Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.

1. Policy Making in
Education:
Where does policy came
from?
By: Mark Elnar

2. Objectives:
a. Where does policy come from?
b. How does education policy get implemented?
c. How does education policy get evaluated? Does
education research matter?

3. Policy Making in Education
A.
Where does policy
come from?

4. EDUCATION, SCIENCE AND
TECHNOLOGY, ARTS, CULTURE AND
SPORTS
EDUCATION
Legal Basis of Education: THE 1987
CONSTITUTION OF THE REPUBLIC OF
THE PHILIPPINES – ARTICLE XIV

5. THE 1987 Constitution ARTICLE XIV
Section 1. The State shall protect and promote the right of all citizens
to quality education at all levels, and shall take appropriate steps to
make such education accessible to all.
Section 2. Establish and maintain a system of free public education in
the elementary and high school levels. Without limiting the natural
right of parents to rear their children, elementary education is
compulsory for all children of school age;

6. THE 1987 Constitution ARTICLE XIV
Section 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;
Section 4. Encourage non-formal, informal, and indigenous learning systems,
as well as self-learning, independent, and out-of-school study programs
particularly those that respond to community needs; and
Section 5. Provide adult citizens, the disabled, and out-of-school youth with
training in civics, vocational efficiency, and other skills.

7. Legal Basis of Education: Educational
Development Decree of 1972
AUTHORIZING THE UNDERTAKING OF EDUCATIONAL
DEVELOPMENT PROJECTS, PROVIDING FOR THE
MECHANICS OF IMPLEMENTATION AND FINANCING
THEREOF, AND FOR OTHER PURPOSES

8. Educational Development Decree of 1972
Section 1. Title. - This Decree shall be known as the
"Educational Development Decree of 1972.“
Section 1

9. Section 2
Declaration of Policy. - It is hereby declared to be the policy of the government
to ensure, within the context of a free and democratic system maximum
contribution of the educational system to the attainment of the following
national development goals:
(a) To achieve and maintain an accelerating rate of economic
development and social progress;
(b) To assure the maximum participation of all the people in the
attainment and enjoyment of the benefits of such growth; and
(c) To strengthen national consciousness and promote desirable
cultural values in a changing world.

10. Section 3
Statement of Objectives. - To this end, the educational system
aims to:
(a) Provide for a broad general education that will assist each individual, in the peculiar ecology
of his own society, to (1) attain his potential as a human being; (2) enhance the range and
quality of individual and group participation in the basic functions of society; and (3) acquire
the essential educational foundation for his development into a productive and versatile
citizen:
(b) Train the nation's manpower in the middle level skill required for national development;
(c) Develop the high-level professions that will provide leadership for the nation, advance
knowledge through research, and apply new knowledge for improving the quality of human life;
and
(d) Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.
.

11. 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 and govern both formal and non- formal
system in public and private schools in all levels of the entire
educational system.
Legal Basis of Education: BATAS
PAMBANSA BLG. 232 (THE
EDUCATION ACT OF 1982)

12. 1.To achieve and maintain an 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 of 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.
.
As provided by this Act, the national
development goals are as follows:

13. 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..
It is also stated in Section 3 that:

14. Section 9: Rights of The Students
Section 10: Rights of the School
Personnel
Section 11: Special Rights and/or
Privileges of Teaching or Academic
Staff
Section 12: Rights of Administrators

15. AN ACT CREATING THE COMMISSION ON HIGHER
EDUCATION, APPROPRIATING FUNDS THEREFOR
AND FOR OTHER PURPOSES
Legal Basis of Education: Republic Act
No: 7722

16. Section 1: Title. – This Act shall be known as the
"Higher Education Act of 1994"
Section 2: Declaration of Policy. - The State shall protect,
foster and promote the right of all citizens to affordable quality education
at all levels and shall take appropriate steps to ensure that education
shall be accessible to all. The State shall likewise ensure and protect
academic freedom and shall promote its exercise and observance for the
continuing intellectual growth, the advancement of learning and research,
the development of responsible and effective leadership, the education of
high-level and middle-level professionals, and the enrichment of our
historical and cultural heritage.

17. State-supported institutions of higher learning shall gear their
programs to national, regional or local development plans. Finally,
all institutions of higher learning shall exemplify through their
physical and natural surroundings the dignity and beauty of, as well
as their pride in, the intellectual and scholarly life.

18. Section 3: Creation of the
Commission on Higher Education.
In pursuance of the above mentioned policies, the Commission on Higher Education is hereby
created, hereinafter referred to as the Commission.
The Commission shall be independent and separate from the Department of Education, Culture
and Sports (DECS), and attached to the Office of the President for administrative purposes only. Its
coverage shall be both public and private institutions of higher education as well as degree-granting
programs in all post-secondary educational institutions, public and private.

19. Policy Making in
Education:
B
How does education policy
get implemented?

20. The Three Agencies that are
handling the education system
in the Philippines:
The Department of Education (DepEd) oversees basic (pre-university) education
The Commission on Higher Education manages tertiary and
graduate education
Technical Education and Skills Development Authority
(TESDA) oversees technical-vocational courses and middle
education

21. Policy Making
in Education:
C
How does education
policy get evaluated?
Does education research
matter?

22. Maintenance of Quality Education.
a. Voluntary Accreditation (Section 29)
b. Teachers and Administrators obligations and qualification (Sections 16
and 17)
c. Government Financial Assistance to Private Schools (Section 41)

23. Voluntary Accreditation (Section
29 of Batas Pambansa Blg. 232)
Section 29. Voluntary Accreditation - The Ministry shall
encourage programs of voluntary accreditation for
institution which desire to meet standards of quality over
and above minimum required for State recognition.

24. Teachers and Administrators
obligations and Qualification
(Sec. 16 & 17)

25. Section 16: Teacher’s Obligation.
– Every Teacher shall:
1. Perform his duties to the school by discharging his responsibilities in
accordance with the philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified
learning objectives in pursuance of national development goals within
the limits of available school resources.
3. Render regular reports on performance of each student and to the latter
and the latter's parents and guardians with specific suggestions for
improvement.
4. Assume the responsibility to maintain and sustain his professional growth
and advancement and maintain professionalism in his behavior at all times.

26. 5. Refrain from making deductions in students' scholastic ratings
for acts that are clearly not manifestations of poor
scholarship.
6. Participate as an agent of constructive social, economic,
moral, intellectual, cultural and political change in his school
and the community within the context of national policies.

27. Section 17: School
Administrators ‘ Obligations –
Every School Administrator shall:
1. Perform his duties to the school by discharging his
responsibilities in accordance with the philosophy, goals
and objectives of the school.
2. Be accountable for the efficient and effective administration
and management of the school.
3. Develop and maintain a healthy school atmosphere
conducive to the promotion and preservation of academic
freedom and effective teaching

28. 4. Assume and maintain professional behavior in his work and in dealing
with students, teachers, academic non-teaching personnel,
administrative staff, and parents or guardians.
5. Render adequate reports to teachers, academic non-teaching
personnel and non-academic staff on their actual performance in relation
to their expected performance and counsel them on ways of improving
the same.
6. Observe due process, fairness, promptness, privacy,
constructiveness and consistency in disciplining his teachers and other
personnel.
7. Maintain adequate records and submit required reports to the Ministry
of Education, Culture and Sports.

29. Government Assistance (Section
41)
The government, in recognition of their complementary role in the
educational system, may provide aid to the programs of private
schools in the form of grants or scholarships, or loans from
government financial institutions: Provided, That such programs meet
certain defined educational requirements and standards and
contribute to the attainment of national development goals.

30. Does Educational Research
Matter?
The primary purpose of educational research is to
expand the existing body of knowledge by providing
solutions to different problems in pedagogy while
improving teaching and learning practices.
Educational researchers also seek answers to
questions bothering on learner-motivation, development,
and classroom management.

31. Importance of Educational
Research
1. Educational research plays a crucial role in knowledge advancement
across different fields of study.
2. It provides answers to practical educational challenges using
scientific methods.
3.Findings from educational research; especially applied research, are
instrumental in policy reformulation.
4.For the researcher and other parties involved in this research
approach, educational research improves learning, knowledge, skills,
and understanding.
5.Educational research improves teaching and learning methods by
empowering you with data to help you teach and lead more strategically