Doctrina were
soon offered and these were simplesoon offered and these were simple
arithmetic, music and various arts andarithmetic, music and various arts and
trades.trades.

– academic education higher than theacademic education higher than the
parochial schools were established.parochial schools were established.
These were the “These were the “colegioscolegios” for boys and” for boys and
the “the “beatriosbeatrios” for the girls. These were” for the girls. These were
equivalent to the present high schools.equivalent to the present high schools.
Colegio de San Ignacio of Jesuit OrderColegio de San Ignacio of Jesuit Order
in 1589 in Manila was the first “colegio”in 1589 in Manila was the first “colegio”
for the boys. The “beaterio” de Sanfor the boys. The “beaterio” de San
Potenciana in 1594 was the firstPotenciana in 1594 was the first
beaterio for girls.beaterio for girls.

–In 1611, the Dominicans putIn 1611, the Dominicans put
up the Colegio de Santoup the Colegio de Santo
Rosario which later becameRosario which later became
the Colegio de Santo Tomas,the Colegio de Santo Tomas,
now University of Santonow University of Santo
Tomas.Tomas.

– One of theOne of the greatest contributions of thegreatest contributions of the
Spanish Friars to the Philippine education isSpanish Friars to the Philippine education is
in the field of linguisticsin the field of linguistics. They produced the. They produced the
first grammars and dictionaries that led thefirst grammars and dictionaries that led the
development of Filipino languages. “Arte ydevelopment of Filipino languages. “Arte y
Vocabulario de lengua Tagala” by JuanVocabulario de lengua Tagala” by Juan
Quiñones in 1581 was the first TagalogQuiñones in 1581 was the first Tagalog
grammar was “Arte y Regla de Lenguagrammar was “Arte y Regla de Lengua
Tagala” by Francisco Blancas de San Jose,Tagala” by Francisco Blancas de San Jose,
printed by Thomas Pinpin in 1610.printed by Thomas Pinpin in 1610.

–The Royal Decree of 1863, pennedThe Royal Decree of 1863, penned
by Minister Jose de la Concha, wasby Minister Jose de la Concha, was
the first attempt of the Spaniards tothe first attempt of the Spaniards to
establish an overall public schoolestablish an overall public school
system and to provide for thesystem and to provide for the
training of teachers through atraining of teachers through a
normal school attached to “normal school attached to “EscuelaEscuela
Pia,” now Ateneo de ManilaPia,” now Ateneo de Manila
UniversityUniversity

Revolutionary RepublicRevolutionary Republic
(1st Republic)(1st Republic)
– The first republic wasThe first republic was
established on June 12, 1898established on June 12, 1898
in Kawit, Cavite with Generalin Kawit, Cavite with General
Emilio Aguinaldo as President,Emilio Aguinaldo as President,
June 12 is now the officialJune 12 is now the official
independence day of theindependence day of the
country.country.

– The first organized reaction against SpanishThe first organized reaction against Spanish
injustice happened from 1862 to 1872.injustice happened from 1862 to 1872.
Patriotic Filipinos formed the “Comite dePatriotic Filipinos formed the “Comite de
Reformadores” in 1862 to work for reformsReformadores” in 1862 to work for reforms
for the assimilation of the country as afor the assimilation of the country as a
province of Spain. This group was led by theprovince of Spain. This group was led by the
priest Mariano Gomez, Jose Burgos, andpriest Mariano Gomez, Jose Burgos, and
Jacinto Zamora (GOMBURZA). The reformJacinto Zamora (GOMBURZA). The reform
movement ended up at the Cavite mutinymovement ended up at the Cavite mutiny
and the execution of the three priests inand the execution of the three priests in
1872.1872.

• Continuing the assimilationContinuing the assimilation
reform, Filipino expatriates inreform, Filipino expatriates in
Europe initiated the propagandaEurope initiated the propaganda
movement through their pen.movement through their pen.
These were Graciano LopezThese were Graciano Lopez
Jaena, Marcelo H. del Pilar, JoseJaena, Marcelo H. del Pilar, Jose
Rizal, Mariano Ponce, AntonioRizal, Mariano Ponce, Antonio
Luna and Jose Ma. Panganiban.Luna and Jose Ma. Panganiban.

Revolutionary Republic (1stRevolutionary Republic (1st
Republic)Republic)
–In 1889 in Barcelona, theyIn 1889 in Barcelona, they
founded the “La Solidaridad”founded the “La Solidaridad”
with Jaena as the first editor,with Jaena as the first editor,
followed by del Pilar whofollowed by del Pilar who
founded the short-livedfounded the short-lived
“Diariong Tagalog” in 1882.“Diariong Tagalog” in 1882.

• The reforms of the propagandaThe reforms of the propaganda
movement did not materialize. Themovement did not materialize. The
first republic gained by the revolutionfirst republic gained by the revolution
in 1898, began with modestin 1898, began with modest
educational plans becauseeducational plans because
education was not the priority at thateducation was not the priority at that
time. The 1898 Malolos Constitutiontime. The 1898 Malolos Constitution
had no direct provisions forhad no direct provisions for
education.education.

• The “The “Decalogues” of Apolinario MabiniDecalogues” of Apolinario Mabini andand
Andres Bonifacio helped somewhat to provideAndres Bonifacio helped somewhat to provide
direction for the scant of educational activities.direction for the scant of educational activities.
The obvious goal of education is love of countryThe obvious goal of education is love of country
within the framework of love of God. Aguinaldowithin the framework of love of God. Aguinaldo
allotted a meager amount for public instructionallotted a meager amount for public instruction
in 1899 budget. Schools, however, closed duein 1899 budget. Schools, however, closed due
to the conflict with the new colonizers – theto the conflict with the new colonizers – the
Americans.Americans.

American PeriodAmerican Period
• The Treaty of Paris on DecemberThe Treaty of Paris on December
10, 1898 put an end to the First10, 1898 put an end to the First
Republic. President MckinleyRepublic. President Mckinley
issued his “Benevolent Policy ofissued his “Benevolent Policy of
Assimilation” by which AmericaAssimilation” by which America
would assume full control andwould assume full control and
administration of Philippineadministration of Philippine
affairs.affairs.

– In 1899 he appointed a commission toIn 1899 he appointed a commission to
study the newly acquired territory andstudy the newly acquired territory and
this was the Schurman Commission.this was the Schurman Commission.
In 1900 another commission wasIn 1900 another commission was
appointed and this was the Taftappointed and this was the Taft
Commission. Its task was to organizeCommission. Its task was to organize
a civil government. In March 1900 thea civil government. In March 1900 the
Office of Superintendent of PublicOffice of Superintendent of Public
Instruction was created with Capt.Instruction was created with Capt.
Albert Todd as the generalAlbert Todd as the general
superintendent of schools.superintendent of schools.

– The education act of 1901, alsoThe education act of 1901, also
known asknown as Act. No. 74 of the PhilippineAct. No. 74 of the Philippine
Commission was promulgated toCommission was promulgated to
establish a department of Publicestablish a department of Public
InstructionInstruction. Sections 1 to 13 were. Sections 1 to 13 were
meant to establish a highlymeant to establish a highly
centralized system. Sections 14 andcentralized system. Sections 14 and
15 provided for the importation of15 provided for the importation of
teachers (the “teachers (the “ThomasitesThomasites”). Section”). Section
16 provided for the separation of16 provided for the separation of
Church and State. Section 17Church and State. Section 17
created the Philippine Normal School.created the Philippine Normal School.

– The Department of Public Instruction setThe Department of Public Instruction set
up a three-level instruction of schools.up a three-level instruction of schools.
The first level consisted of a four-yearThe first level consisted of a four-year
primary and three-year intermediate.primary and three-year intermediate.
The second level was a four-year highThe second level was a four-year high
school. The third level at first was aschool. The third level at first was a
two-year junior college and later a four-two-year junior college and later a four-
year program.year program.

– TheThe University of theUniversity of the
PhilippinesPhilippines, founded in, founded in
19081908, was the first school, was the first school
of University status.of University status.
– In 1910, the Office of theIn 1910, the Office of the
Superintendent of PrivateSuperintendent of Private
Schools was created. ThisSchools was created. This
later became the Bureau oflater became the Bureau of
Private SchoolsPrivate Schools..

–Philippine education at that time wasPhilippine education at that time was
highly influenced by the Philosophy ofhighly influenced by the Philosophy of
John DeweyJohn Dewey..
–Reading, writing, arithmetic, language,Reading, writing, arithmetic, language,
GMRC, civics, hygiene and sanitation,GMRC, civics, hygiene and sanitation,
gardening, domestic science,gardening, domestic science,
American History, and PhilippineAmerican History, and Philippine
history were the subject areas forhistory were the subject areas for
study.study.

