LESSON 1

THE FIVE PHILOSOPHY OF EDUCATION

The word philosophy is derived from two Greek words. The first
word, Philo, means “love.” The second, Sophy, means “wisdom.”
Literally, then, philosophy means “love of wisdom” (Power, 1982).
Each individual has an attitude toward life, children, politics, learning,
and previous personal experiences that informs and shapes their set of
beliefs. Although you may not be conscious of it, this set of beliefs, or
personal philosophy, informs how you live, work, and interact with
others. What you believe is directly reflected in both your teaching and
learning processes.
It is important to understand how philosophy and education are
interrelated. In order to become the most effective teacher you can be,
you must understand your own beliefs, while at the same time
empathizing with others.
ESSENTIALISM – (SIR WILLIAM BAGLEY)
Essentialism tries to instill all students with the most essential or basic
academic knowledge and skills and character development.
Essentialists believe that teachers should try to embed traditional moral
values and virtues such as respect for authority, perseverance, fidelity
to duty, consideration for others, and practicality and intellectual
knowledge that students need to become model citizens. The
foundation of essentialist curriculum is based on traditional disciplines
such as math, natural science, history, foreign language, and literature.
Essentialists frown upon vocational courses. In the essentialist system,
students are required to master a set body of information and basic
techniques for their grade level before they are promoted to the next
higher grade.
Essentialists believe that there is a common core of knowledge that
needs to be transmitted to students in a systematic, disciplined way.
The emphasis in this conservative perspective is on intellectual and
moral standards that schools should teach. The core of the curriculum
is essential knowledge and skills and academic rigor. Although this
educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change.
Schooling should be practical, preparing students to become valuable
members of society. It should focus on facts-the objective reality out
there--and "the basics," training students to read, write, speak, and
compute clearly and logically. Schools should not try to set or influence
policies. Students should be taught hard work, respect for authority,
and discipline. Teachers are to help students keep their non-productive
instincts in check, such as aggression or mindlessness.

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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

 Have authority to discipline students

 Should have mastery of the knowledge and skills they teach
 Use deductive method of teaching
 Students should learn the “essentials”
 Be promoted to higher level
PROGRESSIVISM
Progressivists believe that education should focus on the whole child,
rather than on the content or the teacher. This educational philosophy
stresses that students should test ideas by active experimentation.
Learning is rooted in the questions of learners that arise through
experiencing the world. Educational movement started by John
Dewey that says that students learn through their own experiences.
Progressivism revolves around the students' needs, including teaching
students to be good citizens as well as good learners, a concept known
as focusing on the whole child.

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:

 The objectives of education at different stages are

psychologically-based. In relation to teaching, tenets of
psychology can be consulted in order to fully address with the
needs of the students, in terms of enhancing their capacities and
discovering their full potential.
 Preparation of curriculum for different stages as per the
age, ability and capacities of the learner must be based on
some of the psychological principles. Psychology can be a
basis in determining the level of competency of the students with
varying age; which dictates their mental and emotional capability
to absorb learning depending on the level.
 The teacher employs some of the suitable methods of
teaching, appropriate motivational techniques and teaching
devices which are also the contributions of educational
psychology. In order to meet the relative learning needs and
demands of the students, teachers could employ different
strategies in teaching, which are based on some psychological
principles.
 Preparation of school time table and timing also has a
psychological basis. Preparation of time table and activities is
also based on psychological ideologies, which functions as the
determiner in distinguishing the capacities of a student in a
given day.

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 2. ANTHROPOLOGY – the study of human races, origins,
societies, and cultures.
RELATION TO TEACHING:

 Anthropology can inform us about the varieties of

education methodology, or in other words, the way in which
different cultures promulgate their own values. By means of
anthropology, a teacher can be informed that the classroom is
made up of diverse students. In that way, he/she could be
culturally-sensitive in bringing up strategies in teaching.
 The classroom should be the neutral territory between two
cultures, where cultural patterns and attitudes can be freely
discussed. The teacher should promote equality between the
students, by encouraging them to bring up with their opinions
freely, as he/she has that complete understanding that the
students are entitled on their own opinions and beliefs.
 A diverse classroom is the ideal laboratory in which to
learn the multiple perspectives required by a global society
and to put to use information concerning diverse cultural
patterns.A classroom must be a free space for every learners.
Regardless of their cultural beliefs, everyone must be treated as
equal students and be guided in realizing their potentials, as
well.
 The teacher can inculcate an environment of respect for
differences, be they cultural, religious, ethnic, or racial by
modeling his or her respect for all differences. As diversity
prevails, respect must be promulgated, and it should initiated by
the teacher, since he/she is the model of the students. The
respect should start from the teacher, by means of showing
understanding despite of cultural differences. In that way,
students could also inculcate this value, inside or outside the
classroom.

3. SOCIOLOGY - the science or study of human society.

RELATION TO TEACHING:

 Sociology can inform us about the societal structures that

affect education.An educator with an enough understanding
about the principles of sociology is well-informed about the
societal structures that could prevail inside the classroom. With
that overview, he/she could promote the idea of equality, which
disregard such societal structures, since every student is entitled
to the same learning objective.

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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.

4. PSYCHOSOCIOLOGY - the study of problems common to

psychology and sociology, particularly the way individual
behavior is influenced by the group the person belongs to.
RELATION TO TEACHING:

 Social change, which affects the human behavior of

students involved in a society has, influences the
educational pattern of an educational institution.As a
teacher, one must understand that social change could serve as
determining factors in shaping the mental state of the students.
And in order to cope up with the existing change, he/she must
understand, as well, the educational pattern that could be
deemed effective in meeting the needs of the students.
 A teacher should understand that every students has
his/her own sociological preference in learning. In that way,
he/she could employ strategies in teaching that could consider
these preferences, or could improve such, if one is deemed
ineffective for the students.

5. POLITICAL SCIENCE - the study of the state and government.

RELATION TO TEACHING:

 There is a significant relation between politics and

education, in terms of harmonizing the varying opinions of
students in a classroom.A teacher with a profound
understanding about this branch could act as mediator in
harmonizing the opinions of the students. In that way,
misunderstandings and conflict could be avoided.
 Teaching also involves establishing rules and decisions
that could be an asset in regulating the students. As a
teacher, one must know how to create, implement, and justify

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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

TWO DISTINCT CHARACTERISTICS OF EFFECTIVE AND

EFFICIENT TEACHER
1. PERSONAL QUALITIES - refers to the qualities that stem from
the teacher’s personality interest, attitudes, and beliefs; his/her
behavior and working relationship with his/her students.

2. PROFESSIONAL QUALITIES - refers to the teacher’s

knowledge of the subject matter.

A. THE TEACHER’S PHILOSOPHICAL HERITAGE

PHILOSOPHY - is defined the mother of all sciences for it is a

quest to know the truth based on logical reasoning aside from
observation of one’s nature.

1. Ancient philosophy mostly pagan beliefs. It is founded that

are philosophy may be classified with wrong judgments,
happy, life, doubt, and combination of positive philosophies.

2. Medieval philosophy is more on divine beliefs that is

composed of different discipline and moral leanings.

3. Modern philosophy education stresses on the value and

beauty of knowledge and experience.

B. THE SOCIAL INSTITUTION

1. FAMILY- it is a group of people who are related by marriage,

blood, or adoption and who often live together sharing a
common residence and common economic resources.

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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.

2. EDUCATION- refers to the process in which knowledge,

skills, values and pattern of behavior are transmitted from an
individual or group to another.
o Schools and teachers are responsible for formal
education.
o They are tasked to transmit knowledge and technical
skills for transmit shared values and beliefs and
prepare the students for their role in society.
o Schools act as an agent of socialization.

Teachers are expected to prepare the students to be lifelong learners.

Expectation of society from them:
1. Help the student succeed in the knowledge society.
- Academic achievement
-Communication skills
-Creative and critical thinking
-Social problem-solving
-Workplace skills
2. Prepare students to be functioning members of society.
3. Teach virtues such as punctually, truth, hard work, honesty,
patriotism, love, sincerity and obedience.
4. Act as the bridge between the school and the community.
5.Identify pressing issues and provide enlightenment to society.
The education demands opportunities for the students to
develop intellectually, critically and aesthetically.

 ACADEMIC - The school provides for the development of a

brand array of knowledge and intellectual skills. The school
develops problem-solving and critical thinking skills among the
students.
 VOCATIONAL - The school prepares the individual for the
world of work and his economic responsibilities. The school

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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

 MORALS- are related value to a system of beliefs-religious

system, business or political system. These values get their
authority from outside or higher authority.
 MORALITY-refers to the subset of ethical rules of special
importance.

Morality may be divided into three stages:

Morality of self-interest
Morality of law and social rules
Morality of abstract principles

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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.

TEACHING AS YOUR VOCATION, MISSION AND PROFESSION

TEACHING AS YOUR VOCATION

Etymology of the word “Vocation”
It comes from the Latin word “vocare” which means “to call”
 Vocation is a strong feeling of suitability for a particular
career or occupation.

TEACHING AS YOUR MISSION

Etymology of the word “mission”
Comes from the Latin word “misio” which means “to send”. The
Webster’s New Collegiate Dictionary defines mission as “task
assigned”.
 You are called to be a teacher and you are sent into the
world to accomplish a mission.
 Every teacher has its own purpose, or objective, that they
need to accomplish.
 Means the task entrusted to you, you are expected to
contribute to the betterment of this world in your own
unique way.
 To teach is to influence every child entrusted in your care
to become better and happier. To teach is to help the
child become more human

THE ELEMENTS OF A PROFESSION

The term professional is one of the most exalted in the English
Language, denoting as it does, long and arduous years of preparation,
a striving for excellence, a dedication to the public interest, and
commitment to moral and ethical values.

TEACHING AS YOUR PROFESSION

If you take teaching as your profession.
 You must be willing to go through a period of preparation
and a continuing professional development.
 You must strive for excellence, commit yourself to moral,
and ethical and religious values and dedicate yourself to
public service.

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 LESSON 5
CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT

 A wide variety of skills and techniques that teachers use to keep

students focus, attentive, organized and orderly in a given task.
 An integral and important part of teaching process.

SIX WAYS ON HOW TO MANAGE THE CLASSROOM:

1. Appropriate time scheduling for various activities
2. An orderly placement of furnitures and instructural materials
3. Clean and well-lighted area
4. Comfortable seating arrangement
5. Records of performance
6. Discipline
SUPPORTIVE MEASURES THAT CAN CREATE A WELL-
MANAGED CLASSROOM
A. Organizational Plan
1. Structured Classroom – Planning ahead of time
2. Flexible Classroom – ability to do different things, free
movement and decision making.
a. Individualized Approach
b. Group Set-Up

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.

A. Distinctions between Teachers, Parents into the

Community
Teachers are part of a school. Parents are part of the
community
B. School and Community Relationship

1. Collaborative Relationships
2. Organized Associations
3. Public Safety, Beautification and Cleanliness
4. Values Exhibited
5. Instructional Centers and Materials

LINKAGES AND NETWORKING WITH ORGANIZATIONS

The School can enjoy linkages and networking activities with
international, national and local organizations in the community for
mutual benefits and assistance needed.
Linkages also term interconnection, with institutions functioning along
the same mission are intended to serve members of both sides
according to their respective needs, interests and objectives.
I. LINKAGES
a. International Linkages
1. With Pi Lambda Theta – Excellence in Teaching project.
3rd year BSE/BEE students are scholar until they graduate
2. INNOTECH – Center for training educational leaders from
the southeast region
b. National and Local Linkages – The mendiola Consortium

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.

 It considers knowledge as enduring, seeks

everlasting truths, and views principles of existence
as constant or unchanging. In education is the belief
that schools should teach ideas that are everlasting.
Evergreen ideas, which have lasted through many
generations, are a major focus of
a perennialist curriculum.
 The focus is to teach ideas that are everlasting. To
seek enduring truths that are constant, not changing, as
the natural and human worlds at their most essential
level, do not change.

2. PROGRESSIVISM – Is a student centered philosophy.

 This philosophy believes that ideas should be tested

by an active experimentation. The learning comes from
finding the answers from questions. This philosophy
values the scientific method of teaching, allows
individuals to have their own beliefs, and promotes the
interaction of students as valuable to the learning
process.
 Students learn through their own
experiences. Progressivism revolves around the
students' needs, including teaching students to be good
citizens as well as good learners, a concept known as
focusing on the whole child.

3. RECONSTRUCTIONISM – Is another student 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.

4. POSITIVISM – Is a teacher centered philosophy.

 This philosophy rejects intuition, matters of mind,

essences, and inner causes. It relies on laws of matter,
principles, and motion as valid.
 It is bases truth on provable fact. Is a philosophical
theory stating that certain ("positive") knowledge is based
on natural phenomena and their properties and relations.
Thus, information derived from sensory experience,
interpreted through reason and logic, forms the exclusive
source of all certain knowledge. Positivism holds that
valid knowledge (certitude or truth) is found only in this a
posteriori knowledge.

5. CONSTRUCTIVISM – Is a student centered philosophy.

 It emphasizes hands on learning and students actively

participating in lessons. Constructivists believe that students
should be able to discover lessons on their own through hands
on activity because it is the most effect way of learning and is
considered true learning.

6. BEHAVIORISM – Is a teacher centered philosophy.

 This philosophy focuses on human behavior as a reaction

to external stimuli, and believes that changing the environment
can change misbehavior.
 Behaviorism is a used technique by teachers who reward
and or punish student behavior. Its positive and negative
reinforcement techniques can be very effective for a student that
is required to condition their behavior.

7. HUMANISM – Is a student centered philosophy.

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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.

8. ESSENTIALSM – Is a teacher centered philosophy

 It believes there is a common set of skills and

knowledge that educated people should have. It
focuses on respect for authority, developing sound habits
of the mind, and training in fundamentals.
 Essentialists believe that there is a common core of
knowledge that needs to be transmitted to students
in a systematic, disciplined way. The emphasis in this
conservative perspective is on intellectual and moral
standards that schools should teach.

TEACHING IN A MULTICULTURAL CLASSROOM

We will learn the concepts about the multicultural education, identify
some challenges you will or might encounter in multicultural classroom
and find ways to accommodate in teaching and learning the diversity of
learners.
The major goal multicultural education is to transform the school so
that the male and female students, exceptional learners, as well as
student coming from diverse cultural, social-class, racial and ethnic
groups will experience an equal opportunity to learn in school.
Our diverse learners are different in every aspects. We all have
difference and here are some factors.

 Culture
 Religion
 Gender
 Race
 Environment
 Socio-economic backgrounds

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  Linguistics

In the midst of this diversity, the students are supposed to be given

equal opportunities to education. Thus there is a need for curricular
and instructional modifications, teaching styles, re-examination of
teachers’ attitudes, beliefs and perception.
This movement called multicultural education enables teachers and
educators to give value to the difference in prior knowledge, experience
of learners from diverse background and familiarity with students
history if diverse cultures.
The inclusion of learners with special needs has also increased
diversity in schools. Environmental adaptation of classrooms, behavior
support plans, cooperative learning, peer tutoring and team teaching
are some of the responses of multicultural education.
Being a multicultural teacher is a major challenge.
Every one’s heritage should be given respect, and differences should
be regarded as strengths to build on rather than deficits to be
overcome. However, a focus on a group differences may lead to a
basis for stereotyping which multicultural teachers have to avoid.
To assist you future educators in understanding your multi-
cultural learners you must:

 Learn as much and become sensitive to and be aware of racial,

ethnic, cultural and gender groups other than your own.

 Never make assumptions about an individual based on your

perception of that individual’s race, ethnicity, culture or gender.

 Avoid stereotyping.

 Get to know each student as a unique individual: walk in the

footsteps of all your students.

 Look into your own conscious and subconscious biases about

the people who are different from yourselves in race, ethnicity,
culture, gender or socioeconomic status.

 Flexibly adjusting and accommodating varied learning styles,

building on student’s strengths and avoiding judgments and
labels that might otherwise be placed on student.

 Expanding students knowledge of their own cultures and their

capacity to appreciate differences in others, and helping them

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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.

 No two learners are exactly the same.

 Children in all classroom are heterogeneous
 Strategies that work with one learner may not work with
another.
 Student’s background and experiences should be
considered when teaching.
 Community members from various ethnic groups can
assist teachers in facing issues of ethnic differences and
similarities.

21
 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:

 To describe educational systems, processes, or outcomes

 To assist in the development of educational institutions and
practices
 To highlight ad relationships between education and society
 To establish generalized statements about education that are
valid in more than one country
To become a global teacher we should know this
comparison will be made with several countries in order to
understand:
1. The relationship of schools to the culture within which they
are embedded
2. The commonalities and differences across national borders
today, especially how cultures deal with minorities

22
 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:

 In order to increased knowledge about the peoples of the world

 Resolution of global problems
 Increased fluency in foreign language
 Develop of more tolerant attitudes towards culture ad peoples.
Challenges of prospective teachers:
a. Use of technology in the classroom
b. Incorporation of changing realties of our world’s societies
c. Ease of mobility of peoples of the world
To become a global teacher you should be equipped this:
a. Wider range of knowledge of various educational systems
outside the country.
b. Master skills and competencies which can address global
demands.
c. Possess attitudes and values that are acceptable to multicultural
communities.
Now let’s take a closer look at the educational systems of the selected
countries of the World
“Benchmarking is learning the best from the best practice of the world’s
best educational systems”
What educational system was?

 The system of formalized transmission of knowledge and values

operating within a given society.

23
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)

24
 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

PRIMARY GRADES (6 years)

 Devoted to development of cognitive skills.
HIGH SCHOOL (6 years)
 Junior High School: 3 years
 Senior High School: 3 years
Students have to cover all the topics in order to pass one of the two
version of the National University Entrance Examination (NUEE)

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

25
  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

26
 are English, Math, Science Information and
Communication Technology and Physical Education.

The Teacher Exchange Program

Introduction:
Through the help of the advance technology the connectivity
between the individuals, institution, organization, educators and
administrations can easily access to exchange programs that suit their
needs in any part of the globe of their choice. To become a global
teacher you need to broaden your teaching perspective expanding your
experiences beyond the confines of your classroom to the wider
learning environment of the world is one of avenues in order to a level
competitiveness. Other than the great opportunity to work abroad,
Teacher Exchange Programs have the following benefit:

 Acquisition of life changing personal and professional

experience
 Career enhancing opportunities to gain new perspective
 Exposure to new teaching methodologies; curricula and
teaching expertise
 Better understanding of culture and language from
professional colleagues
 Opportunity to develop international friendship and
professional relations
Now let us take a closer look at each program. (Here are some
Teacher Exchange Program).
1. The Visiting International Faculty Program (VIF) is the United
States’ largest cultural exchange program for teachers and
schools.
a. VIF Purposes and belief
b. History of Visiting International Faculty Program (VIF)
2. The Fullbright Teacher Exchange Program. Since 1946
(established by an act of Congress in 1946) the Fullbright has
helped nearly 23,000 teacher and administration to promote the
mutual understanding between the United States and the other
country.
3. The US-China Teacher Exchange Program (TEP) this
program is funded by the Freeman Foundation and administered
by the National Committees on United States.
4. The Japan Exchange and Teaching Program (JET) this
program started in 1987b when the 848 universities graduates
from English speaking countries were invited by the Japanese
government.
5. The Alberta’s Internat’l Education Exchange Program for
Teachers

27
 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.

28
 LESSON 8
PHILIPPINE EDUCATIONAL STRUCTURE ITS LEGAL
BASES
The Philippines’ Education Structure:
Education in Philippines is offered through:

 Formal education/ Basic Education is the education intended

to meet basic learning needs and which lays the foundation on
which subsequent learning can be based.
 Non-Formal Education/ Alternative Learning system (ALS)
is a parallel learning system that provides a viable alternative to
the existing formal education system
Formal Education is structured in a 6+4+4 system, 6 years for
primary, 4 years for secondary school education and 4 years in higher
education.

 Now, our country is practicing the new curriculum that is being

implemented by the government which is K12 curriculum
wherein it is structured in a 6+6+4 system. 6 for primary, 6 for
secondary and 4 for higher education.

Our country’s education system is administered by the Department of

Education (DEPED) and Commission on Higher Education (CHED)
PRIMARY EDUCATION

 Spans 6 years in duration and is compulsory for all students. In

our country’s public schools, Filipino children generally begin
school at age of 6 or 7.
 During grades one and two, language of instruction is generally
the local dialect.
 From the third grade to sixth grade, subjects are taught in
English
Two Cycles of Primary Education
Primary Cycle

 4 years (grades 1 to 4) age 6-11S

Intermediate Cycle

 Grade 5-6, age 11-13

29
  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

 Schooling at the secondary level spans four years of duration,

grades 7 to 10 beginning at age 12 or 13 and culminating at age
16 or 17
 Just as they are in primary school, secondary school students
are rated 4 times throughout the year. Students who failed to
earn a 75 percent grade in any subject must repeat that subject
for they are not permitted to enter the next grade with a failing
subject.
 Once a student has completed all four years of his/her
secondary education, they are presented a secondary school
graduation certificate.

THREE MAIN TYPES OF SCHOOL (secondary)

General Secondary School

 enrolls 90 percent of all high school students

 students here must take and pass a wide variety of courses
Vocational Secondary Schools

 exposed to a greater concentration of technical and vocational

subjects
Five major fields: agriculture, fishery, trade/technical, home
industry and non- traditional courses with a host of
specializations

 Secondary Science High School (PHILLIPINE SCIENCE

HIGHSCHOOL SYSTEM)
Is a dedicated public school system that operates as an attached
agency of the Philippine Department of Science and Technology.
HIGHER EDUCATION

 Approximately there are 1,573 private institutions and 607 public

colleges currently licensed here in the Philippines, as shown in
the record of CHED

30
  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

 Spans a minimum of 4 years in duration

 First 2 years are dedicated to the study of general education
courses
Master Degree

 Typically spans 2 years for full-time students, culminating with a

minor thesis or comprehensive examination
 Students must possess a bachelor’s degree in a related field
with an average equal or better than 2.00
PhD Degree

 Also known as Doctor of philosophy, involve a great deal of

coursework, as well as dissertation that may encompass from
one-fifth to one-third of the final grade.
 Admission to this degree is very selective and requiring a
master’s degree with a B or better.
 Spans to two or four years, not counting the time it takes to
complete the dissertation
UNIVERSITIES IN THE PHILIPPINES

 Public Universities are all non-sectarian and offer a wide-range

of courses, with English as a medium of instruction. They are
government funded, with the largest. The University of the
Philippines receives the largest chunk of the annual budget.
 Private Universities can be sectarian or non-sectarian. Most
private institutions are catholic

31
Vocational Colleges (Non-University Higher Education)

 Serves to improve a student’s practical and technical skills.

 Accredited by the Technical Education and Skills Development
Authority (TESDA)
 These colleges are either privately or publicly operated.
 Programs offered vary in duration from a few weeks to two-year
diplomas.
 Vocational colleges do not require an entrance exam.

The Legal Basis of Educational System of Philippines

The 1987 Constitution
ARTICLE XIV SECTIONS 1-5 (5)
 The state shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps to
make such education accessible to all.
Section 2. The state shall:

 Establish, maintain and support a complete, adequate and

integrated system of education relevant to the needs of the
people and society;
 Establish and maintain a system of free public education in the
elementary and high school levels. Without limiting the natural
rights of parents to rear their children, elementary education is
compulsory for all children of school age;
 Establish and maintain a system of scholarship grants, student
loan programs, subsidies and other incentives which shall be
available to deserving students in both public and private
schools, especially to the underprivileged;
 Encourage non- formal, informal and indigenous learning
system, as well as self- learning independent and out-of-school
study programs particularly those that respond to community
needs; and
 Provide adult citizens, the disabled and out-of-school youth with
training in civics, vocational efficiency and skills.

32
Section 3

 All educational institutions shall include the study of the

Constitution as part of the curricula.
They shall inculcate patriotism and nationalism, foster love of
humanity, respect for human rights, appreciation of the role of
national heroes in the

 historical development of the country, teach the rights and duties

of citizenship, strengthen ethical and spiritual values, develop
moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological
knowledge and promote efficiency.
 At the option expressed in writing by the parent or guardians,
religion shall be allowed to be taught to their children or wards in
the public elementary and high schools within the regular class
hours by instructors designated or approved by the religious
authorities of the religion to which the children or wards belong,
additional cost to the Government.

Section 4

 The state recognizes the complementary roles of the public and

private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational
institutions.
Educational institutions, other than those established by religious
groups and mission boards, shall be allowed solely by citizens of the
Philippines or corporations or associations at least sixty per centum of
the capital of which is owned by such citizens. The Congress may,
however, require increased Filipino equity participation in all
educational

 Institutions. The control and administration of educational

institutions shall be vested in citizens of the Philippines. No
educational institution shall be established exclusively for aliens
and no group of aliens shall comprise more than one third of the
enrollment in any school. The provisions of this subsection shall
not apply to schools established for foreign diplomatic personnel
and their dependents and, unless otherwise provided by law, for
other foreign temporary residents.
 All revenues and assets of non- stock, non- profit educational
institutions used actually, directly and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the
dissolution or cessation of the corporate existence of such
33
 institutions, their assets shall be disposed of in the manner
provided by law. Proprietary educational institutions, including
those cooperatively owned, may likewise be entitled to such
exemptions subject to the limitations provided by law including
restrictions on dividends and provisions for reinvestment.
 Subject to conditions prescribed by law, all grants endowments,
donations or contributions used actually, directly and exclusively
for educational purposes shall be exempt from tax.
Section 5

 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

34
 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

Locations and number of school divisions in each region

I. San Fernando City, La Union
II. Carig, Tuguegarao City
III. San Fernando, Pampanga
IV. A- Rizal Provincial Capitol
B- Meralco Avenue, Pasig City
V. Rawis, Legazpi City
VI. VI. Iloilo City
VII. Cebu City
VIII. Palo, Leyte
IX. Zamboanga City
X. Cagayan de Oro City
XI. Davao City
XII. Cotabato City
XIII. Butuan City

35
 CAR- La Trinidad, Benguet
NCR- Quezon City
ARMM- Cotabato City

Office of the Secretary

• The Secretary exercises supervision and control over the
entire department and performs the following functions:
• Advises the President on matters related to education.
• Establishes the policies and standards for the operation of
the Department pursuant to the approved programs of the
government.
• Promulgates rules and regulations necessary to carry out the
objectives, policies, functions, plans, programs and projects
of the Department.
• Promulgates issuances necessary for the efficient
administration of the offices under him and proper
implementations of laws relative to education.
• Exercises disciplinary powers over officials and employees in
accordance with existing laws.
• Formulates and enforces a management control system to
measure and evaluate performance of the Department and
submits periodic reports to the President.
• Prepares and submits to the President through the
Department of Budget and Management the budget of the
Department.
• Appoints all officers and employees of the Department
except those whose appointment is vested in the President.

Office of the Undersecretaries

At the discretion of the Secretary, each undersecretary may be
assigned to any of the following functions:
• Advise and assist the Secretary 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 by the
Secretary.
• Coordinate the programs and projects of the Department.
• On the basis of an official designation, discharge temporarily the
duties of the Secretary in case of the latter’s inability to
discharge his duties or in case of vacancy of the said office.

36
 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.

37
 • 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

38
TESDA
Government Sector
Labor Sector
Employer Sector
Business and Investor Sector
Education and training sector

LESSON 10
39
 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?

 Questions provide answers to our curios mind, things that need

reasoning, things we do not understand, and discovery of
something new.
 Questions make us reflect on the way we deal with life and
promote a better understanding of why things happen the way it
should be.
What do we Techniques mean by Questioning?
Teaching is the art of asking questions. Socrates
I know you won’t believe in me, but the highest form of Human
Excellence is to question one and others. Socrates
Socratic Method

 Dialectic method of inquiry or method of ‘‘elechus’’.

 To solve a problem, it would be broken down into a series of
questions.
 The answers to which gradually distil the answer you seek.
6 types of questions that Socrates asked to his students
Conceptual clarification questions
1. Why are you saying that?
2. What exactly does it mean?
3. How does this relate to what we have been talking about?
4. What is the nature of?
5. What do we already know about this?
6. Can you give me an example
Good learning starts with questions, not answers. Guy Claxton
Questions about questions

 What was that point of asking that question?

 Why do we think I asked this question?
 What does that mean?

40
 In the middle of difficulty lies opportunity. The important thing is
not to stop questioning. Albert Einstein
Probing rational, reasons and evidence

 Why is that happening?

 How do you know this?
 Show me?
 Can you give me an example of that?
 What do you think causes?
 What is the nature of this?
 Are these reasons good enough?
What do we mean by Questioning Techniques?
Most often we ask, what is the art of questioning? Is there such
an art in asking questions? Can’t we not just ask? Is there a need for
us to develop the what you call as questioning techniques?
What we have in mind as teachers, is that we question to know
whether we were able to teach the skills that pertains to the
topic/subject matter of our lessons.
Methods used from constructing and presenting questions in
order to promote effective discussions and learning or to elicit
information. The reasons why we should be adapt in questioning
techniques.
Why is there a need to know about Questioning Techniques?
 Interaction – the most common form of interaction between
teachers and students.
 Challenge –provide motivation by encouraging students to
actively participate in learning.
 Influence- can cause integration of skills.
 Progress- asking questions help teacher to promote the level of
the students.
 Assessment –the teacher can assess the effectiveness of her
teaching.
Handling Student’s Questions:

 Teacher should be glad to welcome questions.

 Irrelevant and inane questions should not be entertained.
 Questions should be thrown first to the whole class for an
answer or discussion.
 Questions should be in correct grammar or in good language.
41
  The teacher should honestly admit if he or she does not know
the answer to a question.
 Very shy students should be encouraged to write their questions
anonymously ad give them to the teacher.
 Allot appropriate time slot for open questioning.
Handling Student’s Response:

 Show appreciation for any answer.

 Wrong answers should never be allowed to go uncorrected.
 Giving appropriate praise for high quality responses.
 Following up a student’s response with related questions.
 Student should recite to the whole class, not to the teacher.
 Students should be encouraged to observe correct grammar
and answer in complete sentences.
 Showing non-verbal encouragement.
 Refrain from marking the student in the record book during
recitation.
Types of Questioning
Different types of questions are recognizable based on the
intensions of the questions and the nature of the anticipated answers.
1. Factual questions- Are used to get information from
students and often test rote memory.
2. Clarification questions- Intend to provide clarity to both
students and teachers. Such questions have important
clueing effects’ and help students to revisit their earlier
statements with alternative perspectives.
3. Broadening or extension questions- Enlarge the existing
theme, explore implications of the response and can be
useful in opening up further possibilities such questions can
be sued to assess additional knowledge of the students.
4. Justifying questions- Probe for assumptions and explore
reasons for particular answer. The questions require
significant comprehension and reasoning skills on the part of
the student.
5. Hypothetical questions- Are used to explore students’
understanding of the complex situations beyond the scope of
a particular encounter by creating hypothetical scenarios.
Hypothetical questions often come in handy during the latter
part of teacher student interaction when the basic facts and
concept are already established.
6. Questions about question-Probe for reason for the
question that allows student to verbalize their reasoning and
understanding of the events leading to their own questions.

42
 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:

 Can you develop a theory for the popularity of a text in English?

 Can you predict the outcome of behaviour in Psychology I by
using polls or exit slips?
 How could you test the speed of a rubber-band car in physics if
a test track is not available?
 How would you adapt ingredients to create a healthier casserole
in Nutrition 103 class?'
Evaluation: It involves presenting and defending opinions by making
judgments about information, the validity of ideas, or quality of work
based on a set of criteria. Its characteristics include:

 Judgments in terms of internal evidence

 Judgments in terms of external criteria
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:

 What features of the land allow cultivation

 Which vehicles would most likely be used to travel?
Application: It requires the student to solve or explain a problem by
applying what he or she has learned to other situations and learning
task.
Examples:

 Looking at the map, state the possible locations for the

cultivation of wheat.
 Choose from a ray of watercolors and paint a picture of rock.

43
 2. Comprehension: It requires the student to think on low level
such that the knowledge can be reproduced.
Examples:

 What does ‘‘singing the blues’’ imply?

 A lion is to pride as ________ is to flock.
1. Knowledge: It requires that the student recognize or
recall information.
Examples:

 What is the main idea in ___________?

 What are characteristics of _________________?
 How is _________ related to _________?

How to evaluate the kind of questions you make:

Questions that can be answered with “yes” or “no” are seldom
worth asking. Bloom’s Taxonomy identifies knowledge, understanding
and application as lower level skills, and analysis, synthesis, and
evaluation as higher- level thinking still to which to aspire.
Questions that test knowledge or comprehension are easy to
assess, as they are either right or wrong. The next level is application,
and it requires students to use knowledge they have gained to solve a
problem.
Higher-order questions and answers, involve analysis,
synthesis, and evaluation. Because they are abstract, these questions
and answers are subjective and therefore, more difficult to evaluate.
Educators often mention the importance of higher-order thinking
and the media reports that children will need creative critical thinking
skills to succeed. Many teachers concerned with higher-order thinking
use Bloom’s Taxonomy to mold their lessons.
When a student asks a question:
Clarify it, if necessary, help the student to answer the question
himself, or ask other students to answer. Answer it yourself only as a
last resort. But, never let a student’s question go unanswered.
What are the characteristics of a good question?
A good question should be…..
 Short, thought provoking, properly directed
 Unambiguous, relevant, related to the objectives

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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:

 Are you feeling better today?

 Will you please do me a favor?
 Have you already completed your homework?
 Is that your final answer?
Characteristics:
 They give you facts.
 They are easy to answer
 They keep control of the conversation with the questioner.
Chunking Questions

 Chunking down is getting more details by probing for more

information. The goal is to find out more, fill in empty gaps in
your picture, test the reality of the situation.
Examples:
You ask: How did you do?
Why did it happen?
Non-Leading Questions

 Avoid complex language-using big words that readers could not

understand.
 Avoid Jargon- Jargon is helpful for people who specialize in the
same subject as it allows them to talk in “shorthand”. It is
sometimes useful but most of the times it annoys other people
who think you are trying to look good and increase your status at
their expense.

45
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?

46
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?

47
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

WHAT IS TEACHING STRATEGIES?

Are methods and activities child care practitioners and teachers use in
teaching young children.
VISUALIZATION
Is an especially good teaching strategy for reading and literacy
teachers.
COOPERATIVE LEARNING
Encourage students of mixed abilities to work together by promoting
small groups or whole class activities.
INQUIRY-BASED INSTRUCTION
Inspire your students to think for themselves and become more
independent learners.
DIFFERENTIATION
Differentiate your teaching by allocating tasks based on students
abilities to ensure no one left behind.
TECHNOLOGY IN THE CLASSROOM
Actively engage your students especially as digital media surrounds
young people in the 21st century.
BEHAVIOUR MANAGEMENT
Is crucial to gain your students respect and ensure students have an
equal chance of reaching their full potential.
PROFESSIONAL DEVELOPMENT
Is a great way to enhance teaching and learning in your classroom
with educational policies.

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 LESSON 12
20 REASONS WHY TEACHING IS A GREAT
PROFESSION AND 7 THINGS TO KNOW BEFORE
ENTERING THE TEACHING PROFESSION

Teaching Profession is filled with unexpected moments and

never ending paper works. Thankfully, it’s also a profession that filled
with rewards that outweigh the trials.
Here are the 20 reasons why we will have in the future the most
important job in the world as an educator by Brandi Jordan
1. You witness daily “light bulb” moments when students
finally understand and master a skill.

 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.

2. Kids are fun

 Kids nowadays are full of energy and curiosity so definitely,

there’s some eagerness to them to learn.

3. You make a difference in a child’s life every single day.

 Teachers inspiring, encouraging and provide a safe haven

towards their students.

4. You get to read beautiful children’s picture books on a daily

basis.

 Teachers have the privilege to saw their students works and

they will saw all the efforts of their students.

5. Every day you play the role of actress, comedian, coach,

cheerleader, parent, juggler, and super organized multi-
tasker.

 An Actress when they need to be angry. Like for example: They

came late, Teachers gets angry because they miss some topics
and it can be the result of their failed grades.

6. You are a lifelong learner and learning is fun.

50
 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.

7. Your professional wardrobe is filled with comfortable

clothes and shoes.

 Teachers are known as a simple person not just they personality

but also their fashion sense. But being a teacher means being a
role model too so, Teachers should dressed up as a proper one
and being simple is also proper.

8. Creativity is encouraged.

 AS long as the children saw something beautiful it will catch

their attention to listen and students will be encouraged also to
do some creative things. Doing creative things also means
expressing individual feelings or thoughts.

9. There is never a dull moment in your classroom.

 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.

10. You can wear a battery operated, light-up sweater with a

flashing reindeer nose in December.

 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”.

11. No two days are ever exactly alike.

 Why? Because there are so many things to do in the classroom.

Like for example, the different topics, different activities and also
different experiences.

12. It challenges you intellectually, creatively and emotionally

to be the best you can be.

 Intellectual because you have to teach every single day,

creatively when teachers have to think of an activity that their
students get some learning or the “game based learning”.

51
13. You get to teach students life lessons every day.

 Teachers also teach ethics and spiritual learning. Teachers will

teach them from failure to success, they will guide them through
each phase of learning.

14. No other profession has such a wonderful support and

mentor system that encourages you to succeed.

 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.

15. Time off when they have some free time.

 Teachers have also personal lives so, if they have a free time
they will spend it with their loved ones.

16. You become an expert at behavior management and

organizing your time.

 Teachers are very worth it to be called a super hero without a

cape. Being a teacher also means being well rounded person.

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.

18. You will always be aware of the current issue

 Teachers need to be aware in everything most especially on the

current issues. In this way, they will discuss it in room and
students will be enlighten to something and their opinions will
started to be heard.

19. You have the privilege of seeing students progress and

grow throughout their time in your classroom.

 Teachers feel overwhelmed when they saw that their students

progress after so many hardships, their efforts did not become
useless.

20. Summer vacation

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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.

7 Things to Know Before Entering the Teaching

Profession
The teaching profession is honorable, and while you may think
that you know exactly what it entails to be a teacher, some teachers
have other ideas. Student teaching may help prepare you for
the teaching profession you are about to embark upon, but it doesn’t
fully teach you everything.

1. Student Teaching Does Not Fully Prepare You for

the Teaching Profession

 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.

2. The Grade You Want You Probably Won’t Get

 You have always have dreamed of being a kindergarten teacher

and may have even went to college to become a teacher for
only that reason. The problem is, you are not guaranteed that
when you apply for a job that you will even get that grade. You
need to be OK with the fact that there is a strong possibility that
you will have to teach another grade level.

3. Working with Parents Can Be Challenging

 One crucial part of a teacher’s career knows how to work with

the parents of her students. Working with parents is hard and
can be extremely exhausting. One day you can have a parent
yelling in your face, and another day a parent can be telling you
everything that you are doing wrong as a teacher. You have to
be able to have a strong sense of self-worth, as well as
backbone to be able to get through these types of situations.

53
4. Earning Students’ Respect Takes Time

 Unfortunately, you can’t demand respect from your students, it

has to be earned. The only way to earn your students’ respect is
to be fair, honest, and to never go back on your word. You also
have to respect them as well. You can try and make yourself
look as old and professional as you want to, but it will not
immediately make them respect you because of the way you
look. Earning respect takes time, but once you get it, it is worth
it.

5. You Will Spend Your Own Money On the Classroom

 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.

6. Technology Will Be Your Best Friend

 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.

7. Your Colleagues Will Become Some of Your Closest

Friends

 Oftentimes people say that being a teacher is like being a

surrogate parent, because your students are with you the
majority of the time that they are awake. Well, if that’s the case,
then when you are working so closely with your fellow teachers,
then they will in turn become your closest friends. These are the
people that you will see day in and day out, five days a week.
You will count on them for advice, as well as many other things.
They will only be a hop, skip, and a jump away, and will end up
being closer to you than some of your best friends.

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 LESSON 13

USING A GAME-BASED LEARNING IN AN EFFECTIVE

CLASSROOM TEACHING

WHAT IS GAME-BASED LEARNING?

 Game-based learning describes an approach to teaching,

where students explore relevant aspect of games in
learning context designed by teachers
 Incorporates the fundamentals of an academic subject
into a game or activity that students participate in.

GAMIFICATION
- Is the idea of adding game elements to a non-game
situation to encourage behavior.

EXAMPLES OF GAMIFICATION

 ClassCraft
 Starbucks rewards

ELEMENTS OF GAME-BASED LEARNING

1. COMPETITION- helps to provide motivation for students
who might not find that motivation in normal learning
methodologies
2. ENGAGEMENT- when a student is playing a game they
engage their curiosity and imagination, they don’t even
notice the learning elements
3. REWARDS- this is vital to keep the learner invested and
coming back for more as well as helping the learning
process.

55
 WHY USE GAME-BASED LEARNING?

 Motivates students to learn.

 Immerses them in the material so they learn effectively.
 Encourages them to learn from their mistakes.

5 STEPS TO IMPLEMENT GAME-BASED LEARNING IN

THE CLASSROOM

1. DETERMINE THE PURPOSE OF GAME-BASED LEARNING

2. PLAY THE GAME YOURSELF, MAKING SURE IT IS ALIGNED
WITH LEARNING GOALS
3. Ensure It Meets Expectations from Parents
4. Dedicate Time to Consistent In-Class Play
5. Assess Progress throughout Play, Informing Instruction
Usually, it involves a following method:
• In-Game Reports
• Self-Reports
• Class Discussions

8 FACTORS OF GAME-BASED LEARNING

1. THE DESIRE TO WIN IS A MOTIVATOR.
2. A SENSE OF FUN AND PLAY.
3. LEARNING DOESN’T FEEL CONTRIVED, PUSHED, nor
PAINFUL.
4. NOISE IS EXPECTED.
5. INCREASED and ENGAGING REPETITION OF CONCEPTS.
6. LEARNERS SPONTANEOUSLY HELP ONE ANOTHER
7. NATURAL, IMMEDIATE, and CONTINUAL FORMATIVE
ASSESSMENT
8. INCREASED ENGAGEMENT

56
EXAMPLES OF GAME-BASED LEARNING OPTIONS IN
CLASSROOM

1. VIDEO GAMES
2. ADAPTATIONS OF COMMON GAMES
3. ORIGINAL GAMES

57
 LESSON 14
MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

REPUBLIC ACT No. 4670

APPROVED ON JUNE 18 1966
To Promote and improve the social and economic status of
public school teachers their living and working conditions their
employment and career prospect.
In this act "TEACHER" means
All teachers engaged in classroom teaching in any level of
instructions on full time basis.

 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.

58
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.

59
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

60
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.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22 Medical Examination and Treatment
Compulsory examination shall be provided free of charge for all
teachers before take up teaching and shall be repeated not less than
once a year during the teacher professional life.
Sec. 23 Compensation for Injuries
Teacher shall be protected against consequences of
employment injuries in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24 Study Leave
In addition to leave privileges now enjoyed by the teachers in
the public schools they shall be entitled to study leave not exceeding
one school year after seven years of service.
Sec. 25 Indefinite leave
An indefinite sick leave of absence shall be granted to teachers
when the nature of the illness demands a long treatment that will
exceed one year at least.
Sec. 26 Salary Increase Upon Retirement
Public school teachers having fulfilled the age and service
requirements of the applicable retirement laws shall be given one
range salary raised upon retirement.

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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.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30 Rules and Regulations
The secretary of education shall formulate and prepare the
necessary and regulation to implement the provisions of this act.
Sec. 31 Budgetary Estimates
The secretary of education shall submit to congress annually
that necessary budgetary estimates to implement the provision of the
act concerning the benefit herein granted to public school teachers
under the employ of the national government.
Sec. 32 Penal Provision
A person who will willfully interfere with restrain or coerce any
teacher in the exercise of his right guarantee by this act or will shall in
any other manner commit any act to defeat any of provision of this act
shall upon conviction to be punished by fine of not less than one
hundred peso s nor more than one thousand pesos, or by
imprisonment in the discretion of court.
Sec. 33 Repealing Clause
All this act or parts of acts executive orders and their
implementing rules inconsistent with the provision of this act are hereby
repealed amended or modified accordingly.

62
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.

63
 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.

66
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.  

67
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.

68
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

MANUAL OF REGULATIONS FOR PRIVATE

HIGHER EDUCATION
“Education is the core value of Philippine Society and family life. The
best gift any family can give to a child and the best any nation can give
to its people – is an access to good education” – President Gloria
Macapagal Arroyo
Section 1: Title

This Manual shall be known as the Manual of Regulations for Private

Higher Education
Section 2: Policy

It is the policy of the state to establish, maintain and support a

complete, adequate and integrated system of education relevant to the
needs of people and society.
Section 3: Coverage

This Manual shall apply to all Private Higher Education Institutions,

except otherwise provided by law.
Section 4: Application and Construction

The provisions of this Manual shall be applied in order to attain the

purposes of higher education, to give meaning to academic freedom, to
institute reasonable supervision and regulation, and to accelerate the
development of higher education institutions.
Section 5: Definition of Terms
o BRANCH – is an educational facility, apart from the main or
home campus, that has a separate site and attendant
educational facilities, such as buildings and classrooms
specifically built for the purpose/s the main higher education
institution has established; and offers higher education degree
programs which may also be offered in the main campus, and
which are not restricted to a specific group or classification of
students such as employees of a company, but are open to
general public.

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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

The State recognizes and adopts formal education as its main

instrument to attain the national educational goals and objectives.
Section 7: Objectives

Higher education shall have the following objectives:

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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

Formal Education in the higher level may consist the following:

 UNDERGRADUATE LEVEL
a. Pre-baccalaureate – a stage of post-secondary study usually ranging
from one to two years leading to associate/certificate and diploma; a
preparatory level of degree programs.
b. Baccalaureate – This encompasses programs usually four or five
years in length, leading to a Bachelor’s Degree in a given discipline or
profession.
 GRADUATE LEVEL
a. Master’s – This requires a Bachelor’s Degree as a minimum
qualification for entry, usually one or two years of study and usually
with a thesis requirement.
b. Doctoral – This requires a master’s degree as a minimum
qualification for entry. It also requires the student to do significant
original research for his dissertation.

ARTICLE III
ALTERNATIVE SYSTEMS IN EDUCATION
SECTION 9: POLICY

The Commission recognizes that education and acquisition of higher

76
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

The objectives of the Alternative Systems of Education are:

- To make quality higher education accessible to a great number of
qualified students who are otherwise isolated by geographical location,
personal and work commitments, time constraints and conventional
course structures.
- To establish a mechanism or assessment and accreditation of prior
learning from non-formal and informal education and training, and from
related work experiences of individuals towards the granting of
equivalency certificates and awards in higher education.
- To establish guidelines for the award of higher education certificated
and/or degrees to deserving individuals.

Section 11: Alternative Systems

These systems shall include but not limited to the following:

- LADDERIZED EDUCATION – refers to all education and training
mechanisms that allow students’ and workers’ progression within and
between Technical Vocational Education and Training (TVET) and
Higher Education.
- E-LEARNING – the delivery of a learning, training or education
program by electronic means. It involves the use of computers or
electronic devices.
- OPEN LEARNING – a philosophy of learning that is student centered
and flexible, enabling learners to learn at a time, place and pace which
satisfies their circumstances and requirements.
THE COMMISSION ON HIGHER EDUCATION
ARTICLE IV: ORGANIZATION AND GENERAL POWERS
Section 15: Supervision of Over Higher Education Institution
All private higher education institutions shall be established in
accordance with law and shall be subject to reasonable supervision
and regulation by the Commission. No private higher education
institution shall be established and no higher education program shall
be operated whether formal or through the alternative systems, except
pursuant to law and in accordance with this Manual.

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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;

PRIVATE HIGHER EDUCATION INSTITUTIONS

ARTICLE V
ESTABLISHMENT OF PRIVATE HIGHER EDUCATION
INSTITUTIONS

Section 23: Establishment of a branch and simple transfer of

institutional site or location

Except for higher education institutions expressly exempted under this

Manual, the established of a branch shall require the prior approval of
the Commission, where it is located at the separate city or municipality
from the main campus. However, the privilege of establishing a branch
within the same city or municipality without need for prior approval shall
not be applicable in the National Capital Region and its component
cities and municipalities.
Section 24: Establishment of Extension Classes

A school facility shall be considered an extension class where it

possesses the characteristics of a school branch as above provided,
except that administrative and support facilities mentioned are not

78
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

The school site of every private higher education institutions must be

suitable and adequate for its activities. The institution should own the
site. If not owned, there should be a definite and feasible program for
ownership thereof within a reasonable period, or reasonable and
adequate provisions for continued use by the school through a long-
term lease or usufruct of at least ten (10) years.
Section 27: Library Standards

Every higher education institutions shall maintain library or libraries for

each degree program with adequate collections and materials in
accordance with the policies and standards prescribed by the
Commission for each degree program.
Section 28: Library development program

Every higher education institution shall adopt a continuing and

innovative acquisition and development program for its library, as well
as the improvement of the facilities and resources.
Section 29: Textbook Selection Criteria

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

ARTICLE XVII :SCHOOL CALENDAR AND CLASS SIZE

SECTION 78: School Calendar
The Commission shall issue the standard school calendar for every
academic year applicable to higher education institutions not later than
January of the preceding academic year.
All higher education institutions should begin classes in June.
The calendar requirements are as follows:
1.) The academic year for collegiate courses shall consist of not less
than thirty-six (36) weeks, or eighteen (18) weeks a semester, or its
equivalent of normally six (6) school days each week, exclusive of
approved vacations and inclusive of legal and special holidays and
days for special activities. In any case, the total number of days on
which regular schools sessions are held shall not be less than two
hundred (200) or one hundred (100) each semester , exclusive of all
holidays and registration days, and class days suspended due to
natural man-made causes.
2.) The summer term for collegiate courses shall consist of the number
of hours per unit as prescribed by the Commission.
Higher Education institutions opting to adopt school calendar or
school term other than herein specified shall seek prior approval by the
Commission.
SECTION 79: CHANGE IN SCHOOL CALENDAR
Any change in the prescribed in the school calendar shall require the
approval of the Commission. The application should be filed with the
Regional office concerned not later than fifteen (15) day before the
opening of the school term.
SECTION 80.CLASS SIZE
The class size in every subject of a higher education institution shall be
determined by the institution itself, taking into account the total capacity
of its facilities, the level of instruction, the nature of the subject, and
such other factors that promote a conducive teaching-learning process.

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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

ARTICLE VII: INTTERNAL ORGANIZATIONS: ADMINISTRATION

Section 31: Governing Board
Every higher education institution shall have a governing board that
shall exercise general supervision, have exclusive control and direction
of all funds, prescribe policies, make rules and regulations and
establish practices that are not inconsistent with law and the policies
and rules of the Commission.
Section 32: Qualifications of the Head
Every private higher education institutions shall have a Head who may
be President, Rector, or Director or shall be the Chief Executive Officer
responsible for the efficient and effective administration of the
institution towards the realization of its goals and objectives.
Section 33: Qualifications and Functions of the Dean
The Dean for undergraduate degree programs shall hold at least a
master’s degree and, where applicable, a professional license requiring
at least a Bachelor’s degree may be qualified.
Section 34: Qualifications and Functions of the Registrar
The Registrar shall hold a bachelor’s degree and have at least three (3)
years of training and experience in the servicing and maintenance of
student academic records and related school work.
ARTICLE VIII: ACADEMIC AND NON-ACADEMIC PERSONNEL
Section 35: Minimum Faculty Qualifications
The minimum qualifications of a faculty in a higher education
institution shall be as follows:
For undergraduate programs:
1. Holder of a master’s degree, to teach mainly in his major field
and where applicable, a holder of appropriate professional license
requiring at least bachelor’s degree for the professional courses.
2. For Physical Education: A holder of a degree of bachelor of
Science in Physical Education, with major or minor with physical

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.

For Graduate programs:

1. For the master’s program, there shall be at least one (1) full-time
faculty who holds a doctoral degree, and at least three (3) full-time
faculty who are master’s degree holders in the discipline.
2. For professional Master’s program: A holder of at least
professional master’s degree. Faculty complement required in specific
fields shall be defined in the policies and standards set by the
Commission specific to the field.
3. For the Doctoral program: There shall be at least three (3) full-
time faculty members who are a doctoral degree holders, and who
have published research works in refereed journals in the discipline.
4. For professional doctoral program: a holder of a professional
doctoral degree. Faculty complement required shall be defined in the
policies and standard set by the Commission specific to the field.
Section 36: Full-time and Part-time Faculty
As a general rule, all private higher education institutions shall employ
full-time faculty or academic personnel consistent with the levels of
instruction.
Section 37: Full-time Faculty Complement
In every higher education institution, at least fifty percent (50%) of the
courses in the Liberal Arts and Education courses of study shall be
taught by full-time academic personnel. This requirement, although
desirable, does not apply for the professional courses of study
requiring Licensure Examination or where full-time expertise is not
available.

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

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 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

This Decree shall be known as the Decree Professionalizing Teaching.

Section 2: Declaration of Policy

It is hereby declared a policy that teacher education shall be given

primary concern and attention by the government and shall be of the
highest quality, and strongly oriented to Philippine conditions and to the
needs and aspirations of the Filipino people even as it seeks
enrichment from adoptable ideas and practices of other people.

Section 3: Definition of Terms

As used in this Decree, the following shall be construed as follows:

(a) Teaching refers to the profession primarily concerned with
the classroom instruction.
(b) Teachers refer to all persons engaged in teaching.
(c) Board refers to the National Board for Teachers.

Section 4: Creation of the National Board for Teachers

There is hereby created a National Board for Teachers, hereinafter

called the Board, to be composed of the following:
Secretary of Education and Culture Co-Chairman
Chairman, Civil Service
Commission
Commissioner, Professional
Regulations Commission Member
Two members representing the
private sector to be appointed by
the President

89
Section 5: Powers and Duties

The Board shall have the following powers and duties:

(a)Appoint a set of examiners for every examination who will
determine and prepare the contents of the Board examination for
teachers, to be held at least once a year;
(b)Determine and fix the places and dates of examination,
appoint supervisors and room examiners from among the employees of
the Government who shall be entitled to a daily allowance to be fixed
by the Board for every examination day actually attended, use the
buildings and facilities of public and private schools for examination
purposes, approve applications to take examination, and approve the
release of examination results;
(c) Look into the conditions affecting the practice of the teaching
profession;
(d) Issue, suspend, revoke, replace or reissue Professional
Teachers Certificate, and administer oaths;
(e) Appoint officials and employees as are necessary;
(f) Prescribe and collect examination and other fees as it may
deem proper; and
(g)Promulgate rules and regulations, and exercise such other
powers, functions and duties as may be necessary to carry into effect
the purposes of this Decree.

Section 6: Qualification Requirements for Examination Applicants

(a) The applicant must be a citizen of the Philippines;

(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect; and
(d) That he possesses the following minimum educational
qualifications:
1) For teachers in the kindergarten and elementary
grades, Bachelor's degree in Elementary Education (B.S.E.Ed.)
or its equivalent;
2) For teachers of the secondary schools, Bachelor's
degree in Education or its equivalent with a major and minor, or
a Bachelor's degree in Arts or Sciences with at least eighteen
units in professional education; and
3) For teachers of secondary vocational and two-year
technical courses, Bachelor's degree in the field of specialization
with at least eighteen units in professional education.
All applications shall be filed with an office or offices designated by the
Board, preferably the offices of the Civil Service Commission and the
Department of Education and Culture.

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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.

Section 8: Scope of the Examination

The examination shall consist of written tests, the scope of which shall
be determined by the Board, taking into consideration the teaching plan
of the schools legally constituted in the Philippines.

Section 9: Ratings in the Examination

He must have obtained a general average of at least 70 per cent in all

subjects, with no rating below 50 per cent in any subject.

Section 10: Report of the Results of Examination

The examiners shall report the ratings obtained by each candidate to

the Board within 150 days after the last day of the examination, unless
extended by the latter.

Section 11: Issuance of Certificates

Teachers who have passed examinations given by the Civil Service

Commission or jointly by the Civil Service Commission and the
Department of Education and Culture shall be considered as having
passed the board examinations for teachers. The Board may consider
their certificates of rating as certificates of eligibility or issue an entirely
new certificate upon registration of the teacher and payment of the
corresponding fees.
This provision shall likewise apply to those teachers who have
permanent appointment under the Magna Carta for Public School
Teachers and all others who may be qualified for registration as
professional teachers under this Decree.

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 LESSON 20
PHILIPPINE TEACHERS PROFESSIONALIZATION ACT
OF 1994

Important Terms and Their Definition

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:

"(e) A graduate of a school college or university recognized by the

government and possesses the minimum educational qualifications, as
follows:
(1) For teachers in preschool, a bachelor's degree in early childhood
education (BECED) or its equivalent;

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(2) For teachers in the secondary grades, a bachelor's degree in
elementary education (BSEED) or its equivalent;

(3) For teachers in the secondary grades, a bachelor's degree in

education or its equivalent with a major and minor, or a bachelor
degree in arts and sciences with at least eighteen (18) units in
professional education; and

(4) For teachers of vocational and two-year technical courses, a

bachelor’s degree in the field of specialization or its equivalent, with at
least eighteen (18) units in professional education,"

Section 2. Section 26 of the same Act is hereby amended to read

as follows:
"Sec 26. Registration and Exception. - No person shall engage in
teaching and/or act as a professional teacher as defined in this Act.
whether in the preschool, elementary or secondary level, unless the
person is a duly registered professional teacher, and a holder of a valid
certificate of registration and a valid professional license or a holder of
a valid special/temporary permit.

Upon approval of the application and payment of the prescribed fees,

the certificate of registration and professional license as a professional
teacher shall be issued without examination as acquired in this Act to a
qualified applicant, who is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil

Service Commission and the Department of Education, Culture and
Sports; or

(b) A registered professional teacher with the National Board for

Teachers under the Department of Education, Culture and Sports
(DECS) pursuant to Presidential Decree No. 1006.

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.

Those who have failed the licensure examination for professional

teachers, with a rating of not lower than five percentage points from the
passing general average rating, shall be eligible as Para-teachers upon
issuance by the Board of a two-year special permit , renewable for a

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."

94
 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

 Dignity of every individual

 Development of human resources
 Respect for human rights
 Dignity of workers, Employees, Applicants for employment,
Students or those undergoing training instruction or education
 All forms of sexual harassment in the employment, education or
training environment are here by declared unlawful
SECTION 3: Work, Education or Training-Related, Sexual
Harassment Defined.

 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.

 Duty to prevent or deter the commission of acts of sexual

harassment
 To provide the procedures for the resolution, settlement or
prosecution of acts of sexual harassment
 Employer or head of office shall:
A. Promulgate appropriate rules and regulation
Administrative sanctions shall not be a bar to prosecution
B. Create a committee on decorum and investigation of cases on
sexual harassment.
SECTION 5: Liability of the Employer, Head of Office, Educational
or Training Institution.
The employer of head of office, Educational or training institution shall
be solidarily liable for damages arising from the acts of sexual
harassment inform by the offended party and know immediate action is
taken.
SECTION 6: Independent Action for Damages
Nothing in this act shall preclude the victim of work, education or
training-related sexual harassment for instituting a separate and
independent action for damages and other affirmative relief.
SECTION 7: Penalties

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

If any portion or provision of this act is declared void or

unconstitutional, the remaining portion or provisions hereof shall not be
affected by such declaration.

SECTION 9: Repealing Clause

All laws, decrees, orders, rules and regulations, other issuances, or

parts thereof inconsistent with the provision of this act are hereby
repealed or modified accordingly.

SECTION 10: Effectivity Clause

This act shall take effect fifteen (15) days after its complete publication
in at least two (2) national news papers of general circulation.

PREVENTION OF SEXUAL HARASSMENT

The most effective weapon against sexual harassment is prevention.
Harassment does not disappear on its own. In fact, it is more likely that
when the problem is not addressed, the harassment will worsen and
become more difficult to remedy as time goes on.
Employer Responsibilities
The burden of preventing sexual harassment rests on the employer.
Employers are, therefore, required by law to take steps to prevent and
deal with harassment in the workplace. If the employer has not taken
all reasonable steps to prevent and deal with harassment in the
workplace, the employer may be liable for any harassment which does
occur, even if unaware that the harassment was taking place. Most
successful preventive strategies and plans on sexual harassment
require the involvement of all those concerned and a clear statement of
intent.
Employee Responsibilities
In addition to the employer’s responsibility to provide a non-
discriminatory and non-violent workplace atmosphere, employees must
also assume an active role in the prevention of sexual harassment.
Employees should commit to do the following:
Understand
Obtain and become familiar with the organization’s policy on sexual
harassment; examine one’s feelings, attitudes, and behaviors in
relation to sexual harassment; see that behavior corresponds with the

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

Republic Act No. 7722

● Known as the “Higher Education Act of 1994”.
● A law that created the Commission on Higher Education (CHED)
● Establishes the Higher Education Department Fund to
strengthen the higher education in the Philippines.

The CHED is under of the office the President. It covers both

public and private higher education institutions as well as the degree
granting programs in all post-secondary educational institutions. The
creation of CHED was part of a broad agenda for reforms in the
country's education system, outlined by the Congressional Commission
on Education (EDCOM) in 1992. Part of the reforms is the
trifocalization of the education sector. The three governing bodies in
the education sector are the Commission on Higher Education (CHED)
for tertiary and graduate education, the Department of Education
(DepEd) for basic education, and the Technical Education and Skills
Development Authority (TESDA) for technical-vocational and middle
level education.
Pursuant with to Republic Act No.7722, the CHED is mandated to:
● Promote Quality Education
● Broaden access to higher education
● Protect academic freedom for continuing intellectual growth

The CHED has the following powers and functions:

● Formulate and recommend development plans, policies,
priorities, and programs on research;
● Monitor and evaluate the performance of programs and
institutions of higher learning for appropriate incentives;
● Identify, support and develop potential centers of excellence in
program areas needed for the development of world-class
scholarship, nation building and national development;
● Recommend to the Department of Budget and Management
(DBM) the budgets of public institutions of higher learning as
well as general guidelines for the use of their income;
● Rationalize programs and institutions of higher learning and set
standards, policies and guidelines for the creation of new ones
as well as the conversion or elevation of schools to institutions

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.

Republic Act No. 7796

● Known as the "Technical Education and Skills Development
Act of 1994".
● A law that created TESDA.
● This Act aims to encourage the full participation of and mobilize
the industry, labor, local government units and technical-
vocational institutions in the skills development of the country's
human resources.

TESDA is the formulation of a comprehensive development

plan for middle-level manpower based on the National Technical
Education and Skills Development Plan. This plan shall provide for a
reformed industry-based training program that includes apprenticeship,
dual training system and other similar schemes. The merging of the
National Manpower and Youth Council (NMYC) of the Department of
Labor and Employment (DOLE).The Bureau of Technical and
Vocational Education (BTVE) of the Department of Education,
Culture and Sports (DECS), and The Apprenticeship Program of the
Bureau of Local Employment (BLE) of the DOLE gave birth to
TESDA.
TESDA is mandated to:
● Integrate, coordinate and monitor skills development programs;
● Restructure efforts to promote and develop middle-level
manpower;
● Approve skills standards and tests;
● Develop an accreditation system for institutions involved in

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 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.

Today, TESDA has evolved into an organization that is

responsive, effective and efficient in delivering myriad services to its
clients. To accomplish its multi-pronged mission, the TESDA Board has
been formulating strategies and programs geared towards yielding the
highest impact on manpower development in various areas, industry
sectors and institutions.

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 LESSON 23
REPUBLIC OF THE PHILIPPINES CONGRESS OF THE
PHILIPPINES THIRD REGULAR SESSION

Republic Act No. 9155

SECTION 1: Short Title
This Act shall be known as the “Governance of Basic Education Act of
2001.”
SECTION 2: Declaration of Policy
It is hereby declared the policy of the State to protect and promote the
right of all citizens to quality basic education and to make such
education accessible to all by providing all Filipino children a free and
compulsory education in the elementary level and free education in the
high school level. Such education shall also include alternative learning
systems for out-of-school youth and adult learners. It shall be the goal
of basic education to provide them with the skills, knowledge and
values they need to become caring, self- reliant, productive and
patriotic citizens.
SECTION 3: Purposes and Objectives
The purposes and objectives of this Act are:
• Provide the framework for the governance of basic education
• Roles and responsibilities of field offices
• School and learning centers as the most important vehicle,
receives focused attention and reflect the values of the
community
• Encourage local initiatives for the improvement of schools.
• School and learning centers as facilities wherein children are
able to learn.
SECTION 4: Definition of Terms
For purposes of this Act, the terms or phrases used shall mean or be
understood as follows:

a. Alternative Learning System – is a parallel learning system to

provide a viable alternative to the existing formal education

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 instruction. It encompasses both the non-formal and informal
sources of knowledge and skills;

b. Basic Education – is the education intended to meet basic

learning needs which lays the foundation on which subsequent
learning can be based. It encompasses early childhood,
elementary and high school education as well as alternative
learning systems for out-of-school youth and adult learners and
includes education for those with special needs;

c. Cluster of Schools – is a group of schools which are

geographically contiguous and brought together to improve the
learning outcomes;

d. Formal Education – is the systematic and deliberate process of

hierarchically structured and sequential learning corresponding
to the general concept of elementary and secondary level of
schooling. At the end of each level, the learner needs a
certification in order to enter or advance to the next level;

e. Informal Education – is a lifelong process of learning by which

every person acquires and accumulates knowledge, skills,
attitudes and insights from daily experiences at home, at work,
at play and from life itself;

f. Integrated Schools – is a school that offers a complete basic

education in one school site and has unified instructional
programs;

g. Learner – is any individual seeking basic literacy skills and

functional life skills or support services for the improvement of
the quality of his/her life;

h. Learning Center – is a physical space to house learning

resources and facilities of a learning program for out-of-school
youth and adults. It is a venue for face-to-face learning activities
and other learning opportunities for community development and
improvement of the people’s quality of life;

i. Learning Facilitator – is the key-learning support person who

is responsible for supervising/facilitating the learning process
and activities of the learner;

j. Non-Formal Education – is any organized, systematic

educational activity carried outside the framework of the formal
system to provide selected types of learning to a segment of the
population;

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 k. Quality Education – is the appropriateness, relevance and
excellence of the education given to meet the needs and
aspirations of an individual and society;

l. School – is an educational institution, private and public,

undertaking educational operation with a specific age-group of
pupils or students pursuing defined studies at defined levels,
receiving instruction from teachers, usually located in a building
or a group of buildings in a particular physical or cyber site; and

m. School Head – is a person responsible for the administrative

and instructional supervision of the school or cluster of schools.

SECTION 5: Principles of Shared Governance

Shared governance is a principle which recognizes that every unit in

the education bureaucracy has a particular role, task and responsibility
inherent in the office and for which it is principally accountable for
outcomes

SECTION 6: Governance

The Department of Education, Culture and Sports shall henceforth be

called the Department of Education. It shall be vested with authority,
accountability and responsibility for ensuring access to, promoting
equity in, and improving the quality of basic education. Arts, culture and
sports shall be as provided for in Sections 8 and 9 hereof.

SECTION 7: Powers, Duties and Functions

The Secretary of the Department of Education shall exercise overall

authority and supervision over the operations of the Department.

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.

A.   National Level

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In addition to his/her powers under existing laws, the Secretary of
Education shall have authority, accountability and responsibility for the
following:

1. Formulating national educational policies;

2. Formulating a national basic education plan;

3. Promulgating national educational standards;

4. Monitoring and assessing national learning outcomes;

5. Undertaking national educational research and studies;

6. Enhancing the employment status, professional competence,

welfare and working conditions of all personnel of the
Department; and

7. Enhancing the total development of learners through local and

national programs and/or projects.

B.   Regional Level

There shall be as many regional offices as may be provided by

law. Each regional office shall have a director, an assistant director and
an office staff for program promotion and support, planning,
administrative and fiscal services.

Consistent with the national educational policies, plans and

standards, the regional director shall have authority, accountability and
responsibility for the following:

(1)   Defining a regional educational policy framework which

reflects the values, needs and expectations of the communities
they serve;

(2)   Developing a regional basic education plan;

(3)   Developing regional educational standards with a view

towards benchmarking for international competitiveness;

(4)   Monitoring, evaluating and assessing regional learning

outcomes;

(5)   Undertaking research projects and developing and

managing regionwide projects which may be funded through
official development assistance and/or other funding agencies;

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 (6)   Ensuring strict compliance with prescribed national criteria
for the recruitment, selection and training of all staff in the region
and divisions;

(7)   Formulating, in coordination with the regional development

council, the budget to support the regional educational plan
which shall take into account the educational plans of the
divisions and districts;

(8)   Determining the organization component of the divisions

and districts and approving the proposed staffing pattern of all
employees in the divisions and districts;

(9)   Hiring, placing and evaluating all employees in the regional

office, except for the position of assistant director;

(10)   Evaluating all schools division superintendents and

assistant division superintendents in the region;

(11)   Planning and managing the effective and efficient use of

all personnel, physical and fiscal resources of the regional office,
including professional staff development;

(12)   Managing the database and management information

system of the region;

(13)   Approving the establishment of public and private

elementary and high schools and learning centers; and

(14)   Performing such other functions as may be assigned by

proper authorities.

C.   Division Level

A division shall consist of a province or a city which shall have a

schools division superintendent, at least one assistant schools division
superintendent and an office staff for programs promotion, planning,
administrative, fiscal, legal, ancillary and other support services.

Consistent with the national educational policies, plans and

standards, the schools division superintendents shall have authority,
accountability and responsibility for the following:

(1)   Developing and implementing division education

development plans;

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 (2)   Planning and managing the effective and efficient use of all
personnel, physical and fiscal resources of the division,
including professional staff development;

(3)   Hiring, placing and evaluating all division supervisors and

schools district supervisors as well as all employees in the
division, both teaching and non-teaching personnel, including
school heads, except for the assistant division superintendent;

(4)   Monitoring the utilization of funds provided by the national

government and the local government units to the schools and
learning centers;

(5)   Ensuring compliance of quality standards for basic

education programs and for this purpose strengthening the role
of division supervisors as subject area specialists;

(6)   Promoting awareness of and adherence by all schools and

learning centers to accreditation standards prescribed by the
Secretary of Education;

(7)   Supervising the operations of all public and private

elementary, secondary and integrated schools, and learning
centers; and

(8) Performing such other functions as may be assigned by

proper authorities.

D.   Schools District Level

Upon the recommendation of the schools division

superintendents, the regional director may establish additional schools
district within a schools division. Schools districts already existing at
the time of the passage of this law shall be maintained. A schools
district shall have a schools district supervisor and an office staff for
program promotion.

The schools district supervisor shall be responsible for:

(1)   Providing professional and instructional advice and support

to the school heads and teachers/facilitators of schools and
learning centers in the district or cluster thereof;

(2)   Curricula supervision; and

(3)   Performing such other functions as may be assigned by

proper authorities.

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E.   School Level

There shall be a school head for all public elementary schools

and public high schools or a cluster thereof. The establishment of
integrated schools from existing public elementary and public high
schools shall be encouraged.

The school head, who may be assisted by an assistant school

head, shall be both an instructional leader and administrative manager.
The school head shall form a team with the school teachers/learning
facilitators for delivery of quality educational programs, projects and
services. A core of non-teaching staff shall handle the school’s
administrative, fiscal and auxiliary services.

Consistent with the national educational policies, plans and

standards, the school heads shall have authority, accountability and
responsibility for the following:

(1)   Setting the mission, vision, goals and objectives of the

school;

(2)   Creating an environment within the school that is conducive

to teaching and learning;

(3)   Implementing the school curriculum and being accountable

for higher learning outcomes;

(4)   Developing the school education program and school

improvement plan;

(5)   Offering educational programs, projects and services which

provide equitable opportunities for all learners in the community;

(6)   Introducing new and innovative modes of instruction to

achieve higher learning outcomes;

(7)   Administering and managing all personnel, physical and

fiscal resources of the school;

(8)   Recommending the staffing complement of the school

based on its needs;

(9)   Encouraging staff development;

(10)   Establishing school and community networks and

encouraging the active participation of teacher organizations,

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 non-academic personnel of public schools, and parents-
teachers-community associations;

(11)   Accepting donations, gifts, bequests and grants for the

purpose of upgrading teachers’/learning facilitators’
competencies, improving and expanding school facilities and
providing instructional materials and equipment. Such donations
or grants must be reported to the appropriate district supervisors
and division superintendents; and

(12) Performing such other functions as may be assigned by

proper authorities.

The Secretary of Education shall create a promotions board, at

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

The qualifications, salary grade, status of employment and

welfare and benefits of school heads shall be the same for
public elementary, secondary and integrated schools.

No appointment to the positions of regional directors, assistant

regional directors, schools division superintendents and
assistant schools division superintendents shall be made unless
the appointee is a career executive service officer who
preferably shall have risen from the ranks.

CHAPTER 3

Abolition of the Bureau of Physical Education and School Sports

SECTION 9: Abolition of BPESS

All functions, programs and activities of the Department of Education

related to sports competition shall be transferred to the Philippine
Sports Commission (PSC). The program for school sports and physical
fitness shall remain part of the basic education curriculum.

The Bureau of Physical Education and School Sports (BPESS) is

hereby abolished. The personnel of the BPESS, presently detailed with
the PSC, are hereby transferred to the PSC without loss of rank,

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including the patella positions they occupy. All other BPESS personnel
shall be retained by the Department.

CHAPTER 4

Support and Assistance of Other Government Agencies

SECTION 10

The Secretary of Education and the Secretary of Budget and

Management shall, within ninety (90) days from the approval of this
Act, jointly promulgate the guidelines on the allocation, distribution and
utilization of resources provided by the national government for the
field offices, taking into consideration the uniqueness of the working
conditions of the teaching service.

The Secretary of the Department of Education shall ensure that

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

SECTION 11

The Secretary of the Department of Education, subject to civil service

laws and regulations, shall issue appropriate personnel policy rules and
regulations that will best meet the requirements of the teaching
profession taking into consideration the uniqueness of the working
conditions of the teaching service.

SECTION 12

The Commission on Audit, in the issuance of audit rules and

regulations that will govern the utilization of all resources as well as the
liquidation, recording and reporting thereof, shall take into account the
different characteristics and distinct features of the department’s field
offices, its organizational set-up as well as the nature of the operations
of schools and learning centers.

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 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:

Section 1: Short Title

This Act shall be known as the "ECCD Act".
Section 2: Declaration of Policy
It is hereby declared the policy of the State to promote the rights
of children to survival, development and special protection with full
recognition of the nature of childhood and its special needs; and to
support parents in their roles as primary caregivers and as their
children's first teachers. The State shall institutionalize a National
System for Early Childhood Care and Development (ECCD) that is
comprehensive, integrative and sustainable, that involves multi-sectoral
and inter-agency collaboration at the national and local levels among
government; among service providers, families and communities; and

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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

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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

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 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.

Section 9: Financing ECCD Programs

ECCD programs at the community level shall be financed
through a combination of public and private funds. All public ECCD
program providers shall prioritize young children from families who are
in greatest need and who can least afford private sector programs.
(a) Public support for ECCD programs. The government shall support
public ECCD program through cost-sharing arrangements that shall
involve the LGUs, and counterpart funds from the national government
agencies for technical assistance and support. Additional funds may be
generated from intergovernmental donors and financial institutions by
the appropriate government agencies through the NEDA to support the
public programs in fourth, fifth and sixth class municipalities including
the urban poor. Funds shall be accessible to qualified LGUs through
the Municipal Development Fund or other financing mechanisms as
prescribed by the Department of Finance (DOF) and based on
guidelines from the Department of Budget and Management (DBM).
The Council may establish a trust fund to assist LGUs in the expansion
and upgrading of ECCD programs.
Primary health care programs, pre-natal and post-natal care, growth,
monitoring and promotion, and supplementary nutrition programs shall
continue to be funded through the LGUs with technical support and
additional resources from the DOH.
The Day Care Program, Parent Effectiveness Service, Child-Minding
Centers, Family Day Care and Parent-Child Development Programs
shall continue to be supported by the LGUs in the form of construction
of basic infrastructure, provision of facilities, materials and equipment,
and compensation for the service providers. The DSWD shall provide
for technical assistance.
The kindergarten program in public schools shall continue to be
supported by the DECS in cooperation with the PTCAs, where
applicable, by providing teacher training, supplementary learning
materials and reference materials for ECCD programs.

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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.

Section 10: Appropriations

For the implementation of this Act, the amount of Four hundred
million pesos (P400,000,000.00) per year for five (5) years is hereby
appropriated for the National ECCD Program of the council effective
upon approval of this Act. Said amount shall be funded from the gross
income of the Philippine Amusement and Gaming Corporation and
shall be directly remitted in four (4) quarterly installments to a special
account of the Council. Thereafter, such sums as may be necessary for
the operations of the Council shall be included in the General
Appropriations Act.
A supplementary appropriation in the amount of Thirty million
pesos (P30,000,000.00) shall be provided to the Council from the
President's Organizational Adjustment Fund upon approval of this Act.
The above appropriations shall be separate and distinct from the
annual budget of the CWC.

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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.

Section 11: Annual Report

The Council shall, at the close of each calendar year, submit an
annual report to Congress, giving detailed account of its proceedings
and accomplishments during the year making recommendations for the
adoption of measures that will improve the National ECCD System.

Section 12: Separability Clause

If any provision of this Act is declared unconstitutional, the same
shall not affect the validity and effectivity of the other provisions
thereof.

Section 13: Repealing Clause

Pertinent provisions of Presidential Decree No. 603 and
Executive Order No. 233, all laws, Decrees, executive orders,
presidential proclamations, rules and regulations or parts thereof
contrary to or inconsistent with the provisions of this Act are hereby
repealed or modified accordingly.

Section 14: Implementing Rules and Regulations

The Council in consultation with all appropriate government
agencies and nongovernment organizations shall formulate and issue
the necessary rules and regulations for the implementation of this Act
within ninety (90) days after the effectivity of this Act.

Section 15: Effectivity Clause.

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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

(Educational Development Decree of 1972)

O Former president Ferdinand Marcos
O proclamation no.1081 dated September 21,1972
O General order no.1 dated September 22,1972
Section 1: Educational Development Decree Of 1972
Section 2: Declaration Of Policy
a) To achieve and maintain an accelerating rate of economic
development and social progress
b) To assure the maximum participation of all the people in the
attainment and enjoyment of the benefits of such growth; and
c) To strengthen national consciousness and promote desirable
cultural values in a changing world

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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.

Section 12: Portions of the Special Education Fund

 (20,000,000) of the annual share of the national
government from the special education fund provided for
under republic act numbered fifty-four hundred and forty-
seven shall accrue to the educational special account
herein provided.
Section13: Portion of Special Science Fund
 (15,000,000) of the special science fund established
under republic act numbered fifty-four hundred and forty-
eight as amended is hereby transferred to the educational
special account here in provided.
Section14: Future Savings
 Such amount of saving resulting from the implementation
of reforms consequent to the management study
authorized under sec 5 as may be necessary to
prosecute the projects under this decree shall accrue to
the educational special account.
Section 15: Augmentation from General Fund
 In cases where funds from sources specified in section 10
are not sufficient to meet the requirements in any fiscal year.

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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

WHAT ARE THE PROBLEMS OF STUDENTS IN SCHOOL?

HOME SICKNESS

 It is a common and normal challenge for students, especially the

college students who are far from home and in their first day of
school.

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.

SICKNESS/ HEALTH CONDITIONS

 Stress, poor-self care and lack of sleep can cause health

problems of students.

SOLUTION
Eating healthy foods, balanced diet and get a rest.

WHAT CAN WE DO IN OUR SCHOOL TO HELP?

PARENTS

 Encourage healthy eating at home.

 Organize events that engage students, families and community.

EDUCATORS AND ADMINISTRATOR

 Choose health coordinator for the school.

 Create a physical active classroom
 Include healthy eating and physical activity topics in healthy
education.
 Encourage your students to participate in school physical activity
programs.
 Be a healthy role model

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