Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
This document outlines a code of ethics for professional teachers with the goal of ensuring quality education. It covers 6 articles that establish ethical guidelines for teachers' conduct regarding: 1) their duties to the state and community, 2) upholding teaching as a noble profession, 3) their responsibilities within the teaching community, 4) their interactions with higher authorities, and 5) cooperation between school officials, teachers, and other personnel. The code aims to promote teachers' moral character and commitment to students' welfare above all other interests.
This document outlines the Code of Ethics for Professional Teachers in the Philippines according to R.A. 7836 or the Philippine Teachers Professionalization Act of 1994. The code contains 11 articles that establish ethical standards for teachers regarding their responsibilities to the state, community, profession, authorities, colleagues, students, parents, personal conduct, and disciplinary actions. It aims to promote quality education and uphold the teaching profession with integrity.
This document outlines the key duties and responsibilities of professional teachers according to the Code of Ethics for Professional Teachers. It discusses that teachers are held to high moral standards and must behave honorably at all times. Teachers have an obligation to provide quality education and ensure students are evaluated fairly based on academic merit alone. As parents to their students, teachers must properly exercise authority over students with care, respect and without physical punishment. Any violations of these ethical standards can result in license revocation.
Philippine Professional Code of Ethics for TeachersMarlyn Allanigue
The document provides the Code of Ethics for Professional Teachers issued by the Board for Professional Teachers. It outlines the ethical responsibilities of teachers to the state, community, profession, colleagues, higher authorities, students, parents, and in their personal lives. The code seeks to ensure teachers uphold high moral standards and provide quality education for all students.
This document summarizes the Magna Carta for Public School Teachers Act. The act aims to improve the social and economic status of teachers by promoting better living and working conditions, terms of employment, and career prospects. It defines teachers and establishes policies around recruitment, qualifications, tenure, transfers, discipline, salaries, benefits, health measures, injury compensation, leave, retirement, freedom of organization, and administration/enforcement. The act provides teachers protections and sets standards to ensure their profession compares favorably to other fields.
The document discusses the importance of teachers having a clear philosophy of education. A philosophy of education should include one's views on students, curriculum, and teaching methods. It also presents examples of different teachers' philosophies, which emphasize values, student-centered learning, and developing each child's potential. Additionally, the document reviews a study finding that communities view teachers as playing important roles in character development, discipline, and being respected models for children.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
This document outlines a code of ethics for professional teachers with the goal of ensuring quality education. It covers 6 articles that establish ethical guidelines for teachers' conduct regarding: 1) their duties to the state and community, 2) upholding teaching as a noble profession, 3) their responsibilities within the teaching community, 4) their interactions with higher authorities, and 5) cooperation between school officials, teachers, and other personnel. The code aims to promote teachers' moral character and commitment to students' welfare above all other interests.
This document outlines the Code of Ethics for Professional Teachers in the Philippines according to R.A. 7836 or the Philippine Teachers Professionalization Act of 1994. The code contains 11 articles that establish ethical standards for teachers regarding their responsibilities to the state, community, profession, authorities, colleagues, students, parents, personal conduct, and disciplinary actions. It aims to promote quality education and uphold the teaching profession with integrity.
This document outlines the key duties and responsibilities of professional teachers according to the Code of Ethics for Professional Teachers. It discusses that teachers are held to high moral standards and must behave honorably at all times. Teachers have an obligation to provide quality education and ensure students are evaluated fairly based on academic merit alone. As parents to their students, teachers must properly exercise authority over students with care, respect and without physical punishment. Any violations of these ethical standards can result in license revocation.
Philippine Professional Code of Ethics for TeachersMarlyn Allanigue
The document provides the Code of Ethics for Professional Teachers issued by the Board for Professional Teachers. It outlines the ethical responsibilities of teachers to the state, community, profession, colleagues, higher authorities, students, parents, and in their personal lives. The code seeks to ensure teachers uphold high moral standards and provide quality education for all students.
This document summarizes the Magna Carta for Public School Teachers Act. The act aims to improve the social and economic status of teachers by promoting better living and working conditions, terms of employment, and career prospects. It defines teachers and establishes policies around recruitment, qualifications, tenure, transfers, discipline, salaries, benefits, health measures, injury compensation, leave, retirement, freedom of organization, and administration/enforcement. The act provides teachers protections and sets standards to ensure their profession compares favorably to other fields.
