Final Teaching Prof
Final Teaching Prof
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Teacher should be :
This is the Basic essential subject matter that teacher should teach.
(Secondaryeducation)
History
Mathematics
Science
Languages
Literature
ESSENTIALIST TEACHER
PROGRESSIVIST TEACHER
Possess a repertoire of learning activity.
Free to develop naturally
Interest motivated
Facilitator of learning
Close cooperation
PERENNIALISM
For perennialists, the aim of education is to ensure that students
acquire understandings about the great ideas of Western civilization.
These ideas have the potential for solving problems in any era. The
focus is to teach ideas that are everlasting, to seek enduring truths
which are constant, not changing, as the natural and human worlds at
their most essential level, do not change. Teaching these unchanging
principles is critical. Humans are rational beings, and their minds need
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to be developed. Thus, cultivation of the intellect is the highest priority
in a worthwhile education. The demanding curriculum focuses on
attaining cultural literacy, stressing students' growth in enduring
disciplines. The loftiest accomplishments of humankind are
emphasized– the great works of literature and art, the laws or
principles of science. Advocates of this educational philosophy are
Robert Maynard Hutchins who developed a Great Books program in
1963 and Mortimer Adler, who further developed this curriculum based
on 100 great books of western civilization.
PERENNIALIST TEACHER
Intellectual mentors and models
Fundamental skills
Their role is to sharpen the students
Stick to what has worked in the past
EXISTENTIALISM
Existentialism is a philosophy concerned with finding self and the
meaning of life through free will, choice, and personal responsibility.
The belief is that people are searching to find out who and what they
are throughout life as they make choices based on their experiences,
beliefs, and outlook. And personal choices become unique without the
necessity of an objective form of truth. An existentialist believes that a
person should be forced to choose and be responsible without the help
of laws, ethnic rules, or traditions. Emphasizes individual existence,
freedom and choice. It is the view that humans define their own
meaning in life, and try to make rational decisions despite existing in an
irrational universe.
EXISTENTIALIST TEACHERS
Awaken our consciousness
Should be trained
Should be developed in the students
Open classrooms
Self directed instruction
Should decide what to teach and where to teach.
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BEHAVIOURISM
Behaviorism combines elements of philosophy, methodology, and
psychological theory. It emerged in the late nineteenth century as a
reaction to depth psychology and other traditional forms of psychology,
which often had difficulty making predictions that could be tested
experimentally. The earliest derivatives of Behaviorism can be traced
back to the late 19th century where Edward Thorndike pioneered
the law of effect, a process that involved strengthening behavior
through the use of reinforcement.
Behaviorism of a child is based on the teacher the person around him
or her, because they can easily adopt the values of each and every
one. So as a teacher you should be careful of what values you are
going to teach.
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LESSON 2
DIFFERENT BRANCHES AND ITS RELATION TO
TEACHING AS A PROFESSION
FOREWORD
Teaching is a profession that entails several demands from both
the student and community. Unlike any other profession, teaching
requires rigid competency and skills in order to meet with the existing
demand.
In order to objectify the goal of education, which is being held
into account by the teachers, several body of knowledge and branches
could be consulted. Listed below are some of the most important
branches, and its relation to teaching as a profession.
1. PSYCHOLOGY – the science or study of behavior and human
thinking.
RELATION TO TEACHING:
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2. ANTHROPOLOGY – the study of human races, origins,
societies, and cultures.
RELATION TO TEACHING:
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A clear understanding on the sociological background of
your students can impact their educational experiences. As
the center of the classroom, a teacher must understand the
society which his/her students belong to. In that way, he/she
could initiate strategies that will be considerate enough for the
societal needs of the students.
A teacher with awareness regarding sociology can arrange
for groups or pairings that will enable students to forge
connections. By means of this, a teacher could employ such
strategies in grouping his/her students for every class activities,
since this is one way to forge connection and unity to one
another.
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rules that are needed inside the classroom. In that way, he/she
could effectively regulate the students and keep them on track
with the learning experience.
As a teacher, authority is a must. But this aspect should be
taken in a just and rightful manner, in a way students could
be led into the right path in their learning and also in their
discipline. Authority should be maintained by the teacher in
order to effectively regulate the students. However, it must not
be taken into bad accounts, or taking advantage for such power.
CONCLUSION
Teaching, indeed, is a demanding profession. However, if
an educator will take basis on the branches above, he/she could
create and employ pedagogy that will best suit the capacities of
the students, and at the same time, such branches could serve
as manual for teachers in helping the students in discovering
their full potentials, and become a functioning member of the
society in the near future.
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LESSON 3
THE TEACHER AS A PERSON IN A SOCIETY
Teacher is the most significant member of society. They are also
one of the most influential professionals in the community. Society
expects much from the teachers. Since they are regarded as architects
of future generation, teachers are expected to perform their roles not
only within the walls of the classroom but beyond. Into the community
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o The family is the most universal social institution. It is the
family where the development of socialization starts.
o Children learn from their parents the habit and skills that
will need in preparation for adulthood.
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develops skills and work habits that will enable them to work in
teams.
SOCIAL AND CIVIC - The school acts as an agent of
socialization. The school prepares the student to become
worthy members of society and models behavior. Social ethics
are discussed in schools to make students aware of their moral
and ethical obligation as a person and a member of society.
PERSONAL - Pertains to the development of individual talent
and self-expression.
3. RELIGION (CHURCH) - It is a system of roles and norms that
involves faith which blinds people together in social groups.
Church is institutionalized organizations of religious believers following
a body of doctrine.
-Function of religion.
-Social cohesion
-Social control
-Emotional support
4. GOVERNMENT - It is an institution that holds the power to make
and enforce the rules and laws of society.
In democratic type of government, the citizen elects their official
periodically to govern them for the period.
C. FOUNDATIONS AND PRINCIPLES OF MORALITY
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Duties as professional teachers conform to certain ethical
standards: set out by the Teaching Council. These standards
guide the teachers in the performance of their function.
A. Respect
Teachers need to demonstrate respect for spiritual and cultural
values, diversity, social justice, freedom and democracy.
B. Integrity
Teachers are persons of integrity. This means being honest,
reliable and morally upright.
C. Care
Being the good parents of the students, teachers should take the
best interest of the students as their credo.
Credo or creed
D. Trust
It is the foundation of strong relationship. The teachers earn their
trust and respect for them.
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LESSON 4
THE PHILOSOPHY OF TEACHING AS A VOCATION,
MISSION, AND PROFESION
What is Philosophy?
The science that seeks to organize and systemize all fields
of knowledge as a means of understanding and interpreting
the totality of reality.
The systematic and logical explanation of the nature,
existence, purpose and relationships of things, including
human beings in the universe
Main Branches of Philosophy
1. Metaphysics – deals with the first principles, the origin an
essence of things, the causes and end of things. It is the study
of the most fundamental concepts and beliefs about them.
Examples of metaphysical concepts are Being, Existence,
Purpose, Universals, Property, Relation, Causality, Space,
Time, Event, and many others.
2. Epistemology – There are three main examples or
conditions of epistemology: truth, belief and justification. Truth
occurs when false propositions cannot be discerned.
Consequently, in order for something to be considered as
knowledge, it must be true in nature
- It analyzes the nature of knowledge and how it relates to similar
notions such as truth, belief and justification.
3. Axiology – deals with the purposes and nature and types of
value such as in ethics and religion.
4. Logic – deals with the correct way of thinking. It requires the
act of reasoning by humans in order to form thoughts and
opinions.
Functions of the philosophies of education
Provide guidelines in the formulation of the educational
policies and programs and in the construction of curricula.
Provide direction toward which all educational effort
should be exerted.
Provide theories and hypothesis which may be tested for
their effectiveness and efficiency.
Provide norms or standards for evaluation purposes.
Importance of philosophy of education to the teacher
Provides the teacher with basis for making his
decision concerning his work.
Help the teacher develop a wide range of interest,
attitudes, and values concomitant to his professional life
as teacher
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Makes a teacher more aware of his own life and work,
and makes him more dynamic, discriminating, critical and
mentally alert.
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LESSON 5
CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT
B. Scheduling
C. Record Keeping
a. Daily Attendance
b. Student Progress
D. Physical Environment
1. Erase the writings on the board
2. Regular mopping of the floor
3. Placing a trash bin for properly waste disposal
E. Discipline
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SCHOOL AND COMMUNITY RELATIONS
The School and Community are the mainsprings of the effective and
powerful forces that can create a wholesome climate for mutual gains
and betterment.
A kind of partnership where both are willing to share ideas and
information as well as responsibilities to the best of the children
likewise when dealing with members of the community.
1. Collaborative Relationships
2. Organized Associations
3. Public Safety, Beautification and Cleanliness
4. Values Exhibited
5. Instructional Centers and Materials
II. NETWORKING
1. BIOTA – Biology teachers
2. MATHED – Council math teachers and Educators workshops.
Eg: MTAP
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LESSON 6
COMPARATIVE EDUCATIONAL PHILISOPHIES
FOREWORD
There are several educational philosophies that have been developed
by teachers over the years. Some of these philosophies are teacher-
centered and some are student-centered, and they all have the same
objective, and the objective is to offer and provide students with the
most excellent education possible.
1. PERRENIALISM - Is a teacher centered philosophy.
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This philosophy promotes world social progress. It
focuses on world events, controversial issues, and
developing a vision for a new better world.
It is also known as Social Reconstructionism. It
emphasizes the addressing of social questions and a
quest to create a better society and worldwide
democracy. Reconstructionist educators focus on a
curriculum that highlights social reform as the aim of
education.
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It focuses on enhancing ones innate goodness,
rejects the idea of group-oriented education, and
upholds the idea of enhancing individual
development. This philosophy also believes that
students should be actively involved with their education
on all levels, and students should be able to make
choices about what they will be learning.
In humanism, learning is student centered and
personalized, and the educator’s role is that of a
facilitator. Affective and cognitive needs are key, and the
goal is to develop self-actualized people in a cooperative,
supportive environment.
Culture
Religion
Gender
Race
Environment
Socio-economic backgrounds
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Linguistics
Avoid stereotyping.
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move towards a multicultural and global perspective in their
thinking.
Try to consider the suggestions above and you will be able to
contribute to a caring and nurturing learning environment that
embraces all students with different backgrounds.
A caring environment will always enhance academic
achievement. It will also help your school to successfully meet the
challenges and the benefit from the diversity that now characterize our
classroom and our schools.
To clarify the basic assumptions that enhances teacher development.
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LESSON 7
THE COMPARATIVE EDUCATIONAL SYSTEMS
First, define what Educational System was
An educational system refers to a structure of operation for the
provision of education. Education systems are influenced by
philosophies of the policy makers.
Educational System is established to provide education and
training, in most cases for children and the young.
Then, define what the Comparative Education was
The Comparative Educational is the field of study that focuses
on the provision of organized learning activities across international
and intercultural boundaries and utilizes comparative method of study.
