The document provides an overview of policies on flexible work arrangements in the Philippine government. It defines various flexible work arrangements like flexiplace, compressed workweek, skeleton workforce, and flexitime. It also outlines the legal bases and issuances related to alternative work arrangements during normal times and the COVID-19 pandemic. The document concludes by providing general requirements for implementing flexible work arrangements, including performance monitoring, ensuring service continuity, and data security.
The document discusses educational administration as a public concern. It addresses how the educational system is a public responsibility that provides a public service. As such, educational administration must consider the specific publics it serves, including the educational community, society and culture in its service areas, and those who influence the environment in which it operates. The document also notes how educational institutions are funded by either tuition or taxes, and how the public often points to teachers, facilities, or lack of educational administration when problems arise in the educational system.
Virtual reality and new technologies will transform education into Education 4.0. Students will have more interactive and immersive learning experiences through virtual labs and simulations. They can experience different situations and receive dynamic feedback. This will keep students engaged throughout lessons. Education must also prepare students for the skills needed in Industry 4.0, with dual training between schools and industry. Technologies like virtual reality and augmented reality will help bring practical exercises into the classroom through experimental learning methods. The future of education with these technologies promises to transform learning into authentic multi-sensory experiences.
The document discusses current legal issues in education in the Philippines. It covers student matters such as student discipline and the right to quality education versus the obligation to pay tuition. It also discusses school authority to discipline students, the process that must be followed, and types of penalties that can be imposed for offenses. The document also addresses ensuring quality education through evaluating teacher competence and student learning. It discusses a student's right to their scholastic records contingent upon paying tuition and other fees.
Privileges of Teaching Personnel in Public and Private schoolsVictoria Superal
Teaching personnel in public and private schools enjoy various privileges outlined in laws and regulations. These privileges include maternity/study leave, retirement benefits through GSIS, job security protections, salary increases, and medical benefits. Privileges are granted to recognize the important work of educators and ensure their rights and welfare are protected under the law.
The document discusses principles of school administration and supervision. It outlines several fundamental principles, including that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, and focused on child growth. Principles serve as guides for administrators and help improve teaching, streamline decision making, evaluate programs, and allow flexibility. The document contrasts autocratic versus democratic leadership and notes administration and supervision must have parallel responsibility and control throughout the system.
This document discusses innovation in education. It defines innovation as introducing new ideas, goods, services, or practices intended to be useful. There are three kinds of innovation in education: changes to structure like classroom organization; changes to content by introducing new subjects or revising old ones; and changes to process involving human interaction. The document also lists 10 technology trends students say are currently important, including personal access to mobile devices, internet connectivity, using video for classroom and homework, and using different tools for different tasks.
The Dropout Reduction Program (DORP) aims to reduce high dropout rates and improve learning outcomes in public and private schools using formal, non-formal and informal approaches. It seeks to provide every Filipino with quality basic education to equip them with literacy and knowledge for growth. DORP has specific objectives like reducing and eliminating school dropout, increasing retention and achievement rates, and increasing schools' capacity to establish, implement, monitor and improve the program. It is underpinned by assumptions about addressing the causes of dropout, involving stakeholders, and satisfying student needs.
The document discusses educational administration as a public concern. It addresses how the educational system is a public responsibility that provides a public service. As such, educational administration must consider the specific publics it serves, including the educational community, society and culture in its service areas, and those who influence the environment in which it operates. The document also notes how educational institutions are funded by either tuition or taxes, and how the public often points to teachers, facilities, or lack of educational administration when problems arise in the educational system.
Virtual reality and new technologies will transform education into Education 4.0. Students will have more interactive and immersive learning experiences through virtual labs and simulations. They can experience different situations and receive dynamic feedback. This will keep students engaged throughout lessons. Education must also prepare students for the skills needed in Industry 4.0, with dual training between schools and industry. Technologies like virtual reality and augmented reality will help bring practical exercises into the classroom through experimental learning methods. The future of education with these technologies promises to transform learning into authentic multi-sensory experiences.
The document discusses current legal issues in education in the Philippines. It covers student matters such as student discipline and the right to quality education versus the obligation to pay tuition. It also discusses school authority to discipline students, the process that must be followed, and types of penalties that can be imposed for offenses. The document also addresses ensuring quality education through evaluating teacher competence and student learning. It discusses a student's right to their scholastic records contingent upon paying tuition and other fees.
Privileges of Teaching Personnel in Public and Private schoolsVictoria Superal
Teaching personnel in public and private schools enjoy various privileges outlined in laws and regulations. These privileges include maternity/study leave, retirement benefits through GSIS, job security protections, salary increases, and medical benefits. Privileges are granted to recognize the important work of educators and ensure their rights and welfare are protected under the law.
The document discusses principles of school administration and supervision. It outlines several fundamental principles, including that administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, and focused on child growth. Principles serve as guides for administrators and help improve teaching, streamline decision making, evaluate programs, and allow flexibility. The document contrasts autocratic versus democratic leadership and notes administration and supervision must have parallel responsibility and control throughout the system.
This document discusses innovation in education. It defines innovation as introducing new ideas, goods, services, or practices intended to be useful. There are three kinds of innovation in education: changes to structure like classroom organization; changes to content by introducing new subjects or revising old ones; and changes to process involving human interaction. The document also lists 10 technology trends students say are currently important, including personal access to mobile devices, internet connectivity, using video for classroom and homework, and using different tools for different tasks.
The Dropout Reduction Program (DORP) aims to reduce high dropout rates and improve learning outcomes in public and private schools using formal, non-formal and informal approaches. It seeks to provide every Filipino with quality basic education to equip them with literacy and knowledge for growth. DORP has specific objectives like reducing and eliminating school dropout, increasing retention and achievement rates, and increasing schools' capacity to establish, implement, monitor and improve the program. It is underpinned by assumptions about addressing the causes of dropout, involving stakeholders, and satisfying student needs.
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 discusses the Developmental Classroom Management (DMA) approach which focuses on keeping students rational and responsible through establishing rights and responsibilities, using hints and recognition to encourage positive behavior, and logical consequences for lack of effort rather than punishment. The approach was implemented at Broadmeadows Primary School, which saw a significant reduction in disruptive behaviors and improved academic performance.
This document discusses school personnel management and classification. It describes the different types of personnel including administrative, teaching, and non-teaching staff. Administrative personnel include principals and head teachers, with duties like assigning teacher loads and building community relationships. Teaching personnel are those engaged in actual teaching, such as teachers and special education teachers. Non-teaching personnel include guidance counselors, librarians, bus drivers, cooks, and others who support school operations and students.
Teaching learning process and curriculum developmentgaestimos
This document discusses teaching and learning processes in curriculum development. It defines teaching as a complex process that stimulates and guides learners to learn on their own. The teaching process involves planning, implementing, and evaluating in a cycle. Planning includes determining learner needs, goals, content, strategies, and evaluation. Implementation puts the plan into action through teacher-learner interaction. Evaluation assesses if objectives match learning outcomes. Learning is defined as a change in behavior through experiences. Learning theories include behavioral theories focusing on observable behaviors and cognitive theories describing mental processes. Teaching and learning are interconnected processes, as effective teaching leads to intended learning outcomes.
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.
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOMRechelle Longcop
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Integrative teaching as mode of instructional deliveryReynel Dan
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
Assessment and outcomes-based education (OBE) are closely linked. OBE shifts the focus from content delivery to equipping learners with the knowledge and skills needed for their future. Assessment must also focus on whether learners achieve important outcomes rather than just covering content. In OBE, learners are responsible for their own learning and progress, while lecturers take on more of a facilitating role to stimulate creativity and critical thinking. OBE benefits both students and lecturers by making learning more relevant, empowering, and focused on long-term success.
The document establishes the Ministry of Education, Culture and Sports as the governing body for education in the Philippines, organizing it into bureaus for elementary, secondary, higher, technical/vocational, and continuing education. It also establishes the Board of Higher Education as an advisory body to the Minister and outlines the functions of the regional offices to implement national education plans at the local level while considering regional needs.
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
This document discusses three foundations of educational planning: sociological, demographic, and economic. The sociological section explains how education is interconnected with social factors. The demographic section outlines how population size, growth, age composition, and distribution impact educational needs. The economic section describes how a country's economic strength influences the type and content of education, and how wealth distribution relates to individual and national development.
School Human Resource Management (SHRM)
SHRM are strategies of allocating and maximizing the utilization of available human resource (human skills) in the most effective manner among various tasks to achieve School goals and..to performing the activities that are necessary in the
maintenance of that workforce within the
School.
This document discusses the concept of academic freedom across different countries and contexts. It provides 3 key points:
1. Academic freedom gives teachers and students the right to pursue knowledge and research without unreasonable interference. However, there are some limitations to protect institutions and prevent harassment.
2. Many countries explicitly protect academic freedom in their constitutions, such as Germany, South Africa, and the Philippines. The US relies on the 1940 AAUP principles that balance faculty, institutional, and student rights and freedoms.
3. There can be conflicts between individual academic freedom and institutional authority over curriculum and standards. Controversial cases throughout history illustrate tensions around teaching controversial topics or opinions. Overall academic freedom aims to balance open inquiry with
Curriculum: Organizing Knowledge for the Classroom. Section 6Saide OER Africa
Section 6 is a particularly useful springboard for constructing a module on curriculum because:
Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
This document discusses assessment and evaluation in outcome-based education. It outlines both old and new approaches to assessment, with the new approach focusing on active learning, critical thinking, and assessing learners on an ongoing basis based on outcomes rather than just exam scores. The role of lecturers shifts from being the sole source of knowledge to facilitating learning. Key benefits of the new approach include learners becoming problem solvers, effective communicators, and responsible citizens. Affective goals around attitudes and values are also important to assess but often neglected. The document emphasizes that changing assessment methods is crucial to changing student learning.
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.
Due to the COVID-19 pandemic, government workers were forced to work from home. Here are other alternative work arrangements in the public sector in accordance with MC No. 10, s. 2020.
The North Carolina State Board of Education authorizes paid State of Emergency COVID-19 Sick Leave for public school employees between April 1 - June 15, 2020 in response to the pandemic. The policy provides up to 416 hours of paid leave for mandatory employees who must report on-site, high-risk employees, and non-mandatory employees unable to telework. It also allows 96 additional hours of leave for employees who took leave between March 16-31, 2020. The policy is intended to protect public health and allow for continued salary and benefits while limiting virus spread.
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 discusses the Developmental Classroom Management (DMA) approach which focuses on keeping students rational and responsible through establishing rights and responsibilities, using hints and recognition to encourage positive behavior, and logical consequences for lack of effort rather than punishment. The approach was implemented at Broadmeadows Primary School, which saw a significant reduction in disruptive behaviors and improved academic performance.
This document discusses school personnel management and classification. It describes the different types of personnel including administrative, teaching, and non-teaching staff. Administrative personnel include principals and head teachers, with duties like assigning teacher loads and building community relationships. Teaching personnel are those engaged in actual teaching, such as teachers and special education teachers. Non-teaching personnel include guidance counselors, librarians, bus drivers, cooks, and others who support school operations and students.
Teaching learning process and curriculum developmentgaestimos
This document discusses teaching and learning processes in curriculum development. It defines teaching as a complex process that stimulates and guides learners to learn on their own. The teaching process involves planning, implementing, and evaluating in a cycle. Planning includes determining learner needs, goals, content, strategies, and evaluation. Implementation puts the plan into action through teacher-learner interaction. Evaluation assesses if objectives match learning outcomes. Learning is defined as a change in behavior through experiences. Learning theories include behavioral theories focusing on observable behaviors and cognitive theories describing mental processes. Teaching and learning are interconnected processes, as effective teaching leads to intended learning outcomes.
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.
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOMRechelle Longcop
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
Global School Management Methodologies (Philippine Setting)Timothy Wooi
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Integrative teaching as mode of instructional deliveryReynel Dan
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
Assessment and outcomes-based education (OBE) are closely linked. OBE shifts the focus from content delivery to equipping learners with the knowledge and skills needed for their future. Assessment must also focus on whether learners achieve important outcomes rather than just covering content. In OBE, learners are responsible for their own learning and progress, while lecturers take on more of a facilitating role to stimulate creativity and critical thinking. OBE benefits both students and lecturers by making learning more relevant, empowering, and focused on long-term success.
The document establishes the Ministry of Education, Culture and Sports as the governing body for education in the Philippines, organizing it into bureaus for elementary, secondary, higher, technical/vocational, and continuing education. It also establishes the Board of Higher Education as an advisory body to the Minister and outlines the functions of the regional offices to implement national education plans at the local level while considering regional needs.
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
This document discusses three foundations of educational planning: sociological, demographic, and economic. The sociological section explains how education is interconnected with social factors. The demographic section outlines how population size, growth, age composition, and distribution impact educational needs. The economic section describes how a country's economic strength influences the type and content of education, and how wealth distribution relates to individual and national development.
School Human Resource Management (SHRM)
SHRM are strategies of allocating and maximizing the utilization of available human resource (human skills) in the most effective manner among various tasks to achieve School goals and..to performing the activities that are necessary in the
maintenance of that workforce within the
School.
This document discusses the concept of academic freedom across different countries and contexts. It provides 3 key points:
1. Academic freedom gives teachers and students the right to pursue knowledge and research without unreasonable interference. However, there are some limitations to protect institutions and prevent harassment.
2. Many countries explicitly protect academic freedom in their constitutions, such as Germany, South Africa, and the Philippines. The US relies on the 1940 AAUP principles that balance faculty, institutional, and student rights and freedoms.
3. There can be conflicts between individual academic freedom and institutional authority over curriculum and standards. Controversial cases throughout history illustrate tensions around teaching controversial topics or opinions. Overall academic freedom aims to balance open inquiry with
Curriculum: Organizing Knowledge for the Classroom. Section 6Saide OER Africa
Section 6 is a particularly useful springboard for constructing a module on curriculum because:
Knowledge, when all is said and done, is the central issue in curriculum. Teachers have to be able to organize knowledge.
Section 6 introduces theoretical tools for understanding curriculum concepts. These concepts are invaluable tools for practitioners’ use in understanding the formal curriculum, organizing their own learning programmes, and then analyzing their own practice. (Concepts covered include: competence curricula / performance curricula; subject (or disciplinary) curricula / integrated curricula; everyday knowledge / school knowledge.)
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
This document discusses assessment and evaluation in outcome-based education. It outlines both old and new approaches to assessment, with the new approach focusing on active learning, critical thinking, and assessing learners on an ongoing basis based on outcomes rather than just exam scores. The role of lecturers shifts from being the sole source of knowledge to facilitating learning. Key benefits of the new approach include learners becoming problem solvers, effective communicators, and responsible citizens. Affective goals around attitudes and values are also important to assess but often neglected. The document emphasizes that changing assessment methods is crucial to changing student learning.
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.
Due to the COVID-19 pandemic, government workers were forced to work from home. Here are other alternative work arrangements in the public sector in accordance with MC No. 10, s. 2020.
The North Carolina State Board of Education authorizes paid State of Emergency COVID-19 Sick Leave for public school employees between April 1 - June 15, 2020 in response to the pandemic. The policy provides up to 416 hours of paid leave for mandatory employees who must report on-site, high-risk employees, and non-mandatory employees unable to telework. It also allows 96 additional hours of leave for employees who took leave between March 16-31, 2020. The policy is intended to protect public health and allow for continued salary and benefits while limiting virus spread.
The North Carolina State Board of Education authorizes paid State of Emergency COVID-19 Sick Leave for public school employees from April 1 - May 31, 2020 in response to the pandemic. The policy provides up to 328 hours of paid leave for mandatory, non-mandatory, high-risk, and substitute employees who cannot work due to COVID-19 related reasons such as childcare needs, being high-risk, having COVID-19 symptoms, or being advised to self-quarantine. An additional 96 hours of leave is available for employees who took leave during the March 16-31 school closure period. Employers are encouraged to provide remote work opportunities where feasible to limit virus spread.
The North Carolina State Board of Education authorizes a State of Emergency COVID-19 Sick Leave policy to help protect public school employees and the public during the pandemic. The policy provides up to 168 hours of paid leave for employees who cannot work remotely from April 1-30, 2020, including those with childcare needs, those at high risk, or those with COVID-19 symptoms. It also provides 96 additional hours of leave for past closure period from March 16-31. The policy outlines employee designations, eligibility for leave and telework, and expiration of unused leave.
Legal Labour and Employment Requirements with Bagoes soehariadji.pptAGSI1
This document summarizes Indonesian labor and employment requirements in 3 main areas:
1. Expatriates working in Indonesia must fill positions that cannot be filled by Indonesians, conduct training and skills transfers, and employers must submit periodic manpower reports and obtain proper work permits.
2. Recruitment, hiring and placement procedures require proper criteria, recruitment may be internal or outsourced, and new employees receive orientation. Employment agreements must be explained and signed.
3. Key requirements include maximum working hours and overtime pay rates. Leave, holidays, social security and avoiding disputes are also addressed. Termination procedures require bipartite negotiations and proper documentation.
Singapore Public holidays 2022_ Entitlement HR GuideParker adam
Public holidays 2022: Entitlement HR Guide in Singapore
Posted on 09 December 2021 in Business | Anna Beatrice
The post-pandemic scene has filled 2021 with both anticipation and doubts. Some have successfully adapted to the major changes, while others are still struggling to adjust to the newly implemented solutions. Nevertheless, we still have a lot of opportunities to look forward to in 2022!
With that in mind, we can start to prepare and plan for the public holidays this coming 2022!
Singapore Public Holidays and Long Weekends 2022
The Ministry of Manpower (MOM) has revised public holidays in 2022. With the new inclusion of 10 July 2022 (Sunday) as a public holiday for Hari Raya Haji, there will now be a total of 6 long weekends. Six of the 11 public holidays fall on a Friday, Sunday, or Monday.
Here's the 2022 holiday calendar to find out more about the long weekends that you'll have next year.
public holidays 2022 singapore
For HR managers and employees who weren't able to take a long vacation this year, 2022 offers more opportunities to spend more time with family and friends. If you thoroughly plan it out, you can enjoy longer vacations without having to take extra annual leave.
7 Long Weekends in Singapore
Everything You Need to Know About Public Holidays Entitlement and Pay
MOM has made some amendments to the Employment Act [1] during pre and post-pandemic. These changes are made to ensure that all employees are fairly and rightfully compensated during the holiday periods.
Who Is Covered by the Employment Act?
An employee is covered if he/she is working under a contract of service with an employer. The Employment Act covers local and foreign employees.
An employee can be employed in the following terms:
Full-time
Part-time
Temporary
Contract
If an employee works less than 35 hours a week, he/she is a part-time employee covered by the Employment of Part-Time Employees Regulations.
Seafarers, domestic workers, and public officers continue to be excluded from the coverage (the Employment Act). These categories are covered by other Acts and regulations because of the nature of their work.
Who Is Covered under Part IV of the Employment Act?
Workmen (doing manual labour) earn a basic monthly salary of not more than $4,500
Non-workmen that earn up to $2,600
As of 1 Apr 2019, all managers and executives earning a monthly basic salary of more than $4,500 are entitled to core provisions of the Employment Act, such as paid public holidays. [2]
Here are some important guidelines you need to keep in mind while managing your payroll:
Every employee is entitled to 11 paid public holidays a year. If an employee is required to work on a public holiday, the employer should pay the employee an extra day's salary or grant a day off in lieu.
Employees are entitled to their gross rate of pay on a public holiday if they’re not absent on a working day before or after a holiday.
They’re also entitled if they’re on authorized leave.
Path Out of the Pandemic Employment Roundtable 2021-10-14lerchearly
President Biden announced a "Path Out of the Pandemic" plan with multiple requirements for employers, including that all federal employees and contractors be vaccinated. The plan also directs OSHA to require employers with 100+ employees to ensure their workforce is fully vaccinated or tested weekly. The presentation discusses the vaccine requirements for federal contractors and provides recommendations for private employers to develop vaccination policies in light of emerging mandates.
This document provides an omnibus set of rules on leave of absence for government employees in the Philippines. It summarizes existing laws and administrative issuances related to various types of leave (e.g. vacation leave, sick leave, maternity leave, paternity leave) and consolidates the rules around entitlements, computation of leave credits, and other policies. Key points covered include definitions of leave terms, entitlement and computation of leave credits for different employee types, conditions for granting various leaves, and annexes providing supplemental guidelines on issues like leave without pay and special leave privileges. The omnibus rules aim to clarify existing policies, resolve gray areas, and enhance the efficiency of personnel administration in the government.
Irish Employment Law Updates: What Employers Need to Know in 2024Boundless HQ
With the enactment of several key employment legislation changes in 2024, Ireland is experiencing changes that are transforming the world of work for years to come.
To ensure you remain informed and compliant, we ran a detailed briefing led by an expert in the field, Fredericka Sheppard, Managing Director and Co-Founder at Voltedge.
During the webinar, we covered:
1. The significant adjustments coming into effect in 2024
2. Insights into the Work-Life Balance Act 2023, highlighting some of the new entitlements that came with it
3. The upcoming Right to Request Remote Working Act, enhancing workplace flexibility
4. Insights into the expanded employee entitlements under the Sick Leave Act 2022
5. The EU Directive on Transparent and Predictable Working Conditions, examining its impact on employment contracts and probation periods
This session is specifically tailored for HR and People Ops professionals, as well as business leaders aiming to navigate the evolving Irish employment landscape with confidence while staying compliant.
This document summarizes leave policies for teachers and non-teaching personnel in DepEd. It discusses rules regarding flexible working hours, teachers' working hours, absences and tardiness. It also outlines various types of leaves such as maternity leave (105 days), sick leave, vacation leave, paternity leave, parental leave, and rehabilitation leave. Requirements for applying for each leave type are provided.
The document provides an overview of the human resource policy and procedures of 'Reach Vulnerable', an organization working in District Swat. It outlines various categories of personnel including employees, consultants, and volunteers. It describes the recruitment process and terms of employment such as salary, benefits, leave, and termination. Key points covered are classification of employees, hiring procedures, compensation package including bonuses and provident funds, various types of leaves for employees, and conditions for termination of employment.
Service Incentive Leave: Vacation and Sick Leaves. By way of incentive to years of service, the Philippine Labor Code requires the employer to give a 5-day service incentive leave to the employees who have rendered at least one year of service.
The document outlines the teleworking policy for the Georgia Department of Defense. It defines key terms related to teleworking and establishes guidelines for eligible positions, employees, and work arrangements. The policy addresses teleworking procedures and requirements such as training, equipment usage, expenses, and establishing work hours and workspace. It also covers liability, dependent care, agreement renewals and ensures compliance with overall personnel policies and procedures.
03.18.2020 COVIN 19 HR Compliance Update from Meadows Resources. All things up to date on compliance with OSHA, FMLA, H.R. 6201 for traditional and remote workers.
COVID-19 NSW Business Grants - Legal QuestionsTom Willis
In Part 2 of our Covid Support Series with POP Business, Lawyer Damin Murdock covers all the important legal issues facing businesses throughout lockdown and beyond.
News Flash February 12 2014 Final Regulations on Employer Pay or Play Provis...Annette Wright, GBA, GBDS
The final regulations on the employer pay or play provisions under the Affordable Care Act:
1) Further delay the employer mandate for some employers with 50-99 employees until 2016.
2) Introduce new transition rules for 2015 including lowering the required percentage of covered employees to 70% and not requiring dependent coverage.
3) Retain prior transition rules including allowing non-calendar year plans to begin compliance in 2015 based on their plan year and using a 6 month measurement period for variable hour employees.
Night Shift Differential Pay: Work Between 10PM and 6AM. The Philippine Labor Code requires payment of Night Shift Differential for work rendered in between 10PM and 6AM. This is also known as hazard pay in the business or corporate world.
To qualify for flexible furlough from July 1st, employees must have been furloughed previously for at least 21 consecutive days between March 1st and June 30th. Employers can now bring back furloughed employees for any number of hours and still claim for the hours not worked, but cannot ask employees to generate revenue during their furloughed hours. Claims must be submitted monthly and cannot span both June and July without being split into two separate claims. Employees can work some hours and be furloughed in the same pay period.
Red Orange Square Shapes Simple Geometric Presentation.pptxSherrylynventura
These guidelines provide alternative work arrangements for DepEd personnel during the COVID-19 pandemic, including work from home, skeleton workforce, and staggered hours. Offices must prioritize essential services while ensuring safety. Schools focus on implementing distance learning and preparing for the new school year. Various arrangements allow personnel to work partially on-site and remotely on a rotating basis. Performance will be monitored using daily logs and accomplishment reports.
This document outlines the general office rules and regulations of the PSA Employee Handbook. It details 10 rules covering conduct, working hours, leave attendance, tardiness, entitlements, and leave policies. Key points include allowing flexible work arrangements, regular working hours, lunch and snack breaks, policies for sick leave, vacation leave, mandatory leave, and special leave privileges for events and emergencies. Leave for job injuries and parental leave for solo parents are also addressed.
Similar to Powerpoint-Presentation-on-Policies-on-FWA-16-June-2022.pdf (20)
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
1. Orientation on the
POLICIES ON
FLEXIBLE WORK ARRANGEMENTS
IN THE GOVERNMENT
A collaboration between the Civil Service Institute and
Human Resource Policies and Standards Office
16 June 2022
3. Regular WHs
8:00 a.m. – 12:00 noon
1:00 p.m. – 5:00 p.m.
Flexible WHs
7:00 a.m. – 7:00 p.m.
Other WHs
a. Shifting
b. Staggered Work
c. Others CSC-approved WHs
a
b
c
Government
Working Hours
(WHs)
4. Government Work
Schedule
Regular Working Days
Monday to Friday
Other Working Days
a. A combination of any 5
days including Saturday
and/or Sunday
b. 4-day work-week within
Monday to Friday
c. Other Work Arrangements
a
b
5. Who are covered?
All appointive government officials and
employees are required to report for work
during their regular work schedule except
holidays or work suspension as may be
declared by the President or authorized
official.
GOVERNMENT
WORKING HOURS
6. CSC MC No. 22, s. 2014 re: Adoption of Four-day
Workweek Scheme in Government Agencies in
Metro Manila
CSC MC No. 25, s. 2019 re: Revised Guidelines
on Flexible Working Hours in the Government
(amending CSC Res. No. 89-256 dated April 21,
1989 that implements Sec. 6, Rule VII of the
Omnibus Rules implementing Book V of EO 292)
Alternative Work Arrangements
Issuances
(Pre-COVID-19 Pandemic)
7. Alternative Work Arrangements
Issuances
(During COVID-19
Pandemic)
CSC MC No. 7, s. 2020 re: Interim Guidelines on
Alternative Work Arrangements and Support
Mechanisms for Workers in the Government for the
Duration of the State of Public Health Emergency
Pursuant to Proclamation No. 922
8.
Work Arrangements in Government
HR Initiatives
(During the emergence
of COVID-19 Pandemic)
CSC Announcement No. 12, 16 March 2020
a. Work-from-Home
b. Skeletal Workforce
c. 4-day/Compressed Workweek
d. Staggered Work Schedule
CSC Announcement No. 13, 17 March 2020
a. Work-from-Home; and
b. Skeletal Workforce for agencies with frontline
services, border patrols, and critical services
9.
Work Arrangements in Government
CSC MC No. 10, s. 2020, disseminating CSC
Resolution No. 2000540 dated 7 May 2020 -
Revised Interim Guidelines on Alternative Work
Arrangements and Support Mechanisms for
Workers in the Government during the Period of
State of Public Health Emergency due to COVID-19
(RIGAWA)
HR Initiatives
(During the emergence of
COVID-19 Pandemic)
10. Work Arrangements in Government
CSC MC No. 18, s. 2020, disseminating CSC
Resolution No. 2000912, dated 14 October 2020
- Amendment to the Revised Interim Guidelines on
Alternative Work Arrangements and Support
Mechanisms for Workers in the Government during
the Period of State of Public Health Emergency
due to COVID-19 (ARIGAWA)
HR Initiatives
(During the emergence of
COVID-19 Pandemic)
12. CSC Resolution No. 2200209, 18 May 2022
Date of Effectivity
15 JUNE 2022 or after fifteen (15)
days from its publication in the
Businessworld on 31 May 2022
Policies on Flexible Work Arrangements in the Government
13. Institutionalize relevant and appropriate work arrangements
• to ensure efficient and effective performance of
governmental functions and delivery of public services,
and
• to ensure protection the health, safety, and welfare, of
government officials and employees at all times.
Policies on Flexible Work Arrangements in the Government
General Objectives
14. To ensure protection of the health, safety, and welfare at all
times;
To ensure that officials and employees achieve the
objectives set by the organization, and, in the same way,
the organization achieves the objectives that it has set itself
in its strategic plan under any circumstance;
Policies on Flexible Work Arrangements in the Government
Specific Objectives
15. To boost the morale and enhance the welfare of officials
and employees by giving them the opportunity to
accomplish their task/s through appropriate work
arrangement/s - increasing employee productivity and
performance, and allowing work-life balance;
To encourage agencies to adopt ICT-enabled work and
relevant tasks that can be performed remotely; and
Policies on Flexible Work Arrangements in the Government
Specific Objectives
16. To provide reasonable work arrangement/s to:
- senior citizens
- PWDs
- pregnant and nursing mothers
- immunocompromised individuals or persons with
chronic conditions
- those who suffered from accidents affecting mobility
but can physically and mentally work
Policies on Flexible Work Arrangements in the Government
Specific Objectives
17. Who
Are
Covered?
A. Government agencies:
1. Constitutional Bodies;
2. Departments, Bureaus, and
Agencies of the National Government;
3. GOCCs with original charters;
4. SUCs; and
5. LGUs;
Scope and Coverage:
Policies on Flexible Work Arrangements in the Government
18. Who
Are
Covered?
B. All appointive government officials and
employees of the above-mentioned
agencies, regardless of status of
appointment (permanent, temporary,
provisional, substitute, coterminous, casual,
contractual or fixed term)
Scope and Coverage:
Policies on Flexible Work Arrangements in the Government
19. Who
Are
Covered?
C. JOS and COS
The Department of Budget and Management (DBM)
and/or the Commission on Audit (COA) may
formulate a parallel issuance on the matter for
contract of service (COS) and job order (JO) workers
in government, taking into consideration the same
parameters set forth in the Policies.
Scope and Coverage:
Policies on Flexible Work Arrangements in the Government
20. POLL QUESTION No. 1
Are elective officials covered
by the policies on FWA?
YES or NO
21. 21
S L I D E
Government agencies may adopt any of the following FWA:
FLEXIBLE WORK ARRANGEMENTS (FWA)
FLEXIPLACE;
01
02
03
04
COMPRESSED WORKWEEK;
SKELETON WORKFORCE;
WORK SHIFTING;
05
06
FLEXITIME; AND
OTHER FLEXIBLE WORK ARRANGEMENTS
22. Flexible Work Arrangements
is an output-oriented work arrangement that authorizes officials or
employees to render service at a location away from their office, either
in the:
on a temporary basis duly approved by the head of office/agency.
FLEXIPLACE
01
home/residence
of the official or
employee,
agency satellite
office, or
another fixed
place,
23. Flexible Work Arrangements
3 Types of Flexiplace
Work-From-Home
Work from Satellite Office
Work from Another Fixed Place
25. Flexible Work Arrangements
3 Types of Flexiplace
Work from Satellite Office
instead of reporting to their office,
report for work at their agency
satellite office near their place of
residence (e.g., central/other
regional office/ field office)
26. Flexible Work Arrangements
3 Types of Flexiplace
Work From Another Fixed Place
render service within the Philippines,
‘
at a place conducive for productive
work and efficient performance of
official duties and responsibilities,
other than their home or residence
and satellite office.
27. Flexible Work Arrangements
CONDITIONS
FOR
FLEXIPLACE
1
2
3
REGULAR - regular and recurring basis and for a
period agreed upon with the supervisor and duly
approved by the head of agency/office
SITUATIONAL - for ad-hoc task/s or assignment/s that
require/s short period of time or project-based e.g.,
project proposal preparation, reports preparation,
research, case adjudication, and other analogous
circumstances
MEDICAL - for those who are recuperating from a
medical condition
Duration shall be based on the recommendation of the
attending physician.
Request for flexiplace shall be supported by the medical
records
28. Flexible Work Arrangements
- the forty (40) hours workweek for
five (5) days is compressed to four
(4) days or less, as may be
applicable.
02 COMPRESSED WORKWEEK
29. Flexible Work Arrangements
- a minimum number is required to man
the office to render service when full
staffing is not possible.
03 SKELETON WORKFORCE
30. ● Applicable to offices/ agencies that observe
work shifting or flexible working time.
● Staggered working hours refers to the existing
24/7 shifting schedule and the flexible working
time schedule.
Flexible Work Arrangements
04 WORK SHIFTING
31. Flexible Work Arrangements
Adopt flexible time from 7:00 AM to 7:00 PM on
a daily basis provided that the required forty
(40) hours workweek is complied with.
05 FLEXITIME
32. - agencies may adopt a combination of any of
the above FWA appropriate or applicable to the
mandate/functions of the agency.
Flexible Work Arrangements
06 OTHER FLEXIBLE WORK ARRANGEMENTS
33. POLL QUESTION No. 2
What are the 3 types of
Flexiplace?
a. Work-From-Home, Work from Satellite
Office, Work from Another Fixed Place
b. Regular, Situational, Medical
c. Skeleton Workforce, Compressed
Workweek, Flexitime
d. All of the above
e. None of the above
34. General Requirements of FWA:
Officials/employees shall render work from 8:00 AM to 12:00
PM and from 1:00 PM to 5:00 PM on all days except Saturdays,
Sundays, and Holidays;
Agencies shall ensure continuous delivery of services from
8:00 AM to 5:00 PM, including lunch break, throughout the
workweek;
35. General Requirements of FWA:
Agencies shall formulate internal guidelines on the FWA they
have adopted and implemented, which are
appropriate/applicable to their mandate and functions;
The internal guidelines shall include tasks
that may be allowed to be accomplished
outside the office and other protocols such as
health emergency plans to prevent the spread
of infectious diseases
36. Parameters in the Implementation of WFH
Research
Project work, including but not limited
to, drafting of proposals/
project studies/training modules
Evaluation and formulation of
accounting, auditing and
management control systems
Policy
formulation/review/amendment
Adjudication of cases or review of
cases, including legal work
Data encoding/processing
Budget planning and forecasting
Recording, examination and
interpretation of financial records
and reports
ALLOWED
WFH TASKS
37. Other analogous tasks which require the use of a computer and the World
Wide Web (Internet) for reading, encoding, printing or submission of written
outputs for the review, evaluation or final presentation/assessment of the
immediate supervisor, the head of office or management.
Design work/drafting of drawing plans
Computer programming Database maintenance
Preparation of information
materials
Sending/receiving e-mail
HR tasks e.g. computation of
leave credits, preparation of
payroll etc., as the case maybe
ALLOWED
WFH TASKS
Parameters in the Implementation of WFH
38. General Requirements of FWA:
Agencies shall incorporate in their Public Service Continuity
Plan (PSCP) the adoption of FWA;
PSCP is an all-hazard plan to ensure continuous
delivery of services to the public amidst any
disruption. It works by highlighting internal
capacities, recovery requirements, and strategies
to minimize damage and loss to essential
processes, ensure succession of leadership, and
improve continuity capabilities of all government
entities.
39. General Requirements of FWA:
Employees under FWA shall be entitled to Compensatory
Overtime Credit/ Overtime Pay if they physically reported for
work and rendered services beyond the normal eight (8) hours
on scheduled workdays or forty (40) hours a week;
Agencies shall adopt performance standards
and timelines in accordance with EODB, in
consonance with the approved
OPCR/DPCR/IPCR to guide government
officials and employees in the performance of
their assigned task/s.
40. Illustrative Example of Performance Standards
Function/Activities Output Performance Indicator Points Operational Definition
Submission of Plans/Reports
Work and Financial Plan 24
Annual Procurement Plan
Project Procurement
16
Management Plan 16
Year-end Report (office
accomplishment)
16
Performance Contracts 16
Monthly Accomplishment 8
Report
Inventory Report
8
Policy and Systems Review,
Enhancement and
Formulation
Research Proposal # of research proposal
approved by the
Commission
24 Proposals to conduct
researches/studies/projects
approved by the Commission
Research Studies # of research reports/studies
submitted to the
Commission
40 Researches and studies conducted
for policy formulation,
program/project/systems
development, or simply for decision
making.
Administrative Concerns # of plans/reports submitted Administrative Reports required by
the Offices in the Central Office
Concept Paper # of concept papers
approved by the
Commission
24 Proposals of new actions to take.
Paper includes discussion on the
need or problem
statement, objectives and possible
solutions or methods for
implementation
41. Illustrative Example of Performance Standards
Function/Activities Output Performance Indicator Points Operational Definition
Policy and Systems Review,
Enhancement and
Formulation
Policy Guidelines # of policies/guidelines
approved by the
Commission
16 Policy/Guidelines approved by the
Commission in a from of a
Resolution, Office memorandum or
Memorandum Circular
Opinion and ruling rendered
Simple 5
Complex 10
Project/Program
Development/Implementation,
review and Monitoring
Program Enhancement # of program Proposals for
Proposals enhancement proposals enhancement/improvement of
approved by the
Commission
existing programs approved by
the Commission
Project/Program development
with pilot implementation but
not yet considered as a major
program of the Commission. This
includes program development for
enhancement of existing programs.
Outputs are rated through
submission of a Final
Project/Program Development,
Report to the Commission.
Project/Program Evaluation # of project/program
evaluation reports submitted
24 Evaluation Report on the
implementation/development of
projects or programs submitted by
the Commission.
Opinion and Rulings # of opinion and rulings
rendered
Written comments/views in
response to a query or recruits
signed by the
Head/Commission - - Queries with
precedent
- Queries with further research
Project/Program Proposals # of project/program
proposals approved by the
Commission
24 Proposals for new project/program
approved by the Commission
24
Project Development # of project/program
development reports
submitted
40
42. Illustrative Example of Performance Standards
Function/Activities Output Performance Indicator Points Operational Definition
Project/Program # of Implementation/Monitoring
Implementation/Monitoring implementation/monitoring Report on programs/projects
reports submitted being implemented by the
Commission. Reports to be
prepared periodically and by area/
unit (Semestral, Quarterly, Monthly/
yearly, central, Regional)
24
43. General Requirements of FWA:
Failure to accomplish the assigned task/s within the timelines
set by the agency may be a ground to deny subsequent
requests of employees for flexiplace work arrangement.
Agencies shall adopt a monitoring mechanism;
Agencies shall adopt the use of
videoconferencing/ teleconferencing;
44. Ongoing* Completed**
Submitted by: Noted:
______________
Date
_____________________
Employee
_______________________
Immediate Supervisor
Civil Service Commission
IBP Road, Batasan Hills, Quezon City
OFFICE OF THE ASSISTANT COMMISSIONER FOR SPECIAL CONCERNS
Note: Accom plished WFH Report shall be subm itted to the Im m ediate Supervisor on or before EOD of each working week
*indicate date started
**indicate date of Com pletion
*** for ONGOING tasks/activity kindly indicate the reason/s for the delay or non-com pletion
Requestor / Office
Status
Date Task/Activity Remarks***
Work-from-Home (WFH) Accomplishment Report
for the period_____________________________
45. General Requirements of FWA:
Agencies shall adopt security measures to ensure
confidentiality, integrity, and availability of official documents
and other relevant information. Personal data shall be
processed by the employees pursuant to RA No. 10173 or the
Data Privacy Act of 2012.
Agencies are encouraged to use the Philippine
National Public Key Infrastructure (PNPKI) of the
Department of Information, Communications and
Technology
46. General Requirements of FWA:
Online government transactions must be
implemented in accordance with COA Circular
No. 2021-006 - Guidelines on the use of
Electronic Documents , Electronic Signatures,
and Digital Signatures in Government
Transactions.
47. Parameters in the Implementation of FWA
1. Flexiplace:
A. WORK-FROM-HOME:
May be adopted anytime,
subject to mutually agreed arrangements between
the officials/employees and their supervisor;
shall apply to those whose assigned task/s
can be accomplished outside the office.
48. A. WORK-FROM-HOME:
2. May be extended to those whose task/s cannot be accomplished
at the office, satellite office, or another fixed place under the
following situations:
• emergence of a national or local outbreak of a severe
infection disease and/or occurrence of natural or man-
made calamities; and
• place of assignment is within 1 km radius from:
facilities where infected/suspected patients and public
health workers and other frontline workers are regularly
exposed to infectious diseases; and
calamity stricken area
49. A. WORK-FROM-HOME:
*When can an official/employee on WFH be considered on excused
absence?
when an agency has not assigned any other task/s to the
concerned officials and employees who were not able to
produce outputs during the emergence of national or
local outbreak of a severe infectious disease and/or the
occurrence of natural or man-made calamities
50. A. WORK-FROM-HOME:
3. Tasks assigned should be performed to the full
extent possible in terms of workhours and
workdays per workweek.
4. Employees under WFH arrangement are not
entitled to Compensatory Overtime
Credit/Overtime Pay
x
51. Parameters in the Implementation of FWA
1. Flexiplace:
B. WORK FROM SATTELITE OFFICE:
1. Shall apply to those whose task/s can be accomplished outside
the office but may need equipment/facilities that are available in
the nearest satellite office
Requires approval from their immediate supervisor or next higher
officer in order that workload arrangement costs incurred by the
satellite office may be properly coordinated
52. S
B. WORK FROM SATTELITE OFFICE:
2. May be allowed:
when officials or employees cannot report for work due
to natural or man-made calamities except when WFH is
required by the Office of the President or proper
authorities;
to those who are stranded due to quarantine protocols,
unavailability of transportation or inaccessible road may
be allowed to work at agency satellite offices.
3. Shall still comply with the prescribed working hours of
40 hours per workweek
53. Parameters in the Implementation of FWA
1. Flexiplace:
C. WORK FROM ANOTHER FIXED PLACE:
1. Shall apply to those whose task/s can be accomplished outside
the office, at a place conducive for productive and efficient
performance of official duties and responsibilities, other than their
home, residence, or satellite office.
Requires approval from their immediate supervisor or next higher
officer.
54. S
C. WORK FROM ANOTHER FIXED PLACE:
2. May apply to:
Officials/employees whose task/s cannot be accomplished
outside the office and are stranded at a place away from their
home or satellite office;
Provided that the agency has assigned alternative task/s
subject to the performance standards and timelines for its
completion in consonance with the approved OPCR/DPCR/IPCR
and existing CSC rules;
55. S
C. WORK FROM ANOTHER FIXED PLACE:
3. May also be applied to those who are
stranded due to quarantine protocols,
unavailability of transportation, or
inaccessible road subject to existing
CSC rules.
4. Task/s assigned to government officials or employees
should be performed to the full extent possible in
terms of workhours and workdays per workweek.
5. Agency takes full responsibility on the grant of
WFAFP and verification of employees entitlement.
6. Employees under WFAFP arrangement are not
entitled to Compensatory Overtime Credit/Overtime
Pay.