The document discusses the importance of teachers having a clear philosophy of education. A philosophy of education should include one's views on students, curriculum, and teaching methods. It also presents examples of different teachers' philosophies, which emphasize values, student-centered learning, and developing each child's potential. Additionally, the document reviews a study finding that communities view teachers as playing important roles in character development, discipline, and being respected models for children.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
code of ethics for professional teacherAlice Victor
This document is the Code of Ethics for Professional Teachers in the Philippines. It establishes ethical standards and guidelines for teachers' professional and personal conduct. The code is established by the Board for Professional Teachers pursuant to relevant laws and covers all public and private school teachers. It addresses teachers' duties to students, parents, colleagues, administrators, and their community. Violations of the code can result in disciplinary actions against teachers, including revocation of their teaching license.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
This document outlines the code of ethics that governs professional teachers in the Philippines in their dual roles as educators and parents. As educators, teachers have a duty to provide quality education and evaluate students fairly and competently. They must maintain high standards of academic integrity and avoid prejudicing students. As parents, teachers have special parental authority over students and must ensure their welfare, using discipline to correct and motivate rather than punish. Corporal punishment is strictly prohibited. Overall, the code of ethics emphasizes teachers' obligations to uphold educational standards, act with honor, and serve as role models for students both inside and outside the classroom.
The code of ethics for professional teachersJenny Aque
This document outlines the Code of Ethics for Professional Teachers in the Philippines. It establishes ethical standards for teachers in their relationships with the state, community, profession, teaching community, higher authorities, school officials, learners, parents, and their duties as individuals. The code is established under existing laws and aims to ensure teachers uphold the dignity and reputation of the teaching profession. Non-compliance with the code can result in disciplinary actions against teachers.
The magna carta for public school teachersRachel Espino
This document outlines the Magna Carta for Public School Teachers (RA 4670) in the Philippines. It aims to promote and improve teachers' social and economic status, living/working conditions, terms of employment, and career prospects. Some key points include establishing minimum educational qualifications for teachers, rules around transfers, tenure, leaves, retirement benefits, salaries, health measures, injury benefits, and ensuring teachers' rights to organize. The Secretary of Education is tasked with implementing the law through regulations, budgets, and penalties for violations.
The document summarizes the Code of Ethics for Professional Teachers in the Philippines. It was established in 1966 and expanded in 1994 to provide standards for teachers' professional conduct both inside and outside the workplace. The code covers teachers' responsibilities to the state, their profession, students, parents, and as individuals. Violations of the code can result in disciplinary actions like suspension or revocation of a teacher's license and registration.
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
This document contains the Code of Ethics for Professional Teachers in the Philippines. It outlines 7 articles that establish ethical standards and guidelines for teachers' conduct, including their responsibilities to the state, community, profession, other teachers, and school authorities. The code emphasizes teachers' commitment to providing quality education, upholding moral and professional values, and cooperating with colleagues and officials to serve students and the public good.
The document discusses the laws and policies around professionalizing teaching in the Philippines. Presidential Decree 1006 of 1977 was the first law, establishing requirements for teacher certification and recognizing teaching as a profession. Subsequent laws like the Philippine Teachers Professionalization Act of 1994 (RA 7836) and amendments in Republic Act 9293 aimed to improve teacher quality by creating a licensing exam and board. The laws were meant to incentivize teaching and address issues like poorly trained teachers identified by the Congressional Commission on Education in 1991.
This document summarizes the philosophies and contributions of 10 modern philosophers to education:
1. John Locke promoted the tabula rasa theory that the mind is a blank slate shaped by experience rather than innate ideas. He emphasized the influential power of early education.
2. Immanuel Kant advocated for public education and learning by doing. He believed children should always obey and learn duty through punishment.
3. Jean-Jacques Rousseau rejected the idea that individuals are born with predetermined roles. He outlined ideal education through his book Emile.
4. Mortimer Adler promoted "educational perennialism," teaching principles rather than facts for their perpetual importance.
5. William James ascribed to prag
This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.
Privileges of Teaching Personnel in Public and Private schoolsVictoria Superal
Teaching personnel in public and private schools enjoy various privileges outlined in laws and regulations. These privileges include maternity/study leave, retirement benefits through GSIS, job security protections, salary increases, and medical benefits. Privileges are granted to recognize the important work of educators and ensure their rights and welfare are protected under the law.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
National competency based teacher standards (ncbts)RichardBanez
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
The document discusses the various legal bases of the teaching profession in the Philippines, including the 1987 Constitution (Article XIV), Batas Pambansa 232, Republic Acts 4670, 7836, 9293, 10533, and the Code of Ethics for Professional Teachers. It outlines the rights and responsibilities of teachers established in these legal documents.
