This document outlines Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and transfers cultural agencies and school sports programs to other departments. The act defines roles and responsibilities at each level of governance, from national to school levels. It aims to improve access to and quality of basic education for all learners.
This document outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local authorities. The act aims to promote access to quality basic education for all citizens.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
This document outlines the key provisions of the 1982 Education Act of the Philippines. It establishes the national developmental goals of economic development, social progress, and national unity. It declares the right to quality education for all individuals regardless of attributes. The document defines the formal education system, rights of students, parents, and school personnel, and duties of various stakeholders to uphold educational objectives in support of national goals. It provides the objectives for elementary, secondary, and tertiary levels of education to train manpower and develop professions to advance the nation.
Ra9155: Governance of Basic Education Act of 2001kristin cepeda
This document outlines the governance framework for basic education in the Philippines under Republic Act No. 9155. It establishes the Department of Education (DepEd) as having overall authority and responsibility for ensuring access to and improving the quality of basic education. Governance is shared between national, regional, division, and school/learning center levels. The DepEd Secretary has overall supervision at the national level, while regional offices are responsible for educational policy, planning, standards, and resource management at the regional level. Division offices oversee implementation of education plans and management of resources, personnel, and school operations at the division level. Schools/learning centers are responsible for teaching national values and implementing basic education programs.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.
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 outlines the framework for governance of basic education in the Philippines according to Republic Act No. 9155. It renames the Department of Education, Culture and Sports to the Department of Education, and defines the roles and responsibilities at the national, regional, division, district, and school levels. Key points include establishing shared governance and accountability across all levels, defining terms related to basic education, and transferring cultural agencies to focus the department solely on education.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local authorities. The act aims to promote access to quality basic education for all citizens.
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
This document outlines the key provisions of the 1982 Education Act of the Philippines. It establishes the national developmental goals of economic development, social progress, and national unity. It declares the right to quality education for all individuals regardless of attributes. The document defines the formal education system, rights of students, parents, and school personnel, and duties of various stakeholders to uphold educational objectives in support of national goals. It provides the objectives for elementary, secondary, and tertiary levels of education to train manpower and develop professions to advance the nation.
Ra9155: Governance of Basic Education Act of 2001kristin cepeda
This document outlines the governance framework for basic education in the Philippines under Republic Act No. 9155. It establishes the Department of Education (DepEd) as having overall authority and responsibility for ensuring access to and improving the quality of basic education. Governance is shared between national, regional, division, and school/learning center levels. The DepEd Secretary has overall supervision at the national level, while regional offices are responsible for educational policy, planning, standards, and resource management at the regional level. Division offices oversee implementation of education plans and management of resources, personnel, and school operations at the division level. Schools/learning centers are responsible for teaching national values and implementing basic education programs.
This document outlines the rights of students, teachers, and administrators as established in an education act. It establishes an integrated education system for both public and private schools. The act aims to promote equal access to quality education for all citizens regardless of personal characteristics and to protect the rights of teachers and administrators while performing their duties. It also defines the national development goals for education and the rights of governing boards and institutions of higher education.
This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.
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.
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.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
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.
Indigenous peoples education curriculum of the PhilippinesBobby Mascarenas
The document outlines an alternative learning system (ALS) curriculum for indigenous peoples in the Philippines with the goal of achieving functional literacy. The curriculum aims to develop five key competencies in students: 1) effective communication, 2) scientific and critical thinking, 3) developing self and community, 4) sustainable use of resources, and 5) expanding one's world view. It emphasizes teaching subjects like family life, health, civic participation, economics, and environmental protection from an indigenous perspective using culturally-appropriate methods. The curriculum is designed using a rights-based approach to uphold indigenous peoples' social and cultural integrity as well as self-determination.
This document establishes a framework for governance of basic education in the country. It renames the Department of Education, Culture and Sports to the Department of Education and defines the roles and responsibilities within the education system. The goals are to provide skills, knowledge and values to students to become productive citizens and establish authority and accountability. It outlines the national, regional, and school level offices and their respective powers, duties and functions.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Legal bases of philippine educational systemRaffy Paller
The document discusses the Philippine constitution and various laws related to education:
1) The Philippine constitution mandates that the state protect citizens' right to quality education at all levels and take steps to ensure accessibility.
2) The Education Act of 1982 and Educational Development Decree of 1972 both aim to use education to achieve national development goals like economic growth, social progress, and national unity.
3) The Higher Education Act of 1994 protects citizens' right to affordable higher education and ensures academic freedom to promote intellectual growth and research.
Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.
This document outlines the key points of the Philippine Professionalization Act of 1994. The act was passed to regulate teacher licensure exams and professionalize the teaching profession to ensure a responsible and literate citizenry. It establishes a Board for Professional Teachers to set ethics standards and qualifications. Teachers must pass the licensure exam, get enrolled in the professional registry, take an oath, and obtain a license before they can legally practice teaching. The act also includes penal provisions for those practicing without a license, including fines and imprisonment.
The document summarizes the key aspects of the K-12 basic education program in the Philippines. It aims to standardize the education system to 12 years of basic education, in line with international standards. This will better prepare students for higher education, employment, or entrepreneurship by equipping them with 21st century skills. The K-12 program adds two additional years to the previous 10-year basic education, with specialized tracks for senior high school students. It is designed to address issues like insufficient mastery of competencies and poor performance on international assessments under the previous 10-year system.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
R.A. 8980 establishes a national early childhood care and development (ECCD) system to promote the holistic development of children ages 0-6. It defines ECCD as a range of health, nutrition, education and social services. The law aims to improve child survival, development, and transition to primary school through integrated interventions. It also seeks to enhance caregiver capabilities and establish quality standards for ECCD programs.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
This document outlines the criteria and scoring system used to evaluate candidates for teaching positions. It discusses the following criteria: performance ratings, experience, outstanding accomplishments, education and training, potential, psychosocial attributes, and demonstration teaching. Points are assigned to each criterion, such as 35 points for performance ratings, 5 points for experience, and 20 points for outstanding accomplishments. Requirements are provided for each section, such as years of experience and level of education. The document also addresses promotion requirements, reclassification procedures, and documents needed for application.
The document summarizes the organizational structure of the Philippine education system. It outlines that the Department of Education (DepEd) is organized into a central office that administers basic education nationally and field offices that administer regionally and locally. It also describes the management structure from the regional director level down to school heads. Key parts of the structure include 16 regional offices, 157 schools divisions, 2,227 school districts, and over 48,000 public and private schools. The Governance of Basic Education Act of 2001 transformed DECS into DepEd and redefined the roles of field offices.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
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 provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and gives the department authority over basic education policy, planning, standards, and outcomes assessment. The act defines terms related to basic education and establishes principles of shared governance between national, regional, and local levels. It outlines the powers and duties of the Secretary of Education and regional education directors to implement basic education.
RA 9155 or Governance of Basic Education Act of 2001Joey Valdriz
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It also defines the roles and responsibilities at the national, regional, division, district, and school levels to implement educational programs. Additionally, it transfers cultural agencies to the National Commission for Culture and the Arts and abolishes the Bureau of Physical Education and School Sports, transferring functions to other agencies.
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.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
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.
Indigenous peoples education curriculum of the PhilippinesBobby Mascarenas
The document outlines an alternative learning system (ALS) curriculum for indigenous peoples in the Philippines with the goal of achieving functional literacy. The curriculum aims to develop five key competencies in students: 1) effective communication, 2) scientific and critical thinking, 3) developing self and community, 4) sustainable use of resources, and 5) expanding one's world view. It emphasizes teaching subjects like family life, health, civic participation, economics, and environmental protection from an indigenous perspective using culturally-appropriate methods. The curriculum is designed using a rights-based approach to uphold indigenous peoples' social and cultural integrity as well as self-determination.
This document establishes a framework for governance of basic education in the country. It renames the Department of Education, Culture and Sports to the Department of Education and defines the roles and responsibilities within the education system. The goals are to provide skills, knowledge and values to students to become productive citizens and establish authority and accountability. It outlines the national, regional, and school level offices and their respective powers, duties and functions.
This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.
Legal bases of philippine educational systemRaffy Paller
The document discusses the Philippine constitution and various laws related to education:
1) The Philippine constitution mandates that the state protect citizens' right to quality education at all levels and take steps to ensure accessibility.
2) The Education Act of 1982 and Educational Development Decree of 1972 both aim to use education to achieve national development goals like economic growth, social progress, and national unity.
3) The Higher Education Act of 1994 protects citizens' right to affordable higher education and ensures academic freedom to promote intellectual growth and research.
Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.
This document outlines the key points of the Philippine Professionalization Act of 1994. The act was passed to regulate teacher licensure exams and professionalize the teaching profession to ensure a responsible and literate citizenry. It establishes a Board for Professional Teachers to set ethics standards and qualifications. Teachers must pass the licensure exam, get enrolled in the professional registry, take an oath, and obtain a license before they can legally practice teaching. The act also includes penal provisions for those practicing without a license, including fines and imprisonment.
The document summarizes the key aspects of the K-12 basic education program in the Philippines. It aims to standardize the education system to 12 years of basic education, in line with international standards. This will better prepare students for higher education, employment, or entrepreneurship by equipping them with 21st century skills. The K-12 program adds two additional years to the previous 10-year basic education, with specialized tracks for senior high school students. It is designed to address issues like insufficient mastery of competencies and poor performance on international assessments under the previous 10-year system.
The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
R.A. 8980 establishes a national early childhood care and development (ECCD) system to promote the holistic development of children ages 0-6. It defines ECCD as a range of health, nutrition, education and social services. The law aims to improve child survival, development, and transition to primary school through integrated interventions. It also seeks to enhance caregiver capabilities and establish quality standards for ECCD programs.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
This document outlines the criteria and scoring system used to evaluate candidates for teaching positions. It discusses the following criteria: performance ratings, experience, outstanding accomplishments, education and training, potential, psychosocial attributes, and demonstration teaching. Points are assigned to each criterion, such as 35 points for performance ratings, 5 points for experience, and 20 points for outstanding accomplishments. Requirements are provided for each section, such as years of experience and level of education. The document also addresses promotion requirements, reclassification procedures, and documents needed for application.
The document summarizes the organizational structure of the Philippine education system. It outlines that the Department of Education (DepEd) is organized into a central office that administers basic education nationally and field offices that administer regionally and locally. It also describes the management structure from the regional director level down to school heads. Key parts of the structure include 16 regional offices, 157 schools divisions, 2,227 school districts, and over 48,000 public and private schools. The Governance of Basic Education Act of 2001 transformed DECS into DepEd and redefined the roles of field offices.
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
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 provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and gives the department authority over basic education policy, planning, standards, and outcomes assessment. The act defines terms related to basic education and establishes principles of shared governance between national, regional, and local levels. It outlines the powers and duties of the Secretary of Education and regional education directors to implement basic education.
RA 9155 or Governance of Basic Education Act of 2001Joey Valdriz
This document summarizes key aspects of Republic Act No. 9155, which establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It also defines the roles and responsibilities at the national, regional, division, district, and school levels to implement educational programs. Additionally, it transfers cultural agencies to the National Commission for Culture and the Arts and abolishes the Bureau of Physical Education and School Sports, transferring functions to other agencies.
This document is a Republic Act that establishes a framework for governance of basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and defines its powers and responsibilities at the national and regional levels. At the national level, the Secretary of Education is responsible for formulating educational policies, standards, and plans. At the regional level, each regional office is responsible for defining educational policy frameworks, developing regional plans and standards, and monitoring outcomes to reflect local needs and values. The purpose is to improve access to and quality of basic education.
20010811 ra-9155- Governance for Basic Educationtitserchriz Gaid
This document is the Republic Act No. 9155 which establishes a framework for governance of basic education in the Philippines. It defines the roles and responsibilities at each level of governance - from the national Department of Education down to individual schools. It aims to improve the quality of basic education by empowering schools and promoting accountability. It also transfers some cultural agencies to a new oversight body and abolishes the Bureau of Physical Education.
This document summarizes key aspects of Republic Act 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education, and transfers some cultural agencies to the National Commission for Culture and the Arts. It also abolishes the Bureau of Physical Education and School Sports, transferring its functions to the Philippine Sports Commission. The act aims to improve learning outcomes and quality of basic education by defining roles and responsibilities, and setting policies and standards for educational authorities.
AN ACT INSTITUTING A FRAME WORK OF GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
This document summarizes Republic Act No. 9155, also known as the Governance of Basic Education Act of 2001. Some key points:
- It establishes a framework for governance of basic education in the Philippines and defines the roles and responsibilities at the national, regional, division, district, and school levels.
- Authority over basic education is centralized under the Department of Education. Related functions under the Department of Education, Culture and Sports are transferred to new agencies.
- The objectives include improving access to and quality of education, increasing accountability, and encouraging local initiatives and community involvement in education.
Legal Bases of School-Based Management
Four principles are the basis for validating the school's SBM Level of Practice: Leadership and Governance, Curriculum and Learning, Accountability and Continuous Improvement, and Management of Resources.
This document outlines Republic Act No. 9155, which establishes a framework for governance in basic education in the Philippines. It renames the Department of Education, Culture and Sports to the Department of Education. It defines the roles and responsibilities of officials at the national, regional, division, district, and school levels to decentralize governance and empower local decision making. It aims to promote access, equity and quality in basic education.
The document outlines the Republic Act No. 10533 which enhances the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education. It declares the state's policy to establish a complete and integrated education system to develop productive citizens. Key provisions include increasing basic education to Kindergarten plus 12 years, developing the curriculum in consultation with stakeholders, and conducting training programs for teachers and school leaders to implement the new curriculum.
This document summarizes the key points of Republic Act No. 10533, also known as the K to 12 Law, which establishes universal kindergarten and adds 2 years to basic high school education in the Philippines. The law aims to provide students with a more globally competitive education and better prepare them for employment or higher education. It outlines changes to the curriculum, teacher training, career guidance services, and public-private partnerships to support implementation of the enhanced K to 12 basic education program.
This document establishes the Bureau of Alternative Learning System (BALS) through an Executive Order signed by President Gloria Macapagal-Arroyo. It renames the Bureau of Non-formal Education to BALS and outlines its functions of addressing learning needs of marginalized groups, coordinating skills development, and ensuring access to educational opportunities. It provides funding for BALS to come from present Department of Education funds and future appropriations acts.
This document outlines the Governance of Basic Education Act of 2001 which establishes a framework for shared governance in the Philippine education system. It defines the roles and responsibilities at the national, regional, division, district and school levels. It aims to decentralize authority while maintaining national standards and accountability. Key provisions include establishing the Department of Education as responsible for education governance, defining the powers of officials at each level, and outlining the principles of shared governance between central and local authorities.
Alternative learning system in the philippinesJhen Fernando
This document discusses the history and development of nonformal education (NFE) and the alternative learning system (ALS) in the Philippines. It outlines key events such as the establishment of civic education lectures in 1908, the creation of the Adult Education Office in 1936, and the designation of the Bureau of Nonformal Education and later the Bureau of Alternative Learning System to oversee NFE/ALS programs. The goals of NFE/ALS are to promote accessible basic education for all and provide alternative learning opportunities. The objectives are to enhance participants' skills and employability through literacy, livelihood, and certification programs.
The document is the Enhanced Basic Education Act of 2013, which aims to strengthen the Philippine basic education system. It does this by increasing compulsory basic education to 13 years (kindergarten plus 6 years of elementary plus 6 years of secondary education). It also outlines reforms to the curriculum, teacher training, and appropriations to support the new K-12 system.
The document provides information about Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education (DepEd) organizational structure. The course has two modules: Module 1 covers DepEd's organizational structure and processes, while Module 2 discusses relevant laws for teachers. Module 1 includes sessions on the history of the Philippine public education system and DepEd's central, regional, and school offices. It aims to help teachers understand DepEd's roles and responsibilities and respond to scenarios using their knowledge of DepEd's structure and processes.
The document summarizes Republic Act No. 9155, which establishes the framework for governance of basic education in the Philippines. It defines key terms and outlines the objectives, principles, and governance structure of basic education. The governance structure includes national, regional, division, and school/learning center levels, with defined powers, duties, and functions at each level. The Department of Education (DepEd) has overall authority and accountability for ensuring access to and improving quality of basic education. Regional and division offices are responsible for implementing educational programs and services according to national policies and regional/local needs. Schools/learning centers aim to provide the best possible basic education.
Implementing rules and regulations ra 10533Myra Ramos
This document provides the implementing rules and regulations (IRR) for the Enhanced Basic Education Act of 2013. It outlines key provisions of the act such as defining basic education as kindergarten through secondary education. It also describes the enhanced basic education program which includes at least 1 year of kindergarten, 6 years of elementary school, and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school. The IRR also covers curriculum development, qualifications for teachers, regulation of private schools, and career guidance programs.
Implementing rules and regulations of k to 12Allan Gulinao
This document provides the implementing rules and regulations for the Enhanced Basic Education Act of 2013. It defines key terms, outlines the scope of basic education which now includes kindergarten and 12 years of elementary and secondary education. It also discusses provisions for developing an inclusive curriculum that follows standards like being learner-centered and using the mother tongue as the primary language of instruction, especially in early grades of elementary school. The rules aim to strengthen and expand basic education in the Philippines as mandated by the new law.
The document provides an overview of Course 5 of the Teacher Induction Program, which introduces teachers to the Department of Education's organizational structures and relevant laws surrounding teachers' roles and responsibilities. The course is divided into two modules: 1) DepEd Organizational Structure and Processes, and 2) Relevant Laws for Teachers. Module 1 discusses the history of public education in the Philippines and the organizational structures of DepEd at the central, regional, division, and school levels. It aims to help teachers understand how DepEd works to support the education system and respond to situations using the proper laws and processes. Module 2 will cover laws related to the teaching profession.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
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The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Republic Act No. 9155
1. Republic Act No. 9155
Republic of the Philippines
Congress of the Philippines
Third Regular Session
2. Republic Act 9155
AN ACT INSTITUTING A FRAMEWORK OF
GOVERNANCE FOR BASIC EDUCATION,
ESTABLISHING AUTHORITY AND
ACCOUNTABILITY, RENAMING THE DEPARTMENT
OF EDUCATION, CULTURE AND SPORTS AS THE
DEPARTMENT OF EDUCATION, AND FOR OTHER
PURPOSES
3. Republic Act 9155
Be it enacted by the Senate and House of Representatives of the
Philippines in Congress assembled:
SECTION 1. Short Title. – This Act shall be known as the
“Governance of Basic Education Act of 2001.”
SECTION 2. Declaration of Policy. – It is hereby declared the
policy of the State to protect and promote the right of all citizens
to quality basic education and to make such education accessible
to all by providing all Filipino children a free and compulsory
4. Republic Act 9155
and free education in the high school level. Such education shall
also include alternative learning systems for out-of-school youth
and adult learners. It shall be the goal of basic education to
provide them with the skills, knowledge and values they need to
become caring, self- reliant, productive and patriotic citizens.
The school shall be the heart of the formal education system. It
is where children learn. Schools shall have a single aim of
providing the best possible basic education for all learners.
5. Republic Act 9155
Governance of basic education shall begin at the national level.
It is at the regions, divisions, schools and learning centers —
herein referred to as the field offices — where the policy and
principle for the governance of basic education shall be
translated into programs, projects and services developed,
adapted and offered to fit local needs.
6. Republic Act 9155
The State shall encourage local initiatives for improving the
quality of basic education. The State shall ensure that the values,
needs and aspirations of a school community are reflected in the
program of education for the children, out-of-school youth and
adult learners. Schools and learning centers shall be empowered
to make decisions on what is best for the learners they serve.
SECTION 3. Purposes and Objectives. – The purposes and
objectives of this Act are:
7. Republic Act 9155
(a) To provide the framework for the governance of basic
education which shall set the general directions for educational
policies and standards and establish authority, accountability and
responsibility for achieving higher learning outcomes;
(b) To define the roles and responsibilities of, and provide
resources to, the field offices which shall implement educational
programs, projects and services in communities they serve;
8. Republic Act 9155
(c) To make schools and learning centers the most important
vehicle for the teaching and learning of national values and for
developing in the Filipino learners love of country and pride in
its rich heritage;
(d) To ensure that schools and learning centers receive the kind
of focused attention they deserve and that educational programs,
projects and services take into account the interests of all
members of the community;
9. Republic Act 9155
(e) To enable the schools and learning centers to reflect the
values of the community by allowing teachers/learning
facilitators and other staff to have the flexibility to serve the
needs of all learners;
(f) To encourage local initiatives for the improvement of
schools and learning centers and to provide the means by which
these improvements may be achieved and sustained; and
10. Republic Act 9155
(f) To encourage local initiatives for the improvement of
schools and learning centers and to provide the means by which
these improvements may be achieved and sustained; and
11. Republic Act 9155
(g) To establish schools and learning centers as facilities where
schoolchildren are able to learn a range of core competencies
prescribed for elementary and high school education programs
or where the out-of-school youth and adult learners are provided
alternative learning programs and receive accreditation for at
least the equivalent of a high school education.
12. Republic Act 9155
SECTION 4. Definition of Terms. – For purposes of this Act,
the terms or phrases used shall mean or be understood as
follows:
(a) Alternative Learning System - is a parallel learning system
to provide a viable alternative to the existing formal education
instruction. It encompasses both the non-formal and informal
sources of knowledge and skills;
13. Republic Act 9155
(b) Basic Education - is the education intended to meet basic
learning needs which lays the foundation on which subsequent
learning can be based. It encompasses early childhood,
elementary and high school education as well as alternative
learning systems for out-of-school youth and adult learners and
includes education for those with special needs;
(c) Cluster of Schools - is a group of schools which are
geographically contiguous and brought together to improve the
learning outcomes;
14. Republic Act 9155
(d) Formal Education - is the systematic and deliberate
process of hierarchically structured and sequential learning
corresponding to the general concept of elementary and
secondary level of schooling. At the end of each level, the
learner needs a certification in order to enter or advance to the
next level;
(e) Informal Education - is a lifelong process of learning by
which every person acquires and accumulates knowledge, skills,
15. Republic Act 9155
,attitudes and insights from daily experiences at home, at work,
at play and from life itself;
(f) Integrated Schools - is a school that offers a complete
basic education in one school site and has unified instructional
programs;
(g) Learner - is any individual seeking basic literacy skills and
functional life skills or support services for the improvement of
the quality of his/her life;
16. Republic Act 9155
(h) Learning Center - is a physical space to house learning
resources and facilities of a learning program for out-of-school
youth and adults. It is a venue for face-to-face learning activities
and other learning opportunities for community development
and improvement of the people‘s quality of life;
(i) Learning Facilitator - is the key-learning support person
who is responsible for supervising/facilitating the learning
process and activities of the learner;
17. Republic Act 9155
(j) Non-Formal Education - is any organized, systematic
educational activity carried outside the framework of the formal
system to provide selected types of learning to a segment of the
population;
(k) Quality Education - is the appropriateness, relevance and
excellence of the education given to meet the needs and
aspirations of an individual and society;
18. Republic Act 9155
(l) School - is an educational institution, private and public,
undertaking educational operation with a specific age-group of
pupils or students pursuing defined studies at defined levels,
receiving instruction from teachers, usually located in a building
or a group of buildings in a particular physical or cyber site; and
(m) School Head - is a person responsible for the administrative
and instructional supervision of the school or cluster of schools.
19. Republic Act 9155
CHAPTER 1
Governance of Basic Education
Sec. 5. Principles of Shared Governance.
(a) Shared governance is a principle which recognizes that every
unit in the education bureaucracy has a particular role, task and
responsibility inherent in the office and for which it is
principally accountable for outcomes;
20. Republic Act 9155
(b) The process of democratic consultation shall be observed in
the decision-making process at appropriate levels. Feedback
mechanisms shall be established to ensure coordination and
open communication of the central office with the regional,
division and school levels;
(c) The principles of accountability and transparency shall be
operationalized in the performance of functions and
responsibilities at all levels; and
21. Republic Act 9155
(d) The communication channels of field offices shall be
strengthened to facilitate flow of information and expand
linkages with other government agencies, local government
units and nongovernmental organizations for effective
governance;
SECTION 6. Governance. – The Department of Education,
Culture and Sports shall henceforth be called the Department of
Education. It shall be vested with authority, accountability and
22. Republic Act 9155
responsibility for ensuring access to, promoting equity in, and
improving the quality of basic education. Arts, culture and sports
shall be as provided for in Sections 8 and 9 hereof.
SECTION 7. Powers, Duties and Functions. – The Secretary
of the Department of Education shall exercise overall authority
and supervision over the operations of the Department.
23. Republic Act 9155
A. National Level
In addition to his/her powers under existing laws, the Secretary
of Education shall have authority, accountability and
responsibility for the following:
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;
(4) Monitoring and assessing national learning outcomes;
24. Republic Act 9155
(5) Undertaking national educational research and studies;
(6) Enhancing the employment status, professional
competence, welfare and working conditions of all personnel of
the Department; and
(7) Enhancing the total development of learners through local
and national programs and/or projects.
25. Republic Act 9155
The Secretary of Education shall be assisted by not more than
four (4) undersecretaries and not more than four (4) assistant
secretaries whose assignments, duties and responsibilities shall
be governed by law. There shall be at least one undersecretary
and one assistant secretary who shall be career executive service
officers chosen from among the staff of the Department.
26. Republic Act 9155
B. Regional Level
There shall be as many regional offices as may be provided by
law. Each regional office shall have a director, an assistant
director and an office staff for program promotion and support,
planning, administrative and fiscal services.
Consistent with the national educational policies, plans and
standards, the regional director shall have authority,
accountability and responsibility for the following:
27. Republic Act 9155
(1) Defining a regional educational policy framework which
reflects the values, needs and expectations of the communities
they serve;
(2) Developing a regional basic education plan;
(3) Developing regional educational standards with a view
towards benchmarking for international competitiveness;
(4) Monitoring, evaluating and assessing regional learning
outcomes;
28. Republic Act 9155
(5) Undertaking research projects and developing and
managing regionwide projects which may be funded through
official development assistance and/or other funding agencies;
(6) Ensuring strict compliance with prescribed national criteria
for the recruitment, selection and training of all staff in the
region and divisions;
(7) Formulating, in coordination with the regional development
council, the budget to support the regional educational plan
29. Republic Act 9155
which shall take into account the educational plans of the
divisions and districts;
(8) Determining the organization component of the divisions
and districts and approving the proposed staffing pattern of all
employees in the divisions and districts;
(9) Hiring, placing and evaluating all employees in the regional
office, except for the position of assistant director;
30. Republic Act 9155
(10) Evaluating all schools division superintendents and
assistant division superintendents in the region;
(11) Planning and managing the effective and efficient use of
all personnel, physical and fiscal resources of the regional
office, including professional staff development;
(12) Managing the database and management information
system of the region;
31. Republic Act 9155
(13) Approving the establishment of public and private
elementary and high schools and learning centers; and
(14) Performing such other functions as may be assigned by
proper authorities.
C. Division Level
A division shall consist of a province or a city which shall have
a schools division superintendent, at least one assistant schools
division superintendent and an office staff for programs
32. Republic Act 9155
promotion, planning, administrative, fiscal, legal, ancillary and
other support services.
Consistent with the national educational policies, plans and
standards, the schools division superintendents shall have
authority, accountability and responsibility for the following:
(1) Developing and implementing division education
development plans;
33. Republic Act 9155
(2) Planning and managing the effective and efficient use of all
personnel, physical and fiscal resources of the division,
including professional staff development;
(3) Hiring, placing and evaluating all division supervisors and
schools district supervisors as well as all employees in the
division, both teaching and non-teaching personnel, including
school heads, except for the assistant division superintendent;
34. Republic Act 9155
(4) Monitoring the utilization of funds provided by the national
government and the local government units to the schools and
learning centers;
(5) Ensuring compliance of quality standards for basic
education programs and for this purpose strengthening the role
of division supervisors as subject area specialists;
35. Republic Act 9155
(6) Promoting awareness of and adherence by all schools and
learning centers to accreditation standards prescribed by the
Secretary of Education;
(7) Supervising the operations of all public and private
elementary, secondary and integrated schools, and learning
centers; and
(8) Performing such other functions as may be assigned by
proper authorities.
36. Republic Act 9155
D. Schools District Level
Upon the recommendation of the schools division
superintendents, the regional director may establish additional
schools district within a schools division. Schools districts
already existing at the time of the passage of this law shall be
maintained. A schools district shall have a schools district
supervisor and an office staff for program promotion.
37. Republic Act 9155
The schools district supervisor shall be responsible for:
(1) Providing professional and instructional advice and support
to the school heads and teachers/facilitators of schools and
learning centers in the district or cluster thereof;
(2) Curricula supervision; and
(3) Performing such other functions as may be assigned by
proper authorities.
38. Republic Act 9155
E. School Level
There shall be a school head for all public elementary schools
and public high schools or a cluster thereof. The establishment
of integrated schools from existing public elementary and public
high schools shall be encouraged.
The school head, who may be assisted by an assistant school
head, shall be both an instructional leader and administrative
manager. The school head shall form a team with the school
39. Republic Act 9155
teachers/learning facilitators for delivery of quality educational
programs, projects and services. A core of non-teaching staff
shall handle the school‘s administrative, fiscal and auxiliary
services.
Consistent with the national educational policies, plans and
standards, the school heads shall have authority, accountability
and responsibility for the following:
(1) Setting the mission, vision, goals and objectives of the
school;
40. Republic Act 9155
(2) Creating an environment within the school that is
conducive to teaching and learning;
(3) Implementing the school curriculum and being accountable
for higher learning outcomes;
(4) Developing the school education program and school
improvement plan;
(5) Offering educational programs, projects and services which
provide equitable opportunities for all learners in the
community;
41. Republic Act 9155
(6) Introducing new and innovative modes of instruction to
achieve higher learning outcomes;
(7) Administering and managing all personnel, physical and
fiscal resources of the school;
(8) Recommending the staffing complement of the school
based on its needs;
(9) Encouraging staff development;
42. Republic Act 9155
(10) Establishing school and community networks and
encouraging the active participation of teachers organizations,
non-academic personnel of public schools, and parents-teachers-
community associations;
(11) Accepting donations, gifts, bequests and grants for the
purpose of upgrading teachers‘/learning facilitators‘
competencies, improving and expanding school facilities and
providing instructional materials and equipment.
43. Republic Act 9155
Such donations or grants must be reported to the appropriate
district supervisors and division superintendents; and
(12) Performing such other functions as may be assigned by
proper authorities.
The Secretary of Education shall create a promotions board, at
the appropriate levels, which shall formulate and implement a
system of promotion for schools division supervisors, schools
district supervisors, and school heads.
44. Republic Act 9155
Promotion of school heads shall be based on educational
qualification, merit and performance rather than on the number
of teachers/learning facilitators and learners in the school.
The qualifications, salary grade, status of employment and
welfare and benefits of school heads shall be the same for public
elementary, secondary and integrated schools.
45. Republic Act 9155
No appointment to the positions of regional directors, assistant
regional directors, schools division superintendents and assistant
schools division superintendents shall be made unless the
appointee is a career executive service officer who preferably
shall have risen from the ranks.
46. Republic Act 9155
CHAPTER 2
Transfer of Cultural Agencies
SECTION 8. Cultural Agencies. – The Komisyon ng Wikang
Pilipino, National Historical Institute, Record Management and
Archives Office and the National Library shall now be
administratively attached to the National Commission for
Culture and the Arts (NCCA) and no longer with the
Department of Education. The program for school arts and
culture shall remain part of the school curriculum.
47. Republic Act 9155
CHAPTER 3
Abolition of the Bureau of Physical Education and School
Sports
SECTION 9. Abolition of BPESS. – All functions, programs
and activities of the Department of Education related to sports
competition shall be transferred to the Philippine Sports
Commission (PSC). The program for school sports and physical
fitness shall remain part of the basic education curriculum.
48. Republic Act 9155
The Bureau of Physical Education and School Sports (BPESS)
is hereby abolished. The personnel of the BPESS, presently
detailed with the PSC, are hereby transferred to the PSC without
loss of rank, including the plantilla positions they occupy. All
other BPESS personnel shall be retained by the Department.
49. Republic Act 9155
CHAPTER 4
Support and Assistance of Other Government Agencies
SECTION 10. The Secretary of Education and the Secretary of
Budget and Management shall, within ninety (90) days from the
approval of this Act, jointly promulgate the guidelines on the
allocation, distribution and utilization of resources provided by
the national government for the field offices, taking into
consideration the uniqueness of the working conditions of the
teaching service.
50. Republic Act 9155
The Secretary of the Department of Education shall ensure
that resources appropriated for the field offices are adequate and
that resources for school personnel, school desks and textbooks
and other instructional materials intended are allocated directly
and released immediately by the Department of Budget and
Management to said offices.
51. Republic Act 9155
SECTION 11. The Secretary of the Department of Education,
subject to civil service laws and regulations, shall issue
appropriate personnel policy rules and regulations that will best
meet the requirements of the teaching profession taking into
consideration the uniqueness of the working conditions of the
teaching service.
52. Republic Act 9155
SECTION 12. The Commission on Audit, in the issuance of
audit rules and regulations that will govern the utilization of all
resources as well as the liquidation, recording and reporting
thereof, shall take into account the different characteristics and
distinct features of the department‘s field offices, its
organizational set-up as well as the nature of the operations of
schools and learning centers.
53. Republic Act 9155
CHAPTER 5
Final Provisions
SECTION 13. Governance in the ARMM. – The Regional
Education Secretary for the Autonomous Region in Muslim
Mindanao (ARMM) shall exercise similar governance authority
over the divisions, districts, schools and learning centers in the
region as may be provided in the Organic Act without prejudice
to the provisions of Republic Act No. 9054,
54. Republic Act 9155
entitled ―An Act to Strengthen and Expand the Organic Act for
the Autonomous Region in Muslim Mindanao, Amending for
the Purpose Republic Act No. 6734, entitled ‗An Act Providing
for the Autonomous Region in Muslim Mindanao, as
amended.‘‖
SECTION 14. Rules and Regulations. – The Secretary of
Education shall promulgate the implementing rules and
regulations within ninety (90) days after the approval of this
55. Republic Act 9155
Act: Provided, That, the Secretary of Education shall fully
implement the principle of shared governance within two (2)
years after the approval of this Act.
SECTION 15. Separability Clause. – If for any reason, any
portion or provision of this Act shall be declared
unconstitutional, other parts or provisions hereof which are not
affected thereby shall continue to be in full force and effect.
56. Republic Act 9155
SECTION 16. Repealing Clause. – All laws, decrees, executive
orders, rules and regulations, part or parts thereof, inconsistent
with the provisions of this Act, are hereby repealed or modified
accordingly.
SECTION 17. Effectivity Clause. – This Act shall take effect
fifteen (15) days following its publication in at least two (2)
newspapers of general circulation.
Lapsed into law on August 11, 2001 without the President‘s
signature, pursuant to Sec. 27(1), Article VI of the Constitution.