This document discusses the history of educational reforms in the Philippines from the Third Republic period to recent reforms in 2017. It outlines key educational programs and policies enacted under different presidential administrations from 1946 to 1965. These focused on rehabilitation, nationalization, and expanding access to education. More recent reforms in the 1990s aimed to improve quality, access, and management of higher education. The Free Tuition Law of 2017 and Universal Access to Quality Tertiary Education Act expanded subsidized education opportunities at public universities. Overall the document shows how Philippines' educational system and curricula have evolved over time to respond to changing national needs and priorities.
Legal Aspects of Education in the PhilippinesCarlo Casumpong
This document provides a summary of relevant Philippine laws pertaining to education, along with the corresponding Department of Education (DepEd) orders or programs that implement each law. Some of the key laws mentioned include the Governance of Basic Education Act which established DepEd's authority over basic education, the Enhanced Basic Education Act which instituted the K-12 program, the Teachers Professionalization Act which regulated teacher licensing, and various acts related to special education programs, student assistance, and education standards. For each law, the summary includes the citation, a brief description, and references the related DepEd policies that outline how the law is carried out in practice.
This document summarizes Republic Act No. 6655, also known as the Free Public Secondary Education Act of 1988. The key points are:
1. It establishes a system of free public secondary education and provides for scholarship programs for deserving students in public and private schools.
2. It declares it the policy of the State to provide free public secondary education to all qualified citizens and promote quality education at all levels.
3. It defines terms like "free public secondary education" and "tuition and other school fees" and states that students will be free from paying tuition and fees, except certain membership fees.
4. It outlines how the free secondary education system will commence in the 1988-1989
The document summarizes the state of higher education in Region IV-A of the Philippines. It describes the three governing bodies for the education sector in the country - the Commission on Higher Education (CHED) for tertiary education, the Department of Education for basic education, and the Technical Education and Skills Development Authority for technical/vocational education. It provides data on enrollment, graduates, faculty, accredited programs across various disciplines for higher education institutions in Region IV-A. It also identifies issues like poor licensure exam performance, non-compliance with standards by some schools, and challenges like improving quality and employability of graduates.
Department of Education (RA 9155), DepEd Set Up, Educational Delivery Program...Mark Anthony Soratos
The document summarizes the organizational structure and history of the Philippine education system. It discusses that the Department of Education (DepEd) was established by law in 2001 (RA 9155) to govern basic education. It outlines the educational programs from pre-school to secondary levels and the implementing rules and regulations that define the roles of different administrative offices within DepEd. It also notes recent developments like the K-12 program and efforts to improve library and alternative learning resources.
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.
The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
Legal Aspects of Education in the PhilippinesCarlo Casumpong
This document provides a summary of relevant Philippine laws pertaining to education, along with the corresponding Department of Education (DepEd) orders or programs that implement each law. Some of the key laws mentioned include the Governance of Basic Education Act which established DepEd's authority over basic education, the Enhanced Basic Education Act which instituted the K-12 program, the Teachers Professionalization Act which regulated teacher licensing, and various acts related to special education programs, student assistance, and education standards. For each law, the summary includes the citation, a brief description, and references the related DepEd policies that outline how the law is carried out in practice.
This document summarizes Republic Act No. 6655, also known as the Free Public Secondary Education Act of 1988. The key points are:
1. It establishes a system of free public secondary education and provides for scholarship programs for deserving students in public and private schools.
2. It declares it the policy of the State to provide free public secondary education to all qualified citizens and promote quality education at all levels.
3. It defines terms like "free public secondary education" and "tuition and other school fees" and states that students will be free from paying tuition and fees, except certain membership fees.
