EDUC 109 Teaching Profession SIM

UNIVERSITY OF MINDANAO
College of Teachers Education

All Programs
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: EDUC 109 (TEACHING PROFESSION)
Name of Teacher
Elleine Rose A. Oliva, EdD
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
Table of Contents
Course Outline i
Week 1-5
ULOa. Explain the different philosophies of education 5
ULOb. Examine the present teacher education

curriculum in relation to the National
Competency-Based Teacher Standards 21
ULOc. Extrapolate the characteristics of a global

teacher 37
Week 6-7
ULOa. Compare and contrast the laws that lead to the
Professionalization of teaching 44
ULOb. Describe how the professional teacher conducts

himself/herself in the practice of the profession 65
Week 8-9
ULOa. Internalized your rights, duties, and obligations
relevant to the laws that govern education 22
ULOb. Explore the history of the development of
education in the Philippines 132
1
University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
Course Outline: EDUC 109 – The Teaching Profession
Course Coordinator: Elleine Rose A. Oliva

Email: [email protected]
Student Consultation: Thursday and Friday – 2:30 – 3:30 pm
Mobile: 0917 1494320
Phone: 082-3050647 local 102
Effectivity Date: May, 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54 including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
since this course is crucial in the licensure examination
for teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
2
Since this course is included in the licensure examination
for teachers, you will be required to take the Multiple-
Choice Question exam inside the University. This should
be scheduled ahead of time by your course coordinator.
This is non-negotiable for all licensure-based programs.
Turnitin Submission To ensure honesty and authenticity, all assessment
tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assessment tasks will be returned to you two (2) weeks
Assignments/Assessments after the submission. This will be returned by email or
via Blackboard portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents financial constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the score
3
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the
request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Grading System Course exercises – 30% (including BlackBoard forum)
1st exam – 10%
2nd exam – 10%
3rd exam – 10%
Final exam – 40%
Preferred Referencing Style (IF APA 6th Edition
THE TASK REQUIRES)
Student Communication You are required to create a umindanao email account
which is a requirement to access the BlackBoard
portal. Then, the course coordinator shall enroll the
students to have access to the materials and resources
of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be
through the portal and other university recognized
platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Dr. Jocelyn Bacasmot
Email: [email protected]
Phone: 082-3050647 local 102
Contact Details of the Program Charmaine V. Bañes
Head Email: [email protected]
Phone: 082-3050647 local 102
Students with a Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the program
coordinator may provide alternative assessment tasks
or extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the service of
achieving the desired course learning outcomes.
4
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Help Desk Contact 0923-602-8780
email: [email protected]
Library Contact Brigida E. Bacani
Head-LIC
[email protected]
09513766681
GSTC CTE Facilitator Contact Ronadora E. Deala
GSTC Head
[email protected]
09212122846
Ivy Jane Regidor

GSTC Facilitator
[email protected]
09105681081
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Hello prospective teacher! Welcome to this course EDUC 109: The Teaching
Profession. By now, I am confident that you really wanted to become a
teacher and that you have visualized yourself already being in front of the
classroom teaching.
CO Before the actual teaching performance, you have to be equipped with

knowledge and deep understanding of your role as a professional within the
context of national and global teacher’s standards and educational
philosophies. In order to realize this, you are expected to be able to explain
the different educational philosophies, principles, and programs
influencing the teacher education, discuss educational laws and
professional responsibilities, and examine education and teacher-
related laws which are the intended outcomes of this course.
Let us begin!
Big Picture A
Week 1-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Explain the different philosophies of education;

b. Examine the present teacher education curriculum in relation to the National
Competency-Based Teacher Standards; and
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c. Extrapolate the characteristics of a global teacher.
Big Picture in Focus: ULOa. Explain the different philosophies of

education
Metalanguage
In this section, the most essential terms relevant to the study of teaching profession
and to demonstrate ULOa will be operationally defined to establish a common frame of
reference as to how the texts work in your chosen field or career. You will encounter these
terms as we go through the study of the Teaching Profession. Please refer to these
definitions in case you will encounter difficulty in the in understanding educational
concepts.
1. Philosophy – it refers to one’s beliefs about why, what, and how one teaches, whom
one teaches, and about the nature of learning. It is a set of principles that guides
professional action through the events and issues faced in the teaching environment. (
2. Principle – a rule for guiding the ship education so that it will reach the port designated
by the philosophy of education; a guiding norm by which a process is carried on.
3. Morality – a particular system of values and principles of conduct, especially one held
by a specified person or society.
4. Value – an abstract, desirable end state that people strive for or aim to uphold, such
as freedom, loyalty, or tradition.
5.Transcendent – goes beyond normal limits and boundaries because it is more

significant than them.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first five (5)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
Philosophy of education
Having and owning an educational philosophy plays an essential role in the teacher’s
execution of their instructional practices. It is a strong belief that is translated in action that will
guide teachers what to teach, how to teach, and why to teach.
Philosophy Why teach? What to teach? How to teach?

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Essentialism This philosophy The emphasis is on Essentialist
contends that academic content teachers
teachers teach for for student to learn emphasize mastery
learners to acquire the basic skills or of subject matter.
basic knowledge, the fundamental r’s They are expected
skills, and values. – reading, ‘riting, to be intellectual
Teachers teach “to ‘rithmetic, ‘rite and moral models.
transmit the conduct. The They are seen as
traditional moral essentialist “fountain” of
values and curriculum includes information and as
intellectual traditional a “paragon of
knowledge that disciplines such as virtue”. Core
students need to math, natural requirements,
become model science, history, longer school day,
citizens.” foreign language, and longer
and literature. academic year
have to be
observed.
Progressivism Progressivist Progressivist are Experiential
teachers teach to identified with methods are
“develop learners need-based and employed. Learners
into becoming relevant curriculum. learn by doing.
enlightened and It responds to Problem solving
intelligent citizens students needs and method is heavily
of a democratic relates to students’ relied upon.
society”. Teachers personal life and “Hands-on-minds-
teach learners to so experience. The on-hearts-on”
they may live life subjects that are methods like field
fully NOW not to emphasized are trips, thought-
prepare them for natural and social provoking games,
adult life. sciences. and puzzles are
also utilized.
Perennialism Perennialists It is heavy on The perennialist
teach to develop humanities, on classroom are
students’ rational general education. “centered around
and moral powers. There is less teachers”. The
Views all human emphasis on teachers do not
beings to possess vocational and allow the students’
the same essential technical education. interests or
nature. What the experiences to
perennialist teacher substantially dictate
teach are lifted from what they teach.
the Great Books. Students engage in
Socratic dialogues
or mutual inquiry
sessions.
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Existentialism The main concern The humanities are Learning is self-
is “to help students given tremendous paced, self-
understand and emphasis to help directed. Teachers
appreciate students unleash employ values
themselves as creativity and self- clarification strategy
unique individuals expression. Actions while remaining
who accept of historical non-judgmental and
complete individuals are keeping themselves
responsibility for given emphasis to from imposing their
their thoughts, provide students values on their
feelings, and possible models for students since
action”. “Existence their own behavior. values are
precedes essence”. Vocational personal.
education is also
regarded to teach
students about
themselves.
Behaviorism Concerned with Behaviorist teach Teachers “ought to
modification and students to respond arrange
shaping students’ favorably to various environmental
behavior by stimuli in the conditions so that
providing for a environment since students can make
favorable behaviorists look at responses to
environment, since people and other stimuli. Physical
they believe that animals as complex variables like light,
they are a product combinations of temperature,
of their matter that act only arrangement of
environment. in response to furniture, size and
internally or quantity of visual
externally aids have to be
generated physical controlled to get the
stimuli. desired responses
of learners.
Linguistic Teachers teach to Learners are taught Experiential method
Philosophy develop the to communicate is the most effective
communication clearly – how to way to teach
skills of the learner send clear, concise language and
because the ability messages and how communication.
to articulate, to to receive and The teacher
voice out the correctly facilitates dialogue
meaning and understand among learners
values of things messages sent. and between
that one obtains Communication him/her and his/her
from his/her takes place in 3 students because
experience of life ways – verbal, non- in the exchange of
and the world is the verbal, para-verbal.
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very essence of words, there is also
man. exchange of ideas.
Constructivism Constructivists Learners are taught The teacher
teach to develop how to learn. They provides students
intrinsically are taught learning with data or
motivated and processes and experiences that
independent skills such as allow them to
learners who are searching, hypothesize,
able to construct critiquing, predict, manipulate
knowledge and evaluating objects, pose
make meaning of information, relating questions,
them. these pieces of research,
information, investigate,
reflecting the same imagine, and invent.
, making meaning
out of them,
drawing insights,
posing questions,
researching, and
constructing new
knowledge,
Social Aims to bring out The primary Methods of
Reconstructionis the consciousness emphasis is on teaching may
m of an individual social justice include problem
about social issues. The central oriented type,
events, concerns, question was what community-based
and problems being is the aim of learning, and group
confronted. teacher education. discussions.
Provides vision of It gives importance Teachers should
the better world by to the broad foster cooperation,
looking solutions purpose of not competition, by
and addressing education . developing critical
social concerns thinking and
and issues. becoming
Teachers should be transformative
an instrument to intellectuals.
encourage and
lead students for
social reforms.
(Bilbao et.al, 2012; Mayne, 2014)
Writing your Teaching Philosophy

Teaching philosophies express your values and beliefs about teaching. They are personal
statements that introduce you as a teacher. In developing your teaching philosophy, you should
discuss how your values and beliefs about teaching fit into the context of your discipline.
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▪ Your concept of learning. What do you mean by learning? What happens in a successful
learning situation? Note what constitutes “learning” or “mastery” in your discipline.
▪ Your concept of teaching. What are your values, beliefs, aspirations as a teacher? Do
you wish to encourage mastery, competency, transformational learning, lifelong learning,
general transference of skills, critical thinking? What does a perfect teaching situation look
like to you and why?
▪ Your goals for students. What skills should students obtain as a result of your teaching?
Think about your ideal student and what the outcomes of your teaching would be in terms
of this student’s knowledge or behavior.
▪ Your teaching methods. What methods will you consider to teach these goals and
objectives? What are your beliefs regarding learning theory and specific strategies you
would use? What new ideas or strategies would you want to try?
▪ Your interaction with students. What are your attitudes towards advising and mentoring
students? How would an observer see you interact with students? Why do you want to
work with students?
▪ Assessing learning. How will you assess student growth and learning? What are your
beliefs about grading? Do you grade students on a percentage scale or on a curve? What
assessment will you use?
▪ Professional Growth. How will you continue growing as a teacher? What goals do you
have for yourself and how will you reach them? How do you know when you’ve taught
effectively?
(University of Minnesota, 2020)
The Foundational Principles of Morality and You

Morality is defined as “the quality of human acts by which we call them right or wrong,
good or evil” (Panizo, 1964). However, the definition of morality seemed to be used in two broad
senses: a descriptive and normative sense.
▪ Descriptive: “morality” refers to the most important code of conduct out forward
and accepted by any group, or even by an individual.
▪ Normative: “morality” is (or would be) the code that meets the following condition:
all rational persons, under certain specified conditions, would endorse it.
(Gert, 2016)
Foundational moral principle comes from the Latin word “princeps” which means
beginning, a source. A principle is that on which something is based, founded, originated, initiated.
Thus, it is a universal norm upon which all other principles on the rightness or wrongness of an
action are based. It is the source of morality that is contained in the “natural law”. The natural law
is the law “written in the hearts of men”. (Romans 2:15) for theists, it is “man’s share in the Eternal
Law of God…” (Panizo, 1964). St. Thomas defines it as “the light of natural reason whereby we
discern what is good and what is evil... an imprint on us of the divine light…” (Panizo, 1964). It is
the law that says: “Do good and avoid evil.” THIS IS THE FUNDAMENTAL OR FOUNDATIONAL
MORAL PRINCIPLE.
As laid down in the preamble of the Code of Ethics for Professional Teachers, “teachers
are duly licensed professionals who possess the dignity and reputation with high moral values as
well as technical and professional competence. In the practice of their profession, they strictly
adhere to, observe and practice.
When can we say that a person is of good moral character?

You are a person of good moral character when you are…
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1. being fully human

2. being a loving person
3. being a virtuous person
4. being a morally mature person
(Bilbao et.al, 2012)
Values Formation and You

“To be moral is to be human.”
Is there such things as a right, unchanging, and universal value? Are values dependent on time,
place, and culture?
Transcendent values - these are values that remain unchanged over time.
- values that remain to be a value even if no one values them.
- accepted as value everywhere.
- love, care, and concern for fellowmen are values for all people
regardless of time and space
- unchanging and universal values as held by idealists.
On the contrary, relativists believe that:

1. there are “no universal and unchanging values”
2. values are dependent on time and place
example: the values held by older people, may not be significant in the present; the values held
by people coming from a different country with a different culture may not be considered as
valuable by other people somewhere else.
Are values Taught or Caught?
Values are believed to be both taught and caught. Values are taught which is the essence of
discussing value formation in the process of teaching learning. Values are caught since not all
values developed by an individual human being are imposed on them, rather it is a result of
observation and reflection.
Values include: human dignity, respect, equality, justice, responsibility, global mindedness,
cultural diversity, freedom, tolerance, and democracy.
The Cognitive, Affective, and Behavioral Dimensions of Values

a. Cognitive: We must understand the value that we want to acquire. We need to know
why we have to value such.
b. Affective: “It is not enough to know what honesty is or why one should be honest. One
has to feel something towards honesty.”
c. Behavioral: Living by the value is the true acid test if we really value a value like honesty.
Value formation is a training of the intellect and will. One’s intellect discerns a value and
presents it to the will as a right or wrong value. The will acts on the right value and wills to avoid
wrong value presented by your intellect. According to St. Thomas Aquinas “The intellect proposes,
the will disposes.”
Virtuous life – strengthens you to live by the right values and live a life of abundance and
joy.
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Vicious life – leads you to perdition and misery. Thus, it is a must to never give a way to
a vice.
Max Scheler’s Hierarchy of Values:
▪ Pleasure Values
- the pleasant against the unpleasant
- the agreeable against the disagreeable
- sensual feelings, experiences of pleasure or pain
▪ Vital Values
- values pertaining to the well-being either of the individual or the
community
- health, vitality
- values of vital feeling
- capability, excellence
▪ Spiritual Values
- Values independent of the whole sphere of the body and of the
environment
- Grasps in spiritual acts of preferring, loving, and hating
- Aesthetic values: beauty against ugliness, values of right and wrong,
values of pure knowledge
▪ Values of the Holy
- Appear only in regard to objects internationally given as “absolute
objects”
- Belief, adoration, bliss
Based on Scheler’s hierarchy of values, the highest values are those that directly pertain
to the supreme being while the lowest values are those that pertain to sensual pleasures.
(Bilbao et.al, 2012; Sutrop, 2015; Magulod, 2017)
Values Clarification. Values Clarification is an approach that helps clients clarify their goals,
priorities and values, make decisions, and implement changes in their lives. It is not an approach
to mental health counseling by itself, but it can be integrated into many mental health counseling
approaches. It can be used in a wide variety of counseling settings and by a wide range of helping
professionals, including counselors, psychologists, psychotherapists, social workers, marriage
and family therapists, career counselors, pastoral counselors and many others. The history and
development of the approach is outlined. The term value is reserved for those “individual beliefs,
attitudes, and activities that satisfy the following criteria:
1. freely chosen
2. chosen among alternatives
3. chosen after due reflection
4. prized and cherished
5. publicly affirmed
6. incorporated into actual behavior
7. acted upon repeatedly in one’s life
(Adopted from Kirschenbaum, 2013)
Teaching as Your Vocation, Mission, and Profession

Teaching as Vocation. The word vocation comes from the Latin term “vocare” which
means to call. The act of teaching—of creating opportunities and conditions which allow students’
learning and growth to take place—is not just a career choice, but is part of their vocation, their
calling from God. How does anyone know that teaching is part of their Christian vocation and not
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just a passing interest or one career option out of many? Determining the contours of our vocation
may not be an easy process, but Frederick Buechner suggests a helpful starting point when he
writes, “the place God calls you to is the place where your deep gladness and the world’s deep
hunger meet.”1 Deep self-knowledge and a sense of where we personally see the world’s needs
point us toward where God wants us to meet those needs and, by doing so, participate in his work
here on earth.
Teaching as Mission. The word mission comes from the Latin word “misio” which means
to send. Mission orientation acknowledges how faculty members serve, impact, and influence the
lives of others. It begs to question: How do faculty members, energize, reignite, and in some
instances, recapture that which motivates our work with students? What contributions are we
making to the lives of the students we teach? Have we become derailed from the mission to
contribute to others in a profound and significant way? And, if so, how do we get back on track?
Teaching as Profession. Teaching like engineering, nursing, accounting, and the like is
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 public
interest, and commitment to moral ethical values.”
(Bilbao et.al, 2012; Faculty Focus, 2020)
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
Heilbronn, R., Foremann-Peck,L. (2015). Philosophical Perspectives on Teacher Education. John
Wiley & Sons, Incorporated ISBN 9781118977668
*Magulod, G.C. (2017). Educational Philosophies Adhered by Filipino Pre-Service Teachers:
Basis for Proposing Initiatives for 21st Century Teacher Education Preparation Program.
Asia Pacific Journal of Multidisciplinary Research, Vol. 5 No.1, 185-192 E-ISSN 2350-8442
*OECD (2019). OECD Future of Education and Skills 2030 Conceptual Framework, Attitudes and
Values for 2030. Retrieved from http://www.oecd.org/education/2030-project/teaching-
andlearning/learning/attitudesandvalues/Attitudes_and_Values_for_2030_concept_note.p
df on May 1, 2020
Let’s Check
Activity 1. Now that you have an understanding of the different educational philosophies, answer
each with TRUE or FALSE. (Adopted from Bilbao et.al, 2012)
_ _1. Essentialist teachers give up teaching the basics of the students are not interested
_ _2. Perennialist teachers see the wisdom of the ancient, medieval, and modern times
_ _3. The course of study is imposed on students in the existentialist classroom
_ _4. Communication that linguistic philosophers encourage limited to verbal language
only
_ _5. Constructivists believe that language can be imposed
_ _6. Behaviorist teachers spend their time teaching their students on how to respond
favorably to various environmental stimuli
_ _7. Existentialist teachers aim students to become specialist in order to contribute to
society
_ _8. Constructivists agree to a teaching methodology of “telling”
_ _9. Perennialist teachers sacrifice subject matter for the sake of student’s interests
_ _10. Progressivist teachers look at education as a preparation for adult life
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Let’s Analyze
Activity 1. We are interested in what is true. Our teaching methodologies are based on our quest
for truth. Likewise, our teaching-learning goals are based on what we value or what we cherish
as good. Identify what each philosophy considers as good and valuable and true. Complete the
table given below. The first one is done for you. (Adopted from Bilbao et.al, 2012)
Theory of
Methodology Goal of
Theory of What is
Philosophy to Arrive at teaching-
Truth Valuable/Goo
the Truth learning
d
The universe is We must relate Values differ To help
real and is in to the universe from place to develop
constant and interact place, from students who
change with others time to time, can adjust to a
intelligently, from person to changing world
scientifically, person; what is and live with
and considered others in
experientially. good for one harmony.
Progressivism The curriculum may not be
stresses on good for
science and another
experiential
learning such
as “hands-on-
minds-on-
hearts-on”
learning.
Linguistic
Philosophy
14
Constructivism
Philosophy
15
Essentialism
Existentialism
16
Perennialism
Behaviorism
17
Activity 2. Answer the following questions in 2-3 sentences. (Adapted from Bilbao et.al, 2012)
1, What do we mean when we say transcendent values are independent of time, space, and
people?
2. According to the advocates of value clarification, how can you test if a value is really your
value?
_ _
Activity 3. Journal Entry. Conrado de Quiros of the Philippine Daily Inquirer once wrote: “Being
a world-class does not mean going internationally and showing your best out there. Being world
class is passion and commitment to our profession; being world class is giving our best to
teaching. Being world class starts right inside the classroom.” Write what you resolve to START
doing and STOP doing NOW as you embrace teaching as your vocation, mission, and profession.
(Adopted from Bilbao et.al, 2012)
START DOING
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STOP DOING
In a Nutshell
Activity 1. Having understood the importance of developing one’s own philosophy to guide your
teaching-learning process. The following activity shall guide you to identifying to which
philosophy you resonate with. Provide answers to the following blanks. Refer to “Writing
your Teaching Philosophy” found in the “essential knowledge” part for guide questions.
YOUR CONCEPT OF LEARNING
_ _
_ _
_ _
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YOUR GOALS FOR STUDENTS
_ _
_ _
_ _
YOUR TEACHING METHODS
_ _
_ _
YOUR INTERACTION WITH STUDENTS
_ _
_ _
ASSESSING LEARNING
_ __ _
_ _
PROFESSIONAL GROWTH
_ __ _
_ _
_ _
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Q & A LIST
Now that you have gone through the lessons, you may list down your concerns and send it directly
via email following the format below.
email address: [email protected]
Do you have any question or clarification?
Questions/Issues Answers
1.
2.
3.
4.
5.
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Big Picture in Focus: ULOb. Examine the present teacher education

curriculum in relation to the National Competency-Based Teacher
Standards
Metalanguage
For you to demonstrate ULOb, you will need to have an operational understanding of the
following terms below.
1. Social Regard – focuses on the ideal that teachers serve as positive and powerful role models
of the values of the pursuit of learning and of the effort to learn, and that the teachers’ actions,
statements, and different types of social interactions with students
2. Framework – a basic conceptuall structure (as of ideas); a skeletal, openwork, or structural

frame
3. Standards – a level of quality or attainment; an idea or thing used as a measure, norm, or

model in comparative evaluations.
4. Competency – A general statement that describes the desired knowledge, skills, and
behaviors of a student graduating from a program (or completing a course). Competencies
commonly define the applied skills and knowledge that enable people to successfully perform in
professional, educational, and other life contexts.
5. Diversity - the sum of the ways that people are both alike and different. The dimensions of
diversity include race, ethnicity, gender, sexual orientation, language, culture, religion, mental and
physical ability, class, and immigration status.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first five (5)
In order to accomplish the stated Unit Learning Outcome, you need to be acquainted with
what are expected of you as a teacher in the classroom and the community as stated in the
NCBTS.
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I. NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)
A. The NCBTS is a set of competencies (behaviors, attitudes, and skills) that each teacher must
possess to function effectively and satisfactorily which is based on the core values of Filipino
teachers and on the principles of effective teaching and learning.
B. The NCBTS framework is composed of seven domains that represent the desired features of
effective teaching and learning. These domains incorporate twenty-one strands of desired
teaching performance statements which can be identified as eighty performance indicators.
1. Social Regard for Learning. This domain focuses on the ideal that teachers serve as
positive and powerful role models of the value in the pursuit of different efforts. The teacher’s
action, statements, and different types of social interactions with students exemplify this ideal.
1.1 Teachers actions demonstrate value for learning
1.1.1 Implements school policies and procedures
1.1.2 Demonstrates punctuality
1.1.3 Maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students
2. Learning Environment. This domain focuses on importance of providing a social, psychological
and physical environment within which all students, regardless of their individual differences in
learning, can engage in the different learning activities and work towards attaining high standards
of learning.
2.1 The teacher creates an environment that promotes fairness
2.1.1 Maintains a learning environment of courtesy and respect for different
learner’s abilities, culture, & gender
2.1.2 Provides gender-fair opportunities for learning
2.1.3 Recognizes that every learner has strengths
2.4.4 Communicates school’s policies
2.2 The teacher makes the classroom environment safe and conducive to learning
2.2.1 maintains a safe, clean, and orderly classroom free from distractions
2.2.2 arranges challenging activities given the physical environment
2.3 The teacher communicates higher learning expectations to each learner
2.3.1 Uses individual and cooperative learning activities
2.3.2 Encourages learners to ask questions
2.3.3 Provides learners with a variety of learning experiences
2.4. The teacher establishes and maintain consistent standards of learner’s behavior
2.4.1 Handles behavior problems quickly and with due respect to children’s nights
2.4.2 Gives timely feedback to reinforce appropriate to learner’s behavior
2.4.3 Guides individual learner requiring development of appropriate social and
learning behavior
2.4.4 Communicates school’s policies and procedures for classroom behavior and
see to it that they are followed.
3. Diversity of Learners Domain. This emphasizes the ideal that teachers can facilitate the
learning process even with diverse learners, by recognizing and respecting individual differences
and by using knowledge about their differences to design diverse sets of learning activities to
ensure that all learners can attain the desired learning goals.
3.1 Is familiar with learners’ background knowledge and experiences
3.1.1 Obtains information on the learning styles, multiple intelligences and needs
of learners.
3.1.2 Designs or selects learning experiences suited to different kinds of learners.
3.1.3 Establishes goals that define appropriate expectations for all learners
3.1.4 Paces lessons appropriate to needs and/or difficulties of learners
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3.1.5 Initiates other learning approaches for learners whose needs have not been
met by usual approaches.
3.2 Demonstrate concern for holistic development of learners.
3.2.1 Recognizes multi-cultural background of learners when providing learning
opportunities
3.2.2 Adopts strategies to address needs of differently-abled students.
3.2.3 Makes appropriate adjustments for learners of different socio-economic
backgrounds.
4. Curriculum. This domain refers to all elements of the teaching-learning process that work in
convergence to help students understand the curricular goals and objectives, and to attain high
standards of learning defined in the curriculum. These elements include the teacher’s knowledge
of subject matter and the learning process, teaching-learning approaches and activities,
instructional materials and learning resources.
4.1 Demonstrate mastery of the subject.
4.1.1 Delivers accurate and updated content knowledge using appropriate
methodologies, approaches, strategies.
4.1.2 Integrates language, literacy, and quantitative skill development and values
in his/her subject area.
4.1.3 Explains learning goals, instructional procedures and content clearly and
accurately to students.
4.1.4 Links the current content with past and future lessons.
4.1.5 Aligns with lesson objective the teaching methods, learning activities, and
instructional materials or resources appropriate to learners.
4.1.6 Creates situations that encourage learners to use high order thinking skills.
4.1.7 Engages and sustains the learners’ interest in the subject by making content
meaningful and relevant to them.
4.1.8 Integrates relevant scholarly works and ideas to enrich the lesson as needed.
4.1.9 Integrate content of subject area with other disciplines.
4.2 Communicate clear learning goals for the lessons that are appropriate for learners.
4.2.1 Sets appropriate learning goals.
4.2.2. Understands the learning goals.
4.3 Makes good use of allotted instructional time
4.3.1 Establishes routines and procedures to maximize instructional time
4.3.2 Plans lessons to fit within available instructional time
4.4 Selects teaching methods, learning activities, and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson.
4.4.1 Translates learning competencies to instructional objectives
4.4.2 Selects, prepares and utilizes instructional materials appropriate to the
learners and to the learning objectives
4.4.3 Provides activities and uses materials which fit the learners’ learning styles,
goals, and culture
4.4.4 Uses a variety of teaching approaches and techniques appropriate to the
subject matter and the learners.
4.4.5 utilizes information derived from assessment to improve teaching and
learning
4.4.6 Provides activities and uses materials which involve students in meaningful
learning
4.5 Teacher recognizes general learning processes as well as unique processes of
individual learners.
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4.5.1 Design and utilizes teaching methods that take into account the learning
process
4.6 Teacher promotes purposive study
4.6.1 Cultivates good study habits through appropriate activities and projects
4.7 Teacher demonstrates skills in the use of information and communication technology
in teaching and learning
4.7.1 Utilizes information and communication technology to enhance teaching and
learning
5. Planning, Assessing, Reporting. This refers to the assessment and planning activities. In
particular, the PAR focuses on the use of assessment data to plan and revise teaching-learning
plans, integration of assessment procedures in the plan and implementation of teaching-learning
activities, and reporting of the learners’ actual achievement and behavior.
5.1 Communicates promptly and clearly to learners, parents, and superiors about the
progress of learners
5.1.1 Shows proofs of instructional planning
5.1.2 Implements instruction as plan
5.1.3 Demonstrates ability to cope with varied teaching milieu
5.2 Develops and uses a variety of appropriate assessment strategies to monitor and
evaluate learning.
5.2.1 Prepares formative and summative tests in line with the curriculum
5.2.2 Employs non-traditional assessment techniques (like portfolio, journals,
rubrics, etc.)
5.2.3 Interprets and uses assessment results to improve teaching and learning
5.2.4 Identifies teaching-learning difficulties and possible causes and takes
appropriate actions to address them
5.2.5 Uses tools for assessing authentic learning
5.3 Monitors regularly and provides feedback on learners understanding of content
5.3.1 Provides timely and accurate feedback to learners to encourage them to
reflect on and monitor their own learning growth
5.3.2 Keeps accurate records of grades/performance levels of learners
5.3.3 Conducts regular meetings with learners and parents to report learners’
progress
5.3.4 Involves parents to participate in school activities that promote learning
6. Community Linkages. This refers to the ideal that classroom activities are meaningfully linked
to the experiences and aspirations of the learners in their homes and communities. Thus, this
domain focuses on teachers’ efforts directed at strengthening the links between schools and
communities to help in the attainment of the curricular goals.
6.1 Establishes learning environments that respond to the aspirations of the community
6.1.1 Involves community in sharing accountability for the learners’ achievement
6.1.2 Uses community resources (human, materials) for support learning
6.1.3 Uses the community as a laboratory for learning
6.1.4 Participates in community activities that promote learning
6.1.5 Uses community networks to publicize school events and achievement
6.1.6 Encourages students to apply classroom learning to the community
7. Personal Growth and Professional Development. This emphasizes the ideal that teachers value
having a high personal regard for the teaching profession, concern for professional development,
and continuous improvement as teachers.
7.1 Takes pride in the nobility of teaching as a profession
7.1.1 Maintains stature and behavior that upholds the dignity of teaching
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7.1.2 Allocates time for personal and professional development through
participation in educational seminars and shops, reading educational materials
regularly, engaging in educational research
7.1.3 Manifests personal qualities such as enthusiasm, flexibility, and caring
7.1.4 Articulates and demonstrates one’s personal philosophy of teaching
7.2 Builds professional links with colleagues to enrich teaching practice
7.2.1 Keeps abreast with recent developments in education
7.2.2 Links with other institutions, organizations for sharing best practices
7.3 Reflects on the extent of the attainment of professional development goals
7.3.1 Reflects on the quality of his/her teaching
7.3.2 Improves teaching performance based on feedback from students, peers
and superiors and cooperating teachers
7.3.3 Accepts personal accountability to learners’ achievement and performance
7.3.4 Uses self-evaluation to recognize and enhance one’s strengths and correct
one’s weakness
Why Do We Need the NCBTS?
Filipino teachers often get mixed signals about what it means to be an effective teacher.
What may have been taught definitions of good teaching in their pre-service education seem to
be different from what their principals and supervisors expect them in their schools or teachers
are taught new teaching approaches that seem inconsistent with the Performance Appraisal
System. The NCBTS provides a single framework that shall define effective teaching in all aspects
of a teacher's professional life and in all phases of teacher development. The use of a single
framework should minimize confusion about what effective teaching is. The single framework
should also provide a better guide for all teacher development programs and projects from the
school level up to the national level.
Who Should Use the NCBTS?

Anyone who is interested in improving teaching practices should refer to the NCBTS.
Thus, teacher education institutions shall use the NCBTS to design and implement effective
pre-service teacher education curricula. The PRC shall refer the NCBTS in designing the
Licensure Exam for Teachers. Organizations and agencies that implement in-service education
for teachers (INSET) shall refer tho the NCBTS in developing their interventions. Award-giving
bodies shall refer to the NCBTS in defining their criteria for outstanding teachers. The DepED
shall use this in formulating its hiring, promotion, supervision, and other policies related to the
teaching profession. It shall use the NCBTS to guide its INSET programs for teachers.
How Should Teachers Use the NCBTS?

Teachers can use the NCBTS in many ways:
• As a guide on their current teaching practices
• As a framework for creating new teaching practices
• As a guidepost for planning and professional development goals
• As a common language for discussing teaching practices with other teachers
The best way to begin using the NCBTS is to use the competency-based framework as
the guide for thinking critically about whether the teacher's current practices are helping students
attain learning goals in the
curriculum.
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II. THE 21ST CENTURY TEACHER
Due to the rapid changes complex problems are faced by educationists, policy makers, managers
and teachers as well. Teachers of 21st century have to create students of 21st century with soft
skills. The 21st century teachers need teaching skills content mastery as well as integrating
teaching with technology.
To be a 21st century teacher means to possess the following 21st century skills:
1. Communication Skills. This refers to the skills

a. teaming: the activity of working together as a team
b. collaboration: the situation of two or more people working together to create or achieve
the same thing
c. interpersonal skills: are the skills we use every day when we communicate and interact
with other people, both individually and in groups.
d. local, national, global orientedness: It enables learners to relate local, national and
global events and concerns and builds patterns of interconnectedness
f. interactive communication: Type of communication in which the subjects of the process
of communication (senders and receivers) are interchangeable during the communication
process. It is generally assumed that interactivity occurs in interpersonal, “face-to-face”
communication, but it can also occur in mediated communication (for example, by sending
and receiving messages). Interactivity is stimulated by the use of new technologies
2. Learning and Innovation Skills
a. creativity: the ability to produce or use original and unusual ideas
b. curiosity: an eager wish to know or learn about something
c. critical thinking and problem solving skills: Broadly applicable cognitive skills that people
use in constructing knowledge, identifying patterns, formulating arguments, and solving
problems.
d. risk taking: students to explore new ideas and innovative strategies
3. Life and Career Skills.
a. flexibility and adaptability: Adapt to varied roles, jobs responsibilities, schedules and
context, work effectively in a climate of ambiguity and changing priorities, incorporate
feedback effectively, deal positively with praise, setbacks and criticism, understand,
negotiate and balance diverse views and beliefs to reach workable solutions, particularly
in multi-cultural environments
b. leadership and responsibility: Use interpersonal and problem-solving skills to influence
and guide others toward a goal, leverage strengths of others to accomplish a common
goal, inspire others to reach their very best via example and selflessness, demonstrate
integrity and ethical behavior in using influence and power, act responsibly with the
interests of the larger community in mind
c. social and cross cultural skills: Know when it is appropriate to listen and when to speak,
conduct themselves in a respectable, professional manner, respect cultural differences
and work effectively with people from a range of social and cultural backgrounds, respond
open-mindedly to different ideas and values, leverage social and cultural differences to
create new ideas and increase both innovation and quality of work
d. initiative and self-direction: Set goals with tangible and intangible success criteria,
balance tactical (short-term) and strategic (long-term) goals, utilize time and manage
workload efficiently, monitor, define, prioritize and complete tasks without direct oversight,
go beyond basic mastery of skills and/or curriculum to explore and expand one’s own
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learning and opportunities to gain expertise, demonstrate initiative to advance skill levels
towards a professional level, demonstrate commitment to learning as a lifelong process,
reflect critically on past experiences in order to inform future progress
f. productivity and accountability: Set and meet goals, even in the face of obstacles and
competing pressure, prioritize, plan and manage work to achieve the intended result, work
positively and ethically, manage time and projects effectively, multi-task, participate
actively, as well as be reliable and punctual, present oneself professionally and with proper
etiquette, collaborate and cooperate effectively with teams, respect and appreciate team
diversity, be accountable for results
g. ethical, moral, spiritual values: strongly attached to society, spirituality and culture.
4. Information Media and Technological Skills
a. visual literacy: It is the ability to interpret, make meaning from information presented in
the form of an image. It is also the ability to interpret to evaluate, apply, or create
conceptual visual representations
b. information literacy: It is the ability to identify what information is needed, identify the
best sources of information for a given need, locate those sources, evaluate the sources
critically, and share that information.
c. media literacy: It is the ability to critically analyze the messages that inform, entertain,
and sell to us every day. It’s the ability to bring critical thinking skills to bear on all forms of
media asking pertinent questions about what’s there and noticing what’s not there.
d. scientific literacy: It encompasses written, numerical, and digital literacy as they pertain
to understanding science, it’s methodology, observations, and theories.
e. economic literacy: it is the ability to apply basic economic concepts in situations relevant
to one’s life. It is about cultivating a working knowledge of the economic way of thinking –
understanding tradeoffs, recognizing the importance of incentives.
f. technological literacy: These are computer skills and the ability to use computers and
the other technology to improve learning, productivity, and performance. It also the ability
to responsibly use appropriate technology to communicate, solve problems, access,
manage, integrate, evaluate, design, and create information to improve learning in all
subject areas, and acquire lifelong knowledge and skills in the 21st century.
III. SCHOOL AND COMMUNITY RELATIONS
A. Parents. They are the first teachers at home. They are responsible for the development of
values, attitudes, and habits that will be needed as their children associate with classmates in
school.
B. Teachers. They are the ones that continue to enrich the students’ experiences at home, thus
strengthening the valuable, personal traits and characteristics initially developed.
C. Community. Local government units, the non-government agencies, civic organizations and
all the residents.
Difficulties that children experience: ability to accomplish assignments, irregular attendance,

study habits in school, negative attitudes, and problem with self-discipline.
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Solutions: a calm and friendly face to face exchange of observations, kind heartedness and
patience through modelling, motivation and encouragement, letters and praises, interesting
lessons
Values developed: respect for elders and for the rights of others, cooperation, willingness to
share, deep sense of responsibilities, persistence
Whole Community Engagement Is Key

To lift up and raise our schools to a place that suits all 21st century learners, help needs
to come from many parts of the community. The leading roles should be alternated according to
the need and focus of the particular aspect of the transformation project.
If we respect each other and acknowledge our unique contribution, we can move forward
quickly in a positive environment where we can all be teachers and learners.
I'm approaching this post from an inclusive, design-focused view, and I put to your ideas
that target and engage the four main players I believe can make all the difference in transforming
our schools and curriculum today: students, parents, seniors/grandparents and local businesses.
Step 1: Expand Your Vision of School to Include Community
Ryan Bretag writes, "Educators shouldn't be the only ones contributing. The community
should be creating questions, puzzles, quotes, mind benders, trivia, philosophical and ethical
challenges, thought provoking videos, "graffiti walls," brainstorming spaces, and play areas.
“There are so many opportunities for experiential learning to happen out in the community
surrounding the school. We just need to find ways to connect core curriculum beyond the
classroom by attracting the right people and asking the right questions.
Step 2: Reach Out to All Stakeholders
One of the best ways to connect and create an authentic bond is to go to the people who
matter most, and meet them on their own turf. A series of community walks are a great way to
start. Get your teachers, some local businesses on board and go and knock on people's doors,
visit local businesses and senior homes and talk with them. Try the same approach with groups
of students. This time let the students communicate what they hope and wish for their school and
encourage them to ask for mentoring and support. Share your dreams for enhanced community-
school partnerships, ask people what matters to them, ask them how they might help, and show
them your passion. Deliver them an open invitation to reconnect, collaborate and share their
experience, skills and time to make a difference.
Step 3: Create a Community Resource Map
A visual representation of your community and the various skills people have to offer is a
super way to understand what community resources are available. If you build one, also point out
the materials people can supply at cost or for free, the time they can invest in projects, and how
they can connect to curriculum, and classroom activities. Include the networks they can utilize to
raise awareness of the needs of local children and families, and always promote and foster
resource-sharing and collaboration. Use libraries to advocate for school-community partnerships
and student learning. Libraries are important hubs and can provide meaningful connection points
outside the school gates. A community resource map can come in the form of a hand-drawn map
(use a graphic facilitator), Google Map, Mind Map or even a spreadsheet with some visual outputs.
Step 4: Connect with Curriculum
Much of what we learn as children and adults happens outside the classroom through real
world experiences and from our peers, mentors or on the job. How might we connect today's core
curriculum with the real world? That is an important question that is in urgent need of answers.
Kids today are asking far too often for relevance in what they are learning. "Why am I learning
this? I'll never use this!" is a response far too often heard from the mouths of young people today.
Let’s find ways to work with local businesses and subject matter experts to connect core
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curriculum to the outside world and design engaging learning experiences in and out of the
classroom. Check out Chapter 4 "Asking the Experts" from Kathleen Cushman's wonderful book
Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery. Please consider using
project-based learning. Try using a matching technique to match students with subject matter
experts, businesses and community organizations. Here is a great book on the subject by Suzie
Boss. Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital
Age. Let’s not forget the largely untapped wealth of experience and knowledge that resides with
retires, grandparents and millions of socially isolated senior citizens in aged care facilities.
Step 5: A Design Challenge for the Community
Here is an example of a community challenge to reinvent the school experience. I created
the Reinventing School Challenge earlier this year to encourage discussion, empower youth,
teachers and communities to design and facilitate change locally. Reinventing school can mean
lots of things such as redesigning classrooms, creating a community garden, creating an open
and shared learning space, designing a course, changing the way students participate in decision
making, you name it!
(Adopted from O’Keefe, 2011)
IV. LINKAGES AND NETWORKING WITH ORGANIZATIONS
International Linkages
Pi Lamba Theta – its main office is from Michigan, where it is located from United States
of America. It has its own project ETP.; ETP stands for (Excellence in Teaching project); this
project was started in 1997. So it aims to honors the outstanding students until they graduate in
fact they support 15 third year college students until they graduate. Selected members of this
organization are engaged from the different convention events globally. Some of their topics
during the convention such as the current issues and trends in teacher education as these
selected members are also discussed to local members in return.
INNOTECH – it was established in January 1970. It’s headquarter is located in Thailand.
It aims to develop innovative and technology based solutions to address these problems. It
provides educational training especially in Southeast Asian countries to upgrade the
competencies of teachers. INNOTECH conducts 4 days (September 5-8, 2017) training to
selected CPU faculty and staff in Iloilo City where the selected participants are engage in LMS or
the Learning Management System first hand along with the discussion about the latest technology
trends and policies. So this LMS is a software application where the teacher delivers his/her
instructional materials to students in a convenient way. The LMS provides documentation,
reporting, and delivery of educational courses training program.
WWCCI – or the World Council for Curriculum and Instruction, this council holds
conferences in different countries which is participated by the members of the local chapter.
ASCD – or the Association for Supervision and Curriculum Development, this is a nonprofit
organization that provides trainings/seminars to the members with expert, best way of solution
regarding teaching, educational leadership that is very essential to the way educators learn, teach
and lead. In fact, it has 150,000 members from 145 countries who are professional educators.
National and local linkages – Maybe due to lack of resources from a certain universities
then other universities may have fulfilled this to support according to respective needs, interest
and objectives. Yes, it is very important that there is a strong bond between universities and
colleges just what the example here where the student can do cross-enrolment for some subjects
in other universities that is needed for graduation.
Depending to expertise, the universities may collaborate each other or conduct joint forces
research for the betterment of results from the scientific study.
Networking
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A network is a system which composed of different organization whether it is a public or
private. What matter most is these different type of organization brings us to the strength and
availability of services we need based on the field of expertise. The school could be benefit of it
because these different types of organization gives additional information and add knowledge for
the delivering quality educational services for the country’s youth.
Networking with professionals
Consortium among Universities and Colleges
Taft Consortium-
The Mendiola Consortium-
With Subject Specialists
BIOTA
MATHED
The Physics Teachers Association
The Chemistry Teachers Association
Darliing-Hammond, L., Campbell, C. (2017). Empowered Educators: How High-Performing
Systems Shape Teaching Quality Around the World. John & Wiley Sons Incorporated
ISBN 9781119369608
Jan, H. (2017). Teacher of 21st Century: Characteristics and Development. Research on

Humanities and Social Sciences, Vol.7, No.9,2017 ISSN (Online)2225-0484
Ambag, S.C. (2015). Assessment of Competency Level of Pre-Service Teachers Based on

National Competency-Based Teacher Standards (NCBTS) in Public School in the National
Capital Region (NCR). European Academic Research, Vol.II, Issue 11, ISSN 2286-4822
Let’s Check!
Activity 1. Now that we have studied the competencies expected of you as a teacher and
the qualities of a 21st century educator, answer the following questions that follow in the
space provided.
1. Based on the competencies laid down in the NCBTS, tell something about the teacher
in the classroom and the community by completing this acronym
T_
E__
_
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A__
C ________________________________________
H_
E__
R_
2. The 4C’s of 21st century skills are listed below. Provide your own interpretation of each
based on your study about 21st century skills. (Adapted from Joynes et.al, 2019)
Communication
_
_
_
_
Collaboration
_
_
_ __
_
Critical-thinking
_
_
_
Creativity
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_
_ __
_
Let’s Analyze
Activity 1. Your teacher education curriculum consists of three (3) parts, namely: General
Education, Professional Education, and Specialization. Examine if the teacher education
curriculum you are presently undergoing adequately prepares you for the competencies
contained in the NCBTS. To do this, fill in the table below. (Adopted from Bilbao et.al, 2012)
Subjects in the Teacher Education Curriculum

NCBTS Domain
Professional
#1/Strand General Education Specialization
Education
1. Acts as a positive Teaching Profession
model for students
2.
NCBTS Domain
#2/Strand
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NCBTS Domain
#3/Strand
NCBTS Domain
#4/Strand
NCBTS Domain
#5/Strand
34
NCBTS Domain
#6/Strand
NCBTS Domain
#7/Strand
35
In a Nutshell
Activity 1. By means of a graphic organizer, describe the 21st century teacher by

completely presenting the 21st century skills.
Q & A LIST
1.
2.
3.
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4.
5.
Big Picture in Focus: ULOc. Extrapolate the characteristics of a

Global Teacher
Metalanguage
For you to demonstrate ULOc, you will need to have an operational understanding
of the following terms below.
1. Global society - the idea that people are completely integrated with each other. It's not
that we don't have differences; it's that we all rely on the same community networks.
2. Cultural significance - Cultural significance means aesthetic, historic, scientific,

social or spiritual value for past, present or future generations. Cultural significance is
embodied in the place itself, its fabric, setting, use, associations, meanings, records,
37
related places and related objects. Places may have a range of values for different
individuals or groups individuals or groups
3. World-mindedness- a worldview in which one sees oneself connected to the world

community and feels a sense of responsibility for its members
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
I. BECOMING A GLOBAL TEACHER
A GLOBAL TEACHER:
▪ thinks and acts both locally and globally.
▪ has classroom management skills.
▪ makes content relevant and updated.
▪ has skills in critical thinking.
▪ uses technology in education.
▪ possess a deep understanding of multiculturalism and globalization
▪ has skills to collaborate with teams.
▪ brings the world into the classroom, school and community.
▪ continuously grow professionally.
Education and Teaching in the Era of Globalization
Education today is clearly a global profession. More and more teachers are becoming
economically mobile, and spending time teaching in another country is a feature of numerous
international educational initiatives. There is evidence to suggest that these experiences can help
to broaden teachers’ horizons, develop their skills as well as improving the overall quality of
teaching in the country they are in.
In recognition of the globalized nature of todays’ societies, international initiatives on

teacher skills have tended to follow the 21st century The Global Teacher skills models outlined
earlier, with particular emphasis on ICT competencies (UNESCO 2017). In addition, there are
many examples of the promotion of what is seen as ‘good teaching’ that mention many of the
broader 21st century and softer skills outlined earlier. These include:
▪ enjoy communicating your understanding to others;
▪ have confidence;
▪ have great organizational skills;
▪ work effectively in groups;
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▪ be able to deal with conflict;
▪ motivate your students to do their best;
▪ empathize with your students (Skills You Need 2018)
Steiner (1996), in her seminal work on the global teacher, saw this as
meaning a teacher who:
▪ is interested in and concerned about events and movements in the local, national and
global community;
▪ actively seeks to keep informed while also maintaining a skeptical stance towards their
sources of information;
▪ takes up a principled stand, and supports others who do so, against injustice and
inequalities;
▪ informs themselves about environmental issues as they impact upon their own and other
communities;
▪ values democratic processes as the best means for bringing about positive change, and
engages in some form of social action to support their beliefs
A more recent approach to what could be seen as the ‘globally-minded teacher’ appears in
Cogan and Grossman (2009: 251–252). They state that such a teacher should possess:
▪ the ability to work with others in a cooperative way and to take responsibility for his or her
own roles and duties within society;
▪ ability to understand, accept, and tolerate cultural differences;
▪ willingness to resolve conflict in a nonviolent manner;
▪ capacity to think in critical and systematic ways;
▪ command of problem-solving knowledge that can be implemented in
everyday life;
▪ willingness to change his or lifestyle and consumption habits to protect the environment;
▪ ability to look at and approach problems and issues as a member of the
global society
Global competence is further defined as being ‘multi-faceted and including cognitive

development, socio-emotional skills and civic learning’, with these key requirements:
▪ investigate the world beyond their immediate environment by examining issues of local,
global and cultural significance;
▪ recognize, understand and appreciate the perspectives and world views of others;
▪ take action for collective well-being and sustainable development both locally and globally
There have also been numerous initiatives to equip teachers to develop

a global outlook and the skills to teach about the wider world:
▪ courses within the initial training of teachers that promote a sense of global awareness
and world-mindedness;
▪ professional development programs for teachers often run in partnership with NGOs;
▪ initiatives that are related to specific awards and forms of certification;
39
▪ skills development related to some form of international experience,
▪ be it study visit, exchange program or volunteering.
The inclusion of global skills within the initial training of teacher’s can
be seen in the following areas:
▪ training on purpose and role of teaching and its wider social purpose;
▪ content within specific training for subject based teachers, particularly geography,
sciences, citizenship/civics/social studies, religious education;
▪ specialist modules and courses, usually of an optional nature;
▪ courses that, whilst not explicitly aimed at training of teachers, are aimed at existing or
prospective teachers such as in undergraduate education degree courses and masters
level programs;
▪ short sessions introducing trainees to these concepts.
(Bourn, 2018; Altun, 2017)

ISBN 9781119369608
Bourn, D. (2018). The Global Teacher. Understanding the Global Skills for 21st Century
Professions pp 163-200, https://doi.org/10.1007/978-3-319-97655-6_8
Altun, M. (2017). What Global Education Should Focus On. International Journal of Social
Sciences & Educational Studies, Vol.4, No.1, ISSN 2520-0968
Let’s Check
Activity 1. Self-check questions. Answer “agree” or “disagree” with the statements

that follow. (Adopted from Bilbao et.al, 2012)
_ 1. A teacher has to earn a prestigious award to be labeled as a global teacher.

_ 2. To become a global teacher, one should be fluent in English and in other
languages
_ _3. A Filipino teacher cannot quality to teach in other countries because of the
differences in curriculum
_ _4. To be globally competitive, teachers should develop competencies in the use of
technology
40
_ _5. Global education provides the same standards for quality education worldwide.
_ _6. Teachers who embrace global education, must have a good understanding for the
cultures of the learners.
_ _7. For Filipino teachers, the NCBTS is the national standard that meets global
competencies.
_ _8. Teachers in far flung schools cannot be considered global teachers.
_ _9. Your curriculum in teacher education prepares you to be global teachers.
_ _10. A global teacher has wider view of what education is all about.
Let’s Analyze
Activity 1. Now that you have a clear understanding of what it takes to be a global
teacher, answer the questions that follow. (Adopted from Bilbao et.al, 2012)
1. Can one be a global teacher without teaching abroad? Write your insights.
2. What does “As a global teacher, act locally but think globally” mean?
3. What are the challenges that a teacher might face in a multicultural classroom?
Elaborate each.
41
In a Nutshell
Activity 1. Examine the educational system of a chosen country. Explain in a 500-word

essay the characteristics that makes it “global”.
.
42
_
43
Q & A LIST
1.
2.
3.
4.
5.
Big Picture B
a. Compare and contrast the laws that lead to the professionalization of teaching; and
b. Describe how the professional teacher conducts himself/herself in the practice of the
profession.
Big Picture in Focus: ULOa. Compare and contrast the laws that lead to
the professionalization of teaching
Metalanguage
44
For you to demonstrate ULOa, you will need to have an operational understanding
of the following terms below. Note that these terms are based from the definition of
contents included in this unit.
1. Teaching- refers to the profession primarily concerned with the classroom instruction,
at the elementary and secondary levels, in accordance with the curriculum prescribed by
National Board of Education, whether on part-time or full-time basis in the public or private
schools. (PD 1006)
2. Teachers- refers to all persons engaged in teaching at the elementary and secondary
levels, whether on a full-time or part-time basis, including guidance counselors, school
librarians, industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid levels and
legally qualified to practice teaching under this Decree. (PD 1006)
3. Board - refers to the National Board for Teachers duly constituted under this Decree.
(PD 1006)
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for week 4-5 of the course,
you need to fully understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these resources.
Thus, you are expected to utilize other books, research articles and other resources that are
available in the university’s library e.g. ebrary, search.proquest.com etc.
I. THE PROFESSIONALIZATION OF TEACHING

The following are the laws that lead to the professionalization of teaching in the
Philippines. Let’s take a close look at them and examine the similarities and differences among
these laws as reflected in the amendments done throughout.
A. PRESIDENTIAL DECREE 1006
PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING

THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES.
WHEREAS, the Constitution provides that “All educational institutions shall be under the
supervision of; and subject to regulation by, the State”, and requires that “the State shall establish
and maintain a complete, adequate and integrated system of education relevant to the goals of
national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has
adopted ways and means of overseeing all the educational institutions in the country;
45
WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring
that the educational institutions inculcate in the students love of the country, teach the duties of
citizenship, and develop moral character, personal discipline, and scientific, technological and
vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose
direct and continuing interaction with the young people and the children make them potent forces
for the development of proper attitudes among the citizenry;
WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in
the civil service sector alone more than 300,000 teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative
requirements are not overlooked, it has become necessary to regulate the teaching profession;
WHEREAS, although teaching requires a number of years of collegiate study, it is the only course
that it is not yet considered a profession;
WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to

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

powers vested in me by the Constitution, do hereby decree and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be
given primary concern and attention by the government and shall be of the highest quality, and
strongly oriented to Philippine conditions and to the needs and aspirations of the Filipino people
even as it seeks enrichment from adoptable ideas and practices of other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as
follows:
(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the
elementary and secondary levels, in accordance with the curriculum prescribed by National Board
of Education, whether on part-time or full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels,
whether on a full-time or part-time basis, including guidance counselors, school librarians,
industrial arts or vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and legally qualified to practice
teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.
Section 4. Creation of the National Board for Teachers. There is hereby created a National
Board for Teachers, hereinafter called the Board, to be composed of the following:
46
1) Secretary of Education and Culture Co-Chairman
2) Chairman, Civil Service Commission
3) Commissioner, Professional Regulations Commission Member
4) Two members representing the private sector to be appointed by the President
Section 5. Powers and Duties. The Board shall have the following powers and duties:
(a) Appoint a set of examiners for every examination who will determine and prepare the contents
of the Board examination for teachers, hereinafter referred to as examination, in the elementary
and secondary levels of instruction, to be held at least once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors and room
examiners from among the employees of the Government who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use the buildings
and facilities of public and private schools for examination purposes, approve applications to take
examination, and approve the release of examination results;
(c) Look from time to time into the conditions affecting the practice of the teaching profession,
adopt such measures as may be deemed proper for the enhancement of said profession, and/or
maintenance of the professional standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and administer
oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as are
necessary in the effective performance of its functions and responsibilities, prescribe their duties
and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and duties as
may be necessary to carry into effect the purposes of this Decree.
Section 6. Qualification requirements for examination applicants. No applicant shall be

admitted to take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five years in
schools in the Philippines not organized exclusively for nationals of a foreign country at the time
of the effectivity of this Decree, the applicant must be a citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him to render
efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary
Education (B.S.E.Ed.) or its equivalent;
47
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.
These offices shall screen and approve such applications and issue the corresponding permits to
take the examination to qualify applicants.
Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every
examination who are recognized authority in teacher education, and their names shall not be
disclosed until after the release of the results of the examination. They shall each receive as
compensation the sum of not less than P5.00 for each examinee as may be determined by the
Board but in no case shall each examiner receive more than P18,000 per examination. Any
examiner who is in the service of the Government shall receive the compensation herein provided
in addition to his salary.
Section 8. Scope of the examination. The examination shall consist of written tests, the scope
of which shall be determined by the Board, taking into consideration the teaching plan of the
schools legally constituted in the Philippines.
Section 9. Ratings in the examination. In order that a candidate may be deemed to have
successfully passed the examinations, he must have obtained a general average of at least 70
per cent in all subjects, with no rating below 50 per cent in any subject.
Section 10. Report of the results of examination. The examiners shall report the ratings
obtained by each candidate to the Board within 150 days after the last day of the examination,
unless extended by the latter.
Section 11. Issuance of Certificates. Teachers who have passed examinations given by the
Civil Service Commission or jointly by the Civil Service Commission and the Department of
Education and Culture shall be considered as having passed the board examinations for teachers.
The Board may consider their certificates of rating as certificates of eligibility or issue an entirely
new certificate upon registration of the teacher and payment of the corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment
under the Magna Carta For Public School Teachers and all others who may be qualified for
registration as professional teachers under this Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register
holders of Professional Teacher Certificate which registration shall evidence that the registrant is
entitled to all the rights and privileges of a Professional Teacher until and unless the certificate is
suspended or canceled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The
Board may, for reason of equity and justice, and upon proper application therefor, issue another
48
copy, original or duplicate, upon payment of the required fee, of a certificate which has been
revoked. A new certificate to replace a lost, destroyed or mutilated certificate may be issued
subject to the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of
the Board, effect the registration, without examination, of a teacher validly registered under the
laws of any foreign state or country; Provided, That the requirements for registration in said foreign
state or country are substantially the same as those required and contemplated by this Decree,
and the laws of such foreign state or country allow citizens of the Philippines to practice the
profession on the same basis and grant the same privileges as the citizens or subjects of such
foreign state or country; Provided finally, That the applicant shall submit competent and conclusive
documentary evidence, confirmed by the Department of Foreign Affairs, showing that his country’s
existing laws permit citizens of the Philippines to practice teaching profession under the rules and
regulations governing citizens thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage
in teaching and/or act as a teacher as defined in this Decree, whether in the public or private
elementary or secondary school, unless he is holder of a Professional Teacher Certificate or is
considered a Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching without a valid
Professional Teacher Certificate, or any person presenting as his or her own the certificate of
another, or any person giving any false or forged evidence in order to obtain a Professional
Teacher Certificate or admission to an examination, or any person assuming himself as a
registered professional teacher or any person violating any provision of this Decree shall be
penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos
with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more
than two years, or both such fine and imprisonment at the discretion of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders, rules
and regulations or parts thereof inconsistent with the provisions of this Decree are hereby
repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is
declared unconstitutional by a competent court, other provisions shall not be affected thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.
B. REPUBLIC ACT 7836
AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF

THEPRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING ALICENSURE
EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.
ARTICLE I
TITLE
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
49
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building
and development through a responsible and literate citizenry. Towards this end, the State shall
ensure and promote quality education by proper supervision and regulation of the licensure
examination and professionalization of the practice of the teaching profession.
Sec. 3. Objectives. — This Act has the herein objectives:

(a) The promotion, development and professionalization of teachers and the
teaching profession; and
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms
shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the Department
of Education, Culture and Sports, whether on part-time or full-time basis in the private or public
schools.
(b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary
levels, whether on full-time or part-time basis, including industrial arts or vocational teachers and
all other persons performing supervisory and/or administrative functions in all schools in the
aforesaid levels and qualified to practice teaching under this Act.
(c) "Board" — refers to the Board for Professional Teachers duly established and constituted
under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE II
BOARD FOR PROFESSIONAL TEACHERS
Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a
Board for Professional Teachers, hereinafter called the Board, a collegial body under the general
supervision and administrative control of the Professional Regulation Commission, hereinafter
referred to as the Commission, composed of five (5) members who shall be appointed by the
President of the Philippines from among the recommendees chosen by the Commission. The
recommendees shall be chosen from the list of nominees selected by the accredited association
of teachers, who duly possess all the qualifications prescribed in Section 8 of this Act. The
chairman and the voice-chairman of the Board shall be appointed from these five (5) members by
the President: Provided, That the members of the first Board appointed under this Act shall be
automatically registered as professional teachers and issued with the certificate of registration
and professional license upon payment of the fees for examination, registration, and other fees
prescribed by the Commission.
Sec. 6. Duties and Function of the Board. — The Board shall have the following duties and
functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out the
provisions of this Act in accordance with the charter of the Professional Regulation Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint supervisors,
proctors, and other personnel as needed who shall be entitled to a daily allowance to be fixed by
the Board for every examination day actually attended, use buildings and facilities of public or
private schools for examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching
profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
50
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of the
teaching profession. Such ethical standards, rules and regulations to take effect sixty (60) days
after its publication in the Official Gazette or in any newspaper of general circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional teachers in the
Philippines;
(h) Adopt an official seal of the Board;
(i) Look into the conditions affecting the practice of the teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the enhancement and
maintenance of high professional and ethical standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary education comply
with the essential requirements for curricula, faculty and facilities for the elementary and
secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and professional
standards for professional teachers as it may come to the knowledge of the Board, and for this
purpose, to issue subpoena and subpoena duces tecum to secure the appearance of witnesses
and the production of documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem necessary for the
practice of the teaching profession and the upgrading, enhancement, development and growth of
education in the Philippines.
Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3)
years from the date they assume office: Provided, That the first appointees to the Board under
this Act shall hold office according to the following terms: one (1) member shall serve for one (1)
year; one (1) member for two (2) years; the chairman, vice-chairman, and one (1) member for
three (3) years. Vacancies shall be served for the unexpired term only. No person who has served
for two (2) consecutive terms shall be eligible for reappointment. Appointment to fill an unexpired
term shall be considered an appointment to a complete term. The chairman or any member shall
take his oath of office prior to the performance of his duties.
Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:
(a) Be a citizen and resident of the Philippines;
(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral values
in his personal as well as professional conduct and has not been convicted of any offense
involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in and preferably a holder
of a master's or doctorate degree in education, or their equivalents, from a university, school,
college, academy or institute duly constituted, recognized and/or accredited by the Philippine
government;
(d) Be a professional teacher with a valid certificate of registration and valid professional license,
save those members who shall compose the first Board for Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for at least
ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any university,
college, school, or institution conferring a bachelor's degree in education or its equivalents for at
least three (3) years prior to his appointment, and neither connected with a review center or with
any group or association where review classes or lectures in preparation for the licensure
examination are offered or conducted. Provided, however, That, the membership to the Board
shall be evenly distributed to cover all levels of education, including equitable representation of
the different fields of specialization.
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Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the
Board shall receive compensation comparable to the compensation received by existing
regulatory boards under the Professional Regulation Commission, computed on the basis of the
number of examinees/candidates.
Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be under
the supervision and control of the Commission. All records, including applications for examination,
examination papers and results, minutes of deliberation, administrative cases and investigative
cases and investigations involving professional teachers shall be kept by the Commission.
Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission,
through its chairman, shall provide the secretariat and other support services to implement
effectively the provisions of this Act.
Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may be
removed by the President of the Philippines upon recommendation of the Commission for neglect
of duty, incompetence, unprofessional, unethical, immoral or dishonorable conduct, commission
or toleration of irregularities in the examination, after having been given the opportunity to defend
himself in a proper administrative investigation. In the course of investigation, the President may
preventively suspend the respondent.
ARTICLE III
EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically
allowed under the provisions of this Act, all applicants for registration as professional teachers
shall be required to undergo a written examination which shall be given at least once a year in
such places and dates as the Board may determine upon approval by the Commission. A valid
certificate of registration and a valid professional license from the Commission are required before
any person is allowed to practice as a professional teacher in the Philippines, except as otherwise
allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school
teachers shall be separate. The examination for teachers in the elementary level shall consist of
two (2) parts, namely: professional education and general education. The examination for
teachers in the secondary level shall consist of three (3) parts, namely: professional education,
general education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the
following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in
the practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(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;
52
(2) For teachers in the elementary 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's degree in arts and sciences with at least ten (10) units in
(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.
Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred
twenty (120) days after the examination, report the ratings obtained by each candidate to the
Professional Regulation Commission for approval and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The registration
of a professional teacher commences from the date his name is enrolled in the roster of
professional teachers. Every registrant who has satisfactorily met all the requirements specified
in this Act shall, upon payment of the registration fee, be issued a certificate of registration as a
professional teacher bearing the full name of the registrant with serial number and date of
issuance signed by the chairman of the Commission and the chairman, vice-chairman, and
members of the Board, stamped with the official seal, as evidence that the person named therein
is entitled to practice the profession with all the rights and privileges appurtenant thereto. The
certificate shall remain in full force and effect until withdrawn, suspended and/or revoked in
accordance with law. A professional license signed by the chairman of the Commission and
bearing the registration number and date of issuance thereof and the month of expiry or
renewability shall likewise be issued to every registrant who has paid the annual registration fees
for three (3) consecutive years. This license shall serve as evidence that the licensee can lawfully
practice his profession until the expiration of its validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath
before practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional

growth and development and to provide additional basis for merit promotion, in addition to their
performance rating, teachers may take an oral and written examination at least once in five (5)
years as basis for merit promotion. In taking this examination, no fee shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time. Should he or
she fail to pass the merit examination for the second time, then he or she shall be required to take
a DECS accredited refresher course or program before being allowed to retake the examination.
Failure of any permanent teacher to pass the merit examination shall not, however, be used as a
ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;
(b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board. Similar incentives shall be
given to teachers who make inventions, develop new methods of teaching, write a book or books
and create works of artistic merit.
53
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be integrated
into one national organization which shall be recognized by the Board and the Commission as
the one and only integrated and accredited association of professional teachers. Upon registration
with the Board, every professional teacher shall be encouraged to become a member of the
integrated national organization. Those who have been registered with the Board but are not
members of the said integrated organization shall be allowed to register as members of the said
integrated organization within three (3) years after the effectivity of this Act. Membership in the
integrated organization shall not be a bar to membership in other associations of the teaching
profession. The professional teachers shall receive the benefits and privileges appurtenant to their
membership in the said integrated and accredited organization of professional teachers only upon
payment of the required membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the
Teaching Profession, and Cancellation of Temporary or Special Permit. — The Board shall
have the power, after due notice and hearing, to suspend or revoke the certificate of registration
of any registrant, to reprimand or to cancel the temporary/special permit of a holder thereof who
is exempt from registration, for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;
(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;
(g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the
Board and the Commission, and the code of ethical and professional standards for professional
teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission. The decision of the
Board to revoke or suspend a certificate may be appealed to the regional trial court of the place
where the Board holds office within fifteen (15) days from receipt of the said decision or of the
denial of the motion for reconsideration filed in due time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted to

the examination, or be given a certificate of registration or be entitled to any of the rights and
privileges provided under this Act; unless the country or state of which he is a subject permits
Filipino professional teachers to practice within its territorial limits on the same basis as subjects
or citizens of said country or state: Provided, that the requirements of certification of teachers with
said foreign state or country are substantially the same as those required and contemplated under
this Act: Provided, further, That the laws of such state or country grant the same privilege to
Filipino professional teachers on the same basis as the subject or citizens of such foreign country
or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the
names and addresses of professional teachers, date of registration or issuance of certificate, and
other data which in the opinion of the Board may appear pertinent shall be maintained. Copies of
the roster shall be provided by the Commission to the Board, the Department of Education, Culture
and Sports, and the integrated and accredited organization of professional teachers.
54
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, 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 he 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 required in this Act to a qualified applicant, who at the time of the
approval of this Act, 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; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a holder of
Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a holder of a
master's degree in education or its equivalent. Provided, that they shall be given two (2) years
from the organization of the Board for professional teachers within which to register and be
included in the roster of professional teachers: Provided, further, that those incumbent teachers
who are not qualified to register without examination under this Act or who, albeit qualified, were
unable to register within the two-year period shall be issued a five-year temporary or special permit
from the time the Board is organized within which to register after passing the examination and
complying with the requirements provided this Act and be included in the roster of professional
teachers: Provided, furthermore, That those who have failed the licensure examination for
professional teachers shall be eligible as para-teachers and as such, shall be issued by the Board
a special or temporary permit, and shall be assigned by the Department of Education, Culture and
Sports (DECS) to schools as it may determine under the circumstances.
ARTICLE IV
PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise
allowed under this Act, no person shall practice or offer to practice the teaching profession in the
Philippines or be appointed as teacher to any position calling for a teaching position without having
previously obtained a valid certificate of registration and a valid professional license from the
Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five
thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the discretion
of the court:
(a) Any person who practices the teaching profession in the Philippines without being certified in
accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration that of
another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any
member thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
55
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title
or description tending to convey or conveys the impression that he is a teacher without holding a
valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this Act. The
penalty of fine or imprisonment or both, as provided in this section, shall also apply to any school
official who shall cause or be responsible for the commission of any of the above-enumerated
acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of this
Act shall be included in the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60) days of its
approval. The Board shall submit to both Committees on Education, Arts, and Culture; and the
Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days after its
promulgation. Any violation of this section shall render the official/s concerned liable under
Republic Act No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for
Public Officials and Employees" and other pertinent administrative and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private sector
not otherwise certified as professional teachers by virtue of this Act, shall be given (5) years
temporary certificates from the time the Board for Professional Teachers is organized within which
to qualify as required by this Act and be included in the roster of professionals. Provided, however,
That the Professional Board Examination for Teachers (PBET) shall still be administered by the
Civil Service Commission and the Department of Education, Culture and Sports for the year 1995.
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared unconstitutional
or invalid, no other section or provision of this Act shall be affected thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its
complete publication in the Official Gazette or in two (2) newspapers of general circulation.
C. REPUBLIC ACT 9293
AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-

EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:
56
“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take
the examination unless, on the date of filing of the application, he shall have complied with the
following requirements:
“(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;
(2) For teachers in the elementary 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
(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.”
SEC 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 required 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 at least six (6) units of
pedagogy and six (6) units of content 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 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
57
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.”
SEC 3. Section 31 of the same Act is hereby amended to read as follows:
“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years,
issued to para-teachers by the Board for Professio
nal Teachers before the effectivity of this Act shall be allowed to expire based on the period
granted therein: Provided, That only special permits with a validity of three (3) years may be
renewed upon expiration for a non-extendible period of two (2) years.”
SEC 4. References to the term “Department of Education, Culture and Sports”, in section
4 (a) and section 25, and the term “DECS” in section 20, of the same Act, are hereby
amended to read as “Department of Education” and “DepEd”, respectively.
SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared unconstitutional
or invalid, no other section or provision of this Act shall be affected thereby.
SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and
regulations, and other issuances which are inconsistent with the provisions of this Act are hereby
SEC 7. Effectivity. – This Act shall take effect upon approval.
ISBN 9781119369608
Symeonidis, V. (2015). The Status of Teachers and The Teaching Profession: A Study of
Education Union Perspectives. Education International Research Institute
Popkewitz, T. (1994). PROFESSIONALIZATION IN TEACHING AND TEACHER EDUCATION:

SOME NOTES ON ITS HISTORY, IDEOLOGY, AND POTENTIAL. Teaching and Teacher
Education, Vol.10, N0.1, pp 1-14,1994
Let’s Check
58
Activity 1. Answer the following questions that follow about the laws that professionalized
teaching in the Philippines. (Adopted from Bilbao et.al, 2012)
1. What amendments to RA 7836 were made by RA 9293 on the following:
a. number of units in professional education required of non-education graduates
_
_
_
_
b. registration of those engaged in teaching without examination
_
_
_
_
c. required rating for para-teachers
_
_
_
_ __
2. Other than para-teachers, who else are entitled to a special permit?
_
_ __
_
_
3. What is required for teachers covered by Sec.26 of RA 9293 who have not practiced their
profession for the past five years?
_
_
_ __
_
4. Who are qualified for the issuance of a license without examination?
_
_ __
_
_
Let’s Analyze
Activity 1. Compare PD 1006 and RA 7836 along the following then give your own
observations. (Adopted Bilbao et.al, 2012)
Item PD 1006 RA 7836 Observation
1. Definition of
Teacher
2. Teacher’s
Examination
a.) Scope
59
b.) Qualification
Requirements for
Examinees
c.) Rating
d.) Report of
Results
3. National Board
for Teacher
4. The Board of
Professional
Teacher
60
5. Cause of
revocation of
Certificate/ license
In a Nutshell
Activity 1. Look closely at the current practices in relation to teaching as a profession in
the Philippines. Come up with a 300-word analysis report about how the laws stipulated
are being followed or not.
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61
_ __
_ __
_
62
___
_ _
Q & A LIST
1.
2.
3.
63
4.
5.
Big Picture in Focus: ULOb. Describe how the professional teacher

conducts himself/herself in the practice of the profession
Metalanguage
1. Teacher a person who facilitate learners to gain knowledge, skills, and values that enhance
development. A person who has the knowledge, skills, attitude, and special trainings in teaching,
explaining, and educating. (R.A. 9155)
2. Professional a person who characterized by or conforming to the technical or ethical standards

of a profession. A person who exhibits courtesy, conscientiousness, and generally manners that
are acceptable resulting improvement of the organization he belongs.
3. Behavior the way in which one acts or conducts oneself, especially toward others and to the
organization he or she is serving.
4. School is an educational institution, private, and public, understating operation with a specific
age group of pupils or students pursuing defined studies at defined level, receiving
64
instruction from teachers, usually located in a building or a group of buildings in a particular
physical site. (R.A. 9155)
5. Learner any individual seeking basic literacy skills and functional life skills or support
services for the improvement of the quality of his/her life (R.A. 9155)
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for week 6-7 of the
course, you need to fully understand the following essential knowledge that will be laid
down in the succeeding pages. Please note that you are not limited to exclusively refer to
these resources. Thus, you are expected to utilize other books, research articles and
other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.
After being acquainted with the laws that professionalized teaching in ULOa, now let us study the
rules regarding teachers conduct as part of the profession.
I. BECOMING A PROFESSIONAL TEACHERS
A. CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Teachers
Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836. otherwise
known as the Philippines Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No.
223. as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for
Professional Teachers.
PREAMBLE
Teachers are duly licensed professionals who possesses 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 LIMITATIONS
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.
65
ARTICLE II – THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to transmit
to learners such heritage as well as to elevate national morality, promote national pride,
cultivate love of country, instill allegiance to the constitution and for all duly constituted
authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of
the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own. every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a 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 or service or 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
responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any
other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researches and investigations: provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the 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 service by providing an environment conducive to such 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.
66
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain for such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.
Section 5. Every 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 intellectual leader in the community, especially in the barangay. and
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.
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. A teacher posses freedom to attend church and worships as appropriate, but shall
not use his positions and influence to proselyte others.
ARTICLE IV – A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively 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 preparations for the career of teaching, and shall be at his best at all times and 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 from the school, but
shall not make improper misrepresentations through personal advertisements and other
questionable means.
67
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a decent living.
ARTICLE V – THE TEACHERS AND THE PROFESSION
Section 1. Teacher 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, teacher shall support one another.
Section 2. A teacher is not entitled to claim credit or 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 for whoever assumes the
position 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 and
the school, and shall not divulge to anyone documents which has not been officially released, or
remove records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may
appear to be an unprofessional and unethical conduct of any associates. However, this may be
done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the 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 PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal
feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such under
oath to competent authority.
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Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the
appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable
democratic possesses. In doing so. they shall avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the
service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.
ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL
Section 1. All 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 enlighten directions.
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 officials shall encourage and attend 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 in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.
Section 5. School authorities concern 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.
69
ARTICLE VIII – THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and the promotions
of learners in the subject or grades he handles, such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of any complaint,
teachers concerned shall immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by

the learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in
their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between 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
manifestation of poor scholarship.
Section 9. A teacher shall ensure 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 TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him. exercising utmost candor and tact in pointing out learners’
70
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of
the 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 the right to engage, directly or indirectly, in legitimate income
generation: provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such
as in the settlement of his debts and loans in arranging satisfactorily his private 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 they shall be in accordance with the
existing regulations: provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.
ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher is, above all. a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of
personal behavior 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 a
model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and
of the destinies of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of his
Certification of Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, reprimand or cancellation of his temporary/special permit under
71
causes specified in Sec. 23. Article HI or R.A. No. 7836. and under Rule 31. Article VIII. of the
Rules and Regulations Implementing R.A. 7836.
ARTICLE XIII – EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the official Gazette or any
newspaper of general circulation, whichever is earlier.
ISBN 9781119369608
Gluchmanova, M. (2015). The Importance of Ethics in the Teaching Profession. Procedia –

Social and Behavioral Sciences 176 (2015) 509-513
Sultana, M. (2014). Ethics in Teaching Profession. ABC Journal of Advanced Research, Vol. 3,
No. 1, ISSN 2304-2621(p); 2312-203X (e)
Let’s Check!
Activity 1. Answer the following questions about the Code of Ethics for Professional
Teachers in the spaces provided below. (Adopted from Bilbao et.al, 2012)
1. Does every teacher have the freedom to worship and to attend the church of his choice?
Support your answer.

72
2. What must a teacher provide in the community for moral, socio-educational, and civic
betterment?
3. Why should a teacher participate in the Continuing Professional Education Program of PRC?
4. What should a teacher do if a co-teacher complains of her teaching strategies?

73
5. Why should teachers vote in elections?
Let’s Analyze
Activity 1. Make a graphic organizer showing in summary the behaviors expected

of a teacher based on what is stated in the Code of Ethics for Professional
Teachers. (Adopted from Bilbao et.al, 2012)
74
In a Nutshell
A code of ethics for the practice of teaching guides not only professional teachers in the
Philippines but also in other countries.
Activity 1. Research on the Code of Ethics for Professional Teachers in atleast 5

other countries and examine how it is similar to or different from the Philippines
Q & A LIST
75
emai address: [email protected]
1.
2.
3.
4.
5.
Big Picture C
76
a. Internalize your rights, duties, and obligations relevant to the laws that govern
education; and
b. Explore the history of the development of education in the Philippines.
Big Picture in Focus: ULOa. Internalize your rights, duties, and

obligations relevant to the laws that govern education
Metalanguage
For you to demonstrate ULOa, you will need to have an operational understanding
of the following terms below.
This unit talks further about the laws related to teacher education. Refer to the list
of words defined in ULOc from the previous unit.
Essential Knowledge
I. OTHER EDUCATION AND TEACHER-RELATED LAWS
A. REPUBLIC ACT 4670
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY COVERAGE
Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and
improve the social and economic status of public school teachers, their living and working
conditions, their terms of employment and career prospects in order that they may compare
favorably with existing opportunities in other walks of life, attract and retain in the teaching
profession more people with the proper qualifications, it being recognized that advance in
education depends on the qualifications and ability of the teaching staff and that education is an
essential factor in the economic growth of the nation as a productive investment of vital
importance.
Section 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

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Section 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-year 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.
Section 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.
Section 5. Tenure of Office. Stability on employment and security of tenure shall be assured the
teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional

status for lack of necessary civil service eligibility shall be extended permanent appointment for
the position he is holding after having rendered at least ten years of continuous, efficien t and
faithful service in such position.
Section 6. Consent for Transfer Transportation Expenses. Except for cause and as herein
otherwise provided, no teacher shall be transferred without his consent from one station to
another.
Where the exigencies of the service require the transfer of a teacher from one station to
another, such transfer may be effected by the school superintendent who shall previously notify
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the teacher concerned of the transfer and the reason or reasons therefor. If the teacher believes
there is no justification for the transfer, he may appeal his case to the Director of Public Schools
or the Director of Vocational Education, as the case may be. Pending his appeal and the decision
thereon, his transfer shall be held in abeyance: Provided, however, that no transfers whatever
shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.
Section 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.
Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher during the
pendency of his case.
Section 9. Administrative Charges. Administrative charges against a teacher shall be heard

initially by a committee composed of the corresponding School Superintendent of the Division or
a duly authorized representative who should at least have the rank of a division supervisor, where
the teacher belongs, as chairman, a representative of the local or, in its absence, any existing
provincial or national teacher's organization and a supervisor of the Division, the last two to be
designated by the Director of Public Schools. The committee shall submit its findings and
recommendations to the Director of Public Schools within thirty days from the termination of the
hearings: Provided, however, that where the school superintendent is the complainant or an
interested party, all the members of the committee shall be appointed by the Secretary of
Education.
Section 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the

teaching profession, or during its exercise, or in the termination of services, based on other than
professional consideration.
Section 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to
enable married couples, both of whom are public school teachers, to be employed in the same
locality.
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Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of
their professional duties, particularly with regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be
required to render more than six hours of actual classroom teaching a day, which shall be so
scheduled as to give him time for the preparation and correction of exercises and other work
incidental to his normal teaching duties: Provided, however, That where the exigencies of the
service so require, any teacher may be required to render more than six hours but not exceeding
eight hours of actual classroom teaching a day upon payment of additional compensation at the
same rate as his regular remuneration plus at least twenty-five per cent of his basic pay.
Section 14. Additional Compensation. Notwithstanding any provision of existing law to the
contrary, co-curricular and out of school activities and any other activities outside of what is
defined as normal duties of any teacher shall be paid an additional compensation of 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.1âшphi1 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.
Section 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.
Section 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.
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Section 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.
Section 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.
Section 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship
such as difficulty in commuting to the place of work or other hazards peculiar to the place of
employment, as determined by the Secretary of Education, they shall be compensated special
hardship allowances equivalent to at least twenty-five per cent of their monthly salary.
Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal
tender of the Philippines or its equivalent in checks or treasury warrants. Provided, however, That
such checks or treasury warrants shall be cashable in any national, provincial, city or municipal
treasurer's office or any banking institutions operating under the laws of the Republic of the
Philippines.
Section 21. Deductions Prohibited. No person shall make any deduction whatsoever from the
salaries of teachers except under specific authority of law authorizing such deductions: Provided,
however, That upon written authority executed by the teacher concerned, (1) lawful dues and fees
owing to the Philippine Public School Teachers Association, and (2) premiums properly due on
insurance policies, shall be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Section 22. Medical Examination and Treatment. Compulsory medical examination shall be
provided free of charge for all teachers before they take up teaching, and shall be repeated not
less than once a year during the teacher's professional life. Where medical examination show that
medical treatment and/or hospitalization is necessary, same shall be provided free by the
government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the
necessary medical care with the right to be reimbursed for their traveling expenses by the
government entity concerned in the first paragraph of this Section.
Section 23. Compensation For Injuries. Teachers shall be protected against the consequences
of employment injuries in accordance with existing laws. The effects of the physical and nervous
strain on the teacher's health shall be recognized as a compensable occupational disease in
accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS

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Section 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.
Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers
when the nature of the illness demands a long treatment that will exceed one year at the least.
Section 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age
and service requirements of the applicable retirement laws shall be given one range salary raise
upon retirement, which shall be the basis of the computation of the lump sum of the retirement
pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Section 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their choosing,
whether local or national to further and defend their interests.
Section 28. Discrimination Against Teachers Prohibited. 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.
Section 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional standards, and in
the formulation of national policies governing the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Section 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the
necessary rules and regulations to implement the provisions of this Act. Rules and regulations
issued pursuant to this Section shall take effect thirty days after publication in a newspaper of
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general circulation and by such other means as the Secretary of Education deems reasonably
sufficient to give interested parties general notice of such issuance.
Section 31. Budgetary Estimates. The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement the provisions of the Act concerning
the benefits herein granted to public school teachers under the employ of the National
Government.
Section 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any
teacher in the exercise of his rights guaranteed by this Act or who shall in any other manner
commit any act to defeat any of the provisions of this Act shall, upon conviction, be punished by
a fine of not less than one hundred pesos nor more than one thousand pesos, or by imprisonment,
in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government
service.
Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing
rules inconsistent with the provisions of this Act are hereby repealed, amended or modified
accordingly.
Section 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of
this Act or any provisions not affected thereby shall remain in force and in effect.
Section 35. This Act shall take effect upon its approval.
Approved: June 18, 1966
B. BATAS PAMBANSA BILANG 232
AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN

INTEGRATED SYSTEM OF EDUCATION
I. GENERAL PROVISIONS
CHAPTER 1
Preliminary Matters
Section 1. Title - This Act shall be known as the "Education Act of 1982."
Section 2. Coverage - This Act shall apply to and govern both formal and non-formal systems in
public and private schools in all levels of the entire educational system.
CHAPTER 2
Declaration of Basic State Policy and Objectives
Section 3. Declaration of Basic Policy - It is the policy of the State to established and maintain
a complete, adequate and integrated system of education relevant to the goals of national
development. Toward this end, the government shall ensure, within the context of a free and
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democratic system, maximum contribution of the educational system to the attainment of the
following national developmental goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To ensure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable cultural, moral and spiritual values in a changing world.
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 enjoyment of the benefits of education by all its citizens.
The state shall promote the right of the nation's cultural communities in the exercise of their right
to develop themselves within the context of their cultures, customs, traditions, interest and belief,
and recognizes education as an instrument for their maximum participation in national
development and in ensuring their involvement in achieving national unity.
Section 4. Declaration of Objectives - The educational system aims to:
1. Provide for a broad general education that will assist each individuals in the peculiar ecology
of his own society, to
(a) attain his potentials as a human being;
(b) enhance the range and quality of individual and group participation in the basic fun ctions of
society; and
(c) acquire the essential educational foundation of his development into a productive and versatile
citizen;
2. Train the nation's manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.
Towards the realization of these objectives, and pursuant to the Constitution, all
educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and
develop moral character, personal discipline, and scientific, technological, and vocational
efficiency.
Furthermore, the educational system shall reach out to educationally deprived

communities, in order to give meaningful reality to their membership in the national society, to
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enrich their civic participation in the community and national life, and to unify all Filipinos into a
free and just nation.
II. THE EDUCATIONAL COMMUNITY
CHAPTER 1
Preliminary Provisions
Section 5. Declaration of Policy and Objectives - It is likewise declared government policy to

foster, at all times, a spirit of shared purposes and cooperation among the members and elements
of the educational community, and between the community and other sectors of society, in the
realization that only in such an atmosphere can be true goals and objectives of education be
fulfilled.
Moreover, the State shall:
1. Aid and support the natural right and duty of parents in the rearing of the youth through the
educational system.
2. Promote and safeguard the welfare and interest of the students by defining their rights and
obligations, according them privileges, and encouraging the establishment of sound relationships
between them and the other members of the school community.
3. Promote the social economic status of all school personnel, uphold their rights, define their
obligations, and improve their living and working conditions and career prospects.
4. Extend support to promote the viability of those institutions through which parents, students
and school personnel seek to attain their educational goals.
Section 6. Definition and Coverage - "Educational community" refers to those persons or groups
of persons as such or associated in institutions involved in organized teaching and learning
systems.
The members and elements of the educational community are:
1. "Parents" or guardians or the head of the institution or foster home which has custody of the
pupil or student.
2. "Students," or those enrolled in and who regularly attend and educational institution of
secondary or higher level of a person engaged in formal study. "Pupils," are those who regularly
attend a school of elementary level under the supervision and tutelage of a teacher.
3 "School personnel," or all persons working for an educational institution, which includes the
following:
a. "Teaching or academic staff," or all persons engaged in actual teaching and/or research
assignments, either on full-time or part-time basis, in all levels of the educational system.
b. "School administrators," or all persons occupying policy implementing positions having to do

with the functions of the school in all levels.
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c. "Academic non-teaching personnel," or those persons holding some academic

qualifications and performing academic functions directly supportive of teaching, such as
registrars, librarians, research assistants, research aides, and similar staff.
d. "Non-academic personnel," or all other school personnel not falling under the definition and
coverage of teaching and academic staff, school administrators and academic non-teaching
personnel.
4. "Schools," or institutions recognized by the State which undertake educational operations.
Section 7. Community Participation. - Every educational institution shall provide for the
establishment of appropriate bodies through which the members of the educational community
may discuss relevant issues, and communicate information and suggestions for assistance and
support of the school and for the promotion of their common interest.
Representatives from each subgroup of the educational community shall sit and
participate in these bodies, the rules and procedures of which must be approved by them and
duly published.
CHAPTER 2
Rights
Section 8. Rights of Parents - In addition to other rights under existing laws, all parents who
have children enrolled in a school have the following rights:
1. The right to organize by 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 efficient implementation of such
programs.
2. The right to access to any official record directly relating to the children who are under their
parental responsibility.
Section 9. Right of Students in School - In addition to other rights, and subject to the limitation
prescribed by law and regulations, and student and pupils in all schools shall enjoy the following
rights:
1. The right to receive, primarily through competent instruction, relevant quality education in line
with national goals and conducive to their full development as person with human dignity.
2. The right to freely choose their field of study subject to existing curricula and to continue their
course therein up to graduation, except in cases of academic deficiency, or violation of disciplinary
regulations.
3. The right to school guidance and counseling services for decisions and selecting the
alternatives in fields of work suited to his potentialities.
4. The right of access to his own school records, the confidentiality of which the school shall
maintain and preserve.
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5. The right to the issuance of official certificates, diplomas, transcript of records, grades, transfer
credentials and other similar documents within thirty days from request.
6. The right to publish a student newspaper and similar publications, as well as the right to invite
resource persons during assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic channels and administrative bodies of the school or
institution.
8. The right to form, establish, join and participate in organizations and societies recognized by
the school to foster their intellectual, cultural, spiritual and physical growth and development, or
to form, establish, join and maintain organizations and societies for purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by their own he
organizations or societies.
Section 10. Rights of all School Personnel - In addition to other rights provided for by law, the
following rights shall be enjoyed by all school personnel:
1. 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.
2. The right to be provided with free legal service by the appropriate government office in the case
of public school personnel, and through the school authorities concerned in the case of private
school personnel, when charged in an administrative, civil and/or criminal proceedings by parties
other than the school or regulatory authorities concerned for actions committed directly in the
lawful discharge of professional duties and/or in defense of school policies.
3. The right to establish, join and maintain labor organizations and/or professional and self-
regulating organizations of their choice to promote their welfare and defend their interests.
4. The right to be free from involuntary contributions except those imposed by their own
organizations.
Section 11. Special Rights and/or Privileges of Teaching or Academic Staff - Further to the
rights mentioned in the preceding Section, every member of the teaching or academic staff shall
enjoy the following rights and/or privileges:
1. The right to be free from compulsory assignments not related to their duties as defined in their
appointments or employment contracts, unless compensated therefor, conformably to existing
law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge of lawful duties and
responsibilities, and shall, therefore, be accorded due respect and protection.
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4. Teachers shall be accorded the opportunity to choose alternative career lines either in school
administration, in classroom teaching, or others, for purposes of career advancement.
Section 12. Special Rights of School Administration - School administrators shall, in

accordance with existing laws, regulations and policies of the Ministry of Education, Culture and
Sports, be accorded sufficient administrative discretion necessary for the efficient and effective
performance of their functions.
School administrators shall be deemed persons in authority while in the discharge of lawful duties
and responsibilities, and shall therefore be accorded due respect and protection.
Section 13. Rights of Schools - In addition to other rights provided for by law, schools shall
enjoy the following:
1. The right of their governing boards or lawful authorities to provide for the proper governance of
the school and to adopt and enforce administrative or management systems.
2. The right for institutions of higher learning to determine on academic grounds who shall be
admitted to study, who may teach, and what shall be subjects of the study and research.
CHAPTER 3
Duties and Obligations
Section 14. Duties of Parents. - In addition to those provided for under existing laws, all parents
shall have the following duties and obligations:
1. Parents, individually or collectively, through the school systems, shall help carry out the
educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and shall strive
to enable them to obtain secondary and higher education in the pursuance of the right formation
of the youth.
3. Parents shall cooperate with the school in the implementation of the school program curricular
and co-curricular.
Section 15. Duties and Responsibilities of Students - In addition to those provided for under
existing laws, every student shall:
1. Exert his utmost to develop his potentialities for service, particularly by undergoing an education
suited to his abilities, in order that he may become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and
abide by the rules and regulations governing his academic responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by observing the rules and
discipline, and by exerting efforts to attain harmonious relationships with fellow students, the
teaching and academic staff and other school personnel.
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4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in
the social, economic and cultural development of his community and in the attainment of a just,
compassionate and orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement or
violation of the public welfare and of the rights of others.
Section 16. Teacher's Obligations - Every teacher shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning objectives in
pursuance of national development goals within the limits of available school resources.
3. Render regular reports on performance of each student and to the latter and the latter's parents
and guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement
and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic rating for acts that are clearly not
manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual, cultural and political
change in his school and the community within the context of national policies.
Section 17. School Administrators' Obligations - Every school administrator shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals and objectives of the school.
2. Be accountable for the efficient and effective administration and management of the school.
3. Develop and maintain a healthy school atmosphere conducive to the promotion and
preservation of academic freedom and effective teaching and learning, and to harmonious and
progressive school-personnel relationship.
4. Assume and maintain professional behavior in his work and in dealing with students, teachers,
academic non-teaching personnel, administrative staff, and parents or guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and non-academic

staff on their actual performance in relation to their expected performance and counsel them on
ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in

disciplining his teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry of Education, Culture
and Sports.
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Section 18. Obligations of Academic Non-Teaching Personnel - Academic non-teaching

personnel shall:
1. Improve himself professionally be keeping abreast of the latest trends and techniques in his
profession.
2. Assume, promote and maintain an atmosphere conducive to service and learning.
3. Promote and maintain an atmosphere conducive to service and learning.
III. THE EDUCATIONAL SYSTEMS
CHAPTER 1
Formal Education
Section 19. Declaration of Policy. - The State recognizes that formal education, or the school
system, in society's primary learning system, and therefore the main instrument for the
achievement of the country's educational goals and objectives.
Section 20. Definition - "Formal Educational" refers to the hierarchically structured and
chronologically graded learning organized and provided by the formal school system and for
which certification is required in order for the learner to progress through the grades or move to
higher levels. Formal education shall correspond to the following levels:
1. Elementary Education. - the first stage of compulsory, formal education primarily concerned
with providing basic education and usually corresponding to six or seven grades, including pre-
school programs.
2. Secondary Education. - the state of formal education following the elementary level
concerned primarily with continuing basic education and expanding it to include the learning of
employable gainful skills, usually corresponding to four years of high school.
3. Tertiary Education. - post secondary schooling is higher education leading to a degree in a

specific profession or discipline.
Section 21. Objectives of Elementary Education - The objectives of elementary education are:
1. To provide the knowledge and develop the skills, attitudes, and values essential to personal
development and necessary for living in and contributing to a developing and changing social
milieu;
2. To provide learning experiences which increase the child's awareness of and responsiveness
to the changes in and just demands of society and to prepare him for constructive and effective
involvement;
3. To promote and intensify the child's knowledge of, identification with, and love for the nation
and the people to which he belongs; and
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4. To promote work experiences which develop the child's orientation to the world of work and
creativity and prepare himself to engage in honest and gainful work.
Section 22. Objectives of Secondary Education. - The objectives of secondary education are:
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the students so as to equip
him with skills for productive endeavor and/or prepare him for tertiary schooling.
Section 23. Objective of Tertiary Education. - The objectives of tertiary education are:
1. To provide a general education program that will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;
2. To train the nation's manpower in the skills required for national development;
3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge for improving the
quality of human life and responding effectively to changing societal needs and conditions.
CHAPTER 2
Non-Education and Specialized Educational Services
Section 24. Specialized Educational Service - The State further recognizes its responsibility to
provide, within the context of the formal education system, services to meet special needs of
certain clientele. These specific types, which shall be guided by the basic policies of the State
embodied in the General Provisions of this Act, include:
1. "Work Education," or "Practical Arts," as a program of basic education which aims to

develop the right attitudes towards work; and "technical-vocational education," post-secondary
but non-degree programs leading to one, two, or three year certificates in preparation for a group
of middle-level occupations.
2. "Special Education," the education of persons who are physically, mentally, emotionally,
socially, or culturally different from the so-called "normal" individuals that they require modification
of school practices/services to develop them to their maximum capacity; and
3. "Non-formal Education," any organized school-based educational activities undertaken by

the Ministry of Education, Culture and Sports and other agencies aimed at attaining specific
learning objectives for a particular clientele, especially the illiterates and the out-of-school youth
and adults, distinct from and outside the regular offerings of the formal school system.
The objectives of non-formal education are as follows:
a. To eradicate illiteracy and raise the level of functional literacy of the population;
b. To provide unemployed and underemployed youth and adults with appropriate

vocational/technical skills to enable them to become more productive and effective citizens; and
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c. To develop among the clientele of non-formal education proper values and attitudes necessary
for personal, community and national development.
CHAPTER 3
Establishment of Schools
Section 25. Establishment of Schools - All schools shall be established in accordance with law.
The establishment of new national schools and the conversion of existing schools from
elementary to national secondary or tertiary schools shall be by law: Provided, That any private
school proposed to be established must incorporate as an non-stock educational corporation in
accordance with the provisions of the Corporation Code of the Philippines. This requirement to
incorporate may be waived in the case of family-administered pre-school institutions.
Government assistance to such schools for educational programs shall be used

exclusively for that purpose.
Section 26. Definition of Terms - The terms used in this Chapter are defined as follows:
1. "Schools" are duly established institutions of learning or educational institutions.
2. "Public Schools" are educational institutions established and administered by the

government.
3. "Private Schools" are educational institutions maintained and administered by private

individuals or groups.
Section 27. Recognition of Schools - The educational operations of schools shall be subject to
their prior authorization of the government, and shall be affected by recognition. In the case of
government operated schools, whether local, regional, or national, recognition of educational
programs and/or operations shall be deemed granted simultaneously with establishment.
In all other case the rules and regulations governing recognition shall be prescribed and
enforced by the Ministry of Education, Culture and Sports defining therein who are qualified to
apply, providing for a permit system, stating the conditions for the grant of recognition and for its
cancellation and withdrawal, and providing for related matters.
Section 28. Effects of Recognition; Punishable Violations - The issuance of a certificate of

recognition to a school shall have the following effects:
1. It transforms the temporary permit to a permanent authority to operate;
2. It entitled the school or college to give the students who have completed the course for which
recognition is granted, a certificate, title or diploma; and
3. It shall entitle the students who have graduated from said recognized course or courses to all
the benefits and privileges enjoyed by graduates in similar courses of studies in all schools
recognized by the government.
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Operation of schools and educational programs without authorization, and/or operation thereof in
violation of the terms of recognition, are hereby declared punishable violations subject to the
penalties provided in this Act.
Section 29. Voluntary Accreditation - The Ministry shall encourage programs of voluntary
accreditation for institution which desire to meet standards of quality over and above minimum
required for State recognition.
CHAPTER 4
Internal Organization of Schools
Section 30. Organization of Schools - Each school shall establish such internal organization as
will best enable it to carry out its academic and administrative functions, subject to limitations
provided by law.
Each school establish such arrangements for the peaceful settlement of disputes between or
among the members of the educational community.
Section 31. Governing Board - Every government college or university as a tertiary institution
and every private school shall have a governing board pursuant to its charter or the Corporation
Code of the Philippines, as the case may be.
Section 32. Personnel Transactions - The terms and conditions of employment of personnel in
government schools shall be governed by the Civil Service, budgetary and compensation laws
and rules.
In private schools, dispute arising from employer-employee relations shall fall under the
jurisdiction of the Ministry of Labor and Employment as provided for by law regulations: Provided,
That in view of the special employment status of the teaching and academic non-teaching
personnel, and their special roles in the advancement of knowledge, standards set or promulgated
jointly by the Ministry of Education, Culture and Sports and by the Ministry of Labor and
Employment shall be applied by the Ministry of Labor and Employment: Provided, further, That
every private school shall establish and implement an appropriate system within the school for
the prompt and orderly settlement of provisions of Articles 262 and 263 of the Labor Code.
CHAPTER 5
School Finance and Assistance
Section 33. Declaration of Policy - It is hereby declared to be the policy of the State that the
national government shall contribute to the financial support of educational programs pursuant to
goals of education as declared in the Constitution. Towards this end, the government shall:
1. Adopt measures to broaden access to education through financial assistance and other forms
of incentives to schools, teachers, pupils and students; and
2. Encourage and stimulate private support to education through, inter alia, fiscal and other
assistance measures.
A. FUNDING OF REPUBLIC SCHOOLS

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Section 34. National Funds - Public school shall continue to be funded from national funds:
Provided, that local governments shall be encouraged to assume operation of local public schools
on the basis of national fund participation and adequate revenue sources which may be assigned
by the national government for the purpose.
Section 35. Financial Aid Assistance to Public Secondary Schools - The national government
shall extend financial aid and assistance to public secondary schools established and maintained
by local governments, including barangay high schools.
Section 36. Share of Local Government - Provinces, cities and municipalities and barangays
shall appropriate funds in their annual budgets for the operation and maintenance of public
secondary schools on the basis of national fund participation.
Section 37. Special Education Fund - The proceeds of the Special Education Fund accruing to
local governments shall be used exclusively for the purposes enumerated in Section 1 of Republic
Act No. 5447, and in accordance with rules and regulations issued by the Ministry of Education,
Culture and Sports and the Ministry of the Budget. Said proceeds shall be considered a local fund
and shall be subject to Presidential Decrees No. 477, Presidential Decree No. 1375 and other
applicable local budget laws and regulations.
Section 38. Tuition and other School Fees - Secondary and post-secondary schools may
charge tuition and other school fees, in order to improve facilities or to accommodate more
students.
Section 39. Income from other Sources - Government-supported educational institution may
receive grants, legacies, donations and gifts for purposes allowed by existing laws.
Furthermore, income generated from production activities and from auxiliary enterprises
may be retained and used for schools concerned in accordance with rules and regulations jointly
issued consistently with pertinent appropriation and budgetary laws by the Ministry of the Budget,
the Ministry of Education, Culture and Sports and the Commission on Audit.
B. FUNDING OF PRIVATE SCHOOLS
Section 40. Funding of Private Schools - Private schools may be funded from their capital
investment or equity contributions, tuition fees and other school charges, grants, loans, subsidies,
passive investment income and income from other sources.
Section 41. Government Assistance - The government, in recognition of their complementary

role in the educational system, may provide aid to the programs of private schools in the form of
grants or scholarships, or loans from government financial institutions: Provided, That such
programs meet certain defined educational requirements and standards and contribute to the
attainment of national development goals.
Section 42. Tuition and Other Fees - Each private school shall determine its rate of tuition and
other school fees or charges. The rates and charges adopted by schools pursuant to this provision
shall be collectible, and their application or use authorized, subject to rules and regulations
promulgated by the Ministry of Education, Culture and Sports.
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Section 43. Income from Other Sources - Any private school duly recognized by the
government, may receive any grant and legacy, donation, gift, bequest or devise from any
individual, institution, corporation, foundation, trust of philanthropic organization, or research
institution or organization as may be authorized by law.
Furthermore, private schools are authorized to engage in any auxiliary enterprise to

generate income primarily to finance their educational operations and/or to reduce the need to
increase students' fees.
Section 44. Institutional Funds - The proceeds from tuition fees and other school charges, as
well as other income of schools, shall be treated as institutional funds. Schools may pool their
institutional funds, in whole or in part, under joint management for the purpose of generating
additional financial resources.
C. INCENTIVES TO EDUCATION
Section 45. Declaration of Policy - It is the policy of the State in the pursuit of its national
education development goals to provide an incentive program to encourage the participation of
the community in the development of the educational sector.
Section 46. Relating to School Property - Real property, such as lands, buildings and other
improvements thereon used actually, directly and exclusively for educational purposes shall be
subject to the real property tax based on an assessment of fifteen per cent of the market value of
such property: Provided, That all the proceeds from the payment thereof shall accrue to a special
private education fund which shall be managed and disbursed by a local private school board
which shall be constituted in each municipality or chartered city with private educational
institutions with the mayor or his representative as chairman and not more than two
representatives of the institutional taxpayers, and, likewise, not more than two residents of the
municipality or chartered city who are alumni of any of the institutional taxpayers as members:
Provided, further, That fifty percent of the additional one percent tax on real estate property
provided for under Republic Act 5447, shall accrue to the special private education fund: Provided,
finally, That in municipalities or chartered cities wherein the number of private institutions with
individual enrollment of pupils and students over five thousand exceeds fifteen, the members of
the private school board shall be increased to not more than fourteen members determined
proportionately by the Minister of Education, Culture and Sports. The private school board shall
adopt its own rules which shall enable it to finance the annual programs and projects of each
institutional taxpayer for the following purposes; student-pupil scholarships; improvement of
instructional, including laboratory, facilities and/or equipment; library books and periodicals
acquisition; and extension service in the community, in that order of priority.
Section 47. Relating to Gifts or Donations to Schools - All gifts or donation in favor of any
school, college or university recognized by the Government shall not be subject to tax; Provided,
That such gifts or donations shall be for improvement of classrooms and laboratory of library
facilities, and shall not inure to the benefit of any officer, director, official, or owner or owners of
the school, or paid out as salary, adjustments or allowance of any form or nature whatsoever,
except in support of faculty and/or professorial chairs.
Section 48. Relating to Earnings from Established Scholarship Funds - All earnings from the
investment of any duly established scholarship fund of any school recognized by the government,
constituted from gifts to the school, and/or from contributions or other resources assigned to said
95
fund by the school, if said earnings are actually used to fund additional scholarship grants to
financially deserving students shall be exempt from tax until the scholarship fund is fully liquidated,
when the outstanding balance thereof shall be subject to tax.
Section 49. School Dispersal Program - All gains realized from the sale, disposition or transfer
of property, real or personal, of any duly established private school, college or university, in
pursuance of a school dispersal program of the government or of the educational institution as
approved by the government, shall be considered exempt from tax if the total proceeds of the sale
are reinvested in a new or existing duly established school, college, or university located in the
dispersal site, within one (1) year from the date of such sale, transfer or disposition; otherwise, all
taxes due on the gains realized from the transaction shall immediately become due and payable.
Section 50. Conversion to Educational Foundations - An educational institution may convert

itself into a non-stock, non-profit educational foundation, in accordance with the implementing
rules to be issued jointly by the Ministry of Education, Culture and Sports and the Ministry of
Finance.
In the case of stock corporations, if for any reason its corporate existence as an
educational institution ceases and is not renewed, all its net assets after liquidation of the liabilities
and other obligations may be conveyed and transferred to any non-profit educational institution
or successor non-profit educational institution or to be used in such manner as in the judgment of
said court will best accomplish the general purposes for which the dissolved organization was
organized, or to the State.
D. ASSISTANCE TO STUDENTS
Section 51. Government Assistance to Students - The government shall provide financial
assistance to financially disadvantaged and deserving students. Such assistance may be in the
form of State scholarships, grants-in-aid, assistance from the Educational Loan Fund, or
subsidized tuition rates in State colleges and universities.
All the above and similar assistance programs shall provide for reserve quotas for
financially needed but academically qualified students from the national cultural communities.
Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational institutions shall
be encouraged to grant scholarships to students pursuant to the provisions of existing laws and
such scholarship measures as may hereafter be provided for by law.
Section 53. Assistance from the Private Sector - The private sector, especially educational
institutions, business and industry, shall be encouraged to grant financial assistance to students,
especially those undertaking research in the fields of science and technology or in such projects
as may be necessary within the context of national development.
IV. THE MINISTRY OF EDUCATION, CULTURE AND SPORTS
CHAPTER 1
GENERAL PROVISIONS
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Section 54. Declaration of Policy - The administration of the education system and, pursuant to
the provisions of the Constitution, the supervision and regulation of educational institutions are
hereby vested in the Ministry of Education, Culture and Sports, without prejudice to the provisions
of the charter of any state college and university.
Section 55. Organization - The Ministry shall be headed by the Minister of Education, Culture
and Sports who shall be assisted by one or more Deputy Ministers.
The organization of the Ministry shall consist of (a) the Ministry Proper composed of the
immediate Office of the Minister, and the Services of the Ministry, (b) the Board of Higher
Education, which is hereby established, (c) the Bureau of Elementary Education, the Bureau of
Secondary Education, the Bureau of Higher Education, the Bureau of Technical and Vocational
Education, and the Bureau of Continuing Education, which are hereby established, (d) Regional
offices and field offices, (e) the National Scholarship Center and such other agencies as are now
or may be established pursuant to law, and (f) the cultural agencies, namely: the National Library,
the National Historical Institute, the National Museum, and the Institute of National Language.
Such of the above offices as are created or authorized to be established under this provision,
shall be organized and staffed and shall function, subject to the approval of the President, upon
recommendation of the Minister of Education, Culture and Sports in consultation with the
Presidential Commission on Reorganization.
Section 56. The National Board of Education is hereby abolished, and its appropriations,
personnel, records, and equipment are hereby transferred to the Office of the Minister of
Education, Culture and Sports.
Section 57. Functions and Powers of the Ministry - The Ministry shall:
1. Formulate general education objectives and policies, and adopt long-range educational plans;
2. Plan, develop and implement programs and projects in education and culture;
3. Promulgate rules and regulations necessary for the administration, supervision and regulation
of the educational system in accordance with declared policy;
4. Set up general objectives for the school system;
5. Coordinate the activities and functions of the school system and the various cultural agencies
under it;
6. Coordinate and work with agencies concerned with the educational and cultural development
of the national cultural communities; and
7. Recommend and study legislation proposed for adoption.
Section 58. Report to the Batasang Pambansa. - The Minister of Education, Culture and Sports
shall make an annual report to the Batasang Pambansa on the implementation of the national
basic education plan, the current condition of the education programs, the adequacy or deficiency
of the appropriations and status of expenditures, the impact of education on the different regions,
the growth of enrollment, the adequacy of academic facilities, the concentration of low income
97
groups, or the supply of teaching and non-teaching personnel, with such comments and
appropriate recommendations thirty (30) days before the opening of its regular session.
CHAPTER 2
BOARD OF HIGHER EDUCATION
Section 59. Declaration of Policy - Higher education will be granted towards the provision of
better quality education, the development of middle and high-level manpower, and the
intensification of research and extension services. The main thrust of higher education is to
achieve equity, efficiency, and high quality in the institutions of higher learning both public and
private, so that together they will provide a complete set of program offerings that meet both
national and regional development needs.
Section 60. Organization of the Board of Higher Education - The Board of Higher Education
is reconstituted as an advisory body to the Minister of Education, Culture and Sports. The Board
shall be composed of a Deputy Minister of Education, Culture and Sports designated as Chairman
and four other members to be appointed by the President of the Philippines upon nomination by
the Minister of Education, Culture and Sports for a term of four years. The four members shall
have distinguished themselves in the field of higher education and development either in the
public or private sector. In the initial appointment of the non-ex officio members, the first appointee
shall serve for a term of four years; the second for a term of three years; the third for a term of
two years; and the fourth for a term of one year. The Director of the Bureau of Higher Education
shall participate in the deliberation of the Board but without the right to vote. The Bureau of Higher
Education shall provide the Board with the necessary technical and staff support: Provided, That
the Board may create technical panels of experts in the various disciplines as the need arises.
Section 61. Function of the Board of Higher Education. - The Board shall:
1. Make policy recommendations regarding the planning and management of the integrated
system of higher education and the continuing evaluation thereof.
2. Recommend to the Minister of Education, Culture and Sports steps to improve the governance
of the various components of the higher education system at national and regional levels.
3. Assist the Minister of Education, Culture and Sports in making recommendation relatives to the
generation of resources and their allocation for higher education.
CHAPTER 3
THE BUREAUS
Section 62. Bureau of Elementary Education - The Bureau shall perform the following
functions:
1. Conduct studies and formulate, develop, and evaluate programs and educational standards for
elementary education;
2. Undertake studies necessary for the preparation of prototype curricular designs, instructional
materials, and teacher training programs for elementary education; and
98
3. Formulate guidelines to improve elementary school physical plants and equipment, and general
management of these schools.
Section 63. Bureau of Secondary Education - The Bureau shall perform the following functions:
1. Conduct studies and formulate, develop and evaluate programs and educational standards for
secondary education;
2. Develop curricular designs, prepare instructional materials, and prepare and evaluate programs
to update the quality of the teaching and non-teaching staff at the secondary level;
3. Formulate guidelines to improve the secondary school physical plants and equipment, and
general management of these schools.
Section 64. Bureau of Technical and Vocational Education. - The Bureau shall perform the
following:
1. Collaborate with other agencies in the formulation of manpower plans;
2. Conduct studies, formulate, develop and evaluate post-secondary vocational-technical

programs and recommend educational standards for these programs;
3. Develop curricular designs and prepare instructional materials, prepare and evaluate programs
to upgrade the quality of teaching and non-teaching staff, and formulate guidelines to improve the
physical plant and equipment of post-secondary vocational-technical schools.
Section 65. Bureau of Higher Education - The Bureau of higher Education shall perform the
following functions:
1. Develop, formulate and evaluate programs, projects and educational standards for a higher
education;
2. Provide staff assistance to the Board of Higher Education in its policy formulation and advisory
functions;
3. Provide technical assistance to encourage institutional development programs and projects;
4. Compile, analyze and evaluate data on higher education; and
5. Perform other functions provided for by law.
Section 66. Bureau of Continuing Education - As the main implementing arm of the non-formal
education programs of the Ministry, the Bureau shall provide learning programs or activities that
shall:
1. Serve as a means of meeting the learning needs of those unable to avail themselves of the
educational services and programs of formal education;
2. Provide opportunities for the acquisition of skills necessary to enhance and ensure continuing
employability, efficiency, productivity, and competitiveness in the labor market;
99
3. Serve as a means for expanding access to educational opportunities to citizens of varied

interests, demographic characteristics and socio-economic origins or status.
CHAPTER 4
REGIONAL OFFICES
Section 67. Functions - A regional office shall:
1. Formulate the regional plan of education based on the national plan of the Ministry taking into
account the specific needs and special traditions of the region;
2. Implement education laws, policies, plans, programs, rules and regulations of the Ministry or
agency in the regional area;
3. Provide economical, efficient and effective education services to the people in the area.
V. MISCELLANEOUS PROVISIONS
CHAPTER 1
PENAL ADMINISTRATIVE SANCTIONS
Section 68. Penalty Clause - Any person upon conviction for an act in violation of Section 28,
Chapter 3, Title III above, shall be punished with a fine of not less than two thousand pesos
(P2,000.00) nor more than ten thousand pesos (P10,000.00) or imprisonment for a maximum
period of two (2) years, or both, in the discretion of the court.
If the act is committed by a school corporation, the school head together with the person or
persons responsible for the offense or violation shall be equally liable.
Section 69. Administrative Sanction - The Minister of Education, Culture and Sports may
prescribe and impose such administrative sanction as he may deem reasonable and appropriate
in the implementing rules and regulations promulgated pursuant to this Act for any of the following
causes:
1. Mismanagement of school operations;
2. Gross inefficiency of the teaching or non-teaching personnel;
3. Fraud or deceit committed in connection with the application for Ministry permit or recognition;
4. Failure to comply with conditions or obligations prescribed by this Code or its implementing
rules and regulations; and
5. Unauthorized operation of a school or course, or any component thereof, or any violation of the
requirement governing advertisements or announcements of educational institutions.
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Sanctions against the schools shall be without prejudice to the interest of the students, teachers
and employees.
CHAPTER 2
ADMINISTRATIVE PROVISIONS
Section 70. Rule-making Authority - The Minister Education, Culture and Sports charged with
the administration and enforcement of this Act, shall promulgate the necessary implementing
rules and regulations.
Section 71. Separability Provision - Any part or provision of this Act which may held invalid or
unconstitutional shall not affect its remaining parts of provisions.
Section 72. Repealing Clause - All laws or parts thereof inconsistent with any provision of this
Act shall be deemed repealed or modified, as the case may be.
Section 73. Effectivity - This Act shall take effect upon its approval.
Approved, September 11, 1982.
C. REPUBLIC ACT 7610
AN ACT PROVIDING FOR STRONGER DETERRENCE AND SPECIAL PROTECTION

AGAINST CHILD ABUSE, EXPLOITATION AND DISCRIMINATION, AND FOR OTHER
PURPOSES

assembled:
ARTICLE I
Title, Policy, Principles and Definitions of Terms
Section 1. Title. – This Act shall be known as the "Special Protection of Children Against
Abuse, Exploitation and Discrimination Act."
Section 2. Declaration of State Policy and Principles. – It is hereby declared to be the policy
of the State to provide special protection to children from all firms of abuse, neglect, cruelty
exploitation and discrimination and other conditions, prejudicial their development; provide
sanctions for their commission and carry out a program for prevention and deterrence of and crisis
intervention in situations of child abuse, exploitation and discrimination. The State shall intervene
on behalf of the child when the parent, guardian, teacher or person having care or custody of the
child fails or is unable to protect the child against abuse, exploitation and discrimination or when
such acts against the child are committed by the said parent, guardian, teacher or person having
care and custody of the same.1awphi1@alf
It shall be the policy of the State to protect and rehabilitate children gravely threatened or
endangered by circumstances which affect or will affect their survival and normal development
and over which they have no control.
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The best interests of children shall be the paramount consideration in all actions
concerning them, whether undertaken by public or private social welfare institutions, courts of law,
administrative authorities, and legislative bodies, consistent with the principle of First Call for
Children as enunciated in the United Nations Convention of the Rights of the Child. Every effort
shall be exerted to promote the welfare of children and enhance their opportunities for a useful
and happy life.
Section 3. Definition of Terms. –
(a) "Children" refers to person below eighteen (18) years of age or those over but are unable to
fully take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation or
discrimination because of a physical or mental disability or condition;
(b) "Child abuse" refers to the maltreatment, whether habitual or not, of the child which includes
any of the following:
(1) Psychological and physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment;
(2) Any act by deeds or words which debases, degrades or demeans the intrinsic worth and dignity
of a child as a human being;
(3) Unreasonable deprivation of his basic needs for survival, such as food and shelter; or
(4) Failure to immediately give medical treatment to an injured child resulting in serious
impairment of his growth and development or in his permanent incapacity or death.
(c) "Circumstances which gravely threaten or endanger the survival and normal development of
children" include, but are not limited to, the following;
(1) Being in a community where there is armed conflict or being affected by armed conflict-related
activities;
(2) Working under conditions hazardous to life, safety and normal which unduly interfere with their
normal development;
(3) Living in or fending for themselves in the streets of urban or rural areas without the care of
parents or a guardian or basic services needed for a good quality of life;
(4) Being a member of a indigenous cultural community and/or living under conditions of extreme
poverty or in an area which is underdeveloped and/or lacks or has inadequate access to basic
services needed for a good quality of life;
(5) Being a victim of a man-made or natural disaster or calamity; or
(6) Circumstances analogous to those above stated which endanger the life, safety or normal
development of children.
(d) "Comprehensive program against child abuse, exploitation and discrimination" refers
to the coordinated program of services and facilities to protected children against:
102
(1) Child Prostitution and other sexual abuse;
(2) Child trafficking;
(3) Obscene publications and indecent shows;
(4) Other acts of abuses; and
(5) Circumstances which threaten or endanger the survival and normal development of
children.1awphi1Ÿ
ARTICLE II
Program on Child Abuse, Exploitation and Discrimination
Section 4. Formulation of the Program. – There shall be a comprehensive program to be

formulated, by the Department of Justice and the Department of Social Welfare and Development
in coordination with other government agencies and private sector concerned, within one (1) year
from the effectivity of this Act, to protect children against child prostitution and other sexual abuse;
child trafficking, obscene publications and indecent shows; other acts of abuse; and
circumstances which endanger child survival and normal development.
ARTICLE III
Child Prostitution and Other Sexual Abuse
Section 5. Child Prostitution and Other Sexual Abuse. – Children, whether male or female,
who for money, profit, or any other consideration or due to the coercion or influence of any adult,
syndicate or group, indulge in sexual intercourse or lascivious conduct, are deemed to be children
exploited in prostitution and other sexual abuse.
The penalty of reclusion temporal in its medium period to reclusion perpetua shall be
imposed upon the following:
(a) Those who engage in or promote, facilitate or induce child prostitution which include, but are
not limited to, the following:
(1) Acting as a procurer of a child prostitute;
(2) Inducing a person to be a client of a child prostitute by means of written or oral advertisements
or other similar means;
(3) Taking advantage of influence or relationship to procure a child as prostitute;
(4) Threatening or using violence towards a child to engage him as a prostitute; or
(5) Giving monetary consideration goods or other pecuniary benefit to a child with intent to engage
such child in prostitution.
103
(b) Those who commit the act of sexual intercourse of lascivious conduct with a child exploited in
prostitution or subject to other sexual abuse; Provided, That when the victims is under twelve (12)
years of age, the perpetrators shall be prosecuted under Article 335, paragraph 3, for rape and
Article 336 of Act No. 3815, as amended, the Revised Penal Code, for rape or lascivious conduct,
as the case may be: Provided, That the penalty for lascivious conduct when the victim is under
twelve (12) years of age shall be reclusion temporal in its medium period; and
(c) Those who derive profit or advantage therefrom, whether as manager or owner of the
establishment where the prostitution takes place, or of the sauna, disco, bar, resort, place of
entertainment or establishment serving as a cover or which engages in prostitution in addition to
the activity for which the license has been issued to said establishment.
Section 6. Attempt to Commit Child Prostitution. – There is an attempt to commit child

prostitution under Section 5, paragraph (a) hereof when any person who, not being a relative of a
child, is found alone with the said child inside the room or cubicle of a house, an inn, hotel, motel,
pension house, apartelle or other similar establishments, vessel, vehicle or any other hidden or
secluded area under circumstances which would lead a reasonable person to believe that the
child is about to be exploited in prostitution and other sexual abuse.
There is also an attempt to commit child prostitution, under paragraph (b) of Section 5
hereof when any person is receiving services from a child in a sauna parlor or bath, massage
clinic, health club and other similar establishments. A penalty lower by two (2) degrees than that
prescribed for the consummated felony under Section 5 hereof shall be imposed upon the
principals of the attempt to commit the crime of child prostitution under this Act, or, in the proper
case, under the Revised Penal Code.
ARTICLE IV
Child Trafficking
Section 7. Child Trafficking. – Any person who shall engage in trading and dealing with children
including, but not limited to, the act of buying and selling of a child for money, or for any other
consideration, or barter, shall suffer the penalty of reclusion temporal to reclusion perpetua. The
penalty shall be imposed in its maximum period when the victim is under twelve (12) years of age.
Section 8. Attempt to Commit Child Trafficking. – There is an attempt to commit child

trafficking under Section 7 of this Act:
(a) When a child travels alone to a foreign country without valid reason therefor and without
clearance issued by the Department of Social Welfare and Development or written permit or
justification from the child's parents or legal guardian;
(c) When a person, agency, establishment or child-caring institution recruit women or couples to
bear children for the purpose of child trafficking; or
(d) When a doctor, hospital or clinic official or employee, nurse, midwife, local civil registrar or any
other person simulates birth for the purpose of child trafficking; or
(e) When a person engages in the act of finding children among low-income families, hospitals,
clinics, nurseries, day-care centers, or other child-during institutions who can be offered for the
purpose of child trafficking.
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A penalty lower two (2) degrees than that prescribed for the consummated felony under Section
7 hereof shall be imposed upon the principals of the attempt to commit child trafficking under this
Act.
ARTICLE V
Obscene Publications and Indecent Shows
Section 9. Obscene Publications and Indecent Shows. – Any person who shall hire, employ, use,
persuade, induce or coerce a child to perform in obscene exhibitions and indecent shows, whether
live or in video, or model in obscene publications or pornographic materials or to sell or distribute
the said materials shall suffer the penalty of prison mayor in its medium period.
If the child used as a performer, subject or seller/distributor is below twelve (12) years of age, the
penalty shall be imposed in its maximum period.
Any ascendant, guardian, or person entrusted in any capacity with the care of a child who shall
cause and/or allow such child to be employed or to participate in an obscene play, scene, act,
movie or show or in any other acts covered by this section shall suffer the penalty of prison mayor
in its medium period.
ARTICLE VI
Other Acts of Abuse
Section 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and Other Conditions
Prejudicial to the Child's Development. –
(a) Any person who shall commit any other acts of child abuse, cruelty or exploitation or to be
responsible for other conditions prejudicial to the child's development including those covered by
Article 59 of Presidential Decree No. 603, as amended, but not covered by the Revised Penal
Code, as amended, shall suffer the penalty of prison mayor in its minimum period.
(b) Any person who shall keep or have in his company a minor, twelve (12) years or under or who
in ten (10) years or more his junior in any public or private place, hotel, motel, beer joint,
discotheque, cabaret, pension house, sauna or massage parlor, beach and/or other tourist resort
or similar places shall suffer the penalty of prison mayor in its maximum period and a fine of not
less than Fifty thousand pesos (P50,000): Provided, That this provision shall not apply to any
person who is related within the fourth degree of consanguinity or affinity or any bond recognized
by law, local custom and tradition or acts in the performance of a social, moral or legal duty.
(c) Any person who shall induce, deliver or offer a minor to any one prohibited by this Act to keep
or have in his company a minor as provided in the preceding paragraph shall suffer the penalty
of prison mayor in its medium period and a fine of not less than Forty thousand pesos (P40,000);
Provided, however, That should the perpetrator be an ascendant, stepparent or guardian of the
minor, the penalty to be imposed shall be prison mayor in its maximum period, a fine of not less
than Fifty thousand pesos (P50,000), and the loss of parental authority over the minor.
(d) Any person, owner, manager or one entrusted with the operation of any public or private place
of accommodation, whether for occupancy, food, drink or otherwise, including residential places,
who allows any person to take along with him to such place or places any minor herein described
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shall be imposed a penalty of prison mayor in its medium period and a fine of not less than Fifty
thousand pesos (P50,000), and the loss of the license to operate such a place or establishment.
(e) Any person who shall use, coerce, force or intimidate a street child or any other child to;
(1) Beg or use begging as a means of living;
(2) Act as conduit or middlemen in drug trafficking or pushing; or
(3) Conduct any illegal activities, shall suffer the penalty of prision correccional in its medium
period to reclusion perpetua.
For purposes of this Act, the penalty for the commission of acts punishable under Articles
248, 249, 262, paragraph 2, and 263, paragraph 1 of Act No. 3815, as amended, the Revised
Penal Code, for the crimes of murder, homicide, other intentional mutilation, and serious physical
injuries, respectively, shall be reclusion perpetua when the victim is under twelve (12) years of
age. The penalty for the commission of acts punishable under Article 337, 339, 340 and 341 of
Act No. 3815, as amended, the Revised Penal Code, for the crimes of qualified seduction, acts of
lasciviousness with the consent of the offended party, corruption of minors, and white slave trade,
respectively, shall be one (1) degree higher than that imposed by law when the victim is under
twelve (12) years age.
The victim of the acts committed under this section shall be entrusted to the care of the
Department of Social Welfare and Development.
ARTICLE VII
Sanctions for Establishments or Enterprises
Section 11. Sanctions of Establishments or Enterprises Which Promote, Facilitate, or

Conduct Activities Constituting Child Prostitution and Other Sexual Abuse, Child
Trafficking, Obscene Publications and Indecent Shows, and Other Acts of Abuse. – All
establishments and enterprises which promote or facilitate child prostitution and other sexual
abuse, child trafficking, obscene publications and indecent shows, and other acts of abuse shall
be immediately closed and their authority or license to operate cancelled, without prejudice to the
owner or manager thereof being prosecuted under this Act and/or the Revised Penal Code, as
amended, or special laws. A sign with the words "off limits" shall be conspicuously displayed
outside the establishments or enterprises by the Department of Social Welfare and Development
for such period which shall not be less than one (1) year, as the Department may determine. The
unauthorized removal of such sign shall be punishable by prison correctional.
An establishment shall be deemed to promote or facilitate child prostitution and other

sexual abuse, child trafficking, obscene publications and indecent shows, and other acts of abuse
if the acts constituting the same occur in the premises of said establishment under this Act or in
violation of the Revised Penal Code, as amended. An enterprise such as a sauna, travel agency,
or recruitment agency which: promotes the aforementioned acts as part of a tour for foreign
tourists; exhibits children in a lewd or indecent show; provides child masseurs for adults of the
same or opposite sex and said services include any lascivious conduct with the customers; or
106
solicits children or activities constituting the aforementioned acts shall be deemed to have
committed the acts penalized herein.
ARTICLE VIII
Working Children
Section 12. Employment of Children. – Children below fifteen (15) years of age may be
employed except:
(1) When a child works directly under the sole responsibility of his parents or legal guardian and
where only members of the employer's family are employed: Provided, however, That his
employment neither endangers his life, safety and health and morals, nor impairs his normal
development: Provided, further, That the parent or legal guardian shall provide the said minor
child with the prescribed primary and/or secondary education; or
(2) When a child's employment or participation in public & entertainment or information through
cinema, theater, radio or television is essential: Provided, The employment contract concluded
by the child's parent or guardian, with the express agreement of the child concerned, if possible,
and the approval of the Department of Labor and Employment: Provided, That the following
requirements in all instances are strictly complied with:
(a) The employer shall ensure the protection, health, safety and morals of the child;
(b) the employer shall institute measures to prevent the child's exploitation or discrimination taking
into account the system and level of remuneration, and the duration and arrangement of working
time; and;
(c) The employer shall formulate and implement, subject to the approval and supervision of
competent authorities, a continuing program for training and skill acquisition of the child.
In the above exceptional cases where any such child may be employed, the employer
shall first secure, before engaging such child, a work permit from the Department of Labor and
Employment which shall ensure observance of the above requirement.
The Department of Labor Employment shall promulgate rules and regulations necessary
for the effective implementation of this Section.
Section 13. Non-formal Education for Working Children. – The Department of Education,
Culture and Sports shall promulgate a course design under its non-formal education program
aimed at promoting the intellectual, moral and vocational efficiency of working children who have
not undergone or finished elementary or secondary education. Such course design shall integrate
the learning process deemed most effective under given circumstances.
Section 14. Prohibition on the Employment of Children in Certain Advertisements. – No

person shall employ child models in all commercials or advertisements promoting alcoholic
beverages, intoxicating drinks, tobacco and its byproducts and violence.
Section 15. Duty of Employer. – Every employer shall comply with the duties provided for in
Articles 108 and 109 of Presidential Decree No. 603.
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Section 16. Penalties. – Any person who shall violate any provision of this Article shall suffer the
penalty of a fine of not less than One thousand pesos (P1,000) but not more than Ten thousand
pesos (P10,000) or imprisonment of not less than three (3) months but not more than three (3)
years, or both at the discretion of the court; Provided, That, in case of repeated violations of the
provisions of this Article, the offender's license to operate shall be revoked.
ARTICLE IX
Children of Indigenous Cultural Communities
Section 17. Survival, Protection and Development. – In addition to the rights guaranteed to
children under this Act and other existing laws, children of indigenous cultural communities shall
be entitled to protection, survival and development consistent with the customs and traditions of
their respective communities.
Section 18. System of and Access to Education. – The Department of Education, Culture and
Sports shall develop and institute an alternative system of education for children of indigenous
cultural communities which culture-specific and relevant to the needs of and the existing situation
in their communities. The Department of Education, Culture and Sports shall also accredit and
support non-formal but functional indigenous educational programs conducted by non-
government organizations in said communities.
Section 19. Health and Nutrition. – The delivery of basic social services in health and nutrition
to children of indigenous cultural communities shall be given priority by all government agencies
concerned. Hospitals and other health institution shall ensure that children of indigenous cultural
communities are given equal attention. In the provision of health and nutrition services to children
of indigenous cultural communities, indigenous health practices shall be respected and
recognized.
Section 20. Discrimination. – Children of indigenous cultural communities shall not be subjected
to any and all forms of discrimination.
Any person who discriminate against children of indigenous cultural communities shall suffer a
penalty of arresto mayor in its maximum period and a fine of not less than Five thousand pesos
(P5,000) more than Ten thousand pesos (P10,000).
Section 21. Participation. – Indigenous cultural communities, through their duly-designated or

appointed representatives shall be involved in planning, decision-making implementation, and
evaluation of all government programs affecting children of indigenous cultural communities.
Indigenous institution shall also be recognized and respected.
ARTICLE X
Children in Situations of Armed Conflict
Section 22. Children as Zones of Peace. – Children are hereby declared as Zones of Peace. It
shall be the responsibility of the State and all other sectors concerned to resolve armed conflicts
in order to promote the goal of children as zones of peace. To attain this objective, the following
policies shall be observed.
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(a) Children shall not be the object of attack and shall be entitled to special respect. They shall be
protected from any form of threat, assault, torture or other cruel, inhumane or degrading
treatment;
(b) Children shall not be recruited to become members of the Armed Forces of the Philippines of
its civilian units or other armed groups, nor be allowed to take part in the fighting, or used as
guides, couriers, or spies;
(c) Delivery of basic social services such as education, primary health and emergency relief
services shall be kept unhampered;
(d) The safety and protection of those who provide services including those involved in fact-finding
missions from both government and non-government institutions shall be ensured. They shall not
be subjected to undue harassment in the performance of their work;
(e) Public infrastructure such as schools, hospitals and rural health units shall not be utilized for
military purposes such as command posts, barracks, detachments, and supply depots; and
(f) All appropriate steps shall be taken to facilitate the reunion of families temporarily separated
due to armed conflict.
Section 23. Evacuation of Children During Armed Conflict. – Children shall be given priority
during evacuation as a result of armed conflict. Existing community organizations shall be tapped
to look after the safety and well-being of children during evacuation operations. Measures shall
be taken to ensure that children evacuated are accompanied by persons responsible for their
safety and well-being.
Section 24. Family Life and Temporary Shelter. – Whenever possible, members of the same
family shall be housed in the same premises and given separate accommodation from other
evacuees and provided with facilities to lead a normal family life. In places of temporary shelter,
expectant and nursing mothers and children shall be given additional food in proportion to their
physiological needs. Whenever feasible, children shall be given opportunities for physical
exercise, sports and outdoor games.
Section 25. Rights of Children Arrested for Reasons Related to Armed Conflict. – Any child
who has been arrested for reasons related to armed conflict, either as combatant, courier, guide
or spy is entitled to the following rights;
(a) Separate detention from adults except where families are accommodated as family units;
(b) Immediate free legal assistance;
(c) Immediate notice of such arrest to the parents or guardians of the child; and
(d) Release of the child on recognizance within twenty-four (24) hours to the custody of the
Department of Social Welfare and Development or any responsible member of the community as
determined by the court.
If after hearing the evidence in the proper proceedings the court should find that the
aforesaid child committed the acts charged against him, the court shall determine the imposable
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penalty, including any civil liability chargeable against him. However, instead of pronouncing
judgment of conviction, the court shall suspend all further proceedings and shall commit such
child to the custody or care of the Department of Social Welfare and Development or to any
training institution operated by the Government, or duly-licensed agencies or any other
responsible person, until he has had reached eighteen (18) years of age or, for a shorter period
as the court may deem proper, after considering the reports and recommendations of the
Department of Social Welfare and Development or the agency or responsible individual under
whose care he has been committed.
The aforesaid child shall subject to visitation and supervision by a representative of the
Department of Social Welfare and Development or any duly-licensed agency or such other officer
as the court may designate subject to such conditions as it may prescribe.
The aforesaid child whose sentence is suspended can appeal from the order of the court
in the same manner as appeals in criminal cases.
Section 26. Monitoring and Reporting of Children in Situations of Armed Conflict. – The
chairman of the barangay affected by the armed conflict shall submit the names of children
residing in said barangay to the municipal social welfare and development officer within twenty-
four (24) hours from the occurrence of the armed conflict.
ARTICLE XI
Remedial Procedures
Section 27. Who May File a Complaint? – Complaints on cases of unlawful acts committed
against the children as enumerated herein may be filed by the following:
(a) Offended party;
(b) Parents or guardians;
(c) Ascendant or collateral relative within the third degree of consanguinity;1awphi1@ITC
(d) Officer, social worker or representative of a licensed child-caring institution;
(e) Officer or social worker of the Department of Social Welfare and Development;
(f) Barangay chairman; or
(g) At least three (3) concerned responsible citizens where the violation occurred.
Section 28. Protective Custody of the Child. – The offended party shall be immediately placed
under the protective custody of the Department of Social Welfare and Development pursuant to
Executive Order No. 56, series of 1986. In the regular performance of this function, the officer of
the Department of Social Welfare and Development shall be free from any administrative, civil or
criminal liability. Custody proceedings shall be in accordance with the provisions of Presidential
Decree No. 603.
Section 29. Confidentiality. – At the instance of the offended party, his name may be withheld
from the public until the court acquires jurisdiction over the case.
110
It shall be unlawful for any editor, publisher, and reporter or columnist in case of printed
materials, announcer or producer in case of television and radio broadcasting, producer and
director of the film in case of the movie industry, to cause undue and sensationalized publicity of
any case of violation of this Act which results in the moral degradation and suffering of the
offended party.
Section 30. Special Court Proceedings. – Cases involving violations of this Act shall be heard
in the chambers of the judge of the Regional Trial Court duly designated as Juvenile and Domestic
Court.
Any provision of existing law to the contrary notwithstanding and with the exception of
habeas corpus, election cases, and cases involving detention prisoners and persons covered by
Republic Act No. 4908, all courts shall give preference to the hearing or disposition of cases
involving violations of this Act.
ARTICLE XII
Common Penal Provisions
Section 31. Common Penal Provisions. –
(a) The penalty provided under this Act shall be imposed in its maximum period if the offender
has been previously convicted under this Act;
(b) When the offender is a corporation, partnership or association, the officer or employee thereof
who is responsible for the violation of this Act shall suffer the penalty imposed in its maximum
period;
(c) The penalty provided herein shall be imposed in its maximum period when the perpetrator is
an ascendant, parent guardian, stepparent or collateral relative within the second degree of
consanguinity or affinity, or a manager or owner of an establishment which has no license to
operate or its license has expired or has been revoked;
(d) When the offender is a foreigner, he shall be deported immediately after service of sentence
and forever barred from entry to the country;
(e) The penalty provided for in this Act shall be imposed in its maximum period if the offender is
a public officer or employee: Provided, however, that if the penalty imposed is reclusion perpetua
or reclusion temporal, then the penalty of perpetual or temporary absolute disqualification shall
also be imposed: Provided, finally, that if the penalty imposed is prision correccional or arresto
mayor, the penalty of suspension shall also be imposed; and
(f) A fine to be determined by the court shall be imposed and administered as a cash fund by the
Department of Social Welfare and Development and disbursed for the rehabilitation of each child
victim, or any immediate member of his family if the latter is the perpetrator of the offense.
ARTICLE XIII
Final Provisions
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Section 32. Rules and Regulations. – Unless otherwise provided in this Act, the Department of
Justice, in coordination with the Department of Social Welfare and Development, shall promulgate
rules and regulations of the effective implementation of this Act.
Such rules and regulations shall take effect upon their publication in two (2) national
newspapers of general circulation.
Section 33. Appropriations. – The amount necessary to carry out the provisions of this Act is
hereby authorized to be appropriated in the General Appropriations Act of the year following its
enactment into law and thereafter.
Section 34. Separability Clause. – If any provision of this Act is declared invalid or
unconstitutional, the remaining provisions not affected thereby shall continue in full force and
effect.
Section 35. Repealing Clause. – All laws, decrees, or rules inconsistent with the provisions of
this Acts are hereby repealed or modified accordingly.
Section 36. Effectivity Clause. – This Act shall take effect upon completion of its publication in
at least two (2) national newspapers of general circulation.
Approved: June 17, 1992
D. REPUBLIC ACT 7877
AN ACT DECLARING SEXUAL HARASSMENT UNLAWFUL IN THE EMPLOYMENT,

EDUCATION OR TRAINING ENVIRONMENT, AND FOR OTHER PURPOSES.

assembled:
SECTION 1. Title. - This Act shall be known as the "Anti-Sexual Harassment Act of
1995."
SECTION 2. Declaration of Policy. - The State shall value the dignity of every individual,
enhance the development of its human resources, guarantee full respect for human rights, and
uphold the dignity of workers, employees, applicants for employment, students or those
undergoing training, instruction or education. Towards this end, all forms of sexual harassment in
the employment, education or training environment are hereby declared unlawful.
SECTION 3. Work, Education or Training -Related, Sexual Harassment Defined. - Work,

education or training-related sexual harassment is committed by an employer, employee,
manager, supervisor, agent of the employer, teacher, instructor, professor, coach, trainor, 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.
(a) In a work-related or employment environment, sexual harassment is committed when:

112
(1) The sexual favor is made as a condition in the hiring or in the employment, re-
employment or continued employment of said individual, or in granting said individual favorable
compensation, terms of conditions, promotions, or privileges; or the refusal to grant the sexual
favor results in limiting, segregating or classifying the employee which in any way would
discriminate, deprive or diminish employment opportunities or otherwise adversely affect said
employee;
(2) The above acts would impair the employee's rights or privileges under existing
labor laws; or
(3) The above acts would result in an intimidating, hostile, or offensive environment
for the employee.
(b) In an education or training environment, sexual harassment is committed:
(1) Against one who is under the care, custody or supervision of the offender;
(2) Against one whose education, training, apprenticeship or tutorship is entrusted to the
offender;
(3) When the sexual favor is made a condition to the giving of a passing grade, or the
granting of honors and scholarships, or the payment of a stipend, allowance or other benefits,
privileges, or consideration; or
(4) When the sexual advances result in an intimidating, hostile or offensive environment
for the student, trainee or apprentice.
Any person who directs or induces another to commit any act of sexual harassment as herein
defined, or who cooperates in the commission thereof by another without which it would not have
been committed, shall also be held liable under this Act.
SECTION 4. Duty of the Employer or Head of Office in a Work-related, Education or

Training Environment. - It shall be the duty of the employer or the head of the work-related,
educational or training environment or institution, to prevent or deter the commission of acts of
sexual harassment and to provide the procedures for the resolution, settlement or prosecution of
acts of sexual harassment. Towards this end, the employer or head of office shall:
(a) Promulgate appropriate rules and regulations in consultation with and joint1y approved by
the employees or students or trainees, through their duly designated representatives, prescribing
the procedure for the investigation of sexual harassment cases and the administrative sanctions
therefore.
Administrative sanctions shall not be a bar to prosecution in the proper courts for unlawful
acts of sexual harassment.
The said rules and regulations issued pursuant to this subsection (a) shall include, among
others, guidelines on proper decorum in the workplace and educational or training institutions.
113
(b) Create a committee on decorum and investigation of cases on sexual harassment. The
committee shall conduct meetings, as the case may be, with officers and employees, teachers,
instructors, professors, coaches, trainers, and students or trainees to increase understanding and
prevent incidents of sexual harassment. It shall also conduct the investigation of alleged cases
constituting sexual harassment.
In the case of a work-related environment, the committee shall be composed of at least one
(1) representative each from the management, the union, if any, the employees from the
supervisory rank, and from the rank and file employees.
In the case of the educational or training institution, the committee shall be composed of at
least one (1) representative from the administration, the trainers, instructors, professors or
coaches and students or trainees, as the case may be.
The employer or head of office, educational or training institution shall disseminate or post a
copy of this Act for the information of all concerned.
SECTION 5. Liability of the Employer, Head of Office, Educational or Training

Institution. - The employer or head of office, educational or training institution shall be solidarity
liable for damages arising from the acts of sexual harassment committed in the employment,
education or training environment if the employer or head of office, educational or training
institution is informed of such acts by the offended party and no 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 from instituting a separate and
independent action for damages and other affirmative relief.
SECTION 7. Penalties. - Any person who violates the provisions of this Act shall, upon
conviction, be penalized by imprisonment of not less than one (1) month 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.
Any action arising from the violation of the provisions of this Act shall prescribe in three (3)
years.
SECTION 8. Separability Clause. - If any portion or provision of this Act is declared void or
unconstitutional, the remaining portions 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 provisions 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 newspapers of general circulation.
E. REPUBLIC ACT 8980

114
AN ACT PROMULGATING A COMPREHENSIVE POLICY AND A NATIONAL SYSTEM
FOR EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD), PROVIDING FUNDS
THEREFOR AND FOR OTHER PURPOSES
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 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
115
(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. - 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:
(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.
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(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.
(a) Responsibilities of the National Government - National government agencies shall be

responsible for developing policies and programs, providing technical assistance and supp ort 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 jointIy 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.
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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;
(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 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
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activities and the other exclusively with the existing functions of the CWC. The Deputy Executive
Directors shall be 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.
(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;
(ii) 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
implementers 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;
(vii) 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;
(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.
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(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 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 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
implementers in tile city/municipality that conforms to National ECCD System Standards.
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(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 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.
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
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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.
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
work plans 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.
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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. - 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
Approved: December 05, 2000
F. REPUBLIC ACT 10157
AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC

EDUCATION SYSTEM AND APPROPRIATING FUNDS THEREFOR

assembled:
SECTION 1. Short Title. – This Act shall be known as the “Kindergarten Education Act”.
SEC. 2. Declaration of Policy. – In consonance with the Millennium Development Goals on

achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of the State to
provide equal opportunities for all children to avail of accessible mandatory and compulsory
kindergarten education that effectively promotes physical, social, intellectual, emotional and skills
stimulation and values formation to sufficiently prepare them for formal elementary schooling. This
Act shall apply to elementary school system being the first stage of compulsory and mandatory
formal education. Thus, kindergarten will now be an integral part of the basic education system of
the country.
Kindergarten education is vital to the academic and technical development of the Filipino
child for it is the period when the young mind’s absorptive capacity for learning is at its sharpest.
It is also the policy of the State to make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning.
SEC. 3. Definition of Terms. – The terms used in this Act are defined as follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean one (1) year of preparatory
education for children at least five (5) years old as a prerequisite for Grade I; and
(d) Mother tongue refers to the language first learned by a child.

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SEC. 4. Institutionalization of Kindergarten Education. – Kindergarten education is hereby

institutionalized as part of basic education and for school year 2011-2012 shall be implemented
partially, and thereafter, it shall be made mandatory and compulsory for entrance to Grade 1.
SEC. 5. Medium of Instruction. – The State shall hereby adopt the mother tongue-based
multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the primary
medium of instruction for teaching and learning in the kindergarten level. However, exceptions
shall be made to the following cases:
(a) When the pupils in the kindergarten classroom have different mother tongues or when some
of them speak another mother tongue;
(b) When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.
In such exceptional cases, the primary medium of instruction shall be determined by the
DepEd aligned with the framework being used in the elementary level including teacher training
and production of local resources and materials under DepEd Order No. 74, series of 2009.
The DepEd, in coordination with the Commission on Filipino Language and in close
collaboration with academic and research institutions concerned with education, shall formulate
a mother tongue-based multilingual framework for teaching and learning: Provided, That the
DepEd will include teaching strategies as defined in Section 7(c) which aims to introduce and
eventually strengthen the child’s understanding of English, which is the official language.
SEC. 6. Implementing Agency. – The authority to regulate the organization, operation and/or
implementation of the kindergarten education program of both public and private schools shall be
vested upon the DepEd, through the creation of a new Division under the BEE and other
necessary support to achieve successful implementation of kindergarten education to include, but
not limited to, increasing the number of kindergarten teacher positions with the required salaries
and benefits, enhancing teacher training in early education, and providing the nece ssary
allocations for classrooms and chairs, facilities and equipment, and textbooks.
SEC. 7. Duties, Powers and Functions. – The DepEd, through the BEE, shall exercise the
following powers and functions:
(a) Oversee and supervise the organization, operation and implementation of the kindergarten
education program;
(b) Develop the curriculum for kindergarten education consistent with the universally accepted
norms and standards, including values formation all of which shall be developmentally
appropriate, and use of the MTB-MLE as a medium of instruction and to periodically review such
for purposes of upgrading;
(c) Develop teaching strategies using the unique feature of the MTB-MLE which shall include, but
not limited to, the following:
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(1) The two-track method (storytelling and reading, listening story, oral communication activities);
(2) Interactive strategies;
(3) Use of manipulative games; and
(4) Experiential, small group discussions and total physical response (TPR) among others.
The learning development materials shall consist of the following at the minimum:
(i) Listening story;
(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing professional development program for
kindergarten teachers to ensure constant updating of their knowledge in current trends,
pedagogy, methodologies and concepts on early childhood education;
(b) Prescribe the necessary qualifications for the hiring and accreditation of teachers who will
handle the kindergarten education program;
(c) Exercise authority over the operation of private kindergarten institutions;
(d) Supervise the establishment of various venues for early childhood education which may be
institution-based, home-based, hospital-based or community-based, and which shall be duly
accredited by the DepEd; and
(e) Introduce innovative programs in kindergarten that shall include educational technologies,
whenever applicable.
SEC. 8. Appropriations. – The DepEd shall immediately include in the program of the
Department the operationalization of the free, mandatory and compulsory public kindergarten
education, the initial funding of which shall be charged against the current appropriations for
kindergarten education of the DepEd. Thereafter, such sums which shall be necessary for the
continued implementation of the free public kindergarten education program shall be charged to
the General Fund and included in the annual General Appropriations Act.
SEC. 9. Implementing Rules and Regulations. – Within ninety (90) days after the effectivity of
this Act, the DepEd, in consultation with the Department of Budget and Management, shall
promulgate the rules and regulations needed for the implementation of this Act.
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SEC. 10. Separability Clause. – If any provision of this Act is held invalid or unconstitutional, the
same shall not affect the validity and effectivity of the other provisions hereof.
SEC. 11. Repealing Clause. – Pertinent provisions of all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby
SEC. 12. Effectivity Clause. – This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.
ISBN 9781119369608
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. (2012). The Teaching Profession 2nd Edition.
Lorimar Publishing, Inc. ISBN 971-685-745-0
Let’s Check
Activity 1. Answer the questions that follow regarding the studied laws related to the
teaching profession in the Philippines. (Adopted from Bilbao et.al, 2012)
1. Who are referred to as “teacher” in RA 4670? Who are not included although they are school
personnel?
2. Based on authority, accountability and responsibility” of the school head/ principal, list down
your expectations as a future teacher.
126
3. What future education and training do you need to become a pre-school teacher?
Let’s Analyze
Activity 1. Write a 500-word essay on your realization about the teaching profession after
studying the different laws related to teaching in the Philippines.
127
128
129
In a Nutshell
Activity 1. List you rights and corresponding duties and obligations as a teacher.
LAW RIGHTS OBLIGATIONS

130
131
Q & A LIST
1.
2.
3.
4.
5.
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Big Picture in Focus: ULOb. Explore the history of the development of

education in the Philippines
Metalanguage
1. Compulsory - required by law or a rule; obligatory.
2. Commission- a group of people officially charged with a particular function.
3. Implementation - the process of putting a decision or plan into effect; execution.
4. Liberalized - remove or loosen restrictions on (something, typically an economic or political

system)
5. Secularized - dissociate or separate from religious or spiritual concerns
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the 6-7th week
the course, you need to fully understand the following essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to exclusively
refer to these resources. Thus, you are expected to utilize other books, research articles
and other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.
At this point, let us go back in time and learn about how the educational system of the
Philippines evolved over time and infer how it lead to today’s education.
I. HISTORICAL DEVELOPMENT OF THE PHILIPPINE EDUCATIONAL SYSTEM
Education in the Philippines has undergone several stages of development from the pre-
Spanish times to the present. In meeting the needs of the society, education serves as focus of
emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of

methods. Children were provided more vocational training and less academics (3 Rs) by their
parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish
colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-
oriented. It was for the elite, especially in the early years of Spanish colonization. Access to
education by the Filipinos was later liberalized through the enactment of the Educational Decree
of 1863 which provided for the establishment of at least one primary school for boys and 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 instruction was free
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and the teaching of Spanish was compulsory. Education during that period was inadequate,
suppressed, and controlled.
The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a
Revolutionary Government. The schools maintained by Spain for more than three centuries were
closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior.
The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of
the Philippines were established. A system of free and compulsory elementary education was
established by the Malolos Constitution.
An adequate secularized and free public school system during the first decade of
American rule was established upon the recommendation of the Schurman Commission. Free
primary instruction that trained the people for the duties of citizenship and avocation was enforced
by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned
officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of
teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to
the Philippines 600 teachers from the U.S.A. They were the Thomasites.
1863
Superior Commission of Primary Instruction Chairman
Educational Decree of 1863
1901-1916
Department of Public Instruction General Superintendent
Act. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942
Department of Public Instruction Secretary
Organic Act Law of 1916 (Jones Law)
1942-1944
Department of Education, Health and Public Welfare Commissioner
Renamed by the Japanese Executive Commission, June 11, 1942
1944
Department of Education, Health and Public Welfare Minister
Renamed by Japanese Sponsored Philippine Republic
1944
Department of Public Instruction
Secretary Renamed by Japanese Sponsored Philippine Republic
1945-1946
Department of Public Instruction and Information Secretary
Renamed by the Commonwealth Government
1946-1947
Department of Instruction Secretary
Renamed by the Commonwealth Government
1947-1975
134
Department of Education Secretary
E.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978
Department of Education and Culture Secretary
Proc. No. 1081, September 24, 1972
1978-1984
Ministry of Education and Culture Minister
P.D. No. 1397, June 2, 1978
1984-1986
Ministry of Education, Culture and Sports Minister
Education Act of 1982
1987-1994
Department of Education, Culture and Sports Secretary
E.O. No. 117. January 30, 1987
1994-2001
Department of Education, Culture and Sports Secretary
RA 7722 and RA 7796, 1994 Trifocalization of Education Management
2001 – present
Department of Education Secretary
RA 9155, August 2001
(Governance of Basic Education Act)
The high school system supported by provincial governments, special educational

institutions, school of arts and trades, an agricultural school, and commerce and marine institutes
were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature
approved Act No. 1870 which created the University of the Philippines.
The Reorganization Act of 1916 provided the Filipinization of all department secretaries
except the Secretary of Public Instruction.
Japanese educational policies were embodied in Military Order No. 2 in 1942. The
Philippine Executive Commission established the Commission of Education, Health and Public
Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese –
sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching
of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work
and dignity of labor was emphasized. On February 27, 1945, the Department of Instruction was
made part of the Department of Public Instruction.
In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed
to Department of Education. During this period, the regulation and supervision of public and
private schools belonged to the Bureau of Public and Private Schools.
135
In 1972, it became the Department of Education and Culture by virtue of Proclamation
1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional
offices were created and major organizational changes were implemented in the educational
system.
The Education Act of 1982 created the Ministry of Education, Culture and Sports which
later became the Department of Education, Culture and Sports in 1987 by virtue of Executive
Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained
unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the
Technical Education and Skills Development Authority (TESDA) were established to supervise
tertiary degree programs and non-degree technical-vocational programs, respectively.
The Congressional Commission on Education (EDCOM) report provided the impetus for
Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education
(CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.
The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary and nonformal education, including culture and sports. TESDA
now administers the post-secondary, middle-level manpower training and development while
CHED is responsible for higher education.
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.
DEPED MANAGEMENT STRUCTURE
To carry out its mandates and objectives, the Department is organized into two major
structural components. The Central Office maintains the overall administration of basic education
at the national level. The Field Offices are responsible for the regional and local coordination and
administration of the Department’s mandate. RA 9155 provides that the Department should have
no more than four (4) Undersecretaries and four (4) Assistant Secretaries with at least one
Undersecretary and one Assistant Secretary who are career service officers chosen among the
staff of the Department.
In 2015, the Department underwent a restructuring of its office functions and staffing. The
result of which was the Rationalization Plan for the new organizational structure. Details of the
new structure are further explained in DO Series 2015 No. 52, also known as the New
Organizational Structures of the Central, Regional, and Schools Division Offices of the
Department of Education.
At present, the Department operates with four (4) Undersecretaries in the following areas:
Curriculum and Instruction

Finance and Administration
136
Governance and Operations
Legal and Legislative Affairs
Four (4) Assistant Secretaries are assigned in the following areas:

Supporting the Office of the Secretary (OSEC) at the Central Office are the different strands,
services, bureaus, and divisions.
There are five (5) strands under OSEC:
Strategic Management
Five (5) attached agencies:
Early Childhood Care and Development (ECCD) Council
National Book Development Board (NBDB)
National Council for Children’s Television (NCCT)
National Museum
Philippine High School for the Arts
Three (3) coordinating councils:
Adopt-a-School Program (ASP) Coordinating Council
Literacy Coordinating Council (LCC)
Teacher Education Council (TEC)
At the sub-national level, the Field Offices consist of the following:
Seventeen (17) Regional Offices, and the Autonomous Region in Muslim Mindanao
(ARMM*), each headed by a Regional Director (a Regional Secretary in the case of ARMM).
Two hundred twenty-one (221) Provincial and City Schools Divisions, each headed by a Schools
Division Superintendent. Assisting the Schools Division Offices are 2,602 School Districts, each
headed by a District Supervisor.
Under the supervision of the Schools Division Offices are 62,605 schools, broken down as follows:
49,209 elementary schools (38,648 public and 10,561 private)

13,396 secondary schools (7,976 public and 5,420 private)
II. JOURNEY IN BASIC EDUCATION CURRICULAR REFORMS: 1946-2011
“We draw an important distinction between assessing and evaluating.” Assessing is

gathering evidence of content knowledge and skills; evaluating is the case-by-case value
judgment of the quality of performance …. Successful program development cannot occur without
some form of evaluation. Curriculum program evaluation is the process of systematically
determining the quality of a small program can be improved (Sanders, 2000)
YEAR ELEMENTARY SECONDARY

EDUCATION EDUCATION
137
English should be the General Education
1946-1956
basic official language Curriculum
Offering of Character of
Education and Good
Vernacular was the
Manners and Right
1957-1972 auxiliary medium of
Conduct and shall be given
Instruction
in English for a period of
40 mins. Once a week
Bilingual Education Policy
1973-1988
as issued
The implementation of the
1983-2001 Experiential Elementary
Education Program
The Values Education
Program was offered a
separate subject and mass
1989-2001
training of teachers
included in Values
Formation
SEC was implemented
only for first year only, 2nd,
2002-2011
3rd, 4th continued to
undertake the 2002 BEC

ISBN 9781119369608
Musa, S., Ziatdinov, R. (2012). Features and Historical Aspects of the Philippine Educational
System. European Journal of Contemporary Education, 2012, Vol.(2), No.2
Let’s Check!
Activity 1. List and elaborate 3 events which you think had the biggest impact in the
development of education in the Philippines. Defend your answer.
1.
138
2.
3.
Let’s Analyze
Activity 1. Present the Development of the Philippine educational system from pre-Spanish
era to the Japanese era by means of a timeline. (Bilbao et.al, 2012)
139
In a Nutshell
Activity 1. Research on the events and developments that took place in the Philippine
Educational System and come up with a timeline showing these developments (format:
freestyle)
Q & A LIST
140
1.
2.
3.
4.
5.
KEYWORD INDEX
Social regard Philosophy Teaching
Framework Principle Teacher
Standards Morality Board
Competency Value Professional
Diversity Transcendent Behavior
School Learner Global-society
Cultural significance World-mindedness Compulsory
commission Implementation Liberalized

141
COURSE SCHEDULES
Activity Page Date Where to submit

Big Picture ULOa Let’s Check p. 12 BB LMS
Activity
Big Picture ULOa Let’s Analyze p. 13 BB LMS
Big Picture ULOa In a Nutshell p. 18 CF email
Activity
Big Picture ULOa Q& A List p. 20 CF email
Big Picture ULOb Let’s Check p. 31 BB LMS
Activity
Big Picture ULOb Let’s Analyze p. 32 BB LMS
Big Picture ULOb In a Nutshell p. 35 CF email
Activity
Big Picture ULOb Q& A List p. 36 CF email
First Exam BB LMS
Big Picture ULOc Let’s Check p. 40 BB LMS
Activity
Big Picture ULOc Let’s Analyze p. 40 BB LMS
Big Picture ULOc In a Nutshell p. 41 CF email
Activity
Big Picture ULOc Q& A List p. 43 CF email
Second Exam BB LMS
Activity
Activity
Activity
Activity
142
Third Exam BB LMS
Activity
Activity
Activity
Activity
Fourth Examination BB LMS

EDUC 109 Teaching Profession SIM

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UNIVERSITY OF MINDANAO

College of Teachers Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: EDUC 109 (TEACHING PROFESSION)

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

ULOa. Explain the different philosophies of education 5

ULOb. Examine the present teacher education

ULOc. Extrapolate the characteristics of a global

ULOb. Describe how the professional teacher conducts

Course Outline: EDUC 109 – The Teaching Profession

Course Coordinator: Elleine Rose A. Oliva

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper

For group assessment tasks, the course coordinator will

If disapproved by the course coordinator, you can

You can also meet the course coordinator in person

For students who have not created their student email,

Ivy Jane Regidor

Course Information – see/download course syllabus in the Black Board LMS

CO Before the actual teaching performance, you have to be equipped with

a. Explain the different philosophies of education;

Big Picture in Focus: ULOa. Explain the different philosophies of

5.Transcendent – goes beyond normal limits and boundaries because it is more

Philosophy Why teach? What to teach? How to teach?

Writing your Teaching Philosophy

(University of Minnesota, 2020)

The Foundational Principles of Morality and You

When can we say that a person is of good moral character?

1. being fully human

(Bilbao et.al, 2012)

Values Formation and You

On the contrary, relativists believe that:

Are values Taught or Caught?

The Cognitive, Affective, and Behavioral Dimensions of Values

Teaching as Your Vocation, Mission, and Profession

YOUR CONCEPT OF LEARNING

YOUR TEACHING METHODS

YOUR INTERACTION WITH STUDENTS

Do you have any question or clarification?

Big Picture in Focus: ULOb. Examine the present teacher education

2. Framework – a basic conceptuall structure (as of ideas); a skeletal, openwork, or structural

3. Standards – a level of quality or attainment; an idea or thing used as a measure, norm, or

Who Should Use the NCBTS?

How Should Teachers Use the NCBTS?

II. THE 21ST CENTURY TEACHER

1. Communication Skills. This refers to the skills

(Adopted from Bilbao et.al, 2012)

III. SCHOOL AND COMMUNITY RELATIONS

Difficulties that children experience: ability to accomplish assignments, irregular attendance,

Whole Community Engagement Is Key

(Bilbao et.al, 2012)

Jan, H. (2017). Teacher of 21st Century: Characteristics and Development. Research on

Ambag, S.C. (2015). Assessment of Competency Level of Pre-Service Teachers Based on

Subjects in the Teacher Education Curriculum

Activity 1. By means of a graphic organizer, describe the 21st century teacher by

Do you have any question or clarification?