The TP

THE
TEACHING
PROFESSION
BSED IIIB MATH

BSED IIIA ENGLISH
2017
TABLE OF CONTENTS
CHAPTER I YOU, the Teacher, as a Person in Society
Lesson 1: Your Philosophical Heritage

Lesson 2: Formulating Your Philosophy of Education
Lesson 3: Society and You
Lesson 4: The Foundational Principles of Morality and You
Lesson 5: Values Formation and You
Lesson 6: Teaching as Your Vocation, Mission and Profession
CHAPTER II The Teacher in the Classroom and Community
Lesson 1: Classroom Management

Lesson 2: School and Community Relations
Lesson 3: Linkages and Networking
CHAPTER III On Becoming a Global Teacher
Lesson 1: A Closer look at the Educational Systems of Selected Countries of

the World
Lesson 2: Multicultural Education: A Challenge to Global Teachers
Lesson 3: Broadening Teaching Perspectives:
Teacher Exchange Programs
Lesson 4: Educational Technology and Innovative Teaching
CHAPTER IV The Professionalization of Teaching
Lesson 1: Historical Perspective of the Philippine Educational System

Lesson 2: The 1987 Constitution
Lesson 3: Republic Act No. 7722
Lesson 6: Executive Order No. 356
Lesson 7: Presidential Decree No. 6-A
Lesson 8: Batas Pambansa Blg. 232
Lesson 9: UNESCO
CHAPTER V Becoming a Professional Teacher
Lesson 1:The Magna Carta for Public School Teachers

Lesson 2: Presidential Decree No. 1006
Lesson 5: Code of Ethics for Professional Teachers
Lesson 6: Excerpts from the Family Code of the Philippines
Lesson 8: Republic Act No.7877
Lesson 9: Excerpts from RA 8990
Lesson 10: First Call for Children
CHAPTER I
YOU, THE TEACHER, AS A PERSON IN THE SOCIETY
Lesson 1: Your Philosophical Heritage
Five Philosophies of Education

A. Essentialism
Why Teach? Teachers teach not to radically reshape society

but rather to transmit the traditional moral values and intellectual knowledge
that students need to become model citizens
What to Teach? The essentialist curriculum includes the

traditional disciplines such as Math, Natural Science, History, foreign
language, and literature.
How to Teach? The essentialist teachers emphasize mastery

of the subject matter. They are expected to be intellectual and moral models
of their students.
B. Progressivism
Why Teach? the progressivist teachers teach to develop

learners into becoming enlightened and intelligent citizens of a democratic
society.
What to Teach? The progressivists are identified with need-

based and relevant curriculum. This is a curriculum that respond to students
needs and that relates to students personal lives and experiences.
How to Teach? Progressivist teachers employ experiential

methods. They believe that one learns by doing.
C. Perennialism
Why Teach? We are rational animals. School should,

therefore, develop the students rational and moral powers.
What to Teach? The perennialist curriculum is a universal is a

universal one on the view that all human being possess the same essential
nature.
How to Teach? The perennialist classrooms are centered on
teachers
D. Existentialism
Why Teach? The main concern of the existentialists is to help

students understand and appreciate themselves as unique individuals who
accept complete responsibility for their thoughts. Feelings and actions
What to Teach? In an existentialist curriculum, students are

given a wide variety of options from which to choose.
How to Teach? Existentialist methods focus on the individual.
E. Behaviorism
Why Teach? Behaviorist schools are concerned with the

modification and shaping of students behavior by providing for a favorable
environment.
What to Teach? Because behaviorists look at people and

other animals as complex combinations of matter that act only response to
internally or externally generated physical stimuli.
How to Teach? Behaviorist teachers ought to arrange

environmental conditions so that students can make the responses to
stimuli (Trespesces, 1995)
Lesson 2: Formulating Your Philosophy in Education
Philosophy = Greek words philos love, Sophia wisdom.

Education =Latin words Educare, to nourish, to bring up, to raise.
Philosophy of Education
=Application of fundamental principles of philosophy of life to the
work of education.
=Your window to the world, compass in life.
=Reflected in your dealings with students, colleagues, parents
and administrator
=Your attitude towards problems and life as whole has
underlying philosophy.
To articulate your thoughts on:
How you perceive the learner

What are the right values
What to teach
How you must therefore teach
Include your Concept about:
The human person, the learner in particular and the educated person.
What is true and good and therefore must be taught.
How a learner must be taught in order to come close to the truth.
How to make Educational Philosophy
Start with the phrase, I believe

Use Narrative, first person approach, personal and reflective.
Make it specific
Make it brief and well written 3-5 pages or more.
Lesson 3: Society and You
Community Perception on the Role of Teachers in the Community
Teachers are perceived to be:
1. very important in a community.

2. respected in a community.
3. help in the community to some extent.
Community Perception on Beliefs and attitudes about Teachers and
Teaching
The community respondents strongly agreed that teachers:
1. help develop the moral character of children.

2. are second parents.
3. are assets to the community.
The community respondents agreed with 12 beliefs and attitudes, as
follows:
1. The most intelligent child should be encouraged to enter the

teaching profession.
2. Teacher sets moral standard of the community.
3. Teachers make good parents.
4. Men should be encouraged to enter the teaching profession.
5. The teaching profession is one of the lowest paid.
6. Teachers should be paragons of virtue.
7. Children obey and respect teachers.
8. Teachers play an active role in disciplining children.
9. Praising boosts a childs self-confidence.
10. A teacher is a childs model.
11. Childs interest in studies depends upon his/her teachers.
12. Parents entrust childrens welfare to teachers.
The community respondents were doubtful regarding this item:

Female teachers generally become old maids.
They disagreed with this item:
Teachers may inflict physical punishment on children.
Lesson 4: The Foundational Principles of Morality & You
What is Morality?
- refers to the quality of human acts by which we call them right or

wrong, good or evil (Panizo, 1964)
- Your human action is right when it conforms with the norm, rule or lar
of morality.
- Otherwise it is said to be wrong when it is lacking of what is natural to
man i.e. when it is in accordance with mans nature.
Foundational Moral Principle
- The word principle comes from the Latin word princeps which
means a beginning/source.
- The universal norm upon all other principles on the rightness or
wrongness of an action are based on the foundational moral principle.
Where is the foundational moral principle?
- It is contained in natural law.
What is Natural Law?
- It is Law written in the hearts of men (Romans 2:15)

- This is the fundamental or foundational moral principle.
- All men and women, regardless of race and belief, have sense of this
foundational moral principle.
- It is ingrained in mans nature.
- The natural law that says do good and avoid evil comes in different
versions.
- Golden rule of Christianity do to other what (you do not) you like
others do to you.
- This golden rule is made more explicit through Ten Commandments
and 8 Beatitudes.
- These are summed up in the two great commandments, love God
with all your heart, with all your mind, with all your strength and love your
neighbor as you love yourself.
- Buddhist states this through the eight fold path:
1. Strive to know the truth;

2. Resolve to resist evil;
3. Say nothing to hurt others;
4. Respect life, morality & property;
5.engage in job that does not injure others;
6. Strive to free their mind of evil;
7. Control their feeling and their thoughts;
8. Practice proper forms of concentration.
- Buddha thought that hatred does not cease by hatred; hatred only
ceases by love.
- The Islamic Koran teaches the virtues of faith in God, patience,
kindness, honesty, industry, honor, courage, generosity.
Teachers as a Person of Good Moral Character
As laid down in the preamble of our code of ethics of

Professionals Teachers:
Teachers are duly licensed professional who possess dignity

and reputation with high moral values as well as technical and
professional competence in the practice this set of ethical and moral
principles, standard and values.
When are you of good moral character?
One Christian author describes 4 ways of describing good moral character:

1. Being fully human
2. Being a love person
3. Being virtuous person
4. Being morally mature person
Lesson 5: Values Formation and You
Transcendent Value
Idealist Group there are unchanging and universal values

Relativists claim that there are no universal and unchanging values.
Values are taught and caught

Values are both aught and caught, if they are not taught because the
merely caught, then there is even no point in proceeding to write and discuss
your values formation as teacher here values are also caught.
Values have cognitive, affective and behavioral dimensions

values have a cognitive dimension
values are in the affective domain objective.
values have also behavioral dimension.
Values formation is a training of the intellectual and will

Your value formation essence is a training of your intellect and will,
your cognitive and rational appetitive powers, respectively. Your intellect
discerns a value and presents it to the will as a right or wrong value. Your wills
to act on the right value and wills to avoid the wrong value presented by your
intellect.
Virtues vs. Vicious life and their effect on the will

A virtuous life strengthens you to live by the right values and live a life
of abundance and joy while a vicious life leads you to perdition and misery.
MAX SCHELERS HIERARCHY OF VALUES
Pleasure Values the pleasant against the unpleasant

the agreeable against the disagreeable
Vital Values values pertaining to the well being either of the
individual of the community.
values of vital feeling
Spiritual Values Values independent of the whole sphere of the body
and of the environment
Grasped in spiritual acts preferrring , loving and hating
Values of the Holy Appear only in regard to objects intentionally given as
absolute values
Lesson 6: Teaching as Your Vocation, Mission and Profession
Vocation comes from the Latin word vocare means to call. Vocation
means a call, if theres and call, then they should have callers or the learners
that wants to listen to your message. As a teacher, we need to call all those
people who are interested and willing learn so that they can understand
whats the message says. The callers or the learners or students must listen
to your message so that they understand and learn something important.
Mission come from a Latin word misio means to send. Therefore you are
sent to a mission to accomplish it, as a teacher, we are sent some places or
were sent on a mission to accomplish it. Clearly, a certain task or tasks are
assigned to you and you must need to finish it at allotted time. You should not
fail in your mission or else the students will not get what you want to say.
Teaching is a profession because its use in our daily life, we are here
to teach everything good so that they can perform well. Teachers didnt stop
studying. They study and study and study so they can master their thoughts
and sharing it to all of you. In our life, we dont need to summarize or minimize
our thought that we want to share them.
If necessary we must have all of our thoughts give all of your learning
to them so that they can easily learn the message coming from you teaching.
Teaching is life, or I must say education is the key to success. So that,

if we teach and shave all of your knowledge, they might have meaningful and
fulfilled life, when they finish education.
CHAPTER II
THE TEACHER IN THE CLASSROOM AND COMMUNITY
A teacher is a facilitator of learning and of the development of the

youth; he shall, therefore, render the best services by providing an
environment conducive to such learning and growth. ~Code of Ethics for
Professional Teachers, Article 3
The school and the community are on the "front lines" of the teachers'
educational reach. Both are instrumental in bringing about a favorable
environment that could facilitate mutual assistance and needed service. The
school serves as the center for educational pursuits while the institutions and
establishments of the community serve as extended learning centers and
sources of instructional materials.
Lesson 1: Classroom Management

Classroom management is an integral part of the teaching process.
A. Organizational Plan
1. Structured Classroom - structured classroom are well-planned ahead
of time and the procedures follow accepted rules and regulations
established by the school.
2. Flexible Classroom - flexible classroom there is allowance for free
movement, time allotment and even in decisions regarding modes of
undertaking the learning activities.
a. Individual Approach
b. Group Set-up
c. Some schools could to use a combination of both types of organization
depending on conditions that warrant a switch from one to the other
and vice versa.
B. Scheduling
Good time management is the key to a smooth flow of planned
activities. Proper timing could sustain motivation and interest, resulting in
students' active involvement in all class undertaking.
C. Record Keeping
One of the teachers' responsibilities is to keep school records. Among
the school activities to be recorded are:
1. Daily attendance - an attendance register showing the presence or
absence through a fast roll call must be kept.
2. Students' progress - is one of the most important responsibilities that
teachers must perform with utmost proficiency.
D. Physical Environment
A clean classroom where everything is arranged neatly is both
attractive and comfortable place to stay in.
1. Maintaining cleanliness
2. Proper ventilation and lightning for their comfort and ease
3. Noise due careless closing and opening doors and windows must be
avoided
4. Bulletin boards and displays
5. Seating arrangements
E. Discipline
Discipline is a controlled behavior
1. Causes of disciplining problems
* Needs and interest

* Teacher's lack of adequate knowledge and skills in handling
occurrences of misbehavior.
The classroom may not be conducive to learning if it is:

a. Overcrowded with more than the regular number of students to a
class.
b. Poor lighting facilities and inadequate ventilation
c. Disorderly positioned of furniture and storage cabinets.
d. Inappropriate seating arrangements.
e. Near sources of noise.
Tracing differences:
a. Family background
b. Physical and Mental Capacities
c. Emotional traits, among others
Here are some reminders:
Different socio economic backgrounds may exhibit characteristics
that are different from the rest .
Disciplinary measures practiced in different homes may cause
unfavorable consequences as they relate with one another.
Differ in expressing self-control, patience and temper when
challenged.
Some may have special interest that must be attended to.
Others may have problems that would need immediate solutions
Their relationship with one another can bring about positive or
negative interactions as they study and work together.
The teachers' ability to meet discipline-challenging situations can spell
the difference between good or distressed classroom controls. So much
depend on their:
a. Knowledge of and skill in employing a wide range of classroom
strategies and procedures
b. Personal and emotional attributes.
Interaction with the student will brought either positive or negative
result
2. Prevention
" You must know how to anticipate trouble so that minor skirmishes may not
interrupt to full fledge battles"
Some effective measures practiced in same schools:
a. There must be clear understanding of the objectives of the lesson
and strategies to be used. Avoiding misstep in the procedure. If uncontrolled
actions happen, then shift to an alternate activity.
b. Involving them in planning learning tasks ensure active involvement
and participation rather than passive attention as a routine activity
c. Patience, compassion, concern, caring attitude, respect and trust for
others should not be forgotten. A compassionate teacher understands and
feels sympathetic towards students' struggles and sufferings. A deep concern
for their welfare and growth are easily appreciated.
d. The teacher personalities are their surest "arms".
Respectable relationship with students.

Facial expressions
Kind words of praise, greetings, encouragement, and friendly
conversation.
Avoid showing favoritism and biased treatment for some.
e. Teacher's teaching style, appropriate assessment tools and
evaluation technique.
3. Common ways of establishing discipline/classroom control
Maintaining good discipline;

a. Discipline is the students' responsibility
b. Discipline is the teachers' way of establishing a desirable student
oriented environment for learning.
c. Discipline is coupled with effective teaching strategies and
techniques.
d. Discipline is achieved through the effects of group dynamic on
behavior
e. Discipline is believed to be the exclusive responsibility of the
teachers.
4. Some tips to make you a good disciplinarian
Be prepared to face a class with multi-behavior tendencies.

Know your students well
Show you sincere concern for their welfare
Commendable behavior is reciprocal
Be calm
Be firm and consistent in the classroom "do's and "donts"
Be enthusiastic.
Let out your good sense of humor.
Speak with good voice volume.
Be humble in words and actions.
5. Common ways of dealing with discipline Problems
Acceptable and effective:

Use verbal rein forcers
Use nonverbal gestures
Dialogues can determine their problems.
Award merits for good behavior
One-on-one brief conference
Allow them the freedom to express or explain their feelings
Unacceptable and ineffective
Scolding and harsh words
Nagging and faultfinding
Keeping them in detention area during or after class
Assignment of additional homework compared to the rest
Use a ridicule or sarcasm
Grades for academic achievements should not be affected due to
misdemeanor.
F. Establishing Routine
Routine is a regular procedure or a normal practice that is to be followed.
It is schedule of activities that is mostly time-paced and is attuned to the
lesson objectives.
1. Advantages
It helps in accomplishing that is planned.

It serves as a guide in controlling behavior.
The students feel secure since they know every step in the
procedure.
It builds a teacher's confidence in following a well-planned
procedure.
2. Ways of Establishing Routine
Routine could be scheduled on a weekly or monthly instead of a

daily basis.
Plan a routine for an entire class rather than for an individual or
a group.
Plan a procedure for the whole unit with a corresponding time
allotment for each topic.
You might find the class in a situation when the interest and
concentration is at its peak.
Give clear and direct instructions to avoid guessing on what to
do next.
Practice some signals that would mean the class is about to
start and they must be ready.
Model time-consciousness. Let them see that you are following
that planned routine.
Lesson 2: School and Community Relations
OBJECTIVES
A. THE TEACHERS, PARENT AND THE COMMUNITY
Parents are the first teachers in the home. They are responsible for the
development of values, attitudes and habits that will be needed as their
teacher associate with classmates in school.
Teachers in the schools continue to enrich the students' experiences at
home, thus strengthening the valuable, personal traits and characteristics
initially developed.
The members of the community, in addition to the parents and relatives,
like the government officials, the professionals and all the residents are highly
motivated to participate in the parent-teacher activities and projects that will
likewise resound to the uplifting of the moral and quality of life in their own
locality.
1. Difficulties
- Teachers are endowed with a caring and compassionate attitude that
are expressed in their love and unending sacrifice in guiding the young.
Despite conscious effort, children experience difficulties and problem
regarding:
- ability to accomplish assignments
- irregular attendance
- study habits in school
- negative attitudes, and
- problem with self-discipline
2. Solutions
- A calm and friendly face-to-face exchange of observations could
straighten some disturbing interactions ending with a promise of undertaking
remediation in both quarters.
- positive attitudes of kindheartedness and patience are developed
through modeling.
- regularity in attendance and doing daily assignments need strong
motivation and encouragement from both sides.
- letter and praises to parents for outstanding performances build
confidence and strengthen determination to continue the good work.
- interesting lessons never fail to motivate students to be present every
day for an enjoyable participation in them.
- extremes of behavior need detailed consideration of past experiences
in school and at home.
3. Values Developed
Values and strong inclinations are instilled starting from the home and are
developed further in the school. Some of the most desirable are:
- respect for elders and for the rights of others,
- cooperation
- willingness to share,
- deep sense of responsibility, and
- persistence
4. Interests
Special interest and innate talents noticed at a young age such as
heightened propensity for music and drama, athletics and the arts must be
attended to by sensitive mentors and guardians in order to provide them with
continued opportunities to attain full realization of their natural gifts.
B. SCHOOL AND COMMUNITY

The school is usually located at the center of the town or city. As such,
it is subjected to daily scrutiny by the members of their community. Seeing
their students at play or work, personnel busy with everyday tasks and
teachers with the usual, eyeful watch, everyone passing by witnessing such
would feel proud of their school. The community would in turn show their
gratitude and appreciation by keeping their schools surroundings clean and
comfortable for the children, and by sharing resources whenever needed.
1. Collaborative relationships
a. The school officials actively participate in community projects such as

literacy assistance project for out-of-school children and house
campaign for healthful practice.
b. The municipal/ city officials are likewise ready to provide help in
improving the physical facilities of the school.
c. During historic celebrations in both places, participation by each is
easily elicited with such positive and civic-consciousness activities
enjoyed by the school and the community, a strong feeling of
togetherness become evident.
2. Organized associations
Schools have organized Parent- Teacher and Community Associations
with the officers coming from both their members.
3. Public safety, beautification and cleanliness

Peace and order, safety in public conveyances and compliance with
ordinances afford ample protection and disciplinary measures deserved by all.
Beautification of the community through tree planting in every
household and cleanliness through proper waste disposal are voluntarily
undertaken by both, thus creating a disciplined and wholesome community.
4. Values Exhibited
Outstanding school personnel as well as barangay officials are
honored. This serves as a motivation for both parties and their followers to
continue with their commendable practice. Values of nationalism and unity are
developed through the examples demonstrated by the school and government
officials. Respect for authority and self-discipline are modeled for the young to
follow.
5. Instructional Centers and Materials

The community can serve as rich sources of instructional materials.
The clean rivers, town library, factories and other industrial establishment
could be learning centers for field trips. Recreational areas, and concert halls
offer enjoyable entertainment for all.
Lesson 3: Linkages and Networking with Organization
A. Linkages
1. International Linkages
a. With Pi Lambda Theta

Pi Lambda Theta is an international honor society and professional
association in education.
b. INNOTECH
It is a center for training educational leaders from Southeast region
under the SEAMEO organization. It conducts training programs to upgrade
the competencies of teachers from the region in all disciplines. One of its
projects is to update teachers knowledge and skills in implementing
alternative learning systems. It has prepared a comprehensive framework on
peace and multi-cultural diversity.
c. World Council for Curriculum and Instruction (WCCI)

It has a local chapter which recently hosted a 3-day international
congress with the international President, officials and members from different
countries in attendance. The council holds conferences in different member
countries annually which is participated in by members of the local chapter.
2. National and Local linkages.