4. It outlines how the free secondary education system will commence in the 1988-1989
The document summarizes the state of higher education in Region IV-A of the Philippines. It describes the three governing bodies for the education sector in the country - the Commission on Higher Education (CHED) for tertiary education, the Department of Education for basic education, and the Technical Education and Skills Development Authority for technical/vocational education. It provides data on enrollment, graduates, faculty, accredited programs across various disciplines for higher education institutions in Region IV-A. It also identifies issues like poor licensure exam performance, non-compliance with standards by some schools, and challenges like improving quality and employability of graduates.
Department of Education (RA 9155), DepEd Set Up, Educational Delivery Program...Mark Anthony Soratos
The document summarizes the organizational structure and history of the Philippine education system. It discusses that the Department of Education (DepEd) was established by law in 2001 (RA 9155) to govern basic education. It outlines the educational programs from pre-school to secondary levels and the implementing rules and regulations that define the roles of different administrative offices within DepEd. It also notes recent developments like the K-12 program and efforts to improve library and alternative learning resources.
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.
The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
1. Republic Act 6655 establishes free public secondary education in the Philippines, mandating that students shall not pay tuition or other school fees except those related to membership in school organizations.
2. The law aims to upgrade secondary education quality through an improved curriculum with core subjects, vocational courses, and adherence to bilingual education.
3. Implementation of the free secondary education program is funded through the Department of Education's budget realignment and savings.
This document provides guidance on developing a School Improvement Plan (SIP). It acknowledges contributions from DepEd officials, personnel, and partner organizations. The SIP is a 3-year plan to improve access, quality, and governance in schools. It is evidence-based, results-oriented, and focuses on learners. Developing the SIP involves assessing the school's situation, planning solutions, and acting to implement solutions. Key elements include forming a planning team, analyzing data, determining priority issues, developing projects, and continuously checking progress through annual implementation plans. The overall goal is to enhance learning outcomes by improving school processes and services.
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 regulate, monitor, and oversee higher education institutions in the country. CHED is headed by a Chairperson and four Commissioners. It aims to promote quality and accessible higher education, ensure academic freedom, and strengthen the higher education system and stakeholders. CHED's responsibilities include formulating policies, setting standards, monitoring performance, and rationalizing programs and institutions. It undertakes various projects related to quality assurance, faculty and management development, research and development, and contributing to the K-12 program.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
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.
Ladderized education is a system that allows students to transfer between technical-vocational education and training (TVET) and college programs. Executive Order 358 mandated its nationwide implementation. It addresses duplication between TVET and college programs by giving TVET graduates credit towards college degrees. Students can enroll in one of eight initial disciplines and authorized institutions will offer credit transfer between TVET qualifications and college degrees. Scholarships are available to support students in TVET qualifications. Over 700 higher education institutions now offer over 1,200 ladderized programs with over 150,000 enrollees as of 2007.
This document outlines various laws and policies that relate to school administration and supervision in the Philippines. It discusses laws around school curriculum, students, finance/support, and other topics. Some key points include:
- Laws that mandate the teaching of subjects like Spanish, Rizal's works, and religious instruction.
- Policies on compulsory education, tuition fees, and entrance exams.
- Acts governing the funding and support of schools as well as scholarships.
- Orders and circulars addressing issues like curriculum, personnel, and citizenship training.
- Decrees aiming to align education with national development goals.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
This document discusses key aspects of education in the Philippines including:
1) Article XIV of the 1987 Constitution which covers education, science and technology, arts, culture and sports.
2) Republic Act No. 7784 which established centers of excellence for teacher education.
3) The Teachers Professionalization Act of 1994 (RA 7836) which professionalized the teaching profession in the Philippines.