This document summarizes several laws related to teachers and schools in the Philippines. It outlines laws providing rights and protections for teachers, such as consent for transfers, leave privileges, and freedom of organization. It also discusses laws around child protection, sexual harassment, campus journalism funding, apprehending drug offenders on school premises, and the role of schools in juvenile justice. The document defines what constitutes child abuse and sexual harassment. It requires school heads to form teams to deliver education programs. Overall, it concisely summarizes many important Philippine laws impacting the rights and responsibilities of teachers.
The document provides guidance for advisors of student organizations. It outlines the benefits of being an advisor such as helping students learn and develop skills. It describes common advisor roles like mentor, team builder, and conflict mediator. It includes a sample advisor contract that outlines expectations. The "Advising Do's" section recommends advisors be visible, know their group's limits, and serve as a resource. The "Advising Don'ts" section advises against behaviors like knowing it all, being the leader, and imposing biases. Overall, the document aims to help advisors understand their role in supporting student organizations.
This document discusses the benefits of campus security camera systems. It notes that cameras can protect students, deter crime, prevent vandalism, and monitor parking lots. They can also help with investigations by providing archived footage. IP cameras are easy to install without needing coaxial cable or power tools. A video surveillance system using IP technology also allows for remote access and monitoring footage from anywhere online. The document provides considerations for properly configuring a campus surveillance system and best practices for camera placement around campus buildings, parking lots, at-risk areas, and facilities.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
code of ethics for professional teacherAlice Victor
This document is the Code of Ethics for Professional Teachers in the Philippines. It establishes ethical standards and guidelines for teachers' professional and personal conduct. The code is established by the Board for Professional Teachers pursuant to relevant laws and covers all public and private school teachers. It addresses teachers' duties to students, parents, colleagues, administrators, and their community. Violations of the code can result in disciplinary actions against teachers, including revocation of their teaching license.
The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
This document outlines the code of ethics that governs professional teachers in the Philippines in their dual roles as educators and parents. As educators, teachers have a duty to provide quality education and evaluate students fairly and competently. They must maintain high standards of academic integrity and avoid prejudicing students. As parents, teachers have special parental authority over students and must ensure their welfare, using discipline to correct and motivate rather than punish. Corporal punishment is strictly prohibited. Overall, the code of ethics emphasizes teachers' obligations to uphold educational standards, act with honor, and serve as role models for students both inside and outside the classroom.
The code of ethics for professional teachersJenny Aque
This document outlines the Code of Ethics for Professional Teachers in the Philippines. It establishes ethical standards for teachers in their relationships with the state, community, profession, teaching community, higher authorities, school officials, learners, parents, and their duties as individuals. The code is established under existing laws and aims to ensure teachers uphold the dignity and reputation of the teaching profession. Non-compliance with the code can result in disciplinary actions against teachers.
The magna carta for public school teachersRachel Espino
This document outlines the Magna Carta for Public School Teachers (RA 4670) in the Philippines. It aims to promote and improve teachers' social and economic status, living/working conditions, terms of employment, and career prospects. Some key points include establishing minimum educational qualifications for teachers, rules around transfers, tenure, leaves, retirement benefits, salaries, health measures, injury benefits, and ensuring teachers' rights to organize. The Secretary of Education is tasked with implementing the law through regulations, budgets, and penalties for violations.
The document summarizes the Code of Ethics for Professional Teachers in the Philippines. It was established in 1966 and expanded in 1994 to provide standards for teachers' professional conduct both inside and outside the workplace. The code covers teachers' responsibilities to the state, their profession, students, parents, and as individuals. Violations of the code can result in disciplinary actions like suspension or revocation of a teacher's license and registration.
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
This document contains the Code of Ethics for Professional Teachers in the Philippines. It outlines 7 articles that establish ethical standards and guidelines for teachers' conduct, including their responsibilities to the state, community, profession, other teachers, and school authorities. The code emphasizes teachers' commitment to providing quality education, upholding moral and professional values, and cooperating with colleagues and officials to serve students and the public good.
The document discusses the laws and policies around professionalizing teaching in the Philippines. Presidential Decree 1006 of 1977 was the first law, establishing requirements for teacher certification and recognizing teaching as a profession. Subsequent laws like the Philippine Teachers Professionalization Act of 1994 (RA 7836) and amendments in Republic Act 9293 aimed to improve teacher quality by creating a licensing exam and board. The laws were meant to incentivize teaching and address issues like poorly trained teachers identified by the Congressional Commission on Education in 1991.
This document summarizes the philosophies and contributions of 10 modern philosophers to education:
1. John Locke promoted the tabula rasa theory that the mind is a blank slate shaped by experience rather than innate ideas. He emphasized the influential power of early education.
