Title

DECS Service Manual 2000

Law Date
Jan 1, 2000

This Philippine Jurisprudence case explores the vision, mission, history, legal
bases, and organizational structure of the Department of Education, Culture and
Sports (DECS), as well as the creation of the Commission on Higher Education
(CHED) and the Technical Education and Skills Development Authority (TESDA),
highlighting the importance of empowering teachers and principals, providing
quality education, and decentralizing education for effective implementation of
educational programs.

2000

DECS SERVICE MANUAL 2000

THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS)

DECS is a complex learning organization that develops, promotes, provides and ensures
basic education responsive to the internal, external and emerging learning needs.

CHAPTER 1

Vision and Mission

SECTION 1. The DECS Vision

We are a people organization committed to a culture of excellence in public service.

Believing that the most important resource of our country is its people, we make the task of
educating the Filipino child our singular mission.

We assist the Filipino child to discover his/her full potential in a child-centered and
value-driven teaching-learning environment and thereby, enable him/her to create his/her own
destiny in the global community. We prepare him/her to become a responsible citizen and an
enlightened leader who loves his/her country and is proud to be a Filipino.
 We provide a school system . . .

Where teachers and principals achieve the desired learning outcome not only because
they are empowered, competent and accountable, but because they care;

Where administrators exercise visionary leadership responsive to emerging learning

needs of the nation; ensure adequate resources; promote appropriate technology; create and
sustain a conducive climate to enhance learning; and AaEcHC

Where the family, the community and other institutions actively support our efforts.

We affirm the right of every Filipino child especially the less advantaged to benefit from
such a system.

This is our vision. With God's help, we dedicate all our talents and energies to its
realization.

SECTION 2. Mission

To provide quality basic education that is equitably accessible to all and lay the
foundation for life-long learning and service for the common good.

CHAPTER 2

Legal Bases

SECTION 1. 1987 Philippine Constitution

1. Section 1 of Article XIV of the 1987 Philippine Constitution mandates that "the State
shall protect and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all."

Section 2 of the same article has the following provisions:

The State shall:

1) establish, maintain, and support a complete, adequate, and integrated system of

education relevant to the needs of the people;

2) establish and maintain a system of free public education in the elementary and high
school levels. Without limiting the natural right of parents to rear their children, elementary
education is compulsory for all children of school age;
 3) establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives which shall be available to deserving students in both public and
private schools, especially to the underprivileged;

4) encourage non-formal, informal, and indigenous learning systems, as well as self-

learning, independent, and out-of-school study programs particularly those that respond to
community needs; and

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

SECTION 2. 1935 Constitution

The 1935 Philippine Constitution stressed that all schools shall aim to develop moral
character, personal discipline, civic conscience, vocational efficiency and to teach the duties of
citizenship. ESITcH

CHAPTER 3

Development and History

SECTION 1. The Department of Public Instruction

1.1 On September 6, 1901, the Philippine Commission enacted Public Act No. 222 which
provided for the organization of four executive departments, one of which was the Department
of Public Instruction headed by a Secretary. The other departments were: Department of
Interior, Department of Police and Commerce, and Department of Finance and Justice.

1.2 Under Section 4 of Act No. 222, the Department of Public Instruction was given
executive control over the following bureaus: Bureau of Public Instruction, Bureau of Public
Charities, Public Libraries and Museum, Bureau of Statistics, Bureau of Public Records, Bureau
of Public Printing, the Bureau of Architecture and Construction of Public Buildings. This law
became the legal basis of the Department of Education and Culture.

1.3 It may be recalled that the Philippine Commission, working under the administration
of the military governor had passed Act No. 74 on January 21, 1901 which established the
Department of Public Instruction headed by a chief officer called General Superintendent of
Public Instruction. The General Superintendent was vested with the authority to establish
schools. Initially the archipelago was divided into 10 divisions, each headed by a division
superintendent.
 1.4 This Department of Public Instruction established under Act No. 74 of the Philippine
Commission became the Bureau of Public Instruction under Public Act No. 222. The name
Bureau of Public Instruction became Bureau of Education under Act No. 477 which was passed
on November 1, 1902.

1.5 The chief officer of the Bureau was called General Superintendent of Instruction. The
designation was later changed to General Superintendent of Education. This was again changed
to Director of Education effective November 1, 1905 by Reorganization Act 1407 enacted on
October 26, 1905.

1.6 The Bureau of Education had control over the Division of Ethnology and the Division
of the American Circulating Library of Manila which was transferred later to the Bureau of
Science and to the Philippine Library, respectively.

SECTION 2. The Department of Education

2.1 The Department of Public Instruction was renamed Department of Education when
the national government was reorganized by Executive Order No. 94 in July 1947. By virtue of
Proclamation No. 1081, it was renamed Department of Education and Culture, and later changed
to Ministry of Education and Culture conformably to the provisions of P.D. No. 1397.

2.2 Under the Revised Administrative Code, the Secretary of Education had direct
control, direction, and supervision over the following bureaus and offices: Bureau of Public
Schools, Bureau of Private Schools, Bureau of Vocational Education, Bureau of Public Libraries,
National Museum, Institute of National Language, National Historical Commission, Board of
National Education and Board of Textbooks.

2.2.1 The Bureau of Public Schools

The Bureau of Education became the Bureau of Public Schools on October 4, 1947
conformably to Executive Order No. 94.

The Bureau of Public Schools consisted of the General Office and the field offices or the
school divisions. It was headed by a Director and two (2) Assistant Directors. The General Office
had direct control and supervision over field divisions.

The General Office was composed of 9 promotional divisions whose functions were to
prepare courses of study, select and revise materials of instruction and supervise the field.
These include the Instruction Division, Curriculum, Measurement and Research, Personnel,
Property and School Plant, Publication and Information, Records, Finance, and Vocational
Division. It also had seven administrative divisions.
 The Bureau of Public Schools was also in charge of the conduct and management of all
special schools supported from national funds.

Those organizational structures and functions continued until the integrated

government reorganization in 1975.

2.2.2 The Bureau of Private Schools

The Office of Superintendent of Private Schools was created in the Department of Public
Instruction in 1910 to meet the need for better supervision of private schools.

It may be stated that while Section 25 of Act No. 74 of the Philippine Commission
specified that "nothing in this Act shall be construed in any way to forbid, impede, or obstruct
the establishment and maintenance of private schools", nothing was said with regard to their
control or supervision.

In 1923 Act No. 3075 was enacted making inspection and recognition of private schools
obligatory for the Secretary of Public Instruction. This Act took effect only in 1926 when funds
were appropriated for the Office of the Commissioner of Private Education. DAHSaT

Minimal changes took place because of retrenchment policies and other factors until
1936 when the National Assembly enacted Commonwealth Act No. 180 establishing the Bureau
of Private Education headed by a director.

2.2.3 The Bureau of Vocational Education

The Bureau of Vocational Education was created pursuant to the provisions of R.A. 3742
effective June 22, 1963. With the establishment of this Bureau, the Vocational Education Division
of the Bureau of Public Schools was abolished. The Bureau was created primarily for the
purpose of strengthening, promoting, and expanding the programs of Vocational Education. The
Bureau had administrative supervision on all trade, technical, agricultural and fishery schools
throughout the country. IEDHAT

2.2.4 The National Library

The name Bureau of Public Libraries was changed to National Library under Republic
Act No. 3873, dated June 18, 1964. ACcDEa

2.2.5 The National Museum

Since its creation in 1901, the National Museum has been placed under various executive
departments and agencies and its name has undergone several changes. One of the Bureaus
under the Department of Public Instruction, as specified in Act No. 222, was the Bureau of
Public Charities, Public Libraries and Museum.

It became the Insular Museum of Ethnology, National History and Commerce under the
Department of Public Instruction. Later, its name was changed but still placed under the
Department of Instruction.

It became the Philippine Museum merged with the Philippine Library in 1916. In 1928, it
was called the National Museum of the Philippines, and placed under the Department of
Agriculture and Natural Resources.

By virtue of Philippine Republic Executive Order No. 94, the former Natural History
Museum Division was merged with the Gallery Arts and History Division of the Philippine
Library to form the present National Museum. It was under the office of the Executive Secretary.

In 1951 the National Museum was transferred to the Department of Education on the
basis of Philippine Republic E.O. No. 392.

2.2.6 Institute of National Language

The Institute of National Language was established by Commonwealth Act No. 184
approved on November 13, 1936 and amended by CA No. 333 on June 18, 1938. This Act provided
that the decision of the Institute on all linguistic matters, when approved by the President of the
Philippines shall be adopted as literary standard on all official publications and school
textbooks.

2.2.7 The National Historical Commission

The National Historical Commission was created by R.A. 4368 which was approved on
June 19, 1965.

2.2.8 Board on National Education

The Board was established under R.A. No. 1124. This law was amended by R.A. 4372
which specified that the Board shall have members with the Secretary of Education as
Chairman. During the reorganization of the Department of Education, the Board was renamed
National Board of Education. The Board was in charge of the formulation of educational policies
and the direction of educational interests of the nation.

2.2.9 Board on Textbooks

 The Board was originally created by Act No. 2957 on February 19, 1921. It ceased to
function in 1928, but was revived in 1930 with the passage of Act No. 3772 later amended by R.A.
No. 139. It had the responsibility of selecting and approving the textbooks and supplementary
readers for use in public schools.

In the case of textbooks in the private schools, the Board had the power to prohibit the
use of any book found to contain something offensive to the dignity of the Filipino people,
against the policies of the government, or otherwise pedagogically unsuitable.

2.2.10 Instructional Materials Council Secretariat (IMCs)

The IMCs formulates and adopts policies, guidelines and priorities for the development
and production of textbooks, supplementary and reference books, and other instructional
materials for use in public elementary and secondary schools consistent with the curricula,
courses of study and relevant policies established by DECS. It adopts criteria and standards for
the fair and objective evaluation of textbooks manuscripts and other instructional materials
submitted for its review and consideration and for the procurement of these materials.

SECTION 3. DECS under the Integrated Reorganization Plan

3.1 In 1975, a massive reorganization was implemented conformably to the Integrated

Reorganization Plan of the government. With the reorganization, the Department was
decentralized.

3.2 The Bureau of Public Schools, Bureau of Private schools and Bureau of Vocational
Education were abolished. In their place, the Bureau of Elementary Education, Bureau of
Secondary Education, and Bureau of Higher Education were established. These bureaus in the
Central Office became principally staff bureaus. The country was divided into 12 regions each
headed by a regional director exercising line functions.

This decentralized set-up gave Central Office top officials more time for policy making
and attending to higher administrative issues.

Under the Educational Development Decree of 1972, the following were implemented:
the Educational Development Project Implementing Task Force (EDPITAF) was established and
the Board of National Education was changed to National Board of Education.

SECTION 4. Education Act of 1982 (BP Blg. 232)

4.1 This act provided for the establishment and maintenance of an integrated system of
education. Its aims were to: (1) provide for a broad general education that will assist each
individual 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 functions of
society; c) acquire the essential educational foundation of his development into a productive
and versatile citizen; (2) train the nations' manpower in the middle-level skills required for
national development; (3) develop the professions that will provide leadership 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.

4.2 This act also provided for the establishment of the Board of Higher Education;
Bureaus of Elementary Education, Secondary Education, Higher Education, Continuing
Education, Technical and Vocational Education, the regional and field offices, the National
Scholarship Center and the cultural agencies. The National Board of Education was abolished
and its functions transferred to the office of the Minister of Education, Culture and Sports.
ICDSca

4.3 On May 27, 1982, the Textbook Council and the Instructional Materials Corporation
(IMC) was created under E.O. No. 806. The order declared it a policy of the state to pursue a
continuing program to promote and maintain standard levels of quality in our education
system. The Council replaced the Textbook Board. The IMC served as the implementing arm of
the Council in connection with its non-regulatory activities. It was later renamed Instructional
Materials Development Center under A.O. No. 59 s. 1986. HIAEcT

SECTION 5. Executive Order 117, s. 1987 (Reorganization Act of the Ministry of Education,
Culture and Sports)

5.1 In 1987, Executive Order No. 117 was issued specifying that the Ministry shall be
primarily responsible for the formulation, planning and implementation, and coordination of
the policies, plans, programs, projects in the areas of formal and non-formal education at all
levels, elementary, secondary, technical-vocational, and non-formal; supervise all educational
institutions both public and private, and provide for the establishment and maintenance of a
complete, adequate and integrated system of education relevant to the goals of national
development.

5.2 This Order mandated the following:

1) The appointment of five (5) deputy ministers upon recommendation of the Minister
who shall be responsible for each of the different areas of responsibility;

2) Renaming of the Bureau of Continuing Education to Bureau of Non-formal Education;

 3) Renaming of the Bureau of Sports Development as Bureau of Physical Education and
School Sports;

4) That the National Museum, National Library, National Historical Institute, Institute of
National Language, National Institute of Philippine Languages, be attached to the Ministry;

5) That the Ministry supervise and control the following agencies: a) Health and Nutrition
Center, National Educational Testing Center, renamed National Educational Testing and
Research Center (NETRC);

6) That the following agencies be reorganized and integrated: the Child Youth and
Research Center to NETRC; the Population Center to the Bureau of Elementary Education and
Secondary Education; the Foreign Students and Program Assistance Unit to the Bureau of
Higher Education, and the National Scholarship and Student Loan Center to the Bureau of
Higher Education;

7) That the following agencies continue to be attached to the Ministry: Instructional

Materials Corporation, Instructional Materials Council, EDPITAF, National Youth and Sports
Center, National Social Action Council, National Board for Teachers, the Boy Scouts of the
Philippines, and the Girl Scouts of the Philippines. cHSTEA

SECTION 6. The Legislation on Education after the EDCOM

A major reform in the structure of the Philippine Educational System was recommended
by the Congressional Commission on Education (EDCOM). The findings and recommendation
of the EDCOM resulted in the creation of the Technical Education and Skills Development
Authority (TESDA) and the Commission on Higher Education (CHED).

6.1 Creation of the Commission on Higher Education (CHED)

R.A. No. 7722 known as the Higher Education Act of 1994 created the Commission on
Higher Education, independent from the Department of Education, Culture and Sports and
attached to the Office of the President for administrative purposes only. Its coverage shall be
both public and private institutions of higher education as well as degree-granting programs in
all post-secondary educational institutions.

The personnel, properties, assets and liabilities, functions and responsibilities of the
Bureau of Higher Education, including those for higher and tertiary education and degree-
granting vocational and technical programs in the regional offices, under the Department of
Education, Culture and Sports and other government entities having functions similar to those
of the Commission, were transferred to the Commission.
 The Commission was created in pursuance of the state policy to foster and promote the
right of all citizens to affordable quality education at all levels and shall take appropriate steps to
ensure that education shall be accessible to all. It is tasked to ensure and protect academic
freedom and promote its exercise and observance for the continuing intellectual growth, the
advancement of learning and research, the development of responsible and effective leadership,
the education of higher level and middle-level, professionals and the enrichment of our
historical and cultural heritage. ATESCc

6.2 Creation of the Technical Education and Skills Development Authority. (TESDA)

R.A. No. 7796 known as the Act of 1994 created the Technical Education and Skills
Development Authority to provide relevant, accessible high quality and efficient technical
education and skills development in support of the development of higher quality Filipino
middle-level manpower responsive to and in accordance with Philippine development and
priorities.

TESDA replaced and absorbed the National Manpower and Youth Council (NMYC), the
Bureau of Technical and Vocational Education (BTVE) and the personnel and functions
pertaining to technical-vocational education in the regional offices of the Department of
Education, Culture and Sports and the apprenticeship program of the Bureau of Local
Employment of the Department of Labor and Employment.

SECTION 7. Decentralization

7.1 The emergence of the Local Government Code which affects governance of the
learning structure initiates the expanded participation of stakeholders in education.

7.2 Through the years, DECS has undergone several organization moves towards sharing
of authority, power and influence in appropriate levels. CHIEDS

7.3 The increasing consciousness that basic education is not the sole responsibility and
accountability of DECS but of all the stakeholders of a national learning system as a major sector
for national development may eventually lead to the decentralization or change of nature and
structure of DECS.

II

ORGANIZATIONAL STRUCTURE

CHAPTER 1

DECS Central Office

 The Department is organized into two major structural components: the Central Office
and the field offices, which consist of regional offices, and the school divisions.

The Central Office consists of the Department proper, service offices, staff bureaus and
centers. HCTDIS

SECTION 1. Powers, Duties and Responsibilities

1.1 Secretary

The Secretary exercises supervision and control over the entire department and
performs the following functions:

1.1.1 Advises the President on matters related to education;

1.1.2 Establishes the policies and standards for the operation of the Department pursuant
to the approved programs of the government;

1.1.3 Promulgates rules and regulations necessary to carry out the objectives, policies,
functions, plans, programs and projects of the department;

1.1.4 Promulgates issuances necessary for the efficient administration of the offices under
him and for proper implementation of laws relative to education;

1.1.5 Exercises disciplinary powers over officials and employees in accordance with
existing laws;

1.1.6 Formulates and enforces a management control system to measure and evaluate
performance of the Department and submits periodic reports to the President;

1.1.7 Prepares and submits to the President, through the Department of Budget and
Management, the budget of the Department; and

1.1.8 Appoints all officers and employees of the Department except those whose
appointment is vested in the President.

1.2 Undersecretary

Republic Act 232 provides for four (4) Undersecretaries (USEC). At the discretion of the
Secretary, each of them may be assigned any of the following functions:

1.2.1 Advises and assists the Secretary in the formulation and implementation of
Department policies, plans and programs;
 1.2.2 Oversees all the operational activities of the Department for which he will be
assigned and held responsible by the Secretary;

1.2.3 Coordinates the programs and projects of the Department; HICSTa

1.2.4 On the basis of an official designation, discharges temporarily the duties of the
Secretary in case of the latter's inability to discharge his duties or in case of vacancy of the said
office.

1.3 Assistant Secretary

There are four (4) Assistant Secretaries (ASEC) at present: ASEC for Programs and
Projects and Regional Operations, ASEC for Planning and Human Resource Development, ASEC
for Legal Affairs, and ASEC for Finance and Administration. The five (5) major services of the
Department are supervised directly by the Assistant Secretaries.

SECTION 2. Major Services

There are five (5) major services. These are the Administrative Service, Financial
Management Service, Human Resource Development Service, Technical Service and Planning
Service.

2.1 Administrative Service

2.1.1 Is responsible for providing services related to legal assistance, supplies and
equipment; and ECSHAD

2.1.2 Takes charge of collection and disbursement of funds, security and custodial work.

2.2 Financial Management Service

2.2.1 Provides advice and assistance on budgetary, financial, and management matters.

2.3 Human Resource Development Service

2.3.1 Develops and administers a personnel program which includes: selection and
placement; classification and pay, career development; performance evaluation, employee
relations and welfare;

2.3.2 Acts on matters concerning attendance, leaves, appointments, promotions and

other personnel transactions; and
 2.3.3 Develops and implements an integrated plan for staff development of personnel in
the central and the field offices.

2.4 Technical Service

2.4.1 Implements the educational communication and multimedia technology

development programs of the Department. Technical Service (TS) takes care of public and
media relations; information dissemination, publication, audiovisual production, printing and
non-print (Internet) services and manages the DECS e-mail Information System (decsinfosys).
SITCcE

2.4.2 Integrated with the Technical Service is the Education Technology Unit which
manages the DECS website (decs.gov.ph) and provides technology and capability building
resources in computer learning.

2.5. Planning Service

2.5.1 Develops annual, short-term, medium-term and long-term plans, of the Department
in accordance with the Department's objectives and goals.

SECTION 3. The Bureaus

Assisting the Secretary in initiating and formulating policies, standards programs on

curriculum development, are three (3) Bureaus, each headed by a Director: the Bureau of
Elementary Education, the Bureau of Secondary Education and the Bureau of Nonformal
Education.

3.1 Bureau of Elementary Education

3.1.1 Formulates and implements policies and programs on basic education;

3.1.2 Conducts studies and formulates curriculum designs/framework/standards that will

continually help upgrade the quality of elementary education. ISDCHA

3.2 Bureau of Secondary Education

3.2.1 Conducts studies and formulates, develops and evaluates programs and educational
standards of secondary education;

3.2.2 Develops curricular designs, prepares instructional materials and prepares and
evaluates programs to upgrade the quality of the teaching and non-teaching staff at the
secondary level; and
 3.2.3 Formulates guidelines to improve the general management of secondary schools.

3.3 Bureau of Non-Formal Education

3.3.1 Develops relevant programs that shall provide opportunities for self-improvement
of out-of-school youths and adults;

3.3.2 Develops quality literacy and continuing educational materials; and

3.3.3 Networks with various agencies to ensure expanding access to educational

opportunities of out-of-school youths and adults.

SECTION 4. The Centers

Each of the following Centers is headed by a Director:

4.1 National Educational Testing and Research Center (NETRC)

4.1.1 Undertakes educational research, evaluation and assessment to determine the

effectiveness of the educational system.

4.2 School Health and Nutrition Center (SHNC)

4.2.1 Plans, directs and coordinates the Integrated School Health and Nutrition Program;

4.2.2 Assists in the formulation and promulgation of rules and regulations pertaining to
health services and education;

4.2.3 Provides guidelines for the school feeding program; and

4.2.4 Establishes inter/intra agency linkages to strengthen program implementation.

4.3 Educational Development Projects Implementing Task Force (EDPITAF)

4.3.1 Supervises and implements foreign-assisted development projects; and

4.3.2 Implements other development projects as may be assigned by the Secretary.

4.4. National Science Teaching Instrumentation Center (NSTIC) (D.O. No. 84, s. 1982)

4.4.1 Develops prototype science teaching equipment and materials such as using
indigenous materials and locally available technology and adopted to approved curriculum
user's manual;
 4.4.2 Develops and prescribes standards for science teaching equipment and materials;

4.4.3 Provides training programs for science teachers; and

4.4.4 Assists the private sectors in developing its capability to mass-produce the
prototype science teaching equipment developed by the Center.

4.5 Instructional Materials Council Secretariat (M.O. No. 64, s. 1985)

4.5.1 Formulates and adopts policies, guidelines and priorities for the development and
production of textbooks, supplementary and reference books, and other instructional materials
for use in public elementary and secondary schools consistent with the curricula, courses of
study and relevant policies established by DECS; and

4.5.2 Adopts criteria and standards for the fair and objective evaluation of textbook
manuscripts and other instructional materials submitted for its review and consideration and
for the procurement of these materials.

4.6 National Educators Academy of the Philippines (NEAP) (D.O. No. 63, s. 1992)

4.6.1 Formulates policies, standards and guidelines relevant to human resources

development thrusts;

4.6.2 Develops continuing human resource development programs for school managers,
potential educational leaders and master teachers;

4.6.3 Promotes synergetic partnership and linkages with centers of excellence, local and
international, from both government and non-government sectors;

4.6.4 Provides continuing assessment and evaluation mechanism to insure quality

training and development; and

4.6.5 Strengthens the capacity of the network of educational learning centers through a
systematic exchange and delivery of educational innovativeness.

CHAPTER 2

The DECS Field Offices

SECTION 1. The Regional Office

The field offices consist of 15 regional offices, each headed by a Regional Director, and the
Autonomous Region in Muslim Mindanao (ARMM) headed by a Regional Secretary. A region is
composed of provincial and city school divisions each headed by a Schools Division
Superintendent.

The DECS regional offices are as follows:

Region 1 (Ilocos Region) San Fernando, La Union

It is composed of eight (8) divisions

Pangasinan I La Union

Pangasinan II Dagupan

Ilocos Norte San Carlos City

Ilocos Sur Laoag City

Region II (Cagayan Valley) Tuguegarao, Cagayan

It is composed of five (5) divisions

Cagayan Nueva Vizcaya

Isabela Quirino

Batanes

Region III (Central Luzon) San Fernando, Pampanga

It is composed of nine (9) divisions

Bulacan Bataan

Pampanga Angeles City

Zambales Cabanatuan City

Tarlac Olongapo City

Nueva Ecija

Region IV (Southern Tagalog) Rizal Provincial Capitol Compound, Oranbo, Pasig City
 It is composed of sixteen (16) divisions

Rizal Palawan

Batangas Romblon

Quezon Batangas City

Cavite Lipa City

Laguna Lucena City

Marinduque San Pablo City

Oriental Mindoro Cavite City

Occidental Mindoro Aurora

Region V (Bicol Region) Legaspi City

It is composed of nine (9) divisions

Camarines Sur Catanduanes

Camarines Norte Naga City

Albay Legaspi City

Masbate Iriga City

Sorsogon

Region VI (Western Visayas) Iloilo City

It is composed of fifteen (15) divisions

Negros Occidental Iloilo City

Iloilo San Carlos City

Antique Cadiz City

Capiz La Carlota City

 Aklan Silay City

Guimaras Bago City

Bacolod City Sagay City

Roxas City

Region VII (Central Visayas) Cebu City

It is composed of nine (9) divisions:

Cebu Dumaguete City

Bohol Lapu-Lapu City

Negros Oriental Toledo City

Siquijor Mandaue City

Cebu City

Region VIII (Eastern Visayas) Palo, Leyte

It is composed of nine (9) divisions:

Northern Samar Biliran

Samar (Western) Calbayog City

Eastern Samar Ormoc City

Leyte Tacloban City

Southern Leyte

Region IX (Western Mindanao) Zamboanga City

It is composed of seven (7) divisions:

Basilan Pagadian City

 Zamboanga del Sur Dipolog City

Zamboanga del Norte Dapitan City

Zamboanga City

Region X (Northern Mindanao) Cagayan de Oro City

It is composed of seven (7) divisions:

Bukidnon Cagayan de Oro City

Camiguin Ozamis City

Misamis Oriental Gingoog City

Misamis Occidental

Region XI (Southern Mindanao) Davao City

It is composed of eight (8) divisions:

Davao del Norte Davao City

Davao del Sur Compostela Valley

Davao Oriental Gen. Santos City

South Cotabato Sarangani

Region XII (Central Mindanao) Cotabato City

It is composed of six (6) divisions:


Lanao del Norte Cotabato City

Cotabato Kidapawan City

Iligan City Sultan Kudarat

Marawi City

Region XIII (Caraga) Butuan City
It is composed of seven (7) divisions:

Agusan del Norte Surigao City

Agusan del Sur Siargao

Surigao del Norte Butuan City

Surigao del Sur

NCR (National Capital Region) Ozamis Street, Bago Bantay, Quezon City
It is composed of thirteen (13) divisions:

Manila Taguig/Pateros

Quezon City Makati City

Caloocan City Malabon/Navotas/Valenzuela

Pasay City (VALMANA)

Pasig/San Juan Las Pi as City

Marikina City Para aque

Muntinlupa City Mandaluyong City

Cordillera Administrative Region (CAR) Wangal, La Trinidad, Benguet

It is composed of seven (7) divisions:

Abra Kalinga

Benguet Apayao

Mt. Province Ifugao

Baguio City
Autonomous Region of Muslim Mindanao (ARMM) Cotabato City
It is composed of five (5) divisions:

Sulu Lanao del Sur II

Tawi-Tawi Maguindanao

Lanao del Sur I

1.2 Regional Director (Director IV)

The following are the functions of the Regional Director:

1.2.1 Prepares and submits annual sectoral educational and administrative plans,
programs, projects and targets for the region;

1.2.2 Administers the budget of the regional office and sets up budget control machinery
in the region;

1.2.3 Renders administrative decisions on all matters within his authority as provided by
law and on the basis of proper delegation by the Secretary and/or other authorities concerned;
and

1.2.4 Exercises general supervision over all private schools in all levels within the region
and sees to it that all schools maintain academic, administrative and other standards. CDHaET

1.3 Assistant Regional Director (Director III)

1.3.1 Assists the Regional Director in all management and administrative functions; and

1.3.2 Performs additional assignments given by the Regional Director.

1.4 The Regional Office Divisions

There are five major divisions in the Regional Office. Three (3) of these are instructional,
each headed by a Division Chief The Elementary Education Division, Secondary Education
Division, and Non-formal Education Division. The two other divisions are the Administrative
Division, and the Budget and Finance Division.

1.4.1 The supervision of educational programs in the school divisions within a region is
carried out by a team of Education Supervisors of the Elementary Education Division and the
Secondary Education Division.

1.4.2 The Non-formal Education Division oversees the delivery of literacy and livelihood
education to out-of-school youth and adults who are not able to attend the formal education
classes.

1.4.3 The Administrative Division takes care of matters pertaining to human resource
management, local affairs, salary, supply, records, and evaluation of teacher credentials.

1.4.4 The Budget and Finance Division takes charge of budgetary and financial matters.

SECTION 2. School Division

A school division is located in each province or city. The provincial school division may
include a city or cities within its geographical unit, if the latter is not yet separated from the
province through a charter.

The Schools Division Superintendent heads the school division. He is directly

responsible to the Regional Director. He has authority over all elementary and secondary public
and private schools in the Division, including special schools.

2.1 Duties and Responsibilities of the Schools Division/City Superintendent:

2.1.1 Organizes, develops, directs and administers the division and exercises general
supervision over the first and second levels education program in the provincial or city division;

2.1.2 Determines the suitability and hygienic conditions of school houses and other
buildings for instruction and helps in the acquisition of school sites;

2.1.3 Recommends approval of budgets of provincial or city schools in his division to the
provincial or city board, and confers with them on matters affecting school appropriations and
disbursements;

2.1.4 Transmits and recommends approval of principal budgets and special/supplemental

budgets of municipal, provincial and national schools in his division, if there are any, through
the regional office of the Department of Education, Culture and Sports;

2.1.5 Exercises general administration and supervision of properties both fixed and
movable within his jurisdiction, and approves the use of same for non-instructional purposes;

2.1.6 Approves, appointments, promotions, transfers, reassignments reinstatements,

details and dropping from the roles, of personnel of the Division occupying position with salary
grade 18 and below, including the position of the District Supervisor;

2.1.7 Approves, leaves not exceeding a total of 30 days, with or without pay and 60 days
maternity leave of school and division office personnel; request of classroom teachers to teach,
resign, engage in business and publish articles, and investigate cases/complaints involving
personnel in the division; and the appointments, transfers, reinstatements, and details of field
janitors for not more than 30 days;

2.1.8 Recommends for approval requests for reclassification, upgrading and conversion
of position and other related matters;

2.1.9 Prepares and submits annual and periodic reports on conditions and activities of
schools in his division and on needed equipment, supplies and textbooks and other reports;

2.1.10 Makes periodic visits to schools to check compliance and implementation of

curricular requirements;

2.1.11 Conducts in-service training of staff and field supervisors as well as teachers and
other non-teaching personnel to keep them posted on new trends for advancement and
improvement of instruction, administration, and supervision and personnel management;

2.1.12 Approves vouchers, payrolls and requisitions;

2.1.13 Plans, programs, and directs the distribution of national fund allotments;

2.1.14 Confers, coordinates and cooperates with provincial officials and other government
agencies on matters affecting school and certain community development projects;

2.1.15 Initiates and directs the development of local curriculum materials and
programmes and coordinates the conduct of educational researches and surveys and special
fund campaigns; and

2.1.16 Sits as co-chairman of the Provincial Board.

2.2 Duties and Responsibilities of the Assistant Schools Division Superintendent:

2.2.1 Assists in the administration and supervision of the activities in the division by
initiating plans and programs suited to the needs of the division;

2.2.2 Assists in the selection of teachers and other employees, reviews teachers' request
for study leave and permission to teach, seek transfer, engage in business and publish articles
and recommends appropriate action;
 2.2.3 Checks records of pupils'/students' funds, and provincial allotments;

2.2.4 Conducts preliminary inquiry and prepares reports on cases/ complaints involving
school personnel for investigation;

2.2.5 Attends meetings, conducts and assists in in-service training of teachers, seminars,
and workshops;

2.2.6 Observes conditions obtaining in the school and the community; develops suitable
educational programs of the division;

2.2.7 Coordinates the work of the different division supervisors;

2.2.8 Takes leadership in the development of curriculum materials, evaluates

instructional activities, reports and curriculum materials;

2.2.9 Visits teachers, principals and other school personnel to ensure that the curriculum
requirements and educational programs of the division are properly implemented;

2.2.10 Takes active part in implementing the co-curricular activities of the division
particularly in athletics and cultural programs; and

2.2.11 Serves as a liaison officer of the Division Superintendent of Schools with other
government agencies in the division.

2.3 The Education Supervisors

DECS Order No. 36, s. 1998 allocates the number of Education Supervisors for a school
division.

2.3.1 For each division with 4,000 teachers or below, there should be 11 Education
Supervisors I in the following subject areas:

Number Subject

1 English

1 Science

1 Mathematics

1 Social Studies
1 Filipino

1 P.E., Health, Music and Arts

1 Pre Elementary Education/SPED

and Private Education

2 THE and Livelihood

1 Values Education and Guidance

1 Non-formal Education

Other allied concerns shall be assigned to the Education supervisor related to his/her
subject area assignment. DTcHaA

2.3.2 For each Division with more than 4,000 teachers there shall be 14 Education
Supervisors I in the following Subject areas:

Number Subject

1 English

1 Science

1 Mathematics

1 Social Studies

1 Filipino

1 P.E., Health, Music and Arts

1 Pre Elementary Education/SPED

and Private Education

2 THE and Livelihood

1 Values Education and Guidance

1 Non-formal Education

2.3.3 Duties of the Education Supervisor

 Assists the Superintendent in carrying out the educational programs in the division; and

Visits the different districts, elementary and secondary schools in the division to provide
assistance to district supervisors, principals, and teachers in evaluating and improving their
work.

SECTION 3. The District Office.

A school division is divided into districts on the basis of the number and size of
municipalities. A district usually comprises one or more municipalities. Some city divisions may
be divided into districts according to the number and size of schools. Each district is headed by
a district supervisor.

3.1 The District Supervisor

The District Supervisor is the educational leader, organizer, and administrator of all
elementary schools within his/her district. The responsibilities of the district supervisor require
that he possess inspiring leadership, tact, sympathy, vision and administrative ability.

3.1.1 Duties of the District Supervisor:

a) provides leadership in the implementation of DECS programs and projects in the

district;

b) directs, advises and assists the elementary school principal and teachers in his
district;

c) promotes the efficiency of the teachers under his charge through effective supervision
and in-service training;

d) leads in the evaluation of achievement in the district;

e) keeps his schools functioning in keeping with the broad general policies of the bureau
and the best interests of the public and the community; and

f) sits as co-chairman at the District School Board in its deliberations.

SECTION 4. The School

An elementary or a secondary school is headed by a principal who is responsible for the

management and supervision of the school.
 4.1 The principals of elementary schools are categorized depending on the number of
teachers.

Number Subject

2 English (1 Elementary & 1 Secondary)

2 Science (1 Elementary to include

Health & 1 Secondary)

2 Mathematics (1 Elementary & 1

Secondary)

1 Social Studies

2 Filipino

1 P.E., Health, Music and Arts

1 THE and Livelihood Education

1 Values Education and Guidance

1 Non-formal Education

Pre-elementary Education/SPED/

Private Education

4.2 Duties of the Elementary School Principal:

4.2.1 Supervises all school personnel in an elementary school;

4.2.2 Provides leadership in the development and implementation of all educational

programs in the school;

4.2.3 Promotes the efficiency of teaching and learning in all classes through in-service
trainings, observations, visits, etc.;

4.2.4 Coordinates all services for the wholesome growth and development of all pupils
and other personnel in the school;
 4.2.5 Leads in the evaluation of achievements of the division. Directs the organization of
classes, determines and assigns the teaching loads of the staff and makes proper distribution of
instructional and other materials;

4.2.6 Provides for the accommodation of pupils including the availability of buildings for
classrooms and other school needs. Coordinates and cooperates with the community and other
agencies and represents the district supervisor in the school;

4.2.7 Prepares, consolidates and submits all reports of the school to the district
supervisor;

4.2.8 Rates the performance of the teachers in the school and recommends the deserving
ones for promotions; and

4.2.9 Does related work.

4.3 Duties of the Secondary School Principal:

4.3.1 Provides leadership in the formulation and implementation of policies, plans,

programs and projects to carry out the objectives of education for secondary schools adopted to
the needs of the community;

4.3.2 Prepares the school program, assignment of teachers as well as testing schedules.
Makes available to teachers, students and other school employees the needed instructional
materials and supplies;

4.3.4 Prepares the school budget proposals and works for adequate financing of the
school; prepares programs of expenditures based on the approved budget;

4.3.5 Leads in curriculum development and determines what electives, and vocational
courses the school can offer to its students;

4.3.6 Plans and organizes the co-curricular activities of teachers and students;

4.3.7 Sees to it that the school is provided with proper health and medical facilities, and
supervises the maintenance and up-keep of school plant facilities;

4.3.8 Evaluates and rates performance of teachers and recommends promotion of

teachers and employees;

4.3.9 Organizes the guidance program of the school;

 4.3.10 Maintains good public relations with students, teachers, local officials and the
public at large; and

4.3.11 Conducts in-service education program for the teachers and other school
employees. DCSETa

III

SCHOOL ORGANIZATION AND CURRICULA

CHAPTER 1

Basic Education

SECTION 1. Coverage

1.1 Basic Education has three (3) main programs: elementary, secondary and nonformal.

1.2 Elementary education programs cover Grades I to VI; secondary education programs
from First year to Fourth year or a total of ten (10) school years in the formal school system.
Preschool is offered in some areas.

1.3 To ensure proper implementation of the Education For All (EFA) policy of the
government, nonformal education programs provide for the training needs of out-of-school
youths and adults, 15 years old and above.

SECTION 2. The Curriculum

2.1 The curricular programs, as a matter of policy, are suggestive patterns and models for
the guidance of field officials and teachers. These may be enriched or modified to suit the needs
of the learners and the conditions in the school and community, provided however, that any
radical departure from the specified subjects and curricula shall have the approval of the
Secretary of the Department of Education, Culture and Sports.

2.2 The development and organization of the curricular programs must focus on the
learner's total development. The curricula are based on the fundamental aims of education set
forth in the Article XIV Section 2 of the 1987 Philippine Constitution, the Education Act of 1982,
the DECS vision sad mission and other official statutes.

2.3 Any modification of the curriculum or adoption of an instructional system approved

by the regional office shall be furnished to the Office of the Secretary (Attn: Bureau of
Elementary/Secondary Education). The approved application shall indicate, among other things,
the rationale for the proposed modification of the curriculum on the instructional system
(MECS Order No. 48, s. 1986).

2.4 Textbooks and other instructional materials are based on Learning Competencies.
The Teacher's Manuals and other curricular aids and sources of information guide supervisors,
principals and teachers in planning and organizing instruction.

SECTION 3. Major Programs

3.2. Elementary Education

3.2.1 General guidelines

a) Public elementary education is free and compulsory for Filipino children (D.M. No. 178,
s. 1988).

b) As a matter of policy, the Department mandates the establishment of a complete

elementary school in every barangay.

3.2.2 Objectives of Elementary Education

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;

To provide learning experiences which increase the learner's awareness of, and
responsiveness to, the changes and demands of society and prepare him/her for constructive
and effective involvement;

To promote and intensify the learner's knowledge of, identification with, and love for the
nation and the people to which he/she belongs; and

To promote experiences which develop the learner's orientation to the world of work and
creativity and prepare himself/herself to engage in honest and gainful work (The Education Act
of 1982).

3.2.3 Organization of classes

a) Generally in the primary grades, one (1) teacher shall handle all the subjects in one (1)
class with a maximum of 56 pupils (D.O. No. 26, s. 1995).
 b) In the intermediate grades, the departmental system may be adopted following a 5:4 or
3:2 plan ratio of teachers to classes.

c) No teacher shall have a load of more than 360 minutes of actual teaching per day (M.O.
No. 6, s. 1982).

d) The maximum daily contact time shall be 300 minutes Grades I and II, 340 minutes
for Grade III, 360 minutes for Grade IV and 380 minutes for Grades V and VI for regular classes.

e) Mobile and/or multigrade classes shall be organized to cater for the needs of school
children in distant and difficult-to-reach communities when there are insufficient number of
enrollees per grade or when not enough teachers are available.

f) Special education classes for the highly gifted and fast learners, mentally handicapped,
visually impaired, hearing impaired, learning disabled, speech defective, autistic children,
children with behavior or special health problems, and physically handicapped learners shall be
organized to cater for the special needs of these children.

