The teaching profession 3

 Determine ways and means to ensure high
standards of personal and professional
development. (The Global Teacher; Teacher
Competencies)
 Interpret educational problems in the light of
philosophical and legal foundations of
education (The teacher as a Person in the
Society; The Professionalization of Teaching)

 Apply ethical principles and situations
involving teacher’s relationship with various
groups of people. (Guide for Professional
Teachers)
 Reflect on professional teacher’s
accountability to the learner’s performance
and achievement and to the teacher’s total
involvement in the teaching profession. (The
Teacher as a Person in the Society)

TEACHING – refers to the profession
concerned primarily with classroom
instruction at the elementary and
secondary levels in accordance with the
curriculum prescribed by the
Department of Education, Culture and
Sports, whether on part-time or full-
time basis in the private or public
schools (R.A. 7836, Sec. 4, Paragraph a.)

TEACHERS – refers to all persons
engaged in teaching at the elementary
and secondary levels, whether on full-
time or part-time basis, including
industrial arts or vocational teachers
and all other persons performing
supervisory and/or administrative
functions in all schools in the
aforesaid levels and qualified to
practice teaching under this Act (R.A.
7836, Sec. 4, Paragraph b.)

R.A. 7836 – otherwise known as
Philippine Teachers
Professionalization Act of 1994. This
is 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.
◦ The State shall ensure and promote
quality education by proper supervision.
◦ Regulation of the licensure examination.

 Requires a number of higher
education studies
 Regulates itself by a licensing system
 Possesses its own body of specialized
knowledge
 Upholds a service above personal
gains

 Requires continuous professional
growth
 Affords a life career
 sets up its own standards of
professional practice
 has its own professional organization

1. Knowledge Dimension
 an effective communicator of knowledge
 an efficient promoter and facilitator of
knowledge
 A judge of students’ achievement
 One who gives advice
 A member of institution of learning

2. Social Dimension
 a mediator of culture
 a member of the middle class
 a person of culture
 a transmitter of culture

3. Ethical Dimension
 a molder of character
 a model of the youth
 a true humanist
4. Professional Dimension
 a member of the profession
 one who acts within the bounds of the
Code of Ethics and the canon of the
teaching profession

1. Accountability
 Graduate of school/college/university
recognized by the government and
possesses the minimum educational
requirements
 Passed the Licensure Examination for
Teachers and possesses Certificate of
Registration from PRC.

2. Authority
 Attractive/ Referent – (emotional bank)
When the teacher relies on personality,
relationship building, or the fact that they
share common interests with students.
Attractive authority can be developed
through: getting to know and emotionally
investing in students.

2. Authority
 Expert – (intellectual capital) When the
teacher is perceived as being
knowledgeable in the subject, well
prepared, or intelligent. It is driven by the
students’ desire to know. Some of this
power comes from a natural human
deference for those who are perceived as
wise.

2. Authority
 Reward– These include grades,
recognition, prizes, praise, privileges and
anything else that students might desire,
given to them (externally) by their teacher.
The notion of rewarding student behavior
can be potentially effective, but effects
differ vastly from different kinds of
rewards.

2. Authority
 Coercive – the right to use disincentives,
to say “no”, withhold privileges, and give
consequences or punishments to
students. It implies that if a line is crossed
something will happen that will be less
than desirable for the student.

2. Authority
 Position/ Legitimate – there is no other
person in the classroom who can fulfill the
duties of the teacher. We could use the
term “in loco parentis” (in the role of
parental authority) to describe this type of
power. The teacher is the sanctioned
authority in the room as well as the
educator.

3. Ethics
 Subscription to the norms of the
Professional teacher’s Code of Ethics.
 Cultivation of mutual respect and absolute
tolerance among students.
 Serve for students not only as examples of
high education but of decent behavior as
well.

4. Loyalty
 Teachers shall at all times, be imbued with
the spirit of professional loyalty, mutual
confidence, and faith in one another, self-
sacrifice for the common good, and full
cooperation with colleagues. When the
best interest of the learners, the school, or
the profession is at stake in any
controversy, teachers shall support one
another (Sec.1, Art. V of Code of Ethics)

5. Learning
 Teachers are committed to students and
their learning.
 Teachers know the subjects they teach
and how to teach those subjects to
students.
 Teachers are responsible for managing
and monitoring student learning

5. Learning
 Teachers think systematically about their
practice and learn from their experience.
 Teachers are members of learning
community.