2. Immanuel Kant advocated for public education and learning by doing. He believed children should always obey and learn duty through punishment.
3. Jean-Jacques Rousseau rejected the idea that individuals are born with predetermined roles. He outlined ideal education through his book Emile.
4. Mortimer Adler promoted "educational perennialism," teaching principles rather than facts for their perpetual importance.
5. William James ascribed to prag
This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.
Privileges of Teaching Personnel in Public and Private schoolsVictoria Superal
Teaching personnel in public and private schools enjoy various privileges outlined in laws and regulations. These privileges include maternity/study leave, retirement benefits through GSIS, job security protections, salary increases, and medical benefits. Privileges are granted to recognize the important work of educators and ensure their rights and welfare are protected under the law.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
National competency based teacher standards (ncbts)RichardBanez
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
The document discusses the various legal bases of the teaching profession in the Philippines, including the 1987 Constitution (Article XIV), Batas Pambansa 232, Republic Acts 4670, 7836, 9293, 10533, and the Code of Ethics for Professional Teachers. It outlines the rights and responsibilities of teachers established in these legal documents.
This document summarizes several laws related to teachers and schools in the Philippines. It outlines laws providing rights and protections for teachers, such as consent for transfers, leave privileges, and freedom of organization. It also discusses laws around child protection, sexual harassment, campus journalism funding, apprehending drug offenders on school premises, and the role of schools in juvenile justice. The document defines what constitutes child abuse and sexual harassment. It requires school heads to form teams to deliver education programs. Overall, it concisely summarizes many important Philippine laws impacting the rights and responsibilities of teachers.
The document provides guidance for advisors of student organizations. It outlines the benefits of being an advisor such as helping students learn and develop skills. It describes common advisor roles like mentor, team builder, and conflict mediator. It includes a sample advisor contract that outlines expectations. The "Advising Do's" section recommends advisors be visible, know their group's limits, and serve as a resource. The "Advising Don'ts" section advises against behaviors like knowing it all, being the leader, and imposing biases. Overall, the document aims to help advisors understand their role in supporting student organizations.
This document discusses the benefits of campus security camera systems. It notes that cameras can protect students, deter crime, prevent vandalism, and monitor parking lots. They can also help with investigations by providing archived footage. IP cameras are easy to install without needing coaxial cable or power tools. A video surveillance system using IP technology also allows for remote access and monitoring footage from anywhere online. The document provides considerations for properly configuring a campus surveillance system and best practices for camera placement around campus buildings, parking lots, at-risk areas, and facilities.
The document discusses the need for network security on campus networks and some of the common risks faced at different layers of the TCP/IP model. It proposes using the SAPPDRR dynamic security model, which incorporates risk analysis, security policies, defense systems, real-time monitoring, response, disaster recovery and countermeasures. The model aims to provide comprehensive security and stability for campus networks through active defense against threats.
The document provides information on campus safety, security, and emergency preparedness at Virginia Tech. It outlines the roles and contact information for the Virginia Tech Police Department, Office of Emergency Management, Threat Assessment Team, and VT Alerts emergency notification system. It describes the emergency notification methods, what to do in emergency situations like securing in place, sheltering in place, or during an active shooter event. It also defines weather watches and warnings and outlines procedures for securing in place on Blacksburg Transit.
This document provides an excerpt from the Family Code of the Philippines regarding parental authority. It discusses 5 chapters on the topic: general provisions, substitute and social parental authority, effects on the person, effects on property, and suspension or termination. Some key points include that parental authority is jointly exercised by both parents to care for their children. In cases of separation, absence or death the authority transfers to other relatives or judicial appointments. The document outlines the rights and responsibilities of those with parental authority over both the person and property of the child.
The document provides an outline for a review of industrial security management. It begins with a pre-test multiple choice quiz on concepts in industrial security. It then covers topics like relevant laws, the origins of security, related government and private agencies. It defines important security terms and outlines requirements for private security services. The document serves as a study guide for an examination on industrial security management.
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
Family code of the Philippines (Executive No. 209 July 6, 1987)Ronnel de Jesus
This document outlines the provisions for parental authority in the Philippines according to the Family Code of the Philippines established under Executive Order No. 209. It defines parental authority and responsibilities, as well as provisions for substitute parental authority in cases such as absence or death of parents. It also establishes the rights and obligations of parents regarding the persons and property of their children, and circumstances under which parental authority may be suspended or terminated.
