The Organizational Structure of the Philippine Educational System
•Download as PPTX, PDF•
4 likes•21,661 views
This is a PowerPoint presentation on the introduction of the Historical Perspective of the Organizational Structure of Philippine Education.
Report
Share
Report
Share
Recommended
Republic Act No. 7722
This document establishes the Commission on Higher Education to strengthen and develop the Philippine higher education system. The Commission will be independent and oversee public and private higher education. It will be composed of 5 commissioners appointed based on their qualifications and experience in higher education. The Commission's roles include formulating development plans, policies and programs for higher education; recommending budgets and priorities; monitoring standards and quality; and administering the Higher Education Development Fund through revenues from various sources. The Commission is aimed at improving accessibility, affordability and quality of higher education in the Philippines.
Philippine Educational System
The document discusses the establishment and purpose of the Commission on Higher Education (CHED) in the Philippines through various laws and acts. It outlines that CHED was created by law in 1994 to supervise tertiary education programs and help improve the quality of life through skills training. The act reformed governance of higher education by creating CHED and separate governing bodies for basic education and technical/vocational education. It also discusses the composition and responsibilities of CHED and university governing boards based on later laws.
Ra7722
The document summarizes Republic Act No. 7722 which created the Commission on Higher Education (CHED) in the Philippines. It established CHED as the independent agency responsible for overseeing, governing, and coordinating higher education. The act gave CHED powers like setting standards, evaluating performance, and recommending policies and budgets to improve higher education and ensure it meets the needs of the country. CHED's mandate is to promote quality and accessible higher education, protect academic freedom, and commit to transparency and good governance.
TESDA
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams explaining concepts like the TVET framework and providers, graduates, employment data, and the relationship between technical education goals and outcomes.
REPUBLIC ACT NO. 7784 _Prepared by Ryan J. Bermundo
This document summarizes Republic Act 7784, which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence and creating a Teacher Education Council. The key points are:
- It establishes criteria for Centers of Excellence for teacher education and outlines their objectives and functions.
- It creates a Teacher Education Council to oversee the Centers of Excellence, chaired by the Secretary of Education and comprising representatives from education bodies and Centers of Excellence.
- It defines terms related to teacher education and appropriates funds to support the implementation of Centers of Excellence and the Council's work.
Republic Act No. 9155
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.
R.a. 9155.ppt v3
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.
Report on supervision
The document summarizes Philippine laws related to school administration and supervision from the early American colonial period to the 1970s. It describes laws that established the Philippine Commission to govern the country, established the Department of Public Instruction to oversee schools, and numerous acts that addressed issues like private school regulation, curriculum requirements, teacher hiring and salaries, finance, and students. The laws aimed to develop and standardize the education system under American and later Philippine rule.
Recommended
Republic Act No. 7722
This document establishes the Commission on Higher Education to strengthen and develop the Philippine higher education system. The Commission will be independent and oversee public and private higher education. It will be composed of 5 commissioners appointed based on their qualifications and experience in higher education. The Commission's roles include formulating development plans, policies and programs for higher education; recommending budgets and priorities; monitoring standards and quality; and administering the Higher Education Development Fund through revenues from various sources. The Commission is aimed at improving accessibility, affordability and quality of higher education in the Philippines.
Philippine Educational System
The document discusses the establishment and purpose of the Commission on Higher Education (CHED) in the Philippines through various laws and acts. It outlines that CHED was created by law in 1994 to supervise tertiary education programs and help improve the quality of life through skills training. The act reformed governance of higher education by creating CHED and separate governing bodies for basic education and technical/vocational education. It also discusses the composition and responsibilities of CHED and university governing boards based on later laws.
Ra7722
The document summarizes Republic Act No. 7722 which created the Commission on Higher Education (CHED) in the Philippines. It established CHED as the independent agency responsible for overseeing, governing, and coordinating higher education. The act gave CHED powers like setting standards, evaluating performance, and recommending policies and budgets to improve higher education and ensure it meets the needs of the country. CHED's mandate is to promote quality and accessible higher education, protect academic freedom, and commit to transparency and good governance.
TESDA
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams explaining concepts like the TVET framework and providers, graduates, employment data, and the relationship between technical education goals and outcomes.
REPUBLIC ACT NO. 7784 _Prepared by Ryan J. Bermundo
This document summarizes Republic Act 7784, which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence and creating a Teacher Education Council. The key points are:
- It establishes criteria for Centers of Excellence for teacher education and outlines their objectives and functions.
- It creates a Teacher Education Council to oversee the Centers of Excellence, chaired by the Secretary of Education and comprising representatives from education bodies and Centers of Excellence.
- It defines terms related to teacher education and appropriates funds to support the implementation of Centers of Excellence and the Council's work.
