History of Education System in the Philippines

Before the Philippines attained complete independence in 1946, the country's education
system was patterned on the systems of Spain and the United States--countries which
colonized and governed the country for more than three hundred years. However, after
independence, the country's educational system has constantly undergone reform.

Pre-colonial period
During the pre-colonial period, most children were provided with solely vocational training,
which was supervised by parents, tribal tutors or those assigned for specific, specialized
roles within their communities (for example, the babaylan). In most communities, stories,
songs, poetry, dances, medicinal practices and advice regarding all sorts of community life
issues were passed from generation to generation mostly through oral tradition. Some
communities utilised a writing system known as baybayin, whose use was wide and varied,
though there are other syllabaries used throughout the archipelago.

Spanish period
Formal education was brought to the Philippines by the Spaniards, which was conducted
mostly by religious orders. Upon learning the local languages and writing systems, they
began teaching Christianity, the Spanish language, and Spanish culture. These religious
orders opened the first schools and universities as early as the 16th century. Spanish
missionaries established schools immediately after reaching the islands. The Augustinians
opened a parochial school in Cebu in 1565. The Franciscans, took to the task of improving
literacy in 1577, aside from the teaching of new industrial and agricultural techniques. The
Jesuits followed in 1581, as well as the Dominicans in 1587, setting up a school in Bataan.
The church and the school cooperated to ensure that Christian villages had schools for
students to attend.

Schools for boys and for girls were then opened. Colegios were opened for boys, ostensibly
the equivalent to present day senior high schools. The Universidad de San Ignacio founded
in Manila by the Jesuits in 1589 was the first colegio. Eventually, it was incorporated into
the University of Santo Tomas, College of Medicine and Pharmacology following the
suppression of the Jesuits. Girls had two types of schools - the beaterio, a school meant to
prepare them for the convent, and another, meant to prepare them for secular womanhood.

The Spanish also introduced printing presses to produce books in Spanish and Tagalog,
sometimes using baybayin. The first book printed in the Philippines dates back to 1590. It
was a Chinese language version of Doctrina Christiana. Spanish and Tagalog versions, in
both Latin script and the locally used baybayin script, were later printed in 1593. In 1610,
Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes referred to as the
"Patriarch of Filipino Printing", wrote his famous "Librong Pagaaralan nang manga Tagalog
nang Uicang Castilla", which was meant to help Filipinos learn the Spanish language. The
prologue read:

" Let us therefore study, my countrymen, for although the art of learning is somewhat
difficult, yet if we are persevering, we shall soon improve our knowledge.”
Other Tagalogs like us did not take a year to learn the Spanish language when using my
book. This good result has given me satisfaction and encouraged me to print my work, so
that all may derive some profit from it.

The Educational Decree of 1863 provided a free public education system in the Philippines,
managed by the government. The decree mandated the establishment of at least one
primary school for boys and one for girls in each town under the responsibility of the
municipal government, and the establishment of a normal school for male teachers under
the supervision of the Jesuits. Primary education was also declared free and available to
every Filipino, regardless of race or social class. Contrary to what the propaganda of the
Spanish-American War tried to depict, they were not religious schools; rather, they are
schools that were established, supported, and maintained by the Spanish government.

After the implementation of the decree, the number of schools and students increased
steadily. In 1866, the total population of the Philippines was 4,411,261. The total number of
public schools for boys was 841, and the number of public schools for girls was 833. The
total number of children attending those schools was 135,098 for boys, and 95,260 for girls.
In 1892, the number of schools had increased to 2,137, of which 1,087 were for boys, and
1,050 for girls. By 1898, enrollment in schools at all levels exceeded 200,000 students.

Among those who benefited from the free public education system were a burgeoning group
of Filipino intellectuals: the Ilustrados ('enlightened ones'), some of whom included José
Rizal, Graciano López Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna--all of
whom played vital roles in the Propaganda Movement that ultimately inspired the founding
of the Katipunan.