–In 1925, theIn 1925, the Monroe SurveyMonroe Survey
CommissionCommission was created towas created to
evaluate the entire schoolevaluate the entire school
system the Americans set up. Itsystem the Americans set up. It
was the first of its kind in thewas the first of its kind in the
country and headed by Paulcountry and headed by Paul
Monroe.Monroe.

–In 1927, the American directorIn 1927, the American director
of the Bureau of Educationof the Bureau of Education
spelled out these aims ofspelled out these aims of
American education: (1)American education: (1) trainingtraining
of Filipinos for self-governmentof Filipinos for self-government
and (2)and (2) provision of English asprovision of English as
common language.common language.

Commonwealth PeriodCommonwealth Period
– After persistent negotiations withAfter persistent negotiations with
the Americans led by Manuel L.the Americans led by Manuel L.
Quezon, the Americans set up aQuezon, the Americans set up a
“preparatory period” to enable the“preparatory period” to enable the
Filipinos to “deserve”Filipinos to “deserve”
independence. This was theindependence. This was the
commonwealth which began incommonwealth which began in
1935.1935.

–It was at this time that aIt was at this time that a
Constitution for the country wasConstitution for the country was
formulated, adopted, andformulated, adopted, and
subsequently approved by thesubsequently approved by the
President of the United States.President of the United States.
It completely replaced the 1898It completely replaced the 1898
Malolos Constitution.Malolos Constitution.

– The fundamental aims of education as providedThe fundamental aims of education as provided
by the 1935 Constitution are as follows: toby the 1935 Constitution are as follows: to
develop moral character, personal discipline,develop moral character, personal discipline,
civic conscience, and vocational efficiency, andcivic conscience, and vocational efficiency, and
to teach the duties of citizenship.to teach the duties of citizenship.

– Executive Order No. 17 ofExecutive Order No. 17 of
President Quezon promulgatedPresident Quezon promulgated
the so-called “the so-called “Quezon Code ofQuezon Code of
EthicsEthics.”.”
– Executive Order No. 134 inExecutive Order No. 134 in
1936 designated1936 designated Tagalog asTagalog as
the basis of the nationalthe basis of the national
languagelanguage..

–Executive Order No. 263 inExecutive Order No. 263 in
1940 required the teaching of1940 required the teaching of
the national language in thethe national language in the
senior year of all highsenior year of all high
schools and all years in theschools and all years in the
normal schools.normal schools.

– Education Act of 1940,Education Act of 1940,
Commonwealth Act No. 586,Commonwealth Act No. 586,
abolished Grade 7 and instituted aabolished Grade 7 and instituted a
“double-single” session in the“double-single” session in the
elementary schools.elementary schools.
– Commonwealth Act No. 117 placedCommonwealth Act No. 117 placed
all public school teachers underall public school teachers under
Civic Service Rules andCivic Service Rules and
Regulations.Regulations.

– Commonwealth Act No. 578 conferredCommonwealth Act No. 578 conferred
the status of “persons in authority” onthe status of “persons in authority” on
supervisors, principals, teachers, andsupervisors, principals, teachers, and
professors training adults.professors training adults.
– Commonwealth Act No. 80 provided theCommonwealth Act No. 80 provided the
legal basis for adult education pursuantlegal basis for adult education pursuant
to the Constitutional provision onto the Constitutional provision on
citizenship training of adults.citizenship training of adults.

–Commonwealth Act No. 589 in 1940Commonwealth Act No. 589 in 1940
established a school ritual in allestablished a school ritual in all
public and private elementary andpublic and private elementary and
secondary schools consisting ofsecondary schools consisting of
solemn patriotic ceremonies thatsolemn patriotic ceremonies that
include the singing of Nationalinclude the singing of National
Anthem and the recitation of theAnthem and the recitation of the
Patriotic Pledge.Patriotic Pledge.

– Commonwealth Act No. 1, known as theCommonwealth Act No. 1, known as the
National Defense Act of Dec. 21, 1935,National Defense Act of Dec. 21, 1935,
provided for preparatory military training whichprovided for preparatory military training which
shall begin with the young in the elementaryshall begin with the young in the elementary
grade school at the age of 10 years and shallgrade school at the age of 10 years and shall
extend through the remainder of his schoolingextend through the remainder of his schooling
into college or university. This was laterinto college or university. This was later
amended by P.D. 1706 of 1980, known asamended by P.D. 1706 of 1980, known as
National Service Law which required allNational Service Law which required all
citizens to render civic welfare service, lawcitizens to render civic welfare service, law
enforcement service, and military service.enforcement service, and military service.

–Education under theEducation under the
Commonwealth was to helpCommonwealth was to help
to prepare for the comingto prepare for the coming
independence of a newindependence of a new
Filipino nation.Filipino nation.

Japanese PeriodJapanese Period
– The ten-year CommonwealthThe ten-year Commonwealth
period was interrupted by the Asiaperiod was interrupted by the Asia
Pacific War of Second World War.Pacific War of Second World War.
The Japanese occupied theThe Japanese occupied the
country in 1942 after the bombingcountry in 1942 after the bombing
of Pearl Harbor on December 7,of Pearl Harbor on December 7,
1941.1941.

– Order No. 2 of the Commander-in-Chief ofOrder No. 2 of the Commander-in-Chief of
the Japanese Imperial Forces set up thethe Japanese Imperial Forces set up the
war time educational objectives in thewar time educational objectives in the
country on February 17, 1942, to wit:country on February 17, 1942, to wit:
•to make the Philippines a member of theto make the Philippines a member of the
Greatest East Asia Co-ProsperityGreatest East Asia Co-Prosperity
SphereSphere
•to eradicate the old ideas of relianceto eradicate the old ideas of reliance
upon the Western nations especially theupon the Western nations especially the
U.S. and BritainU.S. and Britain

• to foster a new Filipino culture based on theto foster a new Filipino culture based on the
consciousness of the people as Orientalsconsciousness of the people as Orientals
• to elevate the morals of the people by giving upto elevate the morals of the people by giving up
the emphasis on materialismthe emphasis on materialism
• to strive for the diffusion of the Japaneseto strive for the diffusion of the Japanese
language and to terminate the use of Englishlanguage and to terminate the use of English
• to put an importance to the diffusion ofto put an importance to the diffusion of
elementary education and promotion ofelementary education and promotion of
vocational educationvocational education
• to inspire the people with the spirit to love laborto inspire the people with the spirit to love labor

The Third RepublicThe Third Republic
– Before independence was granted, SergioBefore independence was granted, Sergio
Osmeña too over as President after theOsmeña too over as President after the
death of President Quezon. On July 4,death of President Quezon. On July 4,
1946, independence was granted by the1946, independence was granted by the
Americans and President Manuel RoxasAmericans and President Manuel Roxas
took his oath.took his oath.
– The 1935 Constitution continued to beThe 1935 Constitution continued to be
implemented from 1946 up to the start ofimplemented from 1946 up to the start of
the New Society.the New Society.

– Republic Act No. 139, known as BoardRepublic Act No. 139, known as Board
of Textbooks Law of June 14, 1947,of Textbooks Law of June 14, 1947,
created the Board of Textbooks thatcreated the Board of Textbooks that
would screen and approved textbookswould screen and approved textbooks
for use in all public schools for a periodfor use in all public schools for a period
of 6 years from the date of theirof 6 years from the date of their
adoption. The private schools may useadoption. The private schools may use
their own books provided that thetheir own books provided that the
books has no objections.books has no objections.

– Republic Act No. 896 (Education Act ofRepublic Act No. 896 (Education Act of
1953), enacted to June 20, 1953, repealed1953), enacted to June 20, 1953, repealed
C.A. 586 and provided the following:C.A. 586 and provided the following:
–restoration of grade 7 (never implementrestoration of grade 7 (never implement
due to lack of funds)due to lack of funds)
–abolition of “double-single” session andabolition of “double-single” session and
return to the practice of 1 class under 1return to the practice of 1 class under 1
teacher in the primary and 3 teachers toteacher in the primary and 3 teachers to
2 classes or 5 teachers to 3 classes I2 classes or 5 teachers to 3 classes I
the intermediatethe intermediate

Education Act of 1953Education Act of 1953
–compulsory completion ofcompulsory completion of
elementary gradeselementary grades
–compulsory enrollment ofcompulsory enrollment of
children in the publicchildren in the public
schools upon attaining 7schools upon attaining 7
years of ageyears of age

– Republic Act No. 1079Republic Act No. 1079,,
June 15, 1954, madeJune 15, 1954, made
permanent civil servicepermanent civil service
eligibility of teachers.eligibility of teachers.