Republic Act No. 9155
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.
R.a. 9155.ppt v3
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.
Report on supervision
The document summarizes Philippine laws related to school administration and supervision from the early American colonial period to the 1970s. It describes laws that established the Philippine Commission to govern the country, established the Department of Public Instruction to oversee schools, and numerous acts that addressed issues like private school regulation, curriculum requirements, teacher hiring and salaries, finance, and students. The laws aimed to develop and standardize the education system under American and later Philippine rule.
R.a7722
The document defines key terms related to higher education in the Philippines, including the Commission on Higher Education (CHED) and public and private higher education institutions. It then summarizes several sections of the Higher Education Act of 1994 which established CHED as the agency responsible for overseeing higher education. The act discusses the composition and terms of CHED members, their powers and functions in developing policies and standards for higher education institutions, and the establishment of a Board of Advisers to assist CHED.
Legal Aspects of Education in the Philippines
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.
Ched ppt report
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
Ra no.7722
The document discusses the creation of the Commission on Higher Education (CHED) through the passage of the Higher Education Act of 1994, which aimed to improve the quality of higher education in the Philippines. It outlines the composition, powers, and functions of CHED, including formulating policies and plans for higher education, recommending budgets and priorities, and administering funds to promote higher education development. CHED was established as an independent body to oversee and strengthen both public and private higher education institutions and programs in the country.
Structures of higher education. The structure of Phil. Educ. System
The document provides information about the organizational structure and mandate of the Commission on Higher Education (CHED) in the Philippines. It discusses how CHED was created by law in 1994 to oversee tertiary and graduate education, while the Department of Education oversees basic education and the Technical Education and Skills Development Authority oversees technical-vocational education. It outlines CHED's objectives to promote quality, accessible, and globally competitive higher education. It also summarizes the duties and roles of CHED based on the law that created it.
Legal bases of the Philippine Education System
This document summarizes several acts and laws related to education in the Philippines:
- It outlines laws establishing educational authorities and governance structures at the national, regional, division, and school levels. Key acts addressed education standards, teacher qualifications, and tuition regulation.
- Other acts addressed cultural preservation, establishing historical sites, and supporting the publishing industry. Laws were passed to protect students' rights and regulate extracurricular activities.
- The document also describes orders implementing bilingual education, prescribing Filipino course requirements, and setting guidelines for selecting honor students. National achievement tests were mandated by some ordinances.
Trifocalization in the Educational System of the Philippines
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 Organizational Structure in the Philippine Education System
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
RA.8292 or HEMA of 1997
This document summarizes Republic Act No. 8292, which establishes uniform governing boards for state universities and colleges in the Philippines. It modifies the composition of boards to achieve a more coordinated higher education system. The boards are given powers to determine tuition/fees, approve programs, appoint officials, and receive donations. The act also establishes the term and selection process for university presidents, and prohibits denying admission to students based on attributes like sex or disability.
R.A. NO. 7722
The document summarizes key sections of Republic Act No. 7722, also known as the Higher Education Act of 1994. The act establishes the Commission on Higher Education (CHED) as the governing body for higher education in the Philippines. It outlines CHED's powers and functions, which include setting standards, monitoring performance, and allocating funding. The act also creates the Higher Education Development Fund to strengthen higher education in the country through government and private contributions.
Batas Pambansa 232
This document summarizes key aspects of Batas Pambansa 232, which establishes an integrated educational system in the Philippines. It defines public and private schools and outlines rules for their establishment, recognition, and accreditation. It establishes various bureaus within the Ministry of Education, Culture and Sports to oversee different levels and types of education. It also addresses school governance, financing from national and local sources, and incentives for education. The document provides for penalties for non-compliance and grants rule-making authority to implement the law.
Republic act 7796 PPT
A couple of sections from Republic Act 7796 that are relevant to students from the Philippines that is majoring in Education.
Ra9155: Governance of Basic Education Act of 2001
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.
Tesda
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through a law aimed at encouraging skills development in the Philippines. It was created by merging three offices across two government departments. TESDA aims to integrate, coordinate and monitor skills development programs, and to restructure efforts to promote middle-level manpower. It formulates skills plans, sets standards, coordinates policies, and provides guidelines for technical-vocational education and training. TESDA supports TVET provision through school-based, center-based, enterprise-based and community-based training modalities.
Republic Act No. 7836
An Act to Strengthen the regulation and supervision of the practice of teaching in the Philippines and prescribing a licensure examination for teachers and for other purposes.
republic act no. 7796
The document outlines the Technical Educational and Skills Development Act of 1994 (TESDA Act), which created the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA replaced existing agencies and absorbed their functions to provide a coordinated approach to technical education and skills training. The TESDA Board was established to set policies, plans, and programs for technical education, and includes government secretaries and private sector representatives. TESDA aims to develop skilled middle-level workers and promote internationally competitive technical education to meet the needs of industry.