Linkages could be established between universities and colleges offering
identical degrees. Cross-enrolment for subjects needed for graduation is
allowed.
Joint researchers could be conducted by 2 or 3 universities depending
on their respective expertise. The dissemination of findings to other
universities in the area is a big help.
B. Networking
1. Networking with Professional Organizations

A network is a grid/ web whose members actively demonstrate how
they can work together to attain common objectives, undertake innovative
practices and update members regarding breakthrough in different disciplines.
Some examples could serve as models.
a. Consortium among Universities and Colleges

i. Taft Consortium the universities that make up the consortium are
St. Paul University (Manila), St. Scholasticas College, Philippine
Normal University, Philippine Christian University and De La Salle
University.
ii. The Mendiola Consortium it is composed of San Beda College,

Centro Escolar University, San Sebastian College and Holy Spirit
College
b. With Subjects Specialists

i. BIOTA is an organization of Biology teachers from universities
nationwide. An annual convention is a major event where all members
gather to discuss the latest in their own areas.
ii. MATHED is the council of Mathematics Teachers and Educators. Its

major project is to upgrade the competence of Mathematics teachers
through national conferences, workshops and training sessions
conducted nationwide.
d. Teacher Education Institutions

i. SUCTEA- Schools Universities and Colleges Teacher of government
universities Education Association
ii. PAFTE- Philippine Association for Teacher Education
iii. National Organizations
CHAPTER III
ON BECOMING A GLOBAL TEACHER
Lesson 1: A Closer look at the Educational Systems of Selected

Countries of the World
5. Education System in United Kingdom

In England, education is compulsory for children ages 5-16.
A. Basic Education
1. Foundation Stage Children aged 3-5 years.
2. Key Stage One Children aged 5-7 years and year group grades 1-
2.
3. Key Stage Two Children aged 7-11 and year groups 3-6.
4. Key Stage Three Children aged 11-14 years and year groups 7-9.
5. Key Stage Four Aged 14-16 and year groups 10-11.
6. Post 16 Education It is not mandatory in England.
B. Higher Education
In 1992 Polytechnic was abolished and become Universities enabling
them to award their own degrees.
6. Educational System in the United State of America
Levels of education in the U.S. are similar to those in other countries.
They are public and privates colleges, school and universities
A. Structure and Organization of basic education
Age level is 4-6 years old and the duration is 2 years.
Grade 1-4 children are from ages 6-10.
Grade 1-7 children are from ages 6-14
Junior high school ages 12-18 years old.
Senior high school ages 12-14 years old.
B. Higher Education
These higher education institutions are classified according to
the following categories.
Associate of arts colleges.

Research Universities (I and II)
Masters Universities and colleges (I and II)
SUMMARY
Education is universal. From the different educational systems
presented, we can conclude that basic education is compulsory in all these
countries. This is also true to the Philippines.
Lesson 2: Multicultural Education: A Challenge to Global Teachers
Diversity of Learners and Multicultural Education
The major goal of multicultural education is to transform the school...-

James Banks (1975 in Sadker, 1991)
In most public schools students come from a wide range of socio-

economic backgrounds.Taking into account of diversity in schools is a major
challenge.Culture evolves over time.
Accomodating Cultural Differences and Commonalities
The issue of cultural majority-minority in the classroom has posed a

challenge to teachers.Sometimes the teachers come from a culture that is
different from where their students belong.
Understanding your Multi-cultural Learners (Fraser-Abner, 2001)
Be sensitive and aware of racial, ethnic, cultural and gender groups

other than your own.
Never make assumptions about an individual based on their

perception.
Avoid stereotyping.
Get to know each student as a unique individual:
Walk in the footsteps of all your students.
Other Suggestions:
Look into your own conscious and subconscious biases about the
people who are different from yourselves.
Plan your activities within a multicultural framework.
Infuse multicultural instructional materials and strategies in teaching.
Foster collaboration and cooperation among your learners, parents and

teachers.
Some guiding principles adapted from an interdisciplinary group of
psychologists, political scientists, sociologists and multicultural specialists:
For Pre-service Teachers
Teachers should ensure that all students have equitable opportunities

to learn and to perform to a standard.
Teachers should help students acquire social skills needed to interact

effectively with students from other racial, ethnic, cultural, language of
social groups.
Schools should provide opportunities to participate in extra-and co-

curricular activities that develop knowledge, skills and attitudes that
increase academic achievement and foster positive inter cultural
relationships.
Teachers and students should learn to reduce stereotyping and other

related biases that have negative effects on racial and ethnic relations.
Schools should provide opportunities for students from different racial,

ethnic, cultural and language groups to interact socially under
conditions designed to reduce fear and anxiety.
Some of basic assumptions that enhance teacher

development:
No two learners are exactly the same.
Children in all classrooms are heterogenous.
Strategies that work with one learner may not work with the other.
Students background and experiences should be considered when

teaching.
Community members from various ethnic groups can assist teachers in

facing issues of ethnic differences and similarities.
Lesson 3: Broadening Teaching Perspectives: Teacher Exchange
Programs
1. Visiting International Faculty Program (VIF)
The Visiting International Faculty Program (VIF) is the United States

largest cultural exchange program for teachers and schools.
a. VIF Purposes and Beliefs
It is the intention of the VIF to ensure that students, educators and

communities worldwide reap the benefits of international education.
This program believes in the following principles:
All schools should have at least one international exchange teacher

All students should be exposed to a variety of exchange teachers
during their academic careers.
All communities should have an equal opportunity to develop globally
literate citizens to help build a foundation for success in the global
marketplace.
b. History of visiting International Faculty Program (VIF)
The program started 19 years ago. It was founded in 1987 and began
accepting teachers from other countries of the world to teach Kindergarten up
to grade 12 in 1989.This project is in cooperation with the North Carolina
department of Public Instruction.
In 1996, VIF was asked by the North Carolina Department of Public

Instruction to recruit teachers in other subject areas. To date, the VIF teachers
worked in expanded areas including the states of South Carolina, Georgia,
Virginia, Maryland, Florida and California.
The international teachers are coming from more than 50 countries of

the world such as Australia, Canada, Chile, New Zealand, Ecuador, Mexico,
Spain including the Philippines.
2. Fulbright Teacher Exchange Program
Since 1946, the Fulbright Teacher Exchange Program has helped

nearly 23,000 teachers and school administrators to promote mutual
understanding between the United States and countries around the world
For the U.S. teachers, this opportunity involves a year or semester

direct exchange with a counterpart in another country teaching the same
subject at the same level.
3. Inter-African teacher Exchanges
The objectives of this program are to provide opportunity for African

teachers to learn from teaching environment in other African countries and
also aimed to extend experiences and widen the horizon of African teachers
by encouraging exchange visits to countries outside Africa as well.
The teacher will travel to neighboring countries to work for over a

period of two weeks after which in pairs they will engage in the following
activities:
Be stationed at one school for one week and another school for
another week.
Observe teaching in the said teachers subject.
Guest teach using ICTs at the schools that the teacher is visiting.
Engage in discussions with teachers in another school.
Write a journal of their exchange visit.
4. Canadian Educators Exchange
The Canadian Education Exchange Foundationis a non-profit

foundation which handles both student and educator exchanges. Exchanges
are rewarding, but there are some factors needed for consideration: Finances,
Stability and Stress, School support, Commitment. In Alberta, two kinds of
exchanges are possible. These are: One-year exchanges and Short-term
exchanges. One-year exchanges enable teachers to swap their jobs (and
homes) with teachers in countries such as Australia, New Zealand, United
Kingdom and United States, Germany and others. Short-term exchanges
occur during spring and summer holidays. It enables the teachers and
administrators to job shadow with the counterpart in another country.
5. Global Teachers Millenium Awards
The Global Teacher Exchange program commits to improving

the quality of education in South Africa, Ghana, Uganda and the UK. It also
promotes partnership between the North and South African countries. This
program aims to:
Change the lives of UK educators, personally and professionally

Ensure benefits for staff and pupils of UK schools and their local
communities.
Support the aims and activities of Links educational programs in South
Africa, Ghana and Uganda
Set a standard and develop a model for other similar scheme.
A global teacher in this program is described as someone who:
Thinks and acts both locally and globally;

Understands how this world is interconnected;
Is committed to making the world a more equitable place;
Believes in education for sustainable development;
Has professional and personal skills to share, and to learn;
Brings the world into their classroom, school and community;
Encourages dialogue and partnership between the North and the
South;
Can inspire others to act as Global teachers.
It is interesting to note that these programs give teachers the

opportunity to live their personal and professional lives in another context,
setting, country, thus strengthening their skills in understanding diversity and
multiculturalism.
Lesson 4: Educational Technology and Innovative Teaching
Technology for Teaching
Survey data suggest that technology remains poorly integrated into

schools, despite massive acquisition of hardware. Some observations indicate
that the most frequent use of computer is for drill-and-skill practice that
supplement existing curricula and instructional practices. Because of its
limitations, educationist began exploring the use of technology that supports
models of teaching that emphasize learning with understanding and more
active involvement.
Roles of techonology in achieving the goal of learning for

understanding:
(Goldman, S, Williams, R. et al, 1999)
1. Technology provides support to the solution of meaningful problems.
- Finding answers to complex problems brought to the classrooms is

one important functions of technology.Some problems brought to the
classrooms can be simulated and created with graphics, video and animation.
Simulations or exploratory environments called microworlds allow students to
carry out actions, immediately observe the results and do a lot of
investigations right there in the classrooms with the use of the computers.
2. Technology acts as cognitive support.
-The use of technology provides cognitive support to learners. It

assumes interactions with others who are knowledgeable who can coach,
model, guide and give reminders in the accomplishment of various tasks.
Technology can help learners visualize processes and relationships that are
invisible or difficult to understand.
3. Technology promotes collaboration as well as independent learning.
-Interconnectedness in networking through technology supports

collaboration. Technology provides avenues for discussion and
communication among learners. A two-way video and two-way audio systems
allow students and teachers at remote sites to see and hear from each other.
Face-to-face interactions can take place over great distances in real time.
Technology Programs for Teaching
Some shortlist of technology programs to assist teachers to be

innovative in teaching:
Stand-alone Programs.Some programs are available as stand-alone

software, videodisc or CD-ROM media. Some titles include The
Jasper Woodbury Problem Solving Series, Little Planet Literacy Series,
Ribbit and the Magic Hats.
Programs Available on the Internet. Knowledge Integration

Environment (KIE) teaches students to think of web information as
evidence and evaluate it critically with regard to autorship, credibility
and relevance. The GLOBE Program (Global Learning and
Observations to Benefit Environment) involves students in gathering
data about local environment and creating a database open to the
GLOBE community.
Information Databases. Many forms of print-based materials are now

available in electronic form. The entire set of the National Geographic
magazine is now in CD-ROM. Encarta and Grollier provide access to
vast information. These resources take advantage of hypermedia, the
ability to jump in a nonlinear fashion to related information.
Aside from merely users of technology programs, students can also be

multimedia developers. As a prospective teacher, you have courses that
enable you develop these materials.
In creating and producing multimedia by the students, great

opportunities are given to them in the following aspects:
1. selection of their own topics to provide a sense of ownership
2. conduct research, plan the devepoment and presentation of the

produc.
3. selection of multimedia presentation that gives only limited number if

options
4. opportunities for teaching grammar, writing, spelling within the

context which is meaningful to the students. ( source: technology education
requirements for prospective teachers
http:/cnets.iste.org/teachers/t_stands.html)
PERFORMACE INDICATORS
1. Technology operations and concepts
Teacher should demonstrate an understanding of sound techology

operations and concepts.
2. Planning and designing learning environments and experiences
Teachers plan and design effective learning environments and

experiences supported by technology.
3. Teaching, learning, and the curriculum
Teachers implement curriculum plans that include methods and

strategiesfor applying technology to maximize student learning.
4. Assessment and evaluation
Teachers apply technology to facilitate a variety of effective

assessment and evaluation strategies.
5. Productivity and professional practice
Teachers use technology to enhance their productivity and

professional practice.
6. Social, ethical, legal, and human issues
Teachers understand the social, ethical, legal, and human

issues surrounding the use of technology in schools and apply those
principles in practice.
CHAPTER IV
THE PROFESSIONALIZATION OF TEACHING
The Policy goals should be to ensure that all children have access to
skillful teachers to make the teaching profession more attractive to talented
young adults, and to produce humane intellectually lively learning
communities for both students and teachers ( Linda Darling- Hammond)
January 1977 - PRESIDENTIAL DECREE No. 1006

PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS,
REGULATING THEIR PRACTICE IN THE PHILIPPINES AND FOR
OTHER PURPOSES
It was declared a policy that teacher education be of the highest quality, &
strongly oriented to Philippine conditions & to the needs & aspirations of
the Filipino people.
The examination for teachers was jointly given by the Civil Service
Commission and the Department of Education and Culture. Passers in the
board examination were qualified for registration as professional teachers
and were given a Professional Teacher Certificate.
1991 - Congressional Commission to Review and Assess Philippine

Education (EDCOM) came out with finding that "the quality of Philippine
Education is declining" and that teachers are "at the heart of the problem".
EDCOM discussed further that:
teachers are poorly trained.

there is low quality of students enrolled in teacher training.
teaching is perceived as poorly esteemed profession so it does
not attract the best as mandated in the Philippine Constitution
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" (Article XIV, Section
4(5).
1994 - Article 11, of R.A No. 7836

THE PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF
1994
Declared the policy recognizing the vital role of teacher in nation
building.
The Act created the Board for Professional Teacher, a collegial
body under the general supervision and administrative control of the
Professional Regulation Commission.
The dynamics of teaching is a continuous interaction of the
teacher and the learners, the learners with other learners- inside and
beyond the classroom, in co- curricula and other school activities.
Dynamism in teaching would result to the acceptance of roles,
responsibilities and accountability of the teacher in the teaching--
learning process given the complexity and magnitude of the Philippine
educational system (Llagas, 2003)
Lesson 1: Historical Perspective of the Philippine Educational
System
Education in the Philippines has undergone several stages of
development from the pre- Spanish times to the present in meeting the needs
of the society
Education serves as focus of emphases/epochs in our national struggle
as a race.
PRE-MAGELLANIC/ PRE- SPANISH EDUCATION
Education was :
Informal
Unstructured
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 EDUCATION
Tribal tutors were replaced by the Spanish missionaries

Education was religion oriented
Education was limited only for elites
Established of at least one primary school for boys and girls in each
town by the Decree of 1863
Establishment of a normal school for male teacher under the
supervision of the Jesuits
Primary instruction was free
Teaching of Spanish language was compulsory
Education during that period was inadequate, suppressed and
controlled
EDUCATION IN THE REVOLUTIONARY GOVERNMENT

Establish the Burgos Institute in Malolos, the Military Academy of
Malolos and the Literary University of the Philippines, education was:
Free and compulsory elementary education
Education during the American regime
Chaplains and non- commissioned officers were assigned to teach
using English as the medium of instruction
Highly centralized public school system was installed by the Philippine
Commission by the virtue of Act No. 74
THOMASITES brought in the Philippines from USA
High School was supported by the Governments
The Philippine Legislature approved Act No. 1870 which created the
University of the Philippines
EDUCATION DURING THE JAPANESE REGIME
Taught Tagalog, Philippine History, Character Education

Love for work and dignity of labor was emphasized
1994
CHED and TESDA were established to supervised tertiary degree

programs and non- degree technical- vocational programs,
respectively.
CHED was the responsible for higher education
DECS was changed to DepEd
Lesson 2: The 1987 Constitution
ARTICLE XIV --- Education, Science and Technology, Arts, Culture and
Sports
Section 1
The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such
education accessible to all.
Section 2
The State shall:
(1) Establish, maintain, and support a complete, adequate, and

integrated system of education relevant to the needs of the people and
society;
(2) Establish and maintain a system of free public education in the
elementary and high school levels. Without limiting the natural right of parents
to rear their children, elementary education is compulsory for all children of
school age;
(3) Establish and maintain a 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;
(4) Encourage non-formal, informal, and indigenous learning systems,
as well as self-learning, independent, and out-of-school study programs
particularly those that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other skills.
Section 3
(1) All educational institutions shall include the study of the Constitution
as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of
humanity, respect for human rights, appreciation of the role of national heroes
in the historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians,
religion shall be allowed to be taught to their children or wards in public
elementary and high schools within the regular class hours by instructors
designated or approved by the religious authorities of the religion to which the
children or wards belong, without additional cost to the Government.
Section 4
(1) The State recognizes the complementary roles of public and private
institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.
(2) Congress may, however, require increased Filipino equity
participation in all educational institutions.
The control and administration of educational institutions shall be
vested in citizens of the Philippines.
No educational institution shall be established exclusively for aliens
and no group of aliens shall comprise more than one-third of the enrollment in
any school. The provisions of this subsection shall not apply to schools
established for foreign diplomatic personnel and their dependents and, unless
otherwise provided by law, for other foreign temporary residents.
Section 5
(1) the State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development of
educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher
learning.
(3) Every citizen has a right to select a profession or course of study,
subject to fair, reasonable, and equitable admission and academic
requirements.
(4) The State shall enhance the right of teachers to professional
advancement. Non-teaching academic and non-academic personnel shall
enjoy the protection of the State.
(5) The State shall assign the 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.
Section 6
The national language of the Philippines is Filipino. As it evolves, it
shall be further developed and enriched on the basis of existing Philippine and
other languages.
Subject to provisions of law and as the Congress may deem
appropriate, the Government shall take steps to initiate and sustain the use of
Filipino as a medium of official communication and as language of instruction
in the educational system.
Section 7
For purposes of communication and instruction, the official languages
of the Philippines are Filipino and, until otherwise provided by law, English.
The regional languages are the auxiliary official languages in the
regions and shall serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional

basis.
SCIENCE AND TECHNOLOGY

Section 10
Science and technology are essential for national development and
progress. The State shall give priority to research and development, invention,
innovation, and their utilization; and to science and technology education,
training, and services. It shall support indigenous, appropriate, and self-reliant
scientific and technological capabilities, and their application to the countrys
productive systems and national life.
Section 11
The congress may provide for incentives, including tax deductions, to
encourage private participation in programs and applied scientific research.
Section 12
The State shall regulate the transfer and promote the adaptation of
technology from all sources for the national benefit. It shall encourage the
widest participation of private groups, local governments, and community-
based organizations in the generation and utilization of science and
technology.
Section 13
The state shall protect and secure the exclusive rights of scientists,
inventors, artists, and other gifted citizens to their intellectual property and
creations, particularly when beneficial to people.
ARTS AND CULTURE
Section 14
The State shall foster the preservation, enrichment, and dynamic

evolution of a Filipino national culture based on the principle of unity in
diversity in a climate of free artistic and intellectual expression.
Section 15
Arts and letters shall enjoy the patronage of the State. The State shall
conserve, promote, and popularize the nations historical and cultural heritage
and resources, as well as artistic creations.
Section 16
All the countrys artistic and historic wealth constitutes the cultural
treasure of the nation and shall be under the protection of the State which
may regulate its disposition.
Section 17
The State shall recognize, respect, and protect the rights of indigenous
cultural communities to preserve and develop their cultures, traditions, and
institutions. It shall consider these rights in the formulation of national plans
and policies.
Section 18
(1) The State shall ensure equal access to cultural opportunities
through the educational system, public or private cultural entities,
scholarships, grants and other incentives, and community cultural centers,
and other public venues.
(2) The State shall encourage and support researches and studies on
the arts and culture.
SPORTS
Section 19
(1) The State shall promote physical education and encourage sports
programs, league competitions, and amateur sports, including training for
international competitions, to foster self-discipline, teamwork, and excellence
for the development of a healthy and alert citizenry.
All educational institutions shall undertake regular sports activities throughout

the country in cooperation with athletic clubs and other sectors.
Lesson 3: REPUBLIC ACT NO.7722
AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION,

APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the

Philippines in Congress assembled:
SEC.1. Title
This Act shall be known as the Higher Education Act of 1994.
SEC.2. Declaration of Policy
The State shall protect, foster and promote the right of all citizens to
affordable quality education at all levels and shall take appropriate steps to
ensure that education shall be accessible to all. The State shall likewise
ensure and protect academic freedom and shall promote its exercise and
observance for the continuing intellectual growth, the advancement of learning
and research, the development of responsible and effective leadership, the
education of high-level and middle-level professionals, and the enrichment of
our historical and cultural heritage.
State-supported institutions of higher learning shall gear their programs
to national, regional or local development plans. Finally, all institutions of
higher learning shall exemplify through their physical and natural surroundings
the dignity and beauty of, as well as their pride in, the intellectual and
scholarly life.
SEC.3. Creation of the Commission on Higher Education
In pursuance of the abovementioned policies, the Commission on
Higher Education is hereby created, hereinafter referred to as the
Commission.
The Commission shall be independent and separate from the
Department of Education, Culture and Sports (DECS), and attached to the
Office of the President for administrative purposes only. Its coverage shall be
both public and private institutions of higher education as well as degree-
granting programs in all post-secondary educational institutions, public and
private.
SEC.4. Composition of the Commission
The Commission shall be composed of five (5) full-time members.
During the transition period which begins upon approval of this Act, the
President may appoint the Secretary of Education, Culture and Sports as ex
officio chairman of the Commission for a maximum period of one (1) year.
Thereafter, the President shall appoint a Chairman of the Commission and
four (4) commissioners, who shall be holders of earned doctorate(s), who
have been actively engaged in higher education for at least ten (10) years,
and must not have been candidates for elective positions in the elections
immediately preceding their appointment. They shall be academicians known
for their high degree of professionalism and integrity who have distinguished
themselves as authorities in their chosen fields of learning. The members of
the Commission shall belong to different academic specializations.
In no case shall any and all of the Commissioners appoint
representatives to act on their behalf.
SEC.5. Term of Office
The President shall appoint the full-time chairman and the
commissioners for a term of four (4) years, without prejudice to one
reappointment. The terms of the initial appointees shall be on a staggered
basis: the full-time chairman shall hold office for a term of four (4) years, the
next two (2) commissioners for three (3) years, and the last two (2)
commissioners for two (2) years.
The commissioners shall hold office until their successors shall have
been appointed and qualified. Should a member of the Commission fail to
complete his term, his successor shall be appointed by the President of the
Philippines but only for the unexpired portion of the term.
SEC. 6.Rank and Emoluments
- The chairman and the commissioners shall have the rank of a
Department Secretary and Undersecretary, respectively. They shall receive
the compensation and other emoluments corresponding to those of a
Department Secretary and Undersecretary, respectively, and shall be subject
to the same disqualifications.
SEC. 7.Board of Advisers
There shall be constituted Board of Advisers which shall meet with the
Commission at least once a year to assist it in aligning its policies and plans
with the cultural, political and socioeconomic development needs of the nation
and with the demands of world-class scholarship.
The Board of Advisers shall be composed of the following:
a. the Secretary of Education, Culture and Sports, as chairman;
b. the Director-General of the National Economic and Development
Authority, as co-chairman;
c. the Secretary of Science and Technology;
d. the Secretary of Trade and Industry;
e. the Secretary of Labor and Employment;
f. the President of the Federation of Accrediting Associations of the
Philippines (FAAP); and
g. the President of the Fund for Assistance to Private Education
(FAPE).
Two (2) additional members of the Board of Advisers may be appointed
by the President upon recommendation of the Commission.
SEC. 8.Powers and Functions of the Commission
The Commission shall have the following powers and functions:
a. formulate and recommend development plans, policies, priorities,
and programs on higher education and research;
b. formulate and recommend development plans, policies, priorities
and programs on research;
c. recommend to the executive and legislative branches, priorities and
grants on higher education and research;
d. set minimum standards for programs and institutions of higher
learning recommended by panels of experts in the field and subject to public
hearing, and enforce the same;
e. monitor and evaluate the performance of programs and institutions
of higher learning for appropriate incentives as well as the imposition of
sanctions such as, but not limited to, diminution or withdrawal of subsidy,
recommendation on the downgrading or withdrawal of accreditation, program
termination or school closure;
f. identify, support and develop potential centers of excellence in
program areas needed for the development of world-class scholarship, nation
building and national development;
g. recommend to the Department of Budget and Management the
budgets of public institutions of higher learning as well as general guidelines
for the use of their income;
h. rationalize programs and institutions of higher learning and set
standards, policies and guidelines for the creation of new ones as well as the
conversion or elevation of schools to institutions of higher learning, subject to
budgetary limitations and the number of institutions of higher learning in the
province or region where creation, conversion or elevation is sought to be
made;
i. develop criteria for allocating additional resources such as research
and program development grants, scholarships, and other similar programs:
Provided, That these shall not detract from the fiscal autonomy already
enjoyed by colleges and universities;
j. direct or redirect purposive research by institutions of higher learning
to meet the needs of agro-industrialization and development;
k. devise and implement resource development schemes;
l. administer the Higher Education Development Fund, as described in
Section 10 hereunder, which will promote the purposes of higher education;
m. review the charters of institutions of higher learning and state
universities and colleges including the chairmanship and membership of their
governing bodies and recommend appropriate measures as basis for
necessary action;
n. promulgate such rules and regulations and exercise such other
powers and functions as may be necessary to carry out effectively the
purpose and objectives of this Act; and
o.perform such other functions as may be necessary for its effective
operations and for the continued Enhancement, growth or development of
higher education.
SEC. 9.The Secretariat
The Commission shall organize a secretariat which shall be headed by
an executive officer, subject to the national compensation and position
classification plan. It shall fix the secretariats staffing pattern, determine the
duties, qualifications, responsibilities and functions, as well as the
compensation scheme for the positions to be created upon the
recommendation of the executive officer. It shall also prepare and approve its
budget.
The Commission shall appoint the members of the staff upon the
recommendation of the executive officer.
SEC. 10.The Higher Education Development Fund
A Higher Education Development Fund, hereinafter referred to as the
Fund, is hereby established exclusively for the strengthening of higher
education in the entire country.
A. The Governments contribution to the Fund shall be the following:
1. The amount of Five hundred million pesos(P500,000,000) as seed
capital;
2. The amount of Fifty million pesos (P50,000,000) for the initial
operation of the Commission;
3. The equivalent of forty percent (40%) annual share on the total gross
collections of the travel tax;
4. The equivalent of thirty percent (30%) share of the collections from
the Professional Registration Fee; and
5. The equivalent of one percent (1%) of the gross sales of the lotto
operation of the Philippine Charity Sweepstakes Office (PCSO).
B. Starting Fiscal Year 1995 and every year thereafter, government
financing institutions identified and requested by the Commission may
contribute to the Fund an amount equivalent to not less than three percent
(3%) but not more than five percent (5%) of their unimpaired surplus realized
during the immediately preceding year.
C. The Fund shall have a private portion to be raised from donations,
gifts, and other conveyances including materials, equipment, properties and
services by gratuitous title.
SEC.11. Management and Administration of the Higher Education
Development Fund
The Fund shall be administered by the Commission. For sound and
judicious management of the Fund, the Commission shall appoint are putable
government financial institution as portfolio manager of the Fund, subject to
the following conditions.
As administrator of the Fund, the Commission shall prepare the
necessary guidelines for its use, subject to the following conditions:
a. No part of the seed capital of the Fund, including earnings thereof,
shall be used to underwrite overhead expenses for administration;
b. Unless otherwise stipulated by the private donor, only earnings of
private contributions shall be used for administrative expenses;
c. The Commission shall appoint and organize a separate staff,
independent administratively and budgetary separate from the Commission
Secretariat; and
d. The Fund shall be utilized equitably according to regions and
programs.
SEC.12.The Technical Panels
The Commission shall reconstitute and/or organize technical panels for
different disciplines/program areas. They shall assist the Commission in
setting standards and in program and institution monitoring and evaluation.
The technical panels shall be composed of senior specialists or academicians
to be appointed by the Commission.
SEC.13.Guarantee of Academic Freedom
Nothing in this Act shall be construed as limiting the academic freedom
of universities and colleges. In particular, no abridgment of curricular freedom
of the individual educational institutions by the Commission shall be made
except for: (a) minimum unit requirements for specific academic programs; (b)
general education distribution requirements as may be determined by the
Commission; and (c) specific professional subjects as maybe stipulated by the
various licensing entities. No academic or curricular restriction shall be made
upon private educational institutions which are not required for chartered state
colleges and universities.
SEC.14.Accreditation
The Commission shall provide incentives to institutions of higher
learning, public and private, whose programs are accredited or whose needs
are for accreditation purposes.
SEC.15.Tax Exemptions
Any donation, contribution, bequest, and grant which may be made to
the Commission shall constitute as allowable deduction from the income of
the donor for income tax purposes and shall be exempt from donors tax,
subject to such conditions as provided under the National Internal Revenue
Code, as amended.
SEC. 16.Authority
The Commission shall exercise such authority as may be deemed
necessary within its premises or areas of operation to effectively carry out its
powers and functions and to attain its objectives: Provided, That the
Commission may seek the assistance of other government agencies for the
proper implementation of this Act.
SEC. 17.Appropriation
The amount of Five hundred million pesos (P500,000,000) is hereby
authorized to be appropriated for the seed capital of the Fund. The additional
amount of Fifty million pesos (P50,000,000) is hereby authorized to be
appropriated out of the funds in the National Treasury not otherwise
appropriated or out of the Philippine Amusement and Gaming Corporation
(PAGCOR) funds for the initial operation of the Commission.
The sum equivalent to the appropriations for the current year for the
Bureau of Higher Education and the degree granting-programs of the Bureau
of Technical-Vocational Education, including those for higher and tertiary
education and degree granting vocational and technical programs of the
Bureau of Technical-Vocational Education in the regional offices, as well as
parts of the budgetary items under the DECS budget that are concerned with
higher and tertiary education and degree-granting vocational and technical
programs such as those for personal services, maintenance and other
operating expenses and capital outlay, shall be transferred to the
Commission. Thereafter, the funds necessary shall be included in the General
Appropriations Act.
SEC.18.Transitory Provisions
Such personnel, properties, assets and liabilities, functions and
responsibilities of the Bureau of Higher Education, including those for higher
and tertiary education and degree-granting vocational and technical programs
in the regional offices, under the Department of Education, Culture and
Sports, and other government entities having functions similar to those of the
Commission are hereby transferred to the Commission.
The Commission shall have the authority to appoint its own personnel.
All regular or permanent employees transferred to the Commission
shall not suffer any loss of seniority or rank or decrease in emoluments.
Personnel of the Bureau of Higher Education not otherwise transferred to the
Commission shall be reassigned by the DECS in any of its offices and
bureaus: Provided, however, that, any employee who cannot be
accommodated shall be given all the benefits as may be provided under
existing laws, rules and regulations.
Jurisdiction over DECS-supervised or chartered state supported post-
secondary degree-granting vocational and technical programs and tertiary
institutions shall be transferred to the Commission.
A transitory body is hereby created which shall be composed of the
Secretary of Education, Culture and Sports (DECS), Chair of the Senate
Committee on Education, Arts and Culture, Chair of the House Committee on
Education and Culture, a representative each of the Association of Christian
Schools and Colleges (ACSC), the Catholic Educational Association of the
Philippines (CEAP), the Philippine Association of Colleges and Universities
(PACU), the Philippine Association of Private Schools, Colleges and
Universities (PAPSCU), the Philippine Association of State Universities and
Colleges (PASUC), and the Philippine Association of Private Technical
Institutions (PAPTI).
The transitory body shall facilitate the complete and full operation of the
Commission which shall not be later than three (3) months after the effectivity
of this Act. It shall likewise, promulgate the rules and regulations necessary to
effectively implement the smooth and orderly transfer to the Commission. The
transition period not exceeding three (3) months shall commence from the
approval of this Act.
SEC.19.Repealing Clause
All laws, presidential decrees, executive orders, rules and regulations
or parts thereof which are inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
SEC.20.Separability Clause
If any part or provision of this Act shall be held unconstitutional or
invalid, other provisions hereof which are not affected thereby shall continue
to be in full force and effect.
SEC.21.Effectivity
This Act shall take effect upon its approval.
Approved by:
(SGD.) JOSE DE VENECIA, JR. - Speaker of the House of
Representatives
(SGD.) EDGARDO J. ANGARA - President of the Senate
This Act, which is a consolidation of Senate Bill No. 1453 and the
House Bill No. 12200, was finally passed by the Senate and the House of
Representatives on May 4, 1994 and May 17,1994, respectively by:
CAMILO L. SABIO- Secretary General House of Representatives

EDGARDO E. TUMANGAN- Secretary of Senate
FIDEL V. RAMOS- President of the Philippines
Approved: 18 May 1994
Lesson 4: REPUBLIC ACT NO. 7796
AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT AUTHORITY, PROVIDING FOR ITS POWERS,
STRUCTURE AND FOR OTHER PURPOSES
SEC. 1 Title.
This Act shall be known as the "Technical Education and Skills
Development Act of1994" or the "TESDA Act of 1994".
SEC. 2 Declaration of Policy.
It is hereby declared the policy of the State to provide relevant,
accessible, high quality and efficient technical education and skills
development in support of the development of high quality Filipino middle-
level manpower responsive to and in accordance with Philippine development
goals and priorities. The State shall encourage active participation of various
concerned sectors, particularly private enterprises, being direct participants in
and immediate beneficiaries of a trained and skilled workforce, in providing
technical education and skills development opportunities.
SEC. 3 Statement of Goals and Objectives.
It is the goal and objective of this Act to: Promote and strengthen the
quality of technical education and skills development programs to attain
international competitiveness; Focus technical education and skills
development on meeting the changing demands for quality middle-level
manpower; Encourage critical and creative thinking by disseminating the
scientific and technical knowledge base of middle-level manpower
development programs; Recognize and encourage the complementary roles
of public and private institutions in technical education and skills development
and training systems; and Inculcate desirable values through the development
of moral character with emphasis on work ethic, self-discipline, self-reliance
and nationalism.
SEC. 4 Definition of Terms. - As used in this Act:
"Skill" shall mean the acquired and practiced ability to carry out a task
or job
"Skills Development" shall mean the process through which learners
and workers are systematically provided with learning opportunities to acquire
or upgrade, or both, their ability, knowledge and behavior pattern required as
qualifications for a job or range of jobs in a given occupational area
"Technical Education" shall refer to the education process designed
at post-secondary and lower tertiary levels, officially recognized as non-
degree programs aimed at preparing technicians, para-professionals and
other categories of middle-level workers by providing them with a broad range
of general education, theoretical, scientific and technological studies, and
related job skills training
"Trade" shall mean any group of interrelated jobs or any occupation
which is traditionally or officially recognized as craft or artisan in nature
requiring specific qualifications that can be acquired through work experience
and/or training
"Middle-Level Manpower" refers to those:
1.who have acquired practical skills and knowledge through formal or
non-formal education and training equivalent to at least a secondary
education but preferably at post-secondary education with a corresponding
degree of diploma; or
2.skilled workers who have become highly competent in their trade or
craft as attested by industry;
"Private Enterprises" refers to an economic system under which
property of all kinds can be privately owned and in which individuals, alone or
in association with another, can embark on a business activity. This includes
industrial, agricultural, or agro-industrial establishments engaged in the
production, manufacturing, processing, repacking or assembly of goods
including service-oriented enterprises
"Trainers"shall mean persons who direct the practice of skills towards
immediate improvement in some task
"Trainers/trainers" shall mean persons who provide training to
trainers aimed at developing the latters capacities for imparting attitudes,
knowledge, skills and behavior patterns required for specific jobs, tasks,
occupations or group of related occupations.
"Trainees" shall mean persons who are participants in a vocational,
administrative or technical training program for the purpose of acquiring and
developing job-related skills
"Apprenticeship" training within employment with compulsory related
theoretical instruction involving a contract between an apprentice and an
employer on an approved apprentice able occupation
"Apprentice" is a person undergoing training for an approved
apprentice able occupation during an apprenticeship agreement
"Apprenticeship Agreement" is a contract wherein a prospective
employer binds himself to train the apprentice who in turn accepts the terms
of training for a recognized apprentice able occupation emphasizing the
rights, duties and responsibilities of each party
"Apprentice able Occupation" is an occupation officially endorsed by
a tripartite body and approved for apprentice able by the Authority
"Learners" refers to persons hired as trainees in semi-skilled and
other industrial occupations which are non-apprentice able. Learner ship
programs must be approved by the Authority
"User-Led" or "Market-Driven Strategy" refers to a strategy which
promotes strengthened linkages between educational/training institutions and
industry to ensure that appropriate skills and knowledge are provided by the
educational system
"Dual System/Training" refers to a delivery system of quality
technical and vocational education which requires training to be carried out
alternately in two venues: in-school and in the production plant. In- school
training provides the trainee the theoretical foundation, basic training,
guidance and human formation, while in-plant training develops his skills and
proficiency in actual work conditions as it continues to inculcate personal
discipline and work values
"Levy Grant System" refers to a legal contribution from participating
employers who would be beneficiaries of the program (often as a percentage
of the payroll) which is subsequently turned over or rebated to enterprises
offering employee training programs
SEC. 5 Technical Education and Skills Development Authority;
To implement the policy declared in this Act, there is hereby created a
Technical Education and Skills Development Authority (TESDA), hereinafter
referred to as the Authority, which shall replace and absorb the National
Manpower and Youth Council (NMYC), the Bureau of Technical and
Vocational Education (BTVE) and the personnel and functions pertaining to
technical-vocational education in the regional offices of the Department of
Education, Culture and Sports (DECS) and the apprenticeship program of the
Bureau of Local Employment of the Department of Labor and Employment.
SEC. 6 Composition of the Authority.
The Authority shall be composed of the TESDA Board and the TESDA
Secretariat.
SEC. 7Composition of the TESDA Board.
The TESDA Board shall be composed of the following:
The Secretary of Labor and Employment Chairperson
Secretary of Education, Culture and Sports Co-Chairperson
Secretary of Trade and Industry Co-Chairperson
Secretary of Agriculture Member Secretary of Interior and Local
Government Member
Director-General of the TESDA Secretariat Member
In addition, the President of the Philippines shall appoint the following
members from the private sector:
two (2) representatives, from the employer/industry organization, one
of whom shall be a woman;
three (3) representatives, from the labor sector, one of whom shall be a
woman
two (2) representatives of the national associations of private technical-
vocational education and training institutions, one of whom shall be a
woman
As soon as all the members of the private sector are appointed, they
shall so organize themselves that the term of office of one-third (1/3) of their
number shall expire every year. The member from the private sector
appointed thereafter to fill vacancies caused by expiration of terms shall hold
office for three (3) years.
The President of the Philippines may, however, revise the membership
of the TESDA Board, whenever the President deems it necessary for the
effective performance of the Boards functions through an administrative order.
The TESDA Board shall meet at least twice a year, or as frequently as may be
deemed necessary by its Chairperson. In the absence of the Chairperson, a
Co-Chairperson shall preside. In case any member of the Board representing
the Government cannot attend the meeting, he or she shall be regularly
represented by an undersecretary or deputy-director general, as the case may
be, to be designated by such member for the purpose. The benefits, privileges
and emoluments of the Board shall be consistent with existing laws and rules
Section 16: Compliance with the Salary Standardization
The compensation and emoluments of the officials and employees of

the authority shall be in accordance with the salary standardization law and
other applicable laws under the national compensation and classification plan.
Section 17: Consultant and Technical Assistance, Publication and