4) Presidential Decree No. 223 which created the Professional Regulation Commission to regulate professions.
class reporting for Government procurement act
Data from this report is taken online i do not claim to be the author
this is a compilation of data gathered for my classroom presentation only
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams explaining concepts like the TVET framework and providers, graduates, employment data, and the relationship between technical education goals and outcomes.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA is a package of policy reforms aimed at improving how basic education is delivered. A key component of BESRA is Strengthened School-Based Management (SBM), which aims to empower local schools and communities to improve education quality. Under SBM, school heads, teachers, parents and communities are responsible for developing school improvement plans and budgets. The goal of BESRA and SBM is to ensure all Filipinos receive a quality basic education by localizing decision-making and increasing accountability.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
Educational laws, practices, trends and issuesRamil Gallardo
This document provides an overview of the historical evolution of educational goals and objectives in the Philippines from pre-Spanish times to the present. It discusses the aims and objectives of education under different governing regimes and administrations. It also outlines the major laws related to the organization, control, personnel, curriculum, students, administration, supervision and financing of the educational system. The document indicates that the educational system has undergone several stages of development and been influenced by governing entities, with the goals generally shifting from practical skills-based learning to include national, civic and values-based objectives.
The document outlines the governance structure and principles of the Philippine Department of Education (DepEd) based on Republic Act No. 9155. It establishes DepEd as the sole government agency responsible for governing basic education. DepEd is organized into a central office that oversees national administration and field offices that handle regional and local coordination. The act also transfers cultural agencies to DepEd and abolishes the Bureau of Physical Education and School Sports, transferring its functions to another commission.
Levie M. Discaya - Comparative Analysis of R.A. 6728 and R.A.8545 LevsMarticio
The document discusses two acts - RA 6728 and RA 8545 - which provide government assistance to students and teachers in private education. RA 8545 amends RA 6728 by establishing a fund to subsidize private school teacher salaries. Both acts aim to promote accessible quality education. They provide various forms of assistance to students, including tuition fee supplements, textbook funds, and scholarships. Assistance is criteria-based including family income, academic performance and geographic location. RA 8545 expands some of these assistance programs and eligibility criteria compared to the original RA 6728. It also places restrictions on how schools can allocate tuition fee increases if receiving government subsidies.
It developed a new high school curriculum to upgrade secondary education which had been considered the weakest link in the school system. It aims to strengthen student’s for work and for tertiary education.
This program was implemented nationwide beginning SY 1989-1990 with the New Secondary Education Curriculum (NSEC) as a major component.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
1. Republic Act 6655 establishes free public secondary education in the Philippines, mandating that students shall not pay tuition or other school fees except those related to membership in school organizations.
2. The law aims to upgrade secondary education quality through an improved curriculum with core subjects, vocational courses, and adherence to bilingual education.
3. Implementation of the free secondary education program is funded through the Department of Education's budget realignment and savings.
This document provides guidance on developing a School Improvement Plan (SIP). It acknowledges contributions from DepEd officials, personnel, and partner organizations. The SIP is a 3-year plan to improve access, quality, and governance in schools. It is evidence-based, results-oriented, and focuses on learners. Developing the SIP involves assessing the school's situation, planning solutions, and acting to implement solutions. Key elements include forming a planning team, analyzing data, determining priority issues, developing projects, and continuously checking progress through annual implementation plans. The overall goal is to enhance learning outcomes by improving school processes and services.
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 regulate, monitor, and oversee higher education institutions in the country. CHED is headed by a Chairperson and four Commissioners. It aims to promote quality and accessible higher education, ensure academic freedom, and strengthen the higher education system and stakeholders. CHED's responsibilities include formulating policies, setting standards, monitoring performance, and rationalizing programs and institutions. It undertakes various projects related to quality assurance, faculty and management development, research and development, and contributing to the K-12 program.
This document outlines guidelines for the direct release of maintenance and other operating expenses (MOOE) allocations from the Department of Budget and Management (DBM) to implementing units of the Department of Education (DepEd), including schools division offices, elementary schools, and secondary schools. It assigns responsibilities for managing and reporting on MOOE funds and specifies appropriate uses of school MOOE allocations, while prohibiting certain expenditures. Violations of the order are subject to administrative penalties.
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.