3.2.4 The Elementary Education Curriculum. The basic learning areas included in
elementary curricula (Philippine Elementary Learning Competencies) are the following (M.O.
No. 6, s. 1982):

a) Edukasyon sa Kagandahang Asal at Wastong Pag-uugali. Character Education/Good Manners

and Right Conduct or Edukasyon sa Kagandahang Asal at Wastong Pag-uugali is a separate
learning area to be taught for 30 minutes daily from Grade I to Grade VI. The rating for
CE/GMRC is included in the determination of the General Average of the pupils (D.O. No. 90, s.
1991). ASTcaE

The learning area revolves around core values and related values culled from DECS
Values Framework (D.O. No. 6, s. 1988) and the Moral Recovery Program of the government. The
core and related values were translated into competencies following a hierarchy of topics from
Grades I- VI.

b) Filipino. The area provides for the development of competencies in the language specifically,
speaking, reading, writing, thinking and listening.

Listening competency includes such skills as auditory discrimination and

comprehension; speaking: pronunciation, use of expressions and grammar structures; reading:
vocabulary development, recognition, comprehension and study skills; and writing:
handwriting skills, composition and mechanics.
 Listening, speaking, reading and writing and thinking skills shall be developed in
different learning situations. Literary appreciation shall be taught, among others, from Grades
III-VI.

c) English. This area provides for the development of competencies in English specifically
listening, speaking, reading, writing and thinking.

Listening competency includes such skills as auditory discrimination and

comprehension. Speaking competency has to do with pronunciation, use of expressions and
grammatical structures. Reading includes vocabulary development, recognition,
comprehension and study skills. Writing is concerned with handwriting skills, composition and
mechanics. For effective teaching, the specific skills constituting these competencies shall be
developed in communication situations using many and varied materials to the point of
mastery. Children shall also be taught appropriate literacy materials such as jingles, rhymes,
poems, dialogs, etc. suited to the grade.

d) Science and Health aims to help the Filipino child gain functional understanding of science
concepts and principles linked with real life situations. It also aims to help the child acquire
science skills as well as scientific attitudes and values needed in solving everyday problems
pertaining to health and sanitation, nutrition, food production and the environment and its
conservation.

e) Mathematics. The daily period in Mathematics in Grades I, II and III includes a study of the
four (4) fundamental operations, fractions, metric and local measurements, the use of money
and their application to practical problems based on activities in real life.

In Grades IV, V, and VI, the child is expected, among other things, to conceptualize the
meaning of ratio and scales, maps, and graphs.

In Grades V and VI, addition and subtraction of whole numbers are no longer included
since the children should have mastered the operation and had sufficient practice in the same
when they get to Grade IV. Thus the class will have more time for other skills and concepts e.g.,
percent, ratio and proportion.

f) Sibika at Kultura SK (Grades I-III) This learning area deals with the study of the relationship of
man to society and government, his role, duties and responsibilities, and rights and privileges
as a citizen of his country and the world as well.

It also includes the development of moral and spiritual values, pride in one's cultural
heritage, proper nutrition, desirable health habits and creative self-expression, through Music,
Arts and Physical Education.
 Heograpiya, Kasaysayan at Sibika (HKS) (Grades IV-VI). This area is a learning package
composed of History, Geography and Civics. It deals with the study of the evolution of human
society with the individual as the central figure in this process of evolution, i.e., how people,
ideas and events in the past helped shape the present; how man manages the present in order to
attain a desired future; and since man is the central figure of this evolution, how he must strive
to develop his human potentials to enable him to live effectively in his physical, social,
economic, political and cultural environment.

History provides a time continuum of people, problems and achievements, as well as

ideas and events in the past that have influenced the present. It treats how changes and
modifications in the structure of society brought about the emergence of new, more and varied
opportunities and benefits for the development of human potential. It deals with the
intervention programs of the present society designed to attain a desired future.

Geography provides a spatial perspective of man's physical and social environment and
his ways of adapting to and managing it. It includes physical features such as land and water
forms, climate, flora and fauna, location, altitude, directions, demography and adoption,
utilization, conservation and improvement.

Civics deals with the relationship of man and government, his role, duties and
responsibilities and his rights and privileges as a citizen. Together with History and Geography,
Civics provides many and varied experiences in which the learner develops feelings of pride,
identity and loyalty to the country and nation transcending his pride in, identity with, and
loyalty to his family, tribe or region.

g) Edukasyong Pantahanan at Pangkabuhayan (EPP), a common learning area for boys and girls
shall be taught starting Grade IV. The activities shall emphasize the development of desirable
work attitudes, basic work skills and habits relevant to everyday chores at home, school and
community and the production of useful articles.

It also covers phases of work in elementary agriculture, home economics, industrial arts,
retail trade and other livelihood activities designed to develop awareness of and interest in
occupational jobs.

h) Musika at Sining is composed of Music and Arts. Music aims to provide the child with the
basic skills and appreciation of musical rhythm, melody, form, timbre, dynamics, tempo, texture
and harmony. Art, on the other hand, develops the basic skills and sense of aesthetic perception,
creative expression and appreciation of our art heritage as well as the natural and man-made
environment.
 The teacher/teachers shall plan the 90 minute weekly period in such a way that each area
will receive equal time allotment. DEICHc

Edukasyong Pagpapalakas ng Katawan (EPK). The physical education curriculum which

starts in Grade I gives emphasis on school sports while nurturing dances, rhythm, recreation
and outdoor activities in the context of Filipino culture.

The weekly time allotment of 120 minutes for EPK may be scheduled with the 90 minutes
for Music and Arts periods for the week.

3.2.5 Special Needs Education. Special Needs Education refers to the education of
persons who are gifted or talented as well as those who have physical, mental, social or sensory
impairment and cultural differences. Such group may require modifications of the school
curricula, programs and special services and physical facilities to help them develop to their
maximum capacity. These persons include the gifted/talented, the fast learners, the mentally
retarded, the visually impaired, the hearing impaired, those with behavior problems,
orthopedically handicapped, those with special health problems, the learning disabled, the
speech impaired or multi-handicapped (Section 1, Art. II Policies and Guidelines for Special
Education, 1997 Revised Edition).

a) Special Education shall aim to develop the maximum potential of the child with special
needs to enable him to become self-reliant and shall be geared towards providing him with the
opportunities for a full and happy life (Section 3, Art. I Policies and Guidelines for Special
Education, 1997 Revised Edition).

b) The ultimate goal of special education shall be the integration of learners with special
needs into the regular school system and eventually in the community (Section 5, Art. I Policies
and Guidelines for Special Education, 1997 Revised Edition).

c) All divisions shall organize at least one SPED center which will cater to children with
specific needs. Programs shall adopt the inclusive education concept or the different types of
SPED program suited to the needs of the learner. The Center shall function as a resource center
to:

support children with special needs integrate in regular schools;

assist in the conduct of in-service training;

produce appropriate teaching materials; and

conduct continuous assessment of children with special needs.

 d) All districts shall organize SPED programs in schools where there are identified
children with special needs with the assistance from existing SPED centers (D.O. No. 26, s. 1997).

e) The curriculum for Special Needs Education shall be based on the curriculum
prescribed for the regular schools by the Department of Education, Culture and Sports and
designed to respond to the special needs of the learners (Section 1, Art. V Policies and Guidelines
for Special Education, 1997 Revised Edition).

f) The following scheme or options may be adopted for Special Needs Education
programs (Section 1.1, Art. V Policies and Guidelines for Special Education, 1997 Revised
Edition):

Regular curriculum is prescribed for regular children.

Modified curriculum is prescribed for regular children with certain adaptations to meet
the needs of special children.

Special curriculum is prescribed for children with special needs aimed primarily at
developing special adaptive skills to maximize their potentials.

g) Special programs and provisions for the gifted, talented and creative talents shall be
developed and maintained. These may take the following prototypes, singly or in combination:

v Acceleration refers to any administrative practice designed to move gifted learners

through school more rapidly than usual. Administrative practices under acceleration include
early admission, grade skipping, advanced placement, telescoping of grade levels and credits by
examination.

Grade Acceleration/Grade Skipping. A child skips one (1) or two (2) grades after she has
been found to be intellectually, socially and emotionally ready to move to the higher grade.
Gifted pupils who qualify in the examinations given to the top pupils in Grade IV and V are
promoted or accelerated to the next grade.

Grade Telescoping. A pupil covers all the scope and sequence of a two-year curriculum in
one (1) year or a three-year curriculum in two (2) years. The program enables identified gifted
pupils to finish the Grades IV, V, and VI curricula in two (2) years.

v Ability grouping is any classification of children for instructional purposes in terms of

capacity for learning and demonstrated achievement. The types of ability grouping are:

Special Class/Self-Contained Classes. Children who have been earlier identified as gifted
are grouped by grades and are taught using a curriculum adapted to their abilities, interests, and
needs. All the major subject areas in the special class are usually handled by a SPED trained
teacher. Instruction in other subjects such as Music, Arts and Crafts and Science may be
handled by teachers who are specialists or experts in these areas. DEacIT

Pull-out Program. Under this scheme, the gifted are pulled out from their class to attend
enrichment classes under a teacher who has expertise in the particular subject. The gifted
pupils may come one grade level or from different grades. Children who have superior abilities
in Math, Science, Visual Arts, Communication Arts or Performing Arts are pulled out from their
classes and provided with enrichment activities by teachers who have expertise in these
learning areas.

v Enrichment is any adaptation of the regular curriculum to provide educational

experiences over and above those in the regular program. Enrichment activities do not require
students to skip grades or accomplish anything earlier than usual. It may involve Saturday
classes, after school services and special programs during the day in which students are placed
with other gifted children in a different classroom and exposed to special and challenging
activities.

The Mentally Handicapped. The special curriculum for the mentally handicapped shall
include training in self-help skills, socialization, motor and pre-vocational and vocational skills.
For the more severely retarded child, emphasis shall be on the development of self-help skills.

The Hearing Impaired. The modified curriculum for the hearing

impaired shall emphasize communication and language development.
The curriculum, in addition, shall include special instruction in speech
and speechreading, auditory training and rhythm. The multi-sensory
approach shall be maximized and speech/speechreading and sign
language shall be encouraged in Grade I. Filipino sign language shall be
used in the education of the hearing impaired.

The Visually Impaired. The modified curriculum for the visually impaired shall include
sensory training, special instruction in Braille reading and writing, mathematics, orientation
and mobility, Braille music, and typing.

The Orthopedically Handicapped. The curriculum for the physically handicapped child
shall include functional exercises. Learning activities shall be creative and multi-dimensional.
They shall make maximum use of all remaining sense modalities and shall provide for active
participation in the learning process.
 The Children with Behavior Problems. The modified curriculum for children with
behavior problems shall include special activities and behavior modification techniques with
emphasis on moral, civic and spiritual values as well as training in livelihood, and technical and
academic skills to prepare them for the world of work.

3.2.6 Preschool Education or Early Childhood Education

Objectives (D.O. No. 107, s. 1989)

a) To develop the child in all aspects (physical, social, moral, spiritual, emotional and
cognitive), so that he/she may be better prepared to adjust and cope with life situations within
the context of his/her experience; and

b) To maximize the child's fullest potential through a variety of carefully selected and
meaningful experiences considering his/her interests and capabilities.

General Guidelines

a) School divisions are encouraged to establish public preschool classes whenever

possible to provide the early childhood stimulation needed by children during their formative
years.

b) In schools where the Grade I pupils have not been provided preschool education, the
eight-week curriculum on early childhood experiences shall be provided.

c) Organized preschool classes may have a minimum of 20 and a maximum of 40 pupils

to a class.

d) A preschool teacher may be allowed to handle a maximum of two (2) classes, one in
the morning and another in the afternoon.

Focus of the Curriculum. The Early Childhood Education (ECE) Learning Areas include
activities that develop in each child communication skills in English and Filipino, numeracy
skills, sensory perceptual skills, socio-emotional skills, motor and creative skills.

3.3 Secondary Education

3.3.1 General Guidelines

a) In the educational ladder, the secondary level offers a four year formal education above
the elementary, but below the college level.
 b) Public secondary schools are financed, operated and maintained by the Government.

c) Private secondary schools are financed, operated and

maintained by non-stock, private corporations or foundations.

3.3.2 The objectives of secondary education as articulated in the Education Act of 1982
are as follows:

To continue to promote the objectives of elementary education; and

To discover and enhance the different aptitudes and interests of the student so as to
equip him with skills for productive endeavor and/or prepare him for tertiary schooling. TcIaHC

3.3.3 The curricular offerings of the different types of secondary schools are as follows:

a) General Secondary School offers, essentially, a continuation of the elementary

education program but designed both as college preparatory as well as terminal education for
those who may not go to college.

b) General Comprehensive High School offers the general secondary education program
as preparatory program for college. In addition, it provides a variety of academic and vocational
electives/courses for students to choose.

c) Secondary Vocational School offers, in addition to the general secondary program,

vocational and related subjects designed to prepare students primarily for gainful employment
in areas such as agriculture, fishery, trade and industry.

d) Special Secondary School offers a high school curricula specially designed to address
the peculiar needs of special groups of students. The following schools fall under this category:

Regional/Division Science High School (R/DSHS) provides, in addition to a secondary

education program, additional elective Science, Mathematics and English subjects for the highly
gifted students who are inclined towards the sciences. There shall be one R/DSHS for each
region/division (D. O. No. 69, s. 1993).

Science and Technology High School (STHS) equips highly qualified learners with
knowledge, skills and attitudes relative to science and technology.

Science High School and Science and Technology School. The Science High School has
an enriched Science, Mathematics and English curriculum in addition to the standard
requirements of the secondary education curriculum. Emphasis is placed on computer literacy
with typing skills and basic computer application in the first and second years and the standard
industrial skills in the third and fourth years for the Technology and Home Economics (THE).

a) Mathematics in the fourth year includes Analytical Geometry and Elementary

Calculus.

b) English includes Speech and Drama in the First Year and Technical and Essay Writing
in the Second Year.

c) Earth Science/Environmental Science and the regular Fourth Year Physics are subjects
in the third year, while the regular Third Year Chemistry is a subject in the Fourth Year.

The Special Science Curriculum in the Network of S&T Oriented High Schools provides
additional enrichment materials for S&T, Mathematics and Earth Science in selected existing
general high schools (D. O. No. 128, s. 1993).

School for the Handicapped is a school for children who may either be visually impaired,
hearing impaired, mentally retarded, or orthopedically handicapped.

Boys' Town School is a government school for orphans, the homeless and other
underprivileged boys.

The School for Minor Offenders. This correctional high school takes care of the youth
offenders. The curriculum of this type of secondary school is basically the same as the
curriculum of general high schools but with a strong emphasis on vocational skills
development.

The Philippine High School for the Arts provides special curricula for the development of
talents and interests in arts, creative music and theater arts, in addition to the standard
requirements of the secondary education curriculum.

3.3.4 The General Secondary Curriculum.

The basic subjects included in the secondary education curriculum are the following:

a) Edukasyong Pangkatawan, Kalusugan at Musika. (Physical Education, Health and

Music) This subject consists of three (3) components namely: Physical Education, Health and
Music in the first to third year levels. Arts and Music are integrated in the first and second year
levels. Citizens Army Training (CAT) is a component in the fourth year. Although each
component has its own set of concepts and strategies, all lessons have been designed to
complement, relate with and enhance one another. The medium of instruction is Filipino.
 Physical Education is divided into four (4) units: Physical Fitness, Gymnastics, Dance,
Individual and Team Sports and Officiating and Management of School Sports scheduled to be
taken in each year level (D.O. No. 11, s. 1989).

Health Education emphasizes Health Services, Personal Health, Population Education,

Safety Education, First Aid, Drug Education, Disease Education, Mental Health, Aging and Death,
Consumers Health Education and Community Health.

Music deals with musical elements, Asian music and music of different periods.

Arts give a better understanding of and sensitivity to Philippine art forms as well as those
of other cultures. HEcTAI

Citizen's Army Training (CAT) trains fourth year students to serve and defend the
country whenever necessary. Upon request and if qualified, fourth year students may choose
Scouting instead of CAT.

b) Edukasyon sa Pagpapahalaga (Values Education) aims to develop skills for rational

thinking and value judgment in order to effect behavior change in the student. It makes use of
the experiential learning approach and revolves around four (4) concepts: Pagpapahalaga sa
Sarili (Valuing Self), Pakikipagkapwa (Valuing Others), Pagkamakabansa (Valuing One's
Country), and Pagkamaka-Diyos (Valuing God). Values development is integrated in all subjects
in the curricula (D.O. No. 11, s. 1989).

c) Science and Technology covers the following:

Science and Technology I (General Science) S&T I builds on Grades VI Science. It

presents basic concepts in Physics, Biology, Chemistry and Earth Science (D.O. No. 11, s. 1989).

Science and Technology II (Biology and Technology). S&T II develops understanding of

man's living world and his interaction and relationship with the environment. It also presents
biological problems related to food production, health, reproduction, heredity and conservation.

Science and Technology III (Chemistry and Technology). S&T III studies the properties of
materials to determine their application to daily life. It also investigates the chemical changes
undergone by matter and how these link to the environment and to society.

Science and Technology IV (Physics and Technology). S&T IV studies the concepts,
principles and theories of physics and their application to daily life. It treats concepts as basis
for the interpretation and understanding of the physical phenomena.
 d) Mathematics includes the following components: Algebra, Geometry, and Statistics.
The concepts are arranged in increasing degree of difficulty. The concepts in arithmetic are
included in the First Year and those of trigonometry, in the Fourth Year (D.O. No. 11, s. 1989).

e) Technology and Home Economics (THE) provides classroom and practical work
experiences in the four (4) major component areas: Home Economics, Industrial Arts,
Agriculture and Fishery Arts and Entrepreneurship (D.O. No. 11, s. 1989).

Home Economics covers home and family living, housing and family economics, foods
and applied nutrition and basic clothing. Practical work experiences include managing the
household, caring for the sick, preparing and processing of food, simple sewing and other allied
courses.

Agriculture and Fishery Arts deals with the study of plants, animals and fish production.
Practical work experiences cover application of technology in animal care, garden work, and
fish culture, and capture and preservation.

Industrial Arts includes drafting, woodworking, electricity, refrigeration, automechanics,

metalworks, handicrafts, electronics and other industrial activities found in the community.
Practical work emphasizes application of technology in the processing of materials, repair and
maintenance of tools and equipment, fabrication of useful materials/articles, and in servicing
appliances.

Entrepreneurship deals with the principles, practices, management, processes,

procedures of putting up a business enterprise and the preparation for work using computer as
a tool to facilitate operations in various entrepreneurial and office management activities.

f) English The Secondary English program emphasizes the development of critical

thinking skills and communicative interactive competence. It also focuses on Philippine, Asian,
British-American and World Literature. It aims to develop the four (4) macro skills such as
listening, speaking, reading and writing. Grammatical structure and language functions are
integrated in the teaching of these skills (D.O. No. 11, s. 1989).

g) Filipino aims to develop critical thinking and communicative competence (the

competency to use appropriate Filipino in various communicative situations). It also aims to
develop the four macro (4) skills of listening, speaking, reading and writing; to inculcate a sense
of pride in one's cultural heritage, develop desirable values and Filipino identity. Philippine
literature is one of the areas in the study of literature that includes the literature of Asia, Europe,
America and the World's masterpieces.
 h) Araling Panlipunan is a multi-discipline subject dealing with geography, history,
government, economics, development of civilization and culture of the Philippines, Asia and the
World.

Araling Panlipunan I (Kasaysayan at Pamahalaan ng Pilipinas) focuses on the

geographical attributes that affect history and culture. It also deals with the study of Philippine
government, Constitution and contemporary issues like population, environmental concerns,
human rights and policies on foreign relations.

Araling Panlipunan II (Pag-aaral ng mga Bansang Asyano) deals with the study of
geography, history, government and growth of civilization and culture of our Asian neighbors.
CacHES

Araling Panlipunan III (Kasaysayan ng Daigdig) deals with the origin of the earth and
human being leading to the growth of civilization. The focus of the study is Europe, World War I
and II, its causes and effects. The growth of nations and the present global concerns like human
rights, ecological balance, population and conflicts are also part of the topics discussed in the
subject.

Araling Panlipunan IV (Ekonomiks) emphasizes the fundamental principles of

economics as applied to current, social and economic concerns. The macro and the micro
economics are the focus of the study. Included are the topics on the different economics sectors
and their role, in the development and progress of the country. Integrated in the subject are the
laws on taxation, land reform, and population concerns.

3.5 Nonformal Education

3.5.1 Nonformal education offers alternative learning opportunities for the out-of-school
youth and adults specifically those who are 15 years and above and unable to avail themselves of
the educational services and programs of formal education. It reaches out to citizens of varied
interests, demographic characteristics and socio-economic origins and status.

3.5.2 Its primary objective is to provide literacy programs to eradicate illiteracy.

This objective can be achieved through the following learning areas in the Basic
Elementary and Secondary Levels of Literacy:

a) Communication skills which include listening, speaking, reading and writing using
print and electronic media;
 b) Problem solving and critical thinking skills, including numeracy and scientific
thinking skills;

c) Skills in the sustainable use of resources and productivity in order to earn a living
through employment or self-employment;

d) Self-development skills and sense of community, which include a sense of personal

and national history and identity, cultural pride, recognition and understanding of civil and
political rights; and

e) Skills in expanding one's world vision including knowledge, respect and appreciation
of diversity, peace and non-violent resolution of conflicts, as well as global awareness and
solidarity.

SECTION 4. Other Programs

4.1 Religious Instruction. "At the option expressed in writing by the parents or guardians,
and without cost to them and the government, religion shall be taught to their children or wards
in public elementary and high schools as may be provided by law" (Paragraph 8, Sec. 8 Article
XV, General Provisions of the Constitution of the Republic of the Philippines).

4.1.1 Authority

Article III of the Constitution states: "No law shall be made respecting an establishment
of a religion, or prohibiting the free exercise thereof, and the free exercise and enjoyment of
religious profession and worship without discrimination or preference, shall forever be allowed.
No religious test shall be required for the exercise of civil or political rights".

4.1.2 Prohibition

a) The constitution prohibits the government from favoring a particular establishment of

religion or prohibiting the free exercise thereof. Furthermore, the implementation should not
entail additional cost to the government (D.O. No. 13, s. 1998);

b) The law authorizes the division superintendent to fix the time for religious instruction
upon due request from an authorized person and after the stipulated formalities of the law have
been complied with. Such instruction, however, should never be permitted to interfere with the
regular activities of the public schools;

c) It is the declared policy of the State, in conformity with the mandate of the
Constitution, to encourage and promote the teaching of religion to children in public elementary
and high schools within the regular class hour. The State is cognizant of the vital role of religion
in citizen formation.

4.1.3 The Teachers/Instructors. The religion teachers/instructors, in the public

elementary and high schools shall be designated by their respective religious authorities and
shall submit to the principal or school head their proper authorization paper and shall request
for time allocation for the optional religious instruction. Regular teachers may also teach
religion in the same school where they are assigned during the periods when they are free from
their ordinary teaching loads, and provided they are authorized to do so by the competent
religious authority of their denomination (D.O. No. 13, s. 1998).

4.1.4 Recipients of Religious Instruction. The teacher of religion shall be allowed to teach
those pupils/students, whose parents or guardians have signified in writing that their children
or wards be taught the religion of their choice. This is accompanied by the necessary application
form. No student/pupil shall be allowed or permitted to attend religion classes without the said
written application or accomplished request of his/her parent or guardian (D.O. No. 13, s. 1998).

4.1.5 Size and Scheduling of Religious Classes. The optional religious instruction shall be
taught during regular class hours only and not before or after class time, nor during recess time.
Religion classes should not number more than fifty-six (56) students of the same level and of the
same religion. In case the students of the same level and religion exceed fifty-six (56), the
principal or school head shall divide the pupils/students into two (2) or more classes after
consulting the religious authorities of that faith or the person delegated by them. cEITCA

The principal or school head shall fix the schedule of the religion class, taking into
account the number of the religion teachers/instructors that can be fielded by the different
denominations at one time (D.O. No. 13, s. 1998).

4.1.6 Duration of Religion Classes. The optional religious instruction shall be allotted at
least 80 minutes a week, spread over at least two (2) but not more than three (3) meetings in one
week (D.O. No. 13, s. 1998).

4.1.7 The optional religious instruction and values education/GMRC are two (2), separate,
different and distinct subjects. As such, they shall be allotted separate class hours and in no case
shall they be taken together by the students in one and the same class period. Provided,
however, that if the principal or school head cannot find any available time slots for the optional
religious instruction, this shall then be allotted at least two (2) of the present five (5) time slots
assigned to Values Education/GMRC every week (D.O. No. 13, s. 1998).
 4.1.8 Administrative Sanctions. Any principal, school head or teacher who violates any
provision listed herein shall, after due process, be subjected to appropriate disciplinary
sanctions (D.O. No. 13, s. 1998).

4.2 Culture and Arts

4.2.1 Constitutional Provision. The state shall ensure equal access to cultural
opportunities through the educational system, public or private cultural entities, scholarships,
grants and other incentives, and community cultural centers and other public venues (Section
18 (1) Article XIV, 1987 Constitution).

4.2.2 The State shall encourage and support researches and studies on the arts and
culture (Section 18(2) of Article XIV, 1987 Constitution).

4.2.3 The activities that promote a deep appreciation of the Filipino culture and heritage
are: 1) holding programs which feature Filipino folk songs and native ethnic dances; 2)
assigning research projects on ballads, legends, tribal stories; and 3) collecting folktales and
other cultural art forms.

4.3 Co-curricular Activities

4.3.1 School Paper. The school paper shall consist mainly of editorial sports and science
page feature articles, reports and news items on the various school and community activities. It
shall be a venue for the development of the journalistic interest and skills of the students. In no
case shall it be a venue for grievances and destructive criticism.

4.3.2 Student Organizations

a) Interest Groups. To further discover and nurture the students' talents and potentials
for total integrated development, schools are encouraged to organize and support interest
groups such as debating clubs, dramatic and theater art clubs, reading, science and math clubs,
music-related clubs, dance troupes and others. Such organizations or groups constitute one way
of implementing the constitutional provisions of promoting desirable cultural values and the
inculcation among its citizens of an appreciation for the finer things of life.

Activities of each group should be under the close supervision of their advisers and
school heads.

b) Student Government. To provide learning opportunities and first-hand experiences in

leadership and to exercise democratic procedures, schools are encouraged to organize student
governments under the close supervision of their respective school heads.
 4.3.3 Prohibition of Fraternities/Sororities. The organization of fraternities and sororities
at the elementary and secondary levels, both public and private, is strictly prohibited. Penalty
for non-compliance is expulsion of pupils/students. (D.O. No. 20, s. 1991).

4.4 Health and Nutrition Program. The School Health and Nutrition Program has four (4)
major phases: (1) healthful school living, (2) health and nutrition services, (3) health education,
and (4) school-community coordination for health. These four (4) phases are interrelated, and
they support and supplement one another.

4.5 Guidance Program. The School Guidance Program is designed to provide assistance
to students to develop their potential and satisfactorily adjust to their school life's various stages,
through a counseling values development program, group dynamics and other activities. The
guidance program is manned by the Guidance Teacher or Guidance Counselor. The Guidance
Counselor a) helps learners with problems; b) administers the school testing program and
related statistics; and c) keeps and releases pupil/student records.

4.6 Revitalized Homeroom Guidance Program (RHGP). This program is designed to

discover and enhance the aptitude and interest of the students for higher academic and non-
academic study. It also focuses on personality development and career guidance through
experiential learning process. The expected outcomes are Filipino adolescents skilled in making
decisions and are able to relate their potentials to the varying job requirements (D.O. No. 67, s.
1997).

This program complements values education.

4.7 Educational Management Information System (EMIS). School officials need to make
sound decisions based on scientifically gathered data and it is for this reason that all offices
from the Office of the Secretary to the bureaus, regions and schools should have a well planned
and meticulously managed information system, better known as the data bank.

4.7.1 The EMIS should be handled by a teacher. Management of the EMIS is equivalent to
four (4) teaching loads.

CHAPTER 2

Establishment and Closure of Schools

SECTION 1. Common Standards for Public and Private Schools

1. There shall be one common set of minimum standards for all public and private
schools specifically with regard to opening of schools and offering of courses.
 SECTION 2. Establishment of Public Schools (D.O. No. 5, s. 1989)

1.1 The establishment of new schools shall be subject to the following guidelines:

1.1.1 No new public school shall be established except by law or pursuant to law. DcSACE

1.1.2 The establishment of new public schools, conversion of existing schools or changes
in curricular offerings, administration, maintenance, supervision and conduct of existing
secondary schools shall be by law.

1.1.3 New public schools may also be established in municipalities and cities upon the
approval of the Secretary provided the following requirements are met:

a) An expressed, real and urgent need in the area to be served by the school proposed;

b) Sangguniang Resolution requesting the establishment of a new school;

c) A project feasibility study conducted by the school head and favorably recommended
by the Schools Division Superintendent and the Regional Director to the Secretary. The
feasibility study shall include:

Information on the number of neighboring elementary schools which will serve as

feeders, in case of high schools, and prospective enrollees, in case of elementary schools;

Identification of nearby public and private schools and their respective enrolments;

Data showing minimum initial enrolment of one hundred (100) students for the first
curriculum year, except in isolated barangays or island municipalities where a lesser number
may be considered as justified by the Regional Director, otherwise, the students shall be
encouraged to enrol in the nearest school;

Existence and availability of a school site of at least one (1) hectare duly documented as
regards its ownership or use. (refer to Chapter 1 Title VIII for site requirements); and

Statement that no public or private school is located within a 2 kilometer radius from the
school to be established. However, this limitation may be waived when nearby existing private
and public schools cannot accommodate students seeking admission.

d) Deed of Acquisition of Site (refer to Chapter 1 Title VIII on School Sites);

e) Certification of availability of funds for its operation;

f) Certification of availability of classroom and other facilities;

 g) Certification of availability of equipment necessary for the type of school;

h) Approved budget proposal for the initial operation of the school; and

i) Approved plantilla of personnel.

1.2 Secondary schools may organize extension classes in nearby elementary schools to
accommodate all students desiring to avail of free secondary education provided that:

1.2.1 No private school in the area is participating in the Educational Service Contracting
(ESC) scheme, or that the ESC-participating private schools have refused additional admissions
or have filled up its ESC allocated quotas.

1.2.2 Adequate teachers, classrooms and other instructional facilities are available.

1.2.3 The extension class shall be under the supervision or control of the nearest existing
public school.

1.3 Opening of annexes may be allowed in nearby barangays provided that such annexes
have the possibility of becoming independent schools.

a) A feasibility study should be conducted by the school head of the mother school
recommended by the Schools Division Superintendent and the Regional Director. The feasibility
study shall include:

Petition by the majority of parents of prospective enrollees;

Title of school site of one (1) hectare or deed of donation in favor of the Department;

Certification of availability of funds for the construction of classrooms and other

facilities;

Certification that the proposed annex is not within the 2-km radius of any existing
public/private schools;

Certification of availability of funds, textbooks, references and equipment for Science,

Math, THE and PEHM;

Certification of continued support from the local government until such time that the
school is incorporated in the national budget; and

A copy of the budget of the mother school and the proposed budget of the annex.
 1.4 Recognition by Statute. Recognition of the educational programs and/or operations of
government-operated schools, whether local, regional, or national shall be deemed
simultaneous with the establishment by law of said schools. Provided, however, that such
recognition applies only to the educational programs and/or operations provided for or
authorized in the statute.

Other programs/operations not provided for or authorized in the statute establishing a

government-operated school shall be subject to authorization by the President of the
Philippines upon recommendation of the Executive Committee pursuant to law.

1.5 Integration of Schools. An existing elementary/high school may be integrated, merged

or incorporated with another existing elementary/high school within a contiguous geographical
area if enrolment in such school fails to meet the minimum of 100 students per curriculum year
or if the continued separate operation of both schools is not financially feasible. In some cases
elementary and secondary schools located in the same school site may be integrated (D.O. No. 5,
s. 1989). caIACE

1.6 Separation of Schools (D.O. No. 5, s. 1989). An existing elementary/high school

department operated and managed by a university, or any DECS supervised school and/or any
national vocational/secondary school may be separated therefrom and become an
elementary/secondary school under the administration, supervision and control of a Schools
Division Superintendent subject to the following conditions:

6.1.1 The existing elementary/high school is not located within the campus of the
institution;

6.1.2 The institution does not offer teacher education courses or degrees;

6.1.3 The school facilities and finances may be segregated or reallocated;

6.1.4 In case of such separation, the following shall be observed in the allocation of school
funds, assets and/or facilities:

a) If the elementary/high school is situated on a different campus from the parent

institution, the entire campus lot, including the accessories and facilities thereon, shall be
allocated for the use of the separated schools; all existing annexes or those which shall be
established in the future shall be considered as a new high school during the school year when
they shall begin to offer fourth year (D.O. No. 84, s. 1996).

b) If the school is situated on the same campus, the parent institution shall permit the
continued use of the buildings, facilities, and equipment by the separated high school, provided
common facilities such as the library, gymnasium, and the like, shall be shared by the school
and the parent institution, each assuming the maintenance cost of its respective area and
facilities during the duration of the agreement.

6.1.5 The elementary/high school in state universities and/or DECS supervised colleges
may be integrated as laboratory schools provided, enrollment does not exceed two (2) sections
of pupils each per curriculum year.

1.7 Conversion of Schools. (D.O. No. 5, s. 1989)

1.7.1 Conversion of elementary/secondary schools shall require the following:

a) A project feasibility study indicating the real and urgent need in the area to be served
by the type of secondary school;

b) A certification that none of the nearby existing public or private schools are already
offering the proposed courses to avoid duplication of courses; and

c) A certification that adequate financial resources are available to defray the operational
requirements of the new type of school resulting from the conversion.

1.7.2 Administrative Procedure. The request for establishment, integration, separation, or

conversion of an elementary/secondary school, upon the recommendation of the Regional
Director, shall be processed by the Bureau of Elementary/Secondary Education which shall
make the appropriate recommendation. On the basis of such recommendation, the Department
Secretary issues the appropriate administrative order which shall remain valid unless revoked
or canceled for cause.

1.7.3 The delineation of responsibilities of various officials concerned are as follows:

a) Request for action on matters relating to the establishment, separation, integration,

and conversion of public elementary/secondary schools shall originate from the office of the
Schools Division Superintendent and shall be submitted to the Regional Office for appropriate
action;

b) The Regional Office shall review the documents submitted and endorse to the Office of
the Secretary (Attn: Director, Bureau of Elementary/Secondary Education) all pertinent
documents, if action is favorable;

c) The Bureau of Elementary/Secondary Education shall evaluate the documents

submitted and on the basis of the evaluation, make the appropriate recommendation to the
Secretary of Education, Culture and Sports; and
 d) After the Secretary has signed the appropriate endorsement, approving or
disapproving the request, the papers shall be returned to the Regional Office where they
originated.

1.7.4 As regards newly-legislated schools, the regional offices are expected to make an
ocular inspection of the site of the proposed school and make the necessary status report before
endorsing the same for funding.

SECTION 3. Establishment of Private Schools

3.1 The establishment of a private school, including the branch school or extension class,
shall be subject to the prior approval of the Department pursuant to the provisions of the 1987
Constitution, Act No. 2796, as amended; the Education Act of 1982; and other education-related
or applicable laws. Provided, however, that any private school to be established must
incorporate as a non-stock educational corporation in accordance with the provision of the
Corporation Code of the Philippines; and provided, further, that the requirement of
incorporation may be waived by the Department in the case of a family-administered school
offering a pre-elementary school education program.

3.2 All private educational institutions shall be established in accordance with law and
shall be subject to reasonable supervision and regulation by the Department. No private school
shall be established nor shall it operate any educational program, whether formal or nonformal,
except pursuant to law and in accordance with this Manual.

3.3 In accordance with the Corporation Code, the Securities and Exchange Commission
shall not accept or approve the Articles of Incorporation and By-Laws of any educational
institution, except upon favorable recommendation of the Department. IDAaCc

3.4 Educational institutions can undertake educational operations only when so

authorized by the Department. The authority to conduct educational operations is applied for
and is granted by the Department through the recognition of the educational program and
operations of the school. The grant of authority to operate consists of two (2) parts: a) the Permit
Phase and b) the Recognition Phase.

3.5 Request for the opening of new schools or for the operation of a new grade or year
level in existing elementary and secondary schools should be submitted to the Regional Office
on or before September 30 preceding the start of the school year when the school/new course is
supposed to operate. Subject to the authority of the Regional Director, the division office may
also accept said requests. The request shall be accompanied with a notarized feasibility study
covering comprehensively the following factors, supported with sufficient evidence:
 a) Purpose and objectives of proposed school or course;

b) Availability and adequacy of school site and building, including documents of

ownership thereof, location plan, development plan, pictures, or architect's plan of building, if
the same is still to be constructed;

c) Itemized cost of the project covering the entire course in terms of site, site
development, school building and quarters, classroom equipment and facilities, library, salaries
of faculty, and staff and maintenance;

d) Financial capacity of applicant, including his resources to provide the requirements

for the entire course and to support its operation from year to year without depending solely on
students' fees;

e) Proposed faculty line-up and administrative and supervisory staff together with their
individual Transcript of Records and evidence of willingness to join the school; and

f) Need or demand for establishment of the school or operation of the course in the
locality. If the course is already being offered in the same town or city, there must be evidence of
the following factors:

distance of the applicant school to the existing school;

enrolment in the existing school;

number of students in the same locality enrolled in schools other than in the existing
school;

number of prospective students of applicant-school; and

facilities, standards, and supportive provisions for effective instruction and quality
education.

3.6 Failure to submit the desired feasibility study to support the request for operation
shall be grounds for the outright disapproval of the same.

3.7 Existing schools that have no development plans or have not taken any positive steps
or actions towards development and growth, or have not maintained satisfactory standards in
their operation of duly authorized courses shall not be allowed to open new courses.

3.8 The Regional Office should evaluate requests for the opening and operation of
courses at the elementary and secondary level. Subject to the authority of the Regional Director,
the Division Office may also evaluate said requests.

3.9 The permit to open and operate schools on the 1st and 2nd levels of instruction in the
region shall be granted by the Regional Director concerned.

3.10 Private schools granted permission to open courses on the 1st and 2nd levels of
instruction should file their application for permit to operate those courses with the Regional
Office on or before January 2nd preceding the opening of the school year, and prepare their
facilities for the inspection, except as may otherwise be decided by the Secretary. Subject to the
Secretary's authority, these schools may also file with the Division Office.

3.11 A thorough inspection of the school shall be conducted by a supervisor to determine

compliance with the requirements, both in the authorized (if any) and new grade/year level.
He/she shall submit a detailed and comprehensive report stating his findings. The report shall
cover adequately the following information:

a) Date of visit

b) Course under Permit or Recognition and number of sections in each course

c) Course applied for

d) Site description and area in square meters, adequacy for school purposes (refer to
Chapter VII on School Site) document specifying ownership of land

e) Building description

f) Quarters and equipment

g) Health facilities

h) Administration and supervision: educational qualifications, experience, salaries, and

tenure of office (permanent, contractual, part-time, or full-time) of school head and
administrative and supervisory officials

i) Faculty: list of faculty members for existing course and courses applied for

j) Financial position

k) Admission credentials

l) How the school apportioned increases in tuition and other fees

 m) Quality of instruction; observation; deficiencies noted

n) Retirement plan for its teachers and other personnel

o) Observation on implementation of deficiencies noted

p) Application and inspection fees: amount paid; official receipt number and date of issue

q) Evaluation: Summary of findings, strong points, and deficiencies noted

r) Recommendations strictly based on findings during the visit and existing standards
and regulations

3.11.1 Private schools should own sites adequate for their own buildings, for physical
education and athletics, military training and recreation, and also for vocational education
where this course is required in the curriculum. Its size, nature, location and accessibility must
adequately serve the purpose of the school. It should be free from noise, unpleasant odors and
dust, and should be sufficiently far from cockpits, dancing halls, bowling alleys, movie houses,
markets, garbage dumps, funeral parlors, cemeteries, heavy traffic highway, jails, railroad yards,
and manufacturing and industrial establishments. aCHDST

3.11.2 Ideally, the areas of school sites shall be as follows:

a) One half (.5) hectare for a school with an enrolment of 50 or less students;

b) One (1) hectare for a school with an enrolment of 50 to 1,000 students;

c) Two (2) hectares for a school with an enrolment of 1,000 to 2,000 students;

d) Three (3) hectares for a school with an enrolment of 2,000 to 3,000 students; and

e) The same ratio should be maintained for enrolment in excess of 3,000.

