Republic of the Philippines

North Eastern Mindanao State University

REQUIREMENT IN EDUC 9:

THE TEACHER AND THE SCHOOL CURRICULUM

Group 2 Members:

ELIE MIKE A. APORBO

JERAMAE P. ENTEGRO

KAYE S. HERMOGINO

JONIEL L. LINASA

CRISTHEL L. PONDOC

EUCHARISTINE B. SIMBAJON

JULY AN C. SERRANO

Submitted to:

DR. RANDY P. AVILA

Educ 9 Instructor

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

1
 Republic of the Philippines
North Eastern Mindanao State University

TABLE OF CONTENTS

Content Page

Title Page…………………………………………………………………….1

Introduction…………………………………………………………………..3

About the Law……………………………………….……………………….4

Batas Pambansa Blg. 232…………………………………………………..5

Challenges and Legal Bases……………………………………………….30

Appendices

a. Attendance Sheet …………………………………………………...53

b. Letter for Interview………………………………………………...…54
c. Photo Documentation………………………………………………..56

References……………………………………………………………………58

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

2
 Republic of the Philippines
North Eastern Mindanao State University
Introduction

Education is a critical factor which serves as a backbone of the society.

It empowers individuals, develops critical thinking and informed citizens who
contribute to their community’s progress. In a rapidly changing world, the
quality and accessibility of education can significantly impact national growth
and unity. That’s why the Philippines has placed education as part of its
development agenda and had the Education Act of 1982 or Batas Pambansa
Blg. 232 enacted.

This law established a comprehensive framework to create an

integrated education system that matches the country’s socio-economic goals
and is for all citizens. The Act upheld the right to quality education and
emphasized inclusivity in classrooms. It includes both formal and non-formal
educational pathways to acknowledge the diverse needs of the population
especially the marginalized sectors that may be left out of the education
system.

However, despite the gains made through this law, the education
system in the Philippines still faces many challenges that hinders its
effectiveness. Issues on resource allocation, quality of education and varying
services across regions still persist. These need to be examined and
discussed to help address the existing issues in the sector.

Identifying and analyzing the problems in the education sector is crucial

in informing policy improvements and strategic interventions. By
understanding the complexities and barriers, stakeholders can work together
to develop targeted solutions that uphold the principles in the Education Act.
This scrutiny will eventually lead to the transformative power of education in
achieving sustainable development and a united and progressive society.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

3
 Republic of the Philippines
North Eastern Mindanao State University
About Batas Pambansa Bilang 232 (Educaton Act of 1982)

The “Education Act of 1982” (Batas Pambansa Blg. 232 ), is the

essential document which laid the foundation of Philippine Education during
the reign of Batasang Pambansa. It symbolizes the commitment by the
government to develop, design and implement an integrated system of
education that is in harmony with national developmental goals and
objectives. Since the country continues to go through socio-economic issues
to prepare its citizens for the future, the Education Act serves as a key
instrument for this process as it helps people develop a sense of belonging
and organization to their country.

Since the ethnic composition of the people of the country is so broad

and varied, the Act is based on the belief that every individual of any race,
ethnicity, sex, age, religion, socioeconomic status or ethnic origin has the right
to a quality education. The stated purpose of this inclusive vision is to
enhance the progress and inclusion of all Filipinos in the political, social and
economic life of the country. It is aimed to achieve this by actively addressing
the barriers to the introduction of educational programs in order to provide a
learning environment wherein the potential will be cultivated, creativity
nourished and responsible citizenship will be nurtured.

The Education Act also stipulates that there should be no gap between
the formal education system and non-formal education because learning
occurs in other contexts besides those of an academic character. This holistic
approach allows to acquire vocational and academic skills but also promotes
a positive change in the community and encourages non-formal education in
order to boost the condition of those who are marginalized and contribute to
the elimination of illiteracy and to the improvement of the functional literacy in
the society. In addition to ensuring equality in educational attainment, the Act
emphasizes that quality relevant education is an important component of
socio-economic development.