Ladderized education is a system that allows students to transfer between technical-vocational education and training (TVET) and college programs. Executive Order 358 mandated its nationwide implementation. It addresses duplication between TVET and college programs by giving TVET graduates credit towards college degrees. Students can enroll in one of eight initial disciplines and authorized institutions will offer credit transfer between TVET qualifications and college degrees. Scholarships are available to support students in TVET qualifications. Over 700 higher education institutions now offer over 1,200 ladderized programs with over 150,000 enrollees as of 2007.
This document outlines various laws and policies that relate to school administration and supervision in the Philippines. It discusses laws around school curriculum, students, finance/support, and other topics. Some key points include:
- Laws that mandate the teaching of subjects like Spanish, Rizal's works, and religious instruction.
- Policies on compulsory education, tuition fees, and entrance exams.
- Acts governing the funding and support of schools as well as scholarships.
- Orders and circulars addressing issues like curriculum, personnel, and citizenship training.
- Decrees aiming to align education with national development goals.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
This document discusses key aspects of education in the Philippines including:
1) Article XIV of the 1987 Constitution which covers education, science and technology, arts, culture and sports.
2) Republic Act No. 7784 which established centers of excellence for teacher education.
3) The Teachers Professionalization Act of 1994 (RA 7836) which professionalized the teaching profession in the Philippines.
4) Presidential Decree No. 223 which created the Professional Regulation Commission to regulate professions.
class reporting for Government procurement act
Data from this report is taken online i do not claim to be the author
this is a compilation of data gathered for my classroom presentation only
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams explaining concepts like the TVET framework and providers, graduates, employment data, and the relationship between technical education goals and outcomes.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA is a package of policy reforms aimed at improving how basic education is delivered. A key component of BESRA is Strengthened School-Based Management (SBM), which aims to empower local schools and communities to improve education quality. Under SBM, school heads, teachers, parents and communities are responsible for developing school improvement plans and budgets. The goal of BESRA and SBM is to ensure all Filipinos receive a quality basic education by localizing decision-making and increasing accountability.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
Educational laws, practices, trends and issuesRamil Gallardo
This document provides an overview of the historical evolution of educational goals and objectives in the Philippines from pre-Spanish times to the present. It discusses the aims and objectives of education under different governing regimes and administrations. It also outlines the major laws related to the organization, control, personnel, curriculum, students, administration, supervision and financing of the educational system. The document indicates that the educational system has undergone several stages of development and been influenced by governing entities, with the goals generally shifting from practical skills-based learning to include national, civic and values-based objectives.
The document outlines the governance structure and principles of the Philippine Department of Education (DepEd) based on Republic Act No. 9155. It establishes DepEd as the sole government agency responsible for governing basic education. DepEd is organized into a central office that oversees national administration and field offices that handle regional and local coordination. The act also transfers cultural agencies to DepEd and abolishes the Bureau of Physical Education and School Sports, transferring its functions to another commission.
Levie M. Discaya - Comparative Analysis of R.A. 6728 and R.A.8545 LevsMarticio
The document discusses two acts - RA 6728 and RA 8545 - which provide government assistance to students and teachers in private education. RA 8545 amends RA 6728 by establishing a fund to subsidize private school teacher salaries. Both acts aim to promote accessible quality education. They provide various forms of assistance to students, including tuition fee supplements, textbook funds, and scholarships. Assistance is criteria-based including family income, academic performance and geographic location. RA 8545 expands some of these assistance programs and eligibility criteria compared to the original RA 6728. It also places restrictions on how schools can allocate tuition fee increases if receiving government subsidies.
It developed a new high school curriculum to upgrade secondary education which had been considered the weakest link in the school system. It aims to strengthen student’s for work and for tertiary education.
This program was implemented nationwide beginning SY 1989-1990 with the New Secondary Education Curriculum (NSEC) as a major component.