The document summarizes a presentation on women's rights. It outlines several key rights that all humans should have, including freedom from discrimination, freedom to marry and own property, rights to work and education. However, it notes that abuse, violence and discrimination against women remains widespread and tolerated in many places. It provides several examples of ongoing issues in countries like DR Congo, Pakistan, Thailand, Ukraine and others. The document then discusses the history of women's rights in Afghanistan, noting improvements since the fall of the Taliban but that challenges still remain regarding issues like school dropout rates, freedom of movement, and early marriage. It concludes by outlining the UN's ongoing efforts to support human rights, particularly for women,
The document reports on the construction of three sites - a fire station in Kuala Lumpur, an eco-friendly mosque in Cyberjaya, and terrace houses in Klang. It introduces the projects, provides an overview of each site, and discusses site safety precautions, machinery and equipment used, site preparation processes, and various construction stages. Photos are included to illustrate the different elements discussed in the report.
The document discusses current legal issues in education in the Philippines. It covers student matters such as student discipline and the right to quality education versus the obligation to pay tuition. It also discusses school authority to discipline students, the process that must be followed, and types of penalties that can be imposed for offenses. The document also addresses ensuring quality education through evaluating teacher competence and student learning. It discusses a student's right to their scholastic records contingent upon paying tuition and other fees.
This document discusses current legal issues in education in the Philippines, specifically regarding student matters and the right to quality education. It covers the authority of schools to maintain discipline, both on and off campus. Schools can discipline students for acts that affect the student's status or school reputation, even if off campus. Due process must be followed for serious offenses. Punishment must be proportionate to the offense. Schools must also provide quality education accessible to all citizens.
This document discusses legal issues related to student discipline and a student's right to education. It outlines a school's authority to discipline students, both on and off campus. Schools can discipline for acts that violate policies or affect the school's reputation. Due process must be followed, including written notice of charges and opportunity to respond. Penalties like suspension require prior offenses be defined in rules and the punishment be proportionate to the misconduct. A student's right to education is balanced with their obligation to pay tuition and fees.
Family Code of the Philippines: Executive Order 209 Title IX Parental Authori...Jan Paolo Leyva
The document summarizes key provisions from the Family Code of the Philippines related to parental authority. It discusses that parental authority includes caring for and developing children's character and well-being. It also outlines rights and duties of parents, different types of parental authority (substitute, special), grounds for suspending parental authority, and liability of those exercising parental authority over minors.
Chapter 10 legal liabilities - Lecture Notes William Allan Kritsonis, PhDWilliam Kritsonis
This document discusses tort law and liability as they relate to school districts and employees. It summarizes that school districts are generally immune from tort liability except in cases involving motor vehicle accidents. Professional school employees are also not personally liable for actions taken within the scope of their employment that involve judgment or discretion, with exceptions for excessive force or negligence resulting in injury to students. The document outlines specific court cases to illustrate how these principles have been applied.
The document outlines the legal framework and organizational structure for colleges in Argentina. It discusses the rights and responsibilities of various members of the educational community including students, parents, teachers, and administrative staff. It establishes the school director as the highest authority responsible for leading the institution according to education policy and regulations. The deputy director and other management positions assist the director in tasks related to teaching, administration, and community engagement.
The document outlines the code of ethics and duties that professional teachers in the Philippines must adhere to. It discusses that teachers must be competent and efficient educators, must evaluate students fairly based solely on academic performance, and have special parental authority over students that does not allow for corporal punishment. Any violations of the code of ethics could result in the revocation of a teacher's license.
The document outlines the code of ethics and duties that professional teachers in the Philippines must adhere to. It discusses that teachers must be competent, evaluate students fairly based solely on academic performance, and exercise parental authority over students with discipline that does not involve corporal punishment. Violation of the code of ethics can result in revocation of a teacher's license.
It's important that school administrators and teachers need to know the law of torts. In order to create a "culture of safety" principals should manage the risk of negligence to the faculty and students!
Legal liabilities for teachers and supervisors can fall under either criminal or civil law. Civil lawsuits usually involve monetary damages for wrongs committed between individuals. All educators have a duty of care for students under tort law. Texas law provides qualified immunity for public school employees as long as they are acting within the scope of their duties and exercising judgment, shielding them from civil liability. However, this immunity does not apply to criminal cases. Federal civil rights lawsuits can also be filed against school districts or employees for depriving individuals of their constitutional rights.
L E G A L L I A B I L I T I E S F O R T E A C H E R S A N D S U P E R V ...William Kritsonis
Legal liabilities for teachers and supervisors can fall under either criminal or civil law. Civil lawsuits usually involve monetary damages for wrongs committed between individuals. All educators have a duty of care for students under tort law. Texas law provides qualified immunity for public school employees as long as they are acting within the scope of their duties and exercising judgment, shielding them from civil liability. However, this immunity does not apply to criminal cases. Federal civil rights lawsuits can also be filed against school districts or employees for depriving individuals of their constitutional rights.
Chapter 6 School Personnel And School District LiabilityJarrett Landor Phd
School personnel and school districts can be held liable for injuries caused to students through negligence or intentional torts. Teachers and administrators are held to a higher standard of care than ordinary citizens due to their responsibility for student safety. Schools are expected to provide a safe environment, and personnel can be liable for their own actions as well as those of other employees through vicarious liability. Defenses against negligence claims include assumption of risk, contributory negligence, and comparative negligence.
This document is an act being proposed in the Congress of the Philippines to require all elementary and secondary schools to adopt anti-bullying policies. It defines bullying and directs schools to establish policies that prohibit bullying, outline disciplinary actions, and establish procedures for reporting, investigating, and responding to bullying incidents. It also provides guidelines for policy implementation, oversight, sanctions for noncompliance, and requires schools and the Department of Education to monitor and report on bullying incidents.
EXCERPT FROM THE FAMILY CODE OF THE PHILIPPINES JOHN KENNETH.pptxjohnkennethmenorca
The document provides excerpts from the Family Code of the Philippines. It outlines the general provisions around parental authority from Articles 209 to 233. It discusses topics like the joint exercise of parental authority by father and mother, parental authority in cases of separation or death of a parent, substitute parental authority for grandparents or siblings, and the effects of parental authority on a child's person and property. It also addresses the suspension or termination of parental authority in various situations.
The document provides excerpts from the Family Code of the Philippines regarding parental authority. It discusses general provisions such as the joint exercise of parental authority by the father and mother, authority in cases of separation or death of a parent, and effects of parental authority on the person and property of children. It also covers substitute parental authority, suspension or termination of parental authority, and qualifications for exercising parental roles and responsibilities according to the Family Code.
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2. • School Liability for Torts
• Legal Requirements to Avoid Liability
• Concept of Parental Authority & Responsibility
• Best Practices & Red Flags
3.
4. • Tort Law, concerns civil wrongs and addresses
the duty, breach and injury sustained to one
individual as a result of another’s conduct.
• An unlawful violation of private right, not created
by contract, and which gives rise to an action for
damages.
• Torts such as assault, battery, libel, slander,
defamation, false arrest, malicious prosecution
and invasion of privacy require proof of intent or
willfulness; whereas simple negligence, as an
unintentional tort, does not require such proof of
intent or willfulness.
5. •Defendants in tort cases can either be natural or
artificial being. Corporations are civilly liable in
the same manner as natural persons.
•Any person who has been injured by reason of a
tortious conduct can sue the tortfeasor.
•The primary purpose of a tort action is to provide
compensation to a person who was injured by the
tortious conduct of the defendant.
•Preventive remedy is available in some cases.
6. En loco parentis- teachers become the
surrogate parents of the students or
pupils in schools (no limit of age)
It is based on Article 2180 and Article
2176 of the Civil Code of the
Philippines.
Art. 2180 (Civil Code)
The obligation imposed by article 2176 is demandable
not only for one’s own acts or omissions, but also for
those of persons for whom one is responsible.
xxx xxx xxx
Employers shall be liable for the damages caused by
their employees and household helpers acting within the
scope of their assigned tasks, even though the former
are not engaged in business or industry.
xxx xxx xxx
Lastly, teachers or heads of establishments of arts and
trades shall be liable for damages caused by their pupils
and students or apprentices, so long as they remain in
their custody.
The responsibility treated of in this article shall cease
when the persons herein mentioned prove that they
observed all the diligence of a good father of a family to
Article 2176 (Philippine Civil Code)
“Whoever, by act or omission causes damage to
another, there being fault or negligence, is obliged to
pay for the damage done. Such fault or negligence, if
there is no pre-existing contractual relations between
the parties, is called a quasi-delict and is governed
by the provisions of this Chapter.”
7. 1. Liability by teachers, school administrators and educational
institutions arising from negligence
2. Liability by teachers, school administrators and schools for
injuries caused by persons in their custody or employment
arising from negligence
3. Liability by teachers and school administrators resulting to
reckless imprudence due to gross or inexcusable lack of
precaution
4. Subsidiary liability by employers, teachers and other
persons for crimes committed by their pupils, workmen,
apprentices, employees or servants in the discharge of their
duties
5. Liability by educational institutions for breach of contract in
ensuring that adequate steps are taken to protect students’
8. • Negligence is not necessarily implied whenever
someone is injured. The questions to be considered
are:
1. whether the injury is foreseeable
2. whether it was preventable if the person to whom
negligence is attributed was present at the time
of the injury.