LEGAL BASES OF SCHOOL ADMINISTRATION AND SUPERVISION
This document summarizes several laws related to school administration and supervision in the Philippines. It outlines the historical development of school administration from the Philippine Commission established by the U.S. president in 1901 to the current laws. It then categorizes laws related to school organization and control, teaching personnel, school curriculum, and students/pupils. Some key laws mentioned include the Philippine Constitution, the Education Act of 1940, and laws establishing the Board of Education and standardizing teacher salaries.
R.a. 7722 report
The document discusses the establishment of the Commission on Higher Education (CHED) in the Philippines through Republic Act 7722 in 1994. It created CHED as the governing body for both public and private higher education institutions in the country. The act also trifocalized the education sector, creating CHED alongside the Department of Education and Technical Education and Skills Development Authority. It outlines CHED's powers and functions including direction-setting, quality assurance, fiscal management, and general supervision of higher education. It also discusses the establishment of the Higher Education Development Fund and the role of accrediting agencies.
Kindergarten Education Act
I am not the owner of all the images that you may seen in this presentation. Copyright infringement is not intended. If you are the owner of the pictures and you wish to delete this, or you may not want these pictures to be seen from this website, just message me and I will respect your right.
This is for educational and not for commercial purposes. You may use this presentation in your reports in school. Thank you.
Republic Act 7722
The Republic Act 7722 or the Higher Education Act of 1994 establishes the Commission on Higher Education to pursue the state's policy of making quality education accessible to all citizens. The act creates the Commission, which is composed of 5 commissioners appointed by the President, and gives it powers like setting minimum standards, monitoring performance, and recommending budgets for higher education institutions. It also establishes the Higher Education Development Fund through various government contributions to strengthen higher education. The act aims to protect academic freedom and incentivize accreditation of higher education institutions.
The Organizational Structure of the Philippine Educational System
This is a PowerPoint presentation on the introduction of the Historical Perspective of the Organizational Structure of Philippine Education.
DepEd, CHED and TESDA
The document outlines the principles and objectives of education in the Philippines. It aims to provide a broad general education to help individuals reach their full potential and participate productively in society. It also aims to develop skills for national development, high-level professions to provide leadership, and respond effectively to changing needs through planning and evaluation. The education system is organized by the Department of Education with central and field offices responsible for administration at national and local levels respectively.
More Related Content
What's hot
R.a7722
The document defines key terms related to higher education in the Philippines, including the Commission on Higher Education (CHED) and public and private higher education institutions. It then summarizes several sections of the Higher Education Act of 1994 which established CHED as the agency responsible for overseeing higher education. The act discusses the composition and terms of CHED members, their powers and functions in developing policies and standards for higher education institutions, and the establishment of a Board of Advisers to assist CHED.
Legal Aspects of Education in the Philippines
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.
Ched ppt report
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
Ra no.7722
The document discusses the creation of the Commission on Higher Education (CHED) through the passage of the Higher Education Act of 1994, which aimed to improve the quality of higher education in the Philippines. It outlines the composition, powers, and functions of CHED, including formulating policies and plans for higher education, recommending budgets and priorities, and administering funds to promote higher education development. CHED was established as an independent body to oversee and strengthen both public and private higher education institutions and programs in the country.
Structures of higher education. The structure of Phil. Educ. System
The document provides information about the organizational structure and mandate of the Commission on Higher Education (CHED) in the Philippines. It discusses how CHED was created by law in 1994 to oversee tertiary and graduate education, while the Department of Education oversees basic education and the Technical Education and Skills Development Authority oversees technical-vocational education. It outlines CHED's objectives to promote quality, accessible, and globally competitive higher education. It also summarizes the duties and roles of CHED based on the law that created it.
Legal bases of the Philippine Education System
This document summarizes several acts and laws related to education in the Philippines:
- It outlines laws establishing educational authorities and governance structures at the national, regional, division, and school levels. Key acts addressed education standards, teacher qualifications, and tuition regulation.
- Other acts addressed cultural preservation, establishing historical sites, and supporting the publishing industry. Laws were passed to protect students' rights and regulate extracurricular activities.
- The document also describes orders implementing bilingual education, prescribing Filipino course requirements, and setting guidelines for selecting honor students. National achievement tests were mandated by some ordinances.
Trifocalization in the Educational System of the Philippines
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 Organizational Structure in the Philippine Education System
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
RA.8292 or HEMA of 1997
This document summarizes Republic Act No. 8292, which establishes uniform governing boards for state universities and colleges in the Philippines. It modifies the composition of boards to achieve a more coordinated higher education system. The boards are given powers to determine tuition/fees, approve programs, appoint officials, and receive donations. The act also establishes the term and selection process for university presidents, and prohibits denying admission to students based on attributes like sex or disability.
R.A. NO. 7722
The document summarizes key sections of Republic Act No. 7722, also known as the Higher Education Act of 1994. The act establishes the Commission on Higher Education (CHED) as the governing body for higher education in the Philippines. It outlines CHED's powers and functions, which include setting standards, monitoring performance, and allocating funding. The act also creates the Higher Education Development Fund to strengthen higher education in the country through government and private contributions.
Batas Pambansa 232
This document summarizes key aspects of Batas Pambansa 232, which establishes an integrated educational system in the Philippines. It defines public and private schools and outlines rules for their establishment, recognition, and accreditation. It establishes various bureaus within the Ministry of Education, Culture and Sports to oversee different levels and types of education. It also addresses school governance, financing from national and local sources, and incentives for education. The document provides for penalties for non-compliance and grants rule-making authority to implement the law.
Republic act 7796 PPT
A couple of sections from Republic Act 7796 that are relevant to students from the Philippines that is majoring in Education.
Ra9155: Governance of Basic Education Act of 2001
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.
Tesda
The Technical Education and Skills Development Authority (TESDA) was established in 1994 through a law aimed at encouraging skills development in the Philippines. It was created by merging three offices across two government departments. TESDA aims to integrate, coordinate and monitor skills development programs, and to restructure efforts to promote middle-level manpower. It formulates skills plans, sets standards, coordinates policies, and provides guidelines for technical-vocational education and training. TESDA supports TVET provision through school-based, center-based, enterprise-based and community-based training modalities.
Republic Act No. 7836
An Act to Strengthen the regulation and supervision of the practice of teaching in the Philippines and prescribing a licensure examination for teachers and for other purposes.
republic act no. 7796
The document outlines the Technical Educational and Skills Development Act of 1994 (TESDA Act), which created the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA replaced existing agencies and absorbed their functions to provide a coordinated approach to technical education and skills training. The TESDA Board was established to set policies, plans, and programs for technical education, and includes government secretaries and private sector representatives. TESDA aims to develop skilled middle-level workers and promote internationally competitive technical education to meet the needs of industry.
LEGAL BASES OF SCHOOL ADMINISTRATION AND SUPERVISION
This document summarizes several laws related to school administration and supervision in the Philippines. It outlines the historical development of school administration from the Philippine Commission established by the U.S. president in 1901 to the current laws. It then categorizes laws related to school organization and control, teaching personnel, school curriculum, and students/pupils. Some key laws mentioned include the Philippine Constitution, the Education Act of 1940, and laws establishing the Board of Education and standardizing teacher salaries.
R.a. 7722 report
The document discusses the establishment of the Commission on Higher Education (CHED) in the Philippines through Republic Act 7722 in 1994. It created CHED as the governing body for both public and private higher education institutions in the country. The act also trifocalized the education sector, creating CHED alongside the Department of Education and Technical Education and Skills Development Authority. It outlines CHED's powers and functions including direction-setting, quality assurance, fiscal management, and general supervision of higher education. It also discusses the establishment of the Higher Education Development Fund and the role of accrediting agencies.
Kindergarten Education Act
I am not the owner of all the images that you may seen in this presentation. Copyright infringement is not intended. If you are the owner of the pictures and you wish to delete this, or you may not want these pictures to be seen from this website, just message me and I will respect your right.
This is for educational and not for commercial purposes. You may use this presentation in your reports in school. Thank you.
Republic Act 7722
The Republic Act 7722 or the Higher Education Act of 1994 establishes the Commission on Higher Education to pursue the state's policy of making quality education accessible to all citizens. The act creates the Commission, which is composed of 5 commissioners appointed by the President, and gives it powers like setting minimum standards, monitoring performance, and recommending budgets for higher education institutions. It also establishes the Higher Education Development Fund through various government contributions to strengthen higher education. The act aims to protect academic freedom and incentivize accreditation of higher education institutions.
What's hot (20)
Structures of higher education. The structure of Phil. Educ. System
Structures of higher education. The structure of Phil. Educ. System
Trifocalization in the Educational System of the Philippines
Trifocalization in the Educational System of the Philippines
The Organizational Structure in the Philippine Education System
The Organizational Structure in the Philippine Education System
LEGAL BASES OF SCHOOL ADMINISTRATION AND SUPERVISION
LEGAL BASES OF SCHOOL ADMINISTRATION AND SUPERVISION
Viewers also liked
The Organizational Structure of the Philippine Educational System
This is a PowerPoint presentation on the introduction of the Historical Perspective of the Organizational Structure of Philippine Education.
DepEd, CHED and TESDA
The document outlines the principles and objectives of education in the Philippines. It aims to provide a broad general education to help individuals reach their full potential and participate productively in society. It also aims to develop skills for national development, high-level professions to provide leadership, and respond effectively to changing needs through planning and evaluation. The education system is organized by the Department of Education with central and field offices responsible for administration at national and local levels respectively.
Basic education organizational structure
The document provides an overview of the organizational structure of the Philippine educational system as of December 2007. It outlines the different offices, bureaus, agencies, and positions that make up the Department of Education, including the Secretary, Undersecretaries, Assistant Secretaries, regional offices, school division offices, and attached agencies. Charts are included that depict the DepEd organizational chart and the number of schools, students, and other statistics.
Organizational Structure of DEPED
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.
Curriculum models (Philippines' Curriculum Models)
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
directing-leading
Hanna Grace G. Olvido presented on directing and leading in nursing in both service and education settings. The presentation discussed communication processes and various directing actions in nursing. It was moderated by Dr. Celeste Dimaculangan on February 22, 2014.
Ict certificate
The document is a certificate congratulating Reynario C. Ruiz Jr. for completing the Academic Multimedia Creation Course I. The 45-hour course was held at the Microcadd SM City Cebu Authorized Training Center, was instructed by Michael Joe Pepito, and took place from 2011-11-19. The certificate is signed by Autodesk President and CEO Carl Bass.
Higher education act of 1994
The Commission on Higher Education (CHED) was established on May 18, 1994 through the Higher Education Act of 1994 to oversee tertiary education in the Philippines. CHED works with DepEd and TESDA to govern the country's three levels of education and pursues better quality of life through education. It implements projects, formulates policies, sets standards, monitors performance, and identifies centers of excellence for higher learning institutions.
The philosophical foundations of education
The document outlines several philosophies that influenced education during the Renaissance period and modern times, including:
1. During the Renaissance, movements like Humanism, the Reformation, and Counter-Reformation shaped educational approaches, while Realism, Rationalism, and Nationalism influenced curriculum.
2. In modern times, philosophies like Idealism, Progressivism, and Existentialism defined different views on knowledge and the role of the teacher.
3. Additional philosophies discussed are Essentialism, which emphasizes teaching essential cultural ideas and skills, and Developmentalism, a child-centered view of education as natural growth.
Directing ppt
The document discusses the managerial function of directing. It compares directing to a teacher guiding students in a classroom by leading them to their goals through discipline, inspiration, and guidance. Directing involves supervision, communication, motivation, and leadership to ensure employees perform their jobs well and organizational goals are achieved. Key elements of directing include communication, supervision, motivation, and leadership. Communication involves transmitting information from managers to employees. Supervision ensures employees perform work as instructed through guidance and problem solving. Motivation inspires employees to maximize their capabilities and achieve objectives.
Functions and principles of school administration
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
Education System of the Philippines
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.
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.
The nature, scope and function of school administration 2
The document discusses the key responsibilities and functions of school administrators according to the Education Act of 1982 in the Philippines. It outlines 7 duties that every school administrator must perform, including discharging their responsibilities according to the school's philosophy and goals, ensuring efficient administration, promoting an effective learning environment, maintaining professional conduct, providing performance reports to staff, observing due process, and maintaining required records and reports. The act aims to define the role of administrators in establishing an integrated education system to meet national development goals.
Administration and Supervision in Education
This document provides an overview of the organizational structure and educational system in the Philippines. It begins with an organizational chart showing the different bureaus, offices, and agencies that make up the Department of Education. It then discusses key concepts in school administration and supervision including the significance, types, management functions, and how it operates in the Philippine context. The document also contrasts the traditional and modern concepts of administration as well as the values of clinical and traditional supervision.
Viewers also liked (15)
The Organizational Structure of the Philippine Educational System
The Organizational Structure of the Philippine Educational System
Curriculum models (Philippines' Curriculum Models)
Curriculum models (Philippines' Curriculum Models)
The nature, scope and function of school administration 2
The nature, scope and function of school administration 2
Similar to The Organizational Structure of the Philippine Educational System
History
Thank you for the insightful discussion. I believe continuous evaluation and improvement of our educational system is important to serve students and society well.
Education
The document provides a detailed overview of the history and structure of the Philippine educational system. It discusses how the system has evolved over time, from informal tribal education pre-Spanish colonization, to the introduction of religious-oriented schooling under Spanish rule. It then covers the American colonial and post-WWII periods that established a centralized public school system and introduced policies of filipinization. The document also examines the goals, functions and issues of the current Philippine education system, including the growing private sector involvement, teacher shortages, and the ongoing debate around bilingual education policies.
Philosophy, goals and objective of education
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
EDUCATION presentation.ppt
The document discusses the history, objectives, and functions of education in the Philippines. It traces the development of the education system from 1901 under American rule to the present. Key events include the introduction of free primary education in 1901, the establishment of universities in the early 1900s, and the passage of various acts reforming the education system throughout the 20th century. The document also outlines current priorities for basic and higher education, including expanding access, improving quality, and strengthening research. Identified problems include low budgets, high enrollment, shortage of teachers and classroom space.
JENNILYN R. BALUSDAN.pptx
The document discusses the development of the Philippine educational system over time. It describes the education system under different periods of influence, including Pre-Hispanic, Spanish, American, Commonwealth, Japanese, Martial Law, and the present period. Key aspects of each period are outlined such as the establishment of schools, curriculum, teaching methods, and infrastructure developments. The document concludes that traditionally, education was considered developed based on religion and traditions, but now it is considered developing through adapting new 21st century skills, expanding the educational system, competing globally, and making learners the center of education.
Manayan commonwealth and japanese period
The document discusses the Philippine education system during the Commonwealth and Japanese periods. During the Commonwealth period under U.S. control, the goals of education emphasized developing moral character, civic duty, and vocational skills. Reforms included making Tagalog the national language and passing laws to promote compulsory primary education and establish regulations for private schools. Under Japanese occupation, the education system was redesigned to promote the new Asian order and Japanese language, with an emphasis on nationalism, work ethic, and ending dependence on the U.S. and Britain. The Ministry of Education was established to oversee reopening of schools with a standardized, propaganda-focused curriculum.
Dep. ed.mission.vision.mandate (2)
The Department of Education is the principal government agency responsible for education and manpower development in the Philippines. It oversees basic education, which was tri-focalized in 1994-2001 with the creation of agencies to oversee higher education and technical-vocational education. The Department's mandate is to provide quality basic education accessible to all based on the 1987 Constitution. Its vision is to develop civic-minded and God-loving youth, and its mission is to provide equitable and lifelong basic education. The Department is organized with regional and division offices overseeing public and private schools nationwide.
CONSTITUTIONAL MANDATE ON EDUCATION.pptx
The document outlines the constitutional mandates for education in the Philippines according to the 1987 Philippine Constitution. Some of the key points include:
- The state recognizes the right of all citizens to quality education and shall make education accessible to all.
- It establishes and maintains a system of free public education in elementary and high school, and provides support for scholarships and educational opportunities.
- All educational institutions must include study of the Constitution and foster patriotism, ethics, and skills for citizenship.
- It prioritizes education and ensures the highest budget for teachers and personnel.
Values legal
The document outlines the legal bases and goals of values education in the Philippine educational system. It discusses how the 1987 Philippine Constitution mandates building a just, humane, and democratic society and how values education aims to develop students' physical, intellectual, moral, social, economic, political, and spiritual dimensions according to this vision. The document also describes how values are integrated across subject areas and discusses principles of respecting students' wholeness and social nature.
EDMGT-613-Educational-Laws-Practices-Trends-and-Issues-Lesson-1.pptx
This document discusses the history and development of the Philippine education system. It covers four main periods:
1) Early Filipinos - Education was informal, using the Alibata script, and taught beliefs, traditions, and practical skills.
2) Spanish Period - A formal education system was established through religious congregations, teaching in Spanish. Only wealthy Filipinos could attend.
3) American Period - English became the medium of instruction. Education became compulsory and free for all children ages 7-13. Nationalism was emphasized.
4) Japanese Occupation - Schools reopened under military guidelines to promote Japanese culture and stop Western influence. Teaching of Tagalog and Philippine history was observed.
The leadership of president marcos
President Marcos established martial law from 1966 to 1986 and oversaw changes to the Philippine education system. In 1969, he created a commission to study education, which identified goals of accelerating economic development, social progress, and strengthening national identity. The education system aimed to provide broad general education to help individuals attain their potential and acquire skills needed for national development, high-level professions, and responding effectively to changing national needs. The philosophy emphasized educating individuals to be useful members of society through education for all with research, responsiveness, and state oversight.
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.
Historical background of curriculum in the philippines
This document provides an overview of the historical background and development of the Philippine curriculum. It discusses the curriculum from the pre-Hispanic era, where education was oral and practical, to the periods of Spanish, American, and Japanese occupation. During these times, the curriculum emphasized religion, the languages of the occupying countries, and their ways of life. It then covers the post-war years and reforms that established bilingual education, nationalized the curriculum, and created organizations like CHED and TESDA. The document concludes with details about the implementation of the K-12 curriculum under Republic Act 10533, which extended basic education and reformed assessment approaches.
Teaching profession (Historical Perspective of Philippine Educational System)
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
Alternative learning system in the philippines
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.
philosophyofphiliippineeducation-100606191526-phpapp01-converted.pptx
The document discusses the philosophy of education in the Philippines from the pre-Spanish period to present. It covers the major eras and highlights that education progressed from being informal to becoming universal and free for all. Key developments include the Spanish establishing religion-oriented schools for elites, Americans introducing education by English teachers to orient towards democracy, and the 1987 Constitution mandating quality education for all as a basic right.
Historical perspective of the Philippine educational system 100220073509-phpa...
The Philippine educational system has undergone many changes throughout history. During pre-Spanish times, education focused on reading, writing and arithmetic, and was conducted by tribal tutors. Under Spanish rule, education became religion-oriented and was only available to the elite. Various reforms established public education systems, including making primary education free and compulsory. American rule saw the introduction of English as the medium of instruction and the establishment of higher education institutions. The Japanese regime during World War 2 emphasized Filipino history and culture. Presently, the trifocal system divides responsibilities between DepEd, TESDA, and CHED. The Governance of Basic Education Act of 2001 redefined the roles of DepEd field offices to empower school heads and enable
History of Philippine Educational System: ppt
The document summarizes the history and development of the Philippine educational system from pre-Hispanic times to the present. Some key points include:
- Education during the pre-Hispanic period was oral, practical and prepared children for community roles. The Spanish established parochial schools to spread Christianity.
- Under American rule, a public school system was established along with teacher training. English was introduced and the University of the Philippines was created.
- The Japanese occupation emphasized moral and spiritual values and promoted Japanese language and culture in schools.
- Present reforms include the K-12 curriculum extending basic education to 12 years, and changes in assessment approaches. The curriculum aims to be learner-centered and globally relevant
Philosophical Education in Different Period
The document discusses philosophical education in the Philippines during different historical periods. It covers education during the American period (1901-1941), the Japanese period (1941-1945), and after the declaration of martial law. Some key points are: the American period emphasized English education and a US-style school structure; the Japanese period focused on moral character and citizenship duties per the 1935 Constitution; and martial law-era education aimed to develop love of country and technical/vocational skills according to the 1973 Constitution.
FUNCTION AND IMPORTANCE OF EDUCATION IN THE SOCIETY (Group 2).pptx
Education is defined as the process of imparting knowledge and developing skills through instruction. It plays a crucial role in society by cultivating citizens who can contribute productively and transmit cultural values. The Philippine education system consists of formal, non-formal, and special education. Formal education occurs in schools and develops self-actualization, socialization, cultural transmission, social integration, and social placement. Education is recognized as a fundamental human right by the Universal Declaration of Human Rights and the Philippine Constitution to ensure equal access and development of citizens.
Similar to The Organizational Structure of the Philippine Educational System (20)
EDMGT-613-Educational-Laws-Practices-Trends-and-Issues-Lesson-1.pptx
EDMGT-613-Educational-Laws-Practices-Trends-and-Issues-Lesson-1.pptx
Historical background of curriculum in the philippines
Historical background of curriculum in the philippines
Teaching profession (Historical Perspective of Philippine Educational System)
Teaching profession (Historical Perspective of Philippine Educational System)
philosophyofphiliippineeducation-100606191526-phpapp01-converted.pptx
philosophyofphiliippineeducation-100606191526-phpapp01-converted.pptx
Historical perspective of the Philippine educational system 100220073509-phpa...
Historical perspective of the Philippine educational system 100220073509-phpa...
FUNCTION AND IMPORTANCE OF EDUCATION IN THE SOCIETY (Group 2).pptx
FUNCTION AND IMPORTANCE OF EDUCATION IN THE SOCIETY (Group 2).pptx
More from Glance Ruiz
Certificate research process
This certificate is for actively participating in the 2012 Research Making Seminar held at Tandang Sora Hall at Cebu Normal University located at Osmeña Blvd., Cebu City 6000, Philippines on July 28, 2012. The event featured Dr. Amelia Biglete, the Chairman of CHED Region VII, as the speaker.
Nursing Care Plans for Community Acquired Pneumonia 2009
In continuation of the Case Study on Community Acquired Pneumonia, these are the Nursing Care Plans rendered
Drug studies for Community Acquired Pneumonia 2009
In continuation of the Case Study on Community Acquired Pneumonia, these are the Drug Studies made
Case Study: Community Acquired Pneumonia 2009
This is an example of an undergraduate case study in 2009.
Nursing care plan for Community Acquired Pneumonia 2009
In continuation of the Case Study on Community Acquired Pneumonia, these are the Nursing Care Plans rendered
Human Resource Management
A PowerPoint Presenation on Human Resource Management. Part of the Subject matter for the Degree Masters of Arts in Nursing major in Nursing Service Administration
Types of Leaders
1. A group of workers and leaders are tasked with clearing a jungle road to access a port site. The leaders organize the workers efficiently and monitor progress and resources, with excellent initial results.
2. However, someone notices they are clearing the wrong part of the jungle and shouts to stop, as they need to do the "right thing" rather than just doing things efficiently.
3. Different leadership styles are described, including autocratic, democratic, consultative, persuasive, and laissez-faire approaches. Leading change is also discussed, noting how change impacts workers' self-esteem and various theories of leadership traits, behaviors, contingencies, and transactions.
Chronemicity assessment tool
Nurses completed a chronometrics assessment tool to evaluate their time-related work behaviors. The assessment measured whether nurses preferred to do one task at a time or multitask, prioritized deadlines or were easily distracted, needed detailed information or relied on existing knowledge, and valued adherence to plans or flexibility. Results could help identify time-related strengths and weaknesses to improve a nurse's ability to provide caring and complete tasks.
Chronemics and Caring in the Nurse Client Interaction
For the content of the proposal, just leave message through your comments.
More from Glance Ruiz (20)
Nursing Theory: The Care Core and Cure Model of Nursing by Lydia hall
Nursing Theory: The Care Core and Cure Model of Nursing by Lydia hall
Nursing Care Plans for Community Acquired Pneumonia 2009
Nursing Care Plans for Community Acquired Pneumonia 2009
Nursing Care Plans for Community Acquired Pneumonia 2009
Nursing Care Plans for Community Acquired Pneumonia 2009
Drug studies for Community Acquired Pneumonia 2009
Drug studies for Community Acquired Pneumonia 2009
Nursing care plan for Community Acquired Pneumonia 2009
Nursing care plan for Community Acquired Pneumonia 2009
Chronemics and Caring in the Nurse Client Interaction
Chronemics and Caring in the Nurse Client Interaction
Recently uploaded
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdBÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneMule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
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
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
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
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Recently uploaded (20)
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
The Organizational Structure of the Philippine Educational System
- 1. ORGANIZATION AND STRUCTURE OF THE SYSTEM(EDUCATION) Prepared by: Reynario Cabezada Ruiz Jr
- 2. Pre-Spanish Regime Did we have it already?
- 3. Education was: Informal unstructured Instruction by means of Crude apprenticeship
- 4. Spanish Regime Education was Predominantly Religious School for the upper classes 3Rs for the brighter pupils
- 5. Educational Decree of 1863 SECONDARY EDUCATION COLEGIO de SAN JUAN de LETRAN
- 6. Educational Decree of 1863 SECONDARY EDUCATION ATENEO MUNICIPAL de MANILA
- 7. Educational Decree of 1863 COLLEGIATE INSTRUCTION UNIVERSITY OF SANTO TOMAS
- 8. American Regime Education aimed at training Filipinos in Democratic way of life Citizenship Moral Character Vocational Education
- 9. American Regime Reverend McKinnon Thomasites
- 10. American Regime Primary schools 1901 Intermediate schools 1904 Higher Education PNS 1901 UP 1904
- 11. Establishment of the Common Wealth Government 1935
- 12. Japanese Regime Education emphasized on vocational education and dignity of manual labor
- 14. The Return of Captain America and The Independent Phil. Article XIV, Section 5 “The Government shall provide and maintain a complete and adequate system of public education and shall provide at least free public primary instruction and citizenship training to adult citizens”
- 15. Prior to ReorganizationMarcos Part I Department of Education
- 16. FAILED Prior to ReorganizationMarcos Part I Department of Education
- 17. Pres. Marcos said: “true progress is not and should not be confined to the satisfaction of the material needs of man. It must extend to the development of his mind as well as the fulfillment of his spirit. It must fill him with knowledge and wisdom and it must enrich the quality of human life.” “educate our children, our men and women, and ourselves.”
- 18. Executive Order 202 Presidential Commission to Survey Philippine Education (PCSPE) Recommendations: Restatement of the National Development Goals and Educational Aims
- 19. Educational System Under the New SocietyMarcos Part II Proclamation No. 1081 (Sept. 21, 1972) Reorganization Commission (RA 5435) New Society (PD No. 650) Article XI Section 8, Sub-section 1 Peace and order Land Reform Economic development Development of moral values through Educ. Reform Government reorganization Employment and manpower development Social services
- 20. Reorganized Ministry of Education and Culture Department of Education and Culture National Board of Education (RA 4372) 8 members Board of National Education (RA No. 1124) 15 members View: Integrated, Nationalistic, Democracy-inspired Educational System of the Philippines
- 21. Ministry of Education and Culture
- 22. DepEd names through time
- 23. Evaluation If you are to eliminate an office or position on today’s organizational system of education, what would it be and why? If you are to choose a particular position in the current educational structure, where would it be and why? In your own opinion, do we have a problem in our educational structure/system? If yes, where? Support? If no, sit down.