An act providing for the establishment and maintenance of an integrated system of education. Also known as Education Act of 1982. It was approved by Ferdinand M. Marcos on September 10, 1982 and promulgated on September 11, 1982.
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS REPUBLIC ACT NO. 4670HaikoMitshi
To promote and improve the social and economic status of public school teachers, their living and working conditions, their terms of employment and career prospects in order that they may compare favorably with existing opportunities in other walks of life, attract and retain in the teaching profession more people with the proper qualifications, it being recognized that advance in education depends on the qualifications and ability of the teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital importance.
Code of Ethics for Professional Teachers of the PhilippinesJohn Bernal
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS REPUBLIC ACT NO. 4670HaikoMitshi
To promote and improve the social and economic status of public school teachers, their living and working conditions, their terms of employment and career prospects in order that they may compare favorably with existing opportunities in other walks of life, attract and retain in the teaching profession more people with the proper qualifications, it being recognized that advance in education depends on the qualifications and ability of the teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital importance.
Code of Ethics for Professional Teachers of the PhilippinesJohn Bernal
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
Batasang Pambansa. A report in a subject of educ 111. From a minor subject. It contains all 72 sections of Batasang Pambansa. It overviews the rules and regulations in schools as well as the roles of teachers, parents, and students at school. It also entails the rights of the learners and the teachers or instructors/professors. In all 72 sections, there subtopics that further discuss the topics. Not mine but please make use of it. Credits to my classmate whom I cannot name per his request. Jsjsbsbsjsksns snsjksososjsbd nsisisosksbbs jsjsossknsjsosns pardon me jsjshdidoa jsisjsnskso jsjsowk. Nabsbsn. Nsnsjsjjej. N. Nshwns
Philippine Professional Code of Ethics for TeachersMarlyn Allanigue
Reviewing the Teacher’s Code of Ethics annually is deemed importance in preserving teacher’s integrity.
In the book entitled “Teacher and Child” written by Dr. Haim G. Ginott, he stated his frightening conclusions that young teachers have a significant role and possess tremendous power to make a child’s life miserable or joyous.
Teachers can be a tool of torture or an instrument of inspiration. Teacher can humiliate or humor, hurt or heal. In all situations, the teacher’s response is important whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.”
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Art Appreciation specifically in Music. This is will cover the history of music from pre-historic until the modern music. Also, the elements and types of music.
MS Report, When we talked about the conic section it involves a double-napped cone and a plane. If a plane intersects a double right circular cone, we get two-dimensional curves of different types. These curves are what we called the conic section.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. BATAS PAMBANSA Blg. 232
The Education Act of 1982
PROMULGATED: September 11, 1982
LEGAL BASIS:
1. Constitution of 1935, Article XIV section 5
2. Constitution of 1975, Article XIV section 8(1-8)
3. Constitution of 1987, Article XIV section 1-5(5)
5. CHAPTER 1:
PRELIMINARY MATTERS
Title
Education Act of 1982
SECTION 1:
Coverage
This act shall apply to and govern both formal and non-formal systems
in public and private schools in all levels of the entire educational system.
SECTION 2:
6. CHAPTER 2:
DECLARATION OF BASIC STATE
POLICY AND OBJECTIVES
Declaration of Basic Policy
policy of the state to establish and maintain a complete, adequate and integral
system of education relevant to the goals of national development.
SECTION 3:
7. NATIONAL DEVELOPMENTAL GOALS:
3. To achieve and strengthen national unity and consciousness and preserve,
and develop and promote desirable cultural, moral and spiritual values in a
changing world.
2. To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
1. To achieve and maintain an accelerating rate of economic development and
social progress;
8. The State shall promote
the right of every
individual to relevant
quality education,
regardless of:
sex,
age,
creed,
socio-
economic
status, physical and
mental
conditions,
racial or ethnic
origin,
political or
other affiliation
9. CHAPTER 2:
DECLARATION OF BASIC STATE
POLICY AND OBJECTIVES
Declaration of Objectives
The educational system aims to:
SECTION 4:
1. Provide for a broad general education that assist each individual, in the
peculiar ecology of his own society, to
a. attain his potential as a human being.
b. enhance the range and quality of individual and group participation in
the basic participation of society; and
c,. Acquire the essential educational foundation of his development into a
productive and versatile citizen;
10. 2. Trains the nations manpower in the middle level skills required for the
national development;
3. Develop the professions that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life; and
4. Responds effectively to changing needs and conditions of the nation through a
system of educational planning and evaluaton.