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
The document provides an overview of the National Education Policy 2020 in India. It discusses the history and types of education systems in India. The policy aims to reform education structure through a new 5+3+3+4 model replacing 10+2. It focuses on reducing curriculum pressure, introducing coding in class 6, expanding mid-day meals. For higher education, it proposes 4-year multidisciplinary degrees with multiple exits and discontinuing MPhil. It also outlines reforms for teacher education, internationalization of education, and establishing new regulatory and academic bodies. The policy envisions contributing to transforming India into an equitable and knowledgeable society through high-quality education for all.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
The 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 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 Samagra Shiksha Abhiyan is an integrated scheme that aims to provide equitable school education from preschool to senior secondary level. It subsumes three previous schemes - Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and Teacher Education. The key objectives are improving learning outcomes, promoting gender equity and inclusion, and strengthening teacher education. It focuses on improving quality of education through better teachers and technology. The scheme aims to treat school education holistically from pre-school to class 12 and bring reforms like a unified implementation structure and increased focus on digital learning.
The document summarizes the objectives and key aspects of secondary education in Pakistan according to various national plans and policies. The Sixth Five Year Plan from 1983-1988 aimed to increase literacy rates and school enrollment. Major components included utilizing mosques for early classes, expanding school buildings, introducing mixed enrollment, and increasing teachers. The national education policies of 1979 and 1998-2010 sought to make Islamic principles part of curricula and expand equitable access to secondary education.
The document summarizes the key points of India's draft National Education Policy, including:
1. It outlines India's long history of education from ancient universities like Takshila and Nalanda to modern reforms.
2. It identifies the main challenges facing India's education system such as access, quality, skills, curriculum, technology and equity issues.
3. The vision of the new policy is to create a high-quality, inclusive education system to equip students for productive lives and national development.
4. Some objectives of the policy include expanding early childhood education, achieving universal secondary education, promoting skills and lifelong learning.
Higher education policy presentation for PHEIs.pptxTarikuGmedihn
This document outlines Ethiopia's proposed higher education policy. It discusses the rationale for developing the policy, which is to address challenges in the current system like poor quality, limited access, and lack of relevance. The policy aims to overhaul higher education to produce competent graduates through strategies like revising curricula, increasing research emphasis, ensuring quality teaching, and expanding access through equity measures. It defines key terms and outlines the vision, mission, guiding principles, and 13 policy issues the new policy will address to transform higher education and advance Ethiopia's socioeconomic development.
The document discusses the history and development of the Philippine educational system. It describes the educational reforms and policies during the First to Fifth Republics. It then covers the emphasis on moral values, vocational education, and curriculum changes during the New Society period. Finally, it outlines the key provisions of Republic Act No. 10533 which established the K-12 basic education program, including extending elementary and secondary education each by two years.
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
The document discusses the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored scheme in India to transform higher education. It aims to improve access, equity and quality of higher education through reforms implemented at the state level. Key goals include increasing gross enrollment ratio to 32% by 2022 and ensuring state universities and colleges are dynamic, demand-driven, and responsive to economic and technological changes through academic, administrative and governance reforms. The scheme focuses on performance-based funding, mandatory accreditation, expanding institutional capacity, ensuring regional balance and inclusion, strengthening research and innovation. It establishes state higher education councils for planning, monitoring and capacity building.
Matatag-Curriculum Bansang Makabata, Batang MakabansaPamelaManglicmot1
The MATATAG curriculum aims to address the needs of 21st century learners and develop students who are Makadiyos, Makatao, Makakalikasan, and Makabansa. It focuses on foundational skills like literacy and numeracy. The curriculum also emphasizes 21st century skills and nationalistic values. It will be implemented gradually from 2024 to 2028. While it aims to better prepare students, it also faces challenges in terms of resources, training, and adjustment for teachers and students.
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.