6. Professionalism
 Keeps in mind the rules and regulations of
the Code of Ethics and the institution
he/she is in to.
 Participates in the Continuing Education
Program for teachers.
 Bounded by social contract in which the
public gives the profession independence
and responsibility for the conduct of its
affairs in return for the profession’s
commitment.

1. As a Director of Learning
 Plans and organizes learning activities
 Leads pupils/ students through the
learning episodes
 Controls the whole learning situations
 Appraises the effectiveness of the learning
situations

2. As an Information Processor
 Analyzes information and events
 Makes information and events
 Makes information readily learnable
 Facilitates the comprehension of
information and events
 Interprets information to learners
 Communicates information in a manner
that pupils/students comprehend

3. As a Knower
 Knows much about the general fields of
knowledge
 Masters thoroughly the subject matter of
his/her field of specialization
 Brings learners to the world of ideas
 Provides accurate information to
students/pupils
 Answers readily pupils/ students’
questions

4. As a Pioneer in the World of Ideas
 Carries students to new insights and
knowledge
 Leads children to wide ranging and
unlimited inquiry
 Develops new ideas and practices to meet
the needs and demands of the time.

5. As a Decision-Maker
 Decides on what objectives should be
established.
 Decides on the type of instructional
program that could best achieve the
objectives
 Decides on what body of information
should be conveyed

5. As a Decision-Maker
 Decides on the most effective methods,
techniques, approaches and materials that
will facilitate the attainment of the
objectives.
 Decides on the most appropriate grouping
that would best benefit the learner.

6. As a Judge of Achievement
 Defines what is worth achieving
 Defines ability level of pupils/students
 Evaluates pupils/students’ level of
achievement
 Determines who will be promoted or
retained.

7. As a Counselor
 Establishes effective relationship with the
individual pupil/ student
 Collects pertinent information about each
pupil/student
 Receives confidences
 Guides pupil/student in understanding
himself
 Gives advices
 Assists pupils/students to find solutions
to his/her problems.

8. As a Moralist
 Develops a functional moral and ethical
code
 Creates acceptable moral atmosphere
 Establishes norms for behavior within and
outside the classroom

9. As a Model for the Youth
 Exemplifies the scholarship and ideals
valued by society.
 Demonstrates acceptable sets of values

10. As a Person of Culture
 Possesses a broad general cultural
education
 Is well-informed of current developments
in various fields of science
 Appreciates arts and literature
 Demonstrates adequate skills in the use of
language

11. As a Community Link
 Participates actively in the life of the
community
 Interprets the school program to the
public
 Brings parents to participate in school
activities
 Utilizes the resources of the community to
develop significant application of subject
matter.

12. As a Mediator of Culture
 Articulates social, political and economic
traditions
 Develops cultural values
 Transmits culture
 Enriches cultural growth of pupils/
students

Pre-Spanish
 Education was informal, unstructured and
devoid of methods.
Children were provided more vocational
training and less in academics (3Rs) by
their parents and in the houses of tribal
tutors.

Spanish > Educ Decree of 1863
1. Provided for the establishment of at least
1 primary schools for boys and girls in
each town under the municipal
government.
2. Established a normal school for male
teachers under the Jesuits.
3. Primary instruction was free and teaching
of Spanish was compulsory.
4. Education was inadequate, suppressed
and controlled.

American
1. An adequate secularized and free public
school system during the last decade of
American rule was established.
2. Free primary instruction that trained the
people for the duties of citizenship and
avocation was enforced by the Taft
Commission.
3. Chaplains and non-commissioned officers
were assigned to teach using English as
the medium of instruction.

American > Act No. 74
A highly centralized public school
system was installed in 1901. The
Philippine Commission authorized the
Secretary of Public Instruction to bring
the Philippines 600 teachers from the
USA – the Thomasites.

The high school system supported by
provincial governments, special
educational institutions, school of arts
and trades, an agricultural school, and
commerce and marine institutes were
established in 1902.

Created the University of the Philippines
American > Reorganization Act of
1916
Provided the Filipinization of all
department secretaries except the
Secretary of Public Instruction.

Japanese > Military Order No. 2, 1942
 The Philippine Executive Commission
established the Commission of
Education, Health and Public Welfare
 Schools were re-opened in June 1942
The teaching of Tagalog, Philippine
History and Character Education was
reserved for Filipinos.
Love for work and dignity of labor was
emphasized.

Third Republic > E.O. No. 94
The Department of Instruction was
changed to Department of Education.
The regulation and supervision of
public and private schools belonged to
the Bureau of Public and Private
Schools.

Fourth Republic > Proclamation 1081
The Department of Education became
the Department of Education and
Culture.
>P.D. No. 1397
 change of name to Ministry of
Education and Culture where 13
regional offices were created and major
organizational changes were
implemented in the educational system.

> Education Act of 1982
Created the Ministry of Education,
Culture and Sports.
An act that provides the establishment
and maintenance of an integrated
system of education

Fifth Republic> E. O. No. 117
Department of Education, Culture and
Sports.
The structure of DECS has practically
remained unchanged until 1994 when
CHED and TESDA were established to
supervise tertiary degree programs
and non-degree technical-vocational
programs, respectively.

> R. A. No. 7722
Created the Commission on Higher
Education (CHED)
> R.A. No. 7796
Created the Technical Educational and
Skills Development Authority (TESDA)
> R. A. No. 9155
 Government of Basic Education Act
paving its way to change DECS into
DepEd.

1. Protection and promotion of the State to the
rights of all citizens to quality education at
all levels and make such education
accessible to all.
2. Provision for complete, adequate and
integrated system of education relevant to
the needs of the society.
3. System of free public education in the
elementary (compulsory) and secondary
levels.

4. System of scholarship grants, student loan
programs, subsidies and other incentives
which shall be available to deserving students
in both public and private schools especially
to the underprivileged.
5. Encourage non-formal, informal and
indigenous learning systems, as well as self-
learning, independent and out-of-school
youth with training in civics, vocational
efficiency and other skills.

6. All educational institutions shall include the
study of Constitution as part of the curricula.
7. Religion (optional) shall be allowed to be
taught in public schools within the regular
class hours by instructors designed and
approved by religious authorities without
additional cost to the government.
8. The State shall exercise reasonable
supervision and regulation of all educational
institutions.

9. Education to put emphasis on the
inculcation of patriotism and nationalism as
well as other values deemed important in
developing person and responsible citizen.
10. Sole ownership of educational institutions
by at least 60% of the capital from Filipino
citizen.
11. Tax exemptions for non-stock and non-
profit educational institutions.

12. Enjoyment of academic freedom (teacher,
students, institutions) in all institutions of
higher learning.
13. The State shall enhance the right of
teachers to professional advancement. Non-
teaching academic and non-academic
personnel shall enjoy the protection of State.
14. Highest budgetary priority to education
and ensure that teaching will attract and
retain its rightful share of the best available
talents through adequate remuneration and
other means of job satisfaction and
fulfillment.

15. Filipino as the national language; Filipino
and English as official languages for use in
communication and instruction
16. Creation of national language
commission.
17. Promotion of science and technology.
18. Preservation and enrichment of Filipino
culture.
19. Promotion of physical education and
other related programs.

 An Act providing for the establishment and
maintenance of an integrated system of
education. It defines among all other the
following:
◦ Aims of Philippine Educational System
◦ Rights, Duties and Responsibilities of
parents and students in school
◦ Rights of all school personnel
◦ Special rights and/or privileges of
teaching or academic staff

◦ Special rights of school
administration
◦ Rights of schools
◦ Obligations of teachers, school
administrators and academic non-
teaching personnel.
◦ Educational systems

Aims of Philippine Educational System:
1. Provide for broad general education that
will assist each individual in the peculiar
ecology of his own society: a) to attain his
potentials as a human being; b) enhance the
range and quality of individual and group
participation in the basic functions of society;
and c) acquire the essential educational
foundation of his development into a
productive and versatile citizen.