Comparative Education is fully established academic field of
study that examines education in one country (or group of country) by
using data insights drawn from the practices and situation in another
country or another country.
Many important educational questions can best be examined
from an international-comparative perspective.
According to Harold J. Noah (1985)
The comparative education has four purposes:
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The idea that everyone deserves an education is an American
ideal that has been adopted worldwide yet different cultures in different
countries take vastly different approaches to education
“Being world-class does not mean going internationally nd
showing our best out there. Being world class is passion and
Commitment to our profession: being world-class starts right inside the
classroom.” Conrado de Quiroz
Introduction
We live in a “global village, hence a need for global teachers’
Always remember these goals:
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The Educational System of Australia
A. Basic Education
Most students enrolled in government schools which operate
under the direct responsibility of the state or Territory Education
Ministry
PRIMARY SCHOOL
6 years to 12 years old
SECONDARY SCHOOL
a. Junior HS – year 7 to year 10 (it was compulsory)
Government, non- government Co-Educational
Comprehensive
/Multi-Purpose High School
b. Senior HS – year 11 to year 12 (It was not
compulsory)
--16 to 18 years old
TERTIARY SCHOOL: TAFE (Technical and Further
Education)
The Federal Government provides supplementary financial support.
B.Higher Education
The main purpose:
1.To enable individuals to develop their capabilities for effective
participation in the work force, for constructive contribution to
society and for personal growth and fulfillment:;
2.To advance knowledge and understanding;
3.Aid the application of knowledge and understanding the benefits
of the economy and the society;
4.Enable individuals to adapt and learn, consistent with the needs
of an adaptable knowledge- based economy at the local,
regional and national levels;
5.Contribution to democratic civilized society.
Requirement: Senior Secondary certificate of Education
Undergraduate Studies: (Full Time)
a.Arts, Sciences, Commerce – 3 years (Pass)
b.Education, Engineering – 4 year (Honors)
c.Veterinary, Science, Dentistry, Architecture – 5 years
d.Medicine and Surgery – 6 years
Post graduate Studies: (Full Time)
a.Master’s Degree (1 to 2 years)
b.Doctorate Degree ( Ph.D. higher doctorate in science or DSsc, or
Humanitites or DLitt)
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Now we move to the largest Educational System of the world and the
educational system is highly centralized which is china.
The Educational System of China
UNIVERSITY (6 years)
The Educational System of Japan
A.BASIC EDUCATION (5 BASIC STRUCURE)
1.Kindergarten
2.Elementary (six years)
3.Secondary: Lower (3 years) and Upper (3 years)
4.University (usually 4 years)
Education is free and compulsory for children 6 to 15 years.
Preschool ( yochien: female teachers) are not official part of the
education system.
Classes are large; lecture is the usual teaching methods
The number of days 243 days (year-round with some breaks
between session)
Standard Curriculum includes Japanese Language, Social
Studies, Math and Science along with arts, music, HE, PE.
(emphasis has been given to learning the Japanese Language)
Lower secondary School: Grade 7,8 & 9
Men compose two third of the teachers in this level
Class size average: 38 students
Duration: 50 minute long
Upper Secondary Schools offer academic, technical and
vocational programs
First year courses: Japanese Language, English, Science and
Math, Vocational courses includes Information, Processing,
Navigation, Fish Farming, Ceramics, and business language
Ranked on their success in placing graduating students.
B. HIGH EDUCATION
Junior Colleges (women):HE, nursing, teaching, humanities
and Social Science
Private institution make up 80% of universities enrolments
although public schools have more prestige
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Placement Exam: NAT & College Entrance Test
Ronin (samurai) is a student who fails the test (NAT/CET)
and subject to take another tear to study and prepare to take
the test again.
Master’s degree
Doctoral degree: Medical programs and Humanities
The Educational system in United Kingdom
1.Education is compulsory for children ages 5 to 16
2.In the primary school, the subjects are taught by the same
teacher for a year before moving to the next grade level on the
year
3.It is mandatory for all states schools to provide a balanced,
broadly based curriculum which promotes spiritual, moral
Cultural, mental and physical development which prepares them
for opportunities, responsibilities and experiences of adult life
4.It includes sex and career education for secondary students.
A. BASIC EDUCATIONAL
The national curriculum core subjects include English,
Mathematics and Science
Stages:
a. Foundational Stage, this include in the national
curriculum which covers children aged 3-5 years but
does not have a strong mandate as to what needs to
happen during theses years of schooling as it is not
yet mandatory.
b. Key stage one, it includes children aged 5 – 7 years
and year group grades 1-2. It mandates core subjects
including English, Mathematics and Science and non-
core foundation subject such as design/technology,
history, art/design, music and physical education.
c. Key stage two, it includes children aged 7 to 11 and
year group 3- 6. It mandates the same core and non-
core foundational subject, with more emphasis on
more difficult topics and the addition of sex education.
d. Key Stage Three, it includes children aged 11 14
years old and year group grades 7-9, It mandates the
same basics in Key stages one and two but adds
foreign language and information/ Communication
Technology to the mix while adding appropriate
difficulty to the core subjects.
e. Key stage four, it includes those aged 14 to 16 and
year groups 10-11. It cover the statutory programs of
study that must be taught to all students. Most schools
include in their core curriculum courses that lead to
qualifications in each of the five subject’s areas which
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are English, Math, Science Information and
Communication Technology and Physical Education.
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6. The Canadian Education Exchange, the Canadian Education
Exchange Program is a non-profit foundation which handles
both students and educator exchange.
Conclusion:
It is interesting to note that these programs gives teachers the
opportunity to live their personal and professional lives in another
context, in another setting, in another country, thus strengthening their
skills in understanding diversity and multiculturalism. In several of
these programs, there are already Filipino teacher participants
especially the VIF and Fullbright. But you may be interested to gain
information of other exchange program. You will take note that all of
these programs aim to broaden the understanding about education in
other countries, forge partnership and cultural understanding and
improve professional development.
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LESSON 8
PHILIPPINE EDUCATIONAL STRUCTURE ITS LEGAL
BASES
The Philippines’ Education Structure:
Education in Philippines is offered through:
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Once a student successfully completes each of the six grades of
primary school, he or she will be awarded a certificate of
graduation.
SECONDARY EDUCATION
Secondary education here in the Philippines is not compulsory, but still
it is widely attended especially in the urban areas of the country
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Colleges usually offer one or a few specialized courses such as
computer programming, nursing or midwifery. While universities
must have at least 8 different degree subjects on their program.
Most universities offer 4 year degree programs with 2 semesters
per year, school year is from June to March
The overseer of all higher education institutions is the
Commission on Higher Education or CHED
There are essentially 3 degree stages of higher education in the
Philippines: Bachelor, Master and PhD
DEGREE STAGES OF HIGHER EDUCATION
Bachelor Degree
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Vocational Colleges (Non-University Higher Education)
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Section 3
Section 4
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.
Academic freedom shall be enjoyed in all institutions of higher
learning.
Every citizen has a right to select a profession or course of
study, subject to fair, reasonable and equitable admission and
academic requirements..
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.
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
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LESSON 9
ORGANIZATIONAL CHART OF DEPED, TESDA AND
CHED
Department of Education
Section 2 RA. No 9155
“At regions, divisions, schools, and learning centers, referred to as field
offices where the policy and principle for the governance in the
Department are translated into programs, projects and services
developed, adapted and offered to fit local needs”
Central Office
• Office of the Secretary
• Undersecretaries
• Assistant Secretaries
• Bureau Directors
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CAR- La Trinidad, Benguet
NCR- Quezon City
ARMM- Cotabato City
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Office of the Assistant Secretaries
At the discretion of the Secretary, each assistant secretary may
be assigned to any of the following functions:
• Advise and assist the Secretary and/or Undersecretary in the
formulation and implementation of Department policies, plans
and programs.
• Oversee all the operational activities of the Department for
which he will be assigned and held responsible for by the
Secretary or Undersecretary.
• Coordinate the programs and projects of the Department.
• On the basis of an official designation, discharge temporarily the
duties of the Secretary or Undersecretary in case of the latter’s
inability to discharge his duties or in case of vacancy of the said
office.
Office of the Assistant Secretaries
• Develops and recommends to the Secretary the
legislative agenda of the department.
• Drafts legislation (bills, laws, etc.) for basic education.
• Prepares comments and position papers on proposed legislation
for submission to the Congress.
• Liaises with the committees on basic education in the Senate
and House of Representatives, and the offices of the Senators
and Congressmen on their concerns related to basic education.
• Coordinates with the Presidential Legislative Liaison Office
(PLLO) in advocating for the Executive Branch’s Legislative
Agenda.
Legislative Liaison Office
• Develops and recommends to the Secretary the legislative
agenda of the department.
• Drafts legislation (bills, laws, etc.) for basic education.
• Prepares comments and position papers on proposed legislation
for submission to the Congress.
• Liaises with the committees on basic education in the Senate
and House of Representatives, and the offices of the Senators
and Congressmen on their concerns related to basic education.
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• Coordinates with the Presidential Legislative Liaison Office
(PLLO) in advocating for the Executive Branch’s Legislative
Agenda.
Internal Audit Office
• The Internal Audit Service serves as the watchdog of the
Department
through:
(a) appraising existing procedures and related matters as to
efficiency and adequacy; and,
• (b) detecting and preventing frauds or dishonesty in verifying the
extent of compliance in a protective nature to the extent
possible.
• Offices and divisions:
1. Office of the Director
2. Management Audit Division
3. Operations Audit Division
Teacher Education Council Secretariat
• The Teacher Education Council (TEC) Secretariat
shall be retained in the rationalized structure as
prescribed by Section 8 of RA 7784. The Secretariat shall
primarily provide technical and administrative
assistance to the Council in preparing policy recommendations,
executing its policies and programs, and coordinating with
various teacher education advisory bodies.
Commission on Higher Education
• Office of the Chairperson and Commissioners
• Higher Education Development Fund Staff
• International Affairs Staff
• Office of the Executive Director
• Administrative, Financial and Management Division
• Legal and Legislative Service
• Office of Planning, Research, and Knowledge Management
• Office of Programs and Standards Development
• Office of Institutional Quality Assurance and Governance
• Office of Student Development and Services
• CHED Regional Offices
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TESDA
Government Sector
Labor Sector
Employer Sector
Business and Investor Sector
Education and training sector
LESSON 10
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THE ART OF QUESTIONING
Questioning is an integral part of an inquiry centred classroom. It is a
learner’s thinking tool to carry out investigation about a subject matter.
Knowledge is having the right answer while intelligence is asking the
right questions. Knowing the answers will help you in school therefore
knowing how to question will help you in life
Did you ever wonder why we ask questions?
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In the middle of difficulty lies opportunity. The important thing is
not to stop questioning. Albert Einstein
Probing rational, reasons and evidence
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7. Redirect questions- Address the same question to several
questions and distribute responsibility. The benefits of such
questions include generation of a wider variety of responses
and allowing students to evaluate each other contribution.