First Republic
The defeat of Spain following the Spanish-American War led to the short-lived Philippine
Independence movement, which established the insurgent First Philippine Republic. The
schools maintained by Spain for more than three centuries were closed briefly, but were
reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute (the
country's first law school), the Academia Militar (the country's first military academy), and
the Literary University of the Philippines were established. Article 23 of the Malolos
Constitution mandated that public education would be free and obligatory in all schools of
the nation under the First Philippine Republic. However, the Philippine-American War
hindered its progress.

American period
About a year after having secured Manila, the Americans were keen to open up seven
schools with army servicemen teaching with army command-selected books and supplies. In
the same year, 1899, more schools were opened, this time, with 24 English-language
teachers and 4500 students.

A highly centralised, experimental public school system was installed in 1901 by the
Philippine Commission and legislated by Act No. 74. The law exposed a severe shortage of
qualified teachers, brought about by large enrollment numbers in schools. As a result, the
Philippine Commission authorized the Secretary of Public Instruction to bring more than
1,000 teachers from the United States, who were called the Thomasites, to the Philippines
between 1901 and 1902. These teachers were scattered throughout the islands to establish
barangay schools. The same law established the Philippine Normal School (now the
Philippine Normal University) to train aspiring Filipino teachers.

The high school system was supported by provincial governments and included special
educational institutions, schools of arts and trades, an agricultural school, and commerce
and marine institutes, which were established in 1902 by the Philippine Commission.

Several other laws were passed throughout the period. In 1902, Act No. 372 authorised the
opening of provincial high schools.

1908 marked the year when Act No. 1870 initiated the opening of the University of the
Philippines, now the country's national university.

The emergence of high school education in the Philippines, however, did not occur until
1910. It was borne out of rising numbers in enrollment, widespread economic depression,
and a growing demand by big businesses and technological advances in factories and the
emergence of electrification for skilled workers. In order to meet this new job demand, high
schools were created, and the curriculum focused on practical job skills that would better
prepare students for professional white collar or skilled blue-collar work. This proved to be
beneficial for both the employer and the employee; the investment in human capital caused
employees to become more efficient, which lowered costs for the employer, and skilled
employees received a higher wage than those employees with just primary educational
attainment.

However, a steady increase in enrollment in schools appeared to have hindered any

revisions to then-implemented experimental educational system. Act No. 1381, also known
as Gabaldon Law, was passed in 1907, which provided a fund of a million pesos for
construction of concrete school buildings and is one of many attempts by the government to
meet this demand. In line as well with the Filipinization policy of the government, the
Reorganization Act of 1916 provided that all department secretaries except the Secretary of
Public Instruction must be a natural-born Filipino.

A series of revisions (in terms of content, length, and focus) to the curriculum began in
1924, the year the Monroe Survey Commission released its findings. After having convened
in the period from 1906 to 1918, what was simply an advisory committee on textbooks was
officiated in 1921 as the Board on Textbooks through Act No. 2957. The Board was faced
with difficulties, however, even up to the 1940s, but because financial problems hindered
the possibility of newer adaptations of books.

Third Republic
In 1947, after the United States relinquished all its authority over the Philippines, President
Manuel Roxas issued Executive Order No. 94 which renamed Department of Instruction into
Department of Education. During this period, the regulation and supervision of public and
private schools belonged to the Bureau of Public and Private Schools.

Fourth Republic
In 1972, the Department of Education became the Department of Education and Culture
(DECS) under Proclamation 1081, which was signed by President Ferdinand Marcos.

On September 24, 1972, by Presidential Decree No. 1, DECS was decentralized with
decision-making shared among its thirteen regional offices.
Following a referendum of all barangays in the Philippines from January 10-15, 1973,
President Marcos ratified the 1973 Constitution by Proclamation 1102 on January 17, 1973.
The 1973 Constitution set out the three fundamental aims of education in the Philippines:

to foster love of country;

to teach the duties of citizenship; and
to develop moral character, self-discipline, and scientific, technological and vocational
efficiency.