56. POLL QUESTION No. 3
Under what type of Flexiplace work
arrangement is an employee entitled to
Compensatory Overtime
Credit/Overtime Pay?
a. Work-From-Home
b. Work from Satellite Office
c. Work from Another Fixed Place
d. All of the above
e. None of the above
57. Parameters in the Implementation of FWA
2. Compressed Workweek:
May be allowed to those:
A. whose task/s or portions thereof cannot be accomplished outside
the office, particularly those on skeleton workforce observing the
four (4)-day workweek, and
B. identified by the agency/office head necessary for the continued
operation of the office in order not to prejudice public service
delivery.
58. S 2. Compressed Workweek:
Workweek options:
• Monday to Thursday, Tuesday to Friday,
• Monday to Tuesday, and Thursday to Friday,
or
• a combination of workdays less than the
prescribed five (5)-day workweek provided
that public service delivery shall not be
prejudiced during the whole workweek
(Monday to Friday).
59. Parameters in the Implementation of FWA
3. Skeleton Workforce:
Skeleton Workforce (SWF) may be adopted, only
when full staffing is not possible;
Shall comply with the normal working hours of not less than eight
hours a day for five days a week or a total of forty (40) hours a
week exclusive of time for lunch;
60. S
3. Skeleton Workforce:
If this work arrangement is adopted in combination with
other flexible work arrangements, the required working
hours thereof shall be complied with.
The total number to make up the skeleton
workforce shall be determined by the head of
agency; and
61. S
3. Skeleton Workforce:
Those who failed to report to office onsite on their assigned
working days shall be considered absent either as:
authorized or unauthorized vacation
leave, or
sick leave of absence if medical
certificate is presented
62. Parameters in the Implementation of FWA
4. Work Shifting
Shall apply to agencies mandated by law to operate 24-hour
continuous service delivery on a daily basis
May also apply to those required to observe
workplace health and safety protocols during the
emergence of any infectious disease, and those
agencies affected by natural or man-made
calamities
63. S 4. Work Shifting
Schedule shall be made with prior consultation
with government officials and employees who
are senior citizens, PWDs, pregnant and nursing
mothers, and those with health risks
64. Parameters in the Implementation of FWA
5. Flexitime:
May be adopted provided that they shall render
not less than a total of forty (40) hours a week for
five (5) days a week, exclusive of time for lunch
Shall start not earlier than 7:00 AM and end not later
than 7:00 PM
65. S
5. Flexitime:
Officials/employees may choose their time to report for work
(time-in) in the morning and time to leave the office (time-
out) daily for the duration of the period subject to the
approval of the agency/office head.
Head of departments, offices, and agencies
shall, however, ensure that the public is assured
of their frontline services from 8:00 AM to 5:00
PM, including lunch break.
66. S
5. Flexitime:
In the exigency of the service, working days may also be altered to
include Saturdays and Sundays; Provided that employees who work
on such days may choose compensatory days-off during weekdays,
provided further that the Saturday and Sunday are regular workdays
and not cases of overtime.
Flexitime may be adopted in case the
Daylight-Saving Time is declared by the
proper authorities subject to the provisions
on Flexitime of these policies.
67. Parameters in the Implementation of FWA
6. Combination of FWA:
Agencies may adopt a combination of any of the FWA that are
appropriate/applicable to the agency mandate/functions as well as the
location of their workplace:
Skeleton Workforce and WFH;
Compressed Workweek and WFH;
Work Shifting and WFH;
Combination of the 3 types of flexiplace; or
Other combination of work arrangements.
68. Sample Combinations of FWA
Flexible Work
Arrangements
Working Hours
Skeleton
Workforce
and WFH
Three (3) days in the office and two (2) days WFH at eight (8) hours per day;
A minimum of four (4) hours to be spent in the office/field and the remaining
hours in WFH per day; provided the forty (40)-hour workweek requirement shall
be complied with.
Work Shifting
and WFH
Three (3) days Work Shifting in the office and two (2) days WFH at eight (8)
hours per day;
Agencies may adopt two (2) work shifts in a day, e.g., 7:00 AM -1:00 PM and 1:00
PM – 7:00 PM exclusive of lunch/dinner, provided that it shall be in combination
with WFH work arrangement to comply with the required forty (40)-hour
workweek.
Compressed
Workweek and
WFH
A minimum of six (6) hours to be spent in the office/field and the remaining
hours in WFH for four (4) days; or
Two (2) days spent in the office/ field and two (2) days in WFH at ten (10) hours
per day
Provided that the required forty (40)-hour workweek shall be complied with.
69. POLL QUESTION No. 4
When an agency adopts flexitime, the
working hours of government officials
and employees start earlier than 7:00
AM and end later than 7:00 PM.
TRUE or FALSE
72. EMPLOYEES
BENEFITS
Equal opportunities
• awards,
• promotions,
• training, and
• career development
(e.g., Information Technology-literacy
programs and other related employment
considerations),
• regardless of the work arrangement that
they have adopted, in consonance with
the existing civil service law, rules and
regulations
73. EMPLOYEES
BENEFITS
Medical benefits to those who sustained
wounds and/or injuries while in the
performance of their official duties
regardless of their work arrangement
subject to the conditions under:
• CSC-DBM Joint Circular No. 1, s. 2006, as
amended by CSC-DBM Joint Circular No.
1, s. 2015, and
• the agency’s Collective Negotiation
Agreement with the accredited employees’
association.
74. ICT
RESOURCES
• Agencies are enjoined to invest on
annual subscriptions to software;
• Personal devices and equipment of
government officials and employees
may be used if the provision of agency-
owned ICT resources is not feasible;
• Agencies shall adopt measures to
ensure protection of government
properties (e.g., office equipment) and
provide necessary support
75. POLL QUESTION No. 5
When there is a declaration of Daylight-
Saving Time by the proper authorities,
what Flexible Work Arrangement may
be adopted by the agency?
a. Work-From-Home
b. Skeleton Workforce
c. Flexitime
d. All of the above
e. None of the above
76. Agencies shall formulate internal guidelines
on Flexible Work Arrangements.
Agencies shall disseminate the FWA
Internal Guidelines to all its officials and
employees.
Agencies shall submit a copy of the FWA
Internal Guidelines to the CSC RO
concerned for records and reference
purposes.