This technique shifts the focus for student-teacher
interactions.
Synthesis requires the student to find solution to a problem through
the use of original and creative thinking.
Examples:
Which kinds of apples are best for baking a pie, and why?
Indicate in what ways this is a beautiful poem.
Analysis: It requires the student to solve a problem through the
systematic examination of facts or information.
Examples:
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2. Comprehension: It requires the student to think on low level
such that the knowledge can be reproduced.
Examples:
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Clearly stated, straight forward, comprehensive, common
vocabulary.
Kinds of Questions:
Closed Questions- a closed question can be answered with
either a single word or a short phrase. Thus: “How are you?”
and “Where do you live?” are closed. A closed question can be
answered with either “Yes” or “No”.
Examples of closed-ended questions are:
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Examples:
Roommate conflict
Leading: Do you and your roommate fight and argue?
Non-leading: How do you like your room?
Leading: Did your roommate tell you to keep your fighting a secret?
Non-leading: Has anyone asked you to keep a secret?
Leading: I’ve been told you are having a problem with your roommate.
Non-leading: Are you having a problem with anyone?
Double Bind Questions: whichever way you answer the result is the
same.
Once you are 'damned if you do, and damned if you don't'.
A common structure of a double-bind question is of the form:
assumptive of bad thing + question about frequency
Thus you might take a statement about the person doing something
wrong, such as stealing, then assume that they are doing this thing and
consequently turn the question to how often then are doing it.
By framing the question as closed, the other person is thus expected to
answer only yes or no and cannot deny the assumption.
Examples:
Are you lying again?
Have you stopped beating your wife?
When do you want to help us?
• Echo Questions: repeat what they say as a question.
Examples and Observations
• Telemachus: We're waiting for Odysseus to come home.
Antoniou’s: You're waiting for whom to do what?
Albert Ramsdell Gurney, The Comeback, 1993
• Mary: What do you want?
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George Bailey: What do I want? Why, I'm just here to get warm, that's
ait’s a Wonderful Life, 1946
Empowering Questions: that releases limits on people.
‘’Remember, it’s not the events of your life that determine how you feel
and act but, rather, the meaning you create from your life’s
experiences. Learning to ask empowering questions – especially in
moments of crisis – is a critical skill that will ultimately shape the
meanings you create, and therefore the quality of your life’'. ~Anthony
Robbins
Examples:
• What do you love most about yourself?
• What do you do really, really well?
• What would you like to learn to do really, really well? What can
you do today to begin?
• What gets you truly excited about life?
• How do you define your purpose in life?
• When was the last time you did something for the very first
time?
• What are your top 5 values? Are you (honestly!) living those
values every day?
Funnel Questions: seeking more details or more information.
Engagement questions – Introduce the participants to the topic or
subject and get them comfortable with the discussion.
Exploration questions – Designed to get to the heart of the
discussion and typically are open-ended.
Exit questions – Designed to see if any angle was missed during the
discussion.
Example: Is there anything else you would like to say about why you do
or do not exercise on a regular basis?
• Interrogative Questions: questions that lead to answers.
• Leading Questions: that may or may not be a good thing; you’re
giving away the answer
Examples:
Do you have any problems with your boss?
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This question prompts the person to question their employment
relationship. In a subtle way it raises the prospect that there are
problems.
Tell me about your relationship with your boss.
This question does not seek any judgment and there is less implication
that there might be something wrong with the relationship.
Open Questions: required long and detailed answers.
Example:
Probing Questions: digging for more details.
Example:
Tell me more about that.
Example:
To discover both how judgmental they are and how they evaluate, use
question that seek evaluation:
How good would you say it is?
How do you know it is worthless?
What are the pros and cons of this situation?
Tag questions: some questions encourage agreement, don’t they.
Example:
A tag question is a small question that is attached, or "tagged", to the
end of a sentence. Rather than repeat the main verb, a form of "be" or
other auxiliary verb or modal is used in the tag. Below are a few
examples.
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LESSON 11
STRATEGIES IN TEACHING
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LESSON 12
20 REASONS WHY TEACHING IS A GREAT
PROFESSION AND 7 THINGS TO KNOW BEFORE
ENTERING THE TEACHING PROFESSION
When the students are glad that they finally understand the
topic, it was a double happiness for all teachers. Even if they
feel tired, it’s all fades away when they saw that their students
learned something from them.
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When you are a teacher, you become a student too because
you still learning something and not just for your all topics but
also the learning that you can get towards your students.
8. Creativity is encouraged.
Why? Because kids are fun and learning is fun. The happening
in the classroom goes like this. After the discussion, there will be
an activity and after that, teacher will start to share a story until
times off.
Just for the sake of the event and for the happiness teachers will
dressed up like this. Students are so lucky because students
have the chance to saw their teacher’s dressed up like this. This
event is called as “Christmas Cantata”.
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13. You get to teach students life lessons every day.
In our junior and senior high school days, our teacher became
our number one fan. Their support makes us stronger to fight for
our dreams.
Teachers have also personal lives so, if they have a free time
they will spend it with their loved ones.
17. Other teachers are willing to share ideas online to help you
with lesson planning.
You are not alone, even you are new in this field you’re co-
teachers will be there to help you.
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Every teacher knows that summer vacation is not really time off
because it gives uninterrupted time for them to plan for the next
year.
When you enter your own classroom for the very first time, you
may think, “I got this” because you’ve been in a classroom for
months student teaching, and maybe even substitute teaching.
However, having your own classroom is not the same as
teaching someone else’s classroom. Also, there is a strong
possibility that you can end up teaching a completely different
grade as the one that you student taught, as well as a different
school environment.
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4. Earning Students’ Respect Takes Time
Even if you are hired at a school district where the money flows
freely (which is unusually rare), you will still end up using your
own money for something related to the classroom. It is
inevitable that there will be some type of supplies that you just
have to have in your classroom that your school will not pay for.
Plan on emptying your pockets sometimes, or when you need
something for your classroom. Or you can try a donor’s site like
Donorschoose.org to ask for supplies that is not in your budget.
Technology is here to help make your life easier. What you may
not realize, is how much you will count on it when you are a
teacher. You will use the Internet to search for lesson plans, go
on teacher blogs to get advice, buy school supplies, connect
with your students and their parents, and this is just to name a
few instances. If you try and spend just one day without
technology you will probably feel like you lost your best friend.
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LESSON 13
GAMIFICATION
- Is the idea of adding game elements to a non-game
situation to encourage behavior.
EXAMPLES OF GAMIFICATION
ClassCraft
Starbucks rewards
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WHY USE GAME-BASED LEARNING?
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EXAMPLES OF GAME-BASED LEARNING OPTIONS IN
CLASSROOM
1. VIDEO GAMES
2. ADAPTATIONS OF COMMON GAMES
3. ORIGINAL GAMES
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LESSON 14
MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
Guidance counselors
School librarians
Industrials arts or vocational instructors.
Person performing supervisory and or administrative functions.
Sec. 3 Recruitment and Qualification
(a) For teachers in the kindergarten and elementary grades, bachelor's
degree in elementary education.
(b) For teacher in secondary schools, bachelor's degree in education
equivalent with a major and a minor or a bachelor's degree in arts or
social with at least eighteen professional units in education.
(c) for teachers of secondary vocational and two years technical
courses, bachelor's degree in the field of specialization with at least
eighteen professional units in education.
(d) for teachers of courses on the collegiate level other that vocational
master's degree with a specific area of specialization.
Sec 4.Probationary Period
When recruitment takes place after adequate training and
professional preparation in any school recognized by the government,
no probationary period preceding regular appointment shall imposed if
the teacher posses the appropriate civil eligibility.
Sec 5. Tenure of Office
Stability on employment and security of tenure shall be assured
the teachers as provided under existing laws.
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Sec. 6 Consent for Transfer Transportation Expenses
Except for a cause and as herein otherwise provided, no teacher
shall be transferred without his consent from one station to other.
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.
Sec. 8 Safeguards in Disciplinary Procedure
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 the
representative of his choice and or by his organization, adequate time
being given to the teacher for the preparation of his defense.
D. The right to appeal to clearly designated authorities. No publicity
shall be given to the disciplinary action being taken against a teacher
during the dependency of his case.
Sec. 9 Administrative Charges
Administrative charges against teachers shall be heard initially by a
committee composed of corresponding school superintendent of the
school or a duly authorized representative who shall at least have the
rank of a division supervision supervisor.
Sec. 10 No Discrimination
There shall be no discrimination whatsoever in entrance to the teaching
profession
Sec. 11 Married Teachers
Whenever possible, the proper authorities shall takes all steps to
enable married couples both of whom are public school teachers, to be
employ in the same locality
Sec. 12 Academic Freedom
Teacher shall enjoy academic freedom in the discharge of their
professional duties.
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III. HOURS OF WORK AND REMUNERATION
Sec. 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.
Sec. 14 Additional Compensation
Not with standing any provision of existing law to the contrary, co-
curricula 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 at least twenty five percent of his regular
remuneration after the teacher completed at least six hours of actual
teaching a day
Sec. 15 Criteria for Salaries
(a) They shall compare the favorably with this paid in other occupations
requiring equivalent or similar qualifications, training and abilities.
(b) They shall be such as to insure teacher a reasonable standard of
life for themselves and their families.
(c) They shall properly graded so as to recognize the fact that certain
position requires higher qualifications and greater responsibilities to
others.
Sec. 16 Salary Scale
Salary scales of teacher shall provided for gradual progression
form a minimum to a maximum salary by means of regular increments,
granted automatically after three years
Sec. 17 Equality in Salary Scales
The salary scales of teachers, whose salaries are appropriated
by a city, municipal, municipal district, or provincial government, shall
not be less that those provided for teachers of national government.
Sec. 18 Cost of Living Allowance
Teacher's salaries shall, at the very least, keep pace with the
rise of cost living by the payment of cost living allowance which shall
automatically follow charges in cost of living index
Sec. 19 Special Hardship Allowances
In areas in which teacher are exposed to hardship such as
difficulty in commuting to the place of work or other hazards peculiar to
the place of employment
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Sec. 20 Salaries to be Paid in Legal Tender
Salaries of teachers shall be paid in legal tenders of the
Philippines or its equivalent in checks or treasury warrants provided
Sec. 21 Deduction Prohibited
No person shall make any deduction whatsoever from the
salaries of teacher except under specific authority of law such
deductions.
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VI. TEACHERS ORGANIZATION
Sec. 27 Freedom to Organize
Public school teachers shall have the right to freely and without
previous authorization both to establish and to join organization of their
choosing, whether local or national to further and defend their interest.
Sec. 28 Discrimination against Teacher Prohibited
The rights established in the immediate preceding section shall
be exercise without any interference or coercion.
Sec. 29 National Teacher's Organization
National Teacher's 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 teacher.
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Sec. 34 Separability Clause
If any provision of this act is declared valid the remainder of this
act or any provisions not affected thereby shall remain in force and in
effect.
Sec. 35
This act shall take effect upon its approval.
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LESSON 15
CODE OF ETHICS FOR PROFESSIONAL TEACHER
PREAMBLE
Teachers are duly licensed professionals who possess dignity and
reputation with high moral values as well as technical and professional
competence in the practice of their noble profession, they strictly
adhere to, observe, and practice this set of ethical and moral principles,
standards, and values.
ARTICLE I Scope and Limitation
Section 1
The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers committed of its full
realization. The provision of this Code shall apply, therefore, to all
teachers in schools in the Philippines.
Section 2
This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary, and
secondary levels whether academic, vocational, special, technical, or
non-formal. The term “teacher” shall include industrial arts or vocational
teachers and all other persons performing supervisory and /or
administrative functions in all school at the aforesaid levels, whether on
full time or part-time basis.
ARTICLE II The Teacher and The State
Section 1
The schools are the nurseries of the citizens of the state. Each teacher
is a trustee of the cultural educational heritage and is under obligation
to transmit to learners such heritage as well as to elevate national
morality, promote national pride, cultivate love of country, in still
allegiance to the Constitution and respect for all authorities and
promote obedience to the laws of the state.
Section 2
Every teacher or school official actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3
Every teacher shall be physically, mentally and morally fit.
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Section 4
Every teacher shall possess and actualize full commitment and
devotion to duty.
Section 5
A teacher shall not engage in the promotion of any political, religious or
other partisan interest, and shall not directly or indirectly solicit, require,
collect, or receive any money, service, and other valuable material from
any person or entity for such purposes.
Section 6
Every teacher shall vote and shall exercise all other constitutional
rights and responsibilities.
Section 7
A teacher shall not use his position or official authority of influence to
coerce any other person to follow any political course of action.
Section 8
Every teacher shall enjoy academic freedom and shall have the
privilege of sharing the product of his researches and investigations,
provided that, if the results are inimical to declared policies of the State,
they shall be drawn to proper authorities for appropriate remedial
action.
ARTICLE III. The Teacher and the Community
Section 1
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 learning and growth.
Section 2
Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational,
economic and civic betterment
Section 3
Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honour and dignity at all times and refrain
from such activities as gambling, smoking, drunkenness, and other
excesses, much less illicit relations.
Section 4
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Every teacher shall help the school keep the people in the community,
and shall study and understand local customs and traditions in order to
have a sympathetic attitude, therefore, refrain from disparaging the
community.
Section 5
Teacher shall help the school keep the people in the community
informed about the school's work and accomplishments as well as its
needs and problems.
Section 6
Every teacher is an intellectual leader in the community, especially in
the barangay, and shall welcome the opportunity to provide such
leadership when needed, to extend counselling services, as
appropriate, and to actively involved in matters affecting the welfare of
the people.
ARTICLE IV The Teacher and The Profession
Section 1
Every teacher shall actively help insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in
teaching as a noble calling.
Section 2
Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparation for the career of teaching,
and shall be at his best at all times in the practice of his profession.
Section 3
Every teacher shall participate in the continuing professional education
(CPE) program of the Professional Regulation Commission, and shall
pursue such other studies as will improve his efficiency, enhance the
prestige of the profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive.
Section 4
Every teacher shall help, if duly authorized, to seek support for the
school, but shall not make improper misrepresentations through
personal advertisements and other questionable means.
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Section 5
Every teacher shall use the teaching profession in a manner that
makes it a dignified means for earning a decent living.
Section 7
Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and
with the people, individually or collectively
Section 8
Teacher possesses freedom to attend church and work ship, as
appropriate, but shall not use his position and influence to proselyte
others.
ARTICLE V The Teacher and The Teaching Community
Section 1
Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for
the common good, and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is at stake in any
controversy, teachers shall support one another.
Section 2
A teacher is not entitled to claim for work not of his own, and shall give
due credit for the work of others which he may use.
Section 3
Before leaving his position, a teacher shall organize and leave to his
successor such records and other data as are necessary to carry on
the work.
Section 4
A teacher shall hold inviolate all confidential information concerning
associates of the school, and shall not divulge to anyone documents
which have not yet been officially released, or remove records from the
files without official permission.
Section 5
It shall be the responsibility of every teacher to seek correctives for
what may appear to be an unprofessional and unethical conduct of any
associate. This may be done only if there is incontrovertible evidence
for such conduct.
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Section 6
A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating any right of
the individual concerned.
Section 7
A teacher may apply for a vacant position for which he is qualified,
provided that he respects the system of selection on the basis of merit
and competence, provided, further, that all qualified candidates are
given the opportunity to be considered.
ARTICLE VI The Teacher and Higher Authorities in The
Philippines
Section 1
A teacher shall make it his duty to make an honest effort to understand
and support the legitimate policies of the school and the administration
regardless of professional feeling or private opinion and shall faithfully
carry them out
Section 2
A teacher shall not make any false accusation or charges against
superiors, especially under anonymity. However, if there are valid
charges, he should present such under oath to competent authority.
Section 3
A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when
reforms are advocated but are opposed by the immediate superior, in
which case the teachers shall appeal directly to the appropriate higher
authority.
Section 4
A teacher, individually or as part of a group, has right to seek redress
against injustice and discrimination and, to the extent possible, shall
raise his grievances within democratic processes. In doing so, he shall
avoid jeopardizing the interest and welfare of learners whose right to
learn must be respected.
Section 5
A teacher has a right to invoke the principle that appointments,
promotion, and transfers of teachers are made only on the basis of
merit and need in the interest of the service.
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Section 6
A teacher who accepts a position assumes a contractual obligation to
live up to his contract, assuming full knowledge of the employment
terms and conditions
ARTICLE VII School Officials, Teachers and Other Personnel
Section 1
School officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such
practices being standards of effective school supervision, dignified
administration, responsible leadership and enlightened direction
Section 2
School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce
important changes in the system at all levels.
Section 3
School official shall encourage and attend to the professional growth of
all teachers under them such as recommending them for promotion,
giving them due recognition for meritorious performance, and allowing
them to participate in conferences and training programs
Section 5
School authorities concerned shall ensure that public school teachers
are employed in accordance with pertinent civil service rules, and
private school teachers are issued contracts specifying the terms and
conditions of their work, provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws, and,
provided, further that they are duly registered and licensed professional
teachers.
ARTICLE VIII The Teacher and Learners
Section 1
A teacher has the right and duly to determine the academic marks and
the promotion of learners in the subjects they handle. Such
determination shall be in accordance with generally accepted
producers of evaluation and measurement. In case of any complaint,
teachers concerned shall immediately take appropriate action,
observing the process.
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Section 2
A teacher shall recognize that the interest and welfare of learners are
his first and foremost concern, and shall handle each learner justly and
impartially
Section 3
Under no circumstance shall a teacher be prejudiced nor discriminatory
against any learner.
Section 4
A teacher shall not accept favours or gifts from learners, their parents
or others in their behalf in exchange for requested concessions,
especially if underserved.
Section 5
A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other than what is authorized for such service.
Section 6
A teacher shall base the evaluation of learner's work on merit and
qualify of academic performance.
Section 7
In a situation where mutual attraction and subsequent love develop
between a teacher and learner, the teacher shall exercise utmost
professional discretion to avoid scandal, gossip, and preferential
treatment of the learner.
Section 8
A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts
which are clearly not manifestations of poor scholarship.
Section 9
A teacher shall insure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed
assistance in preventing or solving learner's problems and difficulties.
ARTICLE IX The Teacher and Parents
Section 1.
A teacher shall establish and maintain cordial relations with parents
and shall conduct himself to merit their confidence and respect.
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Section 2
A teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learners under him, exercising utmost
candor and tact in pointing out learners' deficiencies and in seeking
parent's cooperation for the proper guidance and improvement of
learners.
Section 3
A teacher shall hear parent's complaints with sympathy and
understanding, and shall discourage unfair criticism.
ARTICLE X The Teacher and Business
Section 1
A teacher has a right to engage, directly or indirectly, in legitimate
income generation, provided that it does not relate to or adversely
affect his work.
Section 2
A teacher shall maintain a good reputation with respect to financial
matters such as in settlement of his just debts, loans and other
financial affairs
Section 3
No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and
other school commodities in the purchase and disposal of which he can
exercise official influence, except only when his assignment is
inherently related to such purchase and disposal, provided that such
shall be in accordance with existing regulations.
ARTICLE XI The Teacher As A Person
Section 1
A teacher shall live with dignity in all places at all times.
Section 2
A teacher shall place premium upon self-respect and self-discipline as
the principle of personal behaviour in all relationships with others and
in all situations
Section 3
A teacher shall maintain at all times a dignified personality which could
serve as model worthy of emulation by learners, peers and others.
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Section 4
A teacher shall always recognize the Almighty God or Being as guide
of his own destiny and of the destinies of men and nations.
ARTICLE XII Disciplinary Action
Section 1
Any violation of any provision of this Code shall be sufficient ground for
the imposition against the erring teacher of disciplinary action
consisting of revocation of his Certificate of Registration and License
as Professional Teacher, suspension from the practice of the teaching
profession, reprimand, or cancellation of his temporary/special permit
under causes specified in Sec. 23, Article III or R.A No. 7836, and
under Rule 31, Article VIII, of the Rules and Regulations Implementing
R.A No. 7836.
ARTICLE XIII Effectivity
Section 1
This Code shall be approved by the Professional Regulation
Commission and shall take effect sixty (60) days following its
publication in the official Gazette or any newspaper of general
circulation, whichever is earlier.
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LESSON 16
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o COURSE – is a discrete component of a higher education
degree program. It is identified by a course name while its
coverage is defined by a course description and its outline or
syllabus. This is also known as Subject.
o EXTENSION CLASS – is a class normally offered by a
recognized higher education institution in its main campus but is
conducted in another location not otherwise specified in the
permit or recognition issued by the Commission for the
operation of the program.
o FORMAL EDUCATION – refers to the hierarchically structured
and chronologically graded learning experience organized and
provided by the formal school system and which is certification
is required in order to the student to progress through the
grades or to move to higher levels.
o GOVERNMENT – means the Government of the Republic of the
Philippines.
o GOVERNMENT AUTHORITY – either a permit or recognition is
issued by the Commission to a private higher education
institution for the operation of a particular higher education
degree program.
a.) PERMIT – refers to a form of government authority issued by the
Commission to a higher education institution for the operation of a
particular higher education program on probation.
b.) RECOGNITION – is another form of government authority or
approval granted to a particular higher education program for operation
as a continuing or permanent concern, after having
been satisfactory operated under a government permit.
c.) SPECIAL ORDER – is the authority granted by the Commission for
a higher education institution to graduate a student from a degree
program duly authorized by the Commission.
o HIGHER EDUCATION DEGREE PROGRAM – refers to the
specific courses of study in higher level of education system.
o HIGHER EDUCATION INSTITUTION – means an educational
institution, public or private, undertaking operations of higher
education programs with an organized group of students
pursuing defined studies in higher education.
o INSTITUTIONAL ACADEMIC FREEDOM – refers to the
freedom of higher education institutions to determine their aims
and objectives and how to attain them without threat of coercion
or interference.
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o LOCAL COLLEGE or UNIVERSITY (LCU) – means a private
higher education institution established by the Local
Government Units or (LGUs) through an enabling ordinance and
financially supported by the concerned local government unit.
o MEMBERS OF THE ACADEMIC COMMUNITY – refers to the
general membership of every higher education institution
established in accordance with law and duly authorized by the
Commission to operate higher education programs;
a.) PERSONNEL – refers to a person working in an education
institution. They are classified as follows;
a.1. ACADEMIC PERSONNEL – includes those who are
formally engaged in actual teaching or in research
assignments, either on full time or part-time basis.
a.2. ACADEMIC SUPPORT PERSONNEL – are those who
perform certain prescribed academic functions directly
supportive of teaching.
a.3. BOARD OF TRUSTEES/REGENTS/GOVERNING BOARD
– is the policy making body of an education institution which
exercises all the corporate powers of the institution.
a.4. HEAD – refers to the chief executive officer of a higher
education institution.
a.5. NON – ACADEMIC PERSONNEL – means the rank-and-
file employees of the institution engaged in administrative
functions and maintenance of higher education institution.
b.) STUDENT – refers to any person enrolled and engaged in
higher education institution. It includes the following;
b.1. FOREIGN STUDENTS – aliens belonging or owing
allegiance to a country other than Philippines, studying in any
educational institution recognized by the Philippines.
b.3. SPECIAL STUDENT – students with extra-ordinary
behavior that requires special education procedures that is
needed for the development of maximum learning capacities.
ARTICLE II
THE HIGHER EDUCATION SYSTEM
SECTION 6: POLICY
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- To provide a general education program that will assist each
individual to develop his potential as a human being, enhance the
quality of citizen participation in the basic function of society; and
promote each student a sense of national identity cultural
consciousness, moral integrity and spiritual vigor.
- To train the nation’s human resources in the required skills for
national development, and to instill and foster the appropriate and
relevant attitudes, skills and knowledge to enable each individual to
become a useful, productive, globally competitive, and gainfully
employed member of the society.
- To develop and maintain the integrity of the professions and
disciplines that will provide leadership for the nation.
- To advance the frontiers of knowledge through research work and
apply the technology gained for improving the quality of human life and
responding effectively to changing societal needs and conditions.
Section 8: Levels
ARTICLE III
ALTERNATIVE SYSTEMS IN EDUCATION
SECTION 9: POLICY
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learning take place both within and beyond the classrooms. The
Commission recognizes the need to formally acknowledge higher
learning obtained from formal and non-formal systems of education.
Section 10: Objectives
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Section 16: Powers and Functions of the Commission
The Commission shall have the following powers and functions:
1. Formulate and recommend development plans, policies,
priorities and programs in higher education and research;
2. 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;
3. Monitor and evaluate he performance of programs and
institutions of higher learning for appropriate incentives as well
as the imposition of sanctions;
4. Identify, support and develop potential centers of excellence in
program areas needed for the development of world-class
scholarships, nation building and national development.
5. Develop criteria for allocating additional resources such as
research and program development grants, scholarships, and
other similar programs;
6. 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 Republic Act No. 7722;
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available at the site but merely the classrooms; enrolment in an
extension class is restricted in a special clientele, and not available to
the general public, and such extension classes are temporary in
nature.
ARTICLE VI
INSTITUTIONAL FACILITIES
Section 26: Institutional Sites and buildings
Every higher education institutions shall use textbooks that are suitable
for the degree programs offered, of fairly-recent editions, up to date in
methods of presentation and content, not violative of the Intellectual
Property Code and preferably written by Filipino authors.
Section 30: Change in Textbooks
Every higher education institutions shall have the rights to prescribe its
textbooks and instructional materials.
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LESSON 17
MANUAL OF REGULATION OF PRIVATE HIGHER
EDUCATION
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ARTICLE XIX. STUDENT LOAD
SECTION 90: SUBJECT LOAD
The subject load shall be in accordance with the approved curriculum
for each degree program. Reasonable exceptions may be permitted
taking into account the best interest of the student and the objectives of
the educational system.
SECTION 91: ADVANCED SUBJECTS AND BACK SUBJECTS
As a general rule, a student shall not be permitted to take any
advanced subject until he has satisfactorily pass the prerequisite
subject or subjects.
1.) When the pre-requisite is a repeated subject.
2.) When the student has superior scholastic standing
3.) When the student is graduating at the end of the school term; and,
4.) When it is approved by the Dean or any authorized academic
official.
ARTICLE XXI
STUDENT DISCIPLINE
SECTION 101: STUDENTS ABSENCES
A student who incurs absences of more than twenty (20%) percent of
the prescribed number of class or laboratory periods during the school
year or term shall fail and earn no credit for the course or subject
except in the instances as follows:
1.) When the institution adopts a different attendance policy for
students who belong to the upper half of their classes; and,
2.) When the institution exempts a student for a just and reasonable
ground, provided however that, the student is not excused from
keeping-up with lessons, assignments and examinations.
SECTION 102: AUTHORITY TO MAINTAIN SCHOOL DISCIPLINE
Every higher education institution shall maintain discipline inside its
campus as well as within the immediate surroundings of the school
premises.
1.) Where school policies or regulations were violated; and,
2.) Where the misconduct involves or affects a student's status, or the
good name and reputation of the school.
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SECTION 103: AUTHORITY TO PROMULGATE INSTITUTIONAL
POLICIES, RULES AND REGULATIONS
Every higher education institution shall have the right to promulgate
reasonable norms, rules and regulations it may deem necessary and
consistent with the provisions of the Manual for the maintenance of
school discipline and class attendance.
SECTION 104: DISCIPLINARY SANCTIONS
A school official or personnel shall have the right to impose appropriate
and reasonable disciplinary measures for minor offenses or infractions
of good discipline committed in their presence, provided, that no cruel
or physically harmful punishment shall be imposed upon any erring
student.
SECTION 105: ADMINISTRATIVE ACTIONS AND PROCEEDINGS
A higher education institution, through any of its authorized
representatives, may cause the filing of an administrative action
against any student for violation of its disciplinary rules and regulations.
1.) The student must be informed in writing of the nature and cause of
any accusation against him, and required to answer the accusation in
writing.
2.) If the students denies the accusation or alleges some fact or matter
in justification or mitigation of the offense, the institution shall form a
fact-finding committee to hear and receive evidence;
3.) In all stages of the proceedings, the student shall have the right to
assistance of a counsel of his own choice;
4.) The student shall have the right to listen to, and examine the
evidence presented against him, to ask clarificatory questions through
the fact -finding committee, and to present evidence on his behalf;
5.) The fact-finding committee must consider the pieces of evidence
presented, and receive the proceedings;
6.) The student shall be informed in writing of the decision promulgated
in his case; and,
7.) If the student is found culpable for the offense charged, the
punishment imposed shall be commensurate with the nature and
gravity of the offense.
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SECTION 106: PREVENTIVE SUSPENSION AND CATEGORIES OF
ADMINISTRATIVE PENALTIES
A student under investigation may be preventively suspended from
entering the school premises and from attending classes, when the
evidence of guilt is strong, and the responsible school official is morally
convinced that the continued stay of the student pending investigation
would cause sufficient distraction to the normal operations of the
institution, or would pose real or imminent threat of or danger to
persons and property inside the institution's premises.
1.) SUSPENSION - A penalty that allows the higher education
institution to deprive or deny the erring student from attending classes
for a period not exceeding twenty percent (20%) of the prescribed total
class days for the school term.
2.) NON-READMISSION - A penalty that allows the institution to deny
admission or enrollment of an erring student for the school term
immediately following the term when the resolution or decision finding
the student guilty of the offense charged and imposing the penalty of
non-read mission was promulgated.
3.) EXCLUSION - A penalty that allows the institution to exclude or
drop the name of the erring student from the roll of students
immediately upon resolution for exclusion was promulgated.
The institution shall preserve a complete record of the proceedings for
a period of one year in order to afford the Commission the opportunity
to review the case in the event the student makes and files and appeal
with the Commission.
4.) EXPULSION - A penalty wherein the institution declares an erring
student disqualified for admission to any public or private higher
education institution in the Philippines. In any case, the penalty of
expulsion cannot be imposed without the approval of the Chairman of
the Commission.
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LESSON 18
MANUAL OF REGULATIONS FOR PRIVATE HIGHER
EDUCATION
84
education, or any other bachelor’s degree with certificate in physical
education.
3. For Music Education: A holder of a degree in Bachelor of
Music, or Bachelor of science with minor or major in Music, or in any
other bachelor’s degree with certificate in music.
ARTICLE IX
UNIVERSITY STATUS
Section 41: Standard Requirements
85
The Commission after an evaluation of the application, may grant a
university status to a higher education institution that has complied with
the requirements as follows:
1. Degree Programs. The higher education institution currently
operates recognized degree programs as follows:
• A four-year program in Liberal Arts.
• A four-year program in the Basic Sciences/Mathematics
• A four-year program in the Social Sciences
• At least 3 other active and duly recognized professional
programs that require special studies towards a specific competence
and a license practice, and;
• At least 2 graduate level programs leading to a doctoral degree.
• Accreditation. A higher education institution must have Level III
accreditation or its equivalent at least 2 of the undergraduate
programs, 1 in the Arts and one (1) in the Sciences, and Level III for its
equivalent for any one (1) of its graduate programs.
• Instruction. The higher education institution must exhibit a
continuing quest for excellence in instruction through the quality of its
educational programs, outstanding achievements of its students, and
above national average performance in majority of the programs
offered requiring government examinations.
• Research. The higher education institution must maintain a track
record of at least 3 years of high research standards as evidenced by a
research program funded by an adequate budgetary allocation and
manned by qualified faculty. The results of these researches must be
published in refereed journals.
• Outreach Program. The higher education institution must have a
credible outreach which may take the form of continuing education,
application of research results, community service and the like.
ARTICLE X
CENTERS OF EXCELLENCE (COE) AND CENTERS OF
DEVELOPMENT (COD)
Section 44: Application for COE/COD and the criteria for selection
Higher education institutions must apply for identification as Center of
Excellence or Center of Development in those programs where the
86
Commission declared the application for such status open. These
higher education institutions may either be invited to apply upon the
recommendation of the Technical Panels or may apply on their own
initiative.
Section 45: Responsibilities
Centers of Excellence and Centers of Development shall have the
following responsibilities and minimum expectations:
For Centers of Excellence:
1. Act as leader/role models for the discipline in the local, regional
and national community.
2. Sustain and enhance research capabilities and upgrade
professional or research graduate programs in the discipline.
3. Provide assistance to agencies/institutions within their locality.
4. Undertake other activities and projects necessary for the
continuous development of the discipline.
For Centers of Development:
1. Develop their instructional programs through faculty
development activities and upgrading of facilities and library holdings.
2. Establish linkages with Centers of Excellence in the same
discipline to further improve their capability to undertake research in
the field.
ARTICLE X
OPERATIONS AND RECOGNITION OF PROGRAMS
Section 53: Establishment and Recognition Distinguished
The establishment of a private higher education institution refers to the
creation, founding or organization of an entity resulting in its legal
existence as a higher education institution. Recognition presumes an
existing institution and refers to the authority granted by the
Commission for the institution to conduct or operate a degree program.
Establishment precedes recognition.
Section 54: Authority to Operate
No private higher education institution shall operate any degree
program without the approval of the Commission.
87
Section 55: Nature or Permit of Recognition
The permit or recognition shall be exclusive for the grantee and subject
to the conditions set forth therein. The permit or recognition cannot in
anyway be alienated or be subject of any contract
88
LESSON 19
PRESIDENTIAL DECREE NO 1006
PROVIDING FOR THE PROFESSIONALIZATION OF
TEACHERS, REGULATING THEIR PRACTICE IN THE
PHILIPPINES AND FOR OTHER PURPOSES
Section 1: Title
89
Section 5: Powers and Duties
90
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.
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.
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LESSON 20
PHILIPPINE TEACHERS PROFESSIONALIZATION ACT
OF 1994
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, 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 for Professional Teachers duly established and
constituted under this Act.
C. Commission
Refers to the Professional Regulation Commission.
D. Department of Education
Also known as DepEd. Previously known as DECS. Executive
Department of the Philippine Government responsible for ensuring
access to, promoting equity in and improving the quality basic
education.
Section 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby
amended as follows:
Sec. 15. Qualification Requirements of Applicant. – 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:
92
(2) For teachers in the secondary grades, a bachelor's degree in
elementary education (BSEED) or its equivalent;
Professional teachers who have not practiced their profession for the
past five (5) years shall take at least twelve (12) units of education
courses, consisting of a least six (6) units of pedagogy and six (6) units
of context courses or the equivalent training and number of hours to be
chosen from a list of courses to be provided by the Board and the
Department of Education, before they can be allowed to practice their
profession in the country.
93
non-extendible period of two (2) years The Para-teachers shall be
assigned to areas where there is a shortage or absence of a
professional teacher, as identified and provided by the Department of
Education and the Autonomous Region for Muslim Mindanao (ARMM)
education department to the Board for professional teachers and to the
Commission. The special permit shall indicate the area of assignment
of the Para-teacher.
A special permit may also be issued by the Board to a person who has
excelled and gained international recognition and is a widely
acknowledged expert in his or her respective field of specialization."
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LESSON 21
REPUBLIC ACT NO. 7877
“An act declaring sexual harassment unlawful in the employment,
education or training environment and for other purposes.”
SECTION 1: Title
“Anti-Sexual Harassment Act of 1995”
SECTION 2: Declaration of Policy
Employer
Employee
Manager
Supervisor
Agent of the
employer
Teacher
Instructor
Professor
Coach
Trainor
95
Or any other person who, having authority, influence or moral
ascendancy over another in a work or training or education
environment, demands, requests or otherwise requires any sexual
favor from the other, regardless of whether the demand, request or
requirement for submission is accepted by the object of said act.
SECTION 4: Duty of the Employer or Head of Office in a Work-
Related, Education or Training Environment.
Penalized by imprisonment of not less than one (1) moth nor more than
six (6) months, or a fine of not less than ten thousand pesos (P10,000)
nor more than twenty thousand pesos (P20,000), or both such fine and
imprisonment at the discretion of the court.
Ant action arising from the violation of the provisions of this act shall
prescribe in three (3) years.
96
SECTION 8: Separability Clause
This act shall take effect fifteen (15) days after its complete publication
in at least two (2) national news papers of general circulation.
97
expectations and behavioral requirements of the organization’s sexual
harassment policy.
Observe
Be aware and conscious of engaging in potential sexual-harassment
behaviors or incidents at work; be sensitive to individuals who may be
offended by the verbal and non-verbal behavior of others; be aware of
subtle forms of sexual harassment; watch for and discourage sexual
behaviors that negatively affect work.
Examine
Pay attention to the response of others in order to avoid unintentional
offense; do not assume that employees or co-workers enjoy or want to
hear foul jokes or sexually oriented comments about their appearance,
or be touched, stared at, flirted with, or propositioned for dates or
sexual favors; ask yourself if your verbal or non-verbal behaviors might
have a negative impact on other co-workers’ attitudes toward work;
examine your behaviors, gestures, and comments. Ask yourself,
"Could I unknowingly be encouraging sexual interplay by the way I
interact or communicate?" do not take sexual harassment lightly. If you
think you are being sexually harassed by an individual or a group, do
not accept it as a joke. Do not encourage the harasser by smiling,
laughing at his/her jokes, or flirting back. Let the harasser know that
you do not enjoy and do not want this type of attention.
Confront
If possible, confront the sexual harasser immediately. Tell him/her that
you find that type of attention offensive; if possible, tell the harasser
that the behavior affects you negatively and has the potential of
negatively affecting your job; if possible, tell the harasser what
behaviors (gestures, physical or verbal) behaviors you find offensive.
Resolve
Seek confidential advice to develop your personal resolution strategy;
consider writing a letter to the harasser and keep a copy for yourself;
document all the incidents of sexual harassment. Be detailed, precise
about date, time, location, and person/persons involved.
Support
If you know someone who is being harassed, give him or her your
support. Encourage the recipient to talk about it and to take immediate
action to stop it; if you actually see or hear an incident of sexual
harassment or are subjected to an offensive environment, you can also
98
take the appropriate steps to resolve the harassment or co-file with the
complainant; when a recipient files a complaint, if possible, support him
or her throughout the complaint process.
99
LESSON 22
REPUBLIC ACT NO. 7722 & 7796
100
of higher learning
● Develop criteria for allocating additional resources such as
research and program development grants, scholarships, and
the other similar programs
● Direct or redirect purposive research by institutions of higher
learning to meet the needs of agro-industrialization and
development;
● Administer the Higher Education Development Fund, as
described in Section 10 of R.A. 7722, which will promote the
purposes of higher education.
● 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;
● Perform such other functions as may be necessary for its
effective operations and for the continued enhancement, growth
and development of higher education.
101
middle-level manpower development;
● Fund programs and projects for technical education and skills
development; and
● Assist trainers training programs.
At the same time, TESDA is expected to:
● Devolve training functions to local governments;
● Reform the apprenticeship program;
● Involve industry/employers in skills training;
● Formulate a skills development plan;
● Develop and administer training incentives;
● Organize skills competitions; and
● Manage skills development funds.
The TESDA has the following powers and functions:
● Manage and regulate the Technical-Vocational Education and
Training (TVET) Sector in the ARMM through accreditation and
registration of all TVET program offerings, compliance audits,
trainers' and assessors' trainings, among others.
● The Authority, in the performance of this function, shall apply the
national established accreditation and registration procedures
and requirements until the TESDA Board shall have adopted
relevant policies, rules and regulations on the matter.
● Address gaps in the formal TVET sector through the conduct of
skills trainings in its training centers and in the communities.
● Ensure TVET quality through the provision of standards and
system development services relevant to global, national and
regional demands provided that regional standard shall not be
less than that those set by TESDA National.
● Conduct of National Competency Assessment and Certification
of workers and TVET graduates.
● Develop comprehensive training syllabi incorporating desirable
work values through the development of moral character with
emphasis on work ethics, discipline, self-reliance and deep
sense of nationalism; and
● Promote and encourage partnership with various stakeholders,
LGUs and other civic organizations in order to ensure the
effective implementation of the powers and functions of the
Authority.
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LESSON 23
REPUBLIC OF THE PHILIPPINES CONGRESS OF THE
PHILIPPINES THIRD REGULAR SESSION
103
instruction. It encompasses both the non-formal and informal
sources of knowledge and skills;
104
k. Quality Education – is the appropriateness, relevance and
excellence of the education given to meet the needs and
aspirations of an individual and society;
SECTION 6: Governance
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.
105
In addition to his/her powers under existing laws, the Secretary of
Education shall have authority, accountability and responsibility for the
following:
106
(6) Ensuring strict compliance with prescribed national criteria
for the recruitment, selection and training of all staff in the region
and divisions;
107
(2) Planning and managing the effective and efficient use of all
personnel, physical and fiscal resources of the division,
including professional staff development;
108
E. School Level
109
non-academic personnel of public schools, and parents-
teachers-community associations;
CHAPTER 3
110
including the patella positions they occupy. All other BPESS personnel
shall be retained by the Department.
CHAPTER 4
SECTION 10
SECTION 11
SECTION 12
111
LESSON 24
REPUBLIC ACT 8980
An Act promulgating a Comprehensive Policy and a National
System for Early Childhood Care and Development (ECCD), Providing
Funds Therefore and for Other Purpose
Be it enacted by the Senate and House of Representatives of
the Philippines Congress assembled:
112
among the public and private sectors, nongovernment organizations,
professional associations, and academic institutions, This System shall
promote the inclusion of children with special needs and advocate
respect for cultural diversity. It shall be anchored on complementary
strategies for ECCD that include service delivery for children from
conception to age six (6), educating parents and caregivers,
encouraging the active involvement of parents and communities in
ECCD programs, raising awareness about the importance of ECCD,
and promoting community development efforts that improve the quality
of life for young children and families,
Section 3: Objectives
The objectives of the National ECCD System are:
(a) To achieve improved infant and child survival rates by ensuring that
adequate health and nutrition programs are accessible to young
children and their mothers from the pre-natal period throughout the
early childhood years;
(b) To enhance the physical, social, emotional, cognitive,
psychological, spiritual and language development of young children;
(c) To enhance the role of parents and other caregivers as the primary
caregivers and educators of their children from birth onwards;
(d) To facilitate a smooth transition from care and education provided
at home to community or school-based setting and to primary school;
(e) To enhance the capabilities of service providers and their
supervisors to comply with quality standards for various ECCD
programs;
(f) To enhance and sustain the efforts of communities to promote
ECCD programs and ensure that special support is provided for poor
and disadvantaged communities;
(g) To ensure that young children are adequately prepared for the
formal learning system and that both public and private schools are
responsive to the developmental needs of these children;
(h) To establish an efficient system for early identification, prevention,
referral and intervention for developmental disorders and disabilities in
early childhood; and
(i) To improve the quality standards of public and private ECCD
programs through, but not limited to, a registration and credential
system for ECCD service providers.
Section 4: Definitions
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For purposes of this Act:
(a) Early Childhood Care and Development (ECCD) System refers to
the full range of health, nutrition, early education and social services
programs that provide for the basic holistic needs of young children
from birth to age six (6), to promote their optimum growth and
development. These programs include:
(1) Center-based programs, such as the day care service
established under Republic Act No. 6972, public and private pre-
schools, kindergarten or school-based programs, community or
church-based early childhood education programs initiated by
nongovernment organizations or people's organizations,
workplace-related child care and education programs, child-
minding centers, health centers and stations; and
(2) Home-based programs, such as the neighborhood-based
play groups, family day care programs, parent education and
home visiting programs.
(b) ECCD Service Providers include the various professionals,
paraprofessionals, and volunteer caregivers who are directly
responsible for the care and education of young children through the
various center and home-based programs. They include, but are not
limited to, day care workers, teachers, teacher-aides, rural health
midwives, social workers, community health workers, barangay
nutrition scholars, parent effectiveness service volunteers, child
development workers, and family day care providers.
(c) ECCD Curriculum refers to the age-appropriate and
developmentally appropriate educational objectives, program of
activities, organized learning experiences and recommended learning
materials for children that are implemented by service providers
through center and home-based programs. It shall consist of national
program goals and guidelines, instructional objectives, and content
outlines integrating local learning experiences and indigenous learning
materials.
(d) Parent Education refers to the various formal and alternative means
of providing parents with information, skills, and support systems to
assist them in their roles as their children's primary caregivers and
educators. These include public and private parent education programs
linked to center, home and media-based child care and education
programs.
Section 5: System Framework and Components
The ECCD System shall include the following components:
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(a) ECCD Curriculum - which focuses on children's total development
according to their individual needs and socio-cultural background. It
shall promote the delivery of complementary and integrative services
for health care, nutrition, early childhood education, sanitation, and
cultural activities. It shall use the child's first language as the medium of
instruction.
(b) Parent Education and Involvement, Advocacy, and Mobilization of
Communities - which harness and develop parents' strengths as
providers of ECCD at home, active partners or other stakeholders,
advocates for community concerns that affect children, and pillars of
support for local and national ECCD programs through community
organization efforts.
(c) Human Resource Development Program - which establishes
mechanisms for the systematic professionalization of ECCD service
providers, through enrolment in educational programs in site-based or
distance educational modes, through pre-service or in-service training
including continuing education programs, whereby a registration and
credential system shall be developed in the ECCD System.
(d) ECCD Management - which focuses on a continuing process of
planning, implementation, supervision, financial management,
monitoring, evaluation and reporting. It shall encourage the active
involvement and build the capabilities of service providers, parents,
and local government officials to sustain the program, and it shall be
guided by the principles of decentralization as stipulated in the Local
Government Code of 1991.
(e) Quality Standards and Accreditation - which ensures that each
component in the ECCD System complies with national quality
standards, to be established by the National ECCD Coordinating
Council as provided for under Section 8 of this Act, linked to an
accreditation process.
Section 6: Establishment of ECCD System
The National ECCD System shall be established in at least three
(3) regions each year, as may be determined by the National ECCD
Coordinating Council, to achieve national coverage over a five-year
period.
Section 7: Implementing Arrangements and Operational
Structures
The implementation of the National ECCD System shall be the
joint responsibility of the national government agencies, local
government units, nongovernment organizations, and private
organizations that are accredited to deliver the services or to provide
training and technical assistance.
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(a) Responsibilities of the National Government - National government
agencies shall be responsible for developing policies and programs,
providing technical assistance and support to the ECCD service
providers in consultation with coordinating committees at the provincial,
city/municipal, and barangay levels, as provided for in Section 8 of this
Act, and monitoring of ECCD service benefits and outcomes. The
Department of Social Welfare and Development (DSWD), the
Department of Education, Culture and Sports (DECS), the Department
of Health (DOH), the Department of the Interior and Local Government
(DILG), the Department of Labor and Employment (DOLE), the
Department of Agriculture (DA), the Department of Justice (DOJ), the
National Economic and Development Authority (NEDA), and the
National Nutrition Council (NNC) shall jointly prepare annual ECCD for
work plans that will coordinate their respective technical assistance and
support for the National ECCD Program. They shall consolidate
existing program implementing guidelines that ensure consistency in
integrated service delivery within the National ECCD System.
(1) The DECS shall promote the National ECCD Program in
schools. ECCD programs in public schools shall be under the
joint responsibility of their respective school principal/school-
head and parents-teachers-community association (PTCA)
within the standards set forth in the National ECCD System and
under the guidance of the City/ Municipal ECCD Coordinating
Committee for the effective and equitable delivery of ECCD
services. It shall also make available existing facilities of public
elementary schools for ECCD classes.
(2) Public and private pre-schools shall be registered by the
Provincial or City ECCD Coordinating Committee upon the
recommendation of the respective division office of the DECS.
NGO-initiated, community, church, home, and workplace-based
service providers shall be registered upon the recommendation
of the provincial/city social welfare and development office.
These public and private ECCD service providers shall operate
within the standards set forth in the National ECCD System and
under the guidance of the City/Municipal ECCD Coordinating
Committee for the effective delivery of ECCD services.
(b) Responsibilities of Local Government Units - Local government
units (LGUs) shall be primarily responsible for:
(1) Implementing the National ECCD Program by providing
basic public ECCD services;
(2) Supporting the organization of parent cooperatives to initiate
the establishment of ECCD programs;
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(3) Ensuring that service providers of public ECCD programs
under their supervision shall be justly compensated, that
adequate funds are made available, and their working conditions
are conducive to fulfill national quality standards; and
(4) Providing counterpart funds for the training and continuing
education of ECCD service providers, and supporting the
operations of Provincial, City/Municipal and Barangay ECCD
Coordinating Committees.
(c) Responsibilities of Families and Communities - The families and
communities shall support the local ECCD programs by participating in
various projects for the overall development of their children.
Section 8: Creation of National Coordinating Council and
Coordinating Committees for ECCD
To ensure the sustained inter-agency and multi-sectoral
collaboration from the national, provincial, city/municipal to barangay
levels, a National Coordinating Council and provincial, city/municipal
and barangay coordinating committees shall be organized.
(a) National ECCD Coordinating Council - The Council for the Welfare
of Children (CWC) shall also function as the National ECCD
Coordinating Council, hereinafter referred to as the Council, and shall
hereby be under the Office of the President.
(1) Composition - In addition to the existing members of the
CWC, two (2) private individuals, who are ECCD practitioners
and experts shall be appointed by the President, upon
recommendation of the Council, for a term of two (2) years
subject to one (1) reappointment. The Council shall meet once a
month or as often as necessary. The Secretaries of the DSWD,
DECS, DOH, and DILG shall act as co-chairpersons of the
Council and must be represented by a person with a rank not
lower than an Undersecretary.
(2) Council Secretariat - The CWC Secretariat shall also serve
as the secretariat of the Council. It shall be headed by an
executive director, who shall be appointed by the President,
upon the recommendation of the Council. He/She shall have the
rank, privileges, and emoluments of a Career Executive Service
Officer I. Nothing herein shall prejudice any right vested prior to
the enactment of this Act.
There shall be created two (2) permanent positions of
Deputy Executive Directors to be appointed by the Council, one
of whom shall be exclusively concerned with ECCD programs
and activities and the other exclusively with the existing
functions of the CWC. The Deputy Executive Directors shall be
117
assisted by senior technical staff to be seconded from the
DSWD, DECS, DOH, DILG, DOLE, DA, DOJ, NEDA and NNC
for a period of at least two (2) years, subject to renewal, and
shall be entitled to whatever additional remuneration the law
allows for such secondment.
(3) Functions of the National ECCD Coordinating Council. - The
Council shall:
(i) Promulgate policies and implementing guidelines for ECCD
programs in consultation with stakeholders at various levels,
including the regional level when appropriate, consistent with the
national policy and program frameworks as defined in this Act;
(ii) Establish ECCD program standards that reflect
developmentally appropriate and culturally relevant practices for
ECCD programs, which shall interface with the primary school
curriculum of the DECS;
(iii) Develop a national system for the recruitment, registration,
continuing education and equivalency, and credential system of
ECCD service providers, supervisors and administrators to
improve and professionalize the ECCD sector and upgrade
quality standards of public and private ECCD programs;
(iv) Develop and implement a system of awards and recognition
to deserving ECCD program implementors and service
providers;
(v) Coordinate the various ECCD programs of each line agency
and monitor the delivery of services to the ECCD program
beneficiaries nationwide;
(vi) Evaluate and assess the impact and outcome of various
ECCD programs nationwide through an effective information
system;
(vii) Develop and establish a national system for early
identification, screening, surveillance of early childhood
disabilities, developmental problems, and giftedness;
(viii) Develop and implement various support mechanisms that
maximize the public and private resources for implementing
ECCD programs, giving priority to the needy and high-risk
children from poor communities;
(ix) Provide counterpart funds to poor and disadvantaged
communities for the establishment and expansion of public
ECCD programs, improvement of physical facilities and for
hiring of ECCD service providers;
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(x) Promote and encourage private sector initiative for the
establishment of ECCD programs; and
(xii) Provide guidelines for ECCD Coordinating Committees at
the provincial, city/ municipal and barangay levels for the
conduct of solicitations and requests for assistance from local
and international civic organizations, private philanthropic
foundations to supplement available resources.
(b) Provincial ECCD Coordinating Committee. Composition, Function,
Secretariat. - There shall be created in every province a Provincial
ECCD Coordinating Committee.
(1) Composition. - The Provincial ECCD Coordinating
Committee shall be composed of the Governor of the Province
as Chairperson, Division Superintendent of DECS, Provincial
Planning and Development Officer, Provincial Budget Officer,
Provincial Health Officer, Provincial Director of DILG, Provincial
Social Welfare and Development Officer, Provincial Treasurer,
President of the Provincial League of Municipal Mayors, and two
(2) representatives of nongovernment organizations operating
ECCD programs appointed by the Committee, for a two-year
term, subject to one (1) reappointment, as members;
(2) Functions - The Provincial ECCD Coordinating Committee
shall be under the Provincial Development Council and shall
perform similar functions as the National ECCD Coordinating
Council as appropriate, including other functions that may be
provided in the Implementing Rules and Regulations of this Act.
It shall coordinate the delivery of services and support from the
National ECCD Coordinating Council and the national line
agencies involved in ECCD programs. It shall also support and
complement the resources available to municipalities and
barangays in the province in the expansion and improvement of
ECCD programs, as well as be responsible for the registration of
ECCD programs and service providers: and
(3) Secretariat - The Provincial ECCD Coordinating Committee
shall organize a secretariat which shall coordinate and monitor
the effective implementation of ECCD programs in the province.
It shall be headed by the provincial ECCD Officer, who shall be
appointed by the Governor, upon the recommendation of the
Provincial ECCD Coordinating Committee. He/She skill have the
rank, privileges and emoluments of a Department head.