In summary, the Education Act of 1982 shows what the Philippine

government wants for education. It aims to make education accessible to
everyone, relevant to real-life situations, and aware of society's changing
needs.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

4
 Republic of the Philippines
North Eastern Mindanao State University

BATAS PAMBANSA BLG. 232

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE

OF AN INTEGRATED SYSTEM OF EDUCATION

I. GENERAL PROVISIONS

CHAPTER 1
Preliminary Matters

Section 1. Title - This Act shall be known as the "Education Act of 1982."

Section 2. Coverage - This Act shall apply to and govern both formal and
non-formal systems in public and private schools in all levels of the entire
educational system.

CHAPTER 2
Declaration of Basic State Policy and Objectives

Section 3. Declaration of Basic Policy - It is the policy of the State to

established and maintain a complete, adequate and integrated system of
education relevant to the goals of national development. Toward this end, the
government shall ensure, within the context of a free and democratic system,
maximum contribution of the educational system to the attainment of the
following national developmental goals:

1. To achieve and maintain an accelerating rate of economic

development and social progress;

2. To ensure the maximum participation of all the people in the

attainment and enjoyment of the benefits of such growth; and

3. To achieve and strengthen national unity and consciousness and

preserve, develop and promote desirable cultural, moral and spiritual
values in a changing world.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

5
 Republic of the Philippines
North Eastern Mindanao State University
The State shall promote the right of every individual to relevant quality
education, regardless of sex, age, creed, socio-economic status, physical and
mental conditions, racial or ethnic origin, political or other affiliation. The State
shall therefore promote and maintain equality of access to education as well
as the enjoyment of the benefits of education by all its citizens.

The state shall promote the right of the nation's cultural communities in the
exercise of their right to develop themselves within the context of their
cultures, customs, traditions, interest and belief, and recognizes education as
an instrument for their maximum participation in national development and in
ensuring their involvement in achieving national unity.

Section 4. Declaration of Objectives - The educational system aims to:

1. Provide for a broad general education that will assist each 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; and

(c) acquire the essential educational foundation of his

development into a productive and versatile citizen;

2. Train the nation's manpower in the middle-level skills for national

development;

3. Develop the profession that will provide leadership for the nation in
the advancement of knowledge for improving the quality of human life;
and

4. Respond effectively to changing needs and conditions of the nation

through a system of educational planning and evaluation.

Towards the realization of these objectives, and pursuant to the Constitution,

all educational institutions shall aim to inculcate love of country, teach the
duties of citizenship, and develop moral character, personal discipline, and
scientific, technological, and vocational efficiency.

Furthermore, the educational system shall reach out to educationally deprived

communities, in order to give meaningful reality to their membership in the

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

6
 Republic of the Philippines
North Eastern Mindanao State University
national society, to enrich their civic participation in the community and
national life, and to unify all Filipinos into a free and just nation.

II. THE EDUCATIONAL COMMUNITY

CHAPTER 1
Preliminary Provisions

Section 5. Declaration of Policy and Objectives - It is likewise declared

government policy to foster, at all times, a spirit of shared purposes and
cooperation among the members and elements of the educational
community, and between the community and other sectors of society, in the
realization that only in such an atmosphere can be true goals and objectives
of education be fulfilled.

Moreover, the State shall:

1. Aid and support the natural right and duty of parents in the rearing of
the youth through the educational system.

2. Promote and safeguard the welfare and interest of the students by

defining their rights and obligations, according them privileges, and
encouraging the establishment of sound relationships between them
and the other members of the school community.

3. Promote the social economic status of all school personnel, uphold

their rights, define their obligations, and improve their living and
working conditions and career prospects.

4. Extend support to promote the viability of those institutions through

which parents, students and school personnel seek to attain their
educational goals.

Section 6. Definition and Coverage - "Educational community" refers to

those persons or groups of persons as such or associated in institutions
involved in organized teaching and learning systems.

The members and elements of the educational community are:

1. "Parents" or guardians or the head of the institution or foster home

which has custody of the pupil or student.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

7
 Republic of the Philippines
North Eastern Mindanao State University
2. "Students," or those enrolled in and who regularly attend and
educational institution of secondary or higher level of a person
engaged in formal study. "Pupils," are those who regularly attend a
school of elementary level under the supervision and tutelage of a
teacher.