In 1978, by the Presidential Decree No. 1397, DECS became the Ministry of Education and
Culture.
The Education Act of 1982 provided for an integrated system of education covering both
formal and non-formal education at all levels. Section 29 of the act sought to upgrade
educational institutions' standards to achieve "quality education" through voluntary
accreditation for schools, colleges, and universities. Section 16 and Section 17 upgraded the
obligations and qualifications required for teachers and administrators. Section 41 provided
for government financial assistance to private schools. This act also created the Ministry of
Education, Culture and Sports.

Fifth Republic
A new constitution was ratified on February 2, 1987 and entered into force of February 11.
Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of
education in the Philippines. Section 2(2), Article XIV of the 1987 Constitution made
elementary school compulsory for all children.

In 1987, the Ministry of Education, Culture and Sports became again the DECS under
Executive Order No. 117. The structure of DECS as embodied in the order remained
practically unchanged until 1994.

On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 or the Free
Public Secondary Education Act of 1988, which mandated free public secondary education
commencing in the school year 1988-1989.

On February 3, 1992, the Congress enacted Republic Act 7323, which provided that
students aged 15 to 25 may be employed during their Christmas vacation and summer
vacation with a salary not lower than the minimum wage--with 60% of the wage paid by the
employer and 40% by the government.

The Congressional Commission on Education (EDCOM) report of 1991 recommended the

division of DECS into three parts. On May 18, 1994, the Congress passed Republic Act 7722
or the Higher Education Act of 1994, creating the Commission on Higher Education (CHED),
which assumed the functions of the Bureau of Higher Education and supervised tertiary
degree programs. On August 25, 1994, the Congress passed Republic Act 7796 or the
Technical Education and Skills Development Act of 199, creating the Technical Education
and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-
Vocational Education as well as the National Manpower and Youth Council, and began to
supervise non-degree technical-vocational programs. DECS retained responsibility for all
elementary and secondary education. This threefold division became known as the "trifocal
system of education" in the Philippines.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act,
was passed. This act changed the name of DECS to the current Department of Education
(DepEd) and redefined the role of field offices (regional offices, division offices, district
offices and schools). The act provided the overall framework for school empowerment by
strengthening the leadership roles of headmasters and fostering transparency and local
accountability for school administrations. The goal of basic education was to provide the
school age population and young adults with skills, knowledge, and values to become
caring, self-reliant, productive, and patriotic citizens.
In 2005, the Philippines spent about US$138 per pupil, compared to US$3,728 in Japan,
US$1,582 in Singapore and US$852 in Thailand.

In 2006, the Education for All (EFA) 2015 National Action Plan was implemented. It states:

" The central goal is to provide basic competencies to everyone, and to achieve functional
literacy for all. Ensuring that every Filipino has the basic competencies is equivalent to
providing all Filipinos with the basic learning needs or enabling all Filipinos to be functionally
literate. "

In terms of secondary level education, all children aged twelve to fifteen, are sought to be
on track to completing the schooling cycle with satisfactory achievement levels at every
year.

In January 2009, the Department of Education signed a memorandum of agreement with

the United States Agency for International Development (USAID) to seal $86 million
assistance to Philippine education, particularly the access to quality education in the
Autonomous Region in Muslim Mindanao (ARMM), and the Western and Central Mindanao
regions.

Recent years
In 2010, then-Senator Benigno Aquino III expressed his desire to implement the K-12 basic
education cycle to increase the number of years of compulsory education to thirteen years.
According to him, this will "give everyone an equal chance to succeed" and "have quality
education and profitable jobs". After further consultations and studies, the government
under President Aquino formally adopted the K-6-4-2 basic education system--one year of
kindergarten, six years of elementary education, four years of junior high school education
and two years of senior high school education. Kindergarten was formally made compulsory
by virtue of the Kindergarten Education Act of 2012, while the further twelve years were
officially put into law by virtue of the Enhanced Basic Education Act of 2013. Although
DepEd has already implemented the K-12 Program since SY 2011-2012, it was still enacted
into law to guarantee its continuity in the succeeding years.