Research.
In pursuing its objectives, the authority is hereby authorized to set

aside a portion of is appropriation for the hiring of services of qualified
consultants, and private organizations for research work and publications in
the field of technical education and skills development. It shall avail itself of
the services of other agencies of the Government as may be required.
Section 18: Transfer of the Apprenticeship Program
The Apprenticeship Program of the Bureau of Local Employment of the

Department of Labor and Employment shall be transferred to the Authority
which shall implement and administer said program in accordance with
existing laws and regulations.
Section 19: Technical Educational and Skills Development Committee

Authority shall establish Technical Education and Skills Development
Committee at the regional and local levels to coordinate and monitor the
delivery of the skills development activities by the public and private sectors.
These committees shall likewise serves at the technical Education and Skills
Development Committees of the Regional local development councils. The
composition of the technical Education and Skill Development Committees
shall be determined by the Director-General subjects to the guidelines to be
promulgated by the Authority.
Section 20: Skills Development Centers.-
The Authority shall strengthen the network of national, regional and

local skills training centers for purpose of promoting skills development.
This network shall include skills training centers in vocational and

technical institutes, Polytechnic College, and all other duty accredited public
and private dual system educational institutions. The Technical education and
skills development centers shall be administered and operated under such
rules and regulations as may be established by the Authority is accordance
with the National Technical Education and Skills Development Plan.
Section 21: Formulation of a Comprehensive Development Plan for

Middle Level Manpower.
The Authority shall formulate a comprehensive development plan for

middle-level manpower based on a national employment entrepreneurship
and technology development for economic and social growth. This plan shall,
after adoption by the Authority, be updated periodically and submitted to the
President of the Philippines for approval. Thereafter, it shall be the plan for
technical education and skills development for the entire country within the
framework of the National Development Plan. The Authority shall direct the
TESDA Secretariat to call on this member agencies, the private sector and
the academe to assist in this effort.
The Comprehensive plan shall provide for a reformed industry-based

training program including apprenticeship, dual training system and other
similar schemes intended to:
Promote maximum protection and welfare of the worker-trainee;

Improve the quality and relevance and social accountability of technical
education and skills development;
Accelerate the employment-generating efforts of the government; and
Expand the range of opportunities for upward social mobility of the

school-going population beyond the traditional higher levels of formal
education.
All government and non-government agencies receiving financial and

technical assistance from the government shall be required to formulate their
respective annual agency technical education skills development plan in line
with the national technical education and skills development plan. The budget
to support such plans shall be subject to review and endorsement by the
Authority to the Department of Budget and Management.
The Authority shall evaluate the efficiency and effectiveness of

agencies skill development program and schemes to make them conform
with the quantitative and qualitative objectives of the national technical
education and skills development plan.
Section 22. Establishment and Administration of National Trade Skills

Standards.
There shall be national occupational skills standards to be established

by TESDA-Accredited industry committees. The Authority shall develop and
implement a certification and accreditation program in which private industry
groups and trade associations accredited to conduct approved trade tests,
and the local government units to promote such trade testing activities in their
respective areas in accordance with the guidelines to be set the Authority.
The Secretary of Labor and Employment shall determine the

occupational trades for mandatory certification.
All certificates relating to the national trade skills testing and

certification system shall be issued by the Authority through the TESDA
Secretariat.
Section 23: Administration and Training Programs.
The shall design and administer training programs and schemes that
will develop the capabilities of public and private institutions to provide quality
and cost effective technical education and skills development and related
opportunities. Such training program schemes shall include teacher `s trainor`
training skills for entrepreneur development and technology development,
cost-effective training in occupation trades related fields of employment, and
value development as an integral component of all skills training programs.
Section 24: Assistance of Employers and Organizations.
The Authority shall assist any employer or organization engaged in

skills training schemes designed to attain its objectives under and regulations
which the Authority shall establish for this purpose.
Section 25: Coordination of all Skills Training Schemes.
In order to integrate the national skills development efforts, all technical

education and skills training schemes as provided for in this Act shall be
coordinated with the Authority particularly those having to do with the setting
of trade skills standards. For this purpose, existing technical education and
skills training programs in the Government and in the private sector,
especially those wholly or partly financed with government fund, shall be
reported to the Authority which shall assess and evaluate such programs to
ensure their efficiency and effectiveness.
Section 26: Industry Boards
The Authority shall establish effective and efficient institutional

arrangements with industry boards and such other bodies or associations to
provide direct participation of employers and workers in the design and
implementation of skills development schemes, trade skills standardization
and certification and such other functions in the fulfilment of the Authority
objectives.
Section 27: Incentive Schemes.
The Authority shall develop and administer appropriate incentives to

encourage government and private industries and institutions to provide high-
quality technical education and skills development opportunities.
Section 28: Skill Development Opportunities.
The Authority shall design and implement an effective and efficient

delivery system for quality technical education and skills development
opportunities particularly in disadvantaged sector, with new tools of wealth
creation and with the capability to take on higher value added gainful activities
and to share equitably productivity gains.
Section 29: Devolution of TESDA`s Training Function to Local
Government.
In establishing the delivery system provided for in the preceding

Section, the Authority shall formulate, implement and finance a specific plan
to develop the capability of local government units to assume ultimately the
responsibility for effectively providing community-based technical education
and skills development opportunities: Provided however, That there shall be
formulated and implemented an effective and timely re-training of TESDA
personnel that would be effected by the devolution to ensure their being
retained if the concerned local government units would not be able to absorb
them.
Section 30. Skills Olympics.
To promote quality skills development in the country and with the view
of participating in the international skills competitions, the Authority, with the
active participation of private industries, shall organize and conduct annual
National Skills Olympics. The Authority, through the TESDA Secretariat, shall
promulgate the necessary rules and guidelines for the effective and efficient
conduct of annual National Skills Olympics and for the countrys participation
in international skills Olympics.
Section 31. The TESDA Development Fund.
A TESDA Development Fund is hereby established. to be managed,

administered by the Authority, the income from which shall be utilized
exclusively in awarding of grants and providing assistance to training
institutions, industries, local government units for upgrading their capabilities
and to develop and implement training-related activities. The contribution to
the fund shall be following:
a) A one-time lump sum appropriation from the National Government;

b) An annual contribution from the Overseas Workers Welfare
Administration Fund, the amount of which should be part of the study
on financing in conjunction with letter (D) of Section 24;
c) Donations, grants endowments, and other bequests of gifts; and
d) Any other income generated by the Authority.
The TESDA Board shall be the administrator of the fund, and as such,
shall formulate the necessary implementing guidelines for the management of
the fund, subject to the following: (a) unless otherwise stipulated by the
private donor, only earning of private contributions shall be used; and (b) no
part of the seed capital of the fund, including earning, thereof, shall be used to
underwrite expenses for administration.
The Board shall appoint a reputable government accredited investment
institution as fund manager, subject to guidelines promulgated by the Board.
Section 32. Scholarship Grants.
The Authority shall adopt a system of allocation and funding of

scholarship grants which shall be responsive the technical education and
skills development needs of the different regions in the country.
Section 33. TESDA Budget.
The amount necessary to finance the initial implementation of this Act

shall be changed against the existing appropriation of the NMYC and BTVE.
Thereafter, such funds as may be necessary for the continued implementation
of this Act shall be included in the Annual General Appropriation Act.
Section 34. Transitory Provisions.
a) Within two (2) months after the approval of this Act, the President shall,
in consultation with the Secretary of Labor and Employment and the
Secretary of Education, Culture and Sports, appoint the private sector
representatives of the TESDA Board.
b) With three (3) months after the appointment of the private sector
representatives, the President shall, upon the recommendation of the
Board appoint the Director-General.
c) With four (4) months after the appointment of the Director-General, the
Board shall convene to determine the organizational structure and
staffing pattern of the Authority.
d) With one (1) year after the organization of the Authority, the Board shall
commission an expert group of funding schemes for the TESDA
Development Fund, as provided in Section 31, the results of which
shall be used as the basis of appropriate action by the Board.
e) The personnel of the existing National Manpower and Youth Council
Technical and Vocational Educational(BTVE) of the Department of
Education, Culture and Sports shall, in a holdver capacity, continue to
perform their respective duties and responsibilities and receive their
corresponding salaries and benefits until such time when the
organizational structure and staffing pattern on the Authority shall have
approved by the Board Provided, That the preparation and approval of
the said new organizational structure and staffing pattern shall, as far
as practicable, respect and ensure the security of the tenure and
seniority rights of affected government employees.
Those personnel whose positions are not included in the new staffing
pattern approved by the Board who are not resppointed or who choose to be
separated as a result of the reorganization shall be separated as a result of
the benefits under existing laws.
Section 35. Automatic Review.
Every five (5) years, after the affectivity of this Act, an independent
review panel composed of three (3) persons appointed by the President shall
review the performance of the Authority and shall make recommendations
based on its findings to the President and to both House of Congress.
Section 36. Implementing Rules and Guidelines.
The TESDA Board shall issue within a period of ninety (90) days after
the effectivity of this Act, the rules and regulations for the effective
implementation of this Act.
The TESDA Board shall submit to the Committees on Education, Arts

and Culture of both House of Congress copies of the implementing rules and
guidelines within thirty (30) days after its promulgation.
Any violation of this Section shall render the official/s concerned liable
under R.A. No. 6713, otherwise known as the Code of Conduct and Ethical
Standards for Pubic Officials and Employees. And the existing administrative
and/or criminal laws.
Section 37. Repealing Clause.
All laws, presidential decrees, executive orders, presidential

proclamations, rules and regulations of parts thereof contrary to or
inconsistent with this Act are hereby repealed or modified accordingly.
Section 38. Separability Clause.
If any provision of this Act is declared unconstitutional, the same does

not affect the validity and affectivity of the other provisions hereof.
Section 39. Effectivity.
The Act shall take effect fifteen (15) days after its publication in two
newspapers of general circulation.
AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC

EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND
SPORTS AS THE DEPARTMENT OF EDUCATION, AND FOR OTHER
PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines

in Congress assembled:
SEC. 1. Short Title. This Act shall be known as the Governance of Basic
Education Act of 2001.
SEC. 2. Declaration of Policy. It is hereby declared the policy of the State

to protect and promote the right of all citizens to quality basic education and to
make such education accessible to all by providing all Filipino children a free
and compulsory education in the elementary level and free education in the
high school level. Such education shall also include alternative learning
systems for out-of-school youth and adult learners. It shall be the goal of basic
education to provide them with the skills, knowledge and values they need to
become caring, self- reliant, productive and patriotic citizens.
The school shall be the heart of the formal education system. It is where
children learn. Schools shall have a single aim of providing the best possible
basic education for all learners.
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.
The State shall encourage local initiatives for improving the quality of basic
education. The State shall ensure that the values, needs and aspirations of a
school community are reflected in the program of education for the children,
out-of-school youth and adult learners. Schools and learning centers shall be
empowered to make decisions on what is best for the learners they serve.
SEC. 3. Purposes and Objectives. The purposes and objectives of this Act
are:
(a) To provide the framework for the governance of basic education which
shall set the general directions for educational policies and standards and
establish authority, accountability and responsibility for achieving higher
learning outcomes;
(b) To define the roles and responsibilities of, and provide resources to, the
field offices which shall implement educational programs, projects and
services in communities they serve;
(c) To make schools and learning centers the most important vehicle for the
teaching and learning of national values and for developing in the Filipino
learners love of country and pride in its rich heritage;
(d) To ensure that schools and learning centers receive the kind of focused
attention they deserve and that educational programs, projects and services
take into account the interests of all members of the community;
(e) To enable the schools and learning centers to reflect the values of the
community by allowing teachers/learning facilitators and other staff to have
the flexibility to serve the needs of all learners;
(f) To encourage local initiatives for the improvement of schools and

learning centers and to provide the means by which these improvements may
be achieved and sustained; and
(g) To establish schools and learning centers as facilities where

schoolchildren are able to learn a range of core competencies prescribed for
elementary and high school education programs or where the out-of-school
youth and adult learners are provided alternative learning programs and
receive accreditation for at least the equivalent of a high school education.
Sec. 4. Definition of Terms. For purposes of this Act, the terms or phrases
used shall mean or be understood as follows:
(a) Alternative Learning System is a parallel learning system to provide a

viable alternative to the existing formal education instruction. It encompasses
both the non-formal and informal sources of knowledge and skills;
(b) Basic Education is the education intended to meet basic learning needs
which lays the foundation on which subsequent learning can be based. It
encompasses early childhood, elementary and high school education as well
as alternative learning systems for out-of-school youth and adult learners and
includes education for those with special needs;
(c) Cluster of Schools is a group of schools which are geographically

contiguous and brought together to improve the learning outcomes;
(d) Formal Education is the systematic and deliberate process of

hierarchically structured and sequential learning corresponding to the general
concept of elementary and secondary level of schooling. At the end of each
level, the learner needs a certification in order to enter or advance to the next
level;
(e) Informal Education is a lifelong process of learning by which every

person acquires and accumulates knowledge, skills, attitudes and insights
from daily experiences at home, at work, at play and from life itself;
(f) Integrated Schools is a school that offers a complete basic education in

one school site and has unified instructional programs;
(g) Learner is any individual seeking basic literacy skills and functional life
skills or support services for the improvement of the quality of his/her life;
(h) Learning Center is a physical space to house learning resources and

facilities of a learning program for out-of-school youth and adults. It is a venue
for face-to-face learning activities and other learning opportunities for
community development and improvement of the peoples quality of life;
(i) Learning Facilitator is the key-learning support person who is responsible

for supervising/facilitating the learning process and activities of the learner;
(j) Non-Formal Education is any organized, systematic educational activity

carried outside the framework of the formal system to provide selected types
of learning to a segment of the population;
(k) Quality Education is the appropriateness, relevance and excellence of

the education given to meet the needs and aspirations of an individual and
society;
(l) School is an educational institution, private and public, undertaking

educational operation with a specific age-group of pupils or students pursuing
defined studies at defined levels, receiving instruction from teachers, usually
located in a building or a group of buildings in a particular physical or cyber
site; and
(m) School Head is a person responsible for the administrative and

instructional supervision of the school or cluster of schools.
CHAPTER 1
Governance of Basic Education
Sec. 5. Principles of Shared Governance. (a) Shared governance is a

principle which recognizes that every unit in the education bureaucracy has a
particular role, task and responsibility inherent in the office and for which it is
principally accountable for outcomes;
(b) The process of democratic consultation shall be observed in the decision-

making process at appropriate levels. Feedback mechanisms shall be
established to ensure coordination and open communication of the central
office with the regional, division and school levels;
(c) The principles of accountability and transparency shall be operationalized

in the performance of functions and responsibilities at all levels; and
(d) The communication channels of field offices shall be strengthened to

facilitate flow of information and expand linkages with other government
agencies, local government units and nongovernmental organizations for
effective governance;
Sec. 6. Governance. The Department of Education, Culture and Sports
shall henceforth be called the Department of Education. It shall be vested with
authority, accountability and responsibility for ensuring access to, promoting
equity in, and improving the quality of basic education. Arts, culture and sports
shall be as provided for in Sections 8 and 9 hereof.
Sec. 7. Powers, Duties and Functions. The Secretary of the Department

of Education shall exercise overall authority and supervision over the
operations of the Department.
A. National Level
In addition to his/her powers under existing laws, the Secretary of Education

shall have authority, accountability and responsibility for the following:
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;
(4) Monitoring and assessing national learning outcomes;
(5) Undertaking national educational research and studies;
(6) Enhancing the employment status, professional competence, welfare and

working conditions of all personnel of the Department; and
(7) Enhancing the total development of learners through local and national
programs and/or projects.
The Secretary of Education shall be assisted by not more than four (4)
undersecretaries and not more than four (4) assistant secretaries whose
assignments, duties and responsibilities shall be governed by law. There shall
be at least one undersecretary and one assistant secretary who shall be
career executive service officers chosen from among the staff of the
Department.
B. Regional Level
There shall be as many regional offices as may be provided by law. Each

regional office shall have a director, an assistant director and an office staff for
program promotion and support, planning, administrative and fiscal services.
Consistent with the national educational policies, plans and standards, the
regional director shall have authority, accountability and responsibility for the
following:
(1) Defining a regional educational policy framework which reflects the

values, needs and expectations of the communities they serve;
(2) Developing a regional basic education plan;
(3) Developing regional educational standards with a view towards

benchmarking for international competitiveness;
(4) Monitoring, evaluating and assessing regional learning outcomes;
(5) Undertaking research projects and developing and managing regionwide

projects which may be funded through official development assistance and/or
other funding agencies;
(6) Ensuring strict compliance with prescribed national criteria for the
recruitment, selection and training of all staff in the region and divisions;
(7) Formulating, in coordination with the regional development council, the

budget to support the regional educational plan which shall take into account
the educational plans of the divisions and districts;
(8) Determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the divisions and
districts;
(9) Hiring, placing and evaluating all employees in the regional office, except
for the position of assistant director;
(10) Evaluating all schools division superintendents and assistant division

superintendents in the region;
(11) Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the regional office, including professional staff
development;
(12) Managing the database and management information system of the

region;
(13) Approving the establishment of public and private elementary and high
schools and learning centers; and
(14) Performing such other functions as may be assigned by proper

authorities.
C. Division Level
A division shall consist of a province or a city which shall have a schools

division superintendent, at least one assistant schools division superintendent
and an office staff for programs promotion, planning, administrative, fiscal,
legal, ancillary and other support services.
schools division superintendents shall have authority, accountability and
responsibility for the following:
(1) Developing and implementing division education development plans;
(2) Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the division, including professional staff
development;
(3) Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and non-
teaching personnel, including school heads, except for the assistant division
superintendent;
(4) Monitoring the utilization of funds provided by the national government

and the local government units to the schools and learning centers;
(5) Ensuring compliance of quality standards for basic education programs

and for this purpose strengthening the role of division supervisors as subject
area specialists;
(6) Promoting awareness of and adherence by all schools and learning

centers to accreditation standards prescribed by the Secretary of Education;
(7) Supervising the operations of all public and private elementary,

secondary and integrated schools, and learning centers; and
(8) Performing such other functions as may be assigned by proper authorities.
D. Schools District Level
Upon the recommendation of the schools division superintendents, the

regional director may establish additional schools district within a schools
division. Schools districts already existing at the time of the passage of this
law shall be maintained. A schools district shall have a schools district
supervisor and an office staff for program promotion.
The schools district supervisor shall be responsible for:
(1) Providing professional and instructional advice and support to the school
heads and teachers/facilitators of schools and learning centers in the district
or cluster thereof;
(2) Curricula supervision; and

authorities.
E. School Level
There shall be a school head for all public elementary schools and public high
schools or a cluster thereof. The establishment of integrated schools from
existing public elementary and public high schools shall be encouraged.
The school head, who may be assisted by an assistant school head, shall be
both an instructional leader and administrative manager. The school head
shall form a team with the school teachers/learning facilitators for delivery of
quality educational programs, projects and services. A core of non-teaching
staff shall handle the schools administrative, fiscal and auxiliary services.
school heads shall have authority, accountability and responsibility for the
following:
(1) Setting the mission, vision, goals and objectives of the school;
(2) Creating an environment within the school that is conducive to teaching

and learning;
(3) Implementing the school curriculum and being accountable for higher
learning outcomes;
(4) Developing the school education program and school improvement plan;
(5) Offering educational programs, projects and services which provide

equitable opportunities for all learners in the community;
(6) Introducing new and innovative modes of instruction to achieve higher

learning outcomes;
(7) Administering and managing all personnel, physical and fiscal resources
of the school;
(8) Recommending the staffing complement of the school based on its

needs;
(9) Encouraging staff development;
(10) Establishing school and community networks and encouraging the

active participation of teachers organizations, non-academic personnel of
public schools, and parents-teachers-community associations;
(11) Accepting donations, gifts, bequests and grants for the purpose of
upgrading teachers/learning facilitators competencies, improving and
expanding school facilities and providing instructional materials and
equipment. Such donations or grants must be reported to the appropriate
district supervisors and division superintendents; and
authorities.
The Secretary of Education shall create a promotions board, at the

appropriate levels, which shall formulate and implement a system of
promotion for schools division supervisors, schools district supervisors, and
school heads. Promotion of school heads shall be based on educational
qualification, merit and performance rather than on the number of
teachers/learning facilitators and learners in the school.
The qualifications, salary grade, status of employment and welfare and

benefits of school heads shall be the same for public elementary, secondary
and integrated schools.
No appointment to the positions of regional directors, assistant regional

directors, schools division superintendents and assistant schools division
superintendents shall be made unless the appointee is a career executive
service officer who preferably shall have risen from the ranks.
CHAPTER 2
Transfer of Cultural Agencies
Sec. 8. Cultural Agencies. The Komisyon ng Wikang Pilipino, National

Historical Institute, Record Management and Archives Office and the National
Library shall now be administratively attached to the National Commission for
Culture and the Arts (NCCA) and no longer with the Department of Education.
The program for school arts and culture shall remain part of the school
curriculum.
CHAPTER 3
Abolition of the Bureau of Physical Education and School Sports
Sec. 9. Abolition of BPESS. All functions, programs and activities of the

Department of Education related to sports competition shall be transferred to
the Philippine Sports Commission (PSC). The program for school sports and
physical fitness shall remain part of the basic education curriculum.
The Bureau of Physical Education and School Sports (BPESS) is hereby

abolished. The personnel of the BPESS, presently detailed with the PSC, are
hereby transferred to the PSC without loss of rank, including the plantilla
positions they occupy. All other BPESS personnel shall be retained by the
Department.
CHAPTER 4
Support and Assistance of Other Government Agencies
Sec. 10. The Secretary of Education and the Secretary of Budget and
Management shall, within ninety (90) days from the approval of this Act, jointly
promulgate the guidelines on the allocation, distribution and utilization of
resources provided by the national government for the field offices, taking into
consideration the uniqueness of the working conditions of the teaching
service.
The Secretary of the Department of Education shall ensure that resources

appropriated for the field offices are adequate and that resources for school
personnel, school desks and textbooks and other instructional materials
intended are allocated directly and released immediately by the Department of
Budget and Management to said offices.
Sec. 11. The Secretary of the Department of Education, subject to civil

service laws and regulations, shall issue appropriate personnel policy rules
and regulations that will best meet the requirements of the teaching
profession taking into consideration the uniqueness of the working conditions
of the teaching service.
Sec. 12. The Commission on Audit, in the issuance of audit rules and
regulations that will govern the utilization of all resources as well as the
liquidation, recording and reporting thereof, shall take into account the
different characteristics and distinct features of the departments field offices,
its organizational set-up as well as the nature of the operations of schools and
learning centers.
CHAPTER 5
Final Provisions
Sec. 13. Governance in the ARMM. The Regional Education Secretary for
the Autonomous Region in Muslim Mindanao (ARMM) shall exercise similar
governance authority over the divisions, districts, schools and learning centers
in the region as may be provided in the Organic Act without prejudice to the
provisions of Republic Act No. 9054, entitled An Act to Strengthen and
Expand the Organic Act for the Autonomous Region in Muslim Mindanao,
Amending for the Purpose Republic Act No. 6734, entitled An Act Providing
for the Autonomous Region in Muslim Mindanao, as amended.'
Sec. 14. Rules and Regulations. The Secretary of Education shall

promulgate the implementing rules and regulations within ninety (90) days
after the approval of this Act: Provided, That, the Secretary of Education shall
fully implement the principle of shared governance within two (2) years after
the approval of this Act.
Sec. 15. Separability Clause. If for any reason, any portion or provision of
this Act shall be declared unconstitutional, other parts or provisions hereof
which are not affected thereby shall continue to be in full force and effect.
Sec. 16. Repealing Clause. All laws, decrees, executive orders, rules and
regulations, part or parts thereof, inconsistent with the provisions of this Act,
are hereby repealed or modified accordingly.
Sec. 17. Effectivity Clause. This Act shall take effect fifteen (15) days
following its publication in at least two (2) newspapers of general circulation.
This Act which is a consolation of House Bill No. 10732 and Senate Bill
No.2191 wa finally passed by tge House of Representative and the Senate on
June 6, 2001 and June 7, 2001, respectively.
Approved by:
Aquino Q. Pimentel, Jr. - President of the Senate
Feliciano Belmonte, Jr. Speaker of the House of Representatives
Lutgardo B. Barbo Secretary of the Senate
Gloria Macapagal Arroyo President of the Philippines
Organizational Structure of the Department of education and Field Offices

Region Location
I. San Fernando City, La Union

II. Carig, Tuguegarao City
III.
IV-A San Fernando, Pampanga
IV-B Rizal Provincial Capitol, Pasig City
V. Meralco Avenue, Pasig City
VI. Rawis, Legaspi City
VII.
VIII. Iloilo City
IX. Cebu City
X.
XI. Palo, Leyte
XII. Zamboanga City
XIII.
Cagayan de Oro City
Cordillera
Autonomous Region Davao City
(CAR) Cotabato City
National Capital Butuan City
Region (NCR)
La Trinidad, Benguet
ARMM
Quezon City
Cotabato City
Lesson 6. EXECUTIVE ORDER NO.356
RENAMING THE BUREAU OF NON-FORMAL EDUCATION TO

BUREAU OF ALTERNATIVE LEARNING SYSTEM
Non-formal education (NFE) is any organized, systematic educational

activity carried outside the framework of the formal system to provide selected
types of learning to a segment of the population Alternative
Learning System (ALS) is a parallel learning system that provides a

viable alternative to existing formal education system. It encompasses both
non-formal and informal sources of knowledge and skills
WHEREAS, it is a declared State policy, to protect and promote the

right of all citizens to quality basic education and to promote the right of all
citizens to quality basic education and such education accessible to all by
providing all Filipino children in the elementary level and free education in the
high school level. Such education small also include alternative learning
system for out-of-school youth and adult learners. (Section 2 of R.A. 9155,
The Governance of Basic Education Act of 2.001)
WHEREAS, Section 12.1 Rules XII of R.A. 9155 stipulates that the
alternative Learning System is a parallel learning system to provide a viable
alternative to the existing formal education instruction, encompassing both the
non-formal and informal sources of knowledge and skills
WHEREAS, the Department of Education, through the Bureau of Non-

formal Education is mandated to ensure that all learning needs of
marginalized learners are addressed;
WHEREAS, one of the most important initiatives in Non-formal
Education in the Philippines in the last 10 years is the Alternative Learning
System (ALS), which is a major component of basic education with a clearly
defined role within the overall educational goals;
WHEREAS, the ALS will respond to the need of a more systematic and
flexible approach in reaching to all types of learners outside the school
system;
NOW, THEREFORE, I, GLORIA MACAPAGAL-ARROYO, President

of the Philippines, by virtue of the powers vested in me by law, do hereby
order:
Section 1. The Bureau of Non-formal Education is hereby renamed to Bureau

of Alternative Learning System (BALS).
Section 2. Functions of Bureau of Alternative Learning System

a. Address the learning needs of the marginalized groups of the
population including the deprived, depressed and underserved citizens
b. Coordinate with various agencies for skills development to enhance

and ensure continuing employability, efficiency, productivity, and
competitiveness in the labor market
c. Ensure the expansion of access to educational opportunities for

citizens of different interests, capabilities, demographic characteristics
and socio-economic origins and status
d. Promote certification and accreditation of alternative learning

programs both formal and informal in nature for basic education.
Section 3. Funds necessary to carry out the provisions of this Executive

Order shall be taken from the present funds available in the Department of
Education and shall thereafter be included in the General Appropriations Act.
Section 4 All orders, issuances, rules and regulations, or parts thereof

inconsistent with this Executive Order are hereby repealed or modified
accordingly.
Section 5 This Executive Order shall take effect fifteen (15) days after its
publication in the Official Gazette.
*DONE in the City of Manila this 13th day of September in the year of Our
Lord, two thousand and four.
Lesson 7. EXECUTIVE ORDER NO.356

PRESIDENTIAL DECREE NO. 6-A
Former President Ferdinand Marcos
Proclamation NO. 1081 dated September 21, 1972
General Order NO. 1 dated September 22, 1972
Section 1. Title
Educational Development Decree of 1972
Section 2. Declaration of Policy
a. To achieve and maintain an accelerating rate of economic

development and social progress;
b. To assure the maximum participation of all the people in the attainment
and enjoyment of the benefits of such growth; and
c. To strengthen national consciousness and promote desirable cultural
values in a changing world.
Section 3. Statement of Objectives
a. Provide a broad general education that will assist each individual, in

the peculiar ecology of his own society;
b. Train the nations manpower in the middle, level skills required for
national development;
c. Develop the high-level professions that will provide leadership for

the nation, advance knowledge through research, and apply new
knowledge for improving the quality of human life, and
d. Respond effectively to changing needs and conditions of the nation

through a system of educational planning and evaluation.
Section 4. Guiding Principles of the Ten-Year Program
a. Improvement of curricular programs and quality of instruction in all

levels;
b. Upgrading of academic standards;
c. Democratization of access to educational opportunities;
d. Reconstructing of higher education
e. Expansion of existing programs and establishing new ones;

f. Instituting reform in the educational financing system.
Section 5. Educational Development Projects
a. Management study of the Department of Education and Culture and

institution of administrative improvements therein;
b. Establishment and/or operation, upgrading of secondary schools;
c. Establishment and/or operation, upgrading or improvement of technical

institutes;
d. Curriculum and staff development;
e. Expansion of agricultural secondary and higher education programs

and extension activities;
f. Design, utilization and improvement of instructional technology and

materials; and
g. Assistance and incentives, including loans and grants.
Section 6. Working Arrangements
a. Approve and evaluate the specific project; and
b. Administer the Educational Institutions Development Fund.
Section 7. Authority to Borrow
The President of the Philippines, in behalf of the Republic of the

Philippines, may contract loans, credits or indebtedness.
Section 8. Utilization of Proceeds
The proceeds of such loans, credits or indebtedness shall be used

exclusively for financing the educational development projects authorized
under this Decree.
Section 9. Appropriations
In addition to the proceeds mentioned, the is hereby appropriated for

the projects authorized herein the sum of P566,666,666 out of the funds in the
National Treasury.
Section 10. Creating of Educational Special Account

The Department of Education and Culture is hereby authorized to
receive and spend or utilize donations and/or bequests made in pursuance of
the purposes and for projects enunciated in this Decree which donations
and/or bequests shall be exempt from the payment of gift taxes.
Section 11. Bond Issues
The Secretary of Finance may issue and sell bonds not exceeding
twenty million pesos annually.
Section 12. Portions of the Special Education Funds
Effective July1, 1972, until June 30, 1982, P20, 000, 000 of the annual
share of the National Government from the Special Education Fund shall
accrue to the Educational Special Account.
Section 13. Portion of Special Science Fund
Fifteen million pesos (P15, 000,000) of the Special Science Fund

established under Republic Act Numbered fifty-four hundred and forty-eight as
amended is hereby transferred to the Educational Special Account.
Section 14. Future Savings
Such amount of savings resulting from the implementation of reforms

may be necessary to prosecute the projects under this Decree shall accrue to
the Educational Special Account.
Section 15. Augmentation From General Fund
In cases where funds from sources specified in Section 10 are not

sufficient to meet requirements in any fiscal year, such amount as are
necessary to meet such requirements are hereby appropriated out of the
funds in the general funds not otherwise appropriate.
Section 16. Tax Exemption
The Secretary of Finance shall promulgate rules and regulations

necessary for the purpose.
Section 17. Additional Appropriations
Some charges or indebtedness incurred under the authority of this

Decree as and when they become due.
Section 18. Repealing Clause

All laws, executive orders, rules or regulations or parts thereof which
are inconsistent with this Decree are hereby repealed and/or modified
accordingly.
Section 19. Effectivity
Done in the City of Manila, this 29th of September, in the year of Our
Lord, nineteen hundred and seventy-two.
Lesson 8. BATAS PAMBANSABLG. 232
BATAS PAMBANSABLG. 232 AN ACT PROVIDING FOR THE
ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED
I. GENERAL PROVISION
Chapter 1 : PRELIMINARY MATTERS
Section 1. Title - This Act shall be known as the EDUCATION Act of 1982
Section 2. Coverage - This Act shall apply to and govern both formal and
non-formal system in public and private schools in all levels of the entire
educational system.
Chapter 2 : DECLARATION OF BASIC STATE POLICY AND OBJECTIVES
Section 3. Declaration of basic policy - It is the policy of the State to establish

and maintain a complete, adequate and integrated system of education
relevant to the goals of national development.
1. To achieve and maintain an accelerating rate of economic

development and social progress;
2. . To assure the maximum participation of all the people in the

attainment and enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and

preserve, develop and promote desirable cultural, moral and spiritual
values in a changing world.
Section 4.Declaration of Objectives.
The educational system aims to :
1. provide for a broad general education that will assist each individual in
the peculiar ecology of his own society, to
a. Attain his potentials as a human being
b. Enhance the range and quality of individual and group participation in

the basic functions of society
c. Acquire the essential educational foundation of his development into a

productive and versatile citizen.
2. Train the nations manpower in the middle-level skills required for
national development;
3. Develop the professions 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 education planning and evaluation.
II. THE EDUCATIONAL COMMUNITY
Chapter 1 : PRELIMINARY PROVISIONS
Section 5. Declaration of Policy and Objectives- It is likewise declared

government policy to foster, at all times, a spirit of shared purposes and
cooperation among the members and elements of the educational community,
and between the community and other sectors of society, in the realization
that only in such an atmosphere can be the true goals objectives of education
be fulfilled.
THE STATE SHALL :
1. Aid and support the natural right and duty of parents in the rearing of
the youth through the educational system.
2. Promote and safeguard the welfare and interests of the students by
defining their rights and obligations, according on privileges, and
encouraging the establishment of sound relationships between them
and the other members of the school community.
3. Promote the social and economic status of al school personnel, uphold
their rights, define their obligations and improve their living and working
conditions and career prospects.
4. Extend support to promote the viability of those institutions through
which parents, students and school personnel seek to attain their
educational goals.
Section 6. Definition and Coverage - Educational Community refers to those

persons or group of persons as such, or associated in institutions involved in
organixed teaching and learning systems.
The members and elements of the educational community are :
1. Parents or guardians or the head of the institution or foster home

which has custody of the pupil or student.
2. Students or those enrolled in and who regularly attend an educational

institution of secondary or higher level or a person engaged in formal
study. pupils are those who regularly attend a school of elementary
level under the supervision and tutelage of a teacher.
3. School Personnel or all persons working for an educational institution,
which incudes the following:
a. Teaching or academic staff
b. School administrator
c. Academic non-teaching personnel
d. Non-academic personnel
4. School or institutions recognized by the State which undertake

educational operations.
Section 7.Community Participation. - Every educational institution shall

provide for the establishment of appropriate bodies through which the
members of the educational community may discuss relevant issues, and
communicate information and suggestions for assistance and support of the
school and for the promotion of their common interest.
Chapter 2: RIGHTS
Section8. Rights of Parents.
1. The right to recognize by themselves and with teachers for the purpose of
providing a forum for the discussion of matters relating to the total school program,
and for ensuring the full cooperation of parents and teachers in the formulation and
efficient impletion of such programs.
2. The right to access to any official record directly relating to the children who
are under their parental responsibility.
Section 9. Right of Students in School
1. The right to receive, primarily through competent instruction, relevant quality