Article 2176 (Philippine Civil Code)
“Whoever, by act or omission causes damage to
another, there being fault or negligence, is obliged to
pay for the damage done. Such fault or negligence, if
there is no pre-existing contractual relations between
the parties, is called a quasi-delict and is governed
by the provisions of this Chapter.”
9. • Q: Aside from the teacher and head of the
school, can the school itself be made liable?
• A: In general, the liability of the teacher does not
extend to the school.
• Principle of Vicarious Liability:
• U.S- negligence of the employee is conclusively the
negligence of the employer
• Philippines- employer is not liable for the negligence of
the employee, students or apprentice
10. • Q: May a teacher escape liability for outings and
activities held outside the school but authorized
by the school?
• A: Art 218 of the Family Code states that
“authority and responsibility shall apply to all
authorized activities whether inside or outside
the premises of the school, entity or institution.”
12. • Art. 2180 of the Civil Code, when injury is
caused by the negligence of an employee
within the scope of their assigned tasks,
there may rise an assumption that there
was also a negligence on the part of the
employer either in the selection of the
employee, or in supervision over him after
selection, or both.
“Art. 2180 (Civil Code). The obligation imposed by
article 2176 is demandable not only for one’s own
acts or omissions, but also for those of persons for
whom one is responsible.
x xx
The responsibility treated of in this article shall cease
when the person herein mentioned proved that they
observed all the diligence of a good father of a family
to prevent damage.”
13. • This is due to gross or inexusable lack of precaution in
doing or failing to do an act resulting in material damage
to another.
• Teachers and school administrators may also be held
criminally liable for imprudence (negligence) should they
be found guilty of inexcusable lack of precaution in doing
or failing to do an act which results in material damage to
another, taking into consideration their employment and
occupation, intelligence, physical condition and other
circumstances regarding persons, time and place in
determining the degree of care which is required in each
particular situation. Liability will be based on criminal
negligence (culpa criminal) under Article 365 of the
14. • As long as students are in attendance at
school, including recess time, class time,
etc., teachers should exercise protective
and supervisory custody. The law states
that schools are liable as long as the
student is under the control and influence
of the school authorities at the time of the
occurrence of the injury.
“Art. 2180. (Civil Code)
Lastly, teachers or heads of establishments of
arts and trades shall be liable for damages
caused by their pupils and students or
apprentices, so long as they remain in their
custody.”
15. • In case the party causing the damage or injury to
students are not members of the educational
community, educational institutions may still
become liable for breach of contractual obligation
of providing students with an atmosphere that
promotes or assists in attaining its primary
undertaking of imparting knowledge. Hence, the
school must ensure that adequate steps are
taken to maintain peace and order within its
campus premises and prevent its breakdown.
16. • Q: Will the school be held liable for the
death of a student inside the school’s
premises caused by outside assailants?
17.
18. 1. The school must take appropriate precautions
to prevent injury through care in enforcing
discipline and observance of school rules and
regulations upon students.
2. The school must impose sanctions, guidelines
and prohibitions upon teachers and staff.
3. The teacher must prove that due diligence was
observed in all things. As to the kind of due
diligence, the last paragraph of Art 2180 is clear
– “The persons must prove that they have
observed all the diligence of a good father of a
family to prevent damage”.
19. • Q: Can a teacher or school escape responsibility
by asking parents to file a waiver during field
trips and outings?
• A: This issue is closely related to liabilities
outside school and Art 218 is clear that “authority
and responsibility shall apply to all authorized
activities whether inside or outside the premises
of the school, entity or institution.”
20. Acc. To the Family Code and Civil
Code of the Philippines
21. The school, its administrators and teachers, or
the individual, entity or institution engaged in
child care shall have special parental authority
and responsibility over the minor child while
under their supervision, instruction or custody.
Authority and responsibility shall apply to all
authorized activities whether inside or outside
the premises of the school, entity or institution.
Article 218 (Family Code)
22. Those given the authority and responsibility under the
preceding Article shall be principally and solidarily liable
for damages caused by the acts or omissions of the
unemancipated minor. The parents, judicial guardians
or the persons exercising substitute parental authority
over said minor shall be subsidiariliy liable.
The respective liabilities of those referred to in the
preceding paragraph shall not apply if it is proved that
they exercised proper diligence required under the
particular circumstances.
All other cases not covered by this and the preceding
article shall be governed by the provisions of the Civil
Code on quasi-delicts.