3.11.3 Prior to issuance of permit, the school shall comply with the following:

a) Situated far from all fire hazards and so that necessary instruction and study can be
carried on without undue interference by neighbors or by passing traffic and so arranged that
the classroom work going on in one will not interfere with those going on in the other
classrooms, study rooms, laboratory rooms or library;

b) Planned and so constructed that in case of fire, typhoon, earthquake, all students can
evacuate the building promptly and safely;
 c) Provided with fire escapes, fire extinguishers and other safety devices;

d) Provided with satisfactory toilet facilities, separate for students and faculty by gender;

e) Adequately and properly lighted and ventilated;

f) Contains sufficient space, furniture and fixtures for the general needs of the
administrative staff, faculty and students.

g) Not used in any manner for private residence or for other purposes that might
interfere directly or indirectly in the proper functioning of the school;

h) Accessible and suitable administrative office, faculty rooms and library;

i) Adequate space for student/personnel services;

j) Sufficient space for Home Economics and other vocational courses;

k) The doors of the classrooms and laboratory rooms lead or open outwards towards the
corridors; and

l) In case of a two (2) or more story building, at least two (2) stairs with a minimum width
of two meters shall be provided subject, however, to other government regulations. Ramps shall
be provided for students with special needs (BP 344 Accessibility Law).

3.12 The Regional Director shall sign the permit for the Secretary of Education, Culture
and Sports. The permit shall cover the period of one school year. The provisions of existing
public school laws on the nature of permit issued to private schools shall be observed.

3.12.1 No permit shall be issued to a private school unless it has submitted a school bond,
as required in Par. 40 of the Manual of Regulations for Private Schools, Seventh Edition. Public
schools need not post this Bond.

3.12.2 The Government Permit issued to a school is valid only for a specific educational
program, and while issued on a school year basis, shall remain valid until revoked for cause.

3.12.3 The Regional Director shall furnish the Secretary of Education, Culture and Sports,
before the opening of classes, a list of permits issued, attaching thereto copies of permits.

SECTION 4. Grant/Withdrawal/Revocation or Restoration of Revoked/Withdrawn

Recognition of Private Elementary/Secondary Schools

4.1 Grant of Recognition

 4.1.1 No institution established as a school shall operate without prior government
authorization to conduct or undertake educational operations. This authorization is granted
through recognition of the school's educational programs and/or operations.

4.1.2 The grant of recognition for schools shall be based on its satisfactory operation
during the school year, without any deficiencies in instruction, administration and/or
management and on full compliance with the prescribed requirements of the course.

a) On or before February 1st, preceding the opening of the school year, schools operating
courses under a temporary permit shall file an application for recognition of those courses on
the first and second level of instruction. It should be filed with the regional office. Subject to
authority of the Regional Director, the Division Office may also accept such application.

b) There is no prescribed application form for recognition. A simple letter will do with
necessary. Supporting exhibits are not necessary. However, where there are courses for
recognition and courses for permit, both may be applied for in one (1) application, using the
application form for the permit to operate the school.

c) A permit to operate which has been previously issued shall continue to be valid and
considered renewed during the period where the school has already applied for recognition and
the Department has not officially responded, either favorably or unfavorably.

d) The certificate of recognition granted for an educational program shall continue to be

valid unless a written revocation shall have been issued by the Department. DaIACS

e) Where grant of recognition of courses on the first and second level of instruction is
desired, the Schools Superintendent shall submit to the Regional Director his report and
recommendation on the Processing Checklist Form together with the supervisor's report and
the applicant's application papers. Grant of Recognition shall be decided by the Regional
Director. The Regional Office shall furnish copies of recognition issued to the school concerned
and the Office of the Superintendent.

4.2 The Certificate of Recognition may be revoked after due process if the circumstances
so warrant, or reverted to Permit to Operate for a period of one (1) school year, for any of the
following causes, without prejudice to instituting appropriate actions and the imposition of
appropriate sanctions against the responsible school officials:

a) Fraud or deceit committed by the school in connection with the application to the
Department for Government Permit or Government Recognition; and
 b) Unauthorized operation of a new school or branch, or a new program or course of
studies, or major components thereof.

Within sixty (60) days after receipt by the school of the notice of revocation from the
Department, the school may file a request for reconsideration, indicating its responses to the
specific adverse findings of the Department which led to revocation.

4.3 When a course recognition is withdrawn on account of deficiencies, a corresponding

permit for the course for one (1) school year or term may be issued: Provided, however, that the
students enrolled in the course shall not be allowed to graduate until course recognition shall
have been restored.

4.4 Government recognition of a course or part thereof not operated for more than one (1)
school year is deemed automatically cancelled.

4.5 A course under government recognition not operated for more than one (1) school
year may be reopened but under permit status provided, however, that the department rules
and prescribed standards, have been complied with by the school concerned.

4.6 A government recognition not operated for more than one (1) school year shall be
maintained.

4.7 The government recognition of a school which is transferred to another location is

deemed cancelled: Provided however, that the government recognition may be retained, as an
exception if the new site and campus school buildings and quarters are found to be much better
than the former, and if all other standards have been satisfactorily maintained.

4.8 As a rule, a school which changed ownership is considered a new school and the
course recognition issued to the former owner shall be deemed cancelled in accordance with
the provisions of Section 25, Chapter 3 of Batas Pambansa Blg. 232, and the pertinent provisions
of the Corporation Code of the Philippines.

4.9 A revoked government recognition for a private school may be restored when the
basis for such revocation no longer exists, all requirements having been met and after the
school has conformed with the department rules and prescribed standards; provided, that the
school concerned shall resume operations under permit status for one school year. Government
recognition may be restored after one (1) school year of satisfactory operation of the course
under permit in terms of administration and management, instruction and all other
requirements of the Department.
 SECTION 5. Establishing Branch School or Extension Classes within the same Region as
the Main Campus of the Private Elementary/Secondary School

5.1 A school branch or extension class shall be considered as a separate school. An

applicant shall meet the requirements for the establishment of a new school, including the
incorporation of the proposed school as a non-stock educational corporation and compliance
with the rules and prescribed standards of the Department, before a permit may be issued.

5.2 In the evaluation of the opening of a branch or extension, the main school should
have excess resources/expertise that would enable the efficient management and operation of
another school (branch/extension class) without affecting the setup of the former.

SECTION 6. Guidelines for the Operation of Night Classes (D.O. No. 88, s. 1997)

The following conditions should be met in the operation of night school classes:

6.1 Night school classes should be operated only in schools that operate
recognized/authorized day classes;

6.2 They should be operated only in schools with adequate lighting facilities in the
classrooms and the school premises. The school should provide maximum security measures
for students, teachers and school administrators; and

6.3 The school should be accessible to transportation.

6.4 Only qualified students should be allowed to enroll. They should have:

a certificate of graduation from elementary school, or

a certificate of the Philippine Educational Placement Test (PEPT) results

6.5 Students in night secondary schools should be self-employed or employed by other

people during the greater portion of the day. A certificate of employment duly signed by the
students' employer, indicating the nature of the work, should be required before enrolment.

6.6 The Technology and Home Economics (THE) requirements may be fulfilled in the
students' places of work subject to proper supervision and evaluation by the THE teacher. The
evaluation should include a brief narrative report which should be recorded and submitted to
the principal in properly accomplished grading sheets.

6.7 All curriculum requirements governing the day classes should apply to the night
secondary classes. Night secondary classes should be offered for five (5) years.
 6.8 Night high school classes must be adequately and efficiently administered and
supervised by a qualified high school principal, or a qualified school head teacher/department
head official or a secondary school teacher who may be designated as officer-in-charge of the
night classes.

6.9 The school should have a librarian who will serve the night classes and will make
available all library facilities provided for the day students.

6.10 Prompt and regular attendance of students must be enforced in night high school
classes. HECTaA

6.11 Teaching load of teachers should not be more than 12 hours a week and require not
more than three (3) preparations.

6.12 Enrolment should not be less than 20 and not more than 40 students in class.

6.13 The budget should be properly itemized and should include the salaries/honorarium
of qualified teachers, principals and school officials/personnel directly involved in its operation
and maintenance.

6.14 For private secondary schools, tuition fees must be collected from each student, the
amount of which shall be in accordance with existing rules and regulations. In public secondary
schools, no tuition fees shall be collected.

6.15 Night classes should begin not earlier than 4:30 in the afternoon and end not later
than 9:30 in the evening.

6.15.1 Secondary schools operating night classes should submit their five-year night class
program to the Office of the Secretary not later than April 30 before the start of the new school
year.

6.15.2 Secondary schools already operating night classes prior to SY 1998-1999 have to go
on with their present curriculum until all the old students have graduated. First year students in
SY 1998-1999 onwards shall be covered by the provisions in this section.

SECTION 7. Closure of Schools

7.1 The closure of any program or course offered by a school may be either:

a) Voluntary when the school for valid cause and on its own initiative chooses to
terminate or close any of its programs or courses offered, provided such closure is undertaken
at the end of a school term and provided further that the school remains obliged to furnish the
necessary transfer credentials and records to the students affected by the closure, or

b) Involuntary, when the closure or termination is ordered by the Department through

the revocation/withdrawal of the permit or certificate of recognition previously issued for the
program or course.

7.2 Withdrawal/Revocation of Recognition

Any action regarding withdrawal/revocation of recognition must:

a) be for valid cause pursuant to existing law;

b) observe due process where the school concerned, through its head, must be informed
by the Regional Director in writing by registered mail, of the deficiencies and required to explain
the violation within a reasonable period; and

c) be due to failure of the school concerned to correct the deficiencies, and/or to explain
satisfactorily the violation after having been given a reasonable period to do so.

7.3 A private school which has not been granted government recognition after more than
five (5) renewal permits may be subject for closure.

7.4 The Regional Director, after a thorough investigation and recommendation of the
Schools Division Superintendent, may declare a public school temporarily closed when:

a) No students are enrolled therein;

b) The school buildings are destroyed or have been declared dangerous to life;

c) The entire school building and site houses refugees from calamities; and

d) There is no peace and order in the community.

Such decisions of the Regional Director should be immediately submitted to the

Secretary.

CHAPTER 3

Foreign Schools

SECTION 1. Establishment of a Foreign School in the Philippines

 1.1 The establishment and operation of a foreign school shall be governed by applicable
laws of the Philippines as well as the policies, rules and standards prescribed by the Department
pursuant to law. The same terms and conditions or requirements governing the grant of
government authority to operate education programs as provided for in Batas Pambansa Blg.
232, shall likewise invariably and equally apply to any foreign school that may operate any
education program, whether directly or indirectly, in the Philippines, except on the specific
areas or aspects of school management and operation as may expressly be provided through
legislation.

1.2 Application for foreign schools shall be filed with the Office of the Secretary of
Education, Culture and Sports and inspection thereof shall be conducted as delegated by the
Secretary.

In the case of private schools, the required application and inspection fee shall be
remitted by the applicant-school simultaneously with the filing of the application.

SECTION 2. Establishment of Philippine Schools Abroad (D.O. No. 30, s. 1998)

2.1 Philippine schools established abroad shall undergo the processes as specified below.
These include schools not authorized/licensed by the host government:

2.1.1 It is reiterated that DECS accreditation shall only be given to Philippine schools
abroad when the host government has issued an authorization for the operation of said schools;

2.1.2 Schools which have been previously given a Permit to Operate by DECS would still
need to obtain the authorization from the host government. Failure to submit such
authorization on a specified date automatically revokes the DECS permit; and

2.1.3 With the revocation of the DECS permit, educational credits/diplomas/certificates

from these schools shall not be recognized in any school in the Philippines/Philippine schools
abroad. ACIEaH

2.2 On Tutorial Programs

2.2.1 Only educational credits acquired from Philippine schools abroad will be duly
accredited by DECS for purposes of transfer or issuance of diplomas/certificates.

2.2.2 Tutorial classes are not recognized by DECS and cannot be used to substitute for
subjects taken in the formal education program. They cannot earn educational credits for
students. In this regard, schools in the Philippines are not authorized to grant educational
credits to students who attended tutorial classes abroad; and
 2.2.3 Schools either in the Philippines or abroad, which are found violating this policy,
shall be dealt with accordingly.

IV

REGULATIONS DIRECTLY AFFECTING PUPILS/STUDENTS

CHAPTER 1

Enrollment/Admission/Readmission

SECTION 1. General Guidelines

1.1 It is the policy of the State to provide for a free and compulsory public elementary
education and a free public secondary education (D.O. No. 44, s. 1988). Conformably, the
following shall be observed:

1.1.1 No Filipino pupil/student shall be refused admission, by reason of sex, creed, socio-
economic status, racial or ethnic origin, political and other affiliation, in the public school
system.

However, due to limited space in a particular school some students may be referred to
other public schools preferably within the community or they may be referred to private
schools under the Educational Service Contracting Scheme. Admission to central schools and
schools identified as leader schools, science or science and technology schools shall be based
on established criteria. (D.O. No. 47, s. 1998)

1.1.2 Section 6, RA 6655 provides that "The right of any student to avail of free public high
school shall terminate if he fails for two (2) consecutive school years in the majority of the
academic subjects in which he is enrolled during the course of his study unless such failure is
due to some valid cause." (D.O. No. 44, s. 1988)

1.2 Contributions and Fees (D.O. No. 27, s. 1995 and D.O. No. 60, s. 1999))

1.2.1 Schools are allowed to collect the following authorized voluntary contributions, the
amount of which shall be announced to the field through DECS issuances. These contributions,
however, shall be on a voluntary basis and are not made a requirement for admission or for
clearance purposes in case of transfer of pupils/students from other schools:

a. Identification fee

b. Boy Scouts of the Philippines membership fee

 c. Girl Scouts of the Philippines membership fee

d. Philippine National Red Cross membership fee

e. School Publication Fee (for elementary school pupils)

School Publication Fee (for high school students)

f. School Organization Fee (for high school students only)

g. Anti-TB Fee (for elementary and high school students)

1.2.2 Parent-Teacher Associations (PTA), or Parent-Teacher Community Associations

(PTCA) are authorized to collect an annual PTA or PTCA fee in an amount to be determined by
the PTA or PTCA members themselves at a meeting called for the purpose; provided such
collections are made on a voluntary basis, are not required for admission or transfer purposes,
and are collected by PTA/PTCA representatives themselves and not by the public school
teachers. Prior to collection, the following reports are required to be submitted to the school
principal: 1) PTA/PTCA resolution approving the collection of PTA / PTCA fees for current school
year; and 2) report on receipts and expenditures of PTA/PTCA fees collected in the preceding
school year.

1.3 Period of Enrolment. The period of enrolment for elementary and secondary schools
shall not be later than two (2) weeks before the opening of classes.

1.4 Scholarship

1.4.1 A system of scholarship grants, student loan programs, subsidies and other
incentives which shall be available to deserving students in both public and private schools
especially to the underprivileged shall be established and maintained. (Sec. 2 (3) of Article XIV
1987 Constitution)

1.4.2 Congress may provide for incentives, including tax deductions to encourage private
participation in programs of basic and applied scientific research. Scholarships, grants-in-aid,
or other forms of incentives shall be provided to deserving science students, researchers,
scientists, inventors, technologists, and special gifted citizens. (Section 11 of Article XIV, 1987
Constitution)

1.5 Admission Requirements.

1.5.1 Elementary level. For admission to Grade I, all children who are six (6) years old and
above seeking enrollment on or before the start of the school year, shall submit a birth
certificate. In the absence of a birth certificate, a baptismal certificate or any proof of birth and a
health certificate shall be submitted. Grades II to VI enrollees shall submit Form 138-A.

1.5.2 Secondary level. All First Year enrollees who have completed the regular six (6) year
elementary school program shall be required to submit Form 138-A before admission to First
Year high school. Those who passed the elementary program through accreditation shall submit
the Certificate of Accreditation.

1.5.3 Night (high) school classes. Employed individuals shall be allowed to enroll in
available night high school classes. (D.O. No. 88, s. 1997)

1.5.4 Summer classes. Only the following students may be allowed to enroll in summer
classes: (D.O. No. 64, s. 1998)

a) Graduating students who lack one (1) laboratory subject or two (2) non-laboratory
subjects in order to graduate in May, and

b) Irregular students who lack the minimum one (1) laboratory subject or two (2) non-
laboratory subjects, to be classified as regular students in any curriculum year of the secondary
course during the succeeding school year after the summer term.

1.6 Admission or Readmission of Exchange Student-Participants/Scholars (D. O. No. 76, s.

1998)

1.6.1 Regardless of the individual student's placement in a foreign school, his/her year's
study abroad will be regarded as equivalent to a year's academic load which will make him/her
eligible for admission to the next higher level. However, necessary arrangements should be
made for any deficiency in the required number of units for a particular year level. ADSTCa

1.6.2 Exchange student-participants shall submit their complete Transcript of Records

and other required school credentials upon returning to the Philippines, for evaluation by their
respective schools and the Department of Education, Culture and Sports.

1.7 Admission and Placement of Students from Foreign Countries (D.O. No. 26, s. 1994)

Aside from the requirements and qualifications of Filipino citizens and those required by
the Department of Foreign Affairs, admission of foreign students is governed by the following
regulations:

1.7.1 Any Philippine school whose programs are recognized by the Department of
Education, Culture and Sports (DECS) is authorized to accept foreign students.
 1.7.2 Placement of Students from Foreign Countries

In general, except as otherwise indicated, the appropriate grade level shall be the next
curriculum year following the curriculum year completed abroad by the applicant. For example,
a pupil who has completed Grade IV in a foreign school abroad should be considered for
admission to Grade V in the Philippines.

Those who have completed Sixth or Seventh Grade abroad shall be eligible for admission
to First Year high school; however, graduates of a five-year elementary curriculum are eligible
for admission only to Grade VI.

Those who have completed Eighth Grade shall be eligible for admission to Second Year
high school, but shall take Filipino I and Social Studies I (Philippine History and Government).

Those who have completed the Ninth Grade abroad shall be eligible for Third Year high
school, but shall take Filipino I and Social Studies I, and then take Filipino II in Fourth Year high
school.

Those who have completed the Tenth Grade abroad shall be eligible for Fourth Year high
school, but shall take Filipino I and Social Studies I. They need not take Filipino II, III or IV in
order to graduate.

The accepting school shall have the discretion to accelerate a pupil to a higher
Grade/Year. The accepting school shall also be responsible for the appropriate supplementary
programs as may be necessary in order that facility in Filipino may be hastened, should it
appear inadequate.

1.7.3 Spouses and children of foreigners under the following categories will be treated on
the same basis as Philippine nationals:

permanent foreign residents,

aliens with valid working permits,

foreign diplomat personnel,

personnel from duly accredited international organizations residing in the Philippines,

and

holders of a Special Retiree's Resident Visa (SRRV).

SECTION 2. Transfers
 2.1 Transfer may be allowed on the following grounds:

2.1.1 Displacement of families arising out of natural and man-made calamities (D.O. No.
62, s. 1995)

Regional Directors, through the Schools Division Superintendents, are authorized to

enroll all elementary school pupils and secondary school students affected by natural and man-
made calamities in any public/private educational institution throughout the country without
the immediate need for the usual, required documents such as: Form 138-E (Pupil's Report
Card) and Form 137-E (Pupil's Permanent Record) for elementary and Form 138-A (Student's
Report Card), Form 137-A (Student's Permanent Record) and certificate of good moral character
for secondary school students.

All school heads are enjoined to take the necessary steps to facilitate the entrance and
integration of these pupils/students in any public or private school of their choice.

2.1.2 Change of residence; and (D.O. No. 19, s. 1996)

2.1.3 Health problems and other compelling valid reasons such as threat to life.

2.2 Transfer of Filipino school children from abroad to Philippine schools shall be
allowed on the following grounds:

2.2.1 Displacement due to difficult circumstances in the country of origin e.g., war,
transfer of parents' workplace, termination of parents, contract and the like.

2.2.2 Enrolment in Philippine schools abroad which are not accredited with DECS. These
students are required to take the Philippine Validation Test (PVT) prior to admission to
determine proper grade/ year placement.

SECTION 3. Placement and Validating Tests

3.1 Philippine Educational Placement Test (PEPT) (D.M. No. 255, s. 1999)

3.1.1 The PEPT is a battery of tests covering five (5) basic subjects namely Mathematics,
Filipino, English, Araling Panlipunan and Science.

3.1.2 The National Educational Testing and Research Center (NETRC) shall administer the
PEPT for youths/adults who have been out of school for at least two (2) years, who are overaged
in school by at least three (3) years and who are Filipino citizens. A deviation of not less than
three years from the normal school age for the particular grade/year level is considered
overaged.
 3.1.3 Examinees shall be allowed to take the test again after a lapse of one (1) year. cCSDaI

3.2 Philippine Validating Tests (D.O. No. 22, s. 1998)

3.2.1 The Philippine Validating Tests (PVT) shall validate learnings acquired in various
situations under certain circumstances. These tests cover five (5) basic subjects in the school
curriculum in the elementary and the secondary levels, namely: English, Mathematics, Science,
Araling Panlipunan and Filipino. The tests are based on the learning competencies prescribed
in the elementary and the secondary school curricula.

3.2.2 The NETRC shall administer the PVT to pupils/students upon submission of an
appropriate request of the concerned party to the Division Office, duly endorsed by the Regional
Office in the area where the school is located.

3.2.3 The PVT is administered to the following pupils and students:

a) Those who studied in a school operating without permit;

b) Those who, by force of circumstances were not able to finish the last grading period in
their school, but passed all the subjects in the first three (3) grading periods;

c) Those who are seeking transfer to a school in the Philippines during the school year
provided they have completed at least three (3) grading periods;

d) Those who studied in a non-graded school but desire to transfer to a graded type of
school;

e) Those who studied under an educational system that is different from that of the
Philippines, whether local or foreign;

f) Those who have superior academic performance; and

g) Others considered as special cases deemed meritorious, e.g. children of foreign

diplomatic officials and missionaries assigned in the Philippines whose grade/year placement is
not covered by existing DECS regulations.

CHAPTER 2

Rating, Promotion and Graduation

SECTION 1. Rating and Promotion in the Elementary Schools (D.O. No. 80, s. 1993, D.O.
No. 66, s. 1995)
 1.1 General Policy

It shall be the policy of the Department to have a grading system which will place greater
emphasis on student performance (a) during the final examinations in each of the four (4)
quarterly grading periods during the school year; (b) in the last of the four (4) quarterly grading
periods; and (c) on competitive written performance in class examinations, tests, and quizzes,
over other forms of measurement.

1.2 Weight of quarterly examinations

The weight of the final examination for each of the four (4) quarterly grading periods
shall be forty (40) percent. The remaining sixty (60) percent will be used for other measures of
achievement, such as class quizzes, recitation, homework, and the like, provided they are all
related to determining the academic performance of the student. Non-academic elements, such
as behavior and absences, should no longer be inputted for subject grading purposes.
Previously, the weight for the periodic examination had been set at only twenty five (25) percent
of the rating for the quarterly grading period.

1.3 Weight of grading period ratings

The grade for each of the first three quarterly grading periods shall have equal weight.
However, the rating for the fourth grading period shall be given a weight twice, any of the other
three previous ratings. Thus, each of the first three grading period ratings will have a weight of
twenty (20) percent, while the rating for the fourth grading period will have a double weight of
forty (40) percent. Previously, elementary schools used an average weighting system, while
secondary schools followed a cumulative weighting system, with seventy (70) percent for the
current grading period and thirty (30) percent for all the preceding grading periods.

1.4 Lowest Possible Grade

The lowest grade that can be given to a student after transmutation of performance shall
be seventy (70) percent. The passing grade in any given subject shall be seventy five (75)
percent. (D.O. No. 80, s. 1993)

1.5 Achievement Measures

Quizzes ratings refer to written performance in class examinations such as tests, unit
tests and other forms of summative measurement. Tests used to monitor the pupil's progress
such as formative tests are not included in the computation for the rating of quizzes.
 Recitation/Interaction refers to pupil's participation in any form of interactive activities
during the teaching-learning process.

Behavior Observations, Character Education/Good Manners and Right Conduct. Specific

indicators shall be used in observing pupil's behavior. The class adviser and other teachers
handling the class shall give the rating for behavior observations. The specific item has a weight
of 40% in the overall rating for CE/GMRC. The traits to be considered in rating this learning area
are found in the Progress Report Card Form 138-E). (D.O. No. 66, s. 1995)

1.6 The rating for each learning area in a grading period is the average of all the ratings
entered in the Class Record under each measure of achievement multiplied by the
corresponding weight.

Example:

WEIGHT AVE. x WEIGHT COMPUTED VALUE

Quizzes - 15% 89.6 x .15 = 13.44

Recitation - 25% 85 x .25 = 21.25

Homework - 5% 86.66 x .05 = 4.33

Theme/Projects - 15% 85 x .15 = 12.75

Periodical Test - 40% 85 x .40 = 34.00

100% 85.77

1.7 The general average of the pupil is obtained by adding all the ratings recorded in the
Progress Report Card under the column for Final Ratings, divided by the number of learning
areas in the grade level.

1.8 An over-all average of 75% shall be the minimum requirement for promotion in all
grade levels. HCDAac

SECTION 2. Rating and Promotion in the Secondary Schools (D.O. No. 70, s. 1998 and D.O.
No. 52, s. 1989)

2.1 General Policy

 In line with the policy of providing a fair grading system, the 25% 75% measure of student
achievement shall be adopted. The weight of the final examination for each quarterly grading
period shall be twenty-five (25) percent. The remaining seventy-five (75) percent will be used for
other measures of achievement such as quizzes, recitation, unit/long test, homework, projects
and other requirements.

2.1.1 There shall be four (4) grading periods using the cumulative method. This means
that the final grades from the second to the fourth grading periods are computed such that the
previous grades shall be given a weight of 30% and the tentative grade given a weight of 70%.

Example:

Grade for the first grading period 85%

Tentative grade for the second grading period 87%

30% of 85% = 25.50%

+70% of 87% = 60.90%

Computed final grade = 86.40%

2.1.2 The numerical system of grading shall be used and grades shall be expressed in
multiples of one (1).

2.1.3 Promotion shall be by subject and by the number of units. A student who failed in
two (2) units or less is promoted to the next year level. On the other hand, a student who fails in
more than two (2) units is retained in the same year level. The student shall be required to
repeat only the subjects that he/she failed in and shall be given advance subjects in the next
curriculum level.

2.1.4 The grade in each subject area will be based on certain criteria weighted accordingly
as follows:

a) Filipino/English

Periodical test 25%

 Projects 15%

(Theme Writing, Home Reading Report

Mini Research Work, Book Review/Critique)

Class recitation / interaction 30%

(Group Discussion, Role Play/Simulation,

Debate / Argumentation, Extemporaneous

Speech, Reporting, Student's Journal)

Quizzes 20%

Unit / Summative Test 10%

Total 100%

b) Araling Panlipunan

Periodical Test 25%

Quizzes 15%

Unit / Long Test 10%

Homework / Assignment 15%

Recitation 30%

Projects 5%

(scrapbook, cut-outs, improvised materials

and the like.)

Total 100%

c) Edukasyong Pangkatawan, Kalusugan at Musika (PEHM CAT)

Periodical Test 25%

Quizzes 15%

Attendance / Attitude 15%

 Recitation 10%

Practicum / Application Activities 30%

(In Health, project can be considered as an

output for A, A)

Total 100%

2.1.6 There shall be a single mark for PEHM for each grading period.

2.1.7 The programming and percentage weights for the components of PEHM will be as
follows:

First to Third Year

First Semester Second Semester

P.E. 120 minutes 50% P.E. 120 minutes 50%

Health 80 minutes 33% Health 40 minutes 17%

Music 40 minutes 17% Music 80 minutes 33%

Fourth Year

P.E. 120 minutes 40%

Health 40 minutes 15%

Music 40 minutes 15%

CAT 80 minutes 30%

2.1.8 In case a student does not obtain a composite passing grade in PEHM due to failure
or deficiency in any one of the component subjects, he/she shall be given a mark of Incomplete
but shall be allowed to make up within the year in the component which he/she failed.

d) Edukasyon sa Pagpapahalaga (Values Education)

 2.1.9 The grade in Values Education (VE) will reflect both knowledge/skills acquisition
and behavior. This is based on the nature of VE which aims to develop skills for rational
thinking and value judgment in order to effect behavior change in the student through
experiential learning.

2.1.10 Using the learning competencies as basis for evaluating student performance, the
grade in VE will be based on the following criteria, weighted accordingly as follows:

Periodical Test 25%

Follow-Ups (Written Outputs) 25%

Involvement 20%

Recitation 10%

Attendance 10%

Behavior 10%

Total 100%

2.1.11 Follow-ups are manifestations of how well the student applies, evaluates and
synthesizes the concepts, ideas and views acquired from VE lessons. They come in the form of
essays, reports, reaction papers, critiques, reflections, journal entries, individual projects and
other follow-up activities. Written outputs from follow-up activities are rated using a scale
assessing what level of valuing the student appears to be in as seen from his/her work. (DECS
Order No. 52, s. 1989)

2.1.12 Involvement refers to the student's active participation in the processes/activities

initiated by the teacher or the students inside or outside the classroom for value formation.
Involvement inside the classroom is manifested through role plays, simulations, group
discussions (in contrast to recitations or class discussions), games and other performance type
activities. Involvement outside the classroom entails participation in group/class projects in the
school and/or community (e.g., immersion in depressed communities).

e) Mathematics

Periodical Test 25%

 Unit Test 25%

Quizzes 20%

Recitation 15%

Homework 15%

Total 100%

f) Science & Technology 25%

Periodical Test 25%

Laboratory Work 25%

Recitation / Interaction 15%

Quizzes 15%

Project 10%

Homework/Journal Writing 10%

Total 100%

g) Technology and Home Economics

First and Second Year (Exploratory)

Periodical Test 25%

Unit Test 10%

Quizzes 20%

Recitation 15%

Practicum (Process) 15%

Project (Product) 15%

Total 100%

h) Third and Fourth Year (Specialization)

 Periodical Test 25%

Unit Test 10%

Quizzes/Performance Test 20%

Recitation 10%

Practicum 15%

Project (Product) 20%

Total 100%

SECTION 3. Determining Honors

3.1 The procedure for determining honor students should be explained to the teachers,
parents and students at the start of school year to avoid questions during and after selection.
CAcIES

3.2 Final selection and announcement of honor students should be made not later than
fifteen (15) working days before the commencement exercises or graduation rites. Protests
should be filed not later than five (5) days before the commencement exercises. Settlement of
the protest should be made not later than three (3) working days before graduation in the
division level only.

3.3 Procedures and Guidelines for Elementary Schools (M.O. No. 44, s. 1983)

3.3.1 For purposes of determining honor pupils in elementary schools, every school shall
organize an Honor Selection Committee composed of all teachers of the graduating class, with
the principal as chairman. A teacher with a child who is a candidate for honors should refrain
from being a member of the said committee.

3.3.2 The committee shall use the following guidelines in the selection of honor pupils:

a) Top honor pupils graduating from the elementary schools shall be designated First
Honors and Second Honors.

b) All deserving pupils graduating from the regular classes including those enrolled in
classes for the gifted in the school shall be considered in the selection of honor pupils;
 c) Scholarship and Character shall be based on the general averages for the last year
only;

d) Selection of honor pupils shall be based on the following:

Quality Weight

Scholarship and Character 9

Co-Curricular Activities 1

Total 10 pts.

e) Co-Curricular activities shall be based on the quality of the candidate's participation

and leadership in activities in school government, development projects in the community,
civic activities, dramatics, etc.;

f) The pupils shall be ranked in each of the two criteria, viz., Scholarship and Character
and Co-curricular activities. The weighted rank shall be obtained by multiplying the pupil's rank
in each criterion by the given weight (See sub-paragraph d. above).

g) In case of a tie, the rank of each student shall be the average of the places which they
occupy.

h) Recognition shall also be given to children with special talents, gifts and other type of
intelligence.

3.3.3 The report on the results of the selection shall be signed by all members of the
committee and certified by the principal. The work sheets used in the selection shall be kept in
the office of the Principal for ready reference and should be open to scrutiny whenever
necessary. Copies of the results of the selection of honor pupils shall also be submitted to the
offices of the District Supervisor and the Division Superintendents.

3.3.4 The Report of the Honors Selection Committee shall be made available to the
candidates for graduation and/or to interested parties not later than fifteen (15) days before
graduation.

3.4 Procedure/Guidelines for Secondary Schools (D.O. No. 65 s. 1998)

3.4.1 To give due and proper recognition to graduating students who have shown
exemplary performance in their high school work, the guidelines for the selection of honor
students shall be as follows:
 a) The designations Valedictorian and Salutatorian and Honorable Mention shall apply to
graduating honor students in all secondary schools;

b) There shall be one Valedictorian and one Salutatorian for all the graduating classes,
however, in case of a tie between two candidates, both may be declared Valedictorians and/or
Salutatorians;

c) The number of honor students to be declared Honorable Mentions shall be no more

than one percent (1%) of the total number of graduating students. However, this number may be
increased in case of a tie.

d) Any member of the graduating classes is eligible to be a candidate for honors if he/she
meets the following requirements:

He must have no grade lower than 85% in any subject during the third and fourth year in
any grading period as recorded in the student's Forms 137 and 138-A.

He must have done the entire work of the fourth year level in the secondary school where
he is graduating;

He must have completed the curriculum years within the prescribed length in years,
meaning four consecutive years. However, consideration for students who spent more than four
years of schooling may be given due to unavoidable circumstances such as serious ailment,
calamities, and peace and order situations as the case may be. Documentary proofs should be
presented.

He must be an active member of at least two authorized (i.e. approved and sanctioned by
the school) organizations or clubs during the third and fourth years in the school where he is
graduating.

He must have conducted himself in conformity with the school rules and regulations.

3.4.2 The following criteria and corresponding weights shall be used in determining the
Valedictorian, Salutatorian, and the Honorable Mention awards.

Academic Excellence 7 points

Academic excellence shall be based on the general average of the grades of the candidate
in the last two years of schooling (third and fourth years). The final grades in the fourth year
should be completed before the last three weeks of the school year. It should be based on the
work done during the last grading period. TacSAE
 Performance in Co-curricular Activities 3 points

Performance shall be based on active participation of the candidate for the last two years
in at least two authorized student organizations or clubs (literary musical activities, sports,
travels in relation to school work, civic activities, research, school paper, school band etc.)

3.4.3 The rating for co-curricular activities shall be based on the combined assessment of
the advisers of the clubs where he/she was a member during the third and fourth years as
recorded in separate grading sheets for the co-curricular activities and the organizations
recognized by the school.

3.4.4 A selection committee shall be created by the Principal to screen candidates and
select honor students.

3.4.5 Final selection and announcement of honor students should be made by the
principal after the approval of the division office not later than fifteen (15) working days before
graduation. Protests shall be filed not later than five (5) working days before graduation.
Settlement of protest should be made three (3) working days at the division level only.

3.4.6 Ranking of candidates for honors shall be based on the weighted ranks. The
computation (using two decimal places) is given below:

a) For Academic excellence

Compute the average of the combined third and fourth year grades of the candidates.

Rank the candidates according to the average.

Assign a weight to the rank by multiplying it by 7 (assigned weight for academic

excellence).

b) For Co-Curricular/Activities

Get the composite rank (sum of all the ranks given by the raters) of each candidate.

Rank the candidates from the lowest to the highest sum.

Assign a weight to the rank by multiplying it by 3 (assigned weight for Co-curricular

Activities.

c) For final ranks

Add the weighted ranks for each candidate.

 Rank the sum from the lowest to the highest.

SECTION 4. Graduation (D.O. No. 17, s. 1999)

4.1 In line with the Department's policy on simple and austere school activities, all school
heads, in consultation with the parents of the graduating class, are enjoined to hold simple,
inexpensive but meaningful graduation rites.

a. Contributions for graduations may be increased to not more than P150.00; however, in
private schools, contributions may vary from school to school and may be allowed only in
consultation with the PTA.

b. Graduation exercises must be held in the school grounds. Graduation balls, compelling
graduating students to participate and contribute excessive amounts, are discouraged.

c. No extravagant special attire should be required and the annual yearbook should
likewise be discouraged or be considered non-obligatory.

4.2 Graduation exercises should be held only after the last day of classes.

CHAPTER 3

School Discipline

SECTION 1. Authority to Maintain School Discipline (D.O. No. 92, s. 1992 pages 22-23)

Every school shall maintain discipline inside the school campus as well as outside the
school premises when pupils or students are engaged in activities authorized by the school.

1.1 Imposition of Disciplinary Action

1.1.1 School officials and teachers shall have the right to impose appropriate and
reasonable disciplinary measures in case of minor offenses or infractions of good discipline.
However, no cruel or physically harmful punishment shall be imposed or applied against any
pupil or student.

1.1.2 Suspension/Expulsion (Sections 145-151, Part VI Chapter III, Service Manual 1960)

For first and other offenses which are not very serious in nature, a suspension from
school not to exceed three (3) days may be authorized by the principal without the prior
approval of the Division Superintendent. However, parents must be informed by the teacher or
the school principal of any misconduct on the part of their children for which disciplinary
action is necessary.

For a persistent offender or one guilty of a serious offense, a suspension for not more
than one (1) year may be imposed subject to the approval of the Division Superintendent.

Suspension for a school year or more, or expulsion from school can be ordered only by
the Secretary.

In all cases of suspension, a written promise of future exemplary conduct signed by the
pupil/student and countersigned by his parents or guardian shall be required as a condition for
readmission and must be required in the case of suspension for more than three (3) days.
AaEcDS

Offenses punishable by suspension or expulsion depending on the seriousness of the

offense:

gross misconduct

cheating and stealing

assaulting a teacher or any other school authority or his agents or students

smoking inside the school premises

vandalism, writing on or destroying school property like chairs, tables, windows, books,
laboratory equipment and others

gambling of any sort

drinking intoxicants and liquor

carrying and concealing deadly weapons

extortion or asking money from others

fighting, causing injury to others

using, possessing, and selling of prohibited drugs

hazing in any form or manner whether inside or outside the school premises

immorality/sexual harassment
 instigating, leading or participating in concerted activities leading to stoppage of classes

preventing, threatening students or faculty members or school authorities from

discharging their duties or from attending classes or entering school premises

forging or tampering with school records or transfer forms

The use of corporal punishment by teachers (slapping, jerking or pushing

pupils/students about) imposing manual work or degrading tasks as penalty, meting out cruel
and unusual punishments of any nature, holding up a pupil/student to unnecessary ridicule, the
use of epithets and expressions tending to destroy the pupil/student's self-respect and the
permanent confiscation of the personal property of pupils/students are forbidden.

1.2 Attendance and Punctuality

1.2.1 Regularity of attendance and punctuality are required in all classes. A pupil/student
who has been absent or has cut classes is required to present a letter of explanation from
his/her parents or guardian or to bring them to school for a short conference with the section
adviser or guidance counselor as the case may be.

1.2.2 Attendance of pupils/students in special holidays, activities relative to their

religions, e.g., Ramadan, shall be allowed provided permission of the school head is sought.

1.2.3 Absences. A pupil/student who incurs absences of more than twenty per cent of the
prescribed number of class or laboratory periods during the school year or term should be
given a failing grade and given no credit for the course or subject. Furthermore, the school head
may at his/her discretion and in the individual case exempt a student who exceeds the twenty
percent limit for reasons considered valid and acceptable to the school "Such discretion shall
not excuse the student concerned from responsibility in keeping up with lesson assignments
and taking examinations where indicated. The discretionary authority is vested in the school
head, and may not be availed of by a student nor granted by a faculty member without the
consent of the school head.

1.2.4 Habitual tardiness especially during the first period in the morning and in the
afternoon shall not be allowed. Teachers concerned shall call for the parents of the student
concerned or visit him at home.

1.3 School Uniform

1.3.1 A school uniform shall be prescribed for all pupils/students. Shoes are considered
part of the uniform.
 1.3.2 All students shall be required to wear the official school ID in the school campus.

1.3.3 The acceptable haircut for boys shall be at least one (1) inch above the ear and three
(3) inches above the collar line.

SECTION 2. Rights and Responsibilities of Students

2.1 Rights of students in school. The students and pupils in all schools shall enjoy the
following rights, in addition to those rights provided for under relevant laws, subject to
limitations prescribed by laws and regulations:

2.1.1 The right to receive, primarily through competent instruction, relevant quality
education in line with national goals and conducive to their full development as persons with
human dignity;

2.1.2 The right to avail of school guidance and counseling service toward making
decisions and in selecting alternative fields of school work suited to their potentialities;

2.1.3 The right to have access to their own school records, which shall be maintained and
preserved in a confidential manner by the school;

2.1.4 The right to expeditious action not exceeding thirty (30) days from receipt of request
by the school, to the issuance of official school certificates, diplomas, transcripts of records,
grades, transfer credentials and similar school documents or records;

2.1.5 The right to publish a student newspaper and similar publications, and to invite
resource persons during assemblies, symposia, and other activities of similar nature;

2.1.6 The right to have free expression of opinions and suggestions, and to avail of
effective channels of communication with the appropriate academic and administrative bodies
of the school;

2.1.7 The right to form, establish, join and participate in organizations and societies, for
purposes not contrary to law;

2.1.8 The right to be free from involuntary contributions, except those approved by their
own organizations or societies.