Unit 8 problems & issues in higher educationAsima shahzadi
This document discusses problems and issues in higher education in Pakistan. It identifies several key issues, including a lack of resources, overcrowded classrooms, poor quality of faculty and curriculum, and weak research opportunities. It recommends increasing education funding, improving teacher training programs, strengthening accountability, revising curricula regularly based on stakeholder feedback, expediting the implementation of education policies, and promoting a research culture in institutions of higher education. Addressing these issues is important for developing a high quality higher education system that can help Pakistan progress.
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- 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.
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2. • The Commission of Higher Education with
its missional triptych of teaching, research
and community service needs to
continuously change and evolve in order
to adapt and respond continuously to the
challenges and opportunities of the ever-
changing national, global environments of
the 21st century and the era of intelligence
restructuring (CHED, 2000; Conceicao & Heitor,1999; University Council,1998)
3. PHILIPPINE THIRD REPUBLIC (1946-1965)
• Period of Rehabilitation (1946-1965)
• Pres. Manuel A. Roxas
• Education System- focused on the
rehabilitation of the school system
which was in keeping with the policies
of the government
4. PHILIPPINE THIRD REPUBLIC
• Period of Nationalization and Expansion
(1950-1959)
• Department of Instruction to Department
of Education (EO 94 of 1947)
• Pres. E. Quirino- focuses on the review
and revise of educational policies
5. (1953-1957)
• Pres. Ramon Magsaysay
• R.A 1124- All educational institutions in the country
with a view to accomplishing an integrated,
nationalistic and democracy-inspired educational
system in the Philippines.
• RA 1265 - An Act Making Flag Ceremony
Compulsory in All Educational Institutions
• All educational institutions shall henceforth observe
daily flag ceremony, which shall be simple and
dignified and shall include the playing or singing of
the Philippine National Anthem.
6. (1957-1961)
• Pres. Carlos P. Garcia
• Period of Growth (1960-1985)
• Vocational or college preparatory
course
• More Science & Mathematics
curriculum are being offered in view of
the importance present day life and
world progress
• Home Industries are being fostered as
means of enabling our people to have a
7. (1961-1965)
• Diosdado P. Macapagal
• Educational System or Curriculum
• • “Basic to the efforts toward economic expansion
and the growth of social benefits to the common
man is the proper education of the citizenry. It was
toward this objective that the Department of
Education formulated policies and implemented
measures to improve the quality of instruction and
to strengthen the curricula in all levels of
instruction.
8. SUMMARY: Third Republic Brief History
Educational Program
• • The concept of academic freedom
• • Only universities established by the State
• The creation of scholarships in the arts, sciences
and letters was for specially gifted citizens
• • For those who possess as certain level of
capability for academic studies and are unable to
afford the cost of college education.
•
9. SUMMARY: Third Republic Brief History
Educational Program
• Moral Character
• The quality of a person that guides his thinking,
behavior, and relationships with others social
concern and involvement
• Vocational Efficiency
• Productivity
• Changes with the changing time and the changing
needs of changing human beings
10. As you can imagine, education system changes so with time.
May I ask some views about this statement, how is it
applicable in higher educational system?
•” Changes with the changing time
and the changing needs of changing
human beings “.
11. REPUBLIC ACT NO. 7722 AN ACT CREATING THE
COMMISSION ON HIGHER EDUCATION
• EDCOM 1994
• CHED was established on May 18, 1994
through Republic Act No. 7722 or the Higher
Education Act of 1994 which was authored by
Senator Francisco Tatad.
• 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
12. TESDA-Technical Education and Skills
Development Authority
• R.A 7796: TESDA Act
• This ACT aims to encourage the full participation
of and mobilize the industry, labor, government
units and technical- vocational institutions in the
skills development of the country’s human
resources.
• Statement of GOALS, and OBJECTIVES
13. Education Reforms 1992-
Success
Indicators
Enacted by the
virtue of:
Name of Program/
Reforms
Reform Strategies
Quality Program
Delivery
(RA 7722)
Establishment of
Zonal Research
Center (ZRC)
Improved
Institutional &
Program
Delivery
Improved
Educational
Establishment and
Development of Centers
of Excellence (COEs)
Centers of
Developments (COEs)
Zonal Research Center
(ZRC)
Benchmarking &
Comparative Studies of
Policies & Standards
Guidelines (PSG) of
Asian and European
University in CHED
Priority Areas
Publications of the
Referred Journal of
It aims to provide leadership and assistance to other HEIs within
their areas of coverage in terms of academic innovations,
program and methodology/ curriculum and development & other
other quality upgrading activities.
Envisioned to be the extension of office of CHED in selected
HEIs in regions to decentralized the research management of
CHED.
This is being done to identify “ best practices”.
Aims at determining quality research outputs, studies and
professional paper for possible publications in higher
14. Education Reforms 1992-
Success
Indicators
Enacted by the
virtue of:
Name of Program/ Reforms Reform Strategies
Expanded
Access to
Educational
opportunities
Greater Access
to Educational
Services
Responsive and
Timely
Curriculum
Improved
School
Networking for
Technology
Expansion and Restructuring of
the System of Public
Scholarship/
Development and
Implementation of Student
Loan Schemes/
Development and
Implementation of Socialized
Tuition Fee Schemes
Expanded Tertiary Education
Equivalency and Accreditation
Program ( ETEEEAP)
Higher Education Management
Information System (HEMIS)
State Universities and Colleges
Network (SUCNET)
Aside from GASTPE, CHED administers scholarship
from Poverty Alleviation Fund and Higher Education
Development Fund and Congressional Initiative Allocation
Education assessment scheme that recognizes
skills and prior learning obtained in formal & informal
educational experiences
Designed to improve data gathering & processing for
effective decision-making through the use of internet
technology
This project was initiated by PASUC ( Phil. Association of
Schools, Colleges and Universities to enhance
capacity through the use of modern technology and
promote resources sharing among SUCs through library
15. • In line with the thrust of the Philippines
Developmental Plan 2011-2016 and CHED
Strategic Plan
• The unified agenda of reform :
• Lack of overall vision, framework and plan for
higher education
• Deteriorating quality higher education
• Limited access to quality higher education by
those who need it most and have potentials to
maximize its benefits
16. 9 Reforms and strategic
initiatives in PDP 2011-2016
• OBJECTIVE A: To improve efficiency:
Rationalize the public higher educational system
• 1. Rationalizing the number, distribution and
growth of SUCs & LUCs
2. Rationalization of SUC/LUC program offerings
3. Rationalizing resource utilization and maximizing
resource generation by SUCs
17. 9 Reforms and strategic
initiatives in PDP 2011-2016
• OBJECTIVE B: Upgrade quality of public higher
education
• 4. Strengthening quality assurance in SUCs and
LUCs
• 5. Upgrading qualification of faculty
• 6. Upgrading leading SUCs to international
standards
18. 9 Reforms and strategic
initiatives in PDP 2011-2016
• OBJECTIVE C: Enhance access to quality
higher education
• 7. Modernizing facilities of developing SUCs
• 8. Strengthening Student Financial Assistance
Programs
19. 9 Reforms and strategic
initiatives in PDP 2011-2016
• 9. Strengthening Public HEI Management thru
Executive Development
20. 2017
• Universal Access to Quality Tertiary Education
Act of 2017
• R. A 10931
• also known as Free Tuition Law, which
mandates all public higher education institutions
(HEIs) and government-run technical-vocational
institutions (TVIs) to provide free quality
tertiary education among eligible Filipino
students.
21. Who can avail?
• Starting AY 2018-2019, all Filipino undergraduates
enrolled in SUCs and CHED-recognized LUCs will enjoy
free tuition, miscellaneous, and other school fees,
subject to the ff.
• Pass/meet the admission and retention policies of the
institution (no age or financial requirements);
• No previous undergraduate degree; and
• Not overstaying at the college level (e.g., maximum
residency rule plus one-year grace period as provided by
law)
22. Who can’t avail?
• Filipinos who are already bachelor’s degree
holders and undergraduates who are
overstaying in their course and institution.
Students who are not eligible shall be charged
tuition and other school fees as determined by
the Governing Boards of the SUCs and LUCs.
23. (2017)Other Programs under RA
10931
• The priority beneficiaries for the Tertiary Education
Subsidy (TES) are:
• Continuing ESGP-PA (Expanded Student's Grants-in-Aid
Program for Poverty Alleviation) scholars in the SUCs
effective AY 2018-2019;
• Who can avail?
• Students who are part of households included in the
Listahanan 2.0, ranked according to the estimated per
capita household income; and
• Students not part of the Listahanan 2.0, ranked
according to estimated per capita household income
based on submitted documentation of proof of income to
be determined by the UniFAST Board;
24. (2017) Student Loan Program - Short Term
SUCs, LUCs LGU-run TVIs and TESDA
• Allowance for books, supplies, transportation, and miscellaneous
personal expenses, including a reasonable allowance for the
documented rental or purchase of personal computer or laptop, and
other education-related expenses;
• Allowance for room and board costs incurred by the student.
Private HEIs and TVIs:
• Students enrolled in private HEIs and TVIs are entitled to the following
benefits (Sections 23 and 24. IRR of RA 10931):
• Tuition and other school fees, which shall be equivalent to the tuition
and other school fees of the nearest SUC and State-run TVI in their
respective area.
• Allowance for books, supplies, transportation, and miscellaneous
personal expenses, including a reasonable allowance for the
documented rental or purchase of personal computer or laptop, and
other education-related expenses
• Allowance for room and board costs incurred by the student.
25. (2017) Student Loan Program - Short Term
• What are the different types of student loans
available to students?
• There are two types of student loans: short-term and long-term SLP.
But for Academic Year 2018-2019, students can avail of the short-
term SLP for the purpose of undergraduate studies, review
expenses for licensure examinations, and graduate studies including
medicine and law for Filipino students.
• Who can avail of the short-term SLP?
• All Filipino students in the undergraduate and graduate level
(including medicine and law), who enroll in programs that are listed
in the Registry of quality-assured programs offered in SUCs, LUCs,
State-run TVIs, private HEIs, and private TVIs can avail of the short-
term SLP.
26. (2017) Free Tech-Voc Education and Training
• Who can avail the Free Tech-Voc Education &
Training Program?
• Starting AY 2018-2019, all Filipino learners enrolled in
their first National Certificate (NC) I or II in any public
Technical-Vocational Institution (TVI) registered with the
Technical Education and Skills Development Authority
(TESDA), shall be able to avail of Free TVET.
Corresponding living allowances shall also be given to
learners, subject to certain conditions set by TESDA.
• Once TESDA implements bundled, diploma or longer-
term programs, NC III, IV and V courses shall also be
free.
27. Resources
• Guzman,Allan (2003) The Dynamics of Educational Reforms in the
Philippine Basic and Higher Education Sectors. Asia Pacific
Education Review 2003,Vol.4,39-50.
• Roadmap Public Higher Education Reform. https://ched.gov.ph/wp-
content/uploads/2017/07/Roadmap-for-Public-Higher-Education-
Reform.pdf.Retrieved on February 2022.
• http://www.officialgazette.gov.ph/1956/06/12 /republic-act-no-1425/ •
http://www.chanrobles.com/republicacts/rep
ublicactno1265.html#.Wuq9GvlubIU •
http://www.chanrobles.com/republicacts/rep
ublicactno896.html#.Wuq9QflubIU •
https://www.slideshare.net/MsKrabbs19/historical-perspective-in-
philippine-education
• https://unifast.gov.ph/slp.php