Aims of Philippine Educational System:
2. Train the nation’s manpower in the
middle-level skills for national development;
3. Develop the profession that will provide
leadership for the nation in the advancement
of knowledge for improving the quality of
human life; and
4. Respond effectively to changing needs and
conditions of the nation through a system of
educational planning and evaluation.

 This Act was approved on June 18, 1966 to
promote and improve the social and
economic status of public school teachers,
their living and working conditions, their
employment and career prospects.

1. Recruitment and Qualifications of Teachers
 DepEd to define clearly the recruitment policy
with respect to selection and appointment of
teachers.
 Minimum educational qualifications:
 Bachelor’s Degree in Elem Ed for teachers in the
kindergarten and elementary grades;
 Bachelor’s Degree in Education or its equivalent
with a major or minor of Bachelor’s Degree in
Arts & Science with at least 18 units of Prof Ed
for teachers of the secondary schools;

1. Recruitment and Qualifications of Teachers
 Minimum educational qualifications:
 Bachelor’s Degree in the field of specialization
at least 18 professional units in Education for
teachers of secondary vocational and two years
technical courses;
 Master’s Degree with a specific area of
specialization for teachers of courses on the
collegiate level.
 The School Superintendent may appoint under
temporary status, applicants who don’t meet the
minimum qualifications.

2. Code of Professional Conduct for Teachers
3. Teaching Hours – Any teacher engaged in
actual classroom instruction shall not be
required to render more than 6 hours of
actual classroom teaching a day,
preparation and correction of exercises
and other work incidentals to his normal
teaching duties. Due to exigencies of
service, teachers may be required more
than 6 hours but not exceeding 8 hours
upon payment of additional compensation
at the same rate as his regular
remuneration plus at least 25% of his basic
pay.

4. Additional Compensation – at least 25% of
the teacher’s regular remuneration must
be paid to teachers who render co-
curricular and out of school activities
outside of the teacher’s six hours of actual
classroom teaching.
5. Cost of Living Allowance – given to
teachers to keep pace with the rise in the
cost of living.
6. Special hardships Allowances– at least 25%
of teacher’s monthly salary shall be given
to teachers assigned in areas where
teachers are exposed to hardships.

7. Compulsory medical examination – shall be
provided free of charge for all teachers.
8. Study Leave – Teachers are entitled to a
study leave not exceeding one year after
seven years of service (Sabbatical Leave).
Teachers granted on study leave shall be
entitled to at least 60% of their monthly
salary. No teachers shall be allowed to
accumulate more than 1 year of study
leave, unless he needs an additional
semester to finish his thesis without
compensation.

The objectives of this Act are the following:
a. Promotion, development and
professionalization of the practice of the
teaching profession.
b. The supervision and regulation of the
licensure examination.

 Known as the Philippine Teachers
Professionalization Act of 1994.

Duties and Functions of the Board for
Professional Teachers
a. Promulgate, administer and enforce rules
and regulations in carrying out the Act.
b. Determine and fix frequency, dates and
places of examination, appoint personnel
as needed for the exam.
c. Issue, suspend or revoke certificate of
registration for the practice of teaching
profession.
d. Prescribe and collect examination and
other fees as it may deemed proper.

e. Prescribe and/or adopt a code of ethical
and professional standards for the practice
of teaching professions.
f. Administer oaths.
g. Supervise and regulate the registration,
licensure and practice of professional
teachers in the Philippines

h. Ensure that all educational institutions
offering elementary and secondary education
comply with the essential requirements for
curricula, faculty and facilities for the
elementary and secondary levels.
i. Investigate such violations of this Act, the
rules and the code of ethics and professional
standards for professional teachers as it may
come to the knowledge of the Board.

Revocation of the Certificate of Registration,
Suspension from the Practice of the Teaching
Profession and Cancellation of Temporary or
Special Permit
a. Conviction of any criminal offense by a
court of competence jurisdiction.
b. Immoral, unprofessional or dishonorable
conduct.
c. Declaration by a court of competent
jurisdiction for being mentally unsound or
insane.

d. Malpractice, gross incompetence, gross
negligence or serious ignorance of the
practice of the teaching profession.
e. The use of or perpetration of any fraud or
deceit in obtaining a certificate of registration,
professional license or specially/temporary
permit.
f. Chronic inebriety or habitual use of drugs.
g. Violation of any of the provisions of the Act.
h. Unjustified or willful failure to attend
seminars, conference and the like or the
continuing education program prescribed by
the Board and the Commission.

Qualifications and Requirements
No applicant shall be admitted to take the
examination unless, on the date of filing of
the application, he shall have complied with
the following requirements:
a. Preschool – BECED
b. Elementary – BEED
c. Secondary – BSE with at least 18 prof ed
d. Vocational and 2-Year Technical Courses –
Bachelor’s Degree in the field of
Specialization with at least 18 units prof
education

Registration and Exception
a. No person shall engage in teaching and/or act
as a professional teacher unless the person is
a duly registered professional teacher, and a
holder of certificate of registration and a valid
professional license or a holder of a valid
special/ temporary permit.
b. Professional teachers who have not practiced
their profession for the past 5 years shall take
at least 12 units of education courses, 6
pedagogy and 6 content as provided by the
Board and the DepEd

Registration and Exception
c. Those who have failed LET, with a rating of
not lower than 5 percentage points from
the passing general average rating, shall
be eligible as para-teachers upon issuance
by the Board of a two-year special permit,
renewable for a non-extensible period of 2
years. They will be assigned to areas where
there is a shortage or absence of a
professional teacher.

Declaration of Policy
a. The State shall protect and promote the
right of all citizens to quality basic
education and to make such education
accessible to all by providing a free and
compulsory education in elementary level
and free education in the high school level.
b. Such education shall include alternative
learning systems for basic education to
provide them with the skills, knowledge
and values they need to become caring,
self-reliant, productive and patriotic
citizens.

c. The school shall be the heart of formal
education system.
d. Governance of basic education shall begin
at the national level. It is at the regions,
divisions, schools and learning centers
herein referred to as the field offices –
where the policy and principle for the
governance of basic education shall be
translated into programs, projects and
services developed, adapted and offered to
fit local needs.

e. Basic education includes the
following:
 Early Childhood Education
 Elementary Education
 Secondary Education
 Alternative Learning System
 Special Education

Governance
a. DECS became DepEd
b. The Komisyon ng Wikang Filipino, National
Historical Institute, Records, Management
and Archives Office and National Library
shall now be administratively attached to
the NCCA and no longer with DepEd. The
program for school arts and culture shall
remain part of the school curriculum.
c. All functions, programs and activities
related to sports competition shall be
transferred to PSC.

Teachers - are duly licensed professionals
who possesses dignity and reputation with
high moral values as well as technical and
professional competence in the practice of
their noble profession, they strictly adhere to,
observe, and practice this set of ethical and
moral principles, standards and values.
It shall include industrial arts or
vocational teachers and all other persons
performing supervisory, and/or
administrative functions in all school at
aforesaid level, whether in full-time or part-
time basis.

Scope and Limitations:
 Shall apply to all teachers in schools in the
Philippines.
 It covers all public and private school
teachers in all educational institutions at the
preschool, primary, elementary, secondary
levels whether academic, vocational, special,
technical or non-formal.

Teacher and THE STATE:
 Transmit to learners the cultural and
educational heritage and must exert the best
effort possible to promote obedience to the
laws of the state.
 Help carryout the declared policies of the
state.
Shall be physically, mentally and morally fit.
Actualize a full commitment and devotion to
duty.

Teacher and THE STATE:
 Refrain from engaging in the promotion of any
political, religious or other partisan interest.
Exercise his right to suffrage band all other
constitutional rights.
Refrain from using his position or official
authority to influence or coerce the political
actions or behaviors of other persons.
Enjoy academic freedom and be responsible in
taking the privilege of expounding the product of
his researches in the interest of the nation.

Teacher and THE COMMUNITY:
Render the best service by providing an
environment conducive to the development of
the youth.
 Provide leadership and initiative to actively
participate in community movements for
moral, social, educational, economic and civic
betterment.
Merit reasonable social recognition and
behave with honor and dignity at all times.

Live for and with the community to have
sympathetic attitude.
Help the school keep the people in the
community informed of the activities, as well
as its problems and needs.
Welcome the opportunity to provide
leadership in the community.

Maintain harmonious and pleasant personal
and official relations with other persons in
the community.
Attend freely one’s church and worships as
appropriate without using his position to
influence others.

Teacher and THE PROFESSION:
Insure that teaching is the noblest profession.
Uphold the highest possible standards of
quality education.
Participate in the Continuing Professional
Education program of the PRC.
Avoid making improper misrepresentations in
the process of seeking support for the school.
Use the teaching profession in a manner that it
dignified means for earning a descent living.

Teacher and THE TEACHING COMMUNITY
Be imbued with the spirit of professional
loyalty, mutual confidence and faith in one
another, self-sacrifice for the common good,
and full cooperation with colleagues.
 Sincerely acknowledge/ recognize
assistance received from colleagues.
 Organize and turn over records needed to
his successor.
Maintain confidentiality of information until
after it has been formally released.

Teacher and THE TEACHING COMMUNITY
 Seek correctives for what he may appear to
be an unprofessional and unethical conduct
of any associates.
 Submit to the proper authorities any
justifiable criticism against an associate,
preferably in writing, without violating the
right of the individual concerned.
 Apply for a vacant position for which he is
qualified; provided he respects the system of
selection on the basis of merit & competence.

Teacher and THE HIGHER AUTHORITIES IN
THE PROFESSION
 Make an honest effort to understand and
support the legitimate policies of the school
and the administration.
 Shall not make any false accusations or
charges against superiors, especially under
anonymity.
 Transact all official business through
channels except when special conditions
warrant a different procedure.

Teacher and THE HIGHER AUTHORITIES IN THE
PROFESSION
 Consider the welfare and interest of the
learners when seeking redress against all forms
of injustice and in raising grievances to the
administration.
Recognize the principle that appointments,
promotions and transfers are made only on the
basis of merit and are needed in the interest of
service.
Live up to the employment terms and
conditions.

Teacher and THE SCHOOL OFFICIALS,
TEACHERS AND OTHER PERSONNEL
 Show professional courtesy, helpfulness
and sympathy towards teachers and other
personnel.
 Consider policy formulation and change
innovations as cooperative responsibility.
Attend to the professional growth of
teachers.

Teacher and THE SCHOOL OFFICIALS,
TEACHERS AND OTHER PERSONNEL
 Never dismiss or recommend for dismissal
a teacher or other subordinates except for a
just cause.
Ensure that public school teachers are
employed in accordance with pertinent civil
service rules and private school teachers, in
accordance with the contracts.

Teacher and THE LEARNERS
 Determine the academic marks and promotion
of learners in accordance with generally accepted
procedures of measurement and evaluation.
Recognize that the interest and welfare of
learners are of first and foremost concerns.
Make no prejudice or discrimination against any
learner.
Avoid accepting gifts from learners or parents
in exchange of requested concessions.

Teacher and THE LEARNERS
 Refrain from accepting any remuneration from
tutorials rendered to their students.
Evaluate learner’s work only in merit and quality
of academic performance.
 Exercise utmost professional discretion to
avoid scandal, gossip and preferential treatment
of the learner.
 Desist from inflicting any form of corporal
punishment on offending pupils/students.
Extend needed assistance to ensure maximum
development of learners and prevent or solve
learner’s problems and difficulties.

Teacher and THE PARENTS
 Establish and maintain cordial relations with
parents.
 Inform parents of the progress and all sorts of
deficiencies of their children.
Be tactful in dealing with parents regarding
their parent’s deficiencies.
Seek parent cooperation for the proper
guidance and improvement of the learners.
Discourage the parents from making ill remarks
and unfounded criticisms about the school.
Hear parents’ complaints with sympathy and
understanding.

Teacher and BUSINESS
 Engage in legitimate income generating
activities.
 Maintain a good reputation with respect to
financial matters.
 Settle promptly all debts and/or make
satisfactory arrangement on his private financial
affairs.
 Avoid acting as agent of any business venture
engaged in furnishing textbooks and other
school commodities, of which, he can possibly
exercise influence in their purchase or
distribution.