The former system of basic education in the Philippines consists of one-year preschool
education, six-year elementary education and four-year high school education. Although
public preschool, elementary and high school education are provided free, only primary
education is stipulated as compulsory according to the 1987 Philippine Constitution. Pre-
primary education caters to children aged five. A child aged six may enter elementary
schools with, or without pre-primary education. Following on from primary education is four-
years of secondary education, which can theoretically be further divided into three years of
lower secondary and one year of upper secondary education. Ideally, a child enters
secondary education at the age of 12. After completing their secondary education, students
may progress to a technical education and skills development to earn a certificate or a
diploma within one to three years, depending on the skill. Students also have the option to
enrol in higher education programmes to earn a baccalaureate degree.
 Former educational system

(used from 1945 until June 5, 2011)

School Grade Other Names Age

Kindergarten was not compulsory

Grade 1 6-7

Grade 2 Primary 7-8

Grade 3 8-9
Elementary school (Primary)
Grade 4 9-10

Grade 5 Intermediate 10-11

Grade 6 11-12

First Year Freshman 12-13

Second Year Sophomore 13-14

High school (Secondary)
Third Year Junior 14-15

Fourth Year Senior 15-16

The start of the twenty-first century's second decade saw a major improvement in the
Philippine education system.
In 2011, the Department of Education started to implement the new K-12 educational
system, which also included a new curriculum for all schools nationwide. The K-12 program
has a so-called "phased implementation", which started in S.Y 2011-2012.

Enrollment figures

School year Kindergarten Elementary High school

2012-2013 1,773,505 13,259,489 5,641,898

2013-2014 2,213,973 14,523,353 7,127,475

MAJOR LEGAL BASES

The Philippine Constitutions

1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)

THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)

Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make such education accessible to
all.

Section 2. The state shall:

1. Establish, maintain and support a complete, adequate and integrated system of

education relevant to the needs of the people and society;

2. Establish and maintain s 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;

3. Establish and maintain a system of scholarship grants, student loan programs,

subsidies and other incentives which shall be available to deserving students in both
public and private schools, especially to the underprivileged;

4. Encourage non- formal, informal and indigenous learning system, as well as self-
learning independent and out-of-school study programs particularly those that
respond to community needs; and

5. Provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and skills.

Section 3.

1. All educational institutions shall include the study of the Constitution as part of the
curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific and technological
knowledge and promote efficiency.
3. 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.

1. 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.

2. 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 vest 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.

3. 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
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.

4. 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.

1. The State shall take into account regional and sectoral needs and conditions
and shall encourage local planning in the development of educational policies
and programs.
2. Academic freedom shall be enjoyed in all institutions of higher learning.
3. Every citizen has a right to select a profession or course of study, subject to
fair, reasonable and equitable admission and academic requirements.
4. The State shall enhance the right of teachers to professional advancement.
Non- teaching academic and non-academic personnel shall enjoy the
protection of the State.
5. The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction
and fulfillment.
 BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)

This was an act providing for the establishment and maintenance of an integrated system of
education. In accordance with Section 2, this act shall apply to and govern both formal and
non- formal system in public and private schools in all levels of the entire educational
system.

As provided by this Act, the national development goals are as follows:

1. To achieve and maintain an accelerating rate of economic development and social

progress.
2. To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop
and promote desirable cultural, moral and spiritual values in changing world.

It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socio- economic status, physical and mental conditions, racial
or ethnic origin, political or other affiliation. The State shall therefore promote and maintain
equality of access to education as well as the benefits of education by all its citizens.

RIGHTS OF STUDENTS IN SCHOOL (Section 9)

1. The right to receive competent instruction, relevant quality education.

2. The right to freely choose their field of study subject to the existing curricula and
continue their course up to graduation, except in cases of academic deficiency or
violations of disciplinary regulations.

3. The right to school guidance and counseling services.

4. The right to access to his owns school records and the confidentiality of it.

5. The right to issuance of official certificates, diplomas, transcript of records, grades,

transfer credentials and similar document within thirty days from request.

6. The right to publish a student newspaper and invite resource persons during
symposia, assemblies and other activities.
 7. The right to free expression of opinions and suggestions and to effective channels of
communication with appropriate academic and administrative bodies of the school or
institutions.

8. The right to form or establish, join and participate in organizations and societies
recognized by the school…, or to form, join and maintain organizations and societies
for purposes not contrary to law.