education in line with national goals and conductive their full development as
persons with human dignity.
2. The right to freely choose their field of study subject to existing curricula and
to continue their course therein up to graduation, except in case of academic
deficiency, or violation of disciplinary regulations.
3. The right of school guidance and counseling services for making decisions
and selecting the alternatives in fields of work suited to his potentialities.
4. The right to access to his own school records, the confidentiality of which the
school shall maintain and preserve.
5. The right of the issuance of official certificates diplomas, transcript of records,
grades, transfer credentials and other similar documents within thirty days
from request.
6. The right to publish a student newspaper and similar publication, as well as
the right to invite resource persons during assemblies, symposia and other
activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective
channels of communication with appropriate academic and administrative
bodies of the school or institution.
8. The right to form, establish join and participate in organizations and societies
recognized by the school to foster their intellectual, cultural, spiritual and
physical growth and development, or to form, establish, join and maintain
organizations societies.
9. The right to be free from involuntary contributions, except those approved by
their own organizations or societies.
Section 10. Rights of all School personnel.
1. The right to free express of opinion and suggestions, and effective channel of
communication with appropriate academic and administrative bodies of the
school or institution.
2. The right to be provide with free legal service by the appropriate government
office in the case of public school personnel and through the school
authorities concerned in the case of private school personnel, when charged
in an administrative, civil and criminal proceedings by parties other than the
school or regulatory authorities concerned for actions committed directly in
the lawful discharge or professional duties and in defense of school policies.
3. The right to establish, join and maintain labor organizations and professional
and self-regulating organizations of their choice to promote their welfare and
defend their interests.
4. The right to be free from involuntary contributions except those imposed by
their own organizations.
Section 11.Special Rights and/or Privileges of Teaching or Academic Staff.
1. The right to be free from compulsory assignments not related to their

duties as defined in their appointment or employment contracts unless
compensated therefor, conformably existing law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge
of lawful duties and responsibilities, and shall, therefore, be accorded
due respect and protection.
4. Teachers shall be accorded the opportunity to choose alternative
career lines either in school administration in classroom teaching, or
others, for purposes of career advancement.
Section 12.Special Right of School Administrators. - School administrators

shall, in accordance shall, in accordance with existing laws, regulations and policies
of the Ministry of Education, Culture and Sports, be accorded sufficient administrative
discretion necessary for the efficient performance of their functions.
School administrators shall be deemed persons in authority while in the discharge of
lawful duties and responsibilities, and shall therefore be accorded due respect and
protection.
Section 13. Right of School
1. The right of their governing boards or lawful authorities to provide for the
proper governance of the school and to adopt and enforce administrative or
management systems.
2. The right for institutions of higher earning to determine on academic grounds
who shall be admitted to study, who may teach and what shall be the subjects
of the study and research.
Chapter 3. DUTIES AND OBLIGATIONS
Section 14.Duties of Parents.
1. Parents individually or collectively, through the school systems, shall help

carry out the educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary
education and shall strive to enable their children to obtain secondary and
higher education in the pursuance of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school
program curricular and co-curricular.
Section 15.Duties and Responsibilities of Student.
1. Exert his utmost to develop hid potential for service, particularly by

undergoing an education suited to his abilities, in order that he may become
an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve academic
excellence and abide by the rules and regulations governing his academic
responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by observing
the rules of discipline , and by efforts to attain harmonious relationships with
fellow students, the teaching and academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare,
particularly in the social, economic and cultural development of his community
and in the attainment of a just compassionate and orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any
infringement or violation of the public welfare and of the rights of others.
Section 16. Teachers Obligation
1. Perform his duties to the school by discharging his responsibilities in

accordance with the philosophy, goals and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning
objectives in pursuance of national development goals, within the limits of
available school resources.
3. Render regular reports on performance of each student and to the latter and
the latters parents or guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and
advancement and maintain professionalism in his behavior at all times
5. Refrain from making deductions in students scholastic ratings for acts that
are clearly not manifestations of poor scholarship.
6. Participate as an agent of constructive social economic, moral, intellectual,
cultural and political change in his school and the community within the
context of nation policies.
Section 17. School Administrators
1. Perform his duties to the school by discharging his responsibilities in

according with the philosophy, goals and objective of the school.
2. Be accountable for the efficient and effective administration and management
of the school.
3. Develop and maintain a healthy school atmosphere conducive to the
promotion and preservation of academic freedom and effective teaching and
learning and to harmonious and progressive school personnel relationship.
4. Assume and maintain professional behavior in his work and in dealing with
students, teachers, academic non-teaching personnel, administrative staff,
and parents or guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and
non-academic staff on their actual performance in relation to their expected
performance and counsel them on ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and
consistency in disciplining his teachers and other personnel.
7. Maintain in disciplining his teachers and submit required reports to the
Ministry of Education, Culture and Sports.
Section 18.Obligations of academic Non-Teaching Personnel.
1. Improve himself professionally by keeping abreast of the latest trends and

techniques in his professional.
2. Assumes promote and maintain a professional attitude toward his work,
students, teachers, administrators and administrative staff and relate with
them in a supportive and cordial manner.
3. Promote and maintain an atmosphere conduce to service and learning.
III. THE EDUCATIONAL SYSTEMS

Chapter 1 : FORMAL EDUCATION
Section 19.Declaration of Policy. - State recognized the formal education, or the
school system, is societys primary learning system, and therefore the main
instrument for the achievement of the countrys educational goals and objectives.
Section 20. Definition
1. Elementary Education the first stage of compulsory, formal education
primarily concerned with providing basic education and usually corresponding
to six or seven grades, including pre-school programs.
2. Secondary Education the stage of formal education following the
elementary level concerned primarily with continuing basic education and
expanding it to include the learning of employable gainful skills, usually
corresponding to four years of high school.
3. Tertiary Education post-secondary schooling is higher education leading
to a degree in a specific profession or discipline.
Section 21.Objectives of Elementary Education.
1. To provide knowledge and develop the skills, attitudes, and values essential
to personal development and necessary for living in and contributing to a
developing and changing social milieu;
2. To provide learning experiences which increase the childs awareness and
responsiveness to the changes in and just demands of society and to prepare
him for constructive and effective involvement;
3. To promote and intensify the childs knowledge of identification with, and love
for the nation and the people to which he belongs and;
4. To promote work experiences which develop the childs orientation to the
world of work and creativity and prepare himself to engaged in honest and
gainful work.
Section 22. Objectives of Secondary Education
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the student
so as to equip him with skills for productive endeavor and /or prepare him for
tertiary schooling.
Section 23. Objectives of Tertiary Education
1. To provide a general education program that will promote national identify,
cultural consciousness, and moral integrity and spiritual vigor.
2. To train the nations manpower in the skills required for national development
3. To develop the professional that will provide leadership for the nation; and
4. To advance knowledge through research and apply new knowledge for
improving of quality of human life and responding effectively to changing
societal needs and conditions.
Chapter 2 : NON FORMAL EDUCATION AND SPECIALIZED EDUCATIONAL
SERVICE
Section 24. Specialized Educational Service
1. Work Education or Practical Arts as a program of basics education which
aims to develop the right attitudes towards work; and technical-vocational
education,
2. Special Education the education of persons who are physically, mentally,
emotionally, socially, or culturally different from the so called normal
individuals that they require modification of school practices/services to
develop them to their maximum capacity; and
3. Non-formal Education any organization school-based educational
activities undertaken by the Ministry of Education, Culture and Sports and
other agencies aimed at attaining specific learning objectives for a particular
clientele, especially the illiterates and the out-of-school youth and adults,
distinct from and outsides the regular offerings of the formal school system.
The objectives of non-formal education areas follows:
a. To eradicate illiteracy and raise the level of functional literacy of the
population;
b. To provide unemployed and underemployed youth and adults with
appropriate vocational/technical skills to enable them to become more
productive and effective citizens; and
c. To develop among the clientele of non-formal education proper values and
attitudes necessary for personal, community and national development
Chapter 3 : ESTABLISHMENT OF SCHOOLS
Section 25. Establishment of Schools - All schools shall be established in
accordance with law. The establishment of new national schools and the
conversation of existing schools from elementary to national secondary schools or
from secondary schools or from secondary to national secondary schools shall be by
law. Provided, that any private school proposed to be established must incorporate
may be waived in the case of family-administered pre-school institutions.
Section 26. Definition of Terms
1. Schools are duly established institutions of learning or educational
institutions.
2. Public Schools are educational institutions established and administered
by the government.
3. Private Schools are educational institutional maintained and administered
by private individuals or groups.
Section 27. Recognition of Schools - The educational operations of schools shall be
subject to the prior authorization of the government, shall be effected by recognition.
In the case of government operated schools, whether local, regional or national,
recognition of educational programs and/or operations shall be deemed granted
simultaneously with establishment.
Section 28. Effects of Recognition; Punishable Violations
1. It transforms the temporary permit to a permanent authority to operate;
2. It entitles the school or college to give the students who have completed the
course for which recognition is granted, a certificate, title or diploma; and
3. It shall entitle the students who have graduated from said recognized courses
to all the benefits and privileges enjoyed by graduates in similar courses of
studies in all schools recognized by the government.
Section 29. Voluntary Accreditation - The ministry shall encourage programs of
voluntary accreditation for institutions which desire to meet standards of quality over
and above the minimum required for State recognition.
Chapter 4 : INTERNAL ORGANIZATION OF SCHOOLS
Section 30.Organization of Schools
Each school shall establish such internal organization as will best enable it to
carry out its academic and administrative functions, subject to limitations
provided by law.
Each school shall establish such arrangement for the peaceful settlement of
disputes between or among the members of the educational community.
Section 31. Governing Board - Every government college or university established
as a tertiary institution and every private school shall have a governing board
pursuant to its Charter or to the Corporation Code of the Philippines, as the case may
be.
Section 32. Personnel Transactions - The terms and conditions of employment of
personnel in government schools shall be governed by the Civil Service, budgetary
and compensation laws and rules.
In private schools, disputes arising from employer-employee relation shall fall under
the jurisdiction of the Ministry of Labor and Employment as provided for by law and
regulations: Provided, That in view of the special employment status of the teaching
and academic non-teaching personnel and their special roles in the advancement of
knowledge standards set or promulgated jointly by the Ministry of Education, Culture
and Sport and by the Ministry of Labor and Employment shall be applied by the
Ministry of Employment: Provided, further , That every private school shall establish
and implement an appropriate system within the school for the prompt and orderly
settlement of personnel disputes at the school level, subject to the provisions of
Articles 262 and 263 of the Labor Code.
CHAPTER V
BECOMING A PROFESSIONAL TEACHER
There is no more noble profession than teaching. A great teacher is a great

artist, but his medium is not canvas, but the human soul.
Who is the Professional teacher?

She/he is the licensed professional who possesses dignity and
reputation with high moral values as well as technical and professional
competence she/ he adheres to, observes, and practices a set of technical
and moral principles, standard, and values.
Teaching has become the genuine profession it aspires to be. It has
become a professional at par with other professions like medicine, law,
nursing and the like.
It has the attributes of the other professions: licensure examination,
oath taking for licensing, membership in professional assoc.
Laws help as to grow in our ability to do good to become ethical and
moral. Among these laws are the Magna Carta for Public School Teachers
When you become part off educational system, you will be guided by
the Magna Carta for public School teachers (RA 4670)
Code of Ethics for Professional Teachers (1997)
Manual of Regulations for private schools ( 8th edition 1992)
Labor code of the Philippines (1999)
Rights
Duties
Obligation
Economic and social benefits
Policies on recruitment
Disciplinary procedures
Responsibility over the learners
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERSDECLARATION

OF POLICY- COVERAGE
Sec. 1 and 2 Title Definition
This Act shall be known as the "Magna Carta for Public School
Teachers" and shall apply to all public school teachers except those in
the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged
in classroom teaching, in any level of instruction, on full-time basis,
including guidance counselors, school librarians, industrial arts or
vocational instructors, and all other persons performing supervisory
and/or administrative functions in all schools, colleges and universities
operated by the Government or its political subdivisions; but shall not
include school nurses, school physicians, school dentists, and other
school employees.
Sec. 3 Recruitment and Qualification
Recruitment policy with respect to the selection and appointment of
teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this
Act, the following shall constitute the minimum educational
qualifications for teacher-applicants:
Sec. 4. Probationary
When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if
the teacher possesses the appropriate civil service
Sec. 5 Tenure of Office
Stability on employment and security of tenure shall be assured the
teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed
on a provisional status for lack of necessary civil service eligibility shall
be extended permanent appointment for the position he is holding after
having rendered at least ten years of continuous, efficient and faithful
service in such position.
Sec. 6. Consent for Transfer Transportation Expenses
Except for cause and as herein otherwise provided, no teacher shall be
transferred without his consent from one station to another.
Sec. 7. Code of Professional Conduct for Teachers
Within six months from the approval of this Act, the Secretary of
Education shall formulate and prepare a Code of Professional Conduct
for Public School Teachers. A copy of the Code shall be furnished each
teacher: Provided, however, That where this is not possible by reason
of inadequate fiscal resources of the Department of Education, at least
three copies of the same Code shall be deposited with the office of the
school principal or head teacher where they may be accessible for use
by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure
Every teacher shall enjoy equitable safeguards at each stage of any
disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of
his choice and/or by his organization, adequate time being given to the
teacher for the preparation of his defense; and d. the right to appeal to
clearly designated authorities.
Sec. 9. Administrative Charges
Administrative charges against a teacher shall be heard initially by a
committee composed of the corresponding School Superintendent of
the Division or a duly authorized representative who should at least
have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing
provincial or national teacher's organization and a supervisor of the
Division, the last two to be designated by the Director of Public
Schools.
Sec. 10. No Discrimination
There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services,
based on other than professional consideration.
Sec. 11. Married Teachers.
Whenever possible, the proper authorities shall take all steps to
enable married couples, both of whom are public school teachers,
to be employed in the same locality.
Sec. 12. Academic Freedom.
Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and
classroom methods.
III. HOURS OF WORK AND REMUNERATION
SECTION 13. Teaching Hours. Any teacher engaged in actual classroom
instruction shall not be required to render more than six hours of actual
classroom teaching a day, preparation and correction of exercises and other
work incidental to his normal teaching duties.
SECTION 14. Additional Compensation. Notwithstanding any provision of
existing law to contrary, co-curricular and out of school activities and any
other activities outside of what is defined as normal duties of any teacher shall
be paid an additional compensation of atleast twenty-five percent of his
regular remuneration after the teacher has completed at least six hours of
actual teaching a day.
SECTION 15. Criteria for Salaries. (a) They shall compare favorably with
those paid in other occupations requiring equivalent or similar qualifications,
training and abilities; (b) They shall be such as to insure teachers a
reasonable standard of life for themselves and families and; (c) They shall be
properly graded as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others.
SECTION 16. Salary Scale. Salary scales of teachers shall provide for a
gradual progression from minimum to a maximum salary by means of regular
increments, granted automatically after three years.
SECTION 17. Equality in Salary Scales. The salary of teachers whose
salaries are appropriated by a city, municipal, municipal district, or provincial
government, shall not be less than those provided for teachers of the National
Government.
SECTION 18. Cost of Living Allowances.Teachers salaries shall, at the
very least, keep pace with the rise in the cost of living by payment of a cost-of-
living index. The Secretary of Education shall recommend to Congress, at
least annually, the appropriation of the necessary funds for the cost-of-living
allowances of teachers employed by the National Government.
SECTION 19. Special Hardship Allowances. In areas in which teachers are
exposed to hardship such as difficulty in commuting to the place of work or
other hazards peculiar to the place of employment, as determined by the
Secretary of Education, they shall be compensated by special hardship
allowances equivalent to at least twenty-five percent of their monthly salary.
SECTION 20. Salaries to be paid in Legal tender. Salaries of teachers shall
be paid in legal tender of the Philippines or its equivalent in checks or treasury
warrants. Provided, however, that such checks or treasury warrants shall be
cashable in any national, provincial, city or municipal treasurers office or any
banking institutions operating under laws of the Republic of the Philippines.
SECTION 21. Deductions Prohibited.No person shall make any deduction
whatsoever from the salaries of teachers except under specific authority of
law authorizing such deductions: Provided, however, that upon written
authority executed by the teacher concerned, (1) lawful dues and fees owing
to the Philippine Public School Teachers Association, and (2) premiums
properly due on insurance policies shall be considered deductible.
IV. HEALTH MEASURES AND INURY BENEFITS
SECTION 22. Medical Examination and Treatment. Compulsory medical
examination shall be provided free of charge for all teachers before they take
up teaching, and shall be repeated not less than once a year during the
teachers professional life. Where medical examination shows that medical
treatment and/or hospitalization is necessary, same shall be provided free by
the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may
obtain elsewhere the necessary medical care with the right to be reimbursed
for their traveling expenses by the government entity concerned in the first
paragraph of this section.
SECTION 23. Compensation for Injuries. Teachers shall be protected
against the consequences of employment injuries in accordance with existing
laws, the effects of the physical and nervous strain on the teachers health
shall be recognized as a compensable occupation disease in accordance with
existing laws.
V. LEAVE AND RETIREMENT BENEFITS
SECTION 24. Study leave.In addition to the leave privileges now enjoyed by
teachers in the public school, they shall be entitled to study leave not
exceeding one school year after seven years of service. Such leave shall be
granted in accordance with a schedule set by the Department of Education.
During the period of such leave the teachers shall be entitled to at least sixty
percent of their monthly salary.
SECTION 25. Indefinite Leave. An indefinite sick leave of absence shall be
granted to teachers when the nature of the illness demands a long treatment
that will exceed one year at the least.
SECTION 26. Salary Increase upon Retirement. Public school teachers
having fulfilled the age and service requirements of the applicable retirement
laws shall be given one range salary raise upon retirement, which shall be the
basis of the computation of the lump sum of the retirement pay and the
monthly benefits thereafter.
VI. TEACHERS ORGANIZATION
SECTION 27. Freedom to Organize. Public school teachers shall have the
right to freely and without previous authorization both to establish and to join
organizations of their choosing, whether local or national to further and defend
their interests.
SECTION 28. Discrimination against Teachers prohibited. (a) Make the
employment of a teacher subject to the condition that he shall not join an
organization, or shall relinquish membership in an organization, (b) cause the
dismissal of or otherwise prejudice a membership in an organization or
because of participation in organization of activities outside school hours or
with the consent of the proper school authorities, within school hours, and (c)
prevent him from carrying out the duties laid upon him by his position in the
organization, or to penalize him for an action undertaken in that capacity.
SECTION 29. National Teachers Organization. National teachers
organization shall be consulted in the formulation of national educational
policies and professional standards, and in the formulation of national policies
governing the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
SECTION 30. Rules and Regulations. The Secretary of Education shall
formulate and prepare necessary rules and regulations to implement the
provisions of this act. Rules and regulations issued pursuant in this section
shall take effect thirty days after publication in a newspaper of general
circulation and by such other means as the Secretary of the Education deems
reasonably sufficient to give interested parties general notice of such
issuance.
SECTION 31. Budgetary Estimates. The Secretary of Education shall submit
to Congress annually the necessary budgetary estimates to implement the
provisions of the act concerning the benefits herein granted to public school
teachers under the employ of the National Government.
SECTION 32. Penal Provisions. Any person who shall willfully interfere with,
restrain or coerce any teacher in the exercise of his rights guaranteed by this
act or who shall in any manner commit any act , shall upon conviction, be
punished.
SECTION 33. Repealing Clause. All acts or parts of Acts, executive orders
and their implementing rules inconsistent with the provisions of this act are
hereby repealed, amended, or modified accordingly.
SECTION 34. Separability Clause. If any provision of this act is declared
invalid, the remainder of this act or any provisions not affected thereby shall
remain in force and effect.
SECTION 35. This act shall take effect upon its approval.
Lesson 2: PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS,
REGULATING THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER
PURPOSES.
WHEREAS, the Constitution provides that All educational institutions shall be

under the supervision of; and subject to regulation by, the State, and requires
that the State shall establish and maintain a complete, adequate and
integrated system of education relevant to the goals of national development;
WHEREAS, in the pursuit on these objectives, the Department of Education

and Culture has adopted ways and means of overseeing all the educational
institutions in the country;
WHEREAS, this supervisory function of the DEC has been primarily beamed
towards insuring that the educational institutions inculcate in the studentry
love of the country, teach the duties of citizenship, and develop moral
character, personal discipline, and scientific, technological and vocational
efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon

their teachers whose direct and continuing interaction with the young people
and the children make them potent forces for the development of proper
attitudes among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching

population, comprising in the civil service sector alone more than 300,000
teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher

recruitment qualitative requirements are not overlooked, it has become
necessary to regulate the teaching profession;
WHEREAS, although teaching requires a number of years of collegiate study,

it is the only course that it is not yet considered a profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and

as an incentive to raise the morale of teachers, it is imperative that they be
considered as professionals and teaching be recognized as a profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the

Philippines, by virtue of the powers vested in me by the Constitution, do
hereby decree and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing
Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher

education shall be given primary concern and attention by the government
and shall be of the highest quality, and strongly oriented to Philippine
conditions and to the needs and aspirations of the Filipino people even as it
seeks enrichment from adoptable ideas and practices of other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be

construed as follows:
(a) Teaching refers to the profession primarily concerned with the classroom
instruction, at the elementary and secondary levels, in accordance with the
curriculum prescribed by National Board of Education, whether on part-time or
full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and
secondary levels, whether on a full-time or part-time basis, including guidance
counselors, school librarians, industrial arts or vocational teachers and all
other persons performing supervisory and/or administrative functions in all
schools in the aforesaid levels and legally qualified to practice teaching under
this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this
Decree.
Section 4. Creation of the National Board for Teachers. There is hereby

created a National Board for Teachers, hereinafter called the Board, to be
composed of the following:
Secretary of Education and Culture

Co-Chairman
Chairman, Civil Service Commissio n
Commissioner, Professional Regulations Commission
M e m b e r
Two members representing the private sector to be appointed by the President
Section 5. Powers and Duties. The Board shall have the following powers
and duties:
(a) Appoint a set of examiners for every examination who will determine and
prepare the contents of the Board examination for teachers, hereinafter
referred to as examination, in the elementary and secondary levels of
instruction, to be held at least once a year;
(b) Determine and fix the places and dates of examination, appoint
supervisors and room examiners from among the employees of the
Government who shall be entitled to a daily allowance to be fixed by the
Board for every examination day actually attended, use the buildings and
facilities of public and private schools for examination purposes, approve
applications to take examination, and approve the release of examination
results;
(c) Look from time to time into the conditions affecting the practice of the
teaching profession, adopt such measures as may be deemed proper for the
enhancement of said profession, and/or maintenance of the professional
standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers

Certificate, and administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and
employees as are necessary in the effective performance of its functions and
responsibilities, prescribe their duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper;
and
(g) Promulgate rules and regulations, and exercise such other powers,
functions and duties as may be necessary to carry into effect the purposes of
this Decree.
Section 6. Qualification requirements for examination applicants. 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) Except those who have been engaged in teaching as herein defined for at
least five years in schools in the Philippines not organized exclusively for
nationals of a foreign country at the time of the effectivity of this Decree, the
applicant must be a citizen of the Philippines;
(b) That he is of good moral character;

(c) That he is free from any physical and/or mental defect which will
incapacitate him to render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelors degree

in Elementary Education (B.S.E.Ed.) or its equivalent;
2) For teachers of the secondary schools, Bachelors degree in Education or

its equivalent with a major and minor, or a Bachelors degree in Arts or
Sciences with at least eighteen units in professional education; and
3) For teachers of secondary vocational and two-year technical courses,

Bachelors degree in the field of specialization with at least eighteen units in
professional education.
All applications shall be filed with an office or offices designated by the Board,
preferably the offices of the Civil Service Commission and the Department of
Education and Culture.
These offices shall screen and approve such applications and issue the
corresponding permits to take the examination to qualify applicants.
Section 7. Appointment of examiners. The Board shall appoint a set of

examiners for every examination who are recognized authority in teacher
education, and their names shall not be disclosed until after the release of the
results of the examination. They shall each receive as compensation the sum
of not less than P5.00 for each examinee as may be determined by the Board
but in no case shall each examiner receive more than P18,000 per
examination. Any examiner who is in the service of the Government shall
receive the compensation herein provided in addition to his salary.
Section 8. Scope of the examination. The examination shall consist of written

tests, the scope of which shall be determined by the Board, taking into
consideration the teaching plan of the schools legally constituted in the
Philippines.
Section 9. Ratings in the examination. In order that a candidate may be

deemed to have successfully passed the examinations, he must have
obtained a general average of at least 70 per cent in all subjects, with no
rating below 50 per cent in any subject.
Section 10. Report of the results of examination. The examiners shall report
the ratings obtained by each candidate to the Board within 150 days after the
last day of the examination, unless extended by the latter.
Section 11. Issuance of Certificates. Teachers who have passed
examinations given by the Civil Service Commission or jointly by the Civil
Service Commission and the Department of Education and Culture shall be
considered as having passed the board examinations for teachers. The Board
may consider their certificates of rating as certificates of eligibility or issue an
entirely new certificate upon registration of the teacher and payment of the
corresponding fees.
This provision shall likewise apply to those teachers who have permanent
appointment under the Magna CartaFor Public School Teachers and all
others who may be qualified for registration as professional teachers under
this Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of

the Board, register holders of Professional Teacher Certificate which
registration shall evidence that the registrant is entitled to all the rights and
privileges of a Professional Teacher until and unless the certificate is
suspended or canceled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost

certificates. The Board may, for reason of equity and justice, and upon proper
application therefor, issue another copy, original or duplicate, upon payment
of the required fee, of a certificate which has been revoked. A new certificate
to replace a lost, destroyed or mutilated certificate may be issued subject to
the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall,

upon approval of the Board, effect the registration, without examination, of a
teacher validly registered under the laws of any foreign state or country;
Provided, That the requirements for registration in said foreign state or
country are substantially the same as those required and contemplated by this
Decree, and the laws of such foreign state or country allow citizens of the
Philippines to practice the profession on the same basis and grant the same
privileges as the citizens or subjects of such foreign state or country; Provided
finally, That the applicant shall submit competent and conclusive documentary
evidence, confirmed by the Department of Foreign Affairs, showing that his
countrys existing laws permit citizens of the Philippines to practice teaching
profession under the rules and regulations governing citizens thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no
person shall engage in teaching and/or act as a teacher as defined in this
Decree, whether in the public or private elementary or secondary school,
unless he is holder of a Professional Teacher Certificate or is considered a
Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching
without a valid Professional Teacher Certificate, or any person presenting as
his or her own the certificate of another, or any person giving any false or
forged evidence in order to obtain a Professional Teacher Certificate or
admission to an examination, or any person assuming himself as a registered
professional teacher or any person violating any provision of this Decree shall
be penalized by a fine of not less than One Thousand Pesos nor more than
Five Thousand Pesos with subsidiary imprisonment or to suffer an
imprisonment of not less than six months nor more than two years, or both
such fine and imprisonment at the discretion of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders,

Administrative Orders, rules and regulations or parts thereof inconsistent with
the provisions of this Decree are hereby repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any
portion thereof is declared unconstitutional by a competent court, other
provisions shall not be affected thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.
DONE in the City of Manila, this 22nd day of September, in the year of Our
Lord, nineteen hundred and seventy-six.
(Sgd.) FERDINAND E. MARCOS

President of the Philippines
By the President:
(Sgd.) JACOBO C. CLAVE

Presidential Executive Assistant
Source: Malacaang Records Office

Lesson 3: 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
SECTION 1. Short Title
This act shall be known as the Philippine Teacher Professionalization
Act of 1994.
SECTION 2. Statement of Policy
The state recognizes the vital role of teachers in nation building and
development through a responsible and literate citizenry .
Towards this end, that state shall ensure and promote quality education by
proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.
SECTION 3. Objectives
a.) The promotion, development and professionalization of teachers
and the teaching profession; and
b.) The supervision and regulation of the licensure examination.
SECTION 4. Definition of Terms
a.) 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.
b.) 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
c.) Board refers to the Board of Professional Teachers duty
established and constituted under this Act.
d.) Commission refers to the Professional Regulation Commission.
ARTICLE II: Board for Professional Teachers

SECTION 5. Creation and Composition of the Board
SECTION 6. Duties and Functions of the Board
Promulgate, administer and enforce rules and regulations necessary
for carrying out the provisions of this Act in accordance with the charter of the
Professional Regulation Commission.
Determine and fix the frequency, dates and places of examination,
appoint supervisors, proctors and other personnel as needed who shall be
entitled to a daily allowance to be fixed by the Board for every examination
day actually attended , use buildings and facilities of public and private
schools for examination purposes.
Issue, suspend or revoke the certificate of registration for the practice
of teaching profession.
Prescribe and collect examination and other fees as it may deemed
proper.
Prescribe and/or adopt a code of ethical and professional standards,
rules and regulations to take effect 60 days after its publication in the Official
Gazette or in any newspaper of general circulation.
Administer oaths in connection with the administration of this Act.
Supervise and regulate the registration, licensure and practice of
professional teachers in the Philippines.
Adopt an official seal of the Board.
Look into the condition affecting the teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the
enhancement and maintenance of high professional and ethical standards of
the profession.
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.
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, and for this purpose, to issue subpoena .
Discharge such other powers, duties and functions as the Board may
deem necessary for the practice of the teaching profession and the upgrading,
enhancement, development and growth education in the Philippines.
SECTION 7. Term of Office
The members of the Board shall hold office for a term of 3 years from
the date they assumed office.
SECTION 8. Qualifications of Board Members

Each board member must be at the time of his appointment:
a.) Be a citizen and resident of the Philippines.
b.) Be at least 35 years of proven integrity, and possessed of high
moral values in his personal as well as professional conduct and has not been
convicted of any offense.
c.) Be a holder of degree of Bachelor of Arts or Bachelor of Science in
Education preferably a holder of a masters or doctorate degree in education,
or their equivalents , from a university, school, college, academy or institute
duly constituted recognized and/or accredited by the Philippine Government.
d.) Be a professional teacher with a valid certificate of registration and
valid professional license, save those members who shall composed the first
Board for professional teachers.
e.) Has been a professional teacher in the active practice of the
teaching profession at least 10 years in the elementary and secondary levels.
SECTION 9. Compensation of the Board
The Chairman, Vice Chairman and members of the Board shall receive
compensation comparable to the compensation received by the existing
regulatory boards under the PRC.
SECTION 10. Supervision of the Board and Custodian of its Records
The Board shall be under the supervision and control of the Commission.
SECTION 11. Secretariat and Support Services
The PRC shall provide the secretariat and other support services to
implement effectively by the provision of this act.
SECTION 12. Removal of a Board Member
The chairman or any member of the Board may be removed by the
President of the Philippines upon recommendation.
ARTICLE III: Examination and Registration
SECTION 13. Examination, Registration and License Required
Except as otherwise specially allowed under the provisions of this Act
all applicants for registration as professional teachers shall be required to
undergo a written examination which shall be given once a year.
SECTION 14. Scope of Examination
The examination for the elementary and secondary school teachers
shall be separate. This examination for teachers in the elementary level shall
consist of 2 parts, namely: professional education and general education
The examination for teachers in the secondary level shall consist of 3
parts namely: professional education, general education and field of
specialization.
SECTION 15. Qualification- Requirements of Applicants
No applicants shall be admitted to take the examination unless, on the
date of filing of the application, he shall have compiled the requirements.
SECTION 16. Report of the Results of the Examination
The Board shall within 120 days after the examination , report the
ratings obtained by each candidate to the PRC for approval and appropriate
action.
SECTION 17. Issuance of Certificate and Professional License
The registration of a professional teacher commences from the date his
name is enrolled in a roster of professional teachers.
SECTION 18. Oath Before Practice
Every registrant shall be required to take his professional oath before
practicing as a professional teacher.
SECTION 19. Periodic Merit Examination of Teachers
To encourage continuing professional growth and development and to
provide additional basis for merit promotion in addition to their performance
rating, teachers may take an oral and written examination at least once in 5
years.
SECTION 20. Failure to Pass the Merit Examination of Teachers
If a teacher fails to pass the merit examination he or she shall be
allowed to take the examination for a second time.
SECTION 21. Incentives
Teachers who pass the merit examination shall:
Be awarded a diploma.
Earn merit points for purposes of promotion in salary or to a higher
position
Be placed in the priority list for government scholarship
Enjoy such other benefits as may be promulgated by the Board.
SECTION 22. Integration of the Teaching Profession
The teaching profession shall be integrated into one national
organization which shall be recognized by the Board and the Commission as
the one and only integrated and accredited association of professional
teachers.
SECTION 23. Revocation of the Certificate of Registration, Suspension
from the Practice of the Teaching Profession and Cancellation
ofTemporary or Special Permit
The Board shall have the power, after due notice and hearing , to
suspend or revoke the certificate of registration of any registrant to reprimand
or to cancel the temporary special permit of the holder thereof who is exempt
from registration, for any of the ff. cause:
Conviction for any criminal offense by a court of competent jurisdiction.
Immoral, unprofessional or dishonorable conduct.
Declaration by a court of competent jurisdiction for being mentally
unsound or insane.
Malpractice, gross incompetence, gross negligence or serious
ignorance of the practice of the teaching profession
The use of or perpetration of any fraud or deceit in obtaining a
certificate of registration, professional license or specially/temporary
permit.
Chronic habitual use of drugs.
Violation of any of the provisions of this Act, the rules and regulations
and other policies of the Board and the Commissions, and the code of
ethical and professional standards for professional teachers
Unjustified or willful failure to attend seminars.
The decision of the Board to revoke or suspend a certificate may be
appealed to the regional trial court of the place where the Board holds office
within 15 days from receipt of the said decision of the denial of the motion of
reconsideration filed in due time.
LESSON 4: REPUBLIC ACT.NO 9293
AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT

NUMBERED SEVENTY-EIGHT HUNDRED AND THIRTY SIX
(RA.NO.7836) OTHERWISE KNOWN AS THE PHILIPPINE TEACHERS
PROFFESIONALIZATION ACT OF 1994
SECTION 15 Qualification Requirements of Applicants- No applicant shall be
admitted to take the examination unless, on the date of filling of the
application, he shall have complied with the following.
A graduate of a school, college or university recognize by the
government and possesses the minimum educational qualifications, as
follows:
1. For teachers in preschool,a bachelors degree in early childhood
education (BECED) or its equivalent;
2. For teachers in elementary grades, a bachelors degree in
elementary education (BECED) or its equivalent;
3. For teachers in secondary grades, bachelors degree in education
or its equivalent with a major and minor, or a bachelors degree in arts
and sciences at least eighteen (18) units in professional education;
and
4. For teachers of vocational and two-year technical courses, a
bachelors degree in field of specialization or its equivalent, with at
least eighteen (18) units in professional education.
Section 26 Registration and Exemption- No person shall engage in teaching
and/or act as professional teacher as defined in this Act, whether in the pre-
school, elementary or secondary level, unless the person is a duly registered
professional teacher, and a holder of a valid certificate of registration and a
valid professional license or a holder of a valid special/temporary permit.
Upon the approval of the application and payment of prescribed fees,
the certificate of registration and professional license as a professional
teacher shall be issued without examination as required in this Act to a
qualified applicant who is;
(a) a holder of certificate ofeligibity as a teacher issued by the Civil
Service Commission and the Department of Education,Culture and Sports.
(b) A registered professional teacher with the National Board for
teachers under the Department of Education,Culture and Sports (DECS) ant
to Presidential Decree No.1006
Section 3
Section 31 Transitory Provision Special permits, with a validity of three (3)
and five (5) years issued to para-teachers by the Board for professional
Teachers before the effectivity of this act shall be allowed to expire based on
the period granted therein: Provided, that only special permit with a validity of
three (3) years may be renewed upon the expiration for a non-extendible
period of two (2)
Section 4
Reference the Department of Education, Culture and Sports,(4) (a) and
Section 25, and the term DECS in section 20 of the same act are hereby
amended to read as Department of Education and Depend, respectively.
Section 5. Separabilty Clause If, for any reason any section or provision of
this act of application of such section or provision to any person or
circumstances is declared unconstitutional or invalid, no other section or
provision of this act shall be affected thereby.
Section 6. Repealing clause All laws decrees, circulars, administrative
orders, rules and regulations, and other issuances which are inconsistent with
provision of this Act are hereby repealed or modified accordingly.
Section7. Effectively- This act shall g take effect upon approval.
Lesson 5: Code of Ethics for PROFESSIONAL TEACHERS
Preamble
Teachers are duly licensed professionals who possess dignity and
reputation with high more 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.
Article 1 (Scope and Limitation)
All educational institutions shall offer quality education for all Filipino
citizens.
Article 2 (The Teacher and the State)
The schools are the nurseries of the future citizens of the state.
Each teacher is a trustee of the cultural and educational heritage of the
nation.
Article 3 (The Teacher and the Community)
An intellectual leader, initiator, and implementer of projects.
A counselor
An achiever
And shall harmonious and pleasant
Article 4 (The Teacher and the Profession)
Shall maintain the nobility and dignity of the teaching profession.
Shall continue professional growth to improve efficiency.
Article 5 (The Teacher and the Teaching Community)
Emphasizes that the teacher shall be imbued with the spirit of
professional loyalty, confidence, faith, and self-sacrifice.
Article 6 (The Teacher and the Higher Authorities in the
Profession)
It is the duty of every teacher to make an honest effort to understand
and support the policies of the school administration.
Article 7 (School officials, Teachers, and other Personnel)
All school officials, teachers, and personnel shall show professional
courtesy, helpfulness, and sympathy to one another.
Article 8 (The Teacher and the Learner)
Discuss the rights and duties of a teacher to learners.
Recognition of the interest and welfare of students.
Deals with the students impartially.
Article 9 (The Teacher and the Parents)
Establish and maintain cordial relations with parents.
Inform term of the progress of their children.
Seek their cooperation for proper guidance for their children.
Hear parents complaints with sympathy and understanding.
Article 10 (The Teacher and Business)
Legitimizes income generating activities of the teachers that these do
not affect their work as teachers.
Maintains good reputation with respect to financial matters.
Article 11 (The Teacher as a Person)
Teachers shall maintain a dignified personality.
Article 12 (Disciplinary Action)
Warns that any violation of any provisions of this code shall be
sufficient ground for the imposition of disciplinary action, revocation of
Registration and License as a professional teacher, suspension from
teaching, reprimand, or cancellation of permit.
Lesson 10: CONVENTION ON THE RIGHTS OF A CHILD
(Adopted by the General Assembly of the United Nations on November 20,

1989)
Article 1
For the Purpose of the present Convention, a child means every
human being under the age of 18 years unless, under the law applicable to
the child, majority is attained earlier.
Article2
1. State Parties shall respect and ensure the rights set forth in the
present Convention to each child within their jurisdiction without
discrimination of any kind ,irrespective of the childs or his or her
parents of legal guardian race, color, sex, language, religion,
political or other opinion , national , ethnic or social origin , property
, disability, birth or other status.
2. State Parties shall take appropriate measures to ensure that the
child is protected against all forms of discrimination or punishment
on the basis of the status, activities, expressed opinions , or belief
of the childs parents , legal guardians , or family members.
Article 3
1. In all actions concerning children undertaken by public or private
social welfare institutions, court of law , administrative authorities or legislative
bodies , the best interest of the child shall be a primary consideration.
2. State Parties shall ensure that the institutions ,services and facilities
responsible for the care or protection of children shall conform with the
standards established by competent authorities ,particularly in the areas of
safety , health , in the number and suitability of their staff , as well as
competent supervision.
Article 4
State Parties shall undertake all appropriate legislative , administrative,
and other measures for the implementation of the rights recognized in the
present Convention. With regard to economic , social and cultural rights ,
State Parties shall undertake such measures to the maximum extent of their
available resources and, where needed , within the framework of international
co-operation.
Article 5
State Parties shall respect the responsibilities , rights and duties of
parents or , where applicable , the members of the extended family or
community as provided for by the local custom , legal guardians or other
persons legally responsible for the child , to provide in a manner consistent
with the evolving capacities of the child , appropriate direction and guidance in
the exercise by the rights recognized in the present Convention.
Article 6
1. State Parties recognize that every child has the inherent right to life.
2. State Parties shall ensure to the maximum extent possible the survival
and development of the child.
Article 7
1. The child shall be registered immediately after birth and shall have the
right from birth to a name , the right to acquire a nationality and ,as for
possible, the right to know and be cared for by his or her parents.
2. State Parties shall ensure the implementation of these rights in
accordance with their national law and their obligations under the
relevant international instruments in this field ,in particular where the
child would otherwise be stateless.
Article 8
1. State Parties undertake to respect the right of the child to preserve his
or her identity , including nationality , name and family relations as
recognized by the law without unlawful interference.
2. Where a child is illegally deprived of some or all of the elements of his
or her identity , State parties shall provide appropriate assistance and
protection ,with a view to speedily re- establishing his or her identity.
Article 9
1. State Parties shall ensure that a child shall not be separated from his
or her parents against their will ,except when competent authorities
subject of judicial review determine, in accordance with applicable law
and procedures , that such separation is necessary for the best interest
of the child .
2. Such determination may be necessary in particular case such as one
involving abuse or neglect of the child by the parents , or one where
the parents are living separately and a decision must be made as to
the childs place of residence.
3. In any proceedings pursuant to paragraph 1 of the present article , all
interested parties shall be given an opportunity to participate in the
proceedings and make their views known.
4. State Parties shall respect the right of the child who is separated from
one or both parents to maintain personal relations and direct contact
with both parents and regular basis ,except if it is contrary to the childs
best interest.
5. Where such separation result from any action initiated by a State Party
, such as the detention , imprisonment , exile , deportation or death
(including death arising from any cause while the person is in the
custody of the State) of one or both parent or of the child , that the
State Party shall, upon request , provide the parents , the child or, if
appropriate , another member of the family with essential information
concerning the whereabouts of the absent member(s) of the family
unless the provision of the information would be detrimental to the well
being of the child . State Parties shall further ensure that the
submission of such a request shall of it entail no adverse
consequences for the person(s) concerned.
Article 10
1. In accordance with the obligation of state Parties under article 9,
paragraph 1,application by a child or his or her parents to enter or
leave a state party for the purpose of family reunification shall dealt
with by State Parties in a positive , humane and expeditious manner .
State Parties shall further ensure that the submission of such a request
shall entail no adverse consequences for the applicants and for the
members of their family.
2. A child whose parents reside in a different state shall have the right to
maintain on a regular basis , save in exceptional circumstances
personal relations and direct contact with both parents . Towards that
end in accordance with the obligations of State parties under article
9,paragraph 1, her parents to leave any country including their own ,
and to enter their own country . The right to leave any country shall be
subjected only to such restrictions as are prescribed by law and public
health or morals or the right and freedom of others and are consistent
with the other rights in the present Convention.
Article 11
1. State Parties shall take measures to combat the illicit transfer and non-
return children abroad.
2. To this end , State Parties shall promote the conclusions of bilateral or
multilateral agreements or accession to existing agreements.
Article 12
1. State parties shall ensure to the child who is capable of forming his or
her own views the right to express those views freely in all matters
affecting the child, the views of the child being given due weight in
accordance with the age and maturity of the child.
2. For this purpose, the child shall in particular be provided the
opportunity to be heard in any judicial and administrative proceedings
affecting the child ,either directly, or though a representative or an
appropriate body ,in a manner consistent with the procedural rules of
the national law.
Article 13
1. The child shall have the right to freedom of expression ; this right shall
include freedom to seek ,receive and impart information and ideas of
all kinds , regardless of frontiers , either orally , in writing or in print , in
the form of art or through any other media of the childs choice.
2. The exercise of this right may be subjected to certain restrictions but

these shall only be such as are provided by law and necessary :
a. For respect of the rights of the reputation of others ; or
b. For the protection of national security or of public order (orde public), or
of public health or morals.
Article 14
1. State Parties shall respect the right of the child to freedom of thought ,
conscience and religion.
2. State Parties shall respect the rights , and duties of the parents and ,
when applicable, legal guardians prove direction to the child in the
exercise of his or her right in a manner consistent with the evolving
capacities of the child.
3. Freedom to manifest ones religion or beliefs may be subject only to

such limitations as are prescribed by law and are necessary to protect
public safety , order , health or morals, or the fundamental rights and
freedom of others.
Article 15
1. State parties recognize the rights of the child to freedom of association
and to freedom of peaceful assembly.
2. No restrictions may be placed on the exercise of these rights other than
those imposed in conformity with the law and which are necessary in a
democratic society in the interest of national security or public safety,
public order (ordere public), the protection of public health or morals or
the protection of the rights of the freedoms of others.
ARTICLE 21
State Parties that recognize and/or permit the system of adoption shall
ensure that the best interests of the child shall be the paramount
consideration and they shall:
(a) Ensure that the adoption of a child is authorities only by competent
authorities who determine, in accordance with applicable law and procedures
and on the basis of all pertinent and reliable information, that the adoption is
permissible in view of the childs status concerning parents, relatives and legal
guardians and that, if required, the person concerned have given their
informed consent to the adoption on the basis of such counseling as may be
necessary;
(b) Recognize that inter-country adoption may be considered as an alternative
means of childs are, if the child cannot be placed in a foster or an adoptive
family of cannot in any suitable manner be cared for in the childs country of
origin;
(c) Ensure that the child concerned by inter-country adoption enjoys
safeguards and standards equivalent to those existing in the case of national
adoption;
(d) Take all appropriate measures to ensure that, in inter-country adoption,
the placement does not result in improper financial gain for those involved in
it;
(e) Promote, where appropriate, the objectives of the present article by
concluding bilateral or multilateral arrangements, and endeavor, within this
framework, to ensure that the placement of the child in another country is
carried out by competent authorities or organs.
ARTICLE 22
1. State parties shall take appropriate measures to ensure that a child, who is
seeking refugee status or who is considered a refugee in accordance with
applicable international or domestic law and procedures shall, whether
unaccompanied or accompanied by his or her parents or by any person,
receive appropriate protection and humanitarian assistance in the
enjoyment of applicable rights set forth in the present Convention and in
other international human rights or humanitarian instruments to which the
said State are Parties.
2. For this purpose, State Parties shall provide, as they consider
appropriate, cooperation in any efforts by the United Nations and other
competent intergovernmental organizations or non-governmental
organizations co-operating with the United Nations to protect and assist
such a child and to trace the parents or other members of the family of any
refugee child in order to obtain information necessary for reunification with
his or her family. In cases where no parents or other members of the
family can found, the child shall be accorded the same protection as any
other child permanently or temporarily deprived of his or her family
environment for any reason, as set forth in the present Convention.
ARTICLE 23
1. State Parties recognize that a mentally or physically disabled child should
enjoy a full and decent life , in conditions which ensure dignity, promote
self-reliance and facilities the childs active participation in the community.
2. State Parties recognize the right of the disabled child to special care and
shall encourage and ensure the extension, subject to available resources,
to the eligible child and those responsible for his or her care, of assistance
for which application is made and which is appropriate to the childs
condition and to the circumstances of the parents or others caring for the
child.
3. Recognizing the special needs of a disabled child, assistance extended in
accordance with paragraph 2 of the present article shall be provided free
of charge, whenever possible, taking into account the financial resources
of the parents or others caring for the child, and shall be designed to
ensure that the disabled child has effected access to and receives
education, training, health care services, rehabilitation services,
preparation for employment and recreation opportunities in a manner
conducive to the childs achieving the fullest possible social integration and
individual development, including his or her cultural and spiritual
development.
4. States Parties shall promote, in the spirit of international
cooperation, the exchange of appropriate information in the field of
preventive health care and of medical, psychological and functional
treatment of disabled children, including dissemination of and access to
information concerning method of rehabilitation, education and vocational
services, with the aim of enabling State Parties to improve their
capabilities and skills and widen their experience in these areas. In these
regard, particular account shall be taken of the needs of developing
countries.
ARTICLE 24
1. State Parties recognize the right of the child to the enjoyment of the
highest attainable standard of health and to facilities for the treatment of
illness and rehabilitation of health. State Parties shall strive to ensure that
no child is deprived of his or her right of access to such health care
services.
2. State Parties shall purse full implementation of this right and, in particular,
shall take appropriate measure:
(a) To diminish infant and child mortality:
(b) To ensure the provision of necessary medical assistance and
health care to all children with emphasis on the development of primary health
care;
(c) To combat disease and malnutrition, including within the framework
of primary health care, through, inter alia, the application of readily available
technology and through the provision of adequate nutritious food and clean
drinking-water, taking into consideration the danger and risks of
environmental pollution;
(d) To ensure appropriate pre-natal and post-natal health care for
mothers;
(e) To ensure that all segments of society; in particular parents and
children. Are informed, have access to education and are supported in the
use of basic knowledge of child health and nutrition, the advantages and
breast-feeding , hygiene and environmental sanitation and the prevention of
accidents;
(f) To develop preventive health care, guidance for parents and family
planning education and services.
3. State Parties shall take all effective and appropriate measures
with a view to abolishing traditional practices prejudicial to the health of
children.
4. State Parties undertake to promote and encourage international
co-operation with a view to achieving progressively the full realization of the
right recognized in the present article. In this regard, particular account shall
be taken of the needs of developing countries.
ARTICLE 25: PERIODIC REVIEW OF PLACEMENT
States Parties recognize the right of a child who has been placed by
the competent authorities for the purposes of care, protection or treatment of
his or her physical or mental health, to a periodic review of the treatment
provided to the child and all other circumstances relevant to his or her
placement.
ARTICLE 26: SOCIAL SECURITY
States Parties shall recognize for every child the right to benefit from
social security, including social insurance, and shall take the necessary
measures to achieve the full realization of this right in accordance with their
national law.
The benefits should, where appropriate, be granted, taking into account
the resources and the circumstances of the child and persons having
responsibility for the maintenance of the child, as well as any other
consideration relevant to an application for benefits made by or on behalf of
the child.
ARTICLE 27: STANDARD OF LIVING
States Parties recognize the right of every child to a standard of living
adequate for the child's physical, mental, spiritual, moral and social
development.
The parent(s) or others responsible for the child have the primary
responsibility to secure, within their abilities and financial capacities, the
conditions of living necessary for the child's development.
States Parties, in accordance with national conditions and within their
means, shall take appropriate measures to assist parents and others
responsible for the child to implement this right and shall in case of need
provide material assistance and support programmes, particularly with regard
to nutrition, clothing and housing.
States Parties shall take all appropriate measures to secure the
recovery of maintenance for the child from the parents or other persons
having financial responsibility for the child, both within the State Party and
from abroad. In particular, where the person having financial responsibility for
the child lives in a State different from that of the child, States Parties shall
promote the accession to international agreements or the conclusion of such
agreements, as well as the making of other appropriate arrangements.
ARTICLE 28: EDUCATION
States Parties recognize the right of the child to education, and with a
view to achieving this right progressively and on the basis of equal
opportunity, they shall, in particular:
(a) Make primary education compulsory and available free to all;
(b) Encourage the development of different forms of secondary
education, including general and vocational education, make them
available and accessible to every child, and take appropriate measures
such as the introduction of free education and offering financial
assistance in case of need;
(c) Make higher education accessible to all on the basis of capacity by
every appropriate means;
(d) Make educational and vocational information and guidance
available and accessible to all children;
(e) Take measures to encourage regular attendance at schools and the
reduction of drop-out rates.
States Parties shall take all appropriate measures to ensure that school
discipline is administered in a manner consistent with the child's human
dignity and in conformity with the present Convention.
States Parties shall promote and encourage international cooperation
in matters relating to education, in particular with a view to contributing to the
elimination of ignorance and illiteracy throughout the world and facilitating
access to scientific and technical knowledge and modern teaching methods.
In this regard, particular account shall be taken of the needs of developing
countries.
ARTICLE 29: AIMS OF EDUCATION

States Parties agree that the education of the child shall be directed
to:(a) The development of the child's personality, talents and mental and
physical abilities to their fullest potential;
(b) The development of respect for human rights and fundamental
freedoms, and for the principles enshrined in the Charter of the United
Nations;
(c) The development of respect for the child's parents, his or her own
cultural identity, language and values, for the national values of the country in
which the child is living, the country from which he or she may originate, and
for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in
the spirit of understanding, peace, tolerance, equality of sexes, and friendship
among all peoples, ethnic, national and religious groups and persons of
indigenous origin;
(e) The development of respect for the natural environment.
No part of the present article or article 28 shall be construed so as to
interfere with the liberty of individuals and bodies to establish and direct
educational institutions, subject always to the observance of the principles set
forth in paragraph 1 of the present article and to the requirements that the
education given in such institutions shall conform to such minimum standards
as may be laid down by the State.
ARTICLE 30: CHILDREN OF MINORITES OR OF INDIGENOUS PEOPLES
In those States in which ethnic, religious or linguistic minorities or
persons of indigenous origin exist, a child belonging to such a minority or who
is indigenous shall not be denied the right, in community with other members
of his or her group, to enjoy his or her own culture, to profess and practise his
or her own religion, or to use his or her own language.
ARTICLE 31: LEISURE, RECREATION AND CULTURE
States Parties recognize the right of the child to rest and leisure, to
engage in play and recreational activities appropriate to the age of the child
and to participate freely in cultural life and the arts.
States Parties shall respect and promote the right of the child to
participate fully in cultural and artistic life and shall encourage the provision of
appropriate and equal opportunities for cultural, artistic, recreational and
leisure activity.
ARTICLE 32: CHILD LABOUR
States Parties recognize the right of the child to be protected from
economic exploitation and from performing any work that is likely to be
hazardous or to interfere with the child's education, or to be harmful to the
child's health or physical, mental, spiritual, moral or social development.
States Parties shall take legislative, administrative, social and
educational measures to ensure the implementation of the present article. To
this end, and having regard to the relevant provisions of other international
instruments, States Parties shall in particular:
(a) Provide for a minimum age or minimum ages for admissions to
employment;
(b) Provide for appropriate regulation of the hours and conditions of
employment;
(c) Provide for appropriate penalties or other sanctions to ensure the
effective enforcement of the present article.
ARTICLE 33: DRUG ABUSE
State parties shall take all appropriate measures, including legislative,
administrative, social and educational measures to protect children from the
illicit use of narcotic drugs and psychotropic substances as defined in the
relevant international treaties, and to prevent the se of children in the illicit
production and trafficking of such substances

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THE

BSED IIIB MATH

CHAPTER I YOU, the Teacher, as a Person in Society

Lesson 1: Your Philosophical Heritage

Lesson 1: Classroom Management

Lesson 1: A Closer look at the Educational Systems of Selected Countries of

CHAPTER IV The Professionalization of Teaching

Lesson 1: Historical Perspective of the Philippine Educational System

Lesson 1:The Magna Carta for Public School Teachers

Lesson 1: Your Philosophical Heritage

Five Philosophies of Education

Why Teach? Teachers teach not to radically reshape society

What to Teach? The essentialist curriculum includes the

How to Teach? The essentialist teachers emphasize mastery

Why Teach? the progressivist teachers teach to develop

What to Teach? The progressivists are identified with need-

How to Teach? Progressivist teachers employ experiential

Why Teach? We are rational animals. School should,

What to Teach? The perennialist curriculum is a universal is a

Why Teach? The main concern of the existentialists is to help

What to Teach? In an existentialist curriculum, students are

How to Teach? Existentialist methods focus on the individual.

Why Teach? Behaviorist schools are concerned with the

What to Teach? Because behaviorists look at people and

How to Teach? Behaviorist teachers ought to arrange

Philosophy = Greek words philos love, Sophia wisdom.

To articulate your thoughts on:

How you perceive the learner

Include your Concept about:

How to make Educational Philosophy

Start with the phrase, I believe

Community Perception on the Role of Teachers in the Community

Teachers are perceived to be:

1. very important in a community.

The community respondents strongly agreed that teachers:

1. help develop the moral character of children.

1. The most intelligent child should be encouraged to enter the

The community respondents were doubtful regarding this item:

- refers to the quality of human acts by which we call them right or

Foundational Moral Principle

Where is the foundational moral principle?

- It is contained in natural law.

What is Natural Law?

- It is Law written in the hearts of men (Romans 2:15)

1. Strive to know the truth;

Teachers as a Person of Good Moral Character

As laid down in the preamble of our code of ethics of

Teachers are duly licensed professional who possess dignity

When are you of good moral character?

One Christian author describes 4 ways of describing good moral character:

Idealist Group there are unchanging and universal values

Values are taught and caught

Values have cognitive, affective and behavioral dimensions

Values formation is a training of the intellectual and will

Virtues vs. Vicious life and their effect on the will

MAX SCHELERS HIERARCHY OF VALUES

Pleasure Values the pleasant against the unpleasant

Teaching is life, or I must say education is the key to success. So that,

A teacher is a facilitator of learning and of the development of the

Lesson 1: Classroom Management

1. Causes of disciplining problems

* Needs and interest

The classroom may not be conducive to learning if it is: