Legal Foundation of Education
Legal Foundation of Education
Education
Article II
DECLARATION OF PRINCIPLES AND STATE
POLICIES PRINCIPLES
EDUCATION
Mandate
1987 1994 2001
Mandate
1987 1994 2001
Tri-focalization of Education
RA 7722 and RA 7796 created:
DECS for basic education
CHED for higher education
TESDA for post-secondary, middle-level manpower
training and development
DECS
In August 2001, Republic Act 9155, otherwise called
the Governance of Basic Education Act, was passed
transforming the name of the Department of
Education, Culture and Sports (DECS) to the
Department of Education (DepEd) and redefining
the role of field offices (regional offices, division
offices, district offices and schools).
RA 9155 provides the overall framework for (i) school
head empowerment by strengthening their
leadership roles and (ii) school-based management
within the context of transparency and local
accountability. The goal of basic education is to
provide the school age population and young adults
with skills, knowledge, and values to become caring,
self-reliant, productive and patriotic citizens
Overview of Philippine Educational System
Mandate
1987 1994 2001
“Governance of Basic
Education Act of 2001”
RA 9155:
Formally renamed DECS as the Department of Education
and transferred “culture” and “sports” to the National
Commission for the Culture and the Arts and the Philippine
Sports Commission
DECS
• ICT in Education Vision: Functionally Literate Filipinos
• Partnerships with Private
Sector/Industry
• Increase spending Teacher Development
for Basic Education • RBEC and Supply
• Tech Voc
• Hiring and • Food for
school • English,
Curr
deployment
Students
ol s
Science, Math
Teachers
• SBM • Every Child a
iculu
• Training • NAT
Scho
• Critical Reader
• Certification • NCAE
m
learning
resources
Program • Multi-Grade • A&E CHED
• Teachers • Distance and
benefits and alternative Special Education
• Pre- school
Welfare learning College/
• Feeding University
B A S I C E D U C AT I O N ?
Elementary High School Technical
Grade 1
ECE Public Schools NCAE + Vocational
Readiness
Private Schools Counselling
Test
Drop-outs TESDA
DSWD
DOH
LGUs TPE
S
GA
Labor Force
Goals:
To achieve and maintain an
accelerating rate of economic
development and social progress.
To assure of maximum participation
of all the people in the attainment and
enjoyment of the benefits of such
growth.
To strengthen national consciousness
and promote desirable cultural values
BATAS PAMBANSA BLG 232 – “EDUCATION
ACT OF 1982”
Goals
Achieve and maintain an accelerating rate of
economic development and social progress;
Assure the maximum participation of all people in
the attainment and employment of such growth,
and
Achieve and strengthen national unity and
consciousness and preserve, develop and
promote desirable culture, moral and spiritual
values in a changing world.
EXECUTIVE ORDER NO. 117, s. 1987
(REORGANIZATION OF DECS)
Department of Education, Culture, and Sports
The Department shall be responsible for the
formulation, planning, implementation, and
coordination of policies, plans, programs and
projects in the areas of formal and non-formal
education at all levels: elementary, secondary,
higher, technical-vocational, non-formal, sports
and culture.
RA 7722: HIGHER EDUCATION ACT OF 1994
- an act creating the Commission on Higher
Education
• RA 6655
Also known as the Free Public Secondary Education Act of 1988.
Public secondary schools were nationalized and they were
reclassified by source of funding and curriculum type.
• DECS ORDER NO. 38, s. 1994
NSAT is required for all senior high school students.
• PD 603
Required that every school division should organize special
classes for children with special needs.
• RA 7687
Scholarship programs for careers in science and technology.
• PD 1006
Considered teachers as professionals and teaching promulgated
as a profession.
Teachers need to pass the PBET before they could teach,
whether in private or public school.
• PD 146
Required all high school graduates seeking admissions to
post-secondary degrees necessitating a minimum of four
years study to pass a national entrance exam.
• RA 7731
Abolished the NCEE to give the marginalized sector
greater access to college education.
• RA 7791
Stretched the school year from 185 – 200 days.
• RA 1265
Flag ceremony compulsory.
• RA 7836
An act professionalizing the teaching profession
Established the Licensure Examinations for Teachers
• RA 10157: Kindergarten Education Act
Inclusion of kindergarten level into basic
education program.
• Right
• Right to organize themselves and/or with teachers for the
discussion of the betterment of the school.
• Right to access to any official record concerning the children
who are under their parental responsibility.
• Duties
• Duty to help carry out the educational objectives in
accordance with national goals.
• Duty to enable their children to obtain elementary education
and shall strive to enable them to obtain secondary or higher
education in the pursuance of the right formation of youth.
• Duty to cooperate with the school in the implementation of
the school program.
Rights and Duties of Students
• Rights
• Right to receive primarily through competent instruction,
relevant quality education in line with national development
goals and conducive to their full development as persons
with human dignity.
• Right to freely choose their field of study subject to existing
course therein up to graduation, except cases of academic
deficiency or disciplinary regulations.
• Right to school guidance and counseling services.
• Right to access his own school records.
• Right to issuance of official certificates, diplomas, TOR,
grades, transfer credentials and other similar documents
within 30 days of request.
• Right to publish school newspaper.
• Right to free expression of opinions and suggestions and to
effective channels of communication.
• Right to form, establish, and join organizations.
• Right to be free from involuntary contributions, except those
approve by organizations or socities.
• Duties
• Duty to exert his utmost to develop his potentials.
• Duty to uphold the academic integrity of the school.
• Duty to promote the peace and tranquility of the school.
• Duty to participate actively in civic affairs, and in the
promotion of the general welfare.
• Duty to exert his rights responsibly.
Philippine Educational Practices and
their Legal Bases
The following are among the major
Philippine educational practices and their
legal bases. Reflective of Philippine
philosophies of education, they may also
be considered characteristics of Philippine
education.
Philippine education recognizes
academic freedom. Academic freedom
shall be enjoyed by all institutions of
higher learning. Academic freedom is
the “freedom to determine on academic
grounds who shall be admitted to study,
who shall teach and what shall be the
subjects of study and research” (1987
Const., Art. XIV, Sec, 5:2)
• Academic freedom is within the context
of freedom of expression guaranteed
by the constitution (1987, Art III, Sec.4).
on the part of the administrator,
academic freedom is freedom to
choose who shall teach, who shall be
admitted to study, and what shall be
taught. On the part of the teacher, it is
the freedom to make a research on the
subject he shall teach and to publish
his findings if he wishes, and how to
teach the subject. On the part of the
student, it is the freedom to choose the
course he shall take. (1987, Art.XIV,
sec 5:3)
There are limitations to academic
freedom. For instance, the administrator
can choose teachers, students, and
courses to be studied only in accordance
with the standards set by the state.
Teachers should be educationally
qualified. A grade VI graduate cannot
teach. Only a high school graduate can
enter college. Another limitation is that
the teacher cannot teach anything
against the law. He cannot teach values
that are disapproved by the society to
which he belongs. Hence, like other
freedoms, academic freedom is
regulated.
• Philippine education promotes
bilingualism. For purposes of
communication and instruction,
the constitution provide that the
official language of the
Philippines is Filipino and, unless
otherwise provided by law,
English. (English communication,
arts, sciences and mathematics
should be taught in English) and
the other subject should be
taught in Filipino.
• Philippine education promotes
campus journalism. R.A. no 7079
otherwise known as the campus
journalism act provides that
journalism in the elementary and
high school levels should be
institutionalized. The act also
requires the education
department to conduct annual
campus journalism conferences
separately for each level.
• Philippine education id complete,
adequate, integrated and relevant.
The state is supposed to establish,
maintain, and support a complete,
adequate and integrated system of
education relevant to the needs of
all the people and society. This
means that the state shall establish
schools in all levels; preschool,
elementary, secondary, tertiary
especially in the arts, science and
technology, the professions and the
graduate levels.
• Philippine education is democratic. This
means making education accessible to all.
The state is trying its best to reach all
children in spite of the shortage of funds.
This is why the double single session and
the two-grade or multi-grade classes are
utilized. In the double single session, there
are two classes under one teacher
(morning and afternoon). In the multi-grade
classes, two or more different grades are in
the same class at the same time being
taught alternately by the same teacher. This
is resorted to when there are very few
pupils in the same place of locality
• Philippine education teaches and imposes
discipline. Discipline is a value to be taught in
school. All schools must teach and develop
moral character and personal discipline. Every
student shall promote and maintain peace and
tranquility of the school by observing the rules
and discipline. (suspension, exclusion and
expulsion)
– Suspension – for minor cases, they will be ask not
to attend school for a certain period of time
– Exclusion – dismissal dropping a student from the
roll, but still can transfer and attend other school.
– Expulsion – extreme penalty on where they can no
longer enter school in the Philippines (public or
private)
• Philippine education specifies faculty
qualification. Generally those teaching in
kindergarten, elementary and secondary
schools must possess bachelor’s degrees in
teaching kindergarten, elementary and
secondary courses, and in the last case, they
should be graceful to handle their major or
minor subjects. In the tertiary level, teachers
must have a masters degree except in courses
in which professional licensing examinations are
required, in which case a bachelors degree is
sufficient. Examples are engineering, medicine,
law, accountancy. In the graduate level, a
masters degree holder may teach in the
masters course although a doctoral degree
holder is preferred. In the doctoral level, an
earned doctoral degree is required of a teacher.
• Philippine education observes flag
ceremony. R.A. No. 1265 made the
observance of flag ceremony compulsory.
The pupils or students are assembled in
front of their school building where the
flagpole stands and as they sing the
national anthem the flag is raised briskly.
As a means of saluting the flag the
children place their right hand over their
heart. After singing the national anthem,
they recite the pledge of allegiance to the
country or patriotic pledge. At the end of
classes in the afternoon, the flag is
lowered slowly and folded very reverently
without allowing any part of it to touch the
ground.
Philippine education has grading policies.
Generally, the grades of pupils and students are
based solely on their scholastic performance.
However, there are exceptions but if other
factors are considered in determining grades
they must be relevant to the subject. For
instance, misbehavior may reduce the grade of
a student in character education. The lowest
passing grade is 75, 3, C. in the elementary,
promotion is by grade level but in the secondary
or tertiary levels, promotion is by subject. In the
elementary and secondary levels, promotion is
done at the end of the school year but in the
tertiary level promotion is done at the end of the
semester or trimester. These general policies
are true in the public schools as well as in the
private schools.
• Philippine education grants graduation
honors. In the elementary and high school
levels, a candidate for graduation honors
should take at least the last two curriculum
years of the program or course in the school
where he is to graduate, complete the
program within the prescribed number of
curricular years, and with no failing grade in
any subject.
– IN TERTIARY LEVEL
• Summa cum laude - 95 to 100 % with no grade in any
subject lower than 93% or their
equivalents
• Magna cum laude - 90 to 94% with no grade lower
than 89%
• Cum laude - 85 to 89% with no grade lower
than 85%
• Philippine education provides non-formal
education for special people. The state shall
encourage non-formal, informal, and indigenous
learning systems as well as self – learning,
independent, and out-of-school study programs
particularly those that respond to community
needs and provide adult citizens, the disabled,
and out-of-school youth with training in civics,
vocational efficiency and other skills.
– To eradicate illiteracy and raise the level of functional
literacy of the population.
– To provide unemployed and underemployed youth
and adults with the appropriate vocational and
technical skills to enable them to become more
productive and effective citizens.
– To develop among the clientele of non-formal
education proper values and attitudes necessary for
personnel, community and national development.
• Philippine education grants certain rights to
parents, school personnel, schools,
students and teachers.
– Rights granted to parents
• The right to organize themselves and or with
teachers for the purpose of providing a forum for
the discussion of matters relating to the total school
program, and for ensuring the full cooperation of
parents and teachers in the formulation and
implementation of such programs. (PTA)
• The right to access to any official record directly
relating to the children who are under their parental
responsibility.
– Rights granted to school personnel
• The right to free expression of opinion and
suggestions, and to effective channels of
communication with appropriate academic and
administrative bodies of the school or institution.
• The right to establish, join, maintain labor
organizations of their choice to promote their
welfare and defend their interest
• The right to be free from involuntary
contributions except those who imposed by their
own organizations.
– Rights granted to schools.
• The right of their governing boards or lawful
authorities to provide for the proper governance of
the school and to adopt and enforce
administrative or management system.
• The right of institutions of higher learning to
determine on academic grounds who shall be
admitted to study, who may teach, and what shall
be the subject of the study and research.
– Rights granted to students
• The right to receive, through primarily
competent instruction, relevant quality
education in line with the national goals and
conducive to their full developments as
persons with human dignity.
• The right to freely choose their field of study,
• The right to school guidance and counseling
service
• The right to access on his school records.
• The right to publish a student newspaper and
similar publications.
• The right to free expressions of opinions.
• The right to form, join, establish and participate
in organizations
• The right to be free from involuntary
contributions
– Rights granted to teachers
• The right to be free from compulsory assignments not
related to their duties
• The right to intellectual property consistent with
applicable law
• Teachers shall be deemed persons in authority when in
discharge of lawful duties and responsibilities
• Teachers shall be accorded the opportunity to choose
their alternative career lines
• Philippine education promotes vocational
education. R.A. no 175 to become the basis
for vocational education in the public
schools. This law provided financial support
for the course. Private school provides
guidelines for offering vocational education in
private school.
TESDA
• The Technical Education and Skills Development
Authority (TESDA) was established through the
enactment of Republic Act No. 7796otherwise known as
the "Technical Education and Skills Development Act of
1994", which was signed into law by President Fidel V.
Ramos on August 25, 1994. 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.
• 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 theDepartment of
Education, Culture and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local
Employment (BLE) of the DOLE gave birth to TESDA.
• The fusion of the above offices was one of the key
recommendations of the 1991 Report of the
Congressional Commission on Education, which
undertook a national review of the state of Philippine
education and manpower development. It was meant
to reduce overlapping in skills development activities
initiated by various public and private sector agencies,
and to provide national directions for the country's
technical-vocational education and training (TVET)
system. Hence, a major thrust of 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.
• 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
middle-level manpower development;
• Fund programs and projects for technical education and skills
development; and
• Assist trainers training programs.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for
Public School Teachers" and shall apply to all public school teachers except
those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in
classroom teaching, in any level of instruction, on full-time basis, including
guidance counselors, school librarians, industrial arts or vocational instructors,
and all other persons performing supervisory and/or administrative functions
in all schools, colleges and universities operated by the Government or its
political subdivisions; but shall not include school nurses, school physicians,
school dentists, and other school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary
Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent
with a major and a minor; or a Bachelor's degree in Arts or Science 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 than vocational, master's degree with
a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum educational
qualifications as hereinabove provided, the school superintendent may appoint, under a temporary
status, applicants who do not meet the minimum qualifications: Provided, further, That should
teacher-applicants, whether they possess the minimum educational qualifications or not, be required
to take competitive examinations, preference in making appointments shall be in the order of their
respective ranks in said competitive examinations: And provided, finally, That the results of the
examinations shall be made public and every applicant shall be furnished with his score and rank in
said examinations.
II. RECRUITMENT AND CAREER
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
be imposed if the teacher possesses the appropriate civil service eligibility:
Provided, however, That where, due to the exigencies of the service, it is
necessary to employ as teacher a person who possesses the minimum
educational qualifications herein above set forth but lacks the appropriate
civil service eligibility, such person shall be appointed on a provisional
status and shall undergo a period of probation for not less than one year
from and after the date of his provisional appointment.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a Code
of Professional Conduct for Public School Teachers. A copy of the Code shall be
furnished each teacher: Provided, however, That where this is not possible by reason
of inadequate fiscal resources of the Department of Education, at least three copies
of the same Code shall be deposited with the office of the school principal or head
teacher where they may be accessible for use by the teachers.
II. RECRUITMENT AND CAREER
Sec. 14. Additional Compensation. Notwithstanding 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 per cent of his
regular remuneration after the teacher has completed at least six hours of actual classroom teaching
a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any
work performed in excess of eight hours a day shall be paid an additional compensation of at least
twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under
this section. Education authorities shall refuse to allow the rendition of services of teachers for other
government agencies without the assurance that the teachers shall be paid the remuneration
provided for under this section.
III. HOURS OF WORK AND
REMUNERATION
Sec. 15.Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar
qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general salary scale
shall be such that the relation between the lowest and highest salaries paid in the profession will be
of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the
salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted automatically after three
years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The
progression from the minimum to the maximum of the salary scale shall not extend over a period of
ten years.
III. HOURS OF WORK AND
REMUNERATION
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 than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep
pace with the rise in the cost of living by the payment of a cost-of-living allowance
which shall automatically follow changes in a cost-of-living index. The Secretary
of Education shall, in consultation with the proper government entities, recommend
to Congress, at least annually, the appropriation of the necessary funds for the cost-
of-living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall,
upon approval of the President of the Philippines, be binding on the city, municipal
or provincial government, for the purposes of calculating the cost-of-living
allowances of teachers under its employ.
Sec. 19. Special Hardship Allowance. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards
peculiar to the place of employment, as determined by the Secretary of Education,
they shall be compensated special hardship allowances equivalent to at least
twenty-five per cent of their monthly salary.
III. HOURS OF WORK AND
REMUNERATION
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers
shall be paid in legal tender of the Philippines or its equivalent in
checks or treasury warrants. Provided, however, That such checks
or treasury warrants shall be cashable in any national, provincial,
city or municipal treasurer's office or any banking institutions
operating under the laws of the Republic of the Philippines.
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their choosing, whether
local or national to further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited . The rights established in the
immediately preceding Section shall be exercised without any interference or coercion. It shall be
unlawful for any person to commit any acts of discrimination against teachers which are calculated
to:
(a) make the employment of a teacher subject to the condition that he shall not join an organization,
or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or with the
consent of the proper school authorities, within school hours, and (c) to prevent him from carrying
out the duties laid upon him by his position in the organization, or to penalize him for an action
undertaken in that capacity.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected thereby shall remain in force and in
effect.
Sec. 35. This Act shall take effect upon its approval.
1. This policy aims to protect and improve the socio-economic condition of public school teachers
and the state recognized the essential contribution of teachers in nation building so this act
serve as controlling agent in maintaining the proper qualification for the professions.
2. Shall apply to ALL public school teachers except those in the professorial staff of state
colleges and universities
3. In this act “teacher” shall mean:
All persons engaged in classroom teaching, in any level of instruction, on full time basis
Guidance counselors
School librarians
Industrial arts/ vocational instructors
all other persons performing supervisory and/or administrative functions in all schools,
colleges and universities operated by the Government or its political subdivisions
4. Recruitment and Qualification
For teachers of Kinder & Elem _____BS Elem. Education
For teachers of Secondary _____BS in Education or its equivalent with major and minor
or any BS/BA plus 18 professional units in education
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
For teachers of courses on the collegiate level, other than vocational, master's degree with a
specific area of specialization
Summary:
R.A. 4670- Magna Carta for Public School Teachers
Probationary Period:
1. NO PROBITIONARY PERIOD FOR THOSE TEACHERS WHO POSSESSES APPROPRIATE CIVIL SERVICE ELIGILBILIT
2. 1 YEAR PROBITIONARY PERIOD FOR THOSE WHO POSSESSES THE MINIMUM EDUC. QUALIFICATION BUT LACK
THE APPROPRIATE CIVIL SERVICE ELIGIBILITY
Tenure of Office:
1. teachers appointed on a provisional status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at least ten years of
continuous, efficient and faithful service in such position.
Consent for Transfer Transportation Expenses
1. no teacher shall be transferred without his consent from one station to another except for a cause
2. no transfers whatever shall be made three months before any local or national election.
3. Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his
transfer is finally approved.
Safeguards in Disciplinary Procedure
1. the right to be informed, in writing, of the charges;
2. the right to full access to the evidence in the case;
3. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and
4. the right to appeal to clearly designated authorities.
Summary:
R.A. 4670- Magna Carta for Public School Teachers
V.
LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers
in the public schools, they shall be entitled to study leave not exceeding one school
year after seven years of service. Such leave shall be granted in accordance with a
schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly salary:
Provided, however, That no teacher shall be allowed to accumulate more than one
year study leave, unless he needs an additional semester to finish his thesis for a
graduate study in education or allied courses: Provided, further, That no
compensation shall be due the teacher after the first year of such leave. In all cases,
the study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be
subject to the condition that the teacher takes the regular study load and passes at
least seventy-five per cent of his courses. Study leave of more than one year may
be permitted by the Secretary of Education but without compensation.
Summary:
R.A. 4670- Magna Carta for Public School Teachers
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.
Sec. 35. This Act shall take effect upon its approval.
The End
By: Julius Ortega Espiritu