Teacher as a PERSON
 Live with dignity at all times wherever he is.
 Place premium upon self-respect and self-
discipline.
 Serve as a model worthy of emulation.
 Recognize God as Guide of his own destiny
and of others.

Disciplinary Action
 Revocation of the Certificate of Registration
and License as a Professional Teacher
 Suspension from the practice of teaching
profession.
 Reprimand or cancellation of temporary/
special permit.

UNESCO – Education for All
 Universal basic education is the central goal
of the Philippine EFA strategy. Major
interventions for UNSECO’s Framework for
Action to meet basic learning needs:
1. Institutionalize early childhood care and
development
2. Provide universal quality primary education
3. Eradicate illiteracy
4. Launch continuing education programs for
adults and out-of-school youth

Child-Friendly School System (CFSS)
The characteristics are:
 Gender sensitive and non-discriminating.
 Child-centered
 Promotes good health practices and behaviors
and guarantees that school premises are safe
and clean
 has the best interest of children in mind and
seeks to provide a safe, secure and a home away
from home environment.
 engages support and interaction of community
institutions and other individuals.

Multilingual and Mother-Tongue Based
Learning
It refers to learning which begins in the
first language/ mother tongue and transitions
to additional languages, It views Filipino as a
language which is more culturally relevant
and practical and has the value of foster
national unity. The child is most comfortable
learning in one’s 1st language and begins to
conceptualize rather than merely memorize
formulae and codes as one does when the
language is not familiar.

Learning
A. DepEd Order No. 60, s. 2008
The use of mother tongue as the
language of instruction beginning grade 1 is
now recognized as the most effective way to
improve student learning and shall also serve
as a strong bridge language to learn a second
language better and faster.

Learning
B. DepEd Order No. 74, s. 2009
Mother Tongue – Based Multilingual
Education, herein referred to as MLE, is the
effective use of more than two languages for
literacy and instruction.

Every Child A Reader Program (ECARP)
Launched to develop pupils’ reading and
communication skills by Grade 3. It is
designed to improve the delivery of
instruction of reading teachers in Grades I to
III. An eight-week curriculum provides Grade
I pupils adequate home-to-school transition
and readiness experiences.

Brigada Eskwela
The National Schools Maintenance Week
and is observed every May of each year since
2003. Capitalizing on the spirit of bayanihan
among Filipinos. It encourages parents,
barangay residents, local businessman, youth
and the community to volunteer resources
(financial, material, labor) and work
collectively for the maintenance and minor
repair of schools during the month of May to
prepare the schools for the opening of
classes in June.

Brigada Eskwela PLUS
This shall be implemented in three
phases that will focus on contributing to the:
a. Increase in participation rate;
b. Decrease in dropout rate; and
c. Improvement of academic performance of
public school children.

Adopt-A-School Program
Formalized by R. A. 8525, this program is
DepEd’s vehicle to mobilize support from the
private and non-government sectors. Based on a
menu of assistance packages developed by
Deped, interested companies can sponsor certain
school programs/projects. Donor assistance
came in the form of classroom construction,
teaching skills development, provision of
computer and science laboratory equipment/
apparatusses; and school programs for the
children.

Schools First Initiative
The 5 Core Principles are:
1. Schools are community for learning.
2. Schools deliver education whose quality is
objectively describable, observable and
measurable even to those from outside the
school.
3. Schools’ education quality is observed/
monitored be improved continuously from
whatever level it begins and regardless of
prevailing conditions.

Schools First Initiative
4. Schools’ education quality outcomes
must benefit all students.
5. Schools’ education quality and benefits
they provide to everyone are the center of
DepEd’s concerns, efforts and
accountability.

School-Based Management
It is defined as “decentralization of
decision-making authority from central,
regional and division levels to individual
schools, uniting school heads, teachers,
students as well as parents, the local
government units and the community in
promoting effective schools

School-Based Management
The main goal of SBM is to improve school
performance and student achievement. Its
objectives are:
• empower the school head to provide
leadership; and
• mobilize the community as well as the local
government units to invest time, money and
effort in making the school a better place to
learn in.

The teaching profession 3

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