This document discusses the history and development of the Philippine education system. It covers four main periods:
1) Early Filipinos - Education was informal, using the Alibata script, and taught beliefs, traditions, and practical skills.
2) Spanish Period - A formal education system was established through religious congregations, teaching in Spanish. Only wealthy Filipinos could attend.
3) American Period - English became the medium of instruction. Education became compulsory and free for all children ages 7-13. Nationalism was emphasized.
4) Japanese Occupation - Schools reopened under military guidelines to promote Japanese culture and stop Western influence. Teaching of Tagalog and Philippine history was observed.
Historical perspective of the philippine educational system lee annJerson Panopio
The document provides a historical overview of the Philippine educational system from the pre-Spanish era to present day. It describes how the system developed under different ruling powers and periods, including the Spanish, American, Japanese, and post-WWII eras. Key developments include the establishment of schools during Spanish colonization, the introduction of English education by Americans, the emphasis on Tagalog, history and work ethic during Japanese occupation, and the modern creation of agencies like CHED, TESDA and DepEd to oversee and standardize the current system.
This document provides a historical overview of curriculum development in the Philippines from the 16th century to present day. It discusses the evolution of education under Spanish colonial rule, American occupation, Japanese occupation, post-WWII, and through various acts and reforms over time. Key developments include the establishment of public school systems, emphasis on teaching Filipino and English, the introduction of the K-12 program to extend basic education to 12 years, and the addition of senior high school tracks including academic, vocational, sports, and arts.
Historical background of curriculum in the philippinesManiquezAnneLouise
The document summarizes the history of curriculum in the Philippines from pre-Hispanic times through Spanish colonial rule, the American colonial period, Japanese occupation, and independence. It outlines how education and curriculum have changed over time under different governing powers and ideologies, including the establishment of schools, changes to educational structures and departments, and the introduction of new languages and subjects.
The Americans had the most influential role in developing the Philippines' current educational system. Under American rule, English became the medium of instruction and the curriculum was patterned after the American system. This emphasis on English education continued even after independence. The educational system has evolved over time, with reforms establishing free public education, changing oversight agencies, and extending the number of years of basic education to 12 with the K-12 program. However, the foundations of the Philippines' education system were largely shaped under American colonial rule.
Historical background of curriculum in the philippinesJeffanyNepomuceno
This document provides an overview of the historical background and development of the Philippine curriculum. It discusses the curriculum from the pre-Hispanic era, where education was oral and practical, to the periods of Spanish, American, and Japanese occupation. During these times, the curriculum emphasized religion, the languages of the occupying countries, and their ways of life. It then covers the post-war years and reforms that established bilingual education, nationalized the curriculum, and created organizations like CHED and TESDA. The document concludes with details about the implementation of the K-12 curriculum under Republic Act 10533, which extended basic education and reformed assessment approaches.
Historical Foundations of the Philippine CurriculumJen S
- Pre-Hispanic Philippines had no formal schooling, with an oral tradition focusing on practical skills. During the Spanish period, schools were established but only for Spanish students, with an emphasis on religion. Problems included limited curriculum and discrimination against Filipinos.
- Under American rule, a public school system was created with the goal of teaching English. Higher education institutions like UP were also established. During Japanese occupation, schools taught Japanese culture and language in an effort to control the population.
The historical background of curriculum in the Philippines progressed through several periods:
1) Pre-Hispanic period had no formal schools, education was oral and practical to prepare children for community roles.
2) Spanish period established parochial schools to spread Christianity, though education was limited. The 1863 decree required primary schools in major towns. Problems included limited curriculum and discrimination against Filipinos.
3) American period established a public school system with free education and teacher training. The University of the Philippines was created in 1908. Curriculum and educational policies continued developing through this period.
Historical perspective of the philippine educational system lee annJerson Panopio
The document provides a historical overview of the Philippine educational system from the pre-Spanish era to present day. It describes how the system developed under different ruling powers and periods, including the Spanish, American, Japanese, and post-WWII eras. Key developments include the establishment of schools during Spanish colonization, the introduction of English education by Americans, the emphasis on Tagalog, history and work ethic during Japanese occupation, and the modern creation of agencies like CHED, TESDA and DepEd to oversee and standardize the current system.
This document provides a historical overview of curriculum development in the Philippines from the 16th century to present day. It discusses the evolution of education under Spanish colonial rule, American occupation, Japanese occupation, post-WWII, and through various acts and reforms over time. Key developments include the establishment of public school systems, emphasis on teaching Filipino and English, the introduction of the K-12 program to extend basic education to 12 years, and the addition of senior high school tracks including academic, vocational, sports, and arts.
Historical background of curriculum in the philippinesManiquezAnneLouise
The document summarizes the history of curriculum in the Philippines from pre-Hispanic times through Spanish colonial rule, the American colonial period, Japanese occupation, and independence. It outlines how education and curriculum have changed over time under different governing powers and ideologies, including the establishment of schools, changes to educational structures and departments, and the introduction of new languages and subjects.
The Americans had the most influential role in developing the Philippines' current educational system. Under American rule, English became the medium of instruction and the curriculum was patterned after the American system. This emphasis on English education continued even after independence. The educational system has evolved over time, with reforms establishing free public education, changing oversight agencies, and extending the number of years of basic education to 12 with the K-12 program. However, the foundations of the Philippines' education system were largely shaped under American colonial rule.
Historical background of curriculum in the philippinesJeffanyNepomuceno
This document provides an overview of the historical background and development of the Philippine curriculum. It discusses the curriculum from the pre-Hispanic era, where education was oral and practical, to the periods of Spanish, American, and Japanese occupation. During these times, the curriculum emphasized religion, the languages of the occupying countries, and their ways of life. It then covers the post-war years and reforms that established bilingual education, nationalized the curriculum, and created organizations like CHED and TESDA. The document concludes with details about the implementation of the K-12 curriculum under Republic Act 10533, which extended basic education and reformed assessment approaches.
Historical Foundations of the Philippine CurriculumJen S
- Pre-Hispanic Philippines had no formal schooling, with an oral tradition focusing on practical skills. During the Spanish period, schools were established but only for Spanish students, with an emphasis on religion. Problems included limited curriculum and discrimination against Filipinos.
- Under American rule, a public school system was created with the goal of teaching English. Higher education institutions like UP were also established. During Japanese occupation, schools taught Japanese culture and language in an effort to control the population.
The historical background of curriculum in the Philippines progressed through several periods:
1) Pre-Hispanic period had no formal schools, education was oral and practical to prepare children for community roles.
2) Spanish period established parochial schools to spread Christianity, though education was limited. The 1863 decree required primary schools in major towns. Problems included limited curriculum and discrimination against Filipinos.
3) American period established a public school system with free education and teacher training. The University of the Philippines was created in 1908. Curriculum and educational policies continued developing through this period.
Historical perspective of the philippine educational systemGwenitz Ashly
The Philippine educational system has undergone major changes throughout history. During pre-Spanish times, education was informal and focused on vocational skills. When Spain colonized the Philippines, they replaced tribal tutors with Spanish missionaries and made education religion-focused and only for the elite. Several reforms gradually liberalized access to education. When the US took control after the Spanish-American War, they established a free public school system using English as the medium of instruction. The system grew to include high schools, technical schools, and the University of the Philippines. Reforms in the 20th century established departments of education and further restructured the system to focus on basic, technical/vocational, and higher education.
History of Philippine Educational System: pptLangGa2
The document summarizes the history and development of the Philippine educational system from pre-Hispanic times to the present. Some key points include:
- Education during the pre-Hispanic period was oral, practical and prepared children for community roles. The Spanish established parochial schools to spread Christianity.
- Under American rule, a public school system was established along with teacher training. English was introduced and the University of the Philippines was created.
- The Japanese occupation emphasized moral and spiritual values and promoted Japanese language and culture in schools.
- Present reforms include the K-12 curriculum extending basic education to 12 years, and changes in assessment approaches. The curriculum aims to be learner-centered and globally relevant
Teaching profession (Historical Perspective of Philippine Educational System)Franzelle Mae Lignes
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
Philippines Curriculum History - Mark Albert C. NardoMarcusAlbertus
Curriculum History in the Philippines from Pre- Spanish to Spanish Era to American Era to Japanese era to the present time which is the K-12 Basic Curriculum
The History of Philippine Education System Lecture No. 4.pptxAbigailPanes1
The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial development. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and under Western colonial powers like Spain, the United States, and Japan. It also notes the development of education under the Philippine Commonwealth and reforms post-independence, including nationalizing elementary education, values integration, adoption of new curricula like K-12, and the roles of DepEd and CHED.
Historical background of philippine curriculumSALINASVIVIANS
The document summarizes the historical development of the Philippine curriculum from pre-Hispanic times to the present. During the pre-Hispanic period, learning was informal and focused on practical skills. Under Spanish rule, the friars established parochial schools to teach Christianity using Spanish as the medium of instruction. The Americans modernized the education system after 1898 but taught in English. The Japanese occupation briefly changed the curriculum during World War 2 before the postwar period saw reforms and the establishment of new agencies and curricula culminating in the current K-12 system.
The document discusses the Philippine education system during the Commonwealth and Japanese periods. During the Commonwealth period under U.S. control, the goals of education emphasized developing moral character, civic duty, and vocational skills. Reforms included making Tagalog the national language and passing laws to promote compulsory primary education and establish regulations for private schools. Under Japanese occupation, the education system was redesigned to promote the new Asian order and Japanese language, with an emphasis on nationalism, work ethic, and ending dependence on the U.S. and Britain. The Ministry of Education was established to oversee reopening of schools with a standardized, propaganda-focused curriculum.
The document summarizes the evolution of education in the Philippines from pre-Hispanic times through the American period. It discusses the indigenous Philippine legal tradition and education system prior to colonization, then outlines how education developed under Spanish rule with the establishment of parochial schools and the University of Santo Tomas. The American period brought the creation of a public school system and establishment of the Philippine Normal School and University of the Philippines. Major developments after World War 2 included the growth of teacher training institutions and private universities.
The History of Philippine Education System Lecture No. 4.pptxAbigailPanes1
The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial eras. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and Spanish colonial rule. It also summarizes the educational developments under American colonial, Commonwealth, Japanese occupation, and post-colonial governments, including the establishment of public school systems and policies on curriculum, language of instruction, and teacher qualifications.
Manayan commonwealth and japanese period handoutDannilyn Manayan
The document summarizes Philippine education during the Commonwealth and Japanese periods. During the Commonwealth period (1935-1941) under Manuel Quezon, goals were to develop moral character, civic duty, and vocational skills. Reforms included designating Tagalog as the national language and passing laws to promote elementary education. Under Japanese occupation (1942-1945), the goals were to spread a new Asian order and Filipino culture. Schools reopened in 1942 with an emphasis on rote memorization, punishment, and the Japanese language. After the war, the educational system was reestablished under the Department of Education.
The document summarizes the history and development of the Philippine education system from pre-Hispanic times to the present. It describes how education progressed from informal oral teachings to a formal system established by Spanish colonizers focused on religion, then expanded by Americans to include English, sciences and self-governance. The system faced changes under Japanese occupation and martial law but now follows a K-12 structure patterned after the US with English as the primary language of instruction.
Historical Development of the Philippine Educational SystemAnne Castro
This is the gist of how education started and developed in the Philippines. It consists of years, educational enhancements, and the legal basis of those developments in education. It is a lesson from EDUC 39
The state of Philippine education has faced several challenges over time:
1. Enrollment rates in primary education dropped from 90% five years ago to 83% last year, with secondary education rates remaining steady at only 59%.
2. Past government administrations have been negligent in addressing rising illiteracy, with education long relegated to a low priority.
3. The education system directly impacts the country's economic growth and ability to supply a skilled workforce, yet there is little data available on the financial impacts of school drop-outs and illiteracy.
4. With future jobs increasingly requiring high-tech skills, the country's education system must improve to compete globally and avoid further economic pass by.
Historical background of curriculum in the philippinesFilomenoDelgado
The document provides a historical overview of curriculum in the Philippines from the pre-Spanish period up until recent times. It outlines key events in 6 periods: 1) pre-Spanish education, 2) education under Spanish rule, 3) education during the Philippine Revolution, 4) education under American rule, 5) education during the Philippine Commonwealth, and 6) education under Japanese occupation. Across these periods the curriculum focused on religion, Spanish/English languages, and added subjects like science, math, and citizenship over time to meet the needs of changing political regimes and developments in education. The current K-12 curriculum aims to provide 12 years of basic education to equip students with 21st century skills.
The Philippine educational system has developed significantly over time through different governing eras:
1) The pre-Spanish era consisted of informal, vocational training passed down from parents and tribal tutors. 2) The Spanish era introduced religion-focused schooling for elite children, though access gradually expanded. 3) The revolutionary government briefly established new schools before control shifted to American administration. 4) The American regime established a public school system with English as the primary language and brought teachers from the United States. 5) The Japanese era saw some localization of education under military occupation before restoring the Department of Education after World War II.
Historical perspective of the Philippine educational system 100220073509-phpa...Ʀohema Maguad
The Philippine educational system has undergone many changes throughout history. During pre-Spanish times, education focused on reading, writing and arithmetic, and was conducted by tribal tutors. Under Spanish rule, education became religion-oriented and was only available to the elite. Various reforms established public education systems, including making primary education free and compulsory. American rule saw the introduction of English as the medium of instruction and the establishment of higher education institutions. The Japanese regime during World War 2 emphasized Filipino history and culture. Presently, the trifocal system divides responsibilities between DepEd, TESDA, and CHED. The Governance of Basic Education Act of 2001 redefined the roles of DepEd field offices to empower school heads and enable
This document provides a brief history of the educational periods and systems in the Philippines from pre-Spanish times up until the New Society period under Ferdinand Marcos. It discusses the educational programs, practices, and legal mandates that were established during each period. The periods covered include pre-Spanish, Spanish colonization, American regime, Commonwealth, Japanese occupation, Third Republic, and New Society. For each period, the document outlines the key developments and reforms to the educational system and policies that were implemented.
The document summarizes the history of education in the Philippines during different periods of rule and governance. It outlines the aims, content and curriculum, and methods of education under Pre-Spanish, Spanish, American, Commonwealth, Japanese Occupation, and post-WWII Republic periods. Key contributions included the establishment of the first public education system in Asia under the Spanish, development of science/technology, spread of English and American ideals, strengthening of Filipino identity and nationalism, and emphasis on vocational and adult education.
The document summarizes the historical, legal, and philosophical bases of the Philippine education system. It traces the evolution of Philippine education from pre-colonial times through Spanish, American, Japanese, and post-WWII periods. Key points included the hybrid nature of the system reflecting colonial influences, constitutional provisions establishing education aims, and laws reforming the public school system under different administrations. The trifocal system establishing DepEd, CHED, and TESDA was a response to declining education quality.
Historical Perspective Of The Philippine Educational SystemSauyo High School
The Philippine educational system has undergone many changes throughout history. During pre-Spanish times, education focused on reading, writing and arithmetic and was religion-oriented. The American period established a free public school system using English as the medium of instruction. Various acts established different educational institutions and departments. The Japanese regime emphasized love of work and Philippine history. Presently, the trifocal system divides responsibilities between DepEd for basic education, TESDA for technical education, and CHED for higher education. The 2001 Governance of Basic Education Act redefined the roles of field offices and established school-based management.
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The Philippine educational system has undergone major changes throughout history. During pre-Spanish times, education was informal and focused on vocational skills. When Spain colonized the Philippines, they replaced tribal tutors with Spanish missionaries and made education religion-focused and only for the elite. Several reforms gradually liberalized access to education. When the US took control after the Spanish-American War, they established a free public school system using English as the medium of instruction. The system grew to include high schools, technical schools, and the University of the Philippines. Reforms in the 20th century established departments of education and further restructured the system to focus on basic, technical/vocational, and higher education.
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The document summarizes the history and development of the Philippine educational system from pre-Hispanic times to the present. Some key points include:
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The document summarizes the historical development of the Philippine curriculum from pre-Hispanic times to the present. During the pre-Hispanic period, learning was informal and focused on practical skills. Under Spanish rule, the friars established parochial schools to teach Christianity using Spanish as the medium of instruction. The Americans modernized the education system after 1898 but taught in English. The Japanese occupation briefly changed the curriculum during World War 2 before the postwar period saw reforms and the establishment of new agencies and curricula culminating in the current K-12 system.
The document discusses the Philippine education system during the Commonwealth and Japanese periods. During the Commonwealth period under U.S. control, the goals of education emphasized developing moral character, civic duty, and vocational skills. Reforms included making Tagalog the national language and passing laws to promote compulsory primary education and establish regulations for private schools. Under Japanese occupation, the education system was redesigned to promote the new Asian order and Japanese language, with an emphasis on nationalism, work ethic, and ending dependence on the U.S. and Britain. The Ministry of Education was established to oversee reopening of schools with a standardized, propaganda-focused curriculum.
The document summarizes the evolution of education in the Philippines from pre-Hispanic times through the American period. It discusses the indigenous Philippine legal tradition and education system prior to colonization, then outlines how education developed under Spanish rule with the establishment of parochial schools and the University of Santo Tomas. The American period brought the creation of a public school system and establishment of the Philippine Normal School and University of the Philippines. Major developments after World War 2 included the growth of teacher training institutions and private universities.
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The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial eras. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and Spanish colonial rule. It also summarizes the educational developments under American colonial, Commonwealth, Japanese occupation, and post-colonial governments, including the establishment of public school systems and policies on curriculum, language of instruction, and teacher qualifications.
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The document summarizes Philippine education during the Commonwealth and Japanese periods. During the Commonwealth period (1935-1941) under Manuel Quezon, goals were to develop moral character, civic duty, and vocational skills. Reforms included designating Tagalog as the national language and passing laws to promote elementary education. Under Japanese occupation (1942-1945), the goals were to spread a new Asian order and Filipino culture. Schools reopened in 1942 with an emphasis on rote memorization, punishment, and the Japanese language. After the war, the educational system was reestablished under the Department of Education.
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This is the gist of how education started and developed in the Philippines. It consists of years, educational enhancements, and the legal basis of those developments in education. It is a lesson from EDUC 39
The state of Philippine education has faced several challenges over time:
1. Enrollment rates in primary education dropped from 90% five years ago to 83% last year, with secondary education rates remaining steady at only 59%.
2. Past government administrations have been negligent in addressing rising illiteracy, with education long relegated to a low priority.
3. The education system directly impacts the country's economic growth and ability to supply a skilled workforce, yet there is little data available on the financial impacts of school drop-outs and illiteracy.
4. With future jobs increasingly requiring high-tech skills, the country's education system must improve to compete globally and avoid further economic pass by.
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The document provides a historical overview of curriculum in the Philippines from the pre-Spanish period up until recent times. It outlines key events in 6 periods: 1) pre-Spanish education, 2) education under Spanish rule, 3) education during the Philippine Revolution, 4) education under American rule, 5) education during the Philippine Commonwealth, and 6) education under Japanese occupation. Across these periods the curriculum focused on religion, Spanish/English languages, and added subjects like science, math, and citizenship over time to meet the needs of changing political regimes and developments in education. The current K-12 curriculum aims to provide 12 years of basic education to equip students with 21st century skills.
The Philippine educational system has developed significantly over time through different governing eras:
1) The pre-Spanish era consisted of informal, vocational training passed down from parents and tribal tutors. 2) The Spanish era introduced religion-focused schooling for elite children, though access gradually expanded. 3) The revolutionary government briefly established new schools before control shifted to American administration. 4) The American regime established a public school system with English as the primary language and brought teachers from the United States. 5) The Japanese era saw some localization of education under military occupation before restoring the Department of Education after World War II.
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The Philippine educational system has undergone many changes throughout history. During pre-Spanish times, education focused on reading, writing and arithmetic, and was conducted by tribal tutors. Under Spanish rule, education became religion-oriented and was only available to the elite. Various reforms established public education systems, including making primary education free and compulsory. American rule saw the introduction of English as the medium of instruction and the establishment of higher education institutions. The Japanese regime during World War 2 emphasized Filipino history and culture. Presently, the trifocal system divides responsibilities between DepEd, TESDA, and CHED. The Governance of Basic Education Act of 2001 redefined the roles of DepEd field offices to empower school heads and enable
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The document summarizes the history of education in the Philippines during different periods of rule and governance. It outlines the aims, content and curriculum, and methods of education under Pre-Spanish, Spanish, American, Commonwealth, Japanese Occupation, and post-WWII Republic periods. Key contributions included the establishment of the first public education system in Asia under the Spanish, development of science/technology, spread of English and American ideals, strengthening of Filipino identity and nationalism, and emphasis on vocational and adult education.
The document summarizes the historical, legal, and philosophical bases of the Philippine education system. It traces the evolution of Philippine education from pre-colonial times through Spanish, American, Japanese, and post-WWII periods. Key points included the hybrid nature of the system reflecting colonial influences, constitutional provisions establishing education aims, and laws reforming the public school system under different administrations. The trifocal system establishing DepEd, CHED, and TESDA was a response to declining education quality.
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The Philippine educational system has undergone many changes throughout history. During pre-Spanish times, education focused on reading, writing and arithmetic and was religion-oriented. The American period established a free public school system using English as the medium of instruction. Various acts established different educational institutions and departments. The Japanese regime emphasized love of work and Philippine history. Presently, the trifocal system divides responsibilities between DepEd for basic education, TESDA for technical education, and CHED for higher education. The 2001 Governance of Basic Education Act redefined the roles of field offices and established school-based management.
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This document contains a quiz about contemporary Philippine arts. It includes 10 multiple choice questions testing knowledge about where contemporary Philippine art can be found, examples of art categories like manga, and influences on contemporary art. It also includes a section to match examples of art like pop art, graffiti, and photography to their category of visual arts, performance arts, applied arts or literary arts. The quiz is designed to test understanding of contemporary Philippine arts and the different categories works can fall into.
INTRODUCTION TO RESEARCH METHODLOGY IN SENIORSJubilinAlbania
The document discusses various topics related to research methodology including emerging areas of research, the meaning and objectives of research, characteristics of research, research planning and types of research classified by purpose, scope, data used, and degree of variable manipulation. It provides definitions and examples for concepts like theoretical, applied, exploratory, descriptive, explanatory, correlational, qualitative, quantitative, and experimental research.
The document provides an overview of Brazilian literature, including a brief history of Brazil, examples of poetry, fiction, non-fiction, and drama from Brazil. It notes that Brazil was discovered in 1500 by Portugal and details some important events in Brazil's history such as independence from Portugal in 1822. It also lists examples of Brazilian poetry, fiction, non-fiction, and drama works and provides some interesting facts about Brazil such as it having 27 stars on its flag and being home to the second longest river in the world.
The document discusses key concepts for organizations including mission statements, vision statements, objectives, goals, and core competencies. It provides definitions and examples for each concept. A mission statement describes an organization's purpose and stakeholders. A vision statement describes where an organization aims to be in the future. Objectives and goals are specific, measurable targets that support achieving the mission and vision. Core competencies are unique skills that provide competitive advantages.
This document discusses the importance of empathy in customer service representatives. It outlines four elements of empathy: 1) emotional empathy, 2) cognitive empathy, 3) communicating empathy, and 4) empathetic experiences. For each element, it provides examples of ways to assess empathy levels in customer service representatives, such as observing their reactions after dealing with distressed customers or how often they use empathetic statements. The overall message is that screening representatives based on these empathy elements can help identify their empathetic quotient and determine where training may be needed.
Here are the key points about experimental research:
- Variables are manipulated and controlled by the researcher
- Study and control groups are used to measure the phenomenon
- Follows scientific method guidelines
- Aims to identify or discover effects of independent variables
For example, a randomized controlled trial of a new drug.
The document provides a brief overview of key events and periods in German history, from early Germanic tribes inhabiting the region to modern Germany's role in the European Union. It discusses the establishment of the Holy Roman Empire, the Protestant Reformation led by Martin Luther, the rise of Prussia, German unification under Otto von Bismarck, Germany's role in World Wars I and II including the Nazi era and Holocaust, the postwar division and Cold War, and reunification in 1990.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
2. Main Objectives and Aims of
Education
“All educational institutions shall inculcate patriotism and
nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and
duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific
and technological knowledge and promote vocational
efficiency”
-Section 3(2), Article XIV of the Constitution
3. THE HISTORY OF FORMATION AND DEVELOPMENT
OF EDUCATIONAL SYSTEM
Four main stages of Philippine history which
resulted in significant changes in the Educational
system.
Early Filipinos
Spanish Period
American Period
Japanese Occupation
Present Period
5. Education- Early Filipinos
Primitive communal to Asiatic feudalism were the types of society present before the Spanish
Colonization. With their practical and subsistent mode of production they had to provide
education that was plain and simple.
Medium of instruction used was ALIBATA.
The educators are the BABAYLAN and KATALONAN
The Type of Education that was taught was one of beliefs and traditions.
Fathers trained their sons how to hunt while Mothers were in charge of their girls in instructing
on household chores.
Informal and unstructured are the words best to describe education during Pre-Spanish Era.
7. EDUCATION- SPANISH PERIOD
Education system was changed from informal to formal.
The establishment of schools from primary to tertiary level came about all
because of religious congregations.
Only wealthy Filipinos (Illustrados) are accommodated by the schools.
There were separate schools for boys (Colegio) and for girls (Beaterio) .
The Spanish authorities were mandated to educate the natives how read,
write and learn Spanish based on King Philip II’s Law of the Indies.
8. EDUCATION- SPANISH PERIOD
The public school system in the Philippines was born in 1863, with the passage
of Education Reform Act in the Spanish court. There was a compulsory
education to all Filipino children. Education became free to all children
from ages 7-13
The Clergy of Friars maintained the order in educational system.
The system of education familiarized by Filipinos are religious and
patriarchal.
People were also taught that social mobility can be achieved thru education
9. EDUCATION- SPANISH PERIOD
EDUCATIONAL DECREE 1863
The Decree of education in 1863 established
the first ever educational system in the
Philippines. It required the government to
provide school institutions for boys and girls in
every town. Given the situation, the Spanish
schools started accepting Filipino students
11. EDUCATION- AMERICAN PERIOD
Every child from aged 7 was obliged to register at the nearest school. School
supplies were provided to students for free.
Levels of education were divided into three:
- Elementary ( 4 primary and 3 intermediate years)
-Secondary (4 years)
-College
Religion was not part of the curriculum.
Volunteer American Soldiers were the first teachers.
12. EDUCATION- AMERICAN PERIOD
In accordance to 1935 Constitution, free education in public schools all over
the country was provided by the Commonwealth.
Nationalism was emphasized in schools- teaching the students about the
deceased Filipino Heroes.
Cooking, farming, sewing and some household activities together with
vocational education were given importance. Discipline and proper manners
were not also neglected.
Institute of private Education aimed at observing private schools was
established.
14. EDUCATION- JAPANESE OCCUPATION
Japanese Occupation started in 1941.
Military Order no. 2 in 1942 spelled out the basic principle and guidelines of
education in re-opening and operating schools:
To enrich the Filipinos culture and to stop patronizing western countries.
To recognize that the Philippines as a part of GreaterEast Asia Co- Prosperity
Sphere so that Philippines and Japan could have good relations.
To boost the morality of Filipinos and instill cautiousness of materialism
15. EDUCATION- JAPANESE OCCUPATION
To forget and to stop English language learning, and instead learn and adopt
Nippongo.
To proliferate primary and vocational education
To foster love for work.
On October 14, 1943, the Ministry of Education was established by the
Japanese Government.
The teaching of Tagalog, Philippine History and Character Education were
observed in schools.
16. EDUCATION- PRESENT PERIOD
Among the 3 colonizers of the country, the Americans dominate. With English
as the medium of instruction, The Philippine education is a prototype of the
American System.
Schools were categorized into public and private.
The preparatoy level consists of nurseries, kindergarten, six years of primary
education, 4 years of Junior High School, 2 years of Senior High and College.
Two or more years are added for graduate schooling (Masteral, Doctorate
degree)
17. An Overview of DepEd Roots
Year Official Name of
Department
Official Nominal Head Legal Order
1863 Superior Commission
of primary Instruction
Chairman Historical decree of
1863
1901-1916 Department of Public
Instruction
General
Superintendent
Act No. 74 of the
Philippine Commission,
Jan. 21, 1901
1916-1942 Department of Public
Instruction
Secretary Organic Act law of
1916 (Jones Law)
1942-1944 Department of
Education, Health and
Public Welfare
Commissioner Renamed by Japanese
Executive Commission,
June 11,1942
1944 Department of
Education, Health and
Public Welfare
Minister Renamed by Japanese
Sponsored Philippine
Republic
18. 1944 Department of Public
Instruction
Secretary Renamed by Japanese
Sponsored Philippine
Republic
1945-1946 Department of Public
Instruction and
information
Secretary Renamed by the
Commonwealth
Government
1946-1947 Department of
Instruction
Secretary Renamed by the
Commonwealth
Government
1947-1975 Department of
Education
Secretary E.O N. 94 October 1947
(Reorganization Act of
1947)
1975-1978 Department of
Education and Culture
Secretary Proc. No. 1081,
September 24, 1972
1978-1984 Ministry of Education
and Culture
Minister P.D No. 1397, June 2,
1978
1984-1986 Ministry of Education,
Culture and Sports
Minister Education Act of !982
1987-1994 Department of
Education, Culture and
Sports
Secretary E.O. No. 117. January
30, 1987
19. 1994-2001 Department of
Education, Culture and
Sports
Secretary RA 7722 and RA 7796,
1994 Trifocalizaton of
Education Management
2001-2013 Department of Education Secretary RA 9155. August 2001
(Governance of Basic
Education Act)
2013-Present Department of Education Secretary Enhanced Basic
education Act of 2013,
RA 10533
20. LEGAL BASIS IN PHILIPPINE EDUCATON
Educational Decree of 1863
The Educational Decree of 1863 was an effort by Spain
to reform the Philippine Colonial education system.
The decree established a complete system of
Education – it required two elementary schools in
each municipality (One for girls and one for boys)
Standardized the curriculum
Established normal schools
21. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Act No 74 of 1901
Enacted into law by the Philippine Commission, the
Act:
Created the Department of Public Instruction
Laid the foundations of Public School Systems in the
Philippines
Provided for the establishment of Philippine Normal
school in Manila
Made English as the medium of instruction.
22. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Jones Law of 1916
An Act to declare the purpose of the people of the
United States as to the future political stats of the
people of the Philippine Islands, and to provide a more
autonomous government for those islands.
23. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Philippine Executive Commission of 1942
The PEC was created as the temporary care-taker
government of the Greater Manila area and eventually
of the whole Philippines during the Japanese
Occupation.
24. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Executive order No. 94 ( October 1947)
Transformed the commission into department of
Instruction under a general superintendent(until
1916),a secretary (Until 1944)
25. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Presidential Decree No. 1397 (June 2,
1978)
Transformed the Department of Education and Culture
established under proclamation No. 1081(s.1972) into
the Ministry of Education and Culture (MEC) which the
education act of 1982 reorganized to Ministry of
Education, Culture and Sports
26. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Executive order No. 117(January 30,
1987)
Reorganized the MECS to the Department of Education
Culture and Sports (DECS)
27. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Republic Act No. 7722 (May 18, 1994) and Republic Act
No. 7794 (August 23, 1994)
created the Commission on Higher Education (CHED)
and TESDA, respectively, giving rise to a trifocalized
education system which refocused DECS’ mandate to
basic education covering pre-school, elementary and
secondary, and non-formal education.
28. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Republic Act No. 9155 (August 11, 2001)
Known as Governance of Basic Education act of 2001,
renamed the DECS to the Department of Education
(DepEd), redefined its role and that of its field offices,
and reiterated the goal of basic education.
29. LEGAL ORDERS IN PHILIPPINE
EDUCATON
Republic Act No. 10533 (September 24, 2013)
Otherwise known as Enhanced Basic Education Act of
2013.
An act enhancing the Philippine Basic education System
by strengthening its curriculum and increasing the
number of years for basic education, approaching funds
therefore and for other purposes.
31. It is hereby declared the policy of the State that
every graduate of the Basic education shall be an
empowered individual who has learned, through a
program that is rooted on sound educational
principles eared towards excellence to engage in
work and be productive, the ability to coexist in
fruitful harmony with local and global communities,
the capability to engage in autonomous, creative,
and critical thinking, and the capacity and
willingness to transform others and one’s self
32. For the above purpose, the State shall create
a functional basic educational system that
will develop productive and responsible
citizens equipped with essential
competencies, skills and value for both life-
long learning and employment. In order to
achieve this, the State shall:
33. a. Give every student an opportunity to receive quality education
that is globally competitive based on a pedagogically sound
curriculum that is at par with international standards.
b. Broaden the goals of high school education for college
preparation, vocational and technical career opportunities as
well as creative arts, sports and entrepreneurial employment in
a rapidly changing and increasing globalized environment
c. Make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity
of learners, schools and communities through the appropriate
language of teaching and learning, including mother tongue as a
learning resource.
34. Section 4 of RA 10533
Enhanced Basic Education Program
This program encompasses at least one year of
kindergarten
6 years of elementary education
6 years of secondary education (4 years junior) and
(2 years senior)
35. Standards and Principles in developing the enhanced basic
education curriculum:
The curriculum shall be:
a. Learner –centered, inclusive and developmentally
appropriate.
b. relevant, responsive and research –based.
c. culture- sensitive
36. d. Contextualized and global
e. Use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative.
f. Adhere to the principles and framework of (MTB-MLE)
g. Shall use spiral progression approach to ensure mastery
of knowledge and skills after each level.
h. shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their
respective educational and social contexts.
38. Section 2. Title-Definition
This act shall be known as the Magna
Carta for Public School Teachers and
shall apply to all public school teachers
except to those in the professional staff
of state colleges and universities.
39. Section 3. Recruitment and Qualification
a. For teachers in the kindergarten and elementary grades,
Bachelor’s Degree in Elementary Education.
b. For teachers of secondary schools- Bachelors degree in Education
or its equivalent with a major and minor or a Bachelors degree in
Arts or Science with atleast eighteen professional units in
education.
c. For teachers of secondary vocational and two years technical
courses, Bachelor’s degree in the field or specialization with
atleast eighteen professional units in education
d. For teachers of courses on the collegiate level, other than
vocational, master’s degree with a specific area of specialization
40. Section 5. Tenure of Office
Stability on employment and security of tenure shall
be assured the teachers as provided under existing
law.
Subject to the provisions of section 3 thereof,
teachers appointed on a provisional status of lack of
necessary civil service eligibility shall be extended
permanent appointment for the position he is,
holding after having rendered at least ten years of
continuous, efficient and faithful service in such
position.
41. Section 6. Consent for Transfer-
Transportation Expenses
Except for cause and as herein otherwise provided,
no teacher shall be transferred without hos consent
from one station to another.
Provided, however, that no transfer whatever shall
be made three months before any local or national
elections.
Necessary transfer expenses of the teacher and his
family shall be paid for by the Government if his
transfer is finally approved.
42. Section 7. Code of professional Conduct
for Teachers
Within six months from the approval of this act, the
secretary of Education shall formulate and prepare a Code of
Professional Conduct for Public School Teachers. A copy of
the code shall be furnished each teacher.
43. Section 8. Safeguards in Disciplinary
Procedure
Every teacher shall enjoy equitable safeguards at each stage of
any disciplinary procedure and shall have:
a. The right to be informed, in writing, of the charges.
b. The right to full access to the evidence in the case.
c. The right to depend himself and to be defended by a
representative of his choice and/or by his organization,
adequate time being given to the teacher for the preparation of
his defense
d. The right to appeal to clearly designated authorities. No
publicity shall be given to any disciplinary action taken against
a teacher during the pendency of his case.
44. Section 9. Administrative Charges
Administrative charges against a teacher shall be heard initially by a
committee composed of the corresponding School Superintendent of
the division or a duly authorized representative, who should at least
have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any
existing provincial or national teacher organization and a supervisor
of the Division, the last two be designated by the director of public
schools.
Provided ,however, that where the school superintendent is the
complainant or an interested party, all the members of the committee
shall be appointed by the Secretary of Education.
45. Section 10. No Discrimination
There shall be no discrimination
whatsoever in the entrance to the
teaching profession or during its
exercise, or in the termination of
services based on other than
professional consideration.
46. Section 11. Married Teachers
Whenever possible, the proper
authorities shall take all steps to enable
married couples, both of whom are
public school teachers, to be employed
in the same locality.
47. Section 12. Academic Freedom
Teachers shall enjoy academic
freedom in the discharge of their
professional duties, particularly with
regard to teaching and classroom
methods.
49. Section 13. Teaching Hours
Any teachers engaged in actual classroom instruction shall
not be required to render more than six hours of actual
classroom teaching a day, preparation and correction of
exercises and other work incidental to his normal teaching
duties: provided, however, that where the exigencies of the
service so require, any teacher may be required to render
more than six hours but not exceeding eight hours of actual
classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration
plus at least 25% of his basic pay.
50. Section 14. Additional Compensation
Not withstanding any provision to existing law to the contrary, co-
curricular and out of school activities and any other activities outside
of what is defined as normal duties of any teacher shall be paid an
additional compensation of at least 25% of his regular remuneration
after the teacher has completed at least six hours of actual teaching
a day.
In the case of other teachers of school officials not engaged in
actual classroom instruction, any work performed in excess of eight
hours a day shall be paid an additional compensation of at least 25%
of their regular remuneration.
51. Section 15. Criteria for salaries
a. They shall compare favorably with those paid in other
occupations requiring equivalent or similar qualifications, training
and abilities.
b. They shall be such as to insure for teachers a reasonable standard
of life for themselves and their families
c. They shall be properly graded so as to recognize the fact that
certain positions require higher qualification and greater
responsibility than others: Provided, however, that the general
salary scale shall be achieved by raising the lower end of the
salary scales relative to the upper end.
52. Section 16. Salary Scale
Salary scales of teachers shall provide for a
gradual progression from a minimum to a
maximum salary by means of regular
increments, granted automatically after
three years: Provided, that the efficiency
rating of the teacher concerned is at least
satisfactory. The progression from the
minimum to the maximum of the salary scale
shall not extend over a period of ten years.
53. Section 17. Equality in Salary Scales
The salary scales of teachers whose
salaries are appropriated by a city,
municipal, municipal district, or
provincial government, shall not be less
than those provided for teachers of the
National Government.
54. Section 18. cost of Living Allowance
Teachers’ salaries shall at the very least, keep pace
with the rise in the cost of living by the payment of
a cost-of-living allowance which shall automatically
follow changes in a cost-of-living index. The
secretary of Education shall, recommend to
Congress, at least annually, the appropriation of the
necessary funds for the cost-of-living allowances of
teachers employed by the National Government.
55. Section 19. Special Hardship Allowances
In areas in which teachers are exposed to hardship
such as difficulty in commuting to the place of work
or other hazards peculiar to the place of
employment, as determined by the secretary of
Education, they shall be compensated special
hardship allowances equivalent to at least 25% of
their monthly salary.
56. Sec. 20. Salaries to be Paid in Legal
Tender
Salaries of teachers shall be paid in legal tender of
the Philippines or its equivalent in checks or
treasury warrants. Provided, however, that such
checks or treasury warrants shall be cashable in any
national, provincial, city or municipal treasurer’s
office or any banking institutions operating under
the laws of the Republic of the Philippines
57. Section 21. Deductions Prohibited
No person shall make any deduction whatsoever
from the salaries of teachers except under specific
authority of law authorizing such deductions:
provided, however, that upon written authority
executed by the teacher concerned, (1) lawful dues
and fees owing to the Philippine Public School
Teachers Association and (2) premiums properly due
on insurance policies, shall be considered
deductible.
59. Section 22 Medical Examination and
Treatment
Compulsory medical examination shall be provided free of
charge for all teachers before they take up teaching and
shall be repeated not less than once a year they take up
teaching, and shall be during the teacher’s professional life.
Where the medical examination show that medical
treatment and/or hospitalization is necessary, same shall be
provided free by the government entity paying the salary of
teachers.
In regions where there is scarcity of medical facilities
teachers may obtain elsewhere the necessary medical care
with the right to be reimbursed for their traveling expenses
by the government entity.
60. Section 23. Compensation for Injuries
Teachers shall be protected against consequences of
employment injuries in accordance with existing
laws. The effects of the physical and nervous strain
on the teacher’s health shall be recognized as a
compensable occupational disease in accordance
with existing laws.
62. SECTION 24. Study Leave
They shall be entitled to study leave not exceeding one school year
after seven years of service. Such leave shall be granted in
accordance with a schedule set by the Department of Education.
During the period of such leave the teachers shall be entitled at least
60% of their monthly salary: Provided, however, that no teacher shall
be allowed to accumulate more than one year study leave, unless he
needs an additional semester to finish his thesis for graduate study in
education or allied courses: Provided, further, that no compensation
shall be due the teacher after the first year of such leave. In all
cases, the study leave period shall be counted for seniority and
pension purposes
63. The compensation allowed for one study
leave as herein provided shall be subject to
the condition that the teacher takes the
regular load and passes at least 755 of his
course. Study leave of more than one year
may be permitted by the Secretary of
Education, but without compensation.
64. Section 25. Indefinite Leave
An indefinite sick leave of absence
shall be granted to teachers when
the nature of the illness demands a
long treatment that will exceed one
year at the last.
65. Section 26. Salary Increase upon
Retirement
Public school teachers having fulfilled the age and
service requirements of the applicable retirement
laws shall be given one range salary raise upon
retirement, which shall be the basis of the
computation of the lump sum of the retirement pay
and the monthly benefits thereafter.
67. Section 27. Freedom to Organize
Public school teachers shall have the
right to freely and without previous
authorization both to establish and to
join organizations of their choosing,
whether local or national to further and
defend their interests.
68. Section 28. Discrimination Against
Teachers Prohibited
The rights established in the immediately preceding section shall be
exercised without any interference or coercion. It shall be unlawful
for any person to commit any acts of discrimination against teachers
which are calculated to
a. Make the employment of a teacher subject to the condition that
he shall not join an organization,
b. Cause the dismissal of or otherwise prejudice a teacher by reason
of his membership in organization activities outside school hours,
or within the consent of the proper school authorities, within
school hours.
69. c. Prevent him from carrying out
duties laid upon him by his position
in the organization or to penalize
him for an action undertaken in that
capacity.
70. Section 29. National Teacher’s
Organization
National Teacher’s organization shall be
consulted in the formulation of national
educational policies and professional
standards, and in the formulation of
national policies governing the social
security of the teachers.
71. LEGAL BASES OF PHILIPPINE
EDUCATIONAL SYSTEM
Major Legal Bases
1. 1935 const. Aticle XIV section 5
2. 1973 const. Article XV Sections 8 (1-8)
3. 1987 const. Article XIV Sections 1-5(5)
72. 1987 Constitutions
Article XIV Sections 1-5 (5)
Section 1. the state shall protect and
promote the right of all the citizens to
quality education at all levels and shall take
appropriate steps to make such education
accessible to all.
73. 1987 Constitutions
Section 2. The state shall
1. Establish, maintain and support a complete, adequate
and integrated system of education relevant to the
needs of the people and society.
2. Establish and maintain a system of free public
education in the elementary and high school levels.
Without limiting the natural rights of parents to rear
their children, elementary education is compulsory for
all children of school age.
74. 1987 Constitutions
3. Establish and maintain a system of
scholarship grants, student loan
programs, subsidies and other incentives
which shall be available to deserving
students in both public and private
schools, especially to the
underprivileged.
75. 1987 Constitutions
4. Encourage non-formal, informal and indigenous
learning system, as well as self-learning
independent and out-of-school study programs
particularly to those that respond to community
needs.
5. Provide adult citizens, the disabled and out-of-
school youth with training in civics, vocational
efficiency and skills.
76. 1987 Constitutions
Section 3
1. All educational institutions shall
include the study of the Constitution as
part of the curricula.
77. 1987 Constitutions
2. They shall inculcate patriotism and nationalism,
foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the
historical development of the country, teach the
rights and duties of citizenship, strengthen ethical
and spiritual values, develop moral character and
personal discipline, encourage critical and creative
thinking, broaden scientific and technological
knowledge and promote efficiency.
78. 1987 Constitutions
3. At the option expressed in writing by the
parents or guardians, religion shall be allowed
to be taught to their children or wards in the
public elementary and high school within the
regular class hours by instructors designed or
approved by the religious authorities of the
religion to which the children or wards belong,
additional cost to the Government.
79. 1987 Constitutions
Section 4.
1. The state recognizes the
complementary roles of the public and
private institutions in the educational
system and shall exercise reasonable
supervision and regulation of all
educational institutions.
80. 1987 Constitutions
2. Educational institutions, other than those established by
religious groups and mission boards, shall be allowed solely by
citizens of the Philippines or corporations or associations at least
60% of the capital of which is owned by such citizens.
The Congress may, however, require increased Filipino equity
participation in all educational institutions. The control and
administration of educational institutions shall vested in citizens
of the Philippines. No educational institution shall be established
exclusively for aliens and no group of aliens shall comprise more
than one third of the enrollment in any school.
81. 1987 Constitutions
The provisions of this subsection shall
not apply to schools established for
foreign diplomatic personnel and their
dependents and, unless otherwise
provided by law, for other foreign
temporary residents.
82. 1987 Constitutions
3. All revenues and assets of non- stock, non profit
educational institutions used actually , directly and
exclusively for educational purposes shall be exempt from
taxes and duties. Upon the dissolution or cessation of the
corporate existence of such institutions, their assets shall
be disposed of in the manner provided by law. Proprietary
educational institutions, including those cooperatively
owned, may likewise be entitled to such exemptions
subject to the limitations provided by law including
restrictions on dividends and provisions of reinvestment.
83. 1987 Constitutions
4. Subject to conditions prescribed by
law, all grants endowments, donations
or contributions used actually, directly
and exclusively for educational purposes
shall be exempt from tax.
84. 1987 Constitutions
Section 5.
1. The state shall take into account regional
and sectoral needs and conditions and shall
encourage local planning in the development
of educational policies and programs.
2. Academic freedom shall be enjoyed in all
institutions of higher learning.
85. 1987 Constitutions
3.Every citizen has a right to select a profession of
course of study, subject to fair, reasonable and
equitable admission and academic requirements.
4. The state shall enhance the right of teachers to
professional advancement. Non-teaching academic
and non-academic personnel shall enjoy the
protection of the state.
86. 1987 Constitutions
5. The state shall assign the highest
budgetary priority to education and ensure
that teaching will attract and retain its
rightful share of the best available talents
through adequate remuneration and other
means of job satisfaction and fulfillment.
87. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
This was an act providing for the
establishment and maintenance of an
integrated system of education. In
accordance with section 2, this act shall
apply to govern both formal and non-formal
system in public and private schools in all
levels of the entire educational system.
88. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
Provided by this act, the national development goals are as
follows:
1. To achieve and maintain accelerating rate of economic
development and social progress.
2. To assure the maximum participation of all the people in
the attainment and enjoyment of the benefits such
growth: and
3. To achieve and strengthen national unity and
consciousness and preserve, develop and promote
desirable cultural, moral and spiritual values in changing
world.
89. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
Section 3
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. The state shall therefore
promote and maintain equality of access to
education as well as the benefits of education by all
its citizens.
90. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
Section 9. RIGHTS OF STUDENTS IN SCHOOL
1. The right to receive competent instruction,
relevant quality education.
2. The right to freely choose their field of study
subject to existing curricula and continue their
course up to graduation, except in cases of
academic deficiency or violation of disciplinary
regulations.
91. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
3. The right to school guidance and counseling services.
4. The right to access to his own school records and the
confidentiality of it.
5. The right to issuance of official certificates, diplomas,
transcript of records, grades, transfer credentials and
similar document within 30 days from request.
92. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
6. The right to publish a student newspaper and
invite resource persons during symposia, assemblies
and other activities.
7.The right to free expression of opinions and
suggestions and to effective channels of
communication with appropriate academic and
administrative bodies of the school or institutions.
93. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
8. The right to form or establish, join and
participate in organizations and societies recognized
by the school, or to for, join and maintain
organizations and societies for purposes not
contrary to the law.
9. The right to be free from involuntary
contributions except those approved by their
organizations and societies.
94. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
Section 10.- RIGHT OF ALL SCHOOL PERSONNEL
1. Free expression of opinions and suggestions.
2. To be provided with free legal service by the
appropriate government office in case of public school
personnel and the school authorities concerned in case
of private personnel, when charged in administrative,
civil and/or criminal proceedings, by parties other than
the school authorities concerned, for actions committed
directly in the lawful discharged of professional duties
and/or in defense of school policies.
95. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
3. Establish join, maintain labor organization
of their choice to promote their welfare and
defend their interest.
4. To be free from involuntary contributions
except those imposed by their own
organizations.
96. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
Section 11- SPECIAL RIGHT AND/OR PRIVILEGES OF
TEACHING OR ACADEMIC STAFF
1.The right to be free compulsory assignment not
related to their duties defined in their appointment
or employment contracts unless compensated
thereof. (additional compensation sec.14 R.A 4670 –
at least 25% of his regular remuneration.
97. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
2. Right to intellectual property.
3 Teachers are persons in authority when lawful discharge of
duties and responsibilities… shall therefore be accorded due
respect and protection (Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose career
alternatives for advancements.
98. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
Section 12- RIGHTS OF ADMINISTRATORS
1. School administrators shall be deemed persons in
authority while in the lawful discharge of their
duties and responsibilities…. Shall be accorded due
respect and protection (Commonwealth Act No. 578)
99. BATAS PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)
Section 13. RIGHTS OF SCHOOLS
1. The right of their governing boards….. To adopt and
enforce administrative or management systems.
2. The right of institutions of higher learning to determine
on academic grounds who shall be admitted to study,
who may teach, and who shall be the subjects of the
study and research.
100. MAINTENANCE OF QUALITY EDUCATION
1. Voluntary Accreditation (Section 29)
2. Teachers and administrative Obligations
and Qualification (Section 176 and 17)
3. Government Financial Assistance to Private
Schools 9Section 41)
102. Act No. 74
This law was enacted on January 21, 1901 by the
Philippine Commission, and provided:
a. Establishment of the Department of Public
Instruction headed by the General Superintendent
b. The archipelago was divided into school divisions
and districts for effective management of the
school system
103. c. English was made as medium of instruction in all
levels of schooling.
d. Optional religious instructions in all schools
(section 16).
104. ACT NO.2706
This was known as “Private School Law”
enacted on March 10, 1917 by the Philippine
Legislature , which made obligatory the
recognition and inspection of private schools
and colleges by the Secretary of Public
Instruction so as to maintain standard of
efficiency in all private schools and colleges
in the country.
105. ACT NO.2706
This law was amended by Commonwealth Act
No.180 passed on November 13, 1936 which
provided that:
The secretary of Public Instruction was
vested with power to supervise, inspect and
regulate said schools and colleges in order
to determine efficiency of instruction given
in the same.
106. COMMONWEALTH ACT NO. 1 (AMENDED
BY R.A 9163
Known as National Defense Act passed by the
Assembly on December 21, 1935, which
provided in section 81 that:
Preparatory Military Training shall be given in
the elementary grade school and shall extend
through the remainder of schooling into
college or post secondary education.
107. COMMONWEALTH ACT NO. 1 (AMENDED
BY R.A 9163
By virtue of Presidential Decree 1706,issued
by the late President Marcos on August
8,1980, otherwise known as the “National
service Law”, Commonwealth Act No.1 was
amended, and required all citizens to render,
civic welfare service, law enforcement
service and military service.
108. COMMONWEALTH ACT NO.80
This law created the Office of adult
Education on October 26, 1936, so as to
eliminate illiteracy and to create
vocational and citizenship training to
adult citizens of the country.
109. COMMONWEALTH ACT NO. 578
Enacted on June 8, 1940, conferred the
status of ‘persons in authority’ upon the
teachers, professors, and persons charged
with the supervision of public or duly
recognized private schools, colleges and
universities.
110. COMMONWEALTH ACT NO. 586
(REPEALED BY R.A.896)
This is known as Education Act of 1940. it was approved on August 7, 1940 by the
Philippine Assembly.
The law provided for the following:
a. Reduction of seven-year elementary course to six-year elementary course.
b. Fixing the school entrance age to seven.
c. National support of elementary education
d. Compulsory attendance in the primary grades for all children who enrolled
in Grade 1.
e. Introduction of double-single session-one class in the morning and another in
the afternoon under one teacher to accommodate more children.
111. COMMONWEALTH ACT NO. 589
This law, approved on August 19, 1940,
established school ritual in all public and private
elementary and secondary schools in Philippines.
The ritual consists of solemn and patriotic
ceremonies that include the singing of the
National Anthem and Patriotic Pledges
112. REPUBLIC ACT NO. 139 (REPEALED BY
R.A.8047)
Enacted on June 14, 1947, and the Board of Textbooks. This
law provided that all schools must only use one books that
are approved by the Board for a period of Six years from
date of their adoption.
The private schools may use books of their choice, provided
the Board of Textbooks has no objections with those books.
113. REPUBLIC ACT NO.896
Enacted on June 20, 1953 and known as the Elementary
Education Act of 1953, it repealed Commonwealth Act
586 and provided for the following:
a. Restoration of Grade 7 (but never implemented due
to lack of funds)
b. Abolition of the double-single session and return the
former practice of only one.
114. REPUBLIC ACT NO.896
c. Class under one teacher in the primary and
three teachers to two classes or five teachers
to three classes in the intermediate level.
d. Compulsory completion of the elementary
grades.
e. Compulsory enrollment of all children in the
public schools upon attaining seven years of
age.
115. REPUBLIC ACT NO.1124 (REPEALED BY
R.A 7722)
Approved on June 16, 1954, this law created the Board of
National Education charged with the duty formulating
general educational policies and directing the educational
interests of the nation.
However, this Board which was later renamed National Board
of Education (P.D No. 1), was abolished by virtue of the
Creation of the Board of Higher Education as stipulated in
Batas Pambansa Blg. 232. The Board’s function is now
assumed by the Commission on Higher Education by Virtue of
Republic Act 7722.
116. REPUBLIC ACT NO.1425
It was approved on June 12, 1956, it prescribed
the inclusion in the curricula of all schools, both
public and private, from elementary schools to
the universities, the life, works and writings of
Jose Rizal especially the Noli Me Tangere and El
Filibusterismo.
117. REPUBLIC ACT NO. 1079
Approved on June 15, 1959, it
provided that Civil service
eligibility shall be permanent and
shall have no time limit.
118. REPUBLIC ACT NO. 6655
Known as Free Public Secondary Education Act of 1988.
It was approved on May 8, 1988 and provided for:
a. Free public secondary education to all qualified
citizens and promote quality education at all level.
b. No tuition or other fees shall be collected except
fees related to membership in the school community
such as I.D, student organization and publication.
119. REPUBLIC ACT NO. 6655
c. Non-payment of these shall not hinder a
student from enrollment or graduation.
d. Nationalization of all public secondary schools.
e. A student who fails in majority of his
academic subjects for two consecutive years
could no longer fail of their program.
120. Assignment:
This lesson provides you the history of formation and development
of educational system in the Philippines and the different provisions
stated in the different Educational Laws.
For you reflection, cite your significant learning/ insight on the
Educational laws presented.
1. Limit your reflections to one(1) or two(2) pages only;
2. Use A4 size bond paper, Bookman Old Style, font size 11, double
space, and 1x1x1margin. Submit on or before 4th day of December
2022.
Good luck, God bless and Stay safe!
(You have the option to choose which slide you’re going to reflect
with.)
121. REFERENCES:
The impact of Spain’s 1863 Educational Decree on the spread
of Philippine Public schools and Language Acquisition-
Hardacker, Erin P.
nest-atbp.jimdofree.com
Officialgazette.gov.ph/constitution/the-jones-law-of-1916.
Military.wikia.org/wiki/Philippine-Executive-Commission
www.dbm.gov.ph
www.deped.gov.ph/2013/09/24
www.teacher.ph.com/legal-bases-of-Philippine-educational-
system