SECTION 3. Student Activities

3.1 Classrooms are to be used for academic purposes only.

 3.2 No group actions like boycott of classes/demonstrations against any issue, person or
teacher will be allowed.

3.3 Co-curricular activities shall be subject to prior approval of the school head. DSIaAE

3.4 Meetings, assemblies, convocations and activities shall be held in the presence and
with knowledge of the Principal, Head Teacher or Guidance Counselor, Teacher or Club
Adviser/Coach.

SECTION 4. Campus Security

4.1 Only bonafide students of the school shall be allowed inside the school campus.

4.2 No visitors shall be allowed inside the campus during school hours except for valid
reasons. They shall be required to sign the logbook of the security service.

4.3 Teachers shall confer with parents/guardians or entertain visitors during their off
period.

4.4 No students or visitors shall be allowed inside the school building and the premises
after the last class period has ended except for schools with night classes.

COMMUNICATIONS AND INFORMATION POLICIES AND PROCEDURES

CHAPTER 1

Information Dissemination

The Department's position on education-related matters and its policies on the

implementation of its program and projects are disseminated to the public through the print
and non-print media.

For this purpose, DECS maintains a Press Corps at the Central Office and Information
Officers at the Regional Offices.

To ensure accurate, relevant, equitable information for all the DECS Central and regional
offices, a communication information network has been established. The network includes all
the Information Officers of the DECS Central Office, bureaus, and the regional and division
offices. Each DECS bureau, center and service, regional director, and schools division
superintendent of each school division shall designate one information officer who shall take
charge of disseminating proper information of the activities of their respective areas of
coverage.

The Central Office conveys information and instruction to the regional offices through
printed materials and electronic devices.

SECTION 1. Information through the Print Media

1.1 The Service Manual contains the basic regulations, instructions, and information
which guide DECS Central Office and the field personnel in carrying out the tasks of the
Department. Subsequent amendments and new instructions are issued to the field through
orders, memorandums and bulletins.

1.2 Handbooks are issued to provide handy reference materials to the field on DECS
policies on certain educational issues and procedures in the implementation of its programs
and projects. Leaflets, foldouts and the like are also issued to disseminate information on
specific programs/projects being implemented by DECS.

1.3 Publications like the Education News, published on a regular basis are distributed to
inform the field and other stakeholders on various activities undertaken by DECS toward the
development of quality basic education in the country.

1.4 DECS Issuances

Directives and regulations for the information of, or compliance by, the field are
generally issued in the form of DECS Orders, Memorandums and Bulletins.

1.4.1 DECS Orders are issuances on policies, guidelines, or regulations which are
generally permanent in nature and are in effect until rescinded.

1.4.2 DECS Memorandums are issuances containing certain instructions and information
which are temporary in nature and are usually applicable only during the year of issuance.
These include announcement of conferences, seminars, examination, surveys, competitions
and celebrations.

1.4.3 Bulletins are primarily informative issuances. These include educational statistics,
statistics, curricular materials and professional papers, on academic, industrial, health
concerns, etc. DECS memoranda, orders, and bulletins are numbered consecutively starting
with the first issuance in January every year.

1.4.5 Unnumbered Memorandums contain instructions or information which are limited

in application and concern only a few regions or offices.
 1.4.6 Office Orders contain policies/instructions or regulations which are of general
application in the Central Office.

1.4.7 Office Memorandums contain certain instructions or information which are office-
specific.

SECTION 2. Information through Electronics

2.1 Urgent messages are conveyed to the regions through phone calls, fax or radio. The
use of long distance messages is strictly limited and resorted to only under extreme and
exceptional circumstances. It is expected that these messages are clear, brief, and correct.

2.2 The DECS Central Office and its regional and schools division offices maintain a Radio
and Communication Office each. The main function of this office is to send and receive
calls/messages to and from field offices and other Department's clientele, local and
international, through radio transceiver, fax message and PABX digital telephone.

2.2.1 Official outgoing messages coursed through this office by the different DECS offices
are attended to on a first come first served basis. Fax machines, radio transmitter/transceiver
are utilized to ensure that messages are sent. The same procedure applies to incoming
messages.

2.2.2 Communication lines are open 24 hours daily, especially in times of election,
calamity and other emergencies.

2.2.3 Digital telephone lines and radio transceiver wirings are available/maintained
everyday for use at the DECS Central Office. SDECAI

2.2.4 Reports on disconnected communication lines are attended to by the technical staff.

2.2.5 Duplicate copies of all incoming and outgoing communications and other similar
requests should be neatly filed at the office to facilitate easy retrieval and tracing of job request.

2.3 Messages for transmittal shall be endorsed by the Director/Chief/Head of unit

concerned.

2.4 Personal calls by employees are allowed on emergency cases only. This is charged to
the employee's personal account.

SECTION 3. The Print and Non-Print Media

3.1 DECS is aware of the value of maintaining cordial relationship with the media.
 Media should be provided with accurate data/information and should be referred to
concerned offices for needed/updated materials.

3.2 All press releases and public statements containing policy statements should be
cleared first with the Office of the Secretary. All other types of press releases should be cleared
with the head of office concerned.

SECTION 4. Educational Management Information System (EMIS)

4.1 The Educational Management Information System (EMIS) provides information to

education administrators in the planning and delivery of educational services.

4.2 The main sources of basic data are institutions both public and private, school
divisions, public and private elementary and secondary schools. The regional offices collect all
forms/profiles of district and division offices. It is here where data verification and processing
takes place.. Processing of school profiles is undertaken using computer software. The final
output is a data bulletin at district, division, and regional levels.

4.3 To facilitate the storage and withdrawal of data, the EMIS network has built-in
subsystems related to functions and/or responsibilities of the regional, division and district
offices.

These subsystems are:

a) Pupil/Student Management Information System

b) Personnel Management Information System

c) Curricula Implementation Information System

d) Regulation and Control Information System

e) Physical Facilities Management Information System

f) Financial Management Information System, and

g) Community Services Information System.

SECTION 5. DECS Web Site (D.M. No. 286, s. 1998)

DECS has joined the information highway through web site provided by an accredited
provider. The page includes the following data:
 Profile of DECS Vision Goals

Overview Mission Objectives

Philosophy

Organizational Structure

Brief Description of Sub-divisions

Office of Planning Service Bureau of Non-Formal Education

Financial Management Service School Health and Nutrition Center

Administrative Service National Educational

Human Resource Development Service Testing and Research Center

Educational Development Projects

Technical Service Implementing Tasks Force

Bureau of Elementary Education

National Educators Academy of the

Regional Office Philippines

Bureau of Secondary Education

DECS Circulars

DECS Memoranda from 1996 to the present

DECS Orders from 1996 to the present

DECS '96 Annual Report

Facts and Figures on Philippine Education

Education Statistics

On-going Projects and other Research Studies (since 1990)

 CHAPTER 2

Correspondence

SECTION 1. Preparation of Correspondence

1.1 For the present, all official communication including issuances of the Department
shall be written in English. Answers to letters received shall be in the language of the basic
letter. With the present bilingual policy of the government, Filipino may also be used in official
communications.

1.2 Where a letter or endorsement requires more than one (1) sheet, the page number
should be indicated at the top of the page.

1.3 Enclosures to correspondence should be indicated/listed on the lower left-hand

corner of the page.

1.4 Generally, the use of the first and second persons when reference is made to the
writer and to the recipient should be avoided. The content of a communication should be
limited to only one (1) subject. However, several letters may be enclosed in one envelope. It is
not considered a good practice to make notations on original correspondence, unless the papers
are ready for file.

1.5 Salutation: A higher authority should be addressed as "Sir" or "Madam". In addressing

one of equal rank or a subordinate, the less formal salutation of "Dear Sir" and "Dear Madam"
may be used. The complimentary close of formal official letters should be "Very truly yours".
Envelopes of official correspondence should be plainly addressed and stamped and should
identify the sender.

1.6 In official correspondence, the name of the office should be used not the name of the
official unless expressly necessary for identification purposes. If the occupant of an office has
been designated only in an acting capacity, the name of the office shall be indicated with the
"Acting" position. Hence, the Provincial Treasurer not the Acting Provincial Treasurer. ADaECI

1.7 The correct form of addressing official communications should be observed.

In accordance with E.O. No. 2 dated January 14, 1954 the word "Excellency" should be omitted in
addressing the President of the Philippines. He shall be addressed as "Mr. President". Letters
and other communications shall be addressed as follows:

President Joseph Ejercito Estrada

Malaca ang, Manila

1.8 The following officials shall be addressed as;

"The Honorable"

The Vice President of the Philippines, Ambassadors, other foreign Ministers and consuls,
Department Secretaries, Undersecretaries, Commissioners, Senators, Congressman, Justices of
the Supreme Court and Judges of Inferior Courts, Provincial Governors and City Mayors.

By courtesy or custom, these officials are addressed in their private capacity during and after
their term of office by placing the word or abbreviation for "Honorable" before their full name; as
Honorable Jose Abad Santos.

1.9 Titles should not, as a rule, be abbreviated. However, certain recognized abbreviations
may be used when the initial before the surname is used as in "Dr. A. Gonzales" or "Dr.
Gonzales".

1.10 In addressing teachers or referring to them in a letter, the full name as carried in the
rolls of the regional/division offices and the civil service roster, preceded by "Mr.", "Mrs." Or
"Miss" should be used. A married woman teacher should be referred to in official
correspondence using her own given name or initials not of her husband's. Thus, the wife of Mr.
Carlos L. Gomez should be addressed as "Mrs. Maria S. Gomez", not Mrs. C. L. Gomez". In
mentioning towns, school courses etc., the name officially adopted should be uniformly used.

1.11 In official communications, the name of the incumbent of an office should be

followed by the title of his office. In case the office is temporary or tentatively filled by someone
other than the regularly or permanently appointed incumbent, the title following the name
should be preceded by the word "Acting", "In Charge", etc., as the case may be, depending upon
the designation made, thus:

JOSE VERA

Acting District Supervisor

The signature of the women should always be preceded by the word "Ms." or "Mrs.", as the case
may be, in parenthesis.

1.12 Writing a Memorandum. A memorandum is sent to an official or employee in the

organization to announce a directive/assignment or to request information, authority, funding,
etc. In writing a memorandum, use "To" if it is addressed to an employee of lower rank, use
"For", if it is addressed to an official of higher rank.
 1.13 Endorsements. Official letters should be answered by return endorsements
(numbered consecutively) in order that the complete correspondence may show all facts
relative to a particular letter. The original copies (not the carbon copies) of the whole
correspondence, including all endorsements, should be sent to their next destination, the last
endorsement being sent in duplicate. The under-endorsement system is prescribed. This means
that an endorsement may be written on the space following the conclusion of a letter or
preceding endorsement, or it may commence on a new set of paper. For appearance's sake no
endorsement should commence at the bottom of a page if only four (4) or five (5) lines of the
body of the endorsement can be accommodated on that page.

a) Where no new significant information or opinion is given, a notation such as "Contents

Noted" shall be indicated and signed by the sender. Such action should not go beyond the fifth
endorsement. If it is necessary to send another response, then a letter must be sent.

b) Use "Respectfully forwarded" to an office of higher rank. "Respectfully transmitted" to

an office of equal rank and "respectfully referred" to a subordinate office.

1.14 Communications should not be indorsed to firms or persons outside the government
service, a letter should be sent instead.

SECTION 2. Promptness in Attending to Correspondence

2.1 Action on Official Matters

2.1.1 Matters within DECS jurisdiction:

a) Action on requests or petitions. All requests or petitions, oral or written, must be acted
on promptly and expeditiously, when the referral is within the DECS jurisdiction or
competence, both in the Central and regional offices within fifteen (15) days to be counted from
the date of receipt.

b) Action needed in routinary matters: A note or letter of acknowledgement shall be

written specifying the date when the matter will be disposed/acted upon and the name of the
official/employee in charge.

c) Action needed in non-routinary matters. A note or letter of acknowledgement shall be

written informing the writer of the action to be taken or when the matter can be acted upon. If
additional information, requirements or documents, are needed, the acknowledgement
note/letter shall so indicate, stating the period when such additional submissions have to be
submitted, and the name of the official or employee in-charge of or handling the matter.
When additional submission action or information are requested by a party, the official or
employee in-charge shall inform the interested party of the action to be taken and when such
action or disposition can be expected, barring unforeseen circumstances.

2.1.2 Correspondence to and from offices within the Department shall follow the
Communication Flow Chart.

image

2.1.3 Offices by passed by communications sent to any offices should be furnished copy
of the same communication. SHTaID

The Regional Directors, Schools Division Superintendents, and District Supervisors should be
furnished a copy of communications sent directly to the School Principal.

2.2 Matters outside of DECS jurisdiction:

On matters outside the jurisdiction of the DECS Central or Regional Office: The matter
shall be referred to the appropriate department or agency. Simultaneously, the request/petition
shall be acknowledged and the interested party advised of the action taken, attaching a copy of
the referral letter.

2.3 Handling of Official Papers and Documents:

2.3.1 All official papers and documents shall be processed and completed within a
reasonable time from preparation thereof;

2.3.2 Reasonable time shall be determined by the following rules:

a) When the law or rule prescribes a period within which a decision is to be rendered or
an action taken;

b) In accordance with the rules issued by the Department taking into account the
following factors;

The simplicity or complexity of the subject matter being processed;

Completeness of the submissions, evidentiary or documentary, necessary for making a

decision;

Lack of resources (manpower or financial) caused by circumstances beyond the control

of the affected DECS office or agency;
 Legal constraints such as restraining orders and jurisdictions, issued by judicial or
administrative authorities;

Where, due to the fault/failure or negligence of the interested party, decision or action is
not possible or premature; and

Fortuitous events or force majeure.

2.4 Signing Protocol:

2.4.1 Except when required by law or regulation, and as may be expedient, any written
action or decision must have no more than three (3) initials or signatures.

2.4.2 In the absence of the authorized signatory, the next-in-rank official or officer-in-
charge shall sign for and in behalf of the authorized signatory except in cases of delegated
authority which cannot be sub-delegated.

VI

ADMINISTRATIVE FUNCTIONS, POLICIES, AND PROCEDURES

The Administrative functions included in this title cover general services, records
management, and security and property rules and regulations. The regulations observed in the
Central Office apply to the regional and division offices.

CHAPTER 1

General and Other Services

Services in the Central Office include Library Services, Medical and Dental Services,
Transportation Services, Printing Services, and Audio-Visual Services.

SECTION 1. Library Services

1.1 The Central Office Library is open 8:00-12:00 n.n. and 1:00-5:00 p.m. to serve DECS
office employees. Students and other researchers are allowed to use the library but they are not
allowed to take out materials.

SECTION 2. Medical and Dental Services

2.1 DECS provides medical/dental services in the office/school clinic such as:
consultation, appropriate first aid treatment, referral and coordination with hospitals if needed,
annual physical examinations to new and old employees to determine fitness to work,
medicines for minor illness only for initial dosage subject to the availability of drugs on hand;
and dressing and minor surgical procedures.

2.2 Dental Services provided to employees include consultation, complete oral

examination, extraction of unusable teeth, treatment of carious teeth such as light cure,
temporary and permanent filling; and referral when necessary.

SECTION 3. Transportation Services

DECS Central Office maintains a Motor Pool and Transportation Services. Procedure in
the use of transport facilities observe existing COA requirements rules and procedures. These
include: use, repair/check-up, and/or purchase of needed parts.

SECTION 4. Printing Services

4.1 The Printing Unit offers the following services:

4.1.1 Printing of newsletters, brochures, leaflets, reports, forms and other printing
requirements of the DECS Central Office

4.1.2 Binding, trimming of informational materials and cutting of paper to sheet sizes.

4.2 Printing service is always on a first-come first-served basis except for urgent jobs in
which case schedules may be altered to give way to such jobs.

4.3 Publications submitted for printing shall be camera-ready.

4.4 Materials needed for printing/reproduction like paper, ink, etc. shall be provided by
the requesting office/division.

4.5 Requests for printing must be coursed through the Office of the Director, Technical
Service.

SECTION 5. Audio Visual Services

5.1 The audio-visual services offered are: non-print media assisted packages involving
planning, development, production and reproduction for video, radio and television. SCDaET

5.2 The hardware services offered are: photo coverage, video coverages, audio recording,
dubbing, editing, and AV setup operations.

5.3 The software services include concept building/video production and audio-visual
training.
 5.4 Request for audio-visual services must be coursed through the Office of the Director,
Technical Service.

CHAPTER 2

Records Management, Care and Security

The Records Division/Unit receives, distributes, releases and files official

communications.

SECTION 1. Incoming Communications

1.1 In the Central Office, all incoming mails or communications are properly recorded by
the receiving clerk in the Records Division/Unit before sending them to the concerned offices.
In the regions, all communications after being recorded are given to the division/unit/individual
concerned except those coming from the CO and complaints/cases which are given to the
Regional Director (RD). In the divisions, all communications are given first to the Schools
Division Superintendent (SDS) who refers them to the concerned division/unit/personnel for
action or information.

1.2 Each official communication shall be stamped, indicating the date and time of receipt,
designated communication number and initial of the receiving clerk.

The following information shall be entered in the logbook for each incoming
communication:

Communication number Date of communication

Date and time it was received Subject matter

Sender Office referred to

1.3 The person in charge in the Division/Unit shall take note of all unacted
communications within a reasonable time so that a tracer may be sent or further action taken.

SECTION 2. Distribution

Distribution procedures shall observe certain guidelines, specifically on the following:

 2.1 Routing slips shall be used in the assignment of communications, properly receipted
by the person(s) to whom the communications are referred.

2.2 When a communication is missent to a division/unit/individual, it shall be the duty of

its Division/Unit Chief or individual to return the same immediately to the Records Division or
to the head of office where the routing slip originated.

2.3 Drafts of communications or documents and other confidential records which are
discarded should be either attached to the corresponding paper or destroyed so that they will
not be read by any party not concerned with them.

SECTION 3. Releasing

Pointers to observe in releasing include the following:

3.1 In the initial handling, the releasing clerk shall check the completeness of outgoing
correspondence for proper signature, initialed carbon copies, enclosures and correct address.

3.2 The usual practice of recording outgoing communication in the outgoing logbook
such information like means used, shall be observed. The carbon copy of the communication
shall be stamped received by the addressee and submitted to the Records Division/Unit for
filing.

3.3 The duplicate copies of the released communications should be sorted out as
personal or miscellaneous and then filed accordingly.

SECTION 4. Filing of Records

Filing is the keeping of papers or documents according to some pre-determined

arrangement so that any paper when required can be located quickly and conveniently.

4.1 Correspondence, forms, reports, decisions on protest cases, grievance and

disciplinary matters, publication, and other DECS issuances should be classified and filed by
subject.

4.2 Documents treating of more than one subject should be crossed referenced and
important rulings, decisions and procedures carded or indexed for ready reference.

4.3 Circulars, memoranda, orders and bulletins, as well as annual reports, should be
bound and labeled accordingly.

SECTION 5. Security of Records/Documents

 5.1 In addition to the non-release of some public documents enumerated under Rule IV,
IRR of RA 6731, the following policies shall be observed:

5.1.1 School records of students and documents contained in the 201 file of DECS
employees, teachers and other school officials shall be confidential. The DECS as custodian of
these records shall not release such information to anyone except the owner, or his duly
authorized representative, or in compliance with a valid court order.

5.1.2 Except for documents containing general information for the public, documents
shall be issued only upon a written communication addressed to the Head of Office or his duly
authorized representative indicating therein the purpose of the requesting party.

5.1.3 No one except the file personnel in charge of official records shall have access to the
files.

5.1.4 Confidential documents or records of vital importance should be kept in a locked

filing cabinet or room.

CHAPTER 3

Property Rules and Regulations

SECTION 1. Procurement (Manual of Procurement COA-PTTF, pages 6-7)

1.1 Policies and General Procedures in Procurement.

Procurement is synonymous to purchase or the act of buying supplies, materials and

equipment essential for government operations. Procurement planning is the first step in the
procurement process. DcHSEa

1.1.1 The procurement process begins with procurement planning.

1.1.2 The procurement plans are formulated in accordance with the guidelines prescribed
under the Implementing Rules and Regulations (IRR) of Executive Order No. 302 dated
February 19, 1996 and with due regard to the provisions of the Government Accounting and
Auditing Manual (GAAM) on the Preparation of the Annual Procurement Program (APP).

1.1.3 The procurement plan shall include the decisions as to type of contract to be
employed, the extent/size of contract scopes, the procurement methods to be adopted, along
with the expected time schedule for each procurement action.
 1.1.4 The plan shall take into account the lead time for the procurement process plus the
manufacturing and shipping time expected so that goods are available at the time needed.

1.1.5 The APP refers to the itemized list prepared by the head of agency showing the kind,
estimated quantity, estimated cost, description of supplies together with the balance on hand, if
any.

1.1.6 The APP is prepared and submitted to the Department of Budget and Management
(DBM) as part of the work and financial plan on or before the end of November.

1.1.7 The specific activities in procurement are: (Manual of Procurement COA-PTTF, pages
12-14)

a) Procurement planning and the preparation of the APP.

b) Requisitioning or the preparation of Requisition and Issue Voucher (RIV)/Purchase

Request (PR).

c) Approval of RIV/PR. Requisitions by the head of the office within a reasonable time
after its submission.

d) Preparation of Certificate of Availability of Funds (CAF). The certification is made by

the Chief Accountant of the agency or his/her duly authorized representative that funds have
been duly appropriated and that the amount is available for expenditure.

e) Preparation of Purchase Order (PO) Letter Order (LO), and Contract by the Supply
Officer (SO).

f) Approval of PO/LO/Contract by the agency official authorized for the purpose and
within the limits of his authority.

g) Delivery of PO/LO/Contract by the agency official concerned to the contractor/supplier

within a reasonable time after its approval.

h) Delivery of items by the supplier/contractor in accordance with the specifications,

terms and conditions provided in the Contract/PO/LO.

i) Inspection of items/preparation of inspection report by the procuring agency/office. In

view of the total lifting of pre-audit, inspection by COA is no longer a pre-requisite neither for
acceptance nor payment.

j) Preparation of the Certificate of Acceptance.

 k) Preparation of Voucher.

1.2 Modes of Procurement (Manual on Public Bidding)

1.2.1 Public Bidding is the method of procurement whereby the office issues "Invitation to
Bid" to prospective suppliers of materials, equipment and services.

Under Section 1 of Executive Order No. 301, no contract for public services or for
furnishing supplies, materials and equipment to the government or any of its agencies shall be
renewed or entered into without public bidding except under any of the following:

a) Whenever the supplies are urgently needed to meet an emergency which may involve
the loss of, or danger to, life and/or property;

b) Whenever the supplies are to be used in connection with a project or activity which
cannot be delayed without causing detriment to the public service;

c) Whenever the materials are sold by an exclusive distributor or manufacturer who does
not have sub-dealer selling at lower prices and for which no substitute can be obtained
elsewhere at more advantageous terms to the government;

d) Whenever the supplies under procurement have been unsuccessfully placed on bid
for at least two consecutive times, either due to lack of bidders or the offers received in each
instance were exorbitant or non-confirming to specifications;

e) In cases where it is apparent that the requisition of the needed supplies through
negotiated purchase is most advantageous to the government to be determined by the
Department Head concerned; and

f) Whenever the purchase is made from an agency of the government.

The following are to be submitted:

Invitation to pre-qualify and to bid

Copy of advertisements

Winning bidders offer or proposal

Abstract of bids showing the most responsive and compliant bidder from among the
other bidders who participated in the bidding

Notice of Award
 Performance bond (COA Cir. #94-004 dated 01 July 1997)

1.2.2 Limited Source Bidding/Selective Bidding (Manual on Procurement COA-PTTF,

pages 147-178)

a. Pre-selection of manufacturers/suppliers/distributors with known experience and

proven capability on the requirements of the particular contract;

b. Transmission of invitations to bid;

c. Evaluation of bids; and

d. Awarding of purchase/contract.

1.2.3 Personal Canvass/Shopping

a. Conduct of personal canvass;

b. Preparation of abstract of canvass;

c. Evaluation of canvass; and

d. Awarding of purchase.

1.2.4 Emergency Purchase. This is done through direct requisition or orders through
canvass of prices of at least three bonafide dealers. This is resorted to whenever the need for the
material is exceptionally urgent or absolutely indispensable to prevent immediate danger to or
loss of life/property, or it is needed for the project or activity, which cannot be delayed without
causing detriment to public service.

The following procedures shall be observed:

a. Conduct of canvass:

b. Preparation of abstract of canvass;

c. Preparation of PO;

d. Approval of PO;

e. Delivery of PO.

1.2.5 Negotiated Purchase Procurement. This is resorted to when the materials are sold
by an exclusive distributor or manufacturer who does not have sub-dealers selling at lower
prices and for which no suitable substitute can be obtained elsewhere at more advantageous
terms to the government. It is also used when the supplies under procurement have been
unsuccessfully placed on bid for at least two consecutive times, either due to lack of bidders or
the offers received in each instance were exorbitant or non-conforming to specifications.

Following are activities related to negotiated purchase procurement:

a) Preparation of certification of failure of public bidding twice;

b) Observing procedures on personal canvass;

c) Delivery of PO and drawing of regular requisitions.

1.2.6 Repeat Order. Under this method, acquisition is made on additional quantities from
the manufacturer/supplier/distributor who provided the same items under a previously
approved bid contract. This may be resorted to in cases where the bid of the
manufacturer/supplier/distributor who was selected in the previous bidding is clearly superior
to the other bids not only in terms of the price quoted but also in terms of equipment reliability,
availability of spare parts, after sales service and delivery period. The general procedures on
procurement shall be followed. DTEcSa

1.2.7 Direct contracting (single source procurement) and direct purchase from duly
licensed manufacturers. This does not require elaborate bidding documents. The selected
manufacturer/supplier/distributor is simply asked to submit a price quotation together with the
conditions of sale. This may be resorted to under any of the following conditions:

a) Procurement of items of proprietary nature which can be obtained only from the
proprietary source i.e., when patents, trade secrets and copyrights prohibit others from
manufacturing the same item;

b) Those sold by an exclusive dealer or manufacturer which does not have sub-dealers
selling at lower prices and for which no suitable substitute can be obtained at more
advantageous terms to the government;

c) When the procurement of critical plant components from specialist

manufacturer/supplier/distributor serves as a precondition for the erection of a project for his
guarantee of project performance;

d) For purposes of maintaining standards, such as purchase involving a small addition to

an already existing fleet of equipment; and
 e) In emergencies where procurement must be immediately accomplished regardless of
cost. Emergencies shall be defined as those situations where there is imminent danger to life
and/or property as determined by the Head of Agency concerned;

1.2.8 Procurement from an exclusive Philippine agent or distributor. Procurement of

supplies of foreign origin may be made directly from the exclusive or reputable Philippine
distributors or agents by the Committee on Awards subject to the following conditions:

a) The Philippine distributor has no sub-dealers selling at lower prices; and

b) No suitable substitutes of substantially the same quality are available at lower prices.

1.2.9 Procurement from the procurement service and other Philippine Government
entities.

a) The Procurement Service is now under the DBM with the abolition of the General
Services Administration under Executive Order No. 285, dated July 27, 1987.

b) Executive Order 359, dated June 2, 1989, prescribes the guidelines and procedures in
the implementation of Executive Order No. 285 in the operation of a procurement system for
common-use office supplies, materials and equipment.

c) DBM has established regional depots as part of the regular organization structure of
the Procurement Service from which government agencies may locally purchase their
common-use supplies, materials and equipment requirements.

d) School desks and office furniture may be procured from government schools of arts
and trades or vocational schools or the Bureau of Prisons.

1.2.10 Purchase from foreign government entities.

a) Purchases under this mode shall be made only upon prior authority from the Office of
the President.

1.2.11 Procurement through International Competitive Bidding

a) Procurement of goods and works including related services for projects financed in
whole or in part by a loan from the International Bank for Reconstruction and Development
(IBRD) or a credit from the International Development Association (IDA) shall be through the
International Competitive Bidding stipulated in the Guidelines of Procurement issued and
revised from time to time by the IBRD/The World bank as provided for in the Loan Agreement
unless otherwise indicated so therein.
 b) The Loan Agreement shall govern the legal relationship between the Borrower and the
Bank and the guidelines shall be made applicable to procurement of goods and works for the
project, as provided in the agreement.

c) The bidding documents and the contract signed by the borrower with the provider of
goods and works shall govern the rights and obligations of both parties.

1.3 Prohibitions (Manual on Procurement COA-PTTF, pages 7-11)

1.3.1 Entering into a contract without appropriation and

1.3.2 Splitting of requisition.

Examples:

a) Non-consolidation of requisition for one (1) or more items needed at or about the same
time by requisitioner, and

b) Issuance of two (2) or more purchase orders based on two (2) or more requisitions for
items needed or at about the same time by different requisitioners.

1.3.3 Irregular, unnecessary, excessive, extravagant and unconscionable expenditures or

uses of funds or property shall be prevented.

a) Irregular expenditures are incurred if established rules, regulations, procedural

guidelines, principles or practices that have gained recognition of law are not observed.

b) Unnecessary expenditures are those which could not pass the test of prudence or the
diligence of a good father of a family, thereby denoting non-responsiveness to the exigencies of
the service.

c) Excessive expenditures are expenses incurred at an immoderate quantity and

exorbitant price. acCETD

d) Extravagant expenditures are expenses incurred without restraint, judisciousness and

economy.

e) Unconscionable expenditures are expenses without a knowledge of sense of what is

right, reasonable, and just, and not guided or restrained by conscience.

1.3.4 Personal use of school property for the furtherance of private interest.
 SECTION 2. Property Custodianship (Manual on Property Custodianship COA-PTTF,
pages 1-2)

This refers to the guardianship of government property by the accountable person. It

includes the receipt of supplies, materials and equipment, the safekeeping, issuance, repair and
maintenance of equipment. It also includes the accountability, responsibility and liability of
accountable officers arising from loss, misuse, damage or deterioration of government property
due to fault or negligence in safekeeping thereof.

2.1 Accountability/Responsibility. Every officer of the government, whose duties permit

or require the possession or custody of government funds and property shall be accountable
and responsible for the safekeeping thereof is conformity with law.

2.1.1 Designation of Accountable Officer. The Head of Agency may designate a supply
officer, who shall render reports of accountability under the regulations of COA to be submitted
promptly to the authorities concerned within the period prescribed by law.

2.1.2 Request/Cancellation for Bonding. Immediately after appointment/designation of the

Supply Officer, he/she shall notify the Bureau of Treasury, by accomplishing General Form No.
57 (A) which requests for application, increase, decrease, reduce, cancel or transfer of a bond
duly signed by the head of agency.

2.2 Storage. Storage refers to the scientific and economical receipt, warehousing and
issue of materials for their best safekeeping and rapid availability. To be economical, savings in
space, labor and equipment have to be effected; damages accident and wasteful use should be
minimized. Best safekeeping means protecting the materials against theft, fire and deterioration
but making them easily accessible when needed. (Manual on Property Custodianship COA-
PTTF, page 111)

2.1.1 Storage Requirements. (Manual on Property Custodianship COA-PTTF, pages 123-

124)

The property officer should consider the following factors in planning for the storage
requirement:

a) Stability

Know how to use various storage.

Know how to stack commodities packed loose in cartons, drums, bags, glasses, and
boxes.
 Stacks must be put up and stay up.

Both labor and materials must be protected from accidents, damages and injury.

b) Orderliness

Stacks must be straight, stable and easily accessible.

Like items must be placed together so that contents of stack and containers can be easily
and quickly identified.

c) Stacking

Where possible all stacks should start at the wall and then worked forward to the aisle.

Bulk storage consists of large block stacks for storing large quantities of the same item.

Medium lot storage is a stack of material requiring about 3 pallet stacks, stored to
maximum storage height.

Small lot storage is a stack consisting of quantity of supplies ranging from one container
to a lot consisting of two (2) or more pallets but less than two (2) quantity required to complete a
full pallet stack.

2.2.2 Warehousing. This refers to the material handling, which is the movement of
supplies for maximum efficiency and economy. The basic steps in warehousing are: (Manual on
Property Custodianship COA-PTTF, pages 125-140)

a) Receipt of materials and equipment accompanied by delivery receipt (DR) or sales

invoice (SI)/Memorandum receipt (MR);

b) Arrangement of stacks in the warehouse;

c) Recording in the bincard;

d) Recording in the stock cards; and

e) Care of materials.

2.3 Issuance and Utilization. Issuance and utilization of supplies, materials and
equipment are among the activities in property custodianship. The custodianship of supplies
and equipment is usually transferred from the property Custodian or Warehouseman to another
who is the ultimate end-user or the one responsible and accountable for the utilization and/or
safekeeping thereof to facilitate retrieval in times of need. The utilization of supplies and
property can promote greater service and economy if there is an efficient and honest
procurement and adequate stock control, complete recording, and proper care of the property.
(Manual on Property Custodianship COA-PTTF, pages 144-147)

2.3.1 Preparation of Issuance Document. The Requisitioner shall prepare the RIV and sign
the "requested by" portion to be approved by the head of the department or office concerned.
Usually the issuance of property comes immediately after receipt. However, for supplies and
materials maintained in stock, issuance is done when the need for its use arises or when the
stock level of an item on stock needs augmentation. EScIAa

The following are the issuance documents:

Requisition and Issue Voucher (RIV). This contains, among other things, the quantity
description, kind of materials needed, the purpose, the signature of the requisitioning officer
and the authorized approving official concerned.

Memorandum Receipt (MR). This is prepared to cover the transfer of semi-expendable,

non-expendable supplies or property from the head of the department or office for reissue to the
end-user.

2.4 Physical inventory of property is an indispensable procedure for checking the

integrity of property custodianship. It is undertaken once a year for all equipment and supplies
for office and semi-annually for supplies and materials on stock and medicines. This shall be
taken at least every six (6) months as of June 30 and December 31 of each year. List of items on
hand are usually prepared containing description of articles, their unit prices, number of
articles on hand and total value of each specific article. (Manual on Property Custodianship
COA-PTTF, pages 214-215)

2.4.1 Manner of Inventory Taking. The property supply management service chief or
supply officer prepares the inventory guidelines that include the following:

Date of physical inventory;

The sequence of counting;

The personnel to act as counters and checkers; and

The person who will supervise and witness the activity.

In the event of transfer of property from one accountable officer to another, all
inventories thereof shall be taken jointly by the outgoing and incoming officers before issuance
of clearance.

SECTION 3. Property Disposal (Executive Order dated March 8, 1993 enclosure to MECS
Order No. 20, s. 1983; Manual on Disposal COA-PTTF pages 1-7)

Disposal in government refers traditionally to the sale or destruction of assets and

property, which are unserviceable and are or no longer needed in its operation.

3.1 When government supplies, equipment and materials are rendered unserviceable the
same shall be disposed of readily to:

3.1.1 prevent further deterioration; and

3.1.2 relieve accountable officers of unnecessary accountability.

3.2 Government property (supplies, materials and equipment) subject to disposal may be
grouped as follows:

3.2.1 Unserviceable property due to ordinary wear and tear.

3.2.2 Obsolete property that has lost its efficacy due to technological advancement in
science and technology; and

3.2.3 Excess property that is no longer needed by the owning agency, but may still be
needed by other government agencies.

3.3 Property for disposal is reported in two kinds of forms. They are:

3.3.1 General Form 17-A. This form is used in the disposal and condemnation of
unserviceable equipment, building and other physical structures including supplies in stock
accounts.

3.3.2 General Form No. 64-A. Report of Waste Materials. This form covers damaged
equipment spare parts. It is used for the disposal of waste materials which result from the
consumption or utilization of expendable materials, and covers damaged equipment parts,
empty containers and remnants salvaged from destroyed or damaged fixed assets.

3.4 Methods of Disposal. Any of the following modes of disposal, whichever is the most
appropriate, shall be considered:

3.4.1 Condemnation/Destruction of Property. Valueless, unsaleable or hazardous property

may be condemned and destroyed by pounding, burning, breaking, shredding, throwing or any
method by which the property disposed will be beyond economic recovery. Destruction shall be
made in the presence of the Disposal Committee.

3.4.2 Transfer of Property. Property recommended for disposal may be transferred to

another government agency with or without cost. Cost in this case refers to payment based on
the appraised value of the property.

3.4.3 Barter. Barter is a modified form of "Transfer of Property" wherein an agency

transfers property to another government agency in exchange for another piece of property.

3.4.4 Donation of Property. Property recommended for disposal may be donated to

charitable, scientific, educational or cultural institutions.

3.4.5 Sale of Property. As a general rule, the sale or disposal of government property shall
be through:

a) Public Bidding may be done through sealed public bidding or when circumstances
warrant, by viva voce; and

b) Negotiated Sale resorted as a consequence of failed public bidding.

3.5 Condemnation and Demolition of School Buildings

A school building which has become unsuitable, dilapidated and whose repair or
rehabilitation will cost 50% or more than the cost of the new building to replace it, should be
recommended for condemnation or demolition.

3.5.1 The school head reports the unserviceable building to be condemned by

accomplishing General Form No. 17-(A) in seven copies and submitting it of to the Schools
Division Superintendent (SDS).

3.5.2 The SDS sends a team to check and verify the condition of the building. The team
shall be composed of the representatives of the Superintendent, City or Municipal Engineer and
the COA as witness.

3.5.3 After checking and verification, the team submits to the SDS its findings and
recommendation/s. cDCIHT

3.5.4 Authority to demolish shall be served by the school official concerned to the office of
the City/Municipal Engineer before undertaking the demolition.
 3.5.5 The demolition work shall be witnessed by the team who shall submit a report
thereon.

3.5.6 Usable materials from the demolished buildings shall be sold through public
auction if it is not requested by the school for retention to be used specifically for the
improvement of existing school structure like fences, nurseries, covered walk and the like.

3.5.7 The RD issues a special voucher approving relief from responsibility for the
demolished building.

3.6 Condemnation of Unserviceable Supplies and Materials/Equipment

3.6.1 Immediately upon the close of school in March, all unserviceable property shall be
reported on General Form No. 46(A) Report of Waste Materials accomplished in sixtuplicate by
the school head after such property has been inspected by the representative of the SDS.

3.6.2 After the property has been condemned by the Disposal Team, the team members
shall certify the action taken on General Form No. 64(A). They shall also affix their signatures on
the said General Form 64(A).

3.6.3 General Form 64(A) together with the Special Voucher (DECS Form 175) shall be
sent to the RD for approval. The account of the SDS will be credited immediately by the Special
Voucher with the items condemned and the copy of the voucher will be mailed to the SDS. Upon
receipt of the voucher, he/she will issue on DECS Form 101 credit to the responsible school
officials. (1960 SM p. 486)

3.7 Disposal Committee

3.7.1 Executive Order No. 3309 dated March 8, 1996 reconstituted the Committee on
Disposal as provided under EO No. 888.

a) Chairman A senior official with functions not lower than the level of an Assistant
Secretary for a Department and Director for a bureau/agency or Department Manager for GOCC.

b) Member Head of the Department's administrative services or head of the agency's

Administrative Division.

c) Member Head of the Property Unit. (M.O. No. 20 s. 1983)

3.8 Property Responsibility/Accountability

 3.8.1 Request for the relief from property lost, destroyed, stolen or carried away without
authority should be submitted to the Office of the Auditor or COA through the SDS within 30
days after the occurrence of the loss or destruction. The following should be submitted:

Notice of Loss to the COA or to the RA; and

An affidavit showing the following information (use DECS Form 111)

a) List of property/properties lost with classifications and prices;

b) The actual date when its loss was first noted;

c) Manner of disappearance;

d) Efforts made to recover the same;

e) Provisions made to safeguard the property;

f) Explanation or reason(s) for delay, if any, in submitting the affidavit;

g) Explanation or reason(s) for failure to forward two (2) supplementary affidavits in case
of inability to do so;

h) Date when the loss was reported to the police to recover properties;

i) Statement showing the stages taken by police to recover the lost property and to
apprehend the guilty party and the status of the case;

j) An affidavit of at least two (2) disinterested persons cognizant of the facts and
circumstances surrounding the case; and

k) Report of the law enforcing agency on the investigation made.

3.8.2 Separate application for relief shall be prepared and submitted to each property
classification lost together with all supporting papers.

3.8.3 When the request for relief is delayed for more than a month on account of efforts to
recover the property or the possibility of its return, the affidavit should include explanations or
the reasons for the delay and for failure to forward two (2) supplementary affidavits, in case of
inability to do so. The supplementary affidavit should serve to confirm or verify many of the
statements made in the request for relief as are known to the affiants particularly, the facts of
the efforts made to safeguard the property, action taken to recover the same, and any other
circumstance tending to show that the official was not responsible for the loss of the property.
 3.8.4 The person responsible for the property lost or destroyed through lack of proper
care on his part will be held accountable for the money value of the same.

CHAPTER 4

Administrative Discipline

In any organization, a kind of discipline must be present in order that subordinates can
willingly carry out the instruction of their superiors and abide by established and known rules
of conduct in the organization. It shall be the result of constructive, positive leadership,
exercised within the framework of a clear, consistent disciplinary policy. The formulation of
such a policy is mainly the task of the Secretary.

SECTION 1. Objectives

1.1 The primary objectives of discipline are:

Instill upon the mind of the members of the organization that coordination and
cooperation are the main concerns of good government in order that its aims and purposes may
be truly attained.

Encourage the provision of the basic conditions that make for good discipline so that
employees shall seldom "break the rules," are self-disciplined, and respond better to reward
than to punishment.

Instill good teamwork and effective group work exercising disciplinary pressure on any
of their members who fails to measure up to the expected standards of conduct and
workmanship.

SECTION 2. Sources of the Disciplinary Action

2.1 In the public service, the matter of discipline is regulated by the Constitution, by the
Civil Service Laws, and regulations and related statutes.

2.2 When the attitude is unfavorable due to the faults of the workers, the action taken to
correct them is known as "disciplinary action."

SECTION 3. Disciplining Authorities

3.1 The right or power to discipline subordinates, officers and employees in any
government office is exercised by the persons who have the direct or indirect supervision over
them. HAaDcS
 3.2 However, authority to exercise the ultimate power to investigate the offending officer
and employee and impose the corresponding penalty for the offense committed is vested only
on one officer in an office referred to in the Civil Service Decree of the Philippines as the
"discipline authority" and the power vested in him/her is known as "disciplinary jurisdiction".

The disciplinary jurisdiction underwent various changes insofar as discipline in

government service is concerned. Under Section 695 of the Revised Administrative Code of
1939, the Commissioner of the Civil Service was vested the exclusive disciplinary jurisdiction
over the officers and employees of the Civil Service. It has the final authority to pass upon the
removal, separation and suspension of said officers and employees.

3.3 The appointing authority has been given the concurrent disciplinary jurisdiction over
his/her subordinate officers and employees. (R.A. No. 6040 in August, 1969, amending R.A. No.
2260, otherwise known as the Civil Service law). cIEHAC

3.4 On October 6, 1975, R.A. No. 6040 was further amended by Presidential Decree No.
807, otherwise known as the Civil Service Decree of the Philippines. Section 37 of the said
Decree provides that: "An investigation may be entrusted to Regional Directors or similar
officials who shall make necessary report and recommendations to the head of office or
department.

3.5 The power to discipline is an inherent right and duty in every organization for
without it, the very aims and purpose for which it was organized cannot be truly achieved. And
in the exercise of this power, the administrators find themselves bound by restrictive legislation.

SECTION 4. Kinds of Discipline

4.1 Positive discipline viewed from the standpoint of the individual proceeds from within
and to a large extent is habitual reaction to established values, customs, traditions, and
regulations.

4.1.1 Since most disciplinary situations arise in work situations, it is the supervisor's
responsibility to create a work atmosphere that promotes positive discipline. Positive discipline
tends to promote emotional satisfaction or, in other words, satisfies "Drives."

4.1.2 Positive discipline emphasizes the motivating factor or incentive. Positive discipline
identifies the individual's as well as the group's objectives with those of the institution and is to
be preferred to negative discipline.

4.2 Negative discipline involving force or some outward influence in its extreme form,
proceeds on the theory that compliance is secured by the use of punishment or by the fear of
penalties.

It uses deterrent forces to secure the desired action, and is required only when the action
of the individual or group is contrary to established rules and regulations. Negative discipline of
the fear type merely secures the minimum performance necessary to avoid the punishment.

SECTION 5. Forms of Disciplinary Action

5.1 Disciplinary action or the negative discipline refers to administrative steps taken to
correct employees' misbehaviors related to job performance.

5.2 Disciplinary action is effective only if it is firmly, promptly and consistently exercised.
It has to be wisely recognized that, from the standpoint of control, the certainty of punishment
for a breach of duty is more important than the severity of the punishment.

5.3 The penalties meted out by the employer for violation of duties by his/her employees
cover a considerable range and vary widely in severity depending upon the seriousness of the
offense charged.

5.4 The more usual forms of punishment are: warning or reprimand, reassignment of
duties, demerits or reduction of efficiency rating, suspension without pay, demotion and
dismissal.

5.4.1 The warning or reprimand is the least severe penalty and in the majority of
instances a reprimand may prove sufficient. Frequently, the employee can be back to his work
with a new perspective and new feeling of loyalty toward the service if the disciplinary officer
has struck the right note.

5.4.2 A second mild form of punishment is reassignment to less desirable duties. This is
frequently resorted to in the case of field workers and others who can be moved about without
disrupting the service concerned.

5.4.3 A penalty which results in demerits or reduction from the performance rating of the
employee may be severe since it may seriously retard his progress toward a better position. In
most cases, any breach of duty is recorded in the service record of the employee and taken into
consideration at the time of possible promotion.

5.4.4 Suspension without pay is considered severe since the employee does not report to
work for a time and does not receive the usual pay.

5.4.5 Demotion with a reduction in pay is severe since the employee who suffers a
demotion is subjected to a continuing penalty since his monthly earnings are permanently less
than before action was taken. In addition, the stigma is greater and the new duties to which he is
assigned may be less agreeable. Demotion for disciplinary purposes is a penalty to be used with
caution, as it invariably results in breaking the spirit and lowering the morale of the employee.

5.4.6 Dismissal from the service is the most extreme penalty. It results not only in loss of
income and status but also in the loss of other privileges.

SECTION 6. Disciplinary Jurisdiction

6.1 Heads of departments, agencies and instrumentalities shall have concurrent

jurisdiction to investigate and decide on matters involving disciplinary action. However, when
the penalty imposed is reprimand or a fine not exceeding one month salary or suspension
without pay for a period not exceeding one month, the decision of the aforementioned heads
shall be final. But if the penalty imposed is heavier, the decision may be appealed to the Civil
Service Commission. Where the decision imposed is removal, it shall be subject to review by the
Commissioner of the Civil Service.

6.2 Section 36 (a), Article 9 of Presidential Decree No. 807, Provides that, "No officer or
employee in the Civil Service shall be suspended or dismissed except for cause as provided by
law and after due process".

The phrase "except for cause, as provided by law and after due process" simply means
that there must be a valid complaint filed against a certain official or employee which must be in
writing and subscribed and sworn to by the complainant, to protect government officials and
employees from undue harassment resulting from anonymous charges or complaints. The
respondent shall be entitled to a formal investigation if he so selects, in which case he shall have
the right to appear and defend himself at said investigation in person or by counsel, to confront
and cross-examine the witnesses and produce documents in his favor by compulsory process of
subpoena duces tecum. IaAEHD

6.3 The interest of the officials and employees shall be safeguarded against parties who,
by hiding behind the cloak of anonymity, already betray dubious basis for, or questionable
motives behind their accusations or complaints. For such a practice lends itself well to abuse,
and if allowed to prevail, would be detrimental to employee morale and responsible service.
DAaIHT

6.4 Removal as a mode of terminating the service of an officer or employee, is not

necessarily disciplinary in character. A removal from office may come about due to: (1)
expiration of the term of office of the officer or employee removed; (2) abolition of the office.

CHAPTER 5
 The DECS Rules of Procedure

SECTION 1. Construction

1.1 The DECS Rules of Procedure shall address the urgent need to rationalize and
systematize the conduct of the proceedings to expedite the resolution of complaints and
grievances involving officials and employees of the DECS.

1.2 The DECS Rules of Procedure shall be liberally construed in order to effect an
expeditious and just settlement of disputes.

1.3 Administrative investigations shall be conducted without necessarily adhering to the

technical rules of procedure applicable to judicial proceedings.

In the absence of any applicable provision in these Rules, the pertinent provisions of the
Rules of Court, rules and issuances of the Civil Service Commission and prevailing
jurisprudence, in the interest of expeditious and just settlement of disputes, whenever
practicable and convenient, may be applied by analogy or in a suppletory character and effect.

SECTION 2. Grievance Procedure

2.1 Grievance shall refer to expressed dissatisfactions that arise from the working
conditions, relationships or status among co-workers that are believed to be wrong, unfair,
ignored, or dropped without due consideration.

2.2 Grievance Procedure shall refer to a workable procedure for determining or

providing the best way to remedy the specific cause or causes of the grievance. The Grievance
Procedure within the DECS shall be in accordance with this Chapter.

2.3 When the dissatisfaction calls for disciplinary action, it shall not be considered as a
grievance. It shall be brought as an administrative disciplinary case in accordance with Section
3.

2.4 Proper subjects/objects of grievances shall be any or a number of the following:

a) Unsatisfactory working conditions;

b) Improper, tedious or laborious work assignments;

c) Faulty tools or equipment;

d) Unsatisfactory personnel and/or work processes;

 e) Improper placement and selection of personnel;

f) Improper appreciation of the factors relative to lay-offs, promotions, salary increases

and transfers;

g) Arbitrary exercise of discretion;

h) Inter-personal relationships;

i) Policies, practices and procedures which affect employees; and

j) Any and all matters giving rise to employee dissatisfaction.

2.5 A grievance shall be presented orally in the first instance to the employee's immediate
superior who shall, within three (3) days from the date of presentation, inform the employee
orally of his or her decision.

In the oral discussion, the following shall be observed:

a) Both parties (complainant and respondent) shall be put at ease. Every effort shall be
exerted to make them feel at ease during the oral discussion.

b) Both parties shall be encouraged to talk. The employee shall be allowed to tell or
explain his or her side during the oral discussion.

c) Privacy in discussion. Oral discussion shall be held in a quiet and private place where
the conversation cannot be interrupted or overheard.

d) The case shall be heard fully. The superior shall seek to keep his or her views and
opinions entirely to him-/herself until after the employee has explained his or her side.

e) A definite decision shall be reached. At the end of the discussion, the superior must be
prepared to state his or her position clearly and accurately based on the merits of the grievance.
He or she need not immediately give a definite decision, but the decision shall be rendered
within three (3) days from the presentation of the complaint.

2.6 If the employee is not satisfied with the oral decision, he or she may submit his or her
grievance in writing to the Grievance Committee having jurisdiction over the grievance. In case
the grievant is still not satisfied with the decision, he or she may elevate the case to the
Grievance Committee having appellate jurisdiction over the previous one.

2.7 Jurisdiction of Grievance Committees shall be as follows:

 2.7.1 The School Grievance Committee shall have original jurisdiction over grievances of
teachers and non-teaching personnel in the school that were not orally resolved;

2.7.2 The District Grievance Committee shall have original jurisdiction over grievances of
employees in the district that were not orally resolved. It shall also have appellate jurisdiction
over grievances that were not resolved in the School Grievance Committee;

2.7.3 The Schools Division Grievance Committee shall have original jurisdiction over
grievances of employees in the division that were not orally resolved. It shall also have appellate
jurisdiction over grievances that were not resolved in the District Grievance Committee;

2.7.4 The Regional Grievance Committee shall have original jurisdiction over grievances
of employees in the region that were not orally resolved. It shall also have appellate jurisdiction
over grievances that were not resolved in the Schools Division Grievance Committee;

2.7.5 The Division Grievance Committee shall have original jurisdiction over grievances
in the Division in the Central Office that were not orally resolved;

2.7.6 The Bureau Grievance Committee shall have original jurisdiction over grievances in
the Bureau in the Central Office that were not orally resolved; and

2.7.7 The Agency Grievance Committee shall have original jurisdiction over grievances in
the Agency that were not orally resolved. TAcDHS

2.8 The Grievance Committee shall render its decision within five (5) days from receipt of
the grievance in writing. The decision shall be in writing and shall contain all relevant facts and
circumstances as well as the law or rule that was applied, if any.

2.9 The decisions of the Regional Grievance Committee, Division / Service Grievance
Committee, Bureau Grievance Committee and Agency Grievance Committee shall be appealed
to the Office of the Secretary through the Office of the Undersecretary for Legal Affairs. The
Undersecretary for Legal Affairs within ten (10) days from receipt of the decision or resolution
shall forward his or her findings and recommendations to the Secretary. The Secretary shall
render the Decision and the same shall be final and executory.

2.10 Composition of the Grievance Committee

2.10.1 The School Grievance Committee shall be composed of:

a) The Principal or Head Teacher;

b) The President of the Faculty Club; and

 c) A teacher who is acceptable to both parties to be appointed by the Principal or Head
Teacher.

2.10.2 The District Grievance Committee shall be composed of:

a) The District Supervisor/Chair/Coordinator or his or her designated representative;

b) The Principal of the school where the grievance originated; and

c) The President of the District Teachers Association or his or her designated

representative.

2.10.3 The Schools Division Grievance Committee shall be composed of:

a) The Schools Division Superintendent or his or her designated representative;

b) The District Supervisor/Chair/Coordinator of the district where the grievance

originated; and

c) The President of the Schools Division Teachers Association or his or her designated
representative.

2.10.4 The Regional Grievance Committee shall be composed of:

a) The Regional Director or his or her designated representative;

b) The Schools Division Superintendent of the schools division where the grievance
originated; and

c) The President of the Regional Teachers Association or his or her designated

representative.

2.10.5 The Division/Service Grievance Committee shall be composed of:

a) The Chief of the Division/Service or his or her designated representative;

b) The President of the Employees Union; and

c) A representative from the Human Resource Development Service.

2.10.6 The Bureau Grievance Committee shall be composed of:

a) The Director or his or her designated representative;

 b) The President of the Employees Union; and

c) A representative from the Human Resource Development Service.

2.10.7 The Agency Grievance Committee shall be composed of:

a) The Executive Director or head of the agency or his or her representative;

b) The President of the Employees Union; and

c) An officer or employee in charge of Human Resource Development.

2.11 Each Grievance Committee shall create its own rules of procedure that is deemed
most appropriate in the settlement of grievances in its respective level.

SECTION 3. Administrative Disciplinary Cases

3.1 An administrative disciplinary case is one wherein an official or employee of the

government is prosecuted for an act or omission punishable as a non-penal offense as provided
for in the Civil Service Law, Administrative Code, and other laws pertaining to public officers
and civil service employees. Non-penal offenses are also known as administrative offenses.

3.2 An administrative disciplinary case may be commenced either by the Disciplining

Authority of the DECS with a motu proprio complaint or by any other person with an ordinary
complaint filed with the Disciplining Authority.

3.3 The Disciplining Authority in the DECS shall be the Secretary. Regional Directors
shall also act as the Disciplining Authority in their respective regions.

The President is the Disciplining Authority for presidential appointees. The Secretary is
duly authorized to discipline presidential appointees subject to the President's confirmation.

3.4 An ordinary complaint shall be in writing, under oath and shall be written in a clear,
simple and concise language and in a systematic manner as to apprise the civil servant
concerned of the nature and cause of the accusation against him or her and to enable him or her
to prepare his or her defense and answer.

3.5 An ordinary complaint shall contain the following:

a) The full name(s) and address(es) of the complainant(s);

b) The full name(s) and address(es) of the respondent(s), as well as his/her/their

position(s) and office of employment;
 c) A narration of the relevant and material facts which shows the acts or omissions
allegedly committed by the civil servant;

d) A statement that no other administrative action or complaint against the same party
involving the same acts or omissions and issues has been filed before another agency or
administrative tribunal. ETHCDS

3.6 An ordinary complaint which fails to comply with the requirements as to form and
contents shall be dismissed.

3.7 The complainant shall also submit certified true copies of documentary evidence and
affidavits of his or her witnesses, if any.

3.8 The withdrawal of the complaint does not necessarily discharge the respondent from
administrative liability. The case may still be given due course when there is an obvious truth or
merit to the charges.

3.9 No action shall be taken on an anonymous complaint, unless there is obvious truth or
merit to the allegations thereof.

3.10 The administrative disciplinary case involving the same parties, the same acts or
omissions and the same issues as a criminal or civil case shall proceed independently of the
criminal or civil case, if there be any.

3.11 The filing at an earlier time of an administrative disciplinary case in the Civil Service
Commission, Commission on Elections, or in the Office of the Ombudsman involving the same
parties, the same acts or omissions and the same issues shall constitute forum shopping and
shall cause the dismissal of the case in the DECS, unless expressly withdrawn in said forum
prior to the filing of the same with the DECS.

SECTION 4. Determination of a Prima Facie Case

4.1 A prima facie case exists when there is a sufficient ground to engender a well-founded
belief that an administrative offense has been committed and that the respondent is probably
guilty thereof and should be made subject of formal charge.

4.2 A prima facie case shall be determined by a fact-finding investigation and/or a

preliminary investigation.

4.3 A fact-finding or preliminary investigation shall commence within five (5) days from
receipt of the complaint by the Disciplining Authority and shall be terminated within thirty (30)
days thereafter.
 4.4 Fact-finding investigation shall involve merely the ex parte examination of records
and documents submitted by the complainant, as well as documents readily available from
other government offices.

4.5 Preliminary investigation is an inquiry or proceeding whereby the complainant and

the respondent are given the opportunity to submit their affidavits and counter-affidavits, as
well as those of their witnesses. Failure of the respondent to submit his or her counter-affidavit
shall be construed as a waiver thereof.

During the inquiry or proceeding, the parties and their witnesses shall be asked to affirm
their signatures on said documents and the truthfulness of the statements contained therein.
Under no circumstances shall cross-examination of the witnesses be allowed but the
investigating officer may propound clarificatory questions.

4.6. The disciplining authority shall designate a competent officer(s) who shall conduct
the fact finding or preliminary investigation.

4.7. Failure of any of the parties or witnesses to affirm the signature on his or her affidavit
and the contents thereof during the preliminary investigation shall render such affidavit without
evidentiary value.

4.8. The investigating officer may issue subpoena duces tecum for the production of
documents or materials needed in the determination of the existence of a prima facie case.

4.9 During the preliminary investigation, the investigating officer shall record in his or
her own handwriting his or her clarificatory questions to the parties and their witnesses and the
answers given thereto. Such record and other notes made by the investigating officer shall form
part of the records of the case.

4.10 Within five (5) days from the termination of the fact-finding or preliminary
investigation, the investigating officer shall submit his or her Report of Investigation and the
complete records of the proceedings to the Disciplining Authority.

4.11 If a prima facie case exists, after a fact-finding investigation, a formal charge shall be
made by the Disciplining Authority. Otherwise, the Disciplining Authority shall either dismiss
the complaint or call for a Preliminary Investigation.

4.12 If a prima facie case exists after a preliminary investigation, a formal charge shall be
made by the Disciplining Authority. Otherwise, he or she shall dismiss the case.
 4.13 If the complaint is dismissed due to lack of a prima facie case, the complainant may
file a petition for review with the Secretary within fifteen (15) days from receipt of the order of
dismissal. The Resolution of the Secretary on the petition shall be final.

SECTION 5. Formal Charge

5.1 After the determination of a prima facie case, a formal charge shall be made by the
Disciplining Authority against the respondent.

5.2 The formal charge shall be in writing and shall contain the following:

a) The name of the complainant(s);

b) The name of the respondent(s);

c) The designation of the administrative offense(s) by the statute;

d) Acts or omissions complained of as constituting the administrative offense(s);

e) The approximate time of the commission of the administrative offense(s); and

f) The place wherein the administrative offense(s) was committed.

g) The time for the respondent to submit his or her answer to the charges which shall not
be later than five (5) days from the receipt of the formal charge;

h) A query to the respondent whether he or she prefers to have a formal investigation or

have the case decided on the records already available if the answer is not found satisfactory;
and

i) A statement informing the respondent of his or her right to the assistance of a counsel
of his or her choice.

5.2 The investigation report, copies of the complaint, sworn statements, and other
documents submitted shall be attached to the formal charge. AHDacC

SECTION 6. Answer.

6.1 The answer shall be filed with the Disciplining Authority within the period provided in
the formal charge.

6.2 The answer shall be in writing and under oath. It shall contain the following:
 a) The respondent's answer to the charges; and

b) An indication by the respondent whether or not he or she elects a formal investigation

of the case if the answer is found not satisfactory.

Supporting statements and documents may accompany the answer.

6.3 The Disciplining Authority shall not entertain any request for clarification, bills of
particulars or motions to dismiss which are obviously designed to delay the administrative
proceedings. If any of these pleadings is interposed by the respondent, the same shall be
considered as an answer and shall be evaluated as such.

6.4 If the answer is found satisfactory, the case shall be dismissed. Otherwise, a formal
investigation shall be held if expressly requested by the respondent in his or her answer.

In case the respondent did not expressly request for a formal investigation, the case shall
be decided based on the records available. Provided, however, that a formal investigation shall
nevertheless be held if the case cannot be decided from the allegations in the complaint and the
answer and their supporting documents.

6.5 If respondent fails or refuses to file his or her answer, he or she shall be considered to
have waived his or her right to file an answer to the charges and the case shall be decided based
on the records available.

SECTION 7. Formal Investigation

7.1 The holding of a formal investigation shall be ordered after the respondent has filed
his or her answer or after the period for filing an answer has expired.

7.2 The formal investigation shall commence after the Investigating Committee has been
duly constituted. The Investigating Committee shall be composed as follows, in accordance with
Rep. Act No. 4670, otherwise known as the Magna Carta for Public School Teachers:

7.2.1 When the respondent is an elementary or secondary school teacher, head teacher,
principal, district supervisor/chair/coordinator or Education Supervisor I:

a) The schools division superintendent or his or her duly authorized representative, as

chairperson;

b) The duly authorized representative of the school, district, or division teacher's

organization, as member; and
 c) The division supervisor for elementary or secondary education where the respondent
belongs, as member.

7.2.2 When the respondent is an Assistant Schools Division Superintendent, Schools

Division Superintendent or Education Supervisor II.

a) The Regional Director or his or her duly authorized representative, as chairperson;

b) The duly authorized representative of the division teacher's organization, as member;

and

c) The Regional Supervisor for elementary or secondary education where the respondent
belongs, as member.

7.2.3 When the respondent is the Assistant Regional Director or Regional Director:

a) The Secretary or his or her duly authorized representative, as chairperson;

b) The duly authorized representative of the Philippine Public School Teacher's

Association (PPSTA), as member; and

c) Any Regional Director or other high ranking DECS Central Office official or consultant,
as member.

7.2.4 When the respondent is a DECS employee or official not enumerated above, the
Disciplining Authority shall have full discretion as to the composition of the Investigating
Committee.

The Investigating Committee shall deliberate collectively and not individually.

7.3 In motu proprio cases, the Disciplining Authority shall appoint a special prosecutor
who shall represent the Department or its Regional Office before the Investigating Committee.

7.4. When the Investigating Committee is constituted not in accordance with Rep. Act No.
4670, the proceedings of the formal investigation and all proceedings and actions subsequent to
it shall be void.

7.5 At the commencement of the formal investigation, the Investigating Committee, in the
exercise of its discretion, may direct the parties to appear for a pre-hearing conference to
consider and agree on any of the following:

a) Dates of subsequent hearings;

 b) Simplification of issues;

c) Stipulation of facts;

d) Limiting the number of witnesses, and their names;

e) Identification and marking of evidence of the parties;

f) Waiver of objections to admissibility of evidence; and

g) Such other matters as may aid in the prompt and just resolution of the case.

7.6 After the pre-hearing conference, the Investigating Committee shall prepare the
minutes which shall contain a summary of the agreements of the parties, including the facts
stipulated.

7.7 If a party desires the attendance of a witness or the production of documents, he or

she shall make a request for the issuance of the necessary subpoena or subpoena duces tecum,
at least three (3) days before the scheduled hearing. AHSaTI

In case of disobedience, the Investigating Committee may invoke the aid of the Regional
Trial Court within whose jurisdiction the contested case being heard falls. The Court may
punish the contumacy or refusal as contempt.

7.8 Hearings shall be conducted on the hearing dates set by the Investigating Officer or as
agreed upon during the pre-hearing conference. Postponements shall not be allowed except in
meritorious cases. Provided, however, that a party shall not be granted more than two (2)
postponements.

7.9 The parties and their counsel and witnesses, if any, shall be given a notice of at least
five (5) days before the first scheduled hearing specifying the time, date and place of the said
hearing and subsequent hearings. Thereafter, the schedule of hearings previously set shall be
strictly followed without further notice.

7.10 If the respondent fails or refuses to appear during the scheduled hearing, the
investigation shall proceed ex parte and the respondent is deemed to have waived his or her
right to be present and to submit evidence in his or her favor during those hearings.

7.11 During the formal investigation the following shall be observed:

a) The Investigating Committee may admit and give probative value to evidence
commonly accepted by reasonably prudent men in the conduct of their affairs;
 b) Documentary evidence may be received in the form of copies or excerpts, if the
original is not readily available. Upon request, the parties shall be given opportunity to compare
the copy with the original. If the original is in the official custody of a public officer, a certified
copy thereof may be accepted.

c) The Investigating Committee may take notice of judicially cognizable facts and of
generally cognizable technical or scientific facts within its specialized knowledge. The parties
shall be notified and afforded an opportunity to contest the facts so noticed.

d) A fact may be established, including the guilt of the respondent when proven by
substantial evidence. Substantial evidence means that amount of evidence that a reasonable
mind might accept as adequate to justify a conclusion.

7.12 All objections raised during the hearing shall be resolved by the Investigating
Committee.

The Investigating Committee shall accept all evidence deemed material and relevant to
the case: In case of doubt, it should allow the admission of evidence subject to the objection
interposed against its admission.

7.13 All documentary evidence or exhibits shall be properly marked by letters (A, B, C,
etc.) if presented by the complainant and by numbers (1, 2, 3, etc.) if presented by the
respondent. These shall form part of the complete records of the case and shall be
systematically and chronologically bound.

7.14 The sworn affidavits or statements of the parties or their witnesses shall constitute
their direct testimonies. Other evidences submitted shall form part of their direct evidence.

7.15 Parties may submit their respective memoranda within five (5) days from
termination of the hearing. Failure to submit the same within the given period shall be
considered a waiver thereof.

7.16 Within fifteen (15) days after the conclusion of the formal investigation a report
containing a narration of the material facts established during the investigation as well as the
recommendation, shall be submitted to the Disciplining Authority by the Investigating
Committee. The complete records of the case shall also be attached to the Report of
Investigation.

SECTION 8. Preventive Suspension

 8.1 The Disciplining Authority may preventively suspend the respondent pending formal
investigation if the officer or employee is charged with:

a) Dishonesty

b) Oppression

c) Grave misconduct

d) Neglect in the performance of duty

e) If there are reasons to believe that the respondent is guilty of charges which would
warrant his or her removal from the service.

8.2 The Order of Preventive Suspension shall be issued by the Disciplining Authority not
earlier than the issuance of the formal charge. The Order shall take effect upon receipt of the
respondent thereof.

8.3 When the administrative disciplinary case against the respondent under preventive
suspension is not finally decided by the Disciplining Authority within the period of ninety (90)
calendar days after the date of the effectivity of his or her preventive suspension, he or she shall
be automatically reinstated in the service. Provided, however, that when the delay in the
disposition of the case is due to the fault, negligence or petition of the respondent, the period of
delay should not be included in the counting of the ninety (90) calendar-days period of
preventive suspension.

8.4 When the respondent is subject of more than one administrative disciplinary case
wherein more than one Order of Preventive Suspension has been issued, he or she shall
simultaneously serve them if the cases arose from a single act or transaction or series of
transactions.

8.5 Preventive suspension is not a punishment or penalty for misconduct in office but is
considered to be a preventive measure.

The period within which a public officer or employee charged is placed under preventive
suspension shall not be considered part of the actual penalty of suspension imposed upon the
respondent found guilty.

8.6 The purpose of preventive suspension is to prevent the respondent from using his or
her position and the powers and prerogative of his or her office to influence potential witnesses
or tamper with records which may be vital to the prosecution of the case against him or her.
 SECTION 9. Decision

9.1 The term decision means the adjudication by the Disciplining Authority that the
respondent is guilty or not guilty of the administrative offense charged, and the imposition of
the penalty provided for by law on him or her. SHCaDA

9.2 The decisionshall be in writing, personally and directly prepared by the Disciplining
Authority and signed by him or her, and shall contain clearly and distinctly a statement of the
facts proved or admitted by the respondent and the legal bases upon which the decision is
based.

9.3 The Disciplining Authority shall render the decision within thirty (30) days from the
submission of the report of the formal investigation. The parties shall be notified of the decision
personally or by registered mail addressed to their counsel of record, if any, or to them.

9.4 The decisionshall become final and executory fifteen (15) days after the receipt of the
copy thereof by the respondent unless within that period a Motion for Reconsideration or an
Administrative Appeal has been perfected.

9.5 The decisionof the Regional Director shall be final when the penalty imposed is any of
the following:

a) Reprimand

b) Suspension without pay for not more than five (5) days

c) Fine equivalent to not more than five (5) days' salary

When the penalty imposed is suspension for a period of more than five (5) days but not
more than six months or fine equivalent to the salary for a period of more than five (5) days, the
decision shall be appealable to the Secretary.

9.6 The decisionof the Regional Director shall not be final unless confirmed by the
Secretary when the penalty imposed is any of the following:

a) Suspension without pay for more than six (6) months

b) Demotion

c) Forced resignation

d) Dismissal
 9.7 The Decision of the Secretary shall be final and unappealable when the penalty
imposed is any of the following:

a) Suspension for not more than thirty (30) days; or

b) Fine in an amount not exceeding the salary for thirty (30) days.

SECTION 10. Motion for Reconsideration

10.1 The respondent may move for the reconsideration of the decision of the Disciplining
Authority during the reglementary period for filing an Administrative Appeal.

10.2 The filing of a motion for reconsideration shall suspend the reglementary period for
filing an Administrative Appeal. In case the said motion is denied, the respondent shall have the
remainder of the period for Administrative Appeal, reckoned from the receipt of the Resolution
of Denial.

10.3 The motion for reconsideration shall be based only on any of the following:

a) New evidence has been discovered which materially affects the decision rendered; or

b) The decision is not supported by evidence on record; or

c) Errors of law or irregularities have been committed prejudicial to the interest of the
movant.

Only one motion for reconsideration shall be entertained.

SECTION 11. Administrative Appeal

11.1 Only the respondent has the personality to appeal a decision. An appeal made by any
other person shall be dismissed.

11.2 Decisions rendered by the Regional Director shall be appealed to the Secretary.
Decision rendered by the Secretary shall be appealed to the Civil Service Commission.

11.3 To perfect an appeal, the appellant shall submit the following:

a) Notice of appeal which shall specifically state the date of the decision appealed from
and the date of receipt thereof;

b) Appeal memorandum containing the grounds relied upon for the appeal, together with
the certified true copy of the decision, Resolution or Order appealed from, to be submitted
within ten (10) days from the date of filing of the notice of appeal; and

c) Proof of payment of appeal fee in the amount of one hundred pesos (P100.00).

Failure to comply with the above requirements within the reglementary period shall be
construed as failure to perfect an appeal and shall cause its dismissal.

11.4 The appellant shall serve to the appellee copies of his or her notice of appeal and
meal memorandum, as well as such other motions or pleadings, and he or she shall submit to
the appellate agency proof of service thereof. The appellee shall submit to the appellate agency,
his or her comments or objections to the appeal or pleadings of the appellant within ten (10)
days from receipt thereof. Failure of the appellee to submit his or her comments or objections
shall be construed as a waiver thereof.

11.5 The appeal shall stay the decision appealed from unless otherwise provided by law.
The appellate agency may direct execution pending appeal, as it may deem just, considering the
nature and circumstances of the case.

11.6 The appellate agency shall review the records of the proceedings and may, on its own
initiative or upon motion, receive additional evidence.

11.7 The decision of the appellate agency shall become final and executory fifteen (15)
days after the receipt by the parties of a copy thereof unless a motion for reconsideration was
timely filed.

11.8 The respondent may move for a reconsideration of the Resolution of the appellate
agency in accordance with Section 10.

SECTION 12. Judicial Review

12.1. A final judgment or order by the Civil Service Commission may be appealed to the
Court of Appeals by a verified petition for review fifteen (15) days from notice of the said final
order or judgment. The proceedings shall be governed by the Rules of Court.

The decision of the Civil Service Commission shall continue to be executory unless a
temporary restraining order or a writ of injunction is issued by the Court of Appeals.

12.2 A final judgment or order by the Court of Appeals may be elevated to the Supreme
Court through a petition for certiorari in accordance with the Rules of Court. IDETCA

SECTION 13. Executive Clemency

 13.1 In meritorious cases and upon recommendation of the Secretary, the President may
commute or remove administrative penalties and disabilities.

SECTION 14. Miscellaneous Provisions

14.1 Any pleading, motion, appeal and other similar documents when sent by registered
mail shall be deemed filed on the date shown by the postmark on the envelope which shall be
attached to the record of the case and in case of personal delivery, the date stamped by the
receiving office.

14.2 In computing any period of time prescribed by these Rules, the first day shall be
excluded and the last day included unless it be a Saturday, a Sunday or a legal holiday, in which
case the period shall run until the end of the next day which is neither a Saturday, a Sunday or a
legal holiday.

SECTION 15. Final Provisions

15.1 All DECS Orders, Memoranda and Circulars inconsistent with these rules are hereby
repealed.

VII

HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT POLICIES

The efficiency and effectiveness of the services that the DECS offers to the public depend
largely on the performance of its human resource. Hence, the need for sound selection, good
management and continuous development of its manpower.

CHAPTER 1

Personnel Management

SECTION 1. Coverage of the Civil Service

There are two general categories of service in the government as provided for in Section
6, Chapter 2, Book V, Executive Order 292. These are the career service and the non-career
service.

1.1 Career Service Entrance in the career service is based on merit and fitness
determined as far as practicable by competitive examinations, as based on highly technical
qualifications. Persons appointed to positions in the career service have opportunities for
advancement to higher career positions and they enjoy security of tenure.
 1.1.1 Positions in the career service are grouped into three major levels:

a) The First Level Positions include clerical, trades, crafts and custodial positions,
entrance to which requires less than four (4) years of college work. The nature of work is sub-
professional, or non-supervisory.

b) The Second Level Positions include professional, technical and scientific positions
which involve professional, technical or scientific work in a non-supervisory or supervisory
capacity and requires at least four (4) years of college work.

c) The Third Level Positions cover those in the Career Executive Service which include:
undersecretary, assistant secretary, bureau director (department-wide and bureau-wide),
assistant regional director (department-wide and bureau-wide), chief of department service,
schools division superintendent, assistant schools division superintendent, and other officials
of equivalent rank.

1.2 Non-Career Service This includes positions entrance to which is not necessarily
based on the usual tests of merit and fitness and the tenure is limited to a period specified by
law, or which is coterminous with that or subject to his pleasure of the appointing authority, or
which is limited to the duration of a particular project for which purpose employment was
made.

The Non-Career Service includes the department secretaries and their personal or
confidential staff, contractual personnel, emergency and seasonal personnel.

SECTION 2. Recruitment and Selection

2.1 Recruitment is the process of searching for, and identifying, job candidates in
sufficient quantity and quality to meet current and future organizational needs.

2.1.1 Positive efforts shall be exerted to attract the most qualified applicant. Employees
shall be selected on the basis of merit and fitness to perform the duties and assume the
responsibilities of the position in accordance with the existing laws, rules and regulations.

2.1.2 If covered by R.A. 7041, the vacant positions shall be posted in three (3) conspicuous
places in the offices for a period of ten (10) days. A copy of the list shall be submitted to the CSC
Office concerned for publication in the Bulletin of Vacancies in the Civil Service. Vacant
positions shall not be filled-up until ten (10) working days have lapsed from the time of
publication.
 In case of chain promotion, anticipated vacancies may be published simultaneously with
the existing vacant position(s).

In case of renewal of appointments, publication may be done prior to its expiration.

2.13 When positions in the career service become vacant, employees, whether
incumbents of next-in-rank positions or not, who meet the minimum position requirements
may apply and be considered for promotion/appointment. Qualified next-in-rank employees in
the office where the vacancy exists are automatically included in the ranking.

As a general rule, when the position in the first level of the career services becomes
vacant, selection is department-wide. When a position at the second level of the career service
becomes vacant, selection is government-wide.

No officer/employee who is on study leave or secondment shall be considered for

promotion during the period of his study leave or secondment. EIAScH

2.2 Selection Procedures. Based on the existing merit promotion plan and other relevant
rules and regulations, the most qualified and the most competent from among the
applicants/candidates shall be selected for the vacant position. For this purpose,
applicants/candidates shall be screened by the Selection Board (SB). The SB shall be responsible
for the adoption of a formal screening procedure and formulation of criteria for the evaluation
of applicants/candidates for promotion/appointment.

2.2.1 For First and Second Level Positions. The Selection Board shall have the following
composition:

a) Central Office Selection Board

The undersecretary for administration;

The highest official of the department directly responsible for personnel management;

The head of the organizational unit where the vacancy is;

A representative of the rank and file employees, one (1) from the first level and one (1)
from the second level. The former shall sit during the screening for vacancies in the first level,
while the latter shall sit during the screening for vacancies at the second level.

b) The Regional Office Selection Board

 Assistant Regional Director Chairman

Administrative Officer V Member

Schools Division Superintendent

where the vacancy exists -do-

Elected representatives of the rank

and file employees -do-

c) The School Division Selection Committee

Assistant Schools Division Supt. Chairman

Administrative Officer III Member

Public Schools District Supervisor

where the vacancy exists -do-

Elected representatives of the rank

and file employees -do-

d) The School Selection Committee

Assistant Secondary School

Principal/ranking Department Head Chairman

Administrative Officer/

Administrative Assistant Member

Department Head where the -do-

vacancy exists

Elected representatives of the rank

 and file employees -do-

2.2.2 The Selection Committee of the Office concerned meets to determine the
comparative degree of competence and qualification of applicants by the extent to which they
meet the following requirements:

a. Performance This is based on the last performance rating. To qualify for promotion,
performance ratings should at least be Very Satisfactory.

b. Outstanding Accomplishment Includes accomplishments worthy of special

commendation.

c. Relevant Experience and Specialized Training This consists of the performance of

duties/functions relevant to the next higher position over a period expressed in years with every
year given a point but not to exceed five points equivalent to five (5) years.

d. Education and Training Education refers to the educational background; training

refers to the completion/attendance of training programs/seminars/workshops/conferences.
Such education and training should be relevant to the duties of the position to be filled.

e. Physical Characteristics and Personality Traits These refer to physical fitness, attitudes
and personality traits of the applicant/candidate which have bearing on the position to be filled.

f. Potential This takes into account the applicant's/candidate's capacity to perform the
duties and assume responsibility of higher and more responsible positions.

2.2.3 Instruments/Tools Used

a. Merit Promotion Plan (issued through DECS Order No. 8, s. 1993) Provides guidelines,
policies and procedures for recruitment, selection and appointment.

b. System of Ranking Positions (issued through DECS Order No. 54, s. 1993) Includes
alignment of positions into their hierarchical order in function and grade allocation and sets of
criteria and procedures in ranking applicants/candidates.

c. Qualification Standards Manual Contains the minimum requirements set for each
position expressed in terms of education, training and experience, and civil service eligibility.
For common positions, CSC QSM of 1997 is used; for unique DECS positions, the DECS QSM of
1995 is used.
 d. Performance Appraisal System (DECS Order No. 101, s. 1990).

2.2.4 Documents required of the applicant/candidate for ranking purposes:

a. Personal Data Sheet (CS Form 212)

b. Certified true copies (by the Records Officer or duly authorized official of the agency
concerned) of the following:

transcript of records

CSC report of ratings

certificate of completion of attendance in conference/training

program/seminar/workshop

certificate of scholarship enjoyed/awards received

complete service records

latest performance rating

2.2.5 Forms used in evaluation/ranking

Evaluation Form Nos. II and III (DECS Order No. 54, s. 1993)

2.2.6 Lack of confidence shall not be accepted as special reason for disqualifying an
employee for promotion. The special reason must be real and substantial to be considered
sufficient for his disqualification. cDAISC

2.2.7 Pendency of an administrative case shall not disqualify respondent for promotion
or from clearing maternity or paternity benefits. (CSC M.C. No. 19, s. 1999)

2.2.8 Only applicants who meet the minimum requirements shall be considered for
evaluation.

2.2.9 Candidates for the following appointments shall no longer be subject to the
screening of the SB:

a. Substitute appointment.

b. Appointment to entry laborer positions.

c. Change of status of appointment from temporary to permanent.

 2.2.10 In exceptional cases, the appointing authority may promote an employee who is
not next-in-rank, but who possesses superior qualifications and competence compared to a
next-in-rank employee who merely meets the minimum requirements for promotion to the
position.

2.2.11 As soon as an appointment is issued, a notice of said promotion/appointment shall

be posted on the Bulletin Board.

2.2.12 Selection Procedures for Third Level Positions in the Central/Regional/Division

Offices.

a) A National Search Committee (NSC) organized through DECS Memorandum No. 305. s.
1998 has the Undersecretary for Programs and Projects and Regional Operations as its
Chairman. The members include representatives from the academe (one from the public and
one from the private), Civil Service Commission, Association of Bureau and Regional Directors,
Philippine Association of Schools Superintendents and former DECS Undersecretaries or
Assistant Secretaries.

b) The Secretariat of the NSC headed by the Personnel Division Chief, announces the
vacancy/vacancies, gathers all applications received and determines who are to be included on
the list of qualified applicants/candidates.

c) The NSC meets as a panel to evaluate documents of applicants/candidates; conducts

interviews, background information; and other selection tests/procedures as may be deemed
necessary; and determines the most qualified applicants/candidates. It prepares a ranking list of
candidates.

d) For the position of Regional Directors (RDs) and Assistant Regional Directors (ARDs),
the Secretary of Education submits to the Office of the President the names of at least three (3)
recommendees for every position to be filled up together with the supporting documents
required in the Memorandum of the President dated July 7, 1998.

e) In the case of Schools Division Superintendents (SDSs) and Assistant Schools Division
Superintendents (ASDSs), a short list of the most ranking applicants/candidates is sent to the
region where the vacancy exists for consultation with the local School Board in accordance with
the Local Government Code of 1991. The regional director then forwards to the DECS Secretary
the names of at least three (3) recommendees for every position to be filled up in a division. The
DECS Secretary submits a final list to the Office of the President together with the required
documents.
 f) The selection of appointees to the vacant positions of RD, ARD, SDS and ASDS shall be
based on a ranking of applicants/candidates nationwide. Appointments to these positions are
national in scope.

SECTION 3. Appointments

3.1 Appointments may either be through promotion, transfer, reinstatement,

reemployment or original on the basis of certification of appropriate civil service eligibility.

3.2 Common requirements for regular appointments

3.2.1 Form The appointment in triplicate copies, shall be in the prescribed CS Form 33
(Revised 1998) for regular employees or the Plantilla Form No. 001 for casuals. Original copies
shall not be filled out using photocopied forms.

3.2.2 Signature of the appointing authority The original copy of the appointment must be
signed and at least the succeeding two (2) copies initialed by the appointing authority.

3.2.3 Position title The position title shall conform to the approved Position Allocation
List. The salary grade shall be indicated after the position title.

3.2.4 Employment status The employment status shall be indicated on the space
provided therefor.

3.2.5 Date of signing The date of signing, which is the date of the issuance of the
appointment, shall be indicated below the signature or the initial of the appointing authority.

3.2.6 Personal Data Sheet The appointee's Personal Data Sheet (CS Form 212, Revised
1998) should be properly and completely accomplished by the appointee. It shall be attached to
the appointment and shall contain an authorization that the agency head or his authorized
representative can verify/validate the contents therein. An updated Personal Data Sheet shall be
required for appointment of substitute teachers and renewal of appointment of contractual and
casual personnel.

3.3 Employment Status in General Employment status may be permanent, temporary,

substitute, coterminous, casual or contractual.

3.3.1 A permanent appointment is issued to a person who meets all the minimum
qualification requirements of the position to which he is being appointed including the
appropriate eligibility. This includes all levels of positions. aAEIHC
 3.3.2 A temporary appointment is issued to a person who, except for the appropriate
eligibility, meets all other requirements the education, experience and training requirements for
the position to which he is being appointed. Only in the absence of a qualified eligible as
certified by the Civil Service Regional Office can a temporary appointment be issued. The
appointment shall be for a period not to exceed twelve (12) months reckoned from the date it
was issued. The appointee may, however, be replaced sooner if a qualified eligible becomes
actually available.

3.3.3 A substitute appointment is issued when the regular incumbent of a position is

temporarily unable to perform the duties of his position, as when he is on approved leave of
absence/suspension/scholarship grant/secondment. A substitute appointment is issued only if
the leave of absence of the incumbent is at least three (3) months, except in the case of teachers.

3.3.4 A coterminous appointment is issued to a person whose entrance and continuity in

the service is based on the trust and confidence of the appointing authority or head of unit or
co-existential with the incumbent; or limited by the duration of the projects; or co-existent with
the period for which an agency or office was created.

Appointments of personnel under foreign-assisted projects shall be coterminous with

the project. The name and completion date shall be indicated in the appointment.

3.3.5 A contractual appointment is issued to a person who shall undertake a specific work
or job for a limited period not to exceed one year. The inclusive period shall be indicated on the
appointment for purposes of crediting services.

3.3.6 Casual appointments are issued only for essential and necessary services where
there are not enough regular staff to meet the demands of the service.

3.4 Employment Status of Teachers

3.4.1 Regular permanent issued to a teacher who meets all the requirements of the
position.

3.4.2 Provisional issued to a teacher who meets all the requirements of the position
except the eligibility.

3.4.3 Substitute issued to a teacher when the regular incumbent of the position is
temporarily unable to perform the duties of the position.

3.5 Nature of Appointment

 3.5.1 Original refers to the initial entry into the career and non-career service. However,
for those in the career service, the first six (6) months of service following an original
appointment shall be probationary in nature and the appointee shall undergo a thorough
character investigation. A probationer may be dropped from the service for unsatisfactory
conduct or want of capacity any time before the expiration of the probationary period. Such
action is appealable to the CSC.

3.5.2 Promotion is the advancement of an employee from one position to another with an
increase in duties and responsibilities and usually accompanied by an increase in salary.
Promotion may be from one department or agency to another or from one organizational unit to
another within the same department or agency.

3.5.3 Transfer is the movement of employee from one position to another which is of
equivalent rank, level or salary without break in the service.

a) The transfer may be from one department or agency to another or from one
organizational unit to another in the same department or agency. Any movement from the non-
career to the career service shall not be considered a transfer.

b) An employee who seeks transfer to another office shall first secure permission from
the head of the department or agency where he is employed stating the effective date of the
transfer. If the request to transfer is not granted by the head of office where he is employed, it
shall be deemed approved after 30 days from the date of notice to the agency head.

c) If the employee fails to transfer on the specified date, he shall be considered resigned
and his reemployment shall be at the discretion of the head of the office. A transfer is effective
on the day following the last day of service of the employee in his former office.

3.5.4 Reemployment is the reappointment of a person who has been previously

appointed to a position in the career or non-career service and was separated therefrom as a
result of reduction in force, reorganization, retirement, voluntary resignation, non-disciplinary
actions such as dropping from the rolls and other modes of separation Reemployment
presupposes a gap in the service.

No prior authority shall be required for the reemployment of a person who has been
previously retired and who has not reached the compulsory retirement age of 65.

3.5.5 Reappointment is the re-issuance of an appointment during reorganization,

devolution, salary standardization, re-nationalization or similar events. Reappointment
presupposes no gap in the service.
 3.5.6 Reinstatement is the issuance of an appointment to a person who has been
previously appointed to a position in the career service and who has, through no delinquency or
misconduct, been separated therefrom or to one who has been exonerated of the administrative
charges unless the decision exonerating him specifies restoration to his previous position.

An employee who has been exonerated or who has been illegally terminated is deemed
not to have left the service.

3.5.7 Renewal refers to the subsequent appointment issued upon the expiration of the
appointment of the contractual/casual personnel, or temporary appointment, if a qualified
eligible is not actually available, as certified by the Civil Service Regional Director or Field
Officer. Renewal presupposes no gap in the service. ScAHTI

3.6 Change of Status

3.6.1 Temporary to permanent A permanent appointment is issued to a temporary

employee when he acquires the appropriate eligibility or becomes fully qualified for the position
to which he is appointed.

3.6.2 Provisional to regular (permanent) This appointment is issued when a provisional

teacher qualifies and is registered as a professional teacher.

3.7 Demotion is the movement of an employee from one position to another with
reduction in salary and is not disciplinary in nature. In case a demotion involves reduction in
salary and is non-disciplinary, a written consent shall be secured from the demoted employee.

Appointment as a result of voluntary demotion shall be at the hiring rate for the class of
the position.

3.8 Upgrading/Reclassification refers to the change in position title with the

corresponding increase in salary grade. This requires issuance of an appointment.

3.8.1 The incumbent of a position in a permanent capacity which has been

upgraded/reclassified shall be appointed to the upgraded/reclassified position without change in
employment status, irrespective of whether or not he meets the qualification requirements
therefore. However, he shall no longer be promoted to the next higher position unless he meets
the qualification requirements of the position involved.

3.9 Other Personnel Movements

The following personnel movements which will not require issuance of an appointment
shall nevertheless require an office order issued by a duly authorized official:
 3.9.1 Reassignment movement of an employee from one organizational unit to another in
the same department or agency which does not involve a reduction in rank, status or salary.

3.9.2 Detail temporary movement of an employee from one department or agency to

another office or agency and does not involve a reduction in rank, status or salary.

The detailed employee receives his salary from his mother unit/agency.

Detail shall be allowed only for a maximum period of one (1) year in the case of
employees occupying professional, technical or scientific positions. Detail beyond one (1) year
may be allowed provided it is with the consent of the detailed employee.

3.9.3 Secondment movement of an employee from one department or agency to another

which is temporary in nature and which may or may not require the issuance of an
appointment which may either involve increase in compensation and benefits. Acceptance
thereof is voluntary on the part of the employee.

Secondment shall be governed by the following general guidelines:

a) Secondment shall be limited to employees occupying managerial, professional,

technical or scientific positions.

b) Secondment to international bodies/organizations recognized by the Philippine

government may be allowed.

c) Secondment for a period of one (1) year or more shall be subject to approval by the
CSC. In case the secondment of less than one (1) year is extended and such extension shall cover
a total period of one year or more, the extension shall be subject to the CSC's approval.

d) Approval of the secondment shall be subject to the following conditions:

A memorandum of agreement or contract for secondment between the mother and

receiving agency and concurred in by the employee shall be submitted to CSC within 30 days
from signing of the contract.

A seconded employee shall not be allowed to report to the receiving agency earlier than
the date of signing of the memorandum of agreement.

The period of secondment shall be for a maximum of three (3) years except otherwise
provided by law or as required under bilateral/multilateral agreements.
 e) Any violation of the provisions of the memorandum of agreement shall be ground for
discontinuance thereof without prejudice to the filing of disciplinary action against the person/s
responsible for the violation.

f) Acceptance of scholarship by seconded employee shall terminate the secondment.

g) Payment of salaries of seconded employee shall be borne by the receiving agency. In

case of a higher compensation covered by a duly issued appointment within the Philippine
government, the same may be used for the purpose of computing his retirement benefits but not
for the purpose of commutation of leave credits earned in the mother agency. In case of a lower
compensation, the mother agency shall pay the difference. This rule does not apply in cases of
secondment to international agencies.

h) The seconded employee shall be on leave without pay in his mother agency for the
duration of his secondment, and during such period, he may earn leave credits which are
commutable immediately thereafter and payable by the receiving agency.

3.9.4 Job Rotation the sequential or reciprocal movement of an employee from one office
to another or from one division to another within the same agency as a means for developing
and enhancing the potentials of people in an organization by exposing them to other work
functions of the agency.

3.9.5 Designation is merely an imposition of additional duties to be performed by a public

official with corresponding title or position, which is temporary and can be terminated anytime
at the pleasure of the appointing authority. ETIHCa

3.10 Other Personnel Rules

3.10.1 Adjustment or movement of personnel which does not involve changes in position
title, rank or status does not need the issuance of appointment.

3.10.2 An appointment issued in accordance with pertinent laws and rules shall take
effect immediately upon its issuance by the appointing authority, and if the appointee has
assumed the duties of the position, he shall be entitled to receive the salary at once without
awaiting the approval of his appointment by the CSC. The appointment shall remain effective
until disapproved by the CSC. In no case shall an appointment take effect earlier than the date of
its issuance.

In case of disapproved appointment, the services of the appointee should be terminated

unless a motion for reconsideration or appeal has seasonably filed. If the appointment of a
person who has assumed the duties of the position is disapproved by the CSC for not having met
the qualification standards for the position, the appointee shall be paid his salary from the date
of his assumption of duty, which should not be earlier than the date of issuance of the
appointment, up to the day the disapproval becomes final.

3.10.3 No appointment shall be made effective earlier than the date of issuance except in
the case of change of status for having acquired a civil service eligibility or in case of a teacher
having acquired a valid certificate of registration and valid professional license. (Rule IV, M.C.
No. 15, s. 1999)

The effectivity of the change of status should be the date of release of the result of
examination and/or the date of issuance of appropriate license/s.

However, change of status of appointment from temporary to permanent because of

completion of the required education, training and experience, shall be effective upon
presentation of the proof thereto and its corresponding indorsement from the appointing
authority.

3.10.4 No official or employee shall be required to assume duty without being furnished
with a copy of his appointment after it is issued by the appointing authority. The appointee shall
acknowledge receipt of the appointment by signing on the duplicate and other copies of said
appointment.

3.10.5 The services rendered by any person who was required to assume the duties and
responsibilities of any position without an appointment having been issued by the appointing
authority, shall not be credited and shall be the personal accountability of the official who made
him assume office.

3.10.6 When an appointment covered by the period of COMELEC ban is to be issued,

prior exemption from the COMELEC shall be secured and attached to the appointment.

3.10.7 An appointment shall be submitted to the Civil Service Commission Office

concerned within thirty (30) days from the date of issuance, which shall be the date indicated
below the signature of the appointing authority. Otherwise, it shall be made effective thirty (30)
days prior to the date of submission to CSC.

3.10.8 If the appointee does not assume office within thirty (30) calendar days from the
receipt of the approved appointment, the same may be cancelled by the appointing authority
and reported to the Commission for record purposes.

3.10.9 Renewal of (temporary) appointments require prior publication under R.A. 7041. To
avoid gap in the services of the holder of temporary appointment where appointments are
subject to the renewal, publication should be made about two (2) months prior to the expiration
thereof.

In case of chain promotion, anticipated vacancies may be published simultaneously with

the existing vacant position/s.

SECTION 4. Modes of Separation

4.1 Resignation. The following documents shall be submitted to the CSC for record
purposes:

4.1.1 The voluntary written notice of the employee informing the appointing authority that
he is relinquishing his position and the effectivity date of said resignation;

4.1.2 The acceptance of resignation in writing by the agency head or appointing authority
which shall indicate the date of effectivity of the resignation; and

4.1.3 The notice of resignation of an officer or employee under investigation pending

decision of his case without prejudice to the continuation of the proceedings until finally
terminated.

4.2 Dropping from the Rolls. Officers and employees who are either habitually absent or
have unsatisfactory or poor performance or have shown to be physically and mentally unfit to
perform their duties may be dropped from the rolls subject to the following procedures:

4.2.1 Absence without approved leave

a) An officer or employee who is continuously absent without approved leave (AWOL) for
at least thirty (30) working days shall be separated from the service or dropped from the rolls
without prior notice. He shall however be informed of his separation from the service not later
than five (5) days from its effectivity which shall be sent to the address appearing on his 201 files
or to his last known address; and

b) If the number of unauthorized absences incurred is less than thirty (30) working days,
a written Return-to-Work Order shall be served on the official or employee at his last known
address on record. Failure on his part to report for work within the period stated in the order
shall be a valid ground to drop him from the rolls.

4.2.2 Unsatisfactory or Poor Performance

a) An official or employee who is given two (2) consecutive unsatisfactory ratings may be
dropped from the rolls after due notice. Notice shall mean that the officer or employee
concerned is informed in writing of his unsatisfactory performance for a semester and is
sufficiently warned that a succeeding unsatisfactory performance shall warrant his separation
from the service. Such notice shall be given not later than 30 days from the end of the semester
and shall contain sufficient information, which shall enable the employee to prepare the
explanation.

b) An official or employee, who for one evaluation period is rated poor in performance,
may be dropped from the rolls after due notice. Due notice shall mean that the officer or
employee is informed in writing of the status of his performance not later than the 4th month of
that rating period with sufficient warning that failure to improve his performance within the
remaining period of the semester shall warrant his separation from the service. Such notice
shall also contain sufficient information, which shall enable the employee to prepare an
explanation.

4.2.3 Physically and Mentally Unfit

a) An officer who is continuously absent for more than one (1) year by reason of illness
may be declared physically unfit to perform his duties and the head of the office in the exercise
of his sound judgement may consequently drop him from the rolls.

b) An officer or employee who is intermittently absent by reason of illness for at least 260
working days during a 24-month period may also be declared physically unfit by the head of
office.

c) An officer or employee who is behaving abnormally for an extended period which

manifests continuing mental disorder and incapacity to work as reported by his co-workers or
immediate superior and confirmed by the head of office, may likewise be dropped from the
rolls.

d) For the purpose of the three (3) preceding paragraphs, notice shall be given to the
employee containing a brief statement of the nature of his incapacity to work.

4.2.4 The officer or employee who is separated from the service through any of the above
modes has the right to appeal his case to the CSC or its regional office within 15 days from the
receipt of such order or notice of separation.

4.2.5 The order of separation is immediately executory pending appeal, unless the CSC,
on meritorious grounds, directs otherwise.

4.2.6 Separation from the service for unauthorized absences or unsatisfactory or poor
performance or physical and mental incapacity is non-disciplinary in nature and shall not result
in the forfeiture of any benefits on the part of the official or employee nor in disqualifying him
from reemployment in the government.

4.2.7 The written notice mentioned in the preceding paragraphs may be signed by the
person exercising the supervision over the official or employee. However, the notice of
separation shall be signed by the appointing authority or head of office.

4.3 Dismissal. A certified true copy of the decision rendered where the penalty of
dismissal was imposed shall be submitted to the CSC.

4.4 For other modes of separation such as termination/expiration of temporary

appointment, retirement, or death, a notice stating the date of such separation shall be
submitted to the CSC.

SECTION 5. Prohibitions on Appointments

5.1 No appointive official shall hold any other office or employment in the government
unless otherwise allowed by law or by the primary functions of his position. EATCcI

5.2 No elective official shall be eligible for appointment in any capacity to any public
office or position during his tenure.

5.3 No elective or appointive public officer or employee shall receive additional, double or
indirect compensation, unless specifically authorized by law, nor accept without the consent of
Congress, any present, emolument, office or title of any kind from any foreign government.

5.4 A person who lost in an election (except Barangay Election) shall not be eligible for
appointment or reemployment to any office in the government or government-owned or
controlled corporation within one (1) year following such election.

5.5 An employee, who files a certificate of candidacy, even if later on is disqualified or has
withdrawn, is still considered resigned.

5.6 An employee who has resigned from the government service during the three-month
period before any election to promote the candidacy of another shall not be reemployed during
the six-month period following such election.

5.7 No detail or reassignment shall be made within three (3) months before any election
unless with the permission of the COMELEC.

5.8 No officer or employee in the civil service including members of the Armed Forces,
shall engage directly or indirectly in any partisan political activity or take part in any election
except to vote nor shall he use his official authority or influence to coerce the political activity of
any other person or body.

5.9 No appointment shall be made in favor of a relative of the appointing authority or

recommending authority, or of the chief of bureau or office of the person exercising immediate
supervision over the appointee. Exempted from this rule are:

5.9.1 persons employed in a confidential capacity

5.9.2 teachers

5.9.3 physicians

5.10 No person who has been dismissed or perpetually excluded or disqualified from the
government service shall be appointed or reemployed unless he has been granted executive
clemency.

5.11 No person who has reached compulsory retirement age of 65 can be appointed to any
position in the government.

5.12 No person appointed to a position in the non-career service shall perform the duties
properly belonging to any position in the career service.

5.13 No consultant, contractual or non-career employee shall be designated to positions

exercising control or supervision over regular and career personnel.

5.14 The CSC may, in meritorious cases, extend the services of one who has reached
compulsory retirement age of 65 years for a period of six (6) months. Such extension shall be at
the maximum of one (1) year for those who will complete the fifteen (15) years of service
required under the GSIS law. Request for extension shall be made by the head of office and shall
be filed with the CSC prior to the date of the official's/employee's compulsory retirement.

Services rendered during the period of extension, for those who shall complete the 15
years of service required under GSIS law, shall be credited as part of the government service;
otherwise, the same shall not be credited as government service for purposes of retirement.

Officials and employees on service extension shall be entitled to salaries, allowances and
other remunerations, that are normally considered part and parcel of an employee's
compensation package. Their entitlement to such salaries, allowances, and other remunerations
shall be subject to existing regulations on the grant thereof. Such extension of service shall not
entitle the employee to leave credits.
 SECTION 6. Protest

6.1 A qualified next-in-rank may file his protest with the CSC or its Regional Offices where
the protested appointment was acted upon, against such appointment made in favor of another
if he is not satisfied with the written special reason or reasons given by the appointing authority
for such appointment, within fifteen (15) days from notice of issuance of an appointment.

6.2 A protest shall not render an appointment ineffective but the same shall be subject to
the outcome of the protest.

6.3 A protest may be withdrawn at any time as a matter of right. The withdrawal of the
protest shall terminate the protest case.

6.4 A protest is deemed filed on the date shown by the post-mark on the envelope in case
sent by registered mail and on the date stamped by the CSC or the Civil Service Regional Office
in case of personal delivery.

6.5 The head of department or agency shall forward his comments and the records of the
case to the CSC or to the Civil Service Regional Office within ten (10) days from receipt of the
copy of the protest.

6.6 In case the protest is finally decided against the protestee, his appointment shall be
disapproved and he shall be reverted to his former position.

SECTION 7. Eligibilities

7.1 CSC Eligibilities

7.1.1 Eligibility resulting from civil service examinations which require less than four (4)
years of college studies shall be appropriate for appointment to positions at the first level, and
that examinations which require at least four (4) years of college studies shall be appropriate for
positions at the second level.

7.1.2 The names of those who passed the bar or board examination shall be automatically
entered in the corresponding register of eligibles under Republic Act No. 1080 without need for
issuance of certificates.

7.1.3 Eligibility shall also be granted automatically to honor graduates, subject to the
provisions of Presidential Decree No. 907, as amended.

7.1.4 Eligibilities resulting from civil service, bar, and board examination shall be effective
on the date of the release of the results of the examinations. AaSIET
 7.2 Licensure Examination for Teachers

7.2.1 Republic Act No. 7836 otherwise known as the "Philippine Professionalization of
Teachers Act of 1994", provides that no person shall practice or offer to practice the teaching
profession in the Philippines without a valid certificate of registration and a valid professional
license from the Professional Regulation Commission.

7.2.2 The professional license shall, unless the holder is exempted from the Continuing
Professional Education (CPE) requirement, be renewed every other three (3) years on the birth
month of the professional teacher.

7.3 Superintendent Eligibility

7.3.1 The CSC and the DECS jointly conduct open competitive examinations for
superintendents to establish a register of eligibles from which appointments to position of
Schools Division Superintendents and Assistant Schools Division Superintendents shall be
made. An examinee should obtain a rating of at least 75% to be considered a superintendent
eligible; however, he can be certified for appointment only after he has successfully completed
the required trainings conducted jointly by the DECS and the CSC.

7.4 Career Executive Service (CES) Eligibility

7.4.1 Passing the CES examination given by the Career Executive Service Board (CESB),
entitles the examinee to a conferment of a CES eligibility and the inclusion of his name in the
roster of CES eligibles.

7.4.2 Stages of CES examination

a) the Management Aptitude Test Battery (MATB) paper and pencil test which measure
managerial aptitude;

b) assessment of managerial capability and competence;

c) validation of managerial capabilities; and

d) a final interview by a member of the CES Board.

7.4.3 An incumbent of a CES position may also qualify for the grant of CES eligibility
through the testimonial nomination process. The CESB, however, limits the grant of testimonial
CES eligibility to highly qualified and top-performing individuals. Upon conferment of the CES
eligibility and compliance with requirements prescribed by the CESB, an incumbent of a CES
position may qualify for appointment to a CES rank by the President upon the recommendation
of the CESB.

7.4.4 If the CES eligible is applying for an ASDS, SDS, ARD, or RD position, the applicant is
required to pass the Superintendent's Examination before he/she can be assessed for
managerial capability and competence.

7.4.5 There are six (6) ranks in the CES ranking structure as follows:

CES Rank Salary Grade (SG)

CESO I SG 30

CESO II SG 29

CESO III SG 28

CESO IV SG 27

CESO V SG 26

CESO VI SG 25

7.4.6 The appropriate CESO rank to which a CES eligible may be appointed depends on
two (2) major qualification criteria, namely: 1) level of managerial responsibility; and 2)
performance.

SECTION 8. Attendance and Work Hours.

8.1 All government officials and employees are required to render eight (8) working hours
a day for five (5) working days a week or a total of forty (40) hours a week, exclusive of time for
lunch.

Teachers, however, shall render six (6) working hours of actual teaching and spend the
remaining two (2) hours to complete the required eight (8) hours daily service in preparing
lesson plans and instructional devices or rendering other non-teaching services.

8.2 The normal working hours of government officials and employees shall be:

8:00 a.m. 12:00 nn.

 1:00 p.m. 5:00 p.m.

8.3 The adoption of flexitime shall be allowed in accordance with CSC MC No. 14, s. 1989
(Adoption of Flexible Working Hours in the Government Service).

8.4 All officers and employees, except presidential appointees, shall record their daily
attendance on the proper form or, whenever possible, have them registered on the bundy clock.

8.5 The record of attendance shall be kept in a conspicuous place in the custody of a
responsible officer who shall monitor the arrival and departure of officials and employees.

8.6 Timecards shall be placed on the racks all the time.

8.7 Heads of offices shall be responsible for the attendance of their personnel. (Book V of
Executive Order 292 and Omnibus Rules, CSC MC No. 40, s. 1998, CSC MC No. 15, s. 1999)

CHAPTER 2

Staff Development

SECTION 1. Professional Growth

Every official and employee of the government is an asset or resource to be valued,

developed and utilized in the delivery of basic services to the public.

1.1 Training

The DECS shall establish a continuing program for career and personnel development
for all DECS personnel at all levels, and shall create an environment or work climate conducive
to the development of personal skills, talents and values for better public service.

The Department units and offices shall prepare a competency based career and
personnel development plan which shall be integrated into a national plan of the Department to
serve as the basis for all career and personnel development activities in the DECS.

The Department offices shall implement all the programs therein and provide support in
accordance with the policies, rules, guidelines and standards promulgated by the Civil Service
Commission. cDAEIH

If performance appraisal indicates development needs, the individual concerned shall

undergo training or other appropriate human resource development interventions designed to
improve his/her performance and productivity.

At the national level, the DECS shall have a training staff which shall be supported by all
concerned officials in establishing a continuing program for the development of personnel.

Personnel who by virtue of their positions or designations are assigned as members of

the training staff, shall receive technical and consultative assistance from the provincial, field
and regional offices of the Civil Service Commission relative to their work and further
assistance in continuously upgrading their competencies.

The national, regional and field units of the department shall have a human resource
development office created or a staff assigned solely for the purpose of attending to the agency's
human resource development functions, activities and requirements.

The training and development programs shall directly address or assess training needs
of the regions and training priorities of DECS such as enhancement of 1) teaching competencies
in identified areas of priority; 2) administrators' and supervisors' competence; 3) non-teaching
staff competencies in ensuring the delivery of prompt, accurate and courteous frontline service
and teamwork, and 4) organizational efficiency and effectiveness through teamwork, positive
work ethic, networking and shared commitments.

All regions/divisions will set aside five percent (5%) of their MOOE budget for HRD
trainings to assure the planning of realistic results-oriented and relevant training proposals.

In establishing a continuing program for the development of personnel in the DECS

Central Office or field units, the DECS shall:

Prepare a comprehensive annual training and development plan based on periodic

assessment of organizational needs and skills/knowledges inventory of the workforce. This
training and development plan shall take into consideration the various levels and categories of
jobs in the agency and the urgency of such skills, knowledge and work attitudes required to
deliver effective basic services to the public.

Design, implement and evaluate in-service training development programs solely or in

coordination with the CSC and/or other government agencies and institutions. Such programs
shall include the following:

Induction Program refers to the program for new entrants in government to develop
their pride, sense of belonging and commitment to public service.
 Orientation Program refers to activities and courses designed to inform new employees
about agency/government programs, thrusts, and operations, as well as on their duties and
responsibilities as well as benefits and privileges.

Reorientation Program refers to courses designed to introduce new duties and

responsibilities, new policies and programs to employees who have been in the service for quite
sometime.

Professional/Technical/Scientific Program refers to substantive programs in specific

professional/technical/ scientific areas for enhancement of skills and knowledge of second level
personnel in the career service.

Employee Development Program refers to courses aimed at maintaining a high level of

competence on basic workplace skills among employees at the first level in the career service.

Middle-Management Development Program refers to a set or series of planned human

resource interventions and training courses designed to provide division chiefs and other
officials of comparable rank with management and administrative skills and to prepare them for
greater responsibilities.

Values Development Program refers to courses which are designed to enhance and
harness the public service values of participants to be effective government workers.

Executive Development Program refers to activities and experiences, and continuing

education intended to enhance the managerial skills of government officials or executives who
belong to the third level.

Career Pathing Program a career pathing program is a set of professional activities on the
skills and capabilities of an employee to enhance and maximize his professional growth and
promotion in the service.

Upon entrance in the service, the head of office in coordination with HRD officer should
include a career pathing program for the employee, based on his/her potentials.

Undertake the Department's annual human resource development program and accredit
such courses or programs in accordance with guidelines set by the CSC.

Provide other human resource development opportunities and activities which shall
include training and scholarship grants, both local and foreign. In addition, it shall utilize
alternative strategies or approaches for improving job performance such as coaching,
counseling, job rotation, on-the-job training, and others.
 Ensure that each personnel shall have undergone at least one (1) planned human
resource development intervention during the year.

Stimulate and encourage employee's development through individual self-development

and lifelong learning/education activities.

Include a specific budgetary allocation for human resource development purposes. At

least three percent (3%) of the annual budget shall be set aside for this purpose.

1.1.11 In accrediting training and development programs, accreditation shall mean giving
due recognition and credit to the successful completion of a training, development, or education
course/program. TaSEHD

1.2 Study Grant/Scholarship

1.2.1 Recognizing the need to enhance the development of its human resources, the DECS
shall encourage attendance at and participation in training programs, local or foreign, and
availment of scholarship grants. The local and foreign scholarship and fellowship programs of
DECS shall be organized systematically to ensure that opportunities for professional growth and
development in priority areas and concerns are appropriately and equitably distributed. A pool
of trained human resources and a pool of potential candidates for training shall likewise be
established.

1.3 Scholarship/Fellowship

1.3.1 Guidelines on Scholarship Programs

There should be an organized scholarship committee at the division and regional levels
composed of both representatives from the elementary and secondary levels to screen and pre-
select nominees for specific scholarship programs.

At least three (3) candidates shall be selected from schools that have least benefited from
training opportunities in the past.

The donor country makes the final selection under the bilateral scholarship programs.
Age requirement should be followed strictly so as not to lose the slot for the particular program.

Nominees for international or foreign scholarships shall be submitted to the Staff

Development Division of HRDS for final screening. The DECS Central screening committee shall
be composed of representatives from the bureaus/centers, including a specialist from the
relevant field of study.
 Scholarships under RECSAM, RELC and similar scholarships shall be submitted likewise
to the same office for screening with representatives from bureaus and relevant centers.

Individually arranged scholarships, whether on official or non-official time, should also

be submitted to the same office for records purposes.

Program-specific scholarships like those under TEEP and PROBE and similar programs
will be screened by the managers of the programs; however, a list of the scholars and their field
of training should be submitted to SDD-HRDS.

The list of local scholars should be submitted to the Staff Development Division of HRDS
which shall, in coordination with the bureaus, verify whether the nominees are qualified in
relation to criteria set for the scholarship program.

Returning scholars should submit a report on their scholarship program.

A regular program for returning scholars to share their study shall be arranged by NEAP
so that teachers or administrators can benefit from the scholars' programs.

A record of the distribution of scholarships will be submitted by each region and bureaus
and centers at the end of the year.

1.3.2 The Special Committee on Scholarship (SCS) of the National Economic and
Development Authority (NEDA), has adopted a policy on strict enforcement of the Post Training
Report (PTR) as a basis for more effective evaluation of foreign scholarship/training grants.

All returning scholars/recipients or beneficiaries of foreign training/scholarship grants

funded from Official Development Assistance and administered by the Special Committee on
Scholarship, NEDA, are required to submit their PTR to NEDA and or their agency. The report
should be evaluated in terms of application/relevance of the training program to the work
environment.

1.4 Local and Foreign Training

1.4.1 Guidelines

No age limit is set unless otherwise specified by the donor country/institution, in the case
of foreign scholarships.

There is an age limit for local scholarships. Candidates should not be more than 50 years
old.
 The nominee must have served the office for at least two (2) years.

The nominee must hold a regular appointment.

The nominee must hold a college degree related to the field of study or has sufficiently
demonstrated ability and experience in the scholarship field.

The nominee must have no pending application for scholarship or study grant under
another program.

The nominee must meet the requirements set by the training institution and donor
country or donor agency.

For programs that require service contracts, the nominee must have rendered the
service obligation required in any prior service contract for training grant before he/she could
again be nominated for another course where the field of study is different from that of the
previous training; and that service obligation must still be within nominee's serviceable years.

1.4.2 Criteria for selection of nominees include the following:

a) Grades/course

Knowledge

Potential

Training needs

Work Performance (VS), performance in previous training courses attended, attitude,

behavior

Relevance of the course to work

Number of local and foreign training programs attended

1.4.3 The candidate's immediate superior must ensure that the normal work output is not
hampered should the nominee be accepted. If needed, manpower resources shall be moved to
fill the productivity gap that might result.

1.5 Local Scholarship Program (LSP)

The Local Scholarship Program is open to all government employees who want to pursue
a one-year masteral degree and who pass the selection criteria established by the Commission
for the purpose. TICAcD

1.5.1 Once the employee qualifies in both the written examination and interviews, he/she
shall be entitled to due benefits of the grant. If a scholar is not accepted in one participating
school, he/she may seek admission in another participating school.

1.5.2 In case the scholar is not authorized by the agency head to pursue the grant on
official time, or he/she decides not to avail of the scholarship for one reason or another, he/she
forfeits the privilege of the grant. No deferment will be allowed.

1.5.3 LSP scholars may be allowed to study and at the same time report to office provided
they finish their course within the prescribed period. Otherwise, they shall refund all expenses
incurred by the Commission for their studies.

1.5.4 In case the scholar is not allowed to study on official time, he/she may go an official
vacation leave with pay, or leave without pay, not exceeding one (1) year in case the scholar has
no more leave to his/her credit. However, the grant of such leave shall be at the discretion of the
agency head.

CHAPTER 3

Employee Welfare, Benefits, Incentives, Recognition and Awards

Every employee is expected to perform his/her duties and responsibilities with efficiency
and effectiveness. The government, acknowledging the employee's performance, in return,
grants benefits and other welfare assistance.

SECTION 1. Leave Privileges

1.1 Leave of Absence

1.1.1 In general, appointive officials up to the level of heads of executive departments,

heads of departments, undersecretaries and employees of the government whether permanent,
temporary, or casual, who render work during the prescribed office hours, shall be entitled to 15
days vacation and 15 days sick leave annually with full pay exclusive of Saturdays, Sundays, and
public holidays, without limitation as to the number of days of vacation and sick leave that they
may accumulate.

1.1.2 Employees rendering service on part-time basis are entitled to vacation and sick
leave benefits proportionate to the number of work hours rendered. A part-time employee who
renders four (4) hours of work, five (5) days a week or a total of 20 hours a week, is entitled to 7.5
days vacation and 7.5 days sick leave annually with full pay.
 1.1.3 Contractual employees are likewise entitled to vacation and sick leave credits as well
as special privileges.

1.2 Maternity Leave

1.2.1 Married women in the government service who have rendered an aggregate of two
(2) or more years of service shall, in addition to the vacation and sick leave granted them, be
entitled to maternity leave of sixty (60) calendar days with full pay.

1.2.2 In the case of those in the teaching profession, maternity benefits can be availed of
even if the period of delivery occurs during the long vacation, in which case, both the maternity
benefits and the proportional vacation pay shall be received by the teacher concerned.

1.2.3 Maternity leave of those who have rendered one (1) year or more but less than two
(2) years of service shall be computed in proportion to their length of service, provided, that
those who have served for less than one (1) year shall be entitled to 60-days maternity leave with
half pay.

1.2.4 The enjoyment of maternity leave cannot be deferred; it should be availed of either
before or after the actual period of delivery in a continuous and uninterrupted manner, not
exceeding 60 calendar days.

1.2.5 Employees who rendered less than two (2) years of service may only receive full pay
for a number of days based on the ratio of 60 days to two (2) years of service.

Where:

y = the no. of days in the service

X= the no. of days to be paid

2 years = 720 days

60 = x

720 y

720x = 60y

x = 60y

720
x=y

12

1.2.6 Maternity leave is granted to female employees in every instance of pregnancy

irrespective of its frequency.

1.2.7 Married women may go on maternity leave for less than sixty (60) days. When an
employee wants to report back to duty before the expiration of her maternity leave, she may be
allowed to do so provided she presents a medical certificate that she is physically fit to assume
the duties of her position.

1.2.8 The commuted money value of the unexpired portion of the leave need not be
refunded and that when the employee returns to work before the expiration of her maternity
leave, she may receive both the benefits granted under the maternity leave law and the salary
for actual services rendered effective the day she reports back for work.

The formula of computation for this purpose is as follows:

Monthly salary rate

Salary = x actual no. of days worked

22 days

1.2.9 Maternity leave with pay may be granted even if the delivery occurs not more than
15 calendar days after the termination of employee's service as her right thereto has already
accrued.

1.2.10 A woman employee on an extended leave of absence without pay can still avail of
the sixty (60) days maternity leave with pay if already entitled. cCAIES

1.2.11 A married woman employee is entitled to maternity leave of absence with pay even
if she has a pending administrative case.

1.2.12 Married women who are contractual employees whether or not receiving 20%
premium on their salary, shall be entitled to maternity leave benefits like regular employees, in
accordance with the provisions of Section 18, Rule XVI, CSC-MC No. 41, s. 1998.

1.3 Paternity Leave

 1.3.1 Every married male employee is entitled to paternity leave of seven (7) working days
for the first four (4) deliveries of his legitimate spouse. 'Legitimate spouse' refers to a woman
who validly entered into a contract of marriage with the male government employee availing of
the paternity leave benefits under the Law.

Married male employees with more than one (1) legal spouse shall be entitled to avail of
paternity leave for an absolute maximum of four deliveries regardless of whichever spouse
gives birth.

The first of the 4 deliveries shall be reckoned from the effectivity of the Paternity Leave
Act on July 15, 1996.

1.3.2 Paternity leave of seven (7) days shall be non-cumulative and strictly non-
convertible to cash. The same may be enjoyed either in a continuous or in an intermittent
manner by the employee on the days immediately before, during or after the childbirth or
miscarriage of his legitimate spouse. (Sec. 19, Rule XII, M.C. No. 41, s. 1998)

1.4 Special Leave Privileges

1.4.1 Officials and employees, except teachers and those covered by special leave laws, are
granted the following special leave privileges subject to the conditions hereunder stated:

(a) funeral/mourning leave (f) hospitalization leave

(b) graduation leave (g) accident leave

(c) enrollment leave (h) relocation leave

(d) wedding/anniversary (i) government transaction

leave leave

(e) birthday leave (j) calamity leave

That the official/employee may be granted a maximum of three (3) days within a calendar
year of any or combination of special leave privileges of his choice which he would opt to avail
of;

That such privileges shall be non-cumulative and non-commutative;

 That the official/employee shall submit the application for the said special leave
privileges at least one (1) week prior to its availment except in emergency cases; and

Special leave privilege may be availed of by the official/employee when the occasion is
personal to him and that of his immediate family.

The term 'immediate family' includes 'any' relative within the first degree of
consanguinity and affinity living under the same roof and dependent upon the employee for
support.

1.5 Monetization of Leave Credits

1.5.1 Officials and employees in the career and non-career service whether permanent,
temporary, casual, or coterminous, who have accumulated fifteen (15) days are allowed to
monetize a minimum of ten (10) days; Provided that at least five (5) days is retained after
monetization and provided further that a maximum of thirty (30) days may be monetized in a
given year.

1.5.2 The formula to be used for the computation of monetization is as follows:

Monthly Salary No. of days Money Value of the

x to be = monetized leave

22 working days Monetized

1.6 Forced/Mandatory Leave

1.6.1 All officials and employees with 10 days or more vacation leave credits shall be
required to go on vacation leave whether continuous or intermittent for a minimum of five (5)
working days annually under the following conditions:

The head of agency shall, upon prior consultation with the employees prepare a
staggered schedule of the mandatory five-day vacation leave of officials and employees,
provided that he may, in the exigency of the service, cancel any previously scheduled leave.

The mandatory annual five-day vacation leave shall be forfeited if not taken during the
year. However, in cases where the scheduled leave has been cancelled in the exigency of the
service by the head of the agency, the scheduled leave not enjoyed shall no longer be deducted
from the total accumulated vacation leave.
 Retirement and resignation from the service in a particular year without completing the
calendar year, do not warrant forfeiture of the corresponding leave credits if the concerned
employees opted not to avail of the required five-day mandatory vacation leave.

Those with accumulated vacation leave of less than ten (10) days shall have the option to
go on forced leave or not. However, officials and employees with accumulated vacation leave
credits of 15 days who availed of monetization for 10 days, shall still be required to go on forced
leave.

1.7 Terminal Leave

1.7.1 Terminal leave is applied for by an official or an employee who intends to sever his
connection with his employer. Accordingly, the filing of application for terminal leave requires a
condition sine qua non, the employee's resignation, retirement or separation from the service
without any fault on his part. It must be shown first that public employment ceases by any of the
said modes of severances. HAcaCS

1.7.2 Request for payment of terminal leave benefits must be made within ten (10) years
from time the right of action accrues upon an obligation created by law.

1.7.3 Payment of terminal leave for purposes of retirement or voluntary resignation shall
be based on the highest monthly salary received at any time during his period of employment in
the government service and not on his latest salary, unless the latter is the highest received by
the retiree.

1.7.4 Computation of Terminal leave. The terminal leave benefits shall be computed as
follows:

TLB=SxDxCF

Where: TLB = Terminal Leave Benefits

S = highest monthly salary received

D = no. of accumulated vacation and sick leave

credits

CF = constant factor is 0.0478087

The Constant Factor was derived from this Formula:

 12 12

= = 0.0478087

365-(104+10) 251

This Formula took effect on January 15, 1999.

1.7.5 The official/employee who is on terminal leave does not earn any leave credits as he
is already out of the service. While on terminal leave, he merely enjoys the benefits derived
during the time of such employment. Consequently, he is no longer entitled to the benefits or
salary increases that may be granted thereafter.

1.8 On Leaves of Teachers

1.8.1 Teachers shall not be entitled to the usual vacation and sick leave credits but to
proportional vacation pay (PVP) during the summer and Christmas vacation.

1.8.2 Teachers who have at least seven (7) years of continuous service are entitled to
study leave of absence with pay not exceeding one (1) school year subject to approval of the head
of office (R.A. 4670).

1.8.3 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 (R.A. 4670).

1.8.4 Teachers who are designated to perform non-teaching functions and who render the
same hours of services as other employees are entitled to vacation and sick leave.

1.8.5 Teachers' vacation service credits refer to the leave credits earned for services
rendered during summer or Christmas vacation, as authorized by proper authority. These
vacation service credits are used to offset absences of a teacher due to illness or to offset
proportional deduction in vacation salary due to absences for personal reasons or late
appointment.

1.8.6 Teachers and other school personnel on the teachers' leave basis who resigned,
retired, or are separated from the service through no fault of their own on or after January 16,
1986 shall be paid the money value of their unused vacation service credits converted into
vacation and sick leave using the formula:

Vacation and Sick leave * 30y/69

Where 30 = Number of days in a month

Y = Total number of teachers service credits

69 = 58 days of summer vacation plus 11 days

Christmas Vacation

* No. of days derived shall be divided equally into vacation and sick leave credits

Formula in obtaining 69 days

84 total number of days of Summer/Christmas vacation

-15 (* 12 days Saturday/Sunday during summer vacation)

3 (* days-Christmas Day, Rizal Day, New Year's Day)

69 days

Conversely, the formula in the conversion of sick and vacation leave credits to vacation
service credits of teachers is as follows:

VL+SL

Y= x 69

30

1.8.8 Transfer from teaching to non-teaching service during summer

vacation/entitlement to proportional vacation pay. A teacher who transferred to the non-
teaching service or who resigned from government service ten (10) days before the close of the
school year is entitled to proportional vacation pay inasmuch as his right thereto has already
accrued; provided that the service will not be prejudiced and provided further that he fulfills his
responsibilities and obligations.

1.9 Study Leave

1.9.1 Officials and employees, excluding those in the teaching profession who are covered
by different provisions of law, may be entitled to study leave subject to the following:
 The study leave is a time off from work not exceeding six (6) months with pay for the
purpose of assisting qualified officials and employees to prepare for their bar or board
examinations or complete their masteral degree. The leave shall be covered by a contract
between the beneficiary thereof and the agency head or his representative.

The beneficiary for such leave shall be selected based on the following:

The official/employee must have graduated with a bachelor's degree which consequently
requires the passing of government bar and board licensure examinations. For thesis writing or
comprehensive examination, the official/employee must have completed all the academic
requirements for a masteral degree. STaHIC

The profession or field of study to be pursued must be relevant to the agency or to the
official duties and responsibilities of the concerned official or employee.

Must be a permanent employee.

Must have rendered at least two years of service with at least very satisfactory
performance for the last two (2) rating periods immediately preceding the application.

Must have no pending administrative and criminal charges.

Must not have any current foreign or local scholarship grant.

Must have fulfilled the service obligation of any previous scholarship and training
contract.

The service obligation must be on the basis of the following formula:

Period Service Obligation

One (1) month to Two (2) years

Three (3) months

More than three (3)

months to six (6) months Three (3) years

 1.9.2 In case the official or employee fails to render in full the service obligation referred
to in the contract on account of voluntary resignation, optional retirement, separation from the
service through his own fault, or other causes within his control, he shall refund the gross
salary, allowances and other benefits received while on study leave based on the following
formula:

(SOR-SOS)

R= x TCR

SOR

Where

R = Refund

TCR = Total compensation received

(Gross salary, allowances and other

benefits received while on study

leave)

SOS = Service obligation served

SOR = Service obligation required

1.9.3 The official/employee beneficiary of the study leave shall inform his agency in
writing, through the personnel office, if he failed to pursue his studies or to take the bar/board
examination for which he was granted the study leave.

1.10 General Rules

1.10.1 All applications for sick leave of absence for one full day or more shall be made on
the prescribed form and shall be filed immediately upon employee's return from such leave.
Notice of absence, however, should be sent to the immediate supervisor and/or to the agency
head. Application for sick leave in excess of five (5) successive days shall be accompanied by a
proper medical certificate.
 1.10.2 Sick leave may be applied for in advance in cases where the official or employee
will undergo medical examination or operation or is advised to rest in view of ill health duly
supported by a medical certificate.

1.10.3 In ordinary application for sick leave already taken not exceeding five days, the
head of department or agency concerned may duly determine whether or not granting of sick
leave is proper under the circumstances. In case of doubt, a medical certificate may be required.

1.10.4 Sick leave shall be granted only on account of sickness or disability on the part of
the employee concerned or of any member of his immediate family.

1.10.5 Approval of sick leave, whether with pay or without pay, is mandatory provided
proof of sickness or disability is attached to the application in accordance with the requirements
prescribed under the preceding section. Unreasonable delay in the approval thereto or non-
approval without justifiable reason shall be a ground for appropriate sanction against the official
concerned.

1.10.6 Vacation and sick leave shall be cumulative and any part thereof which may not be
taken within the calendar year may be carried over to the succeeding years. Whenever any
official or employee retires, voluntarily resigns, or is allowed to resign or is separated from the
service through no fault of his own, he shall be entitled to the commutation of all the
accumulated vacation and/or sick leave to his credit, exclusive of Saturdays, Sundays, and
holidays, without limitation as to the number of days of vacation and sick leave that he may
accumulate provided his leave benefits are not covered by special law.

1.10.7 Computation of vacation and sick leave shall be made on the basis of one day
vacation leave and one day sick leave every 24 days of actual service.

1.10.8 Leave of absence without pay for any reasons other than illness shall not be
counted as part of the actual service rendered: Provided, that in computing the length of service
of an employee paid on the daily wage basis, Saturdays, Sundays or holidays occurring within a
period of service shall be considered as service although he did not receive pay on those days
inasmuch as his service was not then required.

A fraction of one-fourth (1/4) or more but less than three-fourths (3/4) shall be considered
as one-half day and a fraction of three-fourths (3/4) or more shall be counted as one full day for
purposes of granting leave of absence.

1.10.9 Employees observing flexible working hours who render less than the usual eight
(8) hours of work per day but complete the forty (40) hours of work in a week, shall be deducted
from their leave credits only the minimum number of hours required to be served for a day but
which was not served. Any absence incurred must be charged in proportion to the number of
hours required for a day's work. The number of hours to be served for a day refers not to the
eight (8) regular hours but to the number of hours covered by the corehours prescribed.

1.10.10 The proper head of a department, in his discretion, may authorize the
commutation of the salary that would be received during the period of vacation and sick leave of
any appointive official and employee and direct its payment at the beginning of such leave from
the fund out of which the salary would have been paid. TAEDcS

1.10.11 Absence on a regular day for which suspension of work is announced. Where an
official or an employee fails to report for work on a regular day for which suspension of work is
declared after the start of the regular working hours, he shall not be considered absent for the
whole day. Instead, he shall only be deducted leave credits or the amount corresponding to the
time when official working hours start up to the time the suspension of work is announced.

1.10.12 Leave of absence without pay on a day immediately preceding or succeeding

Saturday, Sunday or holiday. When an employee, regardless of whether he has leave credits or
not is absent on a day immediately preceding or succeeding a Saturday, Sunday or holiday
whether such absence is continuous or not, he shall not be considered absent on said Saturdays,
Sundays and holidays and shall not be deducted leave credits. He shall neither receive salary for
those days.

1.10.13 Tardiness and undertime are deducted from vacation leave credits and shall not
be charged against sick leave credits, unless the undertime is for health reasons supported by a
medical certificate and application for leave.

1.10.14 Application for commutation of vacation and sick leave in connection with
separation through no fault of an official or employee shall be sent to the head of the department
concerned for approval. In this connection, clearance from the Ombudsman is no longer
required for processing and payment of terminal leave, as such clearance is needed only for
payment of retirement benefits.

1.10.15 Any official/employee of the government who retires, voluntarily resigns, or is

separated from the service through no fault of his own, and who is not otherwise covered by
special law, shall be entitled to the commutation of his leave credits exclusive of Saturdays,
Sundays and holidays without limitation and regardless of the period when the credits were
earned.

1.10.16 The official/employee who has reached the compulsory retirement age of 65 but
whose service has been extended by the Commission for another six (6) months, no longer
earns leave credits.

1.10.17 An official or employee who applies for vacation or sick leave shall be granted
leave with pay at the salary rate he is currently receiving.

1.10.18 An employee still on probation may already avail of whatever leave credits he has
earned during said period. Accordingly, any leave of absence without pay incurred during the
period of probation shall extend the completion thereon for the same number of days of such
absence.

1.10.19 When an official or employee transfers from one government agency to another,
he can either have his accumulated vacation and/or sick leave credits commuted or transferred
to his new agency.

The second option can be exercised as a matter of right only by an employee who does
not have gaps in his service. However, a gap of not more than one (1) month may be allowed
provided same is not due to his fault.

The option to transfer accumulated leave credits can be exercised only within one (1)
year from the employee's transfer to the new agency.

1.10.20 An official or employee who failed to transfer his leave credits to the new office, in
line with the provisions in the preceding section may claim the money value of such leave
credits from the office where he earned such credits.

1.10.21 Whenever the application for leave of absence, including terminal leave, is not
acted upon by the head of agency or his duly authorized representative within five (5) working
days after receipt thereof, the application for leave of absence shall be deemed approved.

1.10.22 An official/employee who is absent without approved leave shall not be entitled to
receive his salary corresponding to the period of his unauthorized leave of absence. It is
understood, however, that his absence shall no longer be deducted from his accumulated leave
credits, if there are any.

1.10.23 All applications for vacation leave of absence for one (1) full day or more shall be
submitted on the prescribed form for action by the proper head of the agency five (5) days in
advance, whenever possible, of the effective date of such leave.

1.10.24 Leave of absence for any reason other than illness of an official or employee or of
any member of his immediate family must be contingent upon the needs of the service. Hence
the grant of vacation leave shall be at the discretion of the head of department/agency.
 1.10.25 Applications of officials and employees for leave of absence on account of wounds
or injuries incurred in the performance of duty must be made on the prescribed form,
supported by the proper medical certificate and evidence showing that the wounds or injuries
were incurred in the performance of duty. The head of the department/agency concerned shall
direct that absence of an employee during his period of disability thus occasioned shall be on
full pay, but not to exceed six (6) months. He shall also authorize the payment of medical
attendance, necessary transportation, subsistence and hospital fees of the injured person.
Absence in the case contemplated shall not be charged against sick leave or vacation leave if
there are any.

1.10.26 All absences of an official or employee in excess of his accumulated vacation or

sick leave credits earned shall be without pay. To compute the salary of employees who incur
leave without pay (LWOP) in a given month, the following formula is used:

Monthly Salary

Salary = Monthly Salary x No. of days of LWOP

Calendar Days

When an employee has already exhausted his sick leave credits, he can use his vacation
leave credits but not vice versa.

1.10.27 Leave without pay not exceeding one (1) year may be granted, in addition to the
vacation and/or sick leave earned. Leave without pay in excess of one (1) month shall require the
clearance of the proper head of the department or agency. cCTAIE

1.10.28 Leave without pay shall not be granted whenever an employee has leave with pay
to his credits except in the case of secondment.

1.10.29 The seconded employee shall be on leave without pay from his mother agency for
the duration of his secondment, and during such period, he may earn leave credits which is
commutable immediately thereafter at, and payable by, the receiving agency.

1.10.30 For the purposes of computing the length of service for the grant of step
increment, approved vacation leave without pay for an aggregate of fifteen (15) days shall not
interrupt the continuity of the three-year service requirement for the grant of step increment.
However, if the total number of authorized vacation leave without pay included within the three-
year period exceeds fifteen (15) days, the grant of one-step increment will only be delayed for the
same number of days that an official or employee was absent without pay.

1.10.31 Effect of pending administrative case against an official or employee. An official or

employee with pending administrative case/s is not barred from enjoying leave privileges.

1.10.32 If an official or an employee who is on leave without pay fails to report for work at
the expiration of one year from the date of such leave he shall be considered automatically
separated from the service.

1.10.33 While the incumbent is on vacation or sick leave with or without pay, his position
is not vacant. During the period of such leave therefore, only a substitute appointment can be
made to such position.

1.10.34 An official or employee who has been penalized with dismissal from the service is
likewise not barred from the entitlement to his terminal leave benefits.

1.10.35 In general, officials and employees who have been dismissed from the service but
who were later exonerated and thereafter reinstated, are entitled to the leave credits during the
period they were out of the service.

1.10.36 Any violation of the leave laws, rules or regulations, or any misrepresentation or
deception in connection with an application for leave, shall be a ground for disciplinary action.
(CSC MC 41, s. 1998, CSC MC 14, s. 1999 and EO 292)

SECTION 2. Welfare/Benefits

2.1 Monetary Benefits

2.1.1 Special Hardship Allowance Teachers exposed to hardship in commuting to the

place of work as determined by the Secretary of Education shall be compensated hardship
allowance equivalent to at least 25% of their monthly salary (Section 19, RA 4670-Magna Carta
for Public School Teachers).

Teachers assigned to places declared by the President as calamity areas shall be granted
the equivalent of five (5) days additional salary per month but payable only for the duration of
the calamity period. (RA 5447 The Special Education Fund Act).

Teachers exposed to hardship or extreme difficulty in the place of work and teachers
assigned to handle multigrade classes as determined by the Secretary of DECS shall be
compensated special hardship allowance equivalent to at least 25% of the basic pay.
 2.1.2 Hazard Duty Pay This refers to compensation premium or allowance paid to officials
and employees actually assigned or stationed in a work area which exposes them to great
danger, occupational risks or perils to life.

2.1.3 Productivity Incentive Benefit The incentive pay shall be based on individual
personnel productivity and performance as evaluated and determined by the heads of the
respective offices/agencies in accordance with the policies and standards set by the Civil
Service Commission.

2.1.4 Cash Allowance to Teachers The provision for cash allowance to teachers for the
purchase of chalk, erasers, forms and other classroom supplies and materials directly used
shall be paid only to classroom teachers.

2.1.5 Year-End Bonus and Cash Gift All government personnel, whether appointive or
elective under regular, temporary or casual status, and contractual personnel whose
employment is in the nature of a regular employee, who are still in the service as of October 31
each year are granted year-end bonus and cash gift.

2.2 Retirement Benefits

2.2.1 Modes of Retirement Under R.A. 1616

a) Requirements

Official/Employee was employed prior to May 31, 1977 regardless of age and employment
status;

He has rendered at least 20 years of service;

His last three years of service are continuous; and

His leaves of absence without pay during the last three years immediately preceding
retirement do not exceed one (1) year.

b) Benefits

Gratuity benefit equivalent to one month salary for each year of service for the first 20
years; one and one half months (1.5) salary for each year of service over 20 up to 30 years; and
two (2) months for each year over 30 years, based on the highest salary rate received.

Refund of retiree's personal contributions with interest and the corresponding

government contributions without interest. cIHSTC
 2.2.2 Under R.A. 660

a) Requirements:

He is a member of the GSIS Retirement Insurance fund and employed prior to May 31,
1977;

He has attained and/or completed the required age and length of service as indicated
below:

Age: 52 53 54 55 56 57 58 59 60 61 62 63 64 65 or

Service: 35 34 33 32 31 30 28 26 24 22 20 18 16 15 over

His last three (3) years of service are continuous; and

His leaves of absence without pay during the last three (3) years immediately preceding
retirement do not exceed one (1) year.

b) Benefits

The retiree is entitled to annuity benefits which may be:

Automatic Annuity Monthly pension is paid guaranteed for five years from the date of
retirement. After the five-year period, payment of the monthly annuity continues if retiree is still
living.

Five Year Lump Sum This is available only to those who are at least 63 years of age or
over on the date of retirement. After five years, if still living, retiree is paid monthly annuity for
life.

Initial Three-Year Lump Sum This is available to those who are at least 60 years of age on
the date of retirement. The subsequent two-year lump sum is paid to the retiree on his 63rd
birthday. After five years, if still living, the retiree is paid monthly annuity for life.

2.2.3 R. A. 8291

a) Requirements

A member is eligible for retirement benefit when he has satisfied all the following
conditions:

He/she has rendered at least 15 years of service;

 He/she is at least 60 years of age at time of retirement; and

He/she is not receiving a monthly pension benefit for permanent total disability.

b) Benefits

The five-year lump sum (60x basic monthly pension) plus the basic monthly pension for
life starting at the end of 5-year guaranteed period; or

The cash payment (18 x basic monthly pension) Plus the basic monthly pension for life
starting immediately upon retirement.

2.3 Disability

2.3.1 Permanent Total Disability

a) A member who becomes permanently and totally disabled when he is in the service
and has paid at least 180 monthly contributions shall be paid the permanent total disability
benefit in the form of a monthly income benefit for life equivalent to the basic monthly pension
plus a cash payment equivalent to eighteen (18) times his basic monthly pension effective the
date of disability.

b) A member who becomes permanently and totally disabled is eligible for permanent
total disability benefits in the form of a monthly income benefit for life equivalent to the basic
monthly pension when:

He is in the service at the time of disability; or

He is separated from the service and has paid 36 monthly contributions within the last
five (5) years immediately preceding the disability or has paid a total of at least 180 monthly
contributions.

Permanent Partial Disability

A member who becomes permanently and partially disabled is eligible for permanent
partial disability benefits in the form of a cash payment when:

He is in the service at the time of disability; or

Is separated from the service and has paid 36 monthly contributions within the last five
(5) years immediately preceding the disability or has paid a total of at least 180 monthly
contributions.
 Temporary Total Disability

A member who suffers temporary disability for reasons not due to grave misconduct,
notorious negligence, habitual intoxication, or willful intention to kill himself or another, may be
entitled to benefits if:

He is in the service at the time of his disability and has exhausted his sick leave credits.

If separated, he has rendered at least three (3) years of service and has paid at least six (6)
monthly contributions in the twelve-month period immediately preceding his disability.

2.4 Medical Care

2.4.1 Philippine Health Insurance

a) A member has paid at least three (3) monthly contributions

during the six-month period prior to the month of availment. cEHITA

2.5 Other Benefits

2.5.1 One-Salary Grade Increase Upon Retirement (RA 4670)

2.5.2 Salary adjustment based on approved Equivalent Record Forms of Teachers

Appropriation provided annually in GAA (Circular Letter No. 84-4 dated May 30, 1984).

2.5.3 Step Increment Step increment shall be granted to all deserving officials and
employees based on merit and length of service. Appropriations provided annually in GAA. (Sec.
13 (c) of RA 6758, Joint CSC & DBM Cir. No. 1, s. 1990)

2.5.4 DECS Provident Fund DECS Provident Fund aims to provide DECS officials and
employees benefits and loans for emergency needs, for their education and that of their
children; for their hospitalization and that of their immediate dependents, and for other similar
purposes to be determined by the Board of Trustees.

2.5.5 DECS Shelter Program aims to provide affordable and decent housing to employees
through coordination with government housing and financing institutions and private
subdivision developers.

2.5.7 DECS encourages the organization of cooperatives among teachers to help them
augment their salaries.
 2.5.8 Automatic Upgrading of Positions for Eligible Public School Teachers through
Equivalent Records Form (ERFs) Scheme. Automatic position upgrading are granted to Teachers
I who have rendered 20 years or more with satisfactory teaching service without the need for
filing an application for ERF upgrading.

SECTION 3. Overtime Work Services

3.1 Working in the office in excess of eight (8) hours must be properly compensated.

VIII

EDUCATIONAL FACILITIES

CHAPTER 1

The School Site

SECTION 1. Requirements

1.1 Location/Environment. The ideal location may be a site that provides an environment
conducive to learning, as much as possible far from cockpits, malls, gambling dens, cinema
houses, beer and videoke joints, jails, industrial establishments, military quarters, public
markets, slaughterhouses, or garbage dumps.

1.2 Accessibility. A school site must be easily accessible to the greatest number of
pupils/students.

1.3 Topography. The contour of the land should be level and should have no irregular
boundaries.

1.4 Soil condition. An agricultural land with sandy loam soil is best for school sites, as the
topsoil is properly balanced to support vegetation and permit surface drainage without erosion.
The subsoil provides a proper base for economical and substantial foundation of the buildings
to be constructed on the site.

1.5 Size. The minimum size of the school site is as follows:

1.5.1 Elementary School

a) non-central school with one (1) or two (2) classes only and no Grade IV 0.5 hectare

b) central school with six (6) classes and non central school with three to four (3-4)
classes 1.0 hectare
 c) schools with seven to nine (7-9) classes 2.0 hectares

d) schools with ten to twelve (10-12) classes 3.0 hectares

e) schools with more than twelve (12) classes 4.0 hectares

In cases where there is difficulty in meeting the above standards, the following
alternatives may be allowed:

For Rural Areas

a) central school with six (6) classes and non central school with three to four (3-4)
classes 0.5 hectare

b) schools with seven to ten (7-10) classes 1.5 hectare

c) schools with more than ten (10) classes 2.0 hectares

For Urban Areas

a) central school with six (6) classes and non central school with six to ten (6-10) classes
0.5 hectare

b) schools with eleven to twenty (11-20) classes 0.75 hectare

c) schools with more than 20 classes 1.0 hectare

1.5.2 Secondary Schools

Urban

500 students or less 0.5 hectare

501 to 1,000 pupils 1.0 hectare

1,001 to 2,000 pupils 2.0 hectares

2,001 to 3,000 pupils 3.0 hectares

Rural

General/Vocational 4.0 hectares

 Agricultural 5.0 hectares

Fishery, add for projects 2.0 hectares fresh-water fishponds &

0 hectares brackish water fishponds

1.6 Miscellaneous Provisions

Due to the high cost and increasing price of real property of prime lots in both rural and
urban areas, contingency arrangements should be made to comply with the minimum
requirements for location and size of school site. CSaHDT

SECTION 2. Modes of Acquisition of School Sites

A school site may be acquired through any of the following methods:

2.1 Purchase. A school site may be acquired by direct purchase from the legal owner who
voluntarily sells it on an agreed price. The fund may be taken from Capital Outlays of the DECS,
from the funds of the Local School Board, or from appropriations set aside by the local
government unit. The purchase must be evidenced by a Deed of Sale duly executed, notarized
and registered with the Register of Deeds.

2.1.1 If a school site is purchased using the Capital Outlays of the DECS, the Deed of Sale
should be executed in favor of the Republic of the Philippines, Department of Education, Culture
and Sports. Authority to purchase should be sought from the President of the Philippines, except
when the funds are appropriated components of the school budget, in which case the DECS
grants the authority.

2.2 The procedure for the purchase of a school site is as follows:

2.2.1 Preparation of a resolution by an appraisal committee composed of the

Provincial/City Assessor as Chairman, and Provincial/City Auditor as member, stating the fair
market value of the lot sought to be acquired.

2.2.2 Passage of a resolution by the Local School Board of the Sangguniang

Panlalawigan/Panlungsod/Bayan, as the case may be, authorizing the purchase of the lot.

2.2.3 Consultation with the Provincial/City Fiscal as to the legality and validity of the
purchase.

2.2.4 Negotiation and perfecting the purchase.

 2.2.5 Certification of the Municipal Treasurer or DECS Accountant, as the case may be, as
to the availability of funds to be used for the purchase.

2.2.6 Execution of the Deed of Sale

2.2.7 Filing of an indemnity bond by the seller, if the land is not registered.

2.2.8 Registration with the Register of Deeds.

2.2.9 The expenses for the execution and registration of the sale is borne by the seller,
unless there is a stipulation to the contrary.

2.2.10 In case several parcels of land are covered by one (1) deed, each parcel should be
described separately and the technical description of each parcel should include the total area
and the assessed value.

2.2.11 In case of unregistered land, the indemnity bond shall be executed in accordance
with the proper forms. It should cover the assessed value of the land to be purchased, contain
the same description of the land as given in the Deed of Sale, and bear the signature of at least
two (2) witnesses.

2.3 Donation/Usufruct. Donation may either be simple, conditional, inter vivos or mortis
causa. A simple donation is one whereby a person disposes gratuitously of a piece of land in
favor of the municipality, city, province or the Republic of the Philippines. A conditional
donation is one which imposes a condition such as "that the land should be used only for
education." In such case, the property is reverted to the owner when its use as stipulated in the
donation is changed.

In both cases, the donation must be accepted during the lifetime of the donor, otherwise
it is considered perfected.

2.3.1 An inter vivos donation takes effect during the lifetime of the donor. When the
donation took effect only after the donor's death, it is referred to as mortis causa. Donations by
mortis causa should conform to the formalities required of a last will.

2.3.2 The donation of a piece of land, regardless of its value, is made through a public
document, the acceptance may be made in the same Deed of Donation or in a separate public
document.

2.3.3 The Department of Education, Culture and Sports, or as delegated, the DECS
Regional Director or the Schools Division Superintendent concerned, may accept the donation
for and in behalf of the Republic of the Philippines. When the donation is made in favor of a
province, city or municipality, the governor or mayor, as the case may be, may accept the
donation.

2.3.4 The procedure for acquiring a school site through donation is as follows:

a) Execution by the donor of a Deed of Donation in accordance with the legal form
containing relevant information as to whether the land to be donated is a conjugal or separate
property of the donor.

b) Acceptance of the donation by the donee represented, as the case may be, by the
Department of Education, Culture and Sports or his duly authorized representatives, or by the
local government executive who should be authorized by the relevant local council through a
formal resolution.

c) Acknowledgment in writing by the donor that he has been notified and has full
knowledge of the acceptance of the donation.

d) Issuance of the opinion of the provincial/city fiscal as to the validity of the Deed of
Donation.

e) Registration of the Deed of Donation with the Registry of Deeds in accordance with the
provisions of Act 3344.

2.4 Expropriation. Land desired for school purposes may be acquired by local
government units through condemnation or by expropriation proceedings.

2.4.1 Prerequisites. The following are the prerequisites for expropriation proceedings:

a) The Local Government Unit (LGU) shall first establish the suitability of the property to
be acquired for the use intended, then proceed to obtain from the proper authorities the
necessary local clearance and other requirements imposed under existing laws, rules and
regulations. cCaIET

b) Offer to buy and Contract of Sale. The offer to buy private property for school use or
purpose shall be in writing. It shall specify the property sought to be acquired, the reasons for
its acquisition, and the price offered. If the owner accepts the offer in its entirety, a contract of
sale shall be executed and payment forthwith made.

c) If the owners are willing to sell their property but at a price higher than offered to
them, the local chief executive shall call them to a conference for the purpose of reaching an
agreement on the selling price. The chairman of the appropriation or finance committee of the
Sanggunian, or his representative, shall participate in the conference. When an agreement is
reached by the parties, a contract of sale shall be drawn and executed.

d) Contract of Sale. The contract of sale should be supported by the following documents:

Resolution of the Sanggunian authorizing the local chief executive to enter into a contract
of sale. The resolution shall specify the terms and conditions to be embodied in the contract.

Ordinance appropriating the amount specified in the contract. Certification of the local
treasurer as to availability of funds together with a statement that such fund shall not be
disbursed or spent for any purpose other than to pay for the purpose of the property involved.

2.4.2 Expropriation Proceedings. If the LGU fails to acquire a private property for
educational purpose, through purchase, LGU may expropriate said property through a
resolution of the Sanggunian authorizing the chief executive to initiate expropriation
proceedings, such as:

a) The local chief executive shall cause the provincial, city or municipal attorney
concerned or, in his absence, the provincial or city prosecutor, to file expropriation proceedings
in the proper court in accordance with the Rules of Court and other pertinent laws.

b) The LGU may immediately take possession of the property upon filing of expropriation
proceedings and upon making a deposit with the proper court of at least fifteen percent (15%) of
the fair market value of the property based on the current tax declaration of the property to be
expropriated.

2.4.3 Payment. The amount to be paid for the expropriated property shall be determined
by the proper court, based on the fair market value at the time of the taking of the property.

2.5 Barter or Exchange. An existing school site may be exchanged for a new site for
justifiable reasons. The requirements for this arrangement are as follows:

a) A resolution by the Sangguniang Panlalawigan/Panlungsod/ Bayan authorizing the

exchange or barter.

b) A statement of agreement from the owner of the lot proposed for exchange which
should accompany the resolution.

c) Sketches of the school site and the site proposed to be exchanged showing their
respective locations, boundaries, improvements therein, if any.

d) Information as to how the lots were acquired.

 e) Deed of Exchange executed by both parties.

f) Written opinion of the Provincial/City Fiscal as to the legality and validity of the Deed of
Exchange.

g) Approval of the Department of Education, Culture and Sports.

h) Registration of the Deed of Exchange with the Register of Deeds.

2.6 Presidential Proclamation. Public land may be reserved for school purposes by
proclamation of the President of the Philippines. The requirements for acquiring a school site by
Presidential Proclamation are as follows:

2.6.1 A resolution by the Sangguniang Panlalawigan/ Panlungsod/Bayan requesting the

President of the Philippines to set aside the public land for the school, and authority for its
survey by the Bureau of Lands or by a duly licensed private surveyor.

2.6.2 A certification by the municipal/city/provincial treasurer, or by the DECS accountant

as to the availability of funds for the survey of the land.

2.6.3 A certification by the Schools Division Superintendent or the Vocational Schools

Superintendent or Administrator, in the case of vocational schools, as to suitability of the land
for school purposes.

2.6.4 A report showing the average attendance in the school during the previous school
year, the area of the land sought to be reserved, and a school site development plan.

2.6.5 The above mentioned documents should be forwarded to the President of the
Philippines through the DECS Regional Director and the Department of Education, Culture and
Sports for approval.

2.7 Gratuitous Conveyance. Real property belonging to the government, when needed for
school purposes, may be conveyed by way of gift, sale, lease, exchange or as follows:

2.7.1 In the case of real property belonging to the national government, the President of
the Philippines is the competent authority to execute the proper conveyance.

2.7.2 Concerning real property belonging to any province which is needed for school
purposes, the Sangguniang Panlalawigan may authorize by resolution the provincial governor to
execute the conveyance. Such conveyance may be without consideration if the board so
determines.
 2.7.3 Real property belonging to any city or municipality may be conveyed through a
resolution of the Sangguniang Panlungsod/Bayan for school purposes to the national or local
government, without any consideration if the Sanggunian so determines. cTEICD

SECTION 3. Perfection of Title

3.1 A voluntary deed, except a will purporting to convey a registered land, operates only
as a contract between the parties and does not take effect as a conveyance unless such deed is
registered with the Register of Deeds. Except in cases provided by law such as expropriation,
the owner's duplicate certificate of title shall be presented to the Register of Deeds together with
the deed conveying the title of the land.

3.2 No new certificate of title will be entered in pursuance of any voluntary deed unless
the owner's duplicate Certificate of Title shall be presented to the Register of Deeds together
with the deed conveying the title of the land. Cancellation of the old title and issuance of a new
one in favor of the entity to which the land was conveyed shall be the concern of the school
head.

3.3 If the land acquired is not registered under Republic Act 496, the deed should be
registered in accordance with Section 113 of P.D. No. 1529. Later, efforts should be exerted to
have said land titled under the Torrens system.

3.4 The outline of the general procedure in an ordinary registration case is as follows:

a) Survey of the land by the Bureau of Lands or a duly licensed surveyor;

b) Filing of application for registration by the applicant;

c) Setting of the date by the Court for initial hearing;

d) Transmittal of the application and the data of the initial hearing together with all the
documents or other evidences attached thereto by the Clerk of Court to the Land Registration
Commission;

e) Publication of notice of the filing of the application and date and place of hearing, once
in the Official Gazette and once in a newspaper of general circulation in the Philippines;

f) Service notice upon contiguous owners, occupants, and those known who have
interest in the property by the Sheriff;

g) Filing of answer or opposition to the application by any person whether named in the
notice or not;
 h) Hearing of the case by the Court;

i) Promulgation of judgement by the Court;

j) Issuance of decree by the court declaring the decision final and instructing the Land
Registration Commission to issue a decree of confirmation and registration;

k) Entry of the decree of registration in the Land Registration Commission;

l) Sending of a copy of the decree of registration to the corresponding Register of Deeds;

and

m) Transcription of the decree of registration in the registration book and the issuance of
the owner's duplicate original certificate of title of the applicant by the Register of Deeds, upon
payment of the prescribed fees.

3.5 Miscellaneous Instructions

3.5.1 A registered school site should not be reported as acquired until the certificate of
title has been obtained.

3.5.2 An unregistered school site should not be reported as acquired until authority to
purchase and pay for the same has been obtained from the President of the Philippines.

3.5.3 In the case of public land, it should be reported as acquired when it has been
reserved for school purposes by presidential proclamation or executive order.

SECTION 4. External Areas in the School

4.1 Agriculture area. The laboratory for agriculture, or what is traditionally known as the
school garden, should be located in an area based on a minimum standard of 40 square meters
of space per pupil, the total area to include individual and communal plots, foot paths between
plots, and spaces for a garden house and a plant nursery.

4.1.1 The school garden should be located in an area of the school site which has sandy
loam soil and is well drained. The area should be plowed, harrowed, leveled, and cleared of
weeds, rocks or stones, tree-stumps, etc. There should be an adequate water supply inside the
school garden. The school garden should be fenced off from the other areas in the school site,
for obvious reasons.

4.2 Playground area. The allocation of external space for playgrounds which are needed
for physical education activities may be determined on the basis of a minimum standard for six
(6) square meters of space per pupil. The playgrounds should be located in safe and sanitary
area of the school site. It should be plowed, harrowed, leveled, and cleared of broken glass, nails,
wires, stones, and other objects which may hurt the children while they are playing.

4.2.1 Proper drainage should be provided by making the ground slope slightly from the
center toward the sides or boundaries of the school site. The playground should be sodded with
low-creeping grass and furnished with standard playground facilities. There should be separate
areas for the younger and the older pupils.

4.3 Circulation area. The circulation areas consist of the main walk, the footpaths, and the
driveway which are intended to facilitate movement within the school site.

4.3.1 Proper drainage should be provided by slightly elevating walks, footpaths, and
driveways from the surrounding areas and, if necessary, providing shallow canals along their
sides. Walks, footpaths, and driveways should be surfaced with sand or gravel, or cemented, if
possible. They should be laid out at some distance from the sides of buildings to allow space for
flowerbeds and ornamental shrubbery around the buildings.

4.3.2 The main walk, which is the primary access from the front gate to the main
building, should be at least three (3) meters wide.

4.3.3 The footpaths, which are the secondary access between the different zones and
buildings within the school site, may be one (1) or two (2) meters wide. HCaDET

4.3.4 The standard driveway, which is intended to serve vehicular traffic inside the
school site, should be at least three (3) meters wide.

4.3.5 As a general rule, walks, footpaths, and driveways should be laid out in the most
direct manner; that is, they should follow the shortest distance to destinations.

4.4 School fence. A good strong fence should be built around a school site to secure the
school against stray animals and against squatters. If a permanent or semi-permanent fence
cannot be constructed around the whole site, trees like madre de cacao (kakawati), ipil-ipil and
the like may be planted on all sides of the site, except the front, to serve as a temporary fence.

The school fence, particularly the front side, should be so constructed as to contribute to
the beautification of the school site as well.

4.5 School gate. The main entrance on the front side of the school site should be provided
with a gate which is both functional and decorative. A functional gate is sturdy, in good working
condition, and can be locked effectively. It should be designed not only for visual effect but also
to insure safety. Pointed, sharp, or spiked tops, which could be dangerous to pupils, should be
avoided. The driveway should have its own gate.

4.6 Flagpole. The display of the Philippine national flag is a requirement for all schools.
The flagpole should occupy a prominent place in front of the main building in the assembly
area. As a general rule, the top of the pole should be higher than the building to give the national
flag due prominence. A flagpole should be designed and constructed in such a way that it is easy
to use, maintain, and repair as well as contribute to the effectiveness of the school's visual zone.

4.7 A signboard indicating the name and location of the school building should be
displayed prominently on the facade or front of the main building.

Example: Altavao Elementary School

Altavao, Aklan

Paaralang Elementarya ng Aguinaldo

Kawit, Cavite

Paaralang Sekundarya ng Rizal

Tanay, Rizal

4.7.1 The signboard should be of appropriate length and width to accommodate the name
and location of the school. The lettering, in simple, block or Roman style, should be big enough
to be easily readable from the street at a distance of ten (10) to twenty (20) meters from the
school.

4.7.2 Signboards for each of the buildings in the school site as home economics, shops,
etc., should be relatively smaller in scale.

CHAPTER 2

The School Buildings

SECTION 1. Types of School Buildings

School buildings must be adapted to the ecology of the community. The existing school
buildings and their corresponding dimensions are as follows:
 Gross Area Per
Place

Types of Buildings Dimensions Floor Per Pupil of a Class of

Area 40

Gabaldon Type 7x9 63 1.575

Army Type 6x7 42 1.05

Marcos Type 6x7 42 1.05

Magsaysay Type 7.5 x 6 43.8 1.095

Bagong Lipunan I 48 1.2

Bagong Lipunan II 6x8 48 1.2

Bagong Lipunan III 8x6 48 1.2

RP-US Bayanihan 7.35 x 6 47.7 1.192

ESF Building 48 1.2

Imelda Type 6x8 48 1.2

Pagcor Building 8x6 48 1.2

JICA-EFIP Building 6x8 56 1.4

JICA-TRSBP Building 8x7 52 1.35

Multi-Purpose 8 x 6.25 112 2.80

Workshop 48 1.2

DECS One-Room Building 7x8 56 1.4

FVR 2000 Sch. Bldg.

Readily Assembled

Multi-Optima Shelter

(Ramos) 7x8 56 1.4

Royal Building System 7x8 56 1.4

 EVG-3D Panel System 7x8 56 1.4

Federation of Filipino

Chinese Chamber of

Commerce and

Industry, Inc.

(FFCCCII) 7x8 56 1.4

Little Red School House 7x8 56 1.4

SECTION 2. Requirements

2.1 Safety. A school building must be stable and safe from typhoons, earthquakes, fire,
and secured against thieves, stray animals, and other intruders.

2.2 Sanitation. A school building must have adequate water supply, lighting, ventilation,
and liberal air circulation.

2.3 Adequacy. Every space should be utilized to the maximum to accommodate the
expected enrollment.

2.3.1 In a complete elementary school, there should be a building for Industrial

Arts/Home Economics classes with a minimum standard area of 2.5 square meters per place, or
approximately 100 square meters.

SECTION 3. Placement and Layout

3.1 A school building or buildings should be properly laid out on the school grounds to
achieve a most advantageous display.

3.2 The school building should be properly oriented with regard to air currents, natural
lights to minimize direct sunlight and to maximize the flow of breeze or air currents through the
rooms.

3.3 The recommended orientation of a school building in the Philippines is a northwest-

west to southeast-east axial direction, taking into consideration the direction of sunlight and the
direction of prevailing breezes.
 3.4 As a general rule, the different school buildings should be laid out according to
functional grouping. The distances between school buildings should be such that:

Ventilation is not obstructed.

Natural illumination is not impeded;

Sounds in one building do not carry into the next building

3.5 The main building facing the front gate should be at least ten (10) meters from said
gate.

3.6 The recommended minimum setback of a school from the street line is five (5) meters
to minimize intrusive sounds.

SECTION 4. Administrative and Instructional Spaces

4.1 Minimum Standard Size. The minimum requirement for administrative space is five
(5) square meters per person and an air space requirement of 12.00 cubic meters per person.

4.2 Allocation. The administrative space should include the following components:

School administrator's office

Working area for the office staff
Supply storeroom
Conference room
Teacher's room
Production room (mimeographing, graphics, etc.)
Toilet and bath

4.3 The different spaces or components of the administrative area should be laid out in
proper operational relationship with each other. Arrangement and placement of office furniture
and equipment such as tables, chairs, cabinets, shelves, typewriters, mimeographing machines,
bulletin boards, computer units etc. should be carefully and systematically planned to achieve
maximum efficiency. DTIaHE

4.4 Minimum standards recommended for elementary school:

Classroom (elementary) 1.40 sq.m. per place

School Shop 5.00 sq.m. per place

Administrative Office 2.40 sq.m. per place

(10% of the enrollment)

Library/LRC 2.10 sq.m. per place

School Library 28.00 sq.m. gross

Medical/Dental Clinic 28.00 sq.m. gross

Guidance Room above ground level, the

Corridor minimum clear width is 2.00 m.

Computer Room 1.4 sq. m. per place

Gymnasium/Auditorium 5.00 sq. m. per place

Speech Laboratory 1.4 sq. m. per place

4.5 Minimum standards recommended for secondary school:

Classroom (secondary) 1.40 sq.m. per place

Library 2.40 sq.m. per place

Science Laboratory 2.10 sq.m. per place

Secondary School Shops:

Practical Arts 5.00 sq. m. per place

Technology and Economics 7.00 sq.m. per place

Girls Trades/Homemaking 4.00 sq.m. per place

Wood Trades 2.50 sq.m. per place

Metal Trades 5.00 sq.m. per place

Mechanical Trades 6.50 sq.m. per place

Electrical Trades 2.50 sq.m. per place

Audio-Visual Room 2.50 sq. m. per place

 SECTION 5. Classroom Standards (D.O No. 19, s. 1994)

5.1 The minimum classroom size shall be seven (7) meters wide by eight (8) meters long,
which is considered adequate for a class of 56 pupils. Desks or chairs may be arranged in eight
(8) rows with seven (7) desks in each row.

5.2 The design requirements prescribed in the National Building Code of school buildings
are the following:

5.2.1 Window openings shall be at least ten percent (10%) of the floor area of the room,
provided that such opening shall not be less than one (1) square meter, except those in toilets
and baths which should be not less than one-twentieth of the floor area of such rooms, or not
less than 240 square millimeters.

The windows shall be located on both of the longer side of classrooms, provided with
glass, steel, or wood jalousies. The window openings shall be at least 1.5 meters high, and from
column to column in width. For classrooms with valuable equipment inside, the addition of iron
grills would be advisable. In any case, at least one (1) classroom for any school shall be fitted out
with iron grills for safety purposes and with door locks as well.

5.2.2 The ceiling height of rooms with natural ventilation shall be not less than 2.70
meters measured from the floor to the ceiling; ceiling height not less than 2.40 meters.

The ceiling shall be a dropped ceiling. The ceiling height of rooms with natural
ventilation shall not be less than 2.85 meters measured from the floor to the ceiling; rooms
provided with artificial ventilation shall have ceiling heights not less than 2.40 meters.

The floor construction shall be so framed and secured into the framework and
supporting walls so as to form an integral part of the whole building, and the type of floor
construction used shall provide means to keep the beam and girders from lateral buckling. The
floor of the classrooms shall be at least .075 meter thick concrete slab of integrally poured
cement, on a 2" gravel fill, preferably with dark red or dark green cement finish.

5.2.3 All roofs shall be framed and tied into the framework and supporting walls to form
an integral part of the whole building; dark stops, roof drains, flushing, etc., shall be provided.

The roof shall be of cathedral type, with a slope of not less than 1.5 over 3.5, of galvanized
iron gauge #26, and painted with dark green roof paint. The roof overhang shall not be less than
1.50 meters where exit doors are located, and not less than 1.20 meters along the rear of the
classroom. The roof construction shall be framed and tied into the framework and supporting
walls so as to form an integral part of the building. The roof frame shall preferably be at least 20
mm. thick steel frame, or alternatively 5 cm. x 12.5 cm. (2" x 5") thick wood frames.

5.2.4 The doors to the classrooms shall be at least two (2), located on opposite ends on the
same side of the classroom, or flush type swing out, and with a minimum opening of .90 meters
by 2.10 meters. The door shutters shall swing in the direction of exit travel and be capable of
opening at least 90 degrees, so that the clear width of the exit way is not less than 700
millimeters. No door shutter should exceed 1.20 m. in width.

At least two (2) exit doors are required where the number of room occupants is over 50
in the case of classrooms, conference rooms, exhibit rooms, gymnasium, school shops,
vocational institutions, laboratories, and auditorium; a door shall not be less than 2.10 meters
high and 900 millimeters wide.

5.2.5 Every corridor shall not be less than 1.10 meters wide and should be unobstructed.

5.2.6 Stairways serving an occupant load of 50 or less must be 1.10 meters wide; those
serving more than 50 shall not be less than 1.50 meters. The rise of every step shall not exceed
200 millimeters and the tread shall not be less than 250 millimeters. Handrails should be
provided on each side of every stairways having more than four steps.

5.2.7 The exterior walls shall be of .15 meter (6") wide concrete hollow blocks, with 12 mm.
(1/2") reinforcing bars with .60 meter spacing. The finish may be either tooled finish or plastered
finish. The interior wall partitions shall be of at least 10 cm. (4") concrete hollow blocks with
reinforcing bars.

5.2.8 The columns shall be at least .06 sq. meters (96 sq. inches) reinforced concrete,
preferably .20 meters x .30 meters with four (4) 16 mm. vertical bars and 10 mm. lateral ties with
-0.15 outside centers. AcHSEa

SECTION 6. Sanitary Facilities

6.1 Provisions should be given for toilets, safe drinking, washing and cleaning as well as
the abundant water supply and waste disposal systems.

6.2 There should be one (1) urinal, one (1) lavatory, one (1) toilet seat per classroom for
elementary and secondary schools.

6.3 There should be one (1) male and one (1) female facility per classroom for elementary
and secondary schools.

SECTION 7. Priorities in the Acquisition of New School Buildings (D.O. No. 19, s. 1994)
 7.1 Construction of new school buildings shall be based on the following priorities:

a) Elementary school buildings in barangays without elementary public schools;

b) Secondary school buildings in municipalities without secondary schools;

c) Incomplete schools;

d) Replacement of school buildings destroyed by natural calamities and fortuitous

events;

e) Replacement of old and dilapidated school buildings which have been condemned;

f) New school buildings to accommodate the increase in school population or to

decongest existing ones;

g) Replacement of makeshift and temporary school buildings;

h) New school buildings to accommodate classes currently housed in rented buildings;

i) School buildings in fast growing areas such as resettlement sites; and

j) School buildings in areas which serve the need of cultural communities and
indigenous people.

SECTION 8. Construction of School Buildings

8.1 Requirements. Before actual work on the construction of a schoolbuilding is

authorized and commenced, the following conditions must be met:

8.1.1 The school site on which the building is to be erected is titled and registered in the
name of DECS. (D.O. No. 6, s. 1989)

8.1.2 In case the property is registered in the name of a municipality/city. DECS should
acquire a perpetual right of use through a gratuitous (without consideration) Contract of Lease
with the municipality or Memorandum of Agreement defining in clear terms the conditions
relative to its use, the control and supervision of the school site, particularly the ownership of
the building or facility so constructed.

8.1.3 The contract of lease must be registered with the Registry of Deeds and duly
annotated as a memorandum on the certificate of title.
 8.1.4 If the proposed school site is presently used for school purposes without any
adverse party-claimant, appropriate steps to ascertain the probable basis of DECS' title should
first be taken before any construction is undertaken. The results of the verification together with
the complete records regarding the site should be forwarded to the Office of the Undersecretary
for Legal Affairs or to whoever is assigned to take charge, for appropriate legal attention and
action.

8.1.5 If the proposed site is privately owned, the appropriate documentation attesting to
any inchoate right of DECS on the proposed site should be firmly established, and until the
transfer documents are available, no construction shall be initiated unless clearance is first
secured from the Office of the Undersecretary for Legal Affairs. For this purpose, the pertinent
transfer documents, if any, including proofs of ownership should be forwarded together with
the request for clearance. Any transfer document should at least bear proof of registration with
the Register of Deeds of the province or city where the land is located, and appropriate
memorandum thereof is annotated on the back of the certificate of title.

8.1.6 In case the proposed site has been acquired by DECS through sale but the transfer
title in favor of DECS has not been issued, the Deed of Absolute Sale, evidencing the sale should
be registered with the Registry of Deeds of the province or city where the land is located, and
appropriate memorandum thereof is annotated on the back of the certificate of title. If the
reason for non-transfer is due to lack of the subdivision plan segregating the conveyed area
from the main portion of the property, steps to have a subdivision-survey should be taken.
Expenses for this purpose are authorized to be disbursed from the funds of the region.

8.1.7 As regards transfer by reason of a Deed of Donation, this must be duly accepted
either on the donation paper or in a separate document by the Department Secretary or his
representative, provided the same does not impose any onerous condition or burden on the
Department, and must be duly registered with the Registry of Deeds and the appropriate
memorandum, thereof is annotated on the back of the certificate of title.

8.1.8 The plans and specifications for the building to be constructed, as well as the
program of work, have been duly approved by the Secretary of Education, Culture and Sports
and the Secretary of Public Works and Highways, copies of which have been furnished the
principal or school administrator.

8.1.9 The method of construction (whether by contract, negotiated contract, or local

administration) has been decided and approved by proper authorities.

8.1.10 The location plan for the building to be constructed, which should be in accordance
with the approved school site development plan, has been approved by the schools division
superintendent.

8.1.11 The funds for the construction of the building has been appropriated and certified
available.

8.1.12 The site has been officially assigned as a public plaza. DSHcTC

SECTION 9. Methods of Construction

The construction of school buildings is undertaken according to any of the following

methods:

9.1 By contract. The construction of school buildings allocated by the national

government is usually undertaken by contract and executed under the supervision of the
district engineer. A public bidding is usually conducted by a committee of three (3) members
including its chairman (district DPWH engineer). The winning bidder submits his performance
bond and signs the contract. The contract is submitted for approval by higher authorities.

9.2 By negotiated contract. Upon proper justification, the construction of a school

building may be undertaken by negotiated contract. A negotiated contract does not require
public bidding. However, it has to be approved first by the Office of the President of the
Philippines.

9.2.1 Construction made through negotiated contract or by local administration is an

exceptional activity in cases where time is the essence, where there is lack of qualified bidders
or contractors, or where there is a conclusive evidence that greater economy and efficiency
could be achieved through this arrangement. This, however, should be in accordance with
provisions of laws and acts on the matter, subject to the approval of the Secretary, Public Works
and Highways if the project cost is less than P1 million and of the President of the Philippines
upon recommendation of the Secretary if project cost is P1 million or more (P.D. 1594).

9.2.2 A small construction project may be carried out by local administration, either by
the district supervisor/principal/or the municipal mayor, through the " pakyaw" system.

The wages to be paid under the "pakyaw" system should be made through payrolls or
vouchers which should be pre-audited before payments are made.

9.2.3 The duration or period of construction should be specified in a contract between the
school and the hired workers to avoid unnecessary delay in the delivery of the building
materials needed.
 9.2.4 At any stage in the construction of a schoolbuilding where unauthorized alterations
and deviations in the approved standard plans and specifications are noticed, the school
principal should notify the city/district engineer and the schools division superintendent about
such alterations and deviations and recommend temporary suspension of work until such
alterations and deviations are corrected.

9.3 Construction by Other Government Agencies. Construction by Local Government

Units (provincial, city and municipal) using pork barrel allocations from Congressmen,
Senators, or certain NGOs may be done provided that the foregoing guidelines are followed.

SECTION 10. Repair

10.1 Repair involves remedial work done on any damaged or deteriorated portion or
portions of a building to restore its original condition. Prompt attention on repair jobs will cut
down maintenance cost. (D.O. No. 47, s. 1999)

10.2 Minor repairs involving not more than P500,000 may be undertaken by the school
head through the school administration, utilizing the Industrial Arts classes teachers and/or
community labor. Upon the completion of the repair work, the school head should submit to the
district/city engineer a project accomplishment and expenditure report with pictures.

10.3 A school building which has been blown down by a typhoon or destroyed by an
earthquake or flood may be rehabilitated if the estimated cost of rehabilitation is considered
economically practical by the Department of Public Works and Highways.

10.4 Renovation is applied to old school buildings which have weathered the years, and
remained sturdy, but need some facelifting to restore their original condition.

10.5 Old Spanish school buildings of historical heritage should be repaired/maintained.

Old posts, floors, etc. may be replaced, keeping them close to their original architectural design.

SECTION 11. Turnover and Acceptance of School Buildings and Other Properties

11.1 All completed projects implemented by the DPWH funded out of the DECS School
Building Program shall be accepted in accordance with the scope of work as appearing in the
approved contract and acceptance guidelines.

11.2 The School Head/Principal shall seek the concurrence of concerned DECS officials
upon project completion prior to acceptance.

11.3 All building construction projects undertaken through local initiatives/foreign

assistance should be properly documented/booked up and be part of the school Property
Inventory Record. (D.O. No. 58, s. 1997)

11.4 In cases where the construction of the building has been stopped or suspended for
lack of funds, the schools division superintendent, with proper authority from the Regional
Office, may accept the building provided that, after a careful examination, it is found to have
been constructed in accordance with the plans and specifications and that the cost data have
been checked and found correct.

11.5 In case plans and specifications have been altered without informing the proper
authorities, the schools division superintendent or his authorized representative should not
sign the certificate of completion and the certificate of acceptance.

SECTION 12. Insurance of School Buildings

12.1 All government school buildings which are permanent in structure shall be insured
with the General Insurance Fund, under the administration of the Government Service
Insurance System, against fires, floods, typhoons, and other natural calamities at a package rate
of one percent (1%) of their appraised values (D.O. No. 76, s. 1994)

12.2 The Physical Facilities coordinator shall take charge of making the necessary
arrangements for the insurance coverage of all government buildings. The General Insurance
Fund should be furnished with a report on all insurable school buildings, containing the
following data for each building:

Location of building (name of Number of rooms

school, sitio/barrio, municipality, Total floor area

province or city) Date and cost of

Kind of building (academic, construction

home economics, shop, office, etc.) Latest appraised value for building

Type of construction (concrete, Other pertinent data

semi-concrete, steel, wooden, etc.)

Size of building and number of

storeys
 12.3 In order that claims for damages or losses to school properties could be maximized,
school heads shall submit all necessary documents to GSIS-PRF, giving attention to the
provision of 90-day period (from day of occurrence of loss or damage) for the NOTICE OF
CLAIM to be received at the GSIS Headquarters (D.O. No. 58, s. 1997). SAaTHc

12.4 All schools shall submit a duly accomplished Property Inventory Form to the GSIS
(D.O. No. 76, s. 1994).

SECTION 13. Maintenance of School Buildings (D.O. No. 103 s. 1992)

13.1 A school building is the most important component among the physical facilities of
the school. Accordingly, it should be given priority attention in a school's physical facilities
maintenance program.

13.1.1 The following parts of the schoolbuilding should be inspected regularly before and
after a typhoon and necessary repair and replacement should be made:

Roofs, for loose nails in caps on roof sheet, side lapse, ridge rolls, etc.

Ceiling, for plywood warps and loose nails, etc.

Windows, for loose jalousie clips and jamb joints.

Doors, for broken door lock and hinges

Wall and partition, for water seepage

Flooring and floor framing, for deteriorating joist, broken floors, crack in concrete slabs,
etc.

Porch and corridors, for holes, cracks in concrete slabs

Stairways, for rusty and slippery portions

Kitchen/Toilets for clogged plumbing fixtures and septic tanks

Electrical installation or electrical wirings.

13.1.2 Other Maintenance Jobs. a) Wooden components of the building should be

regularly inspected for the presence of termites and wood-boring insects. b) Deteriorated ones
and less damaged parts should be treated with chemicals, c) Hard wood in door and window
jambs should be used. d) Buildings should be painted at least once a year. e) The inside part of
overhead water tank should be clean and water content replaced regularly. f) Full septic tank
should be dredged, as necessary, g) Proper care should be taken of all electrical appliances and
equipment on the basis of the Manual of Instruction (D.O. No. 103, s. 1992).

SECTION 14. Naming and Renaming of Schools and Buildings

14.1 Public elementary and secondary schools may be named after their location or the
donor of the school if apart from donating the lot the donor has also reached a level of public
achievement and recognition. Naming of school after a living person is prohibited by Republic
Act No. 1059, except when there is a special provision to name it so, as when so provided in the
deed of donation.

14.2 Sec. 99(d) of R.A. 7160 otherwise known as the Local Government Code, provides
that the Local Sanggunian has the power to change the name of the school through an
ordinance and upon the recommendation of the School Board. Approval of the Secretary of
Education is no longer necessary.

14.3 In consideration of the contents of DECS Order No. 108, s. 1991 "Discouraging the
Indiscriminate Renaming of Public Schools and Colleges": a rationale for said change of name
stating public achievement and recognition of the individual apart from donating a school site
should be submitted. No name of royalty or nobility or titles connotating social status, e.g. Don,
Do a, Datu, etc. should be affixed to the name of a school. A documentary proof of donation if
school site/campus was donated by honoree should likewise be submitted.

SECTION 15. Miscellaneous Guidelines

15.1 Non-school activities. The use of public school buildings and grounds for other
public or semi-public purposes other than the conduct of school activities must be sanctioned
by the schools division superintendent or his authorized representative.

15.2 Civil Service Commission and PRC Board Examinations. The schools division
superintendent shall permit the use of public school buildings for the holding of Civil Service
Board Examinations, and Professional Regulation Commission Board Examinations, and
arrange for the use of suitable rooms, furnishings and lights.

15.3 Literacy Classes. The use, free of charge, of public school buildings for the
instruction of illiterates or non-formal education/skills training courses is authorized by law.

15.4 Polling place. The use of school buildings for the meetings of election inspectors and
as polling places for local and national elections shall be authorized by the schools division
superintendent.
 15.5 Political meetings. The use of public school buildings or school grounds for political
mass meetings or for other politics-related activities is prohibited.

15.6 Religious Services. The use of school buildings and/or grounds for the holding of
religious services for the benefit of pupils/students on Saturdays and Sundays/holidays may be
allowed; provided, however, that a formal request is submitted to the schools division
superintendent who may approve it with specific conditions. The same privilege and conditions
may be extended to civic organizations and non-government agencies when proposed activities
therein are supportive of the educational programs and projects (Opinion #92/Circular No. 8, s.
1950 p. 6).

15.7 Non-student sectarian groups use. School authorities may, in the exercise of their
discretion, allow non-student sectarian groups to make use of the public school buildings and
facilities for civic and educational affairs/activities.

15.8 Community Use. The use of the school buildings, grounds and facilities in
community-school programs may be allowed. Out-of-school agencies, including the barangays,
may be allowed to use school buildings, grounds and facilities for civic and educational
purposes. Provided, however, that advance request in writing shall be submitted to school
authorities who may approve such request with reasonable conditions. In cases of natural
calamities and emergency situations, schools may serve as temporary evacuation centers.

15.9 Illegal Use. The utilization of school property or facilities is, and should always be,
under the strict authority of the school administrator. Any illegal act or activity resulting from or
related to, the utilization of the school property or facilities, shall be taken as the accountability
per se of the school head. IcDESA

15.10 Squatters. As a national policy no squatters shall be allowed on the school site. In
case where there are squatters within the school site, the following may be undertaken:

a. Conduct a dialogue with the squatters in the presence of the PTA/PTCA and barangay
officials.

b. If the dialogue fails, the DECS shall refer the matter to the Government's Legal
Officer/Prosecutor re: appropriate action against the squatters.

CHAPTER 3

Equipment and Furniture

 Equipment includes tools, utensils, apparatus, teaching aids and materials, furnishings,
instruments, machines and similar properties needed for the successful implementation of
curricular, co-curricular and administrative functions and processes. Furniture refers to the
material fixtures and furnishings that make up the physical environment for learning.

School equipment and furniture should be planned in relation to the instructional

program. The plan shall be flexible to anticipate educational as well as social and technological
changes and innovations.

SECTION 1. School Equipment

1.1 The basic kinds of school equipment commonly used or needed in the public schools
may be categorized as follows:

A. Office and Services B. Instructional Tools and Devices

Office equipment Science apparatuses

Health equipment Playground equipment

Medical equipment Shop/industrial Arts tools

Dental equipment Home Economics utensils

Clinic equipment Garden tools

SECTION 2. School Furniture

School furniture include desks, chairs, benches, stools, tables, cabinets, shelves, chalk
and bulletin boards, stands, racks and similar items required in instructional spaces.

2.1 School Seats. Good seating is necessary for comfort and good posture and is crucial to
the proper physical development of the child.

2.1.1 Seat Dimensions

a) Seat height is equal, more or less, to the lower leg height;

b) Seat depth should be 50 mm. short of the upper leg measurement;

c) Seat width should be reasonably wider than hip width;

 d) Backrest height should be as high as the last number vertebra;

e) Seat inclination may be from three (3) to five (5) degrees; and

f) Backrest to seat angle may be from 95 to 115 degrees.

2.2 School tables, such as pupil's table, teacher's table, library table, demonstration table,
dining table, are designed, according to their use or function.

2.2.1 Table height is determined in relation to the following requirements:

a) There should be sufficient clearance between the underside of the tabletop and the
seat of the chair to allow comfortable space for the thighs of the seated person;

b) The tabletop should be level with the elbows of the seated person; and

c) For part-body measurements, elbow height, thigh and eye height should be used.

SECTION 3. Regular Classroom Facilities

3.1 Standard Facilities. The minimum furniture and equipment requirements for a
regular classroom in-the elementary grades for a class of 40 pupils are (MECS Memorandum
No. 315, s. 1982):

a. Furniture

Tables with chairs, 6-seater, Water pail

wood/metal, for Grades I-II Divan (with storage space

Tablet chairs, wood/metal, for for cleaning materials)

Grades IV-VI Trash can

Teacher's desk, with chair Bulletin board, with rollers

Teacher's table Stand table/Demonstration

Chalkboard, framed, wall type, table

with chalk ledge Filing cabinet

Teacher's cabinet Storage cabinet

 Handwashing facility, with

receptable

b. Equipment

DECS form rack Microscope

Utility box, with caster Planetarium

Chart stand, with caster Globe (map), 10" diameter

Laboratory science Map, Republic of the

Equipment kit Philippines

Lens, hand (magnifying) World map

Printing outfit

SECTION 4. Classroom Structuring

The regular elementary grade classroom may be ideally structured in the following
manner:

4.1 At the entrance to the room, a signboard is posted, showing the following
identification:

(Grade and section occupying the room)

(Name of teacher handling the class)

4.2 A framed copy of the class program is displayed on the door at adult eye-level.
cDACST

4.3 At the front wall (that is, the wall-facing the class), the classroom chalkboards,
properly framed and provided with chalkledge and curtains, are installed at a height which is in
accordance with the maximum comfortable reach of the children to the top of the board. (The
proper height of the chalkboard from the floor to its top-edge is determined by multiplying the
mean standing height of the class by the constant 1.2)
 SECTION 5. Audio Visual Room

5.1 The following guidelines should be observed in structuring the audio visual room:

5.1.1 The projection screen should be placed so that its bottom edge is approximately at
the eye-level of the seated pupils/students to provide the best vision.

5.1.2 The seat should be arranged within the recommended viewing area, which is a 60-
degree angle from the center of the screen.

5.1.3 The distance of the front seats from the screen should not be less than twice the
width of the screen; that of the last or back row of seats should not exceed a maximum distance
equivalent to six (6) times the width of the screen.

5.1.5 The projector should be placed at such a level that it will project over the heads of
the pupils.

5.1.6 The speaker should be placed near the screen at ear-level of the seated pupils and
directed at the center of the class.

SECTION 6. Home Economics Facilities

6.1 As the laboratory for Home Economics classes, the Home Economics building is
designed as a self-contained Filipino home. It shall consist of the following sections or
components:

a) Front porch leading to the entry door;

b) Sala or living room, furnished with standard sala set, curtains, drapes, appropriate
decors, etc.;

c) Bedroom, furnished with standard bedroom furniture, beddings, curtains, lamps, etc.;

d) Dining room, furnished with standard dining room furniture set, cabinet, etc.;

e) At least two (2) or three (3) kitchen units with stove, sink, working table(s), shelves,
cabinets, etc.;

f) Toilet and bath, provided with standard fixtures and furnishings;

g) Storeroom/pantry, provided with shelves, cabinets, etc.;

 h) Classroom area, provided with standard classroom facilities and demonstration
mirror; and

i) Back porch, serving as exit from the kitchen.

6.2 The minimum furniture and equipment requirements for a Home Economics class in
the elementary grades are found in M.M. No. 315, s. 1982.

SECTION 7. Industrial Arts Facilities

7.1 As the laboratory for Industrial Arts classes, the Industrial Arts building is designed as
a self-contained shop. It should contain the following:

a) A classroom area with standard classroom facilities;

b) A work area with work benches, stools, fixtures, etc.;

c) A tool room with cabinets, shelves, racks, etc. for systematic safekeeping of shop tools;

d) A storeroom for supplies, materials, finished projects, etc.;

e) A display area for exhibiting selected finished projects, announcements, etc.;

f) A toilet and bath with standard fixtures and facilities, including lavatory; and

g) An office for the shop teacher.

7.2 Minimum and maximum equipment requirements for Industrial Arts classes as
specified in M.M. No. 315, s. 1982 and D.M. No. 179, s. 1992:

Anvil 100 lbs Level plumb

Bits, Auger, sets Plane, Pliers, side cutting

Carving tools Rule, push-pull zig-zag

Chisel, cold wood Saw: coping, back, cross-cut, rip, set

Clamp Bar & "C", 4" Square, Try, 6" Metre 6"
 Drill, Hand, Speed Snip Tin, Straight Blade

File mill, flat, half round saw, Vise, woodworking, rapid

triangular acting, 7' Jaw

Gauge marking Vise, Mechanic 4" jaw

Grinder, hand Wrench, adjustable, pipe,

Hammer, Claws and ball pein Wrenching bar, Goose neck

Hatchet

7.3 A modified design of the Industrial Arts building is the multipurpose building, a
combination of the Home Economics and the shop building which can be converted into
classrooms, an assembly or social hall, a play area or a dormitory for a big school delegation or
any other allied purpose. It is provided with toilets, storage area, an area for agricultural
demonstrations, etc.

SECTION 8. School Garden Facilities

8.1 The school garden should be provided with a garden house and an adequate water
supply.

8.1.1 The garden house should be designed to include the following components:

a) A classroom area with standard classroom facilities;

b) A tool room with cabinets, shelves, racks, etc., for the safekeeping of garden tools;

c) A storeroom for supplies, materials, seeds, products, etc.;

d) A display area for exhibits, announcements, etc.;

e) A toilet and bath with standard fixtures and facilities, including lavatory;

f) An office for garden teacher; and

g) Plant nursery with seed boxes, pots, cans, etc. CSHEca

 8.2 Tools and Equipment (D.M. No. 304, s. 1998)

8.2.1 Garden Site and Soil Preparation

1. Bolo 3 pcs.

2. Scythe 15 pcs.

3. Sickle 5 pcs.

4. Cross Cut Saw 3 pcs.

5. Plier 3 pcs.

6. Hammer 3 pcs.

7. Hedge Shear 3 pcs.

8. Abrasive Hone (Carborundum) 3 pcs.

9. Meter Tape 3 pcs.

10. Rake 5 pcs.

11. Crowbar 5 pcs.

12. Pick mattock 15 pcs.

13. Grub Hoe (Asarol-Crocodile Brand) 15 pcs.

8.2.2 Tools/Equipment for Plant Cultivation, Protection and Application of Fertilizer

1. Wheelbarrow 3 pcs.

2. Shovel 5 pcs.

3. Spade 5 pcs.

4. Hand Trowel 15 pcs.

5. Knapsack Sprayer (Stainless) 1 pc.

6. Pail 15 pcs.

7. Shoulder Saddled Sprinkler 10 pcs.

 8. Light garden Hoe 15 pcs.

9. Portable Weighing Scale 1 pc.

10. Pruning Knife 5 pcs.

8.3 Recommended Utilization Ratio

1. Rural schools with an area of One (1) set per 100 students 6,000 sq.m. and above.

2. Urban schools with inadequate One (1) set per 300 to 500 students garden space.

SECTION 9. Library Facilities (D.O. No. 6, s. 1998)

Every elementary/secondary school should have a Functional Learning Resource

Center/school library, primarily for the use of pupils/students and teachers, and possibly by the
community. It should be situated in a quiet and pleasant surrounding and should be accessible
to primary and intermediate classes which are expected to make greater use of it. It must be
manned by a teacher trained in modern school library methods.

9.1 There are five (5) components of a Functional Library.

9.1.1 Physical facilities consisting of building or room properly constructed for a school
library. It should be well-lighted, ventilated free from noise, centrally located and accessible. It
should be a modified open-shelf system, and which can accommodate at least fifty (50) pupils
for library lessons once a week. The total number of books required is recommended at a
minimum of five (5) books per pupil/student.

a) Physical set-up: room area for an enrollment of 500 72 sq. m. and an additional 1.2 sq.
m. per place for 8% of enrollment in excess of 500.

b) The space requirement for an elementary school library may be determined on the
basis of a minimum standard of 2.40 square meters per place. The school library should contain
books and other reading materials.

c) An adequate number of sets of supplementary readers in Filipino and English for each
grade, and in the vernacular for Grade II and above, if available, including readers in English
and Filipino which may be utilized for remediation, reinforcement, or enrichment of skills
development using the basic textbooks.

d) An adequate number of general reference books, including:

 standard elementary/secondary dictionary

collegiate dictionary

Merriam series or its equivalent for the entire school

standard Atlas, children's encyclopedia or encyclopedia

Almanac, Globe, Maps

and, for the secondary schools:

Book of Knowledge

Thesaurus

Philippine Yearbook, Book of Facts

Handbooks, Manuals, Literary Classics

Book of Etiquette, World Record and Fiction Books

e) For teachers' references, adequate subscriptions for professional magazines or

journals, and professional books of recent edition in the different areas.

all current news periodicals

magazines in Filipino and in the vernacular

magazines from abroad

f) Information Technology like computers, etc.

g) The library shelves should be scaled in height and depth to the children's part-body
measurements. Total height of shelves should not exceed 5-1/2 feet in elementary school
libraries; in the primary grades classroom library, the shelves should not be more than three (3)
to four (4) feet high. The usual dimensions of a shelf itself are 7/8 inch thick, eight (8) inches
deep, and three (3) feet long; however, some shelves 10 to 12 inches wide are needed for large
illustrated books.

h) Shelves may be built-in or free standing. They should be designed so as to prevent

tipping. They should be adjustable. Bottom shelf may be tilted back to allow easier location of
book titles. DIECTc
 9.1.2 The basic equipment requirements for an elementary/secondary school library are:
library tables, library chairs, bookshelves, bookcases, newspaper racks, magazine racks,
librarian's table and chair. It should also be furnished with the following special equipment:
librarian's charging desk, card catalog cabinets, large cabinets for charts, diagrams,
photographs, and pictures, storage cabinets for rolled maps, curriculum files and picture files.

9.2 The Teacher-School Librarian enrollment ratio shall be 500 or less-one (1) teacher-
librarian, 501 to 1,000 one full-time librarian and one (1) part time teacher-librarian, 1,001 to
2,000 one full-time librarian and one (1) part time teacher-librarian, 2,000 and above additional
one (1) full-time librarian for every 1,000 additional enrollees.

9.2.1 Every complete elementary and secondary school must have teacher-librarians and
school librarians, the number of which depends on the enrollment.

9.2.2 A teacher-librarian shall have one (1) teaching load: library orientation and literature
appreciation for pupils from Kinder to Grade IV, library lessons for Grades V VI, and how to do
research for High School.

9.3 Library Programs and Services: Library orientation should be conducted during
opening of classes both for elementary and secondary levels. Library lessons should be
conducted once or twice a month and appropriate activities undertaken in observance of Book
Week and Information Week.

9.4 Library Collection: General References include Encyclopedia, Dictionary, Atlas,

Almanac, Handbooks, Globe, and Map. General collection for different subject areas includes
references for basic learning areas, additional books and materials like periodicals magazines,
journals, and pamphlets for enrichment, recreational purpose and values education.
Supplementary materials other than textbooks and teacher's manual such as multimedia
materials are also included.

9.5 The librarian's tools are Dewey Decimal Classification (DDC), Anglo-American
Cataloging Rules (AACR II), Sear List of Subject Headings and others. Teachers may recommend
instructional materials for the library.

9.6 Sources of library funds: The library fund is 5 10% of the school fund (based
proportionately) as released by the Division Office. Donations may come from parents, civic
organizations, alumni, other members of the community and friends of the library. (D.O. No. 6,
s. 1998)

9.7 Classroom Library. The classroom library, as an extension of the school library,
should supplement and stimulate further use of the latter, but never to replace it. The number of
books in the classroom library collection may be a minimum of 50 books and a maximum of
100 books, to be replenished from the school library from time to time. It should include a
collection of picture, books, magazines, newspapers, and picture files in keeping with the needs
of the class.

9.8 Teachers' Professional Library. A teacher's Professional Library may be set up as a

part of the school library with a space of its own. The main bulk of the library collection should
be funded by the school and further enriched through donations from among the teachers
themselves on a cooperative basis, as well as from outside sources.

SECTION 10. Playground Facilities

10.1 Playground areas should be considered together with classrooms as one (1) learning
environment for educational growth. They should be developed and planned extensively not
only for the sole purpose of an improved physical education program but also for the use of
pupils and teachers in other educational activities.

Recommended facilities and equipment are:

10.1.1 Space components. Playground areas should include any or all of the following
space components:

Open grass areas for group games and other group activities;

Paved areas for court games, circle games, hopscotch, dancing and other games as well
as simple activities requiring marching;

Equipment areas where the different types of playground apparatus are provided for
developing or improving muscular coordination; and

An oval track.

10.1.2 Playground Facilities

volleyball court basketball court

softball diamond gymnastics floor area

baseball diamond football field

jumping pit swimming pool

a standard track oval sepak takraw

with a distance of

400 meters or less

10.1.3 Basic Equipment for Sports and Games Skills Development and Maintenance

rings chinning bar

sack baseball bar

coco stilts shot put

bamboo stilts table tennis set

baton javelin

arnis soccer football set

clapper parallel bar

sipa ball gymnastics mats

volleyball set lawn tennis set

basketball set vaulting box

discus vaulting pole

softball set

10.1.4 Basic Equipment for Locomotor Skills

Drawing stick (wand) Jigsaw puzzle

Rattan hoop Chess set

Bean bag Tape recorder set

Bench and set of tapes of

Rope music of different

 Whistles time signature

Colored chalk Scrabble set

Tape measure Balance beam

Hurdle Sungkaan

Dama set Chinese checker set

Stop watch

Horizontal ladder

10.1.5 Playground Equipment. The equipment area should be provided with the following
playground apparatuses, among others:

Slides (8 ft. high) Climbing structures

Swings (10 ft. frame) Horizontal ladder (7 ft.

Seesaws (20 inch high)

fulcrum) Others

Chinning bars

SECTION 11. Athletic Equipment

11.1 The following athletic equipment and supplies are recommended as basic
requirements for the school athletic program:

Baseball set (consisting of balls, bats, catcher's mitt, catcher's mask, catcher's body
protector, basement's mitts, fielders' gloves, base plates, etc.)

Softball set (consisting of balls, bats, mitts, masks, protectors, base plates, etc.)

Basketball set (consisting of balls, goal rings with nets, etc.)

Volleyball set (consisting of balls, nets, etc.)

Soccer football set (consisting of balls, nets, etc.)

 Table tennis set (consisting of table, net, balls, rackets, etc.)

Lawn tennis set (consisting of balls, rackets, net, etc.)

Javelin (for boys and girls)

Discus (for boys and girls)

Shot put (for boys and girls)

Vaulting pole

Sipa balls

Hurdles (10 units per lane)

Stop watches

Tape measure

Spiked shoes

11.2 Space Requirements. For athletic field requirements, the allocations for external
space should allow adequate provision for the laying out of the following basic components,
among others:

A standard oval tract with a distance of 400 meters

A baseball diamond with sides measuring 27.4 meters (90 feet) long

A softball diamond with sides measuring 90-120 meters (100-130 yards) long and 45-90
meters (50-100 yards) wide

A soccer football field measuring 90-120 meters (100-130 yards) long and 45-90 meters
(50-100 yards) wide

A basketball court which should be a flat, hard (not grass) surface measuring 26 x 14
meters (85 x 46 feet)

A volleyball court measuring 18 meters long and 9 meters wide (60 x 30 feet)

A lawn tennis court measuring 23.77 meters long and 8.23 meters wide (73 x 27 feet),
which is the standard for singles, for doubles a wider court is used, 10.97 meters (36 feet) wide
 Perimeter space should also be provided for the construction of a grandstand and
bleachers

SECTION 12. School Health Clinic

The school health clinic should be furnished with the following basic facilities:

Bed/cot (preferably the Eye-testing apparatus

reclining type) Mirror

Weighing scale Sink or lavatory

Apparatus for measuring height First aid equipment and

Thermometer supplies

Medical supplies Standard office equipment

Cabinet (tables, chairs, stool, trash

can, etc.)

SECTION 13. Guidance and Counselling

For the school guidance and counselling program, a guidance room should be set aside
and located, if possible, adjacent to the administrative area. The guidance center should include
separate enclosed spaces for conducting individual counselling, testing, storage of
pupils'/students' records, etc.

13.1 Among the basic facilities that should be provided in the school guidance center are
instruments and devices for testing, diagnosing, measuring aptitudes, intelligence, etc., various
literature, reference materials, instructions, etc., about guidance and counselling are suggested.
HcSETI

SECTION 14. School Lunch Counter

14.1 School Lunch Counter. One of the important facilities that should be available in an
elementary/secondary school is a decent school lunch counter, also known as the school
lunchroom, school canteen or nutrition center. This serves as the center for feeding.

14.1.1 The basic components of a school canteen may be as follows:

 a) The dining space which should be clean, with adequate lighting, proper ventilation and
properly screened. The size of the dining space is determined by the maximum number of
pupils/students to be served at one sitting on the basis of the minimum standard of 1.4 square
meters per person.

b) The service counter which should be properly located to facilitate the systematic
serving of food. It should not be over 30 inches high.

c) The kitchen space which should include the following areas: food preparation area,
cooking area, cleaning area and storage area.

14.1.2 Snacks, lunch supplements and school lunch for sale should be limited to food
items, those that can be easily prepared and will best supplement the children's home diet.

14.1.3 The sharing of the gross income derived from the operation of the canteen shall be
on a 90/10 basis, ninety percent (90%) for the cooperative and ten percent (10%) as the share of
the school. Provided, however, that the school Principal and the cooperative may agree on other
percentage of sharing depending on the peculiar situation in the School. Fifty percent (50%) of
the share of the school shall be used to finance the supplementary feeding program and the
remaining amount shall be utilized for meeting the other expenses/needs of the school. Gross
income shall be understood as the difference between the gross revenues or total receipts and
the cost of good sold.

CHAPTER 4

Textbooks and Other Instructional Materials

SECTION 1. Textbooks

The textbook is the basic classroom tool for the teaching and learning process. Every
textbook is supplemented by a Teacher's Manual.

1.1 The ideal textbook/pupil ratio is 1:1 in all subjects and grade levels.

1.2 Purchase of Textb