9. The right to be free from involuntary contributions except those approved by their
organizations and societies.

RIGHT OF ALL SCHOOL PERSONNEL (Section 10)

1. Free expression of opinions and suggestions.

2. To be provided with free legal service by the appropriate government office in case
of public school personnel and the school authorities concerned in case of private school
personnel, when charged in administrative, civil and/or criminal proceedings, by parties
other than the school authorities concerned, for actions committed directly in the lawful
discharged of professional duties and/or in defense of school policies.
3. Establish join, maintain labor organization of their choice to promote their welfare
and defend their interest.
4. To be free from involuntary contributions except those imposed by their own
organizations.

SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC STAFF (Section 11)

1. Right to be free compulsory assignment not related to their duties defined in their
appointment or employment contracts unless compensated thereof. (additional
compensation Sec. 14 R.A. 4670- at least 25% his regular remuneration)
2. Right to intellectual property………
3. Teachers are persons in authority when in lawful discharge of duties and
responsibilities… shall therefore be accorded due respect and protection (Commonwealth Act
No. 578)
4. Teachers shall be given opportunity to choose career alternatives for advancements.

RIGHTS OF ADMINISTRATORS (Section 12)

1. School administrators shall be deemed persons in authority while in the lawful

discharge of their duties and responsibilities…. Shall be accorded due respect and
protection (Commonwealth Act No. 578)

RIGHTS OF SCHOOLS (Section 13)

1. The right of their governing boards…….to adopt and enforce administrative or

management systems.
 2. The right of institutions of higher learning to determine on academic grounds who
shall be admitted to study, who may teach, and who shall be the subjects of the
study and research.

MAINTENANCE OF QUALITY EDUCATION

1. Voluntary Accreditation (Section 29)

2. Teachers and Administrators obligations and qualification (Sections 176 and 17)
3. Government Financial Assistance to Private Schools (Section 41)

OTHER LEGAL BASES

1. Act No. 74

This law was enacted on January 21, 1901 by the Philippine Commission, and provided:

a. establishment of the Department of Public Instruction headed by the General

superintendent
b. the archipelago was divided into school divisions and districts for effective management
of the school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and Trade- PCAT now
known as Technological University of the Philippines), a school of Agriculture in Negros, a
Normal school in Manila (Philippine Normal School) (Section 18)
• Philippine Normal School, however, was renamed Philippine Normal College (PNC) by
virtue of Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC was
converted to Philippine Normal University as provided by Republic Act No. 7168.

2. Act No. 2706

This was known as the “Private School Law”, enacted on March 10, 1917 by the Philippine
Legislature, which made obligatory the recognition and inspection of private schools and
colleges by the Secretary of Public Instruction so as to maintain a standard of efficiency in
all private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936 which
provided that:
The Secretary of Public Instruction was vested with power to “supervise, inspect and
regulate said schools and colleges in order to determine the efficiency of instruction given in
the same.”
And all private schools come under the supervision and regulation of the Secretary of DPI,
thus eliminating “diploma mills” and substandard schools.

3. Commonwealth Act No. 1 (Amended by R.A. 9163)

Known as the “National Defense Act” passed by the Philippine Assembly on December 21,
1935, which provided in Section 81 that:

“Preparatory Military training shall be given with the youth in the elementary grade school
at the age of ten years and shall extend through the remainder of his schooling into college
or post-secondary education.
By virtue of Presidential Decree 1706, issued by the late President Marcos on August 8,
1980, otherwise known as the “National Service Law”, Commonwealth Act No. 1 was
amended, and required all citizens to render, civic welfare service, law enforcement service
and military service.

4. Commonwealth Act No. 80

This law created the Office of Adult Education on October 26, 1936, so as to eliminate
illiteracy and to give vocational and citizenship training to adult citizens of the country.

5. Commonwealth Act No. 578

Enacted on June 8, 1940, conferred the status of “persons in authority” upon the teachers,
professors, and persons charged with the supervision of public or duly recognized private
schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one day to
six years and a fine ranging from 500 to 1, 000 pesos upon any person found guilty of
assault upon those teaching personnel.

6. Commonwealth Act No. 586 (Repealed by R.A. 896)

This is known as Education Act of 1940. It was approved on August 7, 1940 by the
Philippine Assembly.

The law provided for the following:

a. reduction of seven- year elementary course to six- year elementary course.

b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in Grade I.
e. introduction of double- single session- one class in the morning and another in the
afternoon under one teacher to accommodate more children.

7. Commonwealth Act No. 589

This law, approved on August 19, 1940, established a school ritual in all public and private
elementary and secondary schools in the Philippines.

The ritual consists of solemn and patriotic ceremonies that include the singing of the
National Anthem and Patriotic Pledges.

8. Republic Act No. 139 (Repealed by R. A. 8047)

Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all public
schools must only use books that are approved by the Board for a period of six years from
the date of their adoption.
The private schools may use books of their choice, provided the Board of Textbooks has no
objections with those books.

9. Republic Act No. 896

Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it repealed
Commonwealth Act 586 and provided for the following:

a. restoration of Grade VII (but never implemented due to lack of funds)

b. abolition of the double- single session and return to the former practice of only one
c. class under one teacher in the primary and three teachers to two classes or five teachers
to three classes in the intermediate level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon attaining seven years of
age.

10. Republic Act No. 1124 (Repealed by R. A. 7722)

Approved on June 16, 1954, this law created the Board of National Education charged with
the duty of formulating general educational policies and directing the educational interests
of the nation.

However, this Board which was later renamed National Board of Education (P.D. No. 1), was
abolished bu virtue of the Creation of the board of Higher Education as stipulated in Batas
Pambansa Blg. 232. The Board’s function is now assumed by the commission on Higher
Education or CHED by virtue of Republic Act No. 7722.

11. Republic Act No. 1265 (amended by R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag ceremony shall be
compulsory in all educational institutions. This includes the singing of the Philippine National
Anthem.
12. Republic Act No. 1425
It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all schools,
both public and private, from elementary schools to the universities, the life, works and
writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo.
13. Republic Act No. 4670
Known as the “Magna Carta for Public School Teachers”. This was approved on June 18,
1966 to promote and improve the social and economic status of public school teachers, their
living and working conditions, their employment and career prospects.

It also provided the following:

1. Recruitment qualifications for teachers

2. Code of Professional Conduct for Teachers
3. Teaching hours- 6 hours of classroom teaching (maximum load)
4. Additional compensation- 25% of the regular remuneration
5. Health and injury benefits (thru the GSIS)
6. One year study leave (sabbatical leave) after seven years of continuous teaching, the
teacher should receive 60% of the monthly salary.
7. One range salary increase upon retirement (basis computing the retirement fee).
8. Freedom to form organizations.

14. Republic Act No. 1079

Approved on June 15, 1959, it provided that Civil Service eligibility shall be permanent and
shall have no time limit.
15. Republic Act No. 6655
Known as the “Free Public Secondary Education Act of 1988”, it was approved on May
26, 1988 and provided for:
a. Free public secondary education to all qualified citizens and promote quality education at
all level.
b. No tuition or other fees shall be collected except fees related to membership in the school
community such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two consecutive years could
no longer avail of their program.

HOW NCOV-19 BECAME COVID-19?

In December 2019, the city of Wuhan in Hubei Province, China's seventh largest city,
comprising 11 million residents, became the center of a pneumonia outbreak unknown
cause, with global implications. The Chinese health authorities conducted an immediate
investigation of these clustered cases to identify and control its spread by isolating
suspected infected patients, closely monitoring their contacts, and obtaining detailed clinical
and epidemiologic data.

In early January 2020, Chinese scientists isolated a novel coronavirus (CoV) from the
patient groups in Wuhan. The outbreak is believed to have started at a local seafood/ wild
animal market.

The image depicts 2019-nCoV, which, as of February 11, 2020, is officially known as severe
acute respiratory syndrome (SARS) coronavirus 2 (SARS-CoV-2), the novel virus that
causes coronavirus disease 2019 (COVID-19).