Article 219 (Family Code)
23. Parents and other persons exercising parental
authority shall be civilly liable for the injuries and
damages caused by the acts or omissions of their
unemancipated children living in their company and
under their parental authority subject to the
appropriate defenses provided by law
Article 221 (Family Code)
24. Whoever by act or omission causes damage to
another, there being fault or negligence, is
obliged to pay for the damage done. Such fault
or negligence, if there is no pre-existing
contractual relation between the parties, is
called a quasi-delict and is governed by the
provisions of this chapter.
1
Article 2176 (Civil Code)
25. The obligation imposed by article 2176 is demandable not
only for one’s own acts or omissions, but also for those of
persons for whom one is responsible.
xxx xxx xxx
Employers shall be liable for the damages caused by their
employees and household helpers acting within the scope of
their assigned tasks, even though the former are not engaged
in business or industry.
xxx xxx xxx
Lastly, teachers or heads of establishments of arts and trades
shall be liable for damages caused by their pupils and
students or apprentices, so long as they remain in their
custody.
The responsibility treated of in this article shall cease when
the persons herein mentioned prove that they observed all the
Article 2180 (Civil Code)
26. Clearly, a teacher or school personnel
required to exercise special parental
responsibility (in loco parentis) but who fails
to observe all the diligence of a good father
of a family in the custody and care of the
pupils and students, shall be held liable for
gross neglect of duty.
27. • Sarmiento U.P. (2006) Students’ Rights & Wrongs: A
Comprehensive Sourcebook on Legal Rights of Students
and the Limitations. Philippines.
• Bauzon, P.T. (2012) Handbook in Legal Bases of
Education. 2nd Ed. Mandaluyong City: National Bookstore
• Civil Code of the Philippines with Republic Act No. 386
As Amended. 6th Ed. Manila: Central Book Supply, Inc.
• The Family Code of the Philippines. Manila, Philippines
• http://lexetjurispart1.blogspot.com/
Editor's Notes
I will be presenting the liability of the school for student injury arising out of the acts or omissions of teachers, instructors, professors, and school officials.
1st- Tort- wrong acts
Last- For example, a science teacher allows a student to operate lab equipment unsupervised while he/she attempts to gain a quiet moment to finish a lesson plan. The student’s lack of supervision and instruction results in injury to other students watching. The teacher can be held individually liable for the students’ injuries and risks a court award of monetary damages.
1st- The whole discussion is anchored on the principle of en loco parents where teachers become the surrogate parents of the students or pupils in schools, regardless of age. More than 18 is still under the ‘parentage’ of the school.
Thus, a teacher may be held liable for an injury that may have occurred in his or her absence if his or her presence would have prevented the injury. Otherwise, a teacher may not be reasonably held liable if the injury could not have been prevented or would have happened regardless of whether he or she was present at the time of the occurrence of the injury.
But this does not mean that the school will not always be held liable.
St. Francis= Ferdinand Castillo died of drowning during a school picnic. School was NOT held responsible. Not an official picnic. The petitioners did their best and exercised diligence of a good father of a family to prevent any untoward incident or damages to all the students who joined the picnic...the petitioners were both PE instructors and scout masters who have knowledge of First Aid application and swimming
St. Mary=Student died because his classmate, a 15 year-old was allowed to drive the jeep during promotion of their school in a public school. The private individual was held responsible because the steering wheel’s detachment from the jeep was the cause of the accident. “For a school to be held liable, there must be a finding that the act or omission considered as negligent was the proximate cause of the injury caused because the negligence must have a causal connection to the accident.” In this particular case, the negligence of the school was only a remote cause, so the school was exculpated.
In the Case of Filamer Christina University vs. Intermediate Appellate Court (1992), the SC held Filamer liable with its employee. A janitor with student’s license, Funtecha, met an accident while using the School’s vehicle.
The school was held liable due to lack of rules and restrictions on the part of the school, and it was on the act of furthering his master’s business.
However, a school cannot act as insurer of its students against all risks. It must avoid liability by proving that its breach of contractual obligation was not due to its negligence.
a school may avoid liability by proving that a breach of contractual obligation to students was not due to its negligence, constitutes an exception to the general rule that the defense of a good father of a family is not a complete defense in liability for breach of contract (culpa contractual).
The quoted laws are the bases for holding school personnel liable for gross neglect of duty due to fault and/or negligence that may be the proximate cause for injury, damage or death of not only a student/pupil, but also of other school personnel or third parties. Hence, in addition to being administratively liable for gross neglect of duty and hence justifies his/her termination, the school personnel shall also be held principally and solitarily liable for damages of the injury and/or damage done.
It should be noted that teachers and administrators are held to a higher standard of care than the ordinary man on the street.
The teacher or administrator is under the duty to possess more than the “ordinary” amount of intelligence in relation to students and their care.