The dep ed vision mission, and core values
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The DepEd vision is for Filipinos to passionately love their country and have the values and skills to reach their full potential and contribute to nation building. As a learner-centered institution, DepEd continuously improves itself to better serve stakeholders. Its mission is to provide all Filipinos with quality, equitable, culture-based basic education where students learn in supportive environments, teachers facilitate learning, and communities share responsibility for developing lifelong learners. DepEd's core values are being God-fearing, humane, environmentally-conscious, and patriotic.
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Deped Vision Mission
The Department of Education in the Philippines aims to develop students who love their country and have the values and skills to reach their full potential and contribute to nation-building. As a learner-centered institution, the Department continuously improves itself to better serve students, teachers, administrators, families and the community to provide equitable, culture-based education in a supportive environment where all students can learn.
Philippine education presentation
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.
DepEd's New Vision, Mission and Core Values
This document outlines the vision and goals of the Department of Education (DepEd) in the Philippines. It states that DepEd aims to develop learners who passionately love their country and possess values and skills that enable them to reach their full potential and contribute to nation-building. DepEd seeks to continually improve and adapt to better serve the needs of its stakeholders, especially the Filipino learners. The overall goal is to protect and promote every Filipino's right to a quality, equitable, and complete basic education.
K-12 Basic Education Program (Current Issues and Trends in Education)
This document provides information about the K-12 Basic Education Program in the Philippines, including its objectives, timeline, features, and Senior High School tracks. The K-12 program aims to provide students with sufficient time to master concepts and skills, develop lifelong learning abilities, and prepare graduates for higher education, employment, or entrepreneurship. It includes Kindergarten plus elementary, junior high, and a new two-year Senior High School period. The Senior High School has academic, technical-vocational-livelihood, and sports tracks to match students' interests and skills. It also describes the Senior High School voucher program to support students attending private schools.
Teacher's Induction Program
The document discusses the Teacher Induction Program (TIP) in the Philippines and its establishment. It describes how TIP was conceptualized by the Teacher Education Council through consultations with teacher education institutions to systematize, structure and organize an induction program for teachers with 0-3 years of experience. The goal of TIP is to strengthen teacher education in the country and enhance pre-service and in-service teacher training.
Philosophy of philiippine education
The document discusses the evolution of Philippine education from pre-Spanish times through Japanese occupation and independence. It outlines the philosophies that guided education during different eras, including a focus on religion during Spanish colonization, orienting citizens towards democracy under American rule, and indoctrinating people under Japanese occupation. After independence, the constitution established principles of universal, free public education and educational autonomy. Recent efforts work towards Education for All goals through programs improving access, retention, and literacy.
Policy guidelines on the k to 12 implementation
This document outlines guidelines for implementing the K to 12 Basic Education Curriculum for grades 1 to 10 in the Philippines for SY 2012-2013. It discusses key features like learning standards, outcomes, areas, and time allotment. Science from grades 7 to 10 is focused on basic concepts in biology, chemistry, physics, and earth science each quarter. Independent and cooperative learning is encouraged for 2 to 4 hours weekly. Schools may exhibit student work each quarter as a culminating activity to demonstrate learning.
activity_4.docx.pdf
This document contains a communication assessment with multiple choice and true/false questions about different modes of communication (interpersonal, interpretive, presentational) and the effects of technology on communication. It also includes short answer questions requiring definitions of communication modes, scenarios for each mode, and lists of positive and negative impacts of technology. The assessment examines understanding of communication concepts like synchronous vs asynchronous communication, and effects of technology like maintaining relationships but also potential for reduced social skills or overdependence on devices.
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Deped Vision Mission
The Department of Education in the Philippines aims to develop students who love their country and have the values and skills to reach their full potential and contribute to nation-building. As a learner-centered institution, the Department continuously improves itself to better serve students, teachers, administrators, families and the community to provide equitable, culture-based education in a supportive environment where all students can learn.
Philippine education presentation
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.
DepEd's New Vision, Mission and Core Values
This document outlines the vision and goals of the Department of Education (DepEd) in the Philippines. It states that DepEd aims to develop learners who passionately love their country and possess values and skills that enable them to reach their full potential and contribute to nation-building. DepEd seeks to continually improve and adapt to better serve the needs of its stakeholders, especially the Filipino learners. The overall goal is to protect and promote every Filipino's right to a quality, equitable, and complete basic education.
K-12 Basic Education Program (Current Issues and Trends in Education)
This document provides information about the K-12 Basic Education Program in the Philippines, including its objectives, timeline, features, and Senior High School tracks. The K-12 program aims to provide students with sufficient time to master concepts and skills, develop lifelong learning abilities, and prepare graduates for higher education, employment, or entrepreneurship. It includes Kindergarten plus elementary, junior high, and a new two-year Senior High School period. The Senior High School has academic, technical-vocational-livelihood, and sports tracks to match students' interests and skills. It also describes the Senior High School voucher program to support students attending private schools.
Teacher's Induction Program
The document discusses the Teacher Induction Program (TIP) in the Philippines and its establishment. It describes how TIP was conceptualized by the Teacher Education Council through consultations with teacher education institutions to systematize, structure and organize an induction program for teachers with 0-3 years of experience. The goal of TIP is to strengthen teacher education in the country and enhance pre-service and in-service teacher training.
Philosophy of philiippine education
The document discusses the evolution of Philippine education from pre-Spanish times through Japanese occupation and independence. It outlines the philosophies that guided education during different eras, including a focus on religion during Spanish colonization, orienting citizens towards democracy under American rule, and indoctrinating people under Japanese occupation. After independence, the constitution established principles of universal, free public education and educational autonomy. Recent efforts work towards Education for All goals through programs improving access, retention, and literacy.
Policy guidelines on the k to 12 implementation
This document outlines guidelines for implementing the K to 12 Basic Education Curriculum for grades 1 to 10 in the Philippines for SY 2012-2013. It discusses key features like learning standards, outcomes, areas, and time allotment. Science from grades 7 to 10 is focused on basic concepts in biology, chemistry, physics, and earth science each quarter. Independent and cooperative learning is encouraged for 2 to 4 hours weekly. Schools may exhibit student work each quarter as a culminating activity to demonstrate learning.
activity_4.docx.pdf
This document contains a communication assessment with multiple choice and true/false questions about different modes of communication (interpersonal, interpretive, presentational) and the effects of technology on communication. It also includes short answer questions requiring definitions of communication modes, scenarios for each mode, and lists of positive and negative impacts of technology. The assessment examines understanding of communication concepts like synchronous vs asynchronous communication, and effects of technology like maintaining relationships but also potential for reduced social skills or overdependence on devices.
1987 Philippine Constitution Article XIV Education, Science & Technology, Ar...
Report in 1987 Philippine Constitution Article XIV Education, Science & Technology, Arts, Culture, and Sports (with cases) for CTP ICCT
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This document discusses the history and goals of special education in the Philippines. It notes that special education began in 1908 with the establishment of a school for the deaf. Over time, various laws were passed to support education for students with disabilities and establish teacher training programs. The goal of special education is the integration of students with special needs into regular classrooms when possible. Special education teachers focus on individualized education plans while regular teachers teach the standard curriculum.
Detailed Lesson Plan in English 2 - (VERBS)
Today is September 23, 2015. Lord please give me the necessary guts to deliver it very well tomorow.
Do 31, s2020
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
Basic education curriculum
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
Pedagogical Approaches
This document discusses various pedagogical approaches that can be used to teach AP 10, including constructivism, inquiry-based learning, reflective approaches, collaborative approaches, and integrative teaching. Constructivism involves students constructing their own understanding based on experiences. Inquiry-based learning involves students investigating questions. Reflective approaches encourage students and teachers to analyze experiences. Collaborative approaches involve group work and peer teaching. Integrative teaching aims to make connections across subjects. Experiential and problem-based learning are emphasized as they allow students to apply knowledge to real-life issues. The goal is to make the AP 10 classroom a meaningful experience for students.
Legal bases of school administration
This document outlines various laws and policies that relate to school administration and supervision in the Philippines. It discusses laws around school curriculum, students, finance/support, and other topics. Some key points include:
- Laws that mandate the teaching of subjects like Spanish, Rizal's works, and religious instruction.
- Policies on compulsory education, tuition fees, and entrance exams.
- Acts governing the funding and support of schools as well as scholarships.
- Orders and circulars addressing issues like curriculum, personnel, and citizenship training.
- Decrees aiming to align education with national development goals.
Historical Perspective in Philippine Education
The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.
Overview Philippine Educational System
The document provides an overview of the Philippine educational system from pre-colonial times to the present. It discusses the contributions and characteristics of education under Spanish, American, Japanese, and post-WWII rule. Key developments include the establishment of a formal, centralized system influenced by the US; Japan's emphasis on nationalism and culture during WWII; and the recent K-12 reforms introducing kindergarten, a revised curriculum, and senior high school tracks. The present system is managed by DepEd, CHED, and TESDA and includes elementary, secondary, tertiary, non-formal, and technical-vocational education.
K to 12 Basic Education Curriculum
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
BEC 2002 Philippines
The document outlines the Basic Education Curriculum in the Philippines. It discusses key elements of the curriculum including its objectives to develop competencies, contextual content delivered through various media, and an emphasis on interactive teaching-learning processes. The curriculum aims to provide equitable education for all Filipinos in line with the 1987 Constitution and UNESCO goals. It focuses on developing lifelong learners, citizens, and skills like critical thinking through integrative and thematic teaching approaches.
2002 basic education curriculum
2002 basic education curriculum is a restructuring of the elementary and secondary curricula (NESC and NSEC)
This documents presents the goals of the curriculum and the rationale for its restructuring, and its philosophy, basic features, and conceptual framework. The goals, objectives, structures and content of 2002 Curriculum are in compliance with the 1987 Constitution of the Republic of the Philippines , the 2001 Governance of basic Education Act, and the 1982 Education Act.
Historical Foundations of Curriculum in the Philippines
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Module11.ppst5.2.2
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
Education Policy In The Philippines
- The document outlines the structure of the education system in the Philippines, which includes primary education for ages 6-10, intermediate education for ages 10-12, and secondary education for ages 12-16.
- It provides statistics on enrollment rates and discusses resources for education such as pupil-teacher ratios and public expenditure on education.
- It describes a class activity where different stakeholder groups identify investment needs and policymakers choose 5 projects to fund, with groups then voting on the policymakers' decisions.
RELEVANT LAWS
This document summarizes key Philippine laws related to education. It outlines the aims of the Philippine educational system and defines the different levels of formal education, including elementary, secondary, and tertiary education. It also describes specialized educational services like work education, special education, and non-formal education. Finally, it provides an overview of R.A. 4670, also known as the Magna Carta for Public School Teachers, which aims to improve the conditions of public school teachers.
Curriculum Aims, Goals and Objectives
The document outlines the components and elements of curriculum in the Philippine educational system. It describes the three levels of education - primary, secondary, and tertiary. The primary level aims to provide knowledge, skills, values for personal development and awareness of societal changes. The secondary level continues these aims and discovers student aptitudes. The tertiary level provides general education and trains professionals needed for national development through research. The document also discusses aims, vision, mission, goals, educational objectives, and the interrelationship between curriculum components like content, methods, and evaluation.
The Enhanced Basic Education Act of 2013 (K-12)
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.
School Personnel Management
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.
Outcomes based education
Here are the responses to the statements in 1/2 sheet of paper:
1. Clarity of focus
2. Designing backwards
3. High expectations
4. Expanded opportunities
5. Valid
6. Reliable
7. Fair
8. Innovative
9. Reflective
10. Multi-literate
DepEd Mission, Vision, Core Values and Mandate
DepEd's vision is for Filipinos to realize their full potential and contribute meaningfully to building the nation. Its mission is to provide quality, equitable, and complete basic education where students learn in a supportive environment, teachers facilitate learning, and stakeholders share responsibility. DepEd's core values are being God-loving, people-oriented, environmentally-conscious, and nationalistic. DepEd was established in 1863 and mandated by law in 2001 to formulate, implement, and coordinate basic education policies, plans, and programs for both public and private formal and non-formal schools.
SMNHS
The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency.
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.
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1987 Philippine Constitution Article XIV Education, Science & Technology, Ar...
Report in 1987 Philippine Constitution Article XIV Education, Science & Technology, Arts, Culture, and Sports (with cases) for CTP ICCT
Brief History of Special Education
This document discusses the history and goals of special education in the Philippines. It notes that special education began in 1908 with the establishment of a school for the deaf. Over time, various laws were passed to support education for students with disabilities and establish teacher training programs. The goal of special education is the integration of students with special needs into regular classrooms when possible. Special education teachers focus on individualized education plans while regular teachers teach the standard curriculum.
Detailed Lesson Plan in English 2 - (VERBS)
Today is September 23, 2015. Lord please give me the necessary guts to deliver it very well tomorow.
Do 31, s2020
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
Basic education curriculum
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
Pedagogical Approaches
This document discusses various pedagogical approaches that can be used to teach AP 10, including constructivism, inquiry-based learning, reflective approaches, collaborative approaches, and integrative teaching. Constructivism involves students constructing their own understanding based on experiences. Inquiry-based learning involves students investigating questions. Reflective approaches encourage students and teachers to analyze experiences. Collaborative approaches involve group work and peer teaching. Integrative teaching aims to make connections across subjects. Experiential and problem-based learning are emphasized as they allow students to apply knowledge to real-life issues. The goal is to make the AP 10 classroom a meaningful experience for students.
Legal bases of school administration
This document outlines various laws and policies that relate to school administration and supervision in the Philippines. It discusses laws around school curriculum, students, finance/support, and other topics. Some key points include:
- Laws that mandate the teaching of subjects like Spanish, Rizal's works, and religious instruction.
- Policies on compulsory education, tuition fees, and entrance exams.
- Acts governing the funding and support of schools as well as scholarships.
- Orders and circulars addressing issues like curriculum, personnel, and citizenship training.
- Decrees aiming to align education with national development goals.
Historical Perspective in Philippine Education
The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.
Overview Philippine Educational System
The document provides an overview of the Philippine educational system from pre-colonial times to the present. It discusses the contributions and characteristics of education under Spanish, American, Japanese, and post-WWII rule. Key developments include the establishment of a formal, centralized system influenced by the US; Japan's emphasis on nationalism and culture during WWII; and the recent K-12 reforms introducing kindergarten, a revised curriculum, and senior high school tracks. The present system is managed by DepEd, CHED, and TESDA and includes elementary, secondary, tertiary, non-formal, and technical-vocational education.
K to 12 Basic Education Curriculum
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
BEC 2002 Philippines
The document outlines the Basic Education Curriculum in the Philippines. It discusses key elements of the curriculum including its objectives to develop competencies, contextual content delivered through various media, and an emphasis on interactive teaching-learning processes. The curriculum aims to provide equitable education for all Filipinos in line with the 1987 Constitution and UNESCO goals. It focuses on developing lifelong learners, citizens, and skills like critical thinking through integrative and thematic teaching approaches.
2002 basic education curriculum
2002 basic education curriculum is a restructuring of the elementary and secondary curricula (NESC and NSEC)
This documents presents the goals of the curriculum and the rationale for its restructuring, and its philosophy, basic features, and conceptual framework. The goals, objectives, structures and content of 2002 Curriculum are in compliance with the 1987 Constitution of the Republic of the Philippines , the 2001 Governance of basic Education Act, and the 1982 Education Act.
Historical Foundations of Curriculum in the Philippines
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
Module11.ppst5.2.2
Here are some suggestions for Teacher Carla to improve her monitoring of learner performance:
1. Track individual learner progress over time. The DLL and ECR show data by competency/subject but don't show each learner's performance from one grading period to the next. Adding a column to track individual learners' scores/levels over quarters would help monitor progress.
2. Note reasons for low scores/performance. Noting why learners didn't meet targets (e.g. absenteeism, lack of understanding, behavior) helps design appropriate interventions.
3. Categorize learners needing additional support. Grouping learners by level of need (e.g. remedial, enrichment) facilitates targeted interventions like
Education Policy In The Philippines
- The document outlines the structure of the education system in the Philippines, which includes primary education for ages 6-10, intermediate education for ages 10-12, and secondary education for ages 12-16.
- It provides statistics on enrollment rates and discusses resources for education such as pupil-teacher ratios and public expenditure on education.
- It describes a class activity where different stakeholder groups identify investment needs and policymakers choose 5 projects to fund, with groups then voting on the policymakers' decisions.
RELEVANT LAWS
This document summarizes key Philippine laws related to education. It outlines the aims of the Philippine educational system and defines the different levels of formal education, including elementary, secondary, and tertiary education. It also describes specialized educational services like work education, special education, and non-formal education. Finally, it provides an overview of R.A. 4670, also known as the Magna Carta for Public School Teachers, which aims to improve the conditions of public school teachers.
Curriculum Aims, Goals and Objectives
The document outlines the components and elements of curriculum in the Philippine educational system. It describes the three levels of education - primary, secondary, and tertiary. The primary level aims to provide knowledge, skills, values for personal development and awareness of societal changes. The secondary level continues these aims and discovers student aptitudes. The tertiary level provides general education and trains professionals needed for national development through research. The document also discusses aims, vision, mission, goals, educational objectives, and the interrelationship between curriculum components like content, methods, and evaluation.
The Enhanced Basic Education Act of 2013 (K-12)
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.
School Personnel Management
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.
Outcomes based education
Here are the responses to the statements in 1/2 sheet of paper:
1. Clarity of focus
2. Designing backwards
3. High expectations
4. Expanded opportunities
5. Valid
6. Reliable
7. Fair
8. Innovative
9. Reflective
10. Multi-literate
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DepEd Mission, Vision, Core Values and Mandate
DepEd's vision is for Filipinos to realize their full potential and contribute meaningfully to building the nation. Its mission is to provide quality, equitable, and complete basic education where students learn in a supportive environment, teachers facilitate learning, and stakeholders share responsibility. DepEd's core values are being God-loving, people-oriented, environmentally-conscious, and nationalistic. DepEd was established in 1863 and mandated by law in 2001 to formulate, implement, and coordinate basic education policies, plans, and programs for both public and private formal and non-formal schools.
SMNHS
The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency.
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The Department of Education's vision is for Filipinos to realize their full potential and contribute meaningfully to nation building through passionately loving their country and having strong competencies and values. Its mission is to protect and promote every Filipino's right to quality, equitable, culture-based, and complete basic education in a child-friendly, gender-sensitive, safe, and motivating learning environment where teachers, administrators, and stakeholders all play a role. Its core values are being God-fearing, people-oriented, environmentally responsible, and nationalistic.
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The deped vision mission
The document outlines the vision and mission of the Department of Education in the Philippines. The vision is for Filipinos to passionately love their country and have the values and skills to reach their full potential and contribute to nation-building. The mission is to protect and promote the right to quality, equitable, culturally-relevant basic education for all Filipinos in a supportive learning environment where students, teachers, administrators, and stakeholders all play a role.
Vission
The document outlines a vision for Filipinos to passionately love their country and realize their full potential through education. It describes the Department of Education's goal to continuously improve as a learner-centered institution in order to better serve stakeholders and protect every Filipino's right to equitable, culture-based education. This education environment aims to be child-friendly, gender-sensitive, and safe where students learn, teachers facilitate, and administrators ensure an enabling environment for life-long learning with family and community involvement.
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The DepEd vision is for Filipinos to passionately love their country and have the values and skills to reach their full potential and contribute to nation-building. As a learner-centered institution, DepEd continuously improves itself to better serve stakeholders. Its mission is to protect every Filipino's right to quality, equitable, culture-based education where students learn in supportive environments, teachers facilitate learning, administrators ensure support for learning, and communities share responsibility for developing lifelong learners. DepEd's core values are being God-loving, people-oriented, environment-conscious, and nationalistic.
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The Department of Education is the executive department of the Philippine government responsible for managing the country's basic education system. It oversees the primary and secondary school system and formulates educational policy. During the Spanish colonial period, education was primarily for the elite but was later liberalized and secularized through the 1863 Educational Decree. The Department of Education now aims to provide quality, equitable, and accessible basic education and lifelong learning.
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The document outlines the vision, mission, and core values of the Department of Education in the Philippines. The vision is to develop passionate Filipinos who can realize their full potential and contribute to nation building. The mission is to provide quality, equitable, and complete basic education to all Filipinos. The core values are Maka-Diyos (God-loving), Maka-tao (humane), Makakalikasan (environmentally conscious), and Makabansa (patriotic). The Department of Education aims to continuously improve itself to better serve students, teachers, and stakeholders.
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The Department of Education in Region IX, Division of Dapitan City outlines its vision to develop passionate, competent Filipino citizens who contribute to nation-building. Its mission is to provide equitable, culture-based education in a supportive environment where students learn, teachers facilitate learning, and administrators ensure support. San Pedro Integrated School principal Mercedita B. Obnimga invites guest speaker Vinloufiel B. Balladares to their annual Career Guidance Culmination to guide students in career choices with the goals of career counseling programs and educated decisions on further education and careers.
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REPUBLIC ACT NO. 7784 (CENTER OF EXCELLENCE) PPT
Approved,
(Sgd.) EDGARDO J. ANGARA
President of the Senate (Sgd.) JOSE DE VENECIA, JR.
Speaker of the House
of Representatives
This Act which is a consolidation of House Bill No. 10493 and Senate Bill No. 1352 was finally passed by the House of Representatives and the Senate on June 1, 1994.
(Sgd.) EDGARDO E. TUMANGAN
Secretary of the Senate
(Sgd.) CAMILO L. SABIO
Secretary General
House of Representatives
Approved:
04 AUG 1994
(Sgd.) FIDEL V. RAMOS
President of the Philippines
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Chapter-1
Introduction to objective, scope and outcome the subject
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Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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The dep ed vision mission, and core values
- 1. The DepEd Vision We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders. The DepEd Mission To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners. Our Core Values Maka-Diyos Maka-tao Makakalikasan Makabansa Our Mandate The Department of Education was established through the Education Decree of 1863 as the Superior Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present day Department of Education was eventually mandated through Republic Act 9155,
- 2. otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this agency. The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas of formal and non-formalbasic education. It supervises all elementary and secondary education institutions, including alternative learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national development.