For the first three (3) years of the establishment of the ECCD
system in the province, the salary, allowances and other
benefits of the Provincial ECCD Officer shall be paid for by the
Council. Thereafter, such sums as may be necessary for the
119
salaries, allowances and other benefits of the Provincial ECCD
Officer shall be provided by the province.
(c) City/Municipal ECCD Coordinating Committee. Composition,
Functions, Secretariat. -There shall be created in every city and
municipality a City/Municipal ECCD Coordinating Committee.
(1) Composition - The City/Municipal ECCD Coordinating
Committee shall be composed of the City/Municipal Mayor as
Chairperson, the Division Superintendent/ District Supervisor of
DECS, City/Municipal Planning and Development Officer, City/
Municipal Budget Officer, City/Municipal Health Officer,
City/Municipal Social Welfare and Development Officer,
City/Municipal Local Government, Officer, City/Municipal
Treasurer, City/Municipal Nutrition Officer, President of the
Association of Barangay Captains in the City/Municipality,
President of the Parent Teachers-Community Federation in the
City/Municipality, and two (2) representatives of non-government
organizations involved in ECCD programs in the
City/Municipality appointed by the Committee for a two-year
term, subject to one (1) reappointment, as members.
(2) Functions - The City/Municipal ECCD Coordinating
Committee shall be under the city/municipal development
council and shall perform similar functions as the council as
appropriate, including other functions that may be provided in
the Implementing Rules and Regulations. It shall likewise
support and complement the resources available to barangays
in the expansion and improvement of ECCD programs,
coordinate and monitor the delivery of services at the barangay
level, ensure accurate reporting and documentation of service
delivery, as well as mobilize and encourage private sector
initiatives for the establishment of ECCD program implementors
in tile city/municipality that conforms to National ECCD System
Standards.
(3) Secretariat. - The City/Municipal ECCD Coordinating
Committee shall organize a Secretariat which shall coordinate
and monitor the effective implementation of ECCD programs in
the city/municipality. It shall be headed by the City/Municipal
ECCD Officer, who shall be appointed by the mayor, upon the
recommendation of the City/Municipal ECCD Coordinating
Committee.
(d) Barangay ECCD Coordinating Committee - The Barangay Council
for the Protection of Children (BCPC), created under Presidential
Decree 603, shall also function as the Barangay ECCD Coordinating
Committee. The BCPC shall be responsible for the proper and effective
implementation of public ECCD programs and maintenance of
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database system at the barangay level. Pursuant to this, all barangays
shall organize BCPCs in their respective areas.
The BCPC shall be composed of, among others: The Barangay
Captain, the school head/s in the barangay, the Barangay health
midwife, the Barangay health worker, the Barangay nutrition scholar,
the day care worker/s, parents, the Sangguniang Kabataan Chairman,
and a representative from child-focused non-government
organizations/people's organizations, as members. The members of
the BCPC shall elect from among themselves the Chairperson.
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The DSWD, DECS, DOH, and DILG shall support the implementation
by LGUs of the National ECCD Program and shall include in their
respective annual general appropriations beginning the fiscal year
following the approval of this Act the necessary funding to achieve the
goal of national coverage within a five-year period and sustain the
Program from thereon. The work and financial plan of the DSWD,
DECS, DOH, and DILG shall be coordinated with the Council.
(b) Support for ECCD Programs. - Supported for ECCD programs can
be solicited from local and international civic organizations, private
philanthropic foundations to supplement available resources.
Workplace-based or related ECCD programs should be supported by
corporations and employers in the form of physical facilities and
recurrent operating costs. The operating cost incurred for employer or
corporate-sponsored ECCD programs can be deducted from taxable
income: Provided, That the employer or corporation will not charge
user fees.
(c) Costs to be Shouldered by Families. The Council shall monitor user
fees and contributions allowed for both public and private programs to
ensure that these are affordable and within reasonable limits.
User fees for public programs should be limited to monthly
contributions intended to subsidize recurrent costs. Parents are
encouraged to contribute their time and services especially in cases
where they are unable to afford the regular contributions.
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Expenses for ECCD programs and technical support packages
provided by the DSWD, DECS, DOH, DILG, DOLE, DA, DOJ, NEDA,
and the NNC shall be specified as separate line items in their
respective annual budgets in the General Appropriations Act. Their
annual ECCD workplans shall be the basis for these budgets and shall
be released directly to their regional or provincial offices whenever
applicable.
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This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in at least two (2) newspapers of general
circulation.
LESSON 25
ALTERNATIVE LEARNING SYSTEM
Teachers that are involved in this program are called “Mobile
Teachers” for reasons that they often go about teaching in rural and
depressed areas where a formal classroom is not available. So that
DepEd implemented “Alternative Learning System” that focuses on free
education program.
Is a free education program implemented by the DepEd under
the Bureau of Alternative Learning System which benefits those who
cannot afford formal schooling and follows whatever is their available
schedule.
Executive Order No.356
Renaming the Bureau of Non-formal Education to Bureau of
Alternative Learning System.
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.
Section 21.1 Rules XII OF R.A 9155
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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.
Objective:
Aims to open more educational opportunities for Filipino citizens
of different interests, capabilities of demographic characteristics,
socioecomic origins and status as well as addressing the needs
of marginalized groups.
Giving hope to the less fortunate
Students come in on a set time and choose a module to read
A quiz is given after each module to test their learning
How does it work?
Students have to attend 10 months of school or 800 hours in the
classroom
Their performance are assessed
After several months, the students will take the Accreditation
and Equivalency Test
Students have to attend 10 months of school or 800 hours in the
classroom
Their performance are assessed
After several months, the students will take the Accreditation
and Equivalency Test
Who may enrol to Als?
Completers of basics literacy programs
Unemployed, underemployed, persons with disabilities,
Elementary/Secondary School Dropouts, Failed
11-14 yrs old for elementary students
15 years old and above for high school students
Industry – housewives, maids, factory workers, drivers, inmate,
& etc.
What is Als Accreditation and Equivalency Test?
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The ALS A&E Test formerly the Non formal Education A&E Test
is one of the four components of the ALS A&E.
What is the Als A&E Test made of?
The test is divided into 2 parts: The multiple choice test and the
composition writing. The test runs for 3 hours and 30 minutes for
the elementary level and 4 hours and 55 minutes for the
secondary level.
Elementary level:
Multiple choice- 3 hours
Kasanayang Pangkomunikasyon- 40 items/ 40 minutes
Matematika at Agham- 40 items/60 minutes
Kabuhayan at Likas na Yaman- 40 items/40 minutes
Pagpapalawak ng Pananaw- 40 items/40 minutes
Compositions Writing- 30 minutes
Secondary Level:
Multiple choice- 3 hours
Kasanayang pangkomunikasyon-50 items/45 minutes
English communication skills- 50 items/30 minutes
Matematika at agham-50 items/60 minutes
Kabuhayan at likasna yaman-50 items/45minutes
Pagpapalawakng pananaw-50 items/45 minutes
Compositions writing- 30 minutes
What are the legal bases of the Alternative Learning
System?
1. Constitution of the Philippines 1987, Art. XIV, Sec 2 part 5.
“Provide adult citizens, the disabled, and out of school youth
with training in civics, vocational efficiency, and other skills.
2. Executive order no.117, Sec 5. “Prescribing the power and
functions of the reorganized ministry of education, culture and
sports.
3. DEPED Memo no. 110.Sec 1999 “ Tesda skills training
programs
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4. DEPED Memo no 20 Sec 2000 “ A chance to acquire eligibility
for government employment positions under CSC Resolution
NO.499
What does one benefit after passing the Als Test?
1. A test passer of either the Elementary or Secondary level gets a
certificate which bears the signature of the Secretary of the
Department of Education.
2. Allows a passer to mainstream in the Educational system of the
country.
3. It offers following opportunities
a. Enrol in post Secondary courses (technical, vocational, two-five
year course) of the CHED.
b. Access to TESDA skills training program
c. Acquire eligibility for government employment positions
d. Dr. Virginia E. Silvestre (CHIEF ALS NCR DIVISION)
e. Dr.Teresita G. Domalanta (DIRECTOR REGION IV)
Duration
From year 2007 and still continuing up to now;
Presidential Decree no.6-A
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Section 3: Statement of Objectives
Provide for a broad general education that will assist each
individual, in the peculiar ecology of his own society.
Train the nation manpower in the middle, level skills required for
national development.
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;&
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
Improvement of curricular programs and quality of
instruction in all levels by way of upgrading physical
facilities, adoption of cost saving instructional technology
and training and re-training of teachers and
administration
Section 5: Educational Development Projects.
Management study of the department of education and
culture and institution of administrative improvements
therein;
Section 6: Working Arrangements
For the attainment of the objectives of this decree, an
education special committee, composed of the secretary of
education and culture as chairman and the secretary of
finance and the commissioner of the budget as members,
Section 7: Authority to Borrow
The president of the Philippines, in behalf of the republic
of the Philippines, may contract loans, credit or
indebtedness with any foreign source or lender.
Section 8: Utilization of Proceeds
The proceeds of such loans, credits or indebtednes, as
well as the appropriations under section 9 thereof,shall
be used exclusively for financing the educational
development projects authorized under this degree.
Section 9: Appropriations
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There is hereby appropriated for the projects authorized
herein the sum of five hundred million pesos
(566,666,666) out of the funds in the national treasury
not otherwise appropriated which shall be programmed
and released in the following manner; (50,000,000) for
the fiscal year 1972-73 and (50,000,000) annually there
after until June Thirty, Nineteen Hundred Eighty – Two.
Section10: Creation of Educational Special Account
(20,000,000) annually from the share of the national
government in the special education fund. (15,000,000)
from the special science fund for fiscal year 1972-73.
Section 11: Bond Issues
The secretary of finance may issue and sell bonds not
exceeding twenty million pesos annually under the
authority of republic act numbered four thousand eight
hundred sixty- one, any provision of law to the contrary,
not with standing.
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Section 16: Tax Exemption
The secretary of finance shall promulgate rules and
regulations necessary for the purpose.
Section17: Additional Appropriations
Some charges or indebtedness incurred under the
authority of this decree as and when they become due.
Section18: Repealing Clause
All laws, executive orders, rules or regulations or parts
there of which are inconsistent with their degree are here
by repealed and/ or modified accordingly.
Section19: Effectivity
Done in the city of manila, this 29 th day of September, in
the year of our lord, nineteen hundred and seventy two.
LESSON 26
ADOPTING AND TEACHING HEALTHY LIFESTYLE
HOME SICKNESS
SOLUTION
Make a plan, you can visit your friends in their home or you can email,
call and send care packages. These steps should greatly assist in
reducing feelings of home sickness.
DEPRESSION
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Stress and depression is a common problems faced by the
students.
SOLUTION
If stress and depress are an issue, seek professional support.
SOLUTION
Eating healthy foods, balanced diet and get a rest.
PARENTS
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