– Republic Act No. 1124Republic Act No. 1124, June 16, 1954,, June 16, 1954,
created the Board of National Educationcreated the Board of National Education
(BNE) tasked with formulating educational(BNE) tasked with formulating educational
policies and directing Philippine education.policies and directing Philippine education.
BNE as a later renamed National Board ofBNE as a later renamed National Board of
Education (NBE) by P.D. No. 1; wasEducation (NBE) by P.D. No. 1; was
abolished by with the creation of the Board ofabolished by with the creation of the Board of
Higher Education by Batas Pambansa Blg.Higher Education by Batas Pambansa Blg.
232. The Board’s function is now assumed232. The Board’s function is now assumed
by CHED under R.A. 7722.by CHED under R.A. 7722.

– Republic Act. No. 1265Republic Act. No. 1265, June 11, 1955,, June 11, 1955,
provided that a daily flag ceremony shallprovided that a daily flag ceremony shall
be compulsory in all schools.be compulsory in all schools.
– Republic Act No. 1425Republic Act No. 1425, June 12, 1956,, June 12, 1956,
prescribed the inclusion in the curriculaprescribed the inclusion in the curricula
of all schools in all levels the life, works,of all schools in all levels the life, works,
and writings of Jose Rizal especially theand writings of Jose Rizal especially the
“Noli Me Tangere” and “El“Noli Me Tangere” and “El
Filibusterismo.”Filibusterismo.”

– Republic Act No. 4670Republic Act No. 4670, Magna Carta for Public, Magna Carta for Public
School Teachers, June 18, 1966, aims to promoteSchool Teachers, June 18, 1966, aims to promote
and improve the socio-economic status of publicand improve the socio-economic status of public
school teachers, their living and workingschool teachers, their living and working
conditions, and their employment and careerconditions, and their employment and career
prospects. It provides for the following:prospects. It provides for the following:
• Recruitment qualification for teachersRecruitment qualification for teachers
• Code for Professional Conduct for TeachersCode for Professional Conduct for Teachers
• Teaching load of 6 hrs. classroom teaching andTeaching load of 6 hrs. classroom teaching and
additional compensation for overtime (25% ofadditional compensation for overtime (25% of
the regular remuneration)the regular remuneration)

Republic Act No. 4670Republic Act No. 4670, Magna, Magna
Carta for Public School TeachersCarta for Public School Teachers
• Death and injury benefits through the GSISDeath and injury benefits through the GSIS
• One year study leave (sabbatical leave)One year study leave (sabbatical leave)
after 7 years of continuous teaching (60%after 7 years of continuous teaching (60%
of monthly salary)of monthly salary)
• One-range salary increase upon retirementOne-range salary increase upon retirement
(basis of computing retirement benefits)(basis of computing retirement benefits)
• Freedom of teachers to form organizationFreedom of teachers to form organization

Republic Act No. 4670Republic Act No. 4670, Magna Carta, Magna Carta
for Public School Teachersfor Public School Teachers
Hours of Work and RemunerationHours of Work and Remuneration
1. enjoy academic freedom in the discharge of professional1. enjoy academic freedom in the discharge of professional
duties regarding teaching and classroom methodsduties regarding teaching and classroom methods
2. enjoy free physical exam and medical treatment or2. enjoy free physical exam and medical treatment or
hospitalizationhospitalization
3. salary scale – gradual progression from a minimum to a3. salary scale – gradual progression from a minimum to a
maximum salary by means of regular step increments, grantedmaximum salary by means of regular step increments, granted
automatically every after 3 yearsautomatically every after 3 years
4. granting of cost of living allowance4. granting of cost of living allowance
5. additional compensation for service in excess of 6 hrs of5. additional compensation for service in excess of 6 hrs of
actualactual classroom teaching, hardship allowance andclassroom teaching, hardship allowance and
automaticautomatic retirement promotionretirement promotion

– Republic Act No. 5447Republic Act No. 5447, Special, Special
Education Fund of 1968, crated theEducation Fund of 1968, crated the
special education fund and local schoolspecial education fund and local school
boards primarily to finance and supportboards primarily to finance and support
provincial schools. (RA 7610)provincial schools. (RA 7610)
– Republic Act No. 6054Republic Act No. 6054,, Barrio HighBarrio High
School LawSchool Law, created high schools, created high schools
throughout the country through thethroughout the country through the
initiative of Dr. Pedro T. Orata (founderinitiative of Dr. Pedro T. Orata (founder
of barrio high schools).of barrio high schools).

–Republic Act No. 6132, duringRepublic Act No. 6132, during
the first term of Presidentthe first term of President
Marcos, created theMarcos, created the
Constitutional Convention to beConstitutional Convention to be
presided over by formerpresided over by former
President Macapagal.President Macapagal.

The New RepublicThe New Republic
– The educational Decree of 1972,The educational Decree of 1972,
P.D. 6-A, an offshoot of the studyP.D. 6-A, an offshoot of the study
of PCSPE (created by E.O. No.of PCSPE (created by E.O. No.
202 in 1969), provided for the202 in 1969), provided for the
national development goals andnational development goals and
the aims of the educationalthe aims of the educational
system, and established a ten-system, and established a ten-
year educational developmentyear educational development
program. Later, amended byprogram. Later, amended by
Batas Pambansa Blg. 232Batas Pambansa Blg. 232
(Education Act of 1982).(Education Act of 1982).

– The fundamental aims of education in theThe fundamental aims of education in the
1973 Constitution: to inculcate love of1973 Constitution: to inculcate love of
country, teach the duties of citizenship,country, teach the duties of citizenship,
develop moral character, self-discipline, anddevelop moral character, self-discipline, and
scientific, technological, and vocationalscientific, technological, and vocational
efficiency.efficiency.
– Department Order No. 25, s. 1974Department Order No. 25, s. 1974 (Bilingual(Bilingual
Education Program) mandates the use ofEducation Program) mandates the use of
English and Filipino separately as media ofEnglish and Filipino separately as media of
instruction to develop the proficiency ofinstruction to develop the proficiency of
Filipinos in both languages.Filipinos in both languages.

– P.D. No. 146P.D. No. 146, March 9, 1973, required all, March 9, 1973, required all
senior high school students to pass thesenior high school students to pass the
National College Entrance ExaminationNational College Entrance Examination
(NCEE). It was repealed by R.A. 7731.(NCEE). It was repealed by R.A. 7731.
– P.D. 907P.D. 907, March 11, 1976, grants civil, March 11, 1976, grants civil
service eligibility to all honor graduates (i.e.service eligibility to all honor graduates (i.e.
summa cum laude, magna cum laude, cumsumma cum laude, magna cum laude, cum
laude) of four year or longer courseslaude) of four year or longer courses
starting SY 1972-73. It was amended bystarting SY 1972-73. It was amended by
P.D. 993, Sept. 6, 1976, extending theP.D. 993, Sept. 6, 1976, extending the
benefits of P.D. 907 to honor graduatesbenefits of P.D. 907 to honor graduates
prior to SY 1972-73.prior to SY 1972-73.

– P.D. 1006,P.D. 1006, Sept. 22, 1976, required theSept. 22, 1976, required the
teachers to pass the Professional Boardteachers to pass the Professional Board
Examination for Teachers consisting ofExamination for Teachers consisting of
the Secretary of Education, Chairman ofthe Secretary of Education, Chairman of
CSC, and PTC Commissioner, and twoCSC, and PTC Commissioner, and two
others to be appointed by the Presidentothers to be appointed by the President
to administer and evaluate the PBET. Itto administer and evaluate the PBET. It
was later repealed by R.A. 7836 (LETwas later repealed by R.A. 7836 (LET
Law).Law).

1.1. The Act provided for the establishmentThe Act provided for the establishment
and maintenance of an integrated systemand maintenance of an integrated system
of educationof education
2. It provided for the establishment of the2. It provided for the establishment of the
Board of Higher Education; Bureau ofBoard of Higher Education; Bureau of
Elementary Education, SecondaryElementary Education, Secondary
Education, Continuing Education,Education, Continuing Education,
Technical and Vocational EducationTechnical and Vocational Education
3. It provided for the training of the nation’s3. It provided for the training of the nation’s
manpower in the middle-level skillsmanpower in the middle-level skills
required for national developmentrequired for national development

RIGHTS AND DUTIES OF THE STUDENTSRIGHTS AND DUTIES OF THE STUDENTS
Right to receive competentRight to receive competent
instruction, relevant qualityinstruction, relevant quality
educationeducation
Right to freely choose their field ofRight to freely choose their field of
studystudy
Right to school guidance andRight to school guidance and
counseling servicescounseling services
Right to access to his own schoolRight to access to his own school
records,records,

RIGHTS AND DUTIES OF THE STUDENTSRIGHTS AND DUTIES OF THE STUDENTS
Right to the issuance of officialRight to the issuance of official
documents within thirty days fromdocuments within thirty days from
request.request.
Right to publish a school newspaperRight to publish a school newspaper
Right to free expression of opinionsRight to free expression of opinions
Right to form, establish and joinRight to form, establish and join
organizationorganization
Right to be free from involuntaryRight to be free from involuntary
contributioncontribution

The Fourth Republic (Post-The Fourth Republic (Post-
EDSA Republic)EDSA Republic)
– The New Society officially ended onThe New Society officially ended on
February 25, 1986 brought about theFebruary 25, 1986 brought about the
“People Power Revolution” in EDSA.“People Power Revolution” in EDSA.
Cory Aquino took her oath asCory Aquino took her oath as
President.President.
– A new Constitution was drafted by aA new Constitution was drafted by a
50-member Constitutional Assembly50-member Constitutional Assembly
headed by Justice Cecilia Muñozheaded by Justice Cecilia Muñoz
Palma. It was subsequently ratified onPalma. It was subsequently ratified on
February 2, 1987.February 2, 1987.

1987 Philippine Constitution1987 Philippine Constitution
Article XIV - Education, Science, Technology, Arts,Article XIV - Education, Science, Technology, Arts,
Culture and SportsCulture and Sports
Section 1Section 1. Ensures the. Ensures the
right of all citizens toright of all citizens to
quality education at allquality education at all
levels. The State shalllevels. The State shall
take appropriate steps totake appropriate steps to
make educationmake education
accessible to all.accessible to all.

Section 2Section 2 stipulates:stipulates:
• the establishment and maintenance of athe establishment and maintenance of a
completecomplete
• adequate and integrated system of educationadequate and integrated system of education
• relevant to the needs of the people andrelevant to the needs of the people and
society.society.
• free and compulsory public elementaryfree and compulsory public elementary
educationeducation
• free secondary educationfree secondary education
• scholarship grants and incentivesscholarship grants and incentives
• non-formal, informalnon-formal, informal
• and indigenous learning systemand indigenous learning system

– Section 3(2), Article XIV of the 1987 ConstitutionSection 3(2), Article XIV of the 1987 Constitution
provides for the following fundamental laws ofprovides for the following fundamental laws of
education: inculcate patriotism and nationalism;education: inculcate patriotism and nationalism;
foster love of humanity; respect for human rights;foster love of humanity; respect for human rights;
appreciation of the rule of national heroes in theappreciation of the rule of national heroes in the
historical development f the country; teacher thehistorical development f the country; teacher the
right and duties of citizenship; strengthen ethicalright and duties of citizenship; strengthen ethical
and spiritual values; develop moral character andand spiritual values; develop moral character and
personal discipline; encourage critical and creativepersonal discipline; encourage critical and creative
thinking; broaden scientific and technologicalthinking; broaden scientific and technological
knowledge; and promote vocational efficiency.knowledge; and promote vocational efficiency.

– Section 1, Article XIV, provides for theSection 1, Article XIV, provides for the
promotion of the right of all citizens to qualitypromotion of the right of all citizens to quality
education.education.
– Section 2 Article XIV, mandates that the stateSection 2 Article XIV, mandates that the state
shall “establish, maintain and support ashall “establish, maintain and support a
complete adequate and integrated system ofcomplete adequate and integrated system of
education relevant to the needs of the peopleeducation relevant to the needs of the people
and society.”and society.”

– The Congressional Commission on Education,The Congressional Commission on Education,
popularly known as EDCOM, with its report inpopularly known as EDCOM, with its report in
1991, recommended the following, among1991, recommended the following, among
others: (1) division of DECS into theothers: (1) division of DECS into the
Department of Basic Education (DPE),Department of Basic Education (DPE),
Technical Education and Skills DevelopmentTechnical Education and Skills Development
Authority (TESDA), and Commission on HigherAuthority (TESDA), and Commission on Higher
Education (CHED); (2) establishment ofEducation (CHED); (2) establishment of
Teacher Education Center of Excellence; (3)Teacher Education Center of Excellence; (3)
professionalization of teachers; and (4)professionalization of teachers; and (4)
Technical-Vocational Education reform.Technical-Vocational Education reform.
EDCOM was headed by Senator Angara andEDCOM was headed by Senator Angara and
Representative Padilla.Representative Padilla.

– DECS Order No. 6, s. 1998, issued by EducationDECS Order No. 6, s. 1998, issued by Education
Secretary Lourdes R. Quisumbing, strengthens theSecretary Lourdes R. Quisumbing, strengthens the
teaching of values in the New Elementary Schoolteaching of values in the New Elementary School
Curriculum (NESC) launched in SY 1989-90 underCurriculum (NESC) launched in SY 1989-90 under
the Program for Decentralized Educationalthe Program for Decentralized Educational
Development (PRODED) and SecondaryDevelopment (PRODED) and Secondary
Development Program (SEDP) respectively.Development Program (SEDP) respectively.
Values Education is offered as a separate subject tValues Education is offered as a separate subject t
e NSEC and is integrated in all subject areas.e NSEC and is integrated in all subject areas.
Presently, however, Values Education is integratedPresently, however, Values Education is integrated
with Makabayan in the New Basic Educationwith Makabayan in the New Basic Education
Curriculum launched in SY 2002-03.Curriculum launched in SY 2002-03.

– R.A. 7731R.A. 7731 in 1994 abolished the NCEEin 1994 abolished the NCEE
mandated by P.D. 146.mandated by P.D. 146.
– R.A. 7836R.A. 7836 in 1994 revised P.D. 10006 andin 1994 revised P.D. 10006 and
created the Professional Board for Teacherscreated the Professional Board for Teachers
and provided for a Licensure Examination forand provided for a Licensure Examination for
Teachers (LET) to be administered by theTeachers (LET) to be administered by the
Professional Regulation Commission (PRC).Professional Regulation Commission (PRC).
It also provided for the formulation andIt also provided for the formulation and
adoption of Code of Ethics for Professionaladoption of Code of Ethics for Professional
Teachers.Teachers.

EDSA RepublicEDSA Republic
– R.A. 7722R.A. 7722, the Higher Education Act of, the Higher Education Act of
1994, created the Commission on Higher1994, created the Commission on Higher
Education (CHED) to be headed by aEducation (CHED) to be headed by a
Chairman under the Office of the President.Chairman under the Office of the President.
– R.A. 7796R.A. 7796, TESDA Law, created the, TESDA Law, created the
Technical Education and SkillsTechnical Education and Skills
Development Authority headed by aDevelopment Authority headed by a
Director General under the Department ofDirector General under the Department of
Labor and Employment (DOLE). TheLabor and Employment (DOLE). The
Bureau of Technical and VocationalBureau of Technical and Vocational
Education of DECS has been absorbed byEducation of DECS has been absorbed by
this agency.this agency.

– R.A. 7784R.A. 7784, August 4, 1994, “An act, August 4, 1994, “An act
to strengthen teacher education into strengthen teacher education in
the Philippines by establishingthe Philippines by establishing
Centers of Excellence,” provides forCenters of Excellence,” provides for
the establishment of CENTREXESthe establishment of CENTREXES
in each of the regions in thein each of the regions in the
country. Such shall be maintainedcountry. Such shall be maintained
for a period of five years.for a period of five years.

– R.A. 7687 crated the science andR.A. 7687 crated the science and
technology scholarship program fortechnology scholarship program for
indigent but deserving youth in theindigent but deserving youth in the
country under the Department ofcountry under the Department of
Science and Technology (DOST).Science and Technology (DOST).
– R.A. 7168, December 26, 1991,R.A. 7168, December 26, 1991,
converted the Philippine Normal Collegeconverted the Philippine Normal College
into Philippine Normal University underinto Philippine Normal University under
the Board of Regentsthe Board of Regents

OTHER IMPORTANT LEGAL BASIS:OTHER IMPORTANT LEGAL BASIS:
• The Education Act of 1982 (Batas PambansaThe Education Act of 1982 (Batas Pambansa
Blg. 232), provides for the establishment andBlg. 232), provides for the establishment and
maintenance of an integrated system ofmaintenance of an integrated system of
education that shall apply to both formal andeducation that shall apply to both formal and
non-formal system in public and privatenon-formal system in public and private
schools in all levels. It also provide for theschools in all levels. It also provide for the
national development goals and goals ofnational development goals and goals of
education in all levels. In section 29, iteducation in all levels. In section 29, it
provides for “voluntary accreditation” forprovides for “voluntary accreditation” for
schools, colleges and universities to improveschools, colleges and universities to improve
their standards over and above the minimumtheir standards over and above the minimum
standards required by the state.standards required by the state.

OTHER IMPORTANT LEGALOTHER IMPORTANT LEGAL
BASIS:BASIS:
• R.A. 6655R.A. 6655, May 26, 1988, “Free, May 26, 1988, “Free
Public Secondary Education ActPublic Secondary Education Act
of 1988.”of 1988.”

BASIS:BASIS:
• R.A. 6728R.A. 6728, June 10, 1989, “Act Providing, June 10, 1989, “Act Providing
Government Assistance to Students andGovernment Assistance to Students and
Teachers in Private Education.”Teachers in Private Education.”
• Executive Order No. 27Executive Order No. 27, issued on July 4,, issued on July 4,
1986, provides for the inclusion of courses1986, provides for the inclusion of courses
or subjects on human rights in the schoolor subjects on human rights in the school
curricula, textbooks, and in the qualifyingcurricula, textbooks, and in the qualifying
examinations on government service.examinations on government service.

BASIS:BASIS:
• Executive Order No. 189, issued on June 10,Executive Order No. 189, issued on June 10,
1987 placed all public secondary school1987 placed all public secondary school
teachers under the Administrative supervisionteachers under the Administrative supervision
and control of DECSand control of DECS
• R.A.6850, February 8, 1990, provide for theR.A.6850, February 8, 1990, provide for the
granting of Civil Service Eligibility to allgranting of Civil Service Eligibility to all
government employees who have provisionalgovernment employees who have provisional
or temporary status and who have rendered aor temporary status and who have rendered a
total of at least (7) years of efficient andtotal of at least (7) years of efficient and
dedicated service.dedicated service.

BASIS:BASIS:
• R.A. 7079, July 5, 1991, “CampusR.A. 7079, July 5, 1991, “Campus
Journalism Act of 1991,” provideJournalism Act of 1991,” provide
for the establishment andfor the establishment and
maintenance of a studentmaintenance of a student
publication in all levels in bothpublication in all levels in both
public and private schools.public and private schools.

BASIS:BASIS:
R.A. 7323, February 3, 1992, providedR.A. 7323, February 3, 1992, provided
for the employment of poor butfor the employment of poor but
deserving students, aged 15-25,deserving students, aged 15-25,
during summer and/or Christmasduring summer and/or Christmas
vacation, with a salary not lower thanvacation, with a salary not lower than
the minimum wage, 60% of whichthe minimum wage, 60% of which
shall be paid by the employer andshall be paid by the employer and
40% by the government.40% by the government.

Republic Act 7796
An Act Creating the Technical Education and Skills
Development Authority (TESDA)
It created TESDA to provide relevant, accessibleIt created TESDA to provide relevant, accessible
high quality and efficient technical education andhigh quality and efficient technical education and
skills development in support of the development ofskills development in support of the development of
higher quality Filipino middle-level manpowerhigher quality Filipino middle-level manpower
responsive to and in accordance with Philippineresponsive to and in accordance with Philippine
Development and prioritiesDevelopment and priorities

Republic Act 9155Republic Act 9155
Governance of Basic Education Act ofGovernance of Basic Education Act of
20012001
• An Act instituting a framework of governanceAn Act instituting a framework of governance
for basic education, establishing authorityfor basic education, establishing authority
and accountability, renaming the Departmentand accountability, renaming the Department
of Education, Culture and Sports as theof Education, Culture and Sports as the
Department of EducationDepartment of Education
• Basic education is the education intended toBasic education is the education intended to
meet the basic learning needs which laysmeet the basic learning needs which lays
down the foundation on which subsequentdown the foundation on which subsequent
learning can be based.learning can be based.

Republic Act 9155Republic Act 9155
Governance of Basic Education Act ofGovernance of Basic Education Act of
20012001
It encompasses early childhood,It encompasses early childhood,
elementary and high schoolelementary and high school
education as well as alternativeeducation as well as alternative
learning system for out-of-schoollearning system for out-of-school
youth and adult learners includingyouth and adult learners including
education for those with specialeducation for those with special
needs.needs.

1.1. Republic Act 6655 – Free Public SecondaryRepublic Act 6655 – Free Public Secondary
2.2. Republic Act 7784 – An Act strengtheningRepublic Act 7784 – An Act strengthening
Teacher Education in the Philippines byTeacher Education in the Philippines by
establishing Centers of Excellence (Centrex)establishing Centers of Excellence (Centrex)
3.3. Republic Act 6139 – regulated the sectarianRepublic Act 6139 – regulated the sectarian
schools/private schools in charging higher tuitionschools/private schools in charging higher tuition
fees.fees.
4.4. Republic Act 8292 – Higher EducationRepublic Act 8292 – Higher Education
Modernization Act of 1997 establish, maintain andModernization Act of 1997 establish, maintain and
support a complete, adequate and integratedsupport a complete, adequate and integrated
system of education relevant to the needs of thesystem of education relevant to the needs of the
people and societypeople and society

5. Republic Act 8190 – granting priority to residents5. Republic Act 8190 – granting priority to residents
of the barangay, municipality or city where theof the barangay, municipality or city where the
school is located, in the assignment ofschool is located, in the assignment of
classroom public school teachers as long asclassroom public school teachers as long as
they possess all the minimum qualifications.they possess all the minimum qualifications.
6. Republic Act 8525 – establishing “Adopt – a6. Republic Act 8525 – establishing “Adopt – a
school Program”school Program”
7. Republic Act 8491 – prescribing the code of the7. Republic Act 8491 – prescribing the code of the
national flag, anthem, motto, coat of arms andnational flag, anthem, motto, coat of arms and
other heraldic items and devices of theother heraldic items and devices of the
8. Republic Act 578 – confers the status of persons8. Republic Act 578 – confers the status of persons
in authority upon teachers, principals andin authority upon teachers, principals and

DepEd Memoranda/OrdersDepEd Memoranda/Orders
1.1. DepEd Order No. 4 s. 2002 August 29 – implementation ofDepEd Order No. 4 s. 2002 August 29 – implementation of
the Basic Education Curriculum (BEC) in all public schoolsthe Basic Education Curriculum (BEC) in all public schools
during SY 2002-2003during SY 2002-2003
2.2. DepEd Order No. 4 s. 2004 February 12 – AdditionalDepEd Order No. 4 s. 2004 February 12 – Additional
Guidelines on the New Performance-Based GradingGuidelines on the New Performance-Based Grading
SystemSystem
3.3. DepEd Order No. 9 s 2004 February 20 – Guidelines inDepEd Order No. 9 s 2004 February 20 – Guidelines in
the selection of honor pupils/students in public schoolsthe selection of honor pupils/students in public schools
4.4. DECS Order #25 s. 1974 – Bilingual Education PolicyDECS Order #25 s. 1974 – Bilingual Education Policy
5.5. DECS Order #44 s. 1988 – promulgated theDECS Order #44 s. 1988 – promulgated the
nationalization of the public secondary school, i.e., freenationalization of the public secondary school, i.e., free
from payments of tuition fees and other school fees basedfrom payments of tuition fees and other school fees based
from RA #6655from RA #6655

RA #7836 – Philippine TeachersRA #7836 – Philippine Teachers
Professionalization Act of 1994Professionalization Act of 1994
• Prescribes the Licensure Examination for Teachers (LET) toPrescribes the Licensure Examination for Teachers (LET) to
make them duly licensed professionals who possess dignitymake them duly licensed professionals who possess dignity
and reputation with high moral values as well as technicaland reputation with high moral values as well as technical
and professional competenceand professional competence
• Provides that within 2 years after January 12, 1996, noProvides that within 2 years after January 12, 1996, no
person shall teach in preschool, elementary or secondaryperson shall teach in preschool, elementary or secondary
level or in vocational courses unless he is a duly registeredlevel or in vocational courses unless he is a duly registered
professional teachers.professional teachers.

Chapter VI, Section 30,
The Indigenous People’s Rights Act of 1997
The State shall provide equal access to various cultural
opportunities to the ICCs/IPs through the
educational system, public or cultural
entities, scholarships, grants and
other incentives without prejudice
to their right to establish and control
their educational systems and
institutions by providing education
in their own language, in a manner
appropriate to their cultural
methods of teaching and learning.

• In August 2005, the DepEdIn August 2005, the DepEd
developed thedeveloped the 2006-20102006-2010
Basic Education SectorBasic Education Sector
Reform Agenda (BESRA)Reform Agenda (BESRA)
toto systematically, institutionally,systematically, institutionally,
and sustainably improveand sustainably improve
nationwide basic educationnationwide basic education
outcooutcomesmes..

• The BESRA identifies keyThe BESRA identifies key
reform thrusts: schools,reform thrusts: schools,
teachers, social support toteachers, social support to
learning, complementarylearning, complementary
interventions, and DepEd’sinterventions, and DepEd’s
institutional culture. Theinstitutional culture. The
DepEd has developedDepEd has developed
coordination mechanisms tocoordination mechanisms to
implement BESRA (DepEd,implement BESRA (DepEd,
2008b) and has come up2008b) and has come up

BESRABESRA: Basic Education Sector Reform: Basic Education Sector Reform
Agenda (2005-2010)Agenda (2005-2010)
1.1. Universal Coverage of Out-of-SchoolUniversal Coverage of Out-of-School
Youths and Adults in the Provision ofYouths and Adults in the Provision of
Basic Learning Needs: All personsBasic Learning Needs: All persons
beyondbeyond school-age, regardless of their levelsschool-age, regardless of their levels
of schooling should acquire the essentialof schooling should acquire the essential
competence to be considered functionallycompetence to be considered functionally
literate in their native tongue, in Filipino or inliterate in their native tongue, in Filipino or in
English.English.

BESRABESRA: Basic Education: Basic Education
Sector Reform Agenda (2005-Sector Reform Agenda (2005-
2010)2010)
2.2. Universal School Participation andUniversal School Participation and
Elimination of Dropouts andElimination of Dropouts and
Repetition in First Three Grades:Repetition in First Three Grades: AllAll
children aged six should enter schoolchildren aged six should enter school
ready to learn and prepared to achieve theready to learn and prepared to achieve the
required competencies from Grades 1 to 3required competencies from Grades 1 to 3
instruction.instruction.

2010)2010)3.3. Universal Completion of the Full Cycle ofUniversal Completion of the Full Cycle of
Basic Education Schooling with SatisfactoryBasic Education Schooling with Satisfactory
Achievement Levels by All at Every Grade orAchievement Levels by All at Every Grade or
Year:Year: All children aged six to eleven should be onAll children aged six to eleven should be on
track to completing elementary schooling withtrack to completing elementary schooling with
satisfactory achievement levels at every grade, and allsatisfactory achievement levels at every grade, and all
children aged twelve to fifteen should be on track tochildren aged twelve to fifteen should be on track to
completing secondary schooling with similarlycompleting secondary schooling with similarly
satisfactory achievement levels at every year.satisfactory achievement levels at every year.

2010)2010)
4.4. Total Community Commitment toTotal Community Commitment to
Attainment of Basic EducationAttainment of Basic Education
Competencies for All:Competencies for All: Every communityEvery community
should mobilize all its social, political, cultural,should mobilize all its social, political, cultural,
and economic resources and capabilities toand economic resources and capabilities to
support the universal attainment of basicsupport the universal attainment of basic
education competencies in Filipino andeducation competencies in Filipino and
English.English.

CODE OF ETHICS FOR
PROFESSIONAL TEACHERS
THE TEACHER AND THE
COMMUNITY
THE TEACHER AND
THE STATE
THE TEACHER AND
THE PROFESSION
THE
TEACHER
AND THE
TEACHING
COMMUNITY
THE TEACHER AND HIFGHER
AUTHORITIES IN THE PROFESSION
SCHOOLS
OFFICIALS
TEACHERS
AND OTHER
PERSONNEL
THE
TEACHER
AND THE
LEARNERS
THE
TEACHER
AND THE
PARENT
THE
TEACHER
AND
BUSSINESS
THE
TEACHER AS
A PERSON

Code of Ethics for ProfessionalCode of Ethics for Professional
TeachersTeachers
PREAMBLEPREAMBLE
Teachers are duly licensedTeachers are duly licensed
professionals who possess dignityprofessionals who possess dignity
and reputation with high moraland reputation with high moral
values as well as technical andvalues as well as technical and
professional competence. In theprofessional competence. In the
practice of their noble profession,practice of their noble profession,
they strictly adhere to, observe andthey strictly adhere to, observe and
practice this set of ethical and moralpractice this set of ethical and moral
principles, standards and values.principles, standards and values.

SCOPE AND LIMITATIONSSCOPE AND LIMITATIONS
This Code covers all public and private schoolThis Code covers all public and private school
teachers in all educational institutions at theteachers in all educational institutions at the
preschool, primary, elementary, andpreschool, primary, elementary, and
secondary levels whether academic,secondary levels whether academic,
vocational, special technical, or non-formal.vocational, special technical, or non-formal.
The term “teacher” shall include industrial artsThe term “teacher” shall include industrial arts
or vocational teachers and all other personsor vocational teachers and all other persons
performing supervisory and/or administrativeperforming supervisory and/or administrative
functions in all schools at the aforesaid levels,functions in all schools at the aforesaid levels,
whether on full-time of part-time basis.whether on full-time of part-time basis.

THE TEACHER AND THE STATETHE TEACHER AND THE STATE
1.1. The schools are the nurseries of the futureThe schools are the nurseries of the future
citizens of the state, each teacher is a trustee ofcitizens of the state, each teacher is a trustee of
the cultural and educational heritage of thethe cultural and educational heritage of the
nation and is under obligation to transmit tonation and is under obligation to transmit to
learners such heritage as well as to elevatelearners such heritage as well as to elevate
national morality, promote national pride,national morality, promote national pride,
cultivate love of country, instill allegiance to thecultivate love of country, instill allegiance to the
Constitution and respect for all duly constitutedConstitution and respect for all duly constituted
authorities, and promote obedience to the lawsauthorities, and promote obedience to the laws
of the state.of the state.
2.2. In the interest of the State and of the FilipinoIn the interest of the State and of the Filipino
people as much as of his own, every teacherpeople as much as of his own, every teacher
shall be physically, mentally and morally fit.shall be physically, mentally and morally fit.

THE TEACHER AND THE STATETHE TEACHER AND THE STATE
3.3. A teacher shall not engage in the promotion ofA teacher shall not engage in the promotion of
any political, religious and other partisanany political, religious and other partisan
interest, and shall not, directly or indirectly,interest, and shall not, directly or indirectly,
solicit, require, collect, or receive any moneysolicit, require, collect, or receive any money
or service or other valuable material from anyor service or other valuable material from any
person or identity for such purposes.person or identity for such purposes.
4.4. Every teacher shall vote and shall exercise allEvery teacher shall vote and shall exercise all
other constitutional rights and responsibilities.other constitutional rights and responsibilities.
5.5. A teacher shall not use his position or officialA teacher shall not use his position or official
authority or influence to coerce any otherauthority or influence to coerce any other
person to follow any political course of action.person to follow any political course of action.

THE TEACHER AND THE TEACHINGTHE TEACHER AND THE TEACHING
COMMUNITYCOMMUNITY
Every teacher shall provideEvery teacher shall provide
leadership and initiative toleadership and initiative to
actively participate in communityactively participate in community
movements for moral, social,movements for moral, social,
educational, economic and civiceducational, economic and civic
betterment involved in mattersbetterment involved in matters
affecting the welfare of theaffecting the welfare of the
people.people.

THE TEACHER AND THETHE TEACHER AND THE
TEACHING COMMUNITYTEACHING COMMUNITY
Every teacher shall help the schoolEvery teacher shall help the school
to keep the people in theto keep the people in the
community informed about thecommunity informed about the
school’s work andschool’s work and
accomplishments as well as itsaccomplishments as well as its
needs and problems.needs and problems.

TEACHING COMMUNITYTEACHING COMMUNITY
Every teacher shall meritEvery teacher shall merit
reasonable social recognitionreasonable social recognition
for which purpose he shallfor which purpose he shall
behave with honor and dignitybehave with honor and dignity
at all times and refrain fromat all times and refrain from
such activities as gambling,such activities as gambling,
smoking, drunkenness andsmoking, drunkenness and
other excesses, much less illicitother excesses, much less illicit
relations.relations.

THE TEACHER AND THE PROFESSIONTHE TEACHER AND THE PROFESSION
1.1. Every teacher shall actively help ensure thatEvery teacher shall actively help ensure that
teaching is the noblest profession, and shallteaching is the noblest profession, and shall
manifest genuine enthusiasm and pride inmanifest genuine enthusiasm and pride in
teaching as a noble calling.teaching as a noble calling.
2.2. Every teacher shall participate in the continuingEvery teacher shall participate in the continuing
professional education (CPE) program of theprofessional education (CPE) program of the
Professional Regulation Commission, and shallProfessional Regulation Commission, and shall
pursue such other studies as will improve hispursue such other studies as will improve his
efficiency, enhance the prestige of theefficiency, enhance the prestige of the
profession, and strengthen his competence,profession, and strengthen his competence,
virtues, and productivity in order to be nationallyvirtues, and productivity in order to be nationally
and internationally competitive.and internationally competitive.

PROFESSIONPROFESSION
33.. Every teacher shall use theEvery teacher shall use the
teaching profession in a mannerteaching profession in a manner
that makes it a dignified means ofthat makes it a dignified means of
earning a decent living.earning a decent living.

THE TEACHER AND HIGHERTHE TEACHER AND HIGHER
AUTHORITIESAUTHORITIES
IN THE PROFESSIONIN THE PROFESSION
1.1. Every teacher shall make it his duty toEvery teacher shall make it his duty to
make an honest effort to understandmake an honest effort to understand
and support the legitimate policies ofand support the legitimate policies of
the school and the administrationthe school and the administration
regardless of personal feeling orregardless of personal feeling or
private opinion and shall faithfully carryprivate opinion and shall faithfully carry
them out.them out.

2.2.A teacher shall transact all officialA teacher shall transact all official
business through channels except whenbusiness through channels except when
special conditions warrant a differentspecial conditions warrant a different
procedure, such as when reforms areprocedure, such as when reforms are
advocated but are opposed by theadvocated but are opposed by the
immediate supervisor, in which case theimmediate supervisor, in which case the
teacher shall appeal directly to theteacher shall appeal directly to the
appropriate higher authority.appropriate higher authority.

3.3.Every teacher, individually or asEvery teacher, individually or as
part of a group, has the right topart of a group, has the right to
seek redress against injustice andseek redress against injustice and
discrimination and, to the extentdiscrimination and, to the extent
possible, shall raise hispossible, shall raise his
grievances within acceptablegrievances within acceptable
democratic processes.democratic processes.

4.4. Every teacher has a right toEvery teacher has a right to
invoke the principle thatinvoke the principle that
appointments, promotions, andappointments, promotions, and
transfers of teachers are madetransfers of teachers are made
only on the basis of merit andonly on the basis of merit and
need in the interest of service.need in the interest of service.

SCHOOL OFFICIALS, TEACHERSSCHOOL OFFICIALS, TEACHERS
AND OTHER PERSONNELAND OTHER PERSONNEL
1.1. All school officials shall at all timesAll school officials shall at all times
show professional courtesy,show professional courtesy,
helpfulness and sympathy towardshelpfulness and sympathy towards
teachers and other personnel, suchteachers and other personnel, such
practices being standards of effectivepractices being standards of effective
school supervision, dignifiedschool supervision, dignified
administration, responsible leadershipadministration, responsible leadership
and enlightened direction.and enlightened direction.

SCHOOL OFFICIALS,SCHOOL OFFICIALS,
TEACHERS AND OTHERTEACHERS AND OTHER
PERSONNELPERSONNEL
2.2. School officials, teachers, andSchool officials, teachers, and
other personnel shall consider inother personnel shall consider in
their cooperative responsibility totheir cooperative responsibility to
formulate policies or introduceformulate policies or introduce
important changes in the systemimportant changes in the system
at all levels.at all levels.

SCHOOL OFFICIALS, TEACHERSSCHOOL OFFICIALS, TEACHERS
AND OTHER PERSONNELAND OTHER PERSONNEL
3.3. School officials shall encourage and attend toSchool officials shall encourage and attend to
the professional growth of all teachers underthe professional growth of all teachers under
them such as in recommending them forthem such as in recommending them for
promotion, giving them due recognition forpromotion, giving them due recognition for
meritorious performance, and allowing themmeritorious performance, and allowing them
to participate in conferences and trainingto participate in conferences and training
programs.programs.
4.4.No school official shall dismiss orNo school official shall dismiss or
recommend for dismissal a teacher or otherrecommend for dismissal a teacher or other
subordinates except for a cause.subordinates except for a cause.

Why are You Still Teaching?Why are You Still Teaching?
Claire MacdonaldClaire Macdonald
Senator Patrick Burns Junior HighSenator Patrick Burns Junior High
I’m oftenI’m often
OverwhelmedOverwhelmed
ExhaustedExhausted
FrustratedFrustrated
AngeredAngered
UnappreciatedUnappreciated
OverworkedOverworked
As a teacherAs a teacher
HoweverHowever
I’m still hereI’m still here
Still teaching-Why?Still teaching-Why?
I’m often energizedI’m often energized
ExcitedExcited
AmazedAmazed
AmusedAmused
EnthusedEnthused
By my studentsBy my students
And colleaguesAnd colleagues

Occasionally I’mOccasionally I’m
ThankedThanked
AppreciatedAppreciated
PraisedPraised
Listened toListened to
ValidatedValidated
By students from my pastBy students from my past
And from my presentAnd from my present
I’m still here becauseI’m still here because
I still careI still care
For myFor my StudentsStudents
Who make me laugh every dayWho make me laugh every day
I learn something new everyI learn something new every
dayday
I know I am making aI know I am making a
difference.difference.
That’s why.That’s why.
Whenever I begin to questionWhenever I begin to question
Just why am I still here?Just why am I still here?
Still teaching?Still teaching?
Still doing more and moreStill doing more and more
With less and lessWith less and less

THE TEACHER AND THE LEARNERSTHE TEACHER AND THE LEARNERS
• A teacher shall recognize that the interestA teacher shall recognize that the interest
and welfare of learners are of first andand welfare of learners are of first and
foremost concern, and shall deal justly andforemost concern, and shall deal justly and
impartially with each of them.impartially with each of them.
• Under no circumstances shall a teacher beUnder no circumstances shall a teacher be
prejudiced nor discriminatory against anyprejudiced nor discriminatory against any
learner.learner.

LEARNERSLEARNERS
• A teacher shall not accept anyA teacher shall not accept any
favors or gifts from learners,favors or gifts from learners,
their parents, or others in theirtheir parents, or others in their
behalf in exchange for requestedbehalf in exchange for requested
concessions, especially ifconcessions, especially if
undeserved.undeserved.

• A teacher shall not accept, directly orA teacher shall not accept, directly or
indirectly, any remuneration fromindirectly, any remuneration from
tutorials other than what is authorized fortutorials other than what is authorized for
such servicesuch service
• In a situation where mutual attractionIn a situation where mutual attraction
and subsequent love develop betweenand subsequent love develop between
teacher and learner, the teacher shallteacher and learner, the teacher shall
exercise utmost professional discretionexercise utmost professional discretion
to avoid scandal, gossip, and preferentialto avoid scandal, gossip, and preferential
treatment of the learner.treatment of the learner.

• A teacher shall not inflict corporalA teacher shall not inflict corporal
punishment on offending learnerspunishment on offending learners
nor make deductions from theirnor make deductions from their
scholastic ratings such as ascholastic ratings such as a
punishment for acts which arepunishment for acts which are
clearly not manifestations of poorclearly not manifestations of poor
scholarship.scholarship.

THE TEACHER AND THE PARENTSTHE TEACHER AND THE PARENTS
1.1. Every teacher shall establishEvery teacher shall establish
and maintain cordial relationsand maintain cordial relations
with parents, and shallwith parents, and shall
conduct himself to merit theirconduct himself to merit their
confidence and respect.confidence and respect.

PARENTSPARENTS
2.2. Every teacher shall informEvery teacher shall inform
parents, through properparents, through proper
authorities, of the progress orauthorities, of the progress or
deficiencies of learners underdeficiencies of learners under
him, exercising utmost candorhim, exercising utmost candor
and tact in pointing out learners’and tact in pointing out learners’
deficiencies and in seekingdeficiencies and in seeking
parents’ cooperation for theparents’ cooperation for the
proper guidance andproper guidance and
improvement of learners.improvement of learners.

THE TEACHER AND THE PARENTSTHE TEACHER AND THE PARENTS
33.. A teacher shall hearA teacher shall hear
parents’ complaints withparents’ complaints with
sympathy andsympathy and
understanding, and shallunderstanding, and shall
discourage unfairdiscourage unfair
criticism.criticism.

THE TEACHER AND BUSINESSTHE TEACHER AND BUSINESS
1.1. A teacher has the right to engage, directly orA teacher has the right to engage, directly or
indirectly, in legitimate income generationindirectly, in legitimate income generation
activities, provided that it does not relate toactivities, provided that it does not relate to
or adversely affect his work as a teacher.or adversely affect his work as a teacher.
2.2. A teacher shall maintain a good reputationA teacher shall maintain a good reputation
with respect to financial matters such as inwith respect to financial matters such as in
the settlement of his debts and loans and inthe settlement of his debts and loans and in
arranging satisfactorily his private financialarranging satisfactorily his private financial
affairs.affairs.

THE TEACHER ANDTHE TEACHER AND
BUSINESSBUSINESS
3.3.No teacher shall act, directly or indirectly, asNo teacher shall act, directly or indirectly, as
agent of, or be financially interested in, anyagent of, or be financially interested in, any
commercial venture which furnish textbookscommercial venture which furnish textbooks
and other school commodities in theand other school commodities in the
purchase and disposal of which he canpurchase and disposal of which he can
exercise official influence, except only whenexercise official influence, except only when
his assignment is inherently, related to suchhis assignment is inherently, related to such
purchase and disposal, provided that suchpurchase and disposal, provided that such
shall be in accordance with existingshall be in accordance with existing
regulations, provided, further, that membersregulations, provided, further, that members
of duly recognized teachers’ cooperativesof duly recognized teachers’ cooperatives
may participate in the distribution and salemay participate in the distribution and sale
of such commodities.of such commodities.

THE TEACHER AS A PERSONTHE TEACHER AS A PERSON
1.1. A teacher is, above all, a human beingA teacher is, above all, a human being
endowed with life for which it is his highestendowed with life for which it is his highest
obligation to live with dignity at all timesobligation to live with dignity at all times
whether in school, in the home, or elsewhere.whether in school, in the home, or elsewhere.
2.2. A teacher shall place premium upon self-A teacher shall place premium upon self-
respect and self-discipline as the primaryrespect and self-discipline as the primary
principles of personal behavior in allprinciples of personal behavior in all
relationships with others and in all situations.relationships with others and in all situations.

THE TEACHER AS A PERSONTHE TEACHER AS A PERSON
3.3.A teacher shall maintain at all times aA teacher shall maintain at all times a
dignified personality which coulddignified personality which could
serve as a model worthy of emulationserve as a model worthy of emulation
by learners, peers, and all others.by learners, peers, and all others.
4.4. A teacher shall always recognizeA teacher shall always recognize
the Almighty God as guide of his ownthe Almighty God as guide of his own
destiny and of the destinies of mendestiny and of the destinies of men
and nations.and nations.

DISCIPLINARY ACTIONDISCIPLINARY ACTION
Any violation of any provision of this Code shall beAny violation of any provision of this Code shall be
sufficient ground for the imposition against thesufficient ground for the imposition against the
erring teacher of disciplinary action consisting oferring teacher of disciplinary action consisting of
revocation of his Certificate of Registration andrevocation of his Certificate of Registration and
License as a Professional Teacher, suspensionLicense as a Professional Teacher, suspension
from the practice of the teaching profession,from the practice of the teaching profession,
reprimand, or cancellation of hisreprimand, or cancellation of his
temporary/special permit under causes specifiedtemporary/special permit under causes specified
in Sec. 23, Article III of R.A. 783663., and underin Sec. 23, Article III of R.A. 783663., and under
Rule 31, Article VIII, of the Rules andRule 31, Article VIII, of the Rules and
Regulations implementing RA 78Regulations implementing RA 78

Historical Matrix of EducationalHistorical Matrix of Educational
GoalsGoals
Pre-SpanishPre-Spanish Education for Survival and ConformityEducation for Survival and Conformity
Spanish EraSpanish Era Education to Propagate ChristianityEducation to Propagate Christianity
American EraAmerican Era Education to Promote DemocraticEducation to Promote Democratic
Ideals and Way of LifeIdeals and Way of Life
CommonwealthCommonwealth Education to Continue the PromotionEducation to Continue the Promotion
of Democratic Ideals and Way of Lifeof Democratic Ideals and Way of Life
Japanese EraJapanese Era Education to Make the PeopleEducation to Make the People
Understand Philippines role in EACPSUnderstand Philippines role in EACPS
Republic toRepublic to
IndependenceIndependence
Education for the Full Realization ofEducation for the Full Realization of
the Democratic Ideals and Way of Lifethe Democratic Ideals and Way of Life
New SocietyNew Society Education for National DevelopmentEducation for National Development

Historical Matrix of Educational ContentsHistorical Matrix of Educational Contents
Pre-SpanishPre-Spanish Broad, indefinite and unwrittenBroad, indefinite and unwritten
Unstructured and incidentalUnstructured and incidental
Spanish EraSpanish Era Christian Doctrine in the ElementaryChristian Doctrine in the Elementary
Level and Ecclesiastical Studies,Level and Ecclesiastical Studies,
American EraAmerican Era Citizenship, Democratic Ideals,Citizenship, Democratic Ideals,
Religious FreedomReligious Freedom
CommonwealthCommonwealth Character Education and CitizenshipCharacter Education and Citizenship
TrainingTraining
Japanese EraJapanese Era Values rooted on love for labor,Values rooted on love for labor,
vocational education, use ofvocational education, use of
NippongoNippongo
Filipino Heritage, training forFilipino Heritage, training for
occupation, nation-buildingoccupation, nation-building

Historical Matrix of Educational PracticesHistorical Matrix of Educational Practices
Pre-SpanishPre-Spanish Domestic education, theoretical,Domestic education, theoretical,
moral and spiritual awakeningmoral and spiritual awakening
Spanish EraSpanish Era Dictation, Memorization, use ofDictation, Memorization, use of
Latin & Spanish, parochial schoolsLatin & Spanish, parochial schools
American EraAmerican Era Democratic way of teaching, use ofDemocratic way of teaching, use of
English, free and universalEnglish, free and universal
educationeducation
CommonwealthCommonwealth Training was done through publicTraining was done through public
and private schoolsand private schools
Japanese EraJapanese Era Gave more emphasis on vocational,Gave more emphasis on vocational,
technical and agriculturetechnical and agriculture
Board of National Education,Board of National Education,
Elementary Act of 1953, use ofElementary Act of 1953, use of
vernacular and English in instructionvernacular and English in instruction

What Makes A Good Teacher?What Makes A Good Teacher?
By: Michelle, ASP studentBy: Michelle, ASP student
A good teacher is like anA good teacher is like an
angelangel
who is sent by the Fatherwho is sent by the Father
aboveabove
She is caring andShe is caring and
watchfulwatchful
and she guides childrenand she guides children
to the right pathto the right path
She watches her pupilsShe watches her pupils
growgrow
to become good, gentleto become good, gentle
and true.and true.

A good teacher is like aA good teacher is like a
magicianmagician
who can perform manywho can perform many
tricks.tricks.
She is witty andShe is witty and
intelligentintelligent
and she knows how toand she knows how to
teach.teach.
She can make magicShe can make magic
inside the classroominside the classroom
that can captured ourthat can captured our
attention.attention.

A good teacher is like aA good teacher is like a
good mothergood mother
who knows what’s thewho knows what’s the
best for her children.best for her children.
She is patient, kind,She is patient, kind,
loving andloving and
understanding.understanding.
She makes her lessonsShe makes her lessons
interesting,interesting,
telling us enjoyabletelling us enjoyable
storiesstories
that help us becomethat help us become
good children.good children.

What Makes A GoodWhat Makes A Good
Teacher?Teacher?
By: Michelle, ASP studentBy: Michelle, ASP studentA good teacher is God’sA good teacher is God’s
gift to children.gift to children.
She radiates truth,She radiates truth,
goodness and lovegoodness and love
so that children will followso that children will follow
her example.her example.
She prepares pupils toShe prepares pupils to
become good citizensbecome good citizens
not only here on earth butnot only here on earth but
also in heaven.also in heaven.
Thank God there areThank God there are
many good teachers!many good teachers!

That’s all folks…That’s all folks…
Thank you…Thank you…

Let development of philippine education7

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