11. Inculcate
love of
country
teach the
duties of
citizenship
develop
moral
character
personal
discipline
scientific,
technological
, and
vocational
efficiency
reach out to
educationally
deprived
communities
All educational institutions shall:
13. CHAPTER I: PRELIMINARY PROVISION
Declaration of Policy and Objectives
is likewise declared government policy to foster, at all times, a spirit of shared
purposes and cooperation among the members and elements of the community, and
between the community and other sectors of the society.
SECTION 5:
14. 1. Aid and support the natural right and duty of parents in the rearing of
the youth through the educational system.
2. Promote and safeguard the welfare and interests of the students by
defining their rights and obligations, according on privileges, and
encouraging the establishment of sound relationships between them and
the other members of the school community.
3. Promote the social and economic status of all school personnel, uphold
their rights, define their obligations, and improve their living and working
conditions and career prospect.
4. Extend support to promote the viability of those institutions through
which parents, students and school personnel seek to attain their
educational goals.
15. Definition and Coverage
“Educational Community” refers to those person or group of persons as such, or
associated the institutions involved in organized teaching and learning systems.
SECTION 6:
Members and Elements of the Educational Community
1. Parents 2. Students 3. School Personnel
16. 3. School Personnel
A. TEACHING OR ACADEMIC STAFF
B. SCHOOL ADMINISTRATORS
C. ACADEMIC NON-TEACHING PERSONNEL
D. NON-ACADEMIC PERSONNEL
4. Schools
17. Community Participation
Every educational institution shall provide for the establishment of appropriate bodies
through which the members of the educational community may discuss relevant
issues.
SECTION 7:
19. Rights of Parents
SECTION 8:
2. The right to access to any official record directly relating to the children who are under their parental
responsibility
1. The right to organize by themselves and/or with teachers for the purpose of providing a
forum for the discussion of matters relating to the total school program, and for ensuring
the full cooperation of parents and teachers in the formulation and efficient implementation
of such programs.
CHAPTER II: RIGHTS
20. CHAPTER II: RIGHTS
Rights of Students in School
SECTION 9:
2. The right to freely chose their field of study subject to existing curricula and to continue
their course therein up to graduation, except in cases of academic deficiency, or violation
of disciplinary regulations.
1. The right to receive, primarily through competent instruction, relevant quality education in line with
national goals and conducive to their full development as person with human dignity.
21. 3. The right to school guidance and counseling services for decisions and selecting the
alternatives in fields of work suited to his potentialities.
4. The right of access to his own school records, the confidentiality of which the school
shall maintain and preserve.
5. The right to the issuance of official certificates, diplomas, transcript of records, grades,
transfer credentials and other similar documents within thirty days from request.
6. The right to publish a student newspaper and similar publications, as well as the right to
invite resource persons during assemblies, symposia and other activities of similar nature.
22. 7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic channels and administrative bodies of the school
or institution.
8. The right to form, establish, join and participate in organizations and societies
recognized by the school to foster their intellectual, cultural, spiritual and physical
growth and development, or to form, establish, join and maintain organizations and
societies for purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by their own
organizations or societies.
23. Rights of all School Personnel
SECTION 10:
1. The right to free expression of opinion and suggestions
2. The right to be provided with free legal service by the appropriate government office in the case
of public school personnel, and through the school authorities concerned in the case of private
school personnel.
3. The right to establish, join and maintain labor organizations and/or professional and self-
regulating organizations of their choice to promote their welfare and defend their interests.
4. The right to be free from involuntary contributions except those imposed by their own
organizations.
24. Special Rights and/ or Privileges of Teaching or Academic Staff
SECTION 11:
1. The right to be free from compulsory assignments not related to their duties as defined in their
appointments or employment contracts, unless compensated therefore, conformably to existing
law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge of lawful duties and
responsibilities, and shall, therefore, be accorded due respect and protection.
4. Teachers shall be accorded the opportunity to choose alternative career lines either in school
administration, in classroom teaching, or others, for purposes of career advancement.
25. Special Rights of School Administrator
SECTION 12:
be accorded sufficient
administrative discretion
necessary for the efficient and
effective performance of their
functions
persons in authority while in
the discharge of lawful duties
and responsibilities
accorded due respect and
protection.
26. Rights of School
1. The right of their governing boards or lawful authorities to provide for the
proper governance of the school and to adopt and enforce administrative or
management systems.
2. The right for institutions of higher learning to determine on academic grounds
who shall be admitted to study, who may teach, and what shall be subjects of the
study and research.
SECTION 13: