The document outlines the governance structure for basic education in the Philippines according to the Governance of Basic Education Act of 2001. It establishes the Department of Education as responsible for ensuring access to, promoting equity in, and improving the quality of basic education. It then describes the roles and responsibilities of education authorities at the national, regional, division, district, and school levels to establish clear lines of authority while promoting shared governance and community participation in education.
This document outlines policies, standards and guidelines for teacher education, business education, and maritime education in the Philippines. For teacher education, it specifies that only CHED-authorized schools can offer programs, and all programs must be authorized. It also outlines the mission of producing globally competitive teachers. For business education, it establishes that all business programs must follow CHED policies and standards, and lists degree programs. For maritime education, it identifies marine transportation and engineering as covered programs and specifies the mission is to equip students with knowledge and skills to comply with international standards and pursue maritime careers.
This document discusses the implementation of the National Competency-Based Teacher Standards (NCBTS) in the Philippines and identifies challenges. Key points:
- NCBTS was jointly adopted in 2007 to improve teacher competencies and has been incorporated into teacher education, licensing, and professional development.
- Milestones include advocacy, identification of training centers, mass institutionalization of induction programs, and reviews of licensure exams and curriculum.
- Challenges to ensuring full implementation include the need for clearer DepEd guidelines; integration into recruitment, selection, and incentives; competency-based reforms; and collaboration between agencies.
- Addressing these policy and collaboration challenges will help realize the goals of the NC
The Franklin Public Schools' middle school improvement plans aim to nurture student well-being and achievement by providing a safe, supportive learning environment along with a rigorous curriculum and personalized instruction. The plans focus on 4 areas: 1) enhancing social-emotional learning programs, 2) offering an engaging curriculum preparing students for the future, 3) using high-quality, personalized instruction to meet student needs, and 4) improving communication between the school and community. Initiative highlights at the middle schools include monitoring attendance, implementing peer leadership and Responsive Classroom programs, supporting new math and homework practices, providing teacher coaching and professional development, and revising communication channels.
The 8th Policy Dialogue Forum of the Teacher Task Force (TTF) took place in Mexico City from 15 to 17 March 2016. The main focus was on sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDGs and new the education agenda.
This document discusses empowering teachers in rural areas of China. It covers the concepts of rural education and the importance of good teachers. It then describes China's policies and investments to finance teachers in rural areas to ensure quality education. These include the "Specially Contracted Teachers" plan, providing living allowances for teachers in poor rural areas, and implementing national in-service teacher training. Billions of yuan have been invested in these programs, improving teaching quality and living standards for teachers in China's rural schools.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
This document outlines policies, standards and guidelines for teacher education, business education, and maritime education in the Philippines. For teacher education, it specifies that only CHED-authorized schools can offer programs, and all programs must be authorized. It also outlines the mission of producing globally competitive teachers. For business education, it establishes that all business programs must follow CHED policies and standards, and lists degree programs. For maritime education, it identifies marine transportation and engineering as covered programs and specifies the mission is to equip students with knowledge and skills to comply with international standards and pursue maritime careers.
This document discusses the implementation of the National Competency-Based Teacher Standards (NCBTS) in the Philippines and identifies challenges. Key points:
- NCBTS was jointly adopted in 2007 to improve teacher competencies and has been incorporated into teacher education, licensing, and professional development.
- Milestones include advocacy, identification of training centers, mass institutionalization of induction programs, and reviews of licensure exams and curriculum.
- Challenges to ensuring full implementation include the need for clearer DepEd guidelines; integration into recruitment, selection, and incentives; competency-based reforms; and collaboration between agencies.
- Addressing these policy and collaboration challenges will help realize the goals of the NC
The Franklin Public Schools' middle school improvement plans aim to nurture student well-being and achievement by providing a safe, supportive learning environment along with a rigorous curriculum and personalized instruction. The plans focus on 4 areas: 1) enhancing social-emotional learning programs, 2) offering an engaging curriculum preparing students for the future, 3) using high-quality, personalized instruction to meet student needs, and 4) improving communication between the school and community. Initiative highlights at the middle schools include monitoring attendance, implementing peer leadership and Responsive Classroom programs, supporting new math and homework practices, providing teacher coaching and professional development, and revising communication channels.
The 8th Policy Dialogue Forum of the Teacher Task Force (TTF) took place in Mexico City from 15 to 17 March 2016. The main focus was on sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDGs and new the education agenda.
This document discusses empowering teachers in rural areas of China. It covers the concepts of rural education and the importance of good teachers. It then describes China's policies and investments to finance teachers in rural areas to ensure quality education. These include the "Specially Contracted Teachers" plan, providing living allowances for teachers in poor rural areas, and implementing national in-service teacher training. Billions of yuan have been invested in these programs, improving teaching quality and living standards for teachers in China's rural schools.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
Talvndr .challenges facing distance education in the 21st centuryDr. Shalini Pandey
Distance education focuses on teaching methods that deliver instruction to students who are not physically present in a traditional classroom setting. It aims to create and provide access to learning when the source of information and learners are separated by time and distance. Studies have shown that distance education students can learn as well as or better than conventional students, with equivalent final grades, though retention rates may be lower for distance students. While distance education faces challenges in finding cost-effective models and enhancing reputation and support systems, its future lies in clear missions, optimal quality and equity balance, collaboration, and minimizing the digital divide.
The document discusses the roles and responsibilities of a school principal. It outlines 12 key responsibilities:
1. Setting the vision, mission, goals and objectives of the school to provide quality basic education.
2. Creating an environment conducive to teaching and learning, with factors like a guaranteed curriculum, safety, and professional collaboration.
3. Implementing, monitoring and assessing the school curriculum and being accountable for learning outcomes.
4. Developing the school education program and improvement plan to provide direction and prepare for changes.
5. Offering equitable educational programs and services to all learners in the community.
6. Introducing innovative instructional modes to achieve higher learning outcomes.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
20010811 ra-9155- Governance for Basic Educationtitserchriz Gaid
This document is the Republic Act No. 9155 which establishes a framework for governance of basic education in the Philippines. It defines the roles and responsibilities at each level of governance - from the national Department of Education down to individual schools. It aims to improve the quality of basic education by empowering schools and promoting accountability. It also transfers some cultural agencies to a new oversight body and abolishes the Bureau of Physical Education.
The document presents the Single National Curriculum for Mathematics for grades 1-5 in Pakistan. It aims to develop mathematical literacy, logical thinking, and the ability to solve real-life problems. The curriculum is divided into four strands - Numbers and Operations, Algebra, Measurement and Geometry, and Data Handling. It includes standards, benchmarks, and a progression grid to show how concepts develop across grades. The curriculum emphasizes applying knowledge to real-life situations and developing 21st century skills. It was developed through extensive consultation with experts using international best practices. The curriculum, along with model textbooks and teacher training, aims to deliver high quality and relevant mathematics education.
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
Natioanal curriculum framework pakistan (ncfp)Shaikh Mustafa
This document discusses Pakistan's National Curriculum Framework. It outlines the history of curriculum development in Pakistan since 1947. It describes the establishment of a National Curriculum Council to develop curriculum frameworks jointly across provinces. The document also discusses key aspects of curriculum development including foundations, objectives, content selection, teaching methods, assessment, teacher education, learning environments, and ensuring national cohesion.
- The document discusses the importance of continuous professional development for teachers in order to keep up with skills needed in a knowledge society. This includes developing competency in using educational technologies and applying information and communication technologies to teaching.
- Governments and initiatives aim to improve teacher quality and the use of technologies in education through strategies like providing teachers with laptops and computer training, developing technology skills standards, and investing in ICT infrastructure and professional development programs.
- For education to be effective and inclusive, teachers need ongoing support to integrate technologies into their practices and develop understanding of how ICT can enhance teaching and learning.
Community Learning Center - Non-Formal and Informal Education ThailandGeorge Ramos
The Fundamentals of Community Learning Center in the context of Thailand. A non-comprehensive presentation of the Community Learning Center of the Non-Formal Education of Thailand, presented during the 2014 SouthEast Asia Ministers of Education Organization (SEAMEO).
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
Aspects of the Zambian Ministry of Education's policy on assessmentWilliam Kapambwe
The document discusses the Ministry of Education's policy on assessment in Zambia. It outlines the background of assessment reform beginning in 1992 with "Focus on Learning" which aimed to improve the quality of education. The ministry's 1996 policy "Educating Our Future" emphasized school-based continuous assessment and establishing basic competency levels. The assessment procedures were shifted to an outcome-based approach involving criterion referencing and authentic assessment. The strategic plan for 2003-2007 aimed to set minimum education standards and provide a competency-based curriculum supported by learning resources.
The document discusses several organizations that aim to help support and develop the teaching profession in the Philippines. The National Organization of Professional Teachers is the largest accredited association for Filipino educators. The Philippine Association for Teacher Education works to promote teacher development through continuing education and research. The Reading Association of the Philippines and Network of Outstanding Teachers and Educators both recognize excellence in education and teaching.
This document discusses the economics of higher education. It covers objectives like investment in education at the university level, wastage in higher education, cost-effective analysis and its implications, and financing higher education. Some key points include that investment in higher education is an investment in the future. Wastage can occur from students dropping out or repeating grades. Cost-effectiveness analysis is used to evaluate alternatives when resources are limited by looking at measures of effectiveness and costs. Financing options discussed are institution-based funding and loans.
Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education.
This document provides guidelines for students enrolled in NSTP 2 (Community Immersion) to follow when conducting their community immersion activities during the COVID-19 pandemic. It outlines the conditions that must be considered before immersion, including quarantine levels and COVID-19 case numbers. It also details pre-departure procedures like coordination, health checks, and PPE use. During immersion, students must implement their proposed community-based project while following strict health and safety protocols like social distancing, mask-wearing, and hand hygiene. Approval from community leaders is also required before conducting activities involving community gatherings. The document aims to ensure community immersion activities comply with government COVID-19 measures while still achieving their objectives
The document outlines South Africa's national strategic objectives for education from 2011-2014, which include improving administration, the curriculum, teacher development, and planning/assessment. It discusses using information and communication technologies (ICTs) to develop knowledge societies and achieving education for all through goals like gender equity and improving quality. Teacher competency standards for integrating ICT into teaching are also presented.
Group 3 quality system in malaysia education edu 3093Farah Saparuddin
The document discusses quality assurance in Malaysian education. It defines quality and outlines ways the Malaysian government works to enhance the education system, including through long-term plans like PIPP and SKPM that establish standards and frameworks for continuous improvement. It also describes the roles of organizations like the Ministry of Higher Education, National Accreditation Board, and Malaysian Qualifications Agency in regulating higher education quality and ensuring programs meet international standards.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local authorities. The act aims to promote access to quality basic education for all citizens.
Talvndr .challenges facing distance education in the 21st centuryDr. Shalini Pandey
Distance education focuses on teaching methods that deliver instruction to students who are not physically present in a traditional classroom setting. It aims to create and provide access to learning when the source of information and learners are separated by time and distance. Studies have shown that distance education students can learn as well as or better than conventional students, with equivalent final grades, though retention rates may be lower for distance students. While distance education faces challenges in finding cost-effective models and enhancing reputation and support systems, its future lies in clear missions, optimal quality and equity balance, collaboration, and minimizing the digital divide.
The document discusses the roles and responsibilities of a school principal. It outlines 12 key responsibilities:
1. Setting the vision, mission, goals and objectives of the school to provide quality basic education.
2. Creating an environment conducive to teaching and learning, with factors like a guaranteed curriculum, safety, and professional collaboration.
3. Implementing, monitoring and assessing the school curriculum and being accountable for learning outcomes.
4. Developing the school education program and improvement plan to provide direction and prepare for changes.
5. Offering equitable educational programs and services to all learners in the community.
6. Introducing innovative instructional modes to achieve higher learning outcomes.
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
20010811 ra-9155- Governance for Basic Educationtitserchriz Gaid
This document is the Republic Act No. 9155 which establishes a framework for governance of basic education in the Philippines. It defines the roles and responsibilities at each level of governance - from the national Department of Education down to individual schools. It aims to improve the quality of basic education by empowering schools and promoting accountability. It also transfers some cultural agencies to a new oversight body and abolishes the Bureau of Physical Education.
The document presents the Single National Curriculum for Mathematics for grades 1-5 in Pakistan. It aims to develop mathematical literacy, logical thinking, and the ability to solve real-life problems. The curriculum is divided into four strands - Numbers and Operations, Algebra, Measurement and Geometry, and Data Handling. It includes standards, benchmarks, and a progression grid to show how concepts develop across grades. The curriculum emphasizes applying knowledge to real-life situations and developing 21st century skills. It was developed through extensive consultation with experts using international best practices. The curriculum, along with model textbooks and teacher training, aims to deliver high quality and relevant mathematics education.
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
Natioanal curriculum framework pakistan (ncfp)Shaikh Mustafa
This document discusses Pakistan's National Curriculum Framework. It outlines the history of curriculum development in Pakistan since 1947. It describes the establishment of a National Curriculum Council to develop curriculum frameworks jointly across provinces. The document also discusses key aspects of curriculum development including foundations, objectives, content selection, teaching methods, assessment, teacher education, learning environments, and ensuring national cohesion.
- The document discusses the importance of continuous professional development for teachers in order to keep up with skills needed in a knowledge society. This includes developing competency in using educational technologies and applying information and communication technologies to teaching.
- Governments and initiatives aim to improve teacher quality and the use of technologies in education through strategies like providing teachers with laptops and computer training, developing technology skills standards, and investing in ICT infrastructure and professional development programs.
- For education to be effective and inclusive, teachers need ongoing support to integrate technologies into their practices and develop understanding of how ICT can enhance teaching and learning.
Community Learning Center - Non-Formal and Informal Education ThailandGeorge Ramos
The Fundamentals of Community Learning Center in the context of Thailand. A non-comprehensive presentation of the Community Learning Center of the Non-Formal Education of Thailand, presented during the 2014 SouthEast Asia Ministers of Education Organization (SEAMEO).
This document provides an introduction to India's National Education Policy of 2020. It discusses the goals of providing universal access to quality education and developing skills needed for the future like critical thinking, creativity, and multidisciplinary learning. It emphasizes making pedagogy more experiential and learner-centered. The policy aims to develop all aspects of learners, not just cognitive skills, and prepare them for employment while building character. It draws from India's rich educational traditions and aims to have an education system second to none by 2040 with equitable access for all. Key reforms proposed include improving teachers, governance, access for marginalized groups, and aligning education with local and global needs while respecting India's diversity.
Aspects of the Zambian Ministry of Education's policy on assessmentWilliam Kapambwe
The document discusses the Ministry of Education's policy on assessment in Zambia. It outlines the background of assessment reform beginning in 1992 with "Focus on Learning" which aimed to improve the quality of education. The ministry's 1996 policy "Educating Our Future" emphasized school-based continuous assessment and establishing basic competency levels. The assessment procedures were shifted to an outcome-based approach involving criterion referencing and authentic assessment. The strategic plan for 2003-2007 aimed to set minimum education standards and provide a competency-based curriculum supported by learning resources.
The document discusses several organizations that aim to help support and develop the teaching profession in the Philippines. The National Organization of Professional Teachers is the largest accredited association for Filipino educators. The Philippine Association for Teacher Education works to promote teacher development through continuing education and research. The Reading Association of the Philippines and Network of Outstanding Teachers and Educators both recognize excellence in education and teaching.
This document discusses the economics of higher education. It covers objectives like investment in education at the university level, wastage in higher education, cost-effective analysis and its implications, and financing higher education. Some key points include that investment in higher education is an investment in the future. Wastage can occur from students dropping out or repeating grades. Cost-effectiveness analysis is used to evaluate alternatives when resources are limited by looking at measures of effectiveness and costs. Financing options discussed are institution-based funding and loans.
Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education.
This document provides guidelines for students enrolled in NSTP 2 (Community Immersion) to follow when conducting their community immersion activities during the COVID-19 pandemic. It outlines the conditions that must be considered before immersion, including quarantine levels and COVID-19 case numbers. It also details pre-departure procedures like coordination, health checks, and PPE use. During immersion, students must implement their proposed community-based project while following strict health and safety protocols like social distancing, mask-wearing, and hand hygiene. Approval from community leaders is also required before conducting activities involving community gatherings. The document aims to ensure community immersion activities comply with government COVID-19 measures while still achieving their objectives
The document outlines South Africa's national strategic objectives for education from 2011-2014, which include improving administration, the curriculum, teacher development, and planning/assessment. It discusses using information and communication technologies (ICTs) to develop knowledge societies and achieving education for all through goals like gender equity and improving quality. Teacher competency standards for integrating ICT into teaching are also presented.
Group 3 quality system in malaysia education edu 3093Farah Saparuddin
The document discusses quality assurance in Malaysian education. It defines quality and outlines ways the Malaysian government works to enhance the education system, including through long-term plans like PIPP and SKPM that establish standards and frameworks for continuous improvement. It also describes the roles of organizations like the Ministry of Higher Education, National Accreditation Board, and Malaysian Qualifications Agency in regulating higher education quality and ensuring programs meet international standards.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local authorities. The act aims to promote access to quality basic education for all citizens.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local decision making. It aims to promote access, equity and quality in basic education.
The document summarizes Republic Act No. 9155, which establishes the framework for governance of basic education in the Philippines. It defines key terms and outlines the objectives, principles, and governance structure of basic education. The governance structure includes national, regional, division, and school/learning center levels, with defined powers, duties, and functions at each level. The Department of Education (DepEd) has overall authority and accountability for ensuring access to and improving quality of basic education. Regional and division offices are responsible for implementing educational programs and services according to national policies and regional/local needs. Schools/learning centers aim to provide the best possible basic education.
Ra9155: Governance of Basic Education Act of 2001kristin cepeda
This document outlines the governance framework for basic education in the Philippines under Republic Act No. 9155. It establishes the Department of Education (DepEd) as having overall authority and responsibility for ensuring access to and improving the quality of basic education. Governance is shared between national, regional, division, and school/learning center levels. The DepEd Secretary has overall supervision at the national level, while regional offices are responsible for educational policy, planning, standards, and resource management at the regional level. Division offices oversee implementation of education plans and management of resources, personnel, and school operations at the division level. Schools/learning centers are responsible for teaching national values and implementing basic education programs.
This document outlines the governance structure for basic education in the Philippines. It establishes the Department of Education as having overall authority at the national level, including formulating policies, standards, and plans. Regional offices are responsible for implementing national directives and developing regional plans. Divisions consist of provinces or cities and are responsible for developing and implementing education plans at the local level. The roles of schools, learning centers, and their staff are also defined.
- R.A. 9155, also known as the Governance of Basic Education Act of 2001, aims to protect the right to quality basic education for all citizens and make education accessible to all.
- It establishes a framework for governance of basic education that begins at the national level and includes regional, division, school, and learning center levels.
- The Department of Education is responsible for ensuring access to, promoting equity in, and improving the quality of basic education. It exercises authority over educational policies, standards, research, and personnel.
- Roles and responsibilities are defined for each governance level, from national agencies to school and learning center levels. Local participation in education is also encouraged.
1. The document outlines the authority, responsibilities, and accountability of various positions within the Department of Education including the Secretary of Education, schools division superintendents, schools district supervisors, and school heads.
2. Key responsibilities include formulating educational policies, managing resources, monitoring outcomes, hiring and evaluating staff, and ensuring compliance with quality standards.
3. The roles aim to provide access to quality education, equitable distribution of resources, and development of a progressive society through education.
The document discusses curriculum implementation at different levels - national, regional, division, district and school. It outlines the roles and responsibilities of various curriculum workers like teachers, principals, consultants, supervisors and education specialists. Implementation is influenced by factors like government policies, educational philosophy, teachers' expertise and problems encountered. The levels each have distinct but interconnected functions to achieve educational goals within their context.
The document summarizes the organizational structure of the Philippine education system. It outlines that the Department of Education (DepEd) is organized into a central office that administers basic education nationally and field offices that administer regionally and locally. It also describes the management structure from the regional director level down to school heads. Key parts of the structure include 16 regional offices, 157 schools divisions, 2,227 school districts, and over 48,000 public and private schools. The Governance of Basic Education Act of 2001 transformed DECS into DepEd and redefined the roles of field offices.
This document outlines the Governance of Basic Education Act of 2001 which establishes a framework for shared governance in the Philippine education system. It defines the roles and responsibilities at the national, regional, division, district and school levels. It aims to decentralize authority while maintaining national standards and accountability. Key provisions include establishing the Department of Education as responsible for education governance, defining the powers of officials at each level, and outlining the principles of shared governance between central and local authorities.
EDUC 111 STRUCTURE AND INDIVIDUAL IN SCHOOL .pptxreychelgamboa2
The document summarizes the organizational structure of the Philippine education system. It is organized into four levels: central office, field offices, division offices, and schools. The central office administers basic education nationally while field offices oversee regional administration. Division offices are responsible for provincial implementation and schools districts support individual schools. Schools are managed by principals who have authority over curriculum, personnel, and resources. The governance structure aims to provide equitable education opportunities while empowering schools and local authorities.
The document provides information on the Department of Education of the Philippines' strategic planning process, including their vision, mission, mandate, and strategic goals. It outlines the key pillars of their education plan which are access, equity, quality, resiliency and well-being, and governance. It then provides details on the strategic planning process, from conducting situational analyses, identifying challenges, and formulating strategic directions and initiatives aligned across governance levels from the central office down to individual schools. The overall aim is to develop strategic plans to achieve their vision of empowering Filipino learners.
The document discusses decentralized educational planning in the Philippines. It provides details on:
1. The Ministry of Education's (MEC) decentralized educational planning program which aims to involve subnational levels in planning to address socioeconomic and resource disparities.
2. The legal basis for decentralization including the Governance of Basic Education Act of 2001 which defines roles for field offices, schools, and communities in decision making.
3. The duties and responsibilities of education offices at different levels - national, regional, division, district, and school - in a decentralized system with an emphasis on shared governance and accountability.
The decentralized system aims to widen decision making while increasing responsibility and accountability across levels of the education system
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
The Administration and Supervisory Of Bureau of Secondary EducationPie Malang
The Bureau of Secondary Education was created to strengthen, promote, coordinate and expand vocational education programs. It aimed to develop skilled workers and enhance socioeconomic development. It took over responsibilities for academic and vocational education policies, planning, and administration at the secondary level from the abolished Bureau of Vocational Education. The Bureau was organized with a director and assistant director overseeing divisions for administration, curriculum development, staff development, and physical facilities.
The 2018-2022 strategic plan for North Carolina Community Colleges has four main goals: 1) Increase student interest and access to education and training, 2) Provide clear pathways for student progress and success, 3) Ensure the educational pipeline meets workforce needs, and 4) Advance organizational effectiveness. Some key activities to achieve these goals include expanding marketing and outreach, implementing career coaching programs, improving advising and student support services, expanding work-based learning opportunities, leveraging industry partnerships, and implementing a new enterprise resource planning system. The plan was developed through an extensive stakeholder engagement process to guide the community college system in better serving students and meeting the state's economic and workforce needs.
The document outlines 6 goals for the Superintendent over a 3-year period from 2021-2023. The goals are related to students, school culture, community, fiscal stability, board relationships, and equity. Each goal includes specific, measurable objectives and proposed data collection tools. The goals are aligned with the district's overall goals of providing equitable access to education, facilitating global awareness and collaboration, and engaging the community. The Superintendent will be evaluated annually based on progress towards these goals.
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3. SLIDESMANIA.C
SEC. 2. Declaration of Policy.
declared the policy of the State to protect and
promote the right of all citizens to quality basic
education
such education accessible to all by providing all
Filipino children a free and compulsory
education
elementary level and free education in the high
school level
alternative learning systems for basic
education to provide them with the skills,
knowledge and values they need to become
4. SLIDESMANIA.C
heart of the formal educational systems
aim:
provide the best possible education
5. SLIDESMANIA.C
begin at the national level
at the
regions
divisions
schools
learning centers referred as field offices
programs, projects, services
Translated
6. SLIDESMANIA.C
Section 3. Purposes and Objectives.
• set the general directions for educational policies and
standards and establish authority, accountability and
responsibility for achieving higher learning outcomes;
To provide the framework for the
governance of basic education
• implement educational programs, projects and services in
communities they serve
To define the roles and responsibilities of,
and provide resources to the field offices
7. SLIDESMANIA.C
Section 3. Purposes and Objectives.
To make schools and learning centers the most
important vehicle for:
• teaching and learning of national values
• developing in the Filipino learners love of country and
pride in its rich heritage;
To ensure that schools and learning centers
receive the kind of focused attention they deserve
and that educational programs, projects and
services take into account the interests of all
members of the community
To enable the schools and learning centers to
reflect the values of the community
8. SLIDESMANIA.C
Section 3. Purposes and Objectives.
To encourage local initiatives for the improvement
of schools and learning centers
• to provide the means by which these improvements may be
achieved and sustained
To establish schools and learning centers as
facilities where:
• school children are able to learn a range of core competencies
• out-of-school youth and adult learners are provided alternative
learning programs
9. SLIDESMANIA.C
Shared governance
A. A principle that recognizes every unit in the education
bureaucracy has:
1. Particular role
2. Task
3. Responsibility
inherent in the office and for which it is principally
accountable for outcomes
10. SLIDESMANIA.C
Section 5: principles of Shared governance
B.
C.
D.
The process of democratic consultation shall be observed in the
decision-making process at appropriate levels.
The principles of accountability and transparency shall be
operationalized in the performance of functions and
responsibilities at all levels
The communication channels of field offices shall be
strengthened to facilitate flow of information and expand linkages
with other government agencies, local government units and
nongovernmental organizations for effective governance.
11. SLIDESMANIA.C
Section 6: governance
Department of Education, Culture and Sports
vested with for:
.
Department of Education
authority
accountabilit
y
responsibility
ensuring access to,
promoting equity in, and
improving the quality of
basic education
12. SLIDESMANIA.C
Section 7. Powers, Duties and
Functions
The Secretary of the Department of
Education shall exercise overall
authority and supervision over the
operations of the Department.
13. SLIDESMANIA.C
A. National Level
In addition to his/her powers under the existing laws, the
Secretary of the Department of Education shall have the
authority, accountability of the following:
● Formulating national educational policies;
● Formulating a national basic education plan;
● Promulgating national educational standards;
● Monitoring and assessing national learning outcomes;
● Undertaking national educational research and studies;
● Enhancing the employment status, professional
competence, welfare and working conditions of all
personnel of the Department; and
● Enhancing the total development of learners through
local and national programs and/or projects.
14. SLIDESMANIA.C
A. National Level
Secretary of the Department of Education
shall be assisted by not more than four (4)
undersecretaries and not more than four
(4) assistant secretaries whose
assignments, duties and responsibilities
shall be governed by law.
15. SLIDESMANIA.C
B. Regional Level
Each regional office shall have a
director, an assistant director and an
office staff for program promotion and
support, planning, administrative and
fiscal services.
16. SLIDESMANIA.C
Consistent with the national educational policies, plans, and standards, the
regional director shave have the authority, accountability, and responsibility
of the following:
Defining a regional educational policy framework which
reflects the values, needs and expectations of the
communities they serve
Developing a regional basic education
plan;
Developing regional educational standards with
a view towards benchmarking for international
competitiveness;
Monitoring, evaluating and
assessing regional learning
outcomes;
17. SLIDESMANIA.C
Undertaking research projects and developing and managing region wide projects which
may be funded through official development assistance and/or other funding agencies;
Ensuring strict compliance with prescribed national criteria for the recruitment, selection and
training of all staff in the region and divisions;
Formulating, in coordination with the regional development council, the budget to support
the regional educational plan which shall take into account the educational plans of the
divisions and districts;
Determining the organization component of the divisions and districts and approving the
proposed staffing pattern of all employees in the divisions and districts;
Hiring, placing and evaluating all employees in the regional office, except for the position of
assistant director;
Evaluating all schools division superintendents and assistant division superintendents in the
region;
18. SLIDESMANIA.C
Planning and managing the effective and
efficient use of all personnel, physical and
fiscal resources of the regional office,
including professional staff development;
• Managing the database and management
information system of the region;
Approving the establishment of public and
private elementary and high schools and
learning centers
• Performing such other functions as may be
assigned by proper authorities.
19. SLIDESMANIA.C
C. Division Level
A division shall consist of:
a. a province or a city
schools division
superintendent
one assistant
schools division
superintendent
At least
One
Office staff
programs promotion,
planning, administrative,
fiscal, legal, ancillary and
other support services
20. SLIDESMANIA.C
Consistent with the national educational policies, plans and
standards, the schools division superintendents shall have
authority, accountability and responsibility for the
following:
21. SLIDESMANIA.C
C. Division Level
● Developing and implementing division education
development plans;
● Planning and managing the effective and efficient use
of all personnel, physical and fiscal resources of the
division, including professional staff development;
● Hiring, placing and evaluating all division supervisors
and schools district supervisors as well as all
employees in the division, both teaching and non-
teaching personnel, including school heads, except for
the assistant division superintendent
22. SLIDESMANIA.C
C. Division Level
● Monitoring the utilization of funds
provided by the national government
and the local government units to the
schools and learning centers;
● Ensuring compliance of quality standards for
basic education programs and for this
purpose strengthening the role of division
supervisors as subject area specialists
23. SLIDESMANIA.C
C. Division Level
● Promoting awareness of and adherence by all schools
and learning centers to accreditation standards
prescribed by the Secretary of Education;
● Supervising the operations of all public and private
elementary, secondary and integrated schools, and
learning centers; and
Performing such other functions as may be assigned
by proper authorities.
24. SLIDESMANIA.C
D. Schools District Level
● A schools district shall have a schools district
supervisor and an office staff for program promotion.
The schools district supervisor shall be responsible for:
● (1) Providing professional and instructional advice and
support to the school heads and teachers/facilitators of
schools and learning centers in the district or cluster
thereof;
● (2) Curricula supervision; and
● (3) Performing such other functions as may be
assigned by proper authorities.
25. SLIDESMANIA.C
E. School Level
There shall be a school head for all public elementary
schools and public high schools or a cluster thereof. The
establishment of integrated schools from existing public
elementary and public high schools shall be encouraged.
The school head, who may be assisted by an assistant
school head, shall be both an instructional leader and
administrative manager. The school head shall form a team
with the school teachers/learning facilitators for delivery of
quality educational programs, projects and services. A core
of non-teaching staff shall handle the school's administrative,
fiscal and auxiliary services.
26. SLIDESMANIA.C
Consistent with the national educational policies, plans and
standards, the school heads shall have authority,
accountability and responsibility for the following:
● (1) Setting the mission, vision, goals and objectives of
the school;
● (2) Creating an environment within the school that is
conducive to teaching and learning;
● (3) Implementing the school curriculum and being
accountable for higher learning outcomes;
27. SLIDESMANIA.C
● (4) Developing the school education program and
school improvement plan;
● (5) Offering educational programs, projects and
services which provide equitable opportunities for all
learners in the community;
● (6) Introducing new and innovative modes of
instruction to achieve higher learning outcomes;
● (7) Administering and managing all personnel, physical
and fiscal resources of the school;
28. SLIDESMANIA.C
● (8) Recommending the staffing complement of the
school based on its needs;
● (9) Encouraging staff development;
● (10) Establishing school and community networks and
encouraging the active participation of teachers’
organizations, non-academic personnel of public
schools, and parents-teachers community
associations;
29. SLIDESMANIA.C
● (11) Accepting donations, gifts, bequests and grants for
the purpose of upgrading teachers'/learning facilitators'
competencies, improving and expanding school
facilities and providing instructional materials and
equipment. Such donations or grants must be reported
to the appropriate district supervisors and division
superintendents; and
● (12) Performing such other functions as may be
assigned by proper authorities.