3 "School personnel," or all persons working for an educational

institution, which includes the following:

a. "Teaching or academic staff," or all persons engaged in

actual teaching and/or research assignments, either on full-time
or part-time basis, in all levels of the educational system.

b. "School administrators," or all persons occupying policy

implementing positions having to do with the functions of the
school in all levels.

c. "Academic non-teaching personnel," or those persons holding

some academic qualifications and performing academic
functions directly supportive of teaching, such as registrars,
librarians, research assistants, research aides, and similar staff.

d. "Non-academic personnel," or all other school personnel not

falling under the definition and coverage of teaching and
academic staff, school administrators and academic non-
teaching personnel.

4. "Schools," or institutions recognized by the State which undertake

educational operations.

Section 7. Community Participation. - Every educational institution shall

provide for the establishment of appropriate bodies through which the
members of the educational community may discuss relevant issues, and
communicate information and suggestions for assistance and support of the
school and for the promotion of their common interest.

Representatives from each subgroup of the educational community shall sit

and participate in these bodies, the rules and procedures of which must be
approved by them and duly published.

CHAPTER 2
Rights

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

8
 Republic of the Philippines
North Eastern Mindanao State University
Section 8. Rights of Parents - In addition to other rights under existing laws,
all parents who have children enrolled in a school have the following rights:
1. The right to organize by themselves and/or with teachers for the
purpose of providing a forum for the discussion of matters relating to
the total school program, and for ensuring the full cooperation of
parents and teachers in the formulation and efficient implementation of
such programs.

2. The right to access to any official record directly relating to the

children who are under their parental responsibility.

Section 9. Right of Students in School - In addition to other rights, and

subject to the limitation prescribed by law and regulations, and student and
pupils in all schools shall enjoy the following rights:

1. The right to receive, primarily through competent instruction,

relevant quality education in line with national goals and conducive to
their full development as person with human dignity.

2. The right to freely choose their field of study subject to existing

curricula and to continue their course therein up to graduation, except
in cases of academic deficiency, or violation of disciplinary regulations.

3. The right to school guidance and counseling services for decisions

and selecting the alternatives in fields of work suited to his
potentialities.

4. The right of access to his own school records, the confidentiality of

which the school shall maintain and preserve.

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

of records, grades, transfer credentials and other similar documents
within thirty days from request.

6. The right to publish a student newspaper and similar publications, as

well as the right to invite resource persons during assemblies,
symposia and other activities of similar nature.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

9
 Republic of the Philippines
North Eastern Mindanao State University
7. The right to free expression of opinions and suggestions, and to
effective channels of communication with appropriate academic
channels and administrative bodies of the school or institution.

8. The right to form, establish, join and participate in organizations and

societies recognized by the school to foster their intellectual, cultural,
spiritual and physical growth and development, or to form, establish,
join and maintain organizations and societies for purposes not contrary
to law.

9. The right to be free from involuntary contributions, except those

approved by their own he organizations or societies.

Section 10. Rights of all School Personnel - In addition to other rights

provided for by law, the following rights shall be enjoyed by all school
personnel:

1. The right to free expression of opinion and suggestions, and to

effective channels of communication with appropriate academic and
administrative bodies of the school or institution.

2. The right to be provided with free legal service by the appropriate

government office in the case of public school personnel, and through
the school authorities concerned in the case of private school
personnel, when charged in an administrative, civil and/or criminal
proceedings by parties other than the school or regulatory authorities
concerned for actions committed directly in the lawful discharge of
professional duties and/or in defense of school policies.

3. The right to establish, join and maintain labor organizations and/or

professional and self-regulating organizations of their choice to
promote their welfare and defend their interests.

4. The right to be free from involuntary contributions except those

imposed by their own organizations.

Section 11. Special Rights and/or Privileges of Teaching or Academic Staff -

Further to the rights mentioned in the preceding Section, every member of the
teaching or academic staff shall enjoy the following rights and/or privileges:

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

10
 Republic of the Philippines
North Eastern Mindanao State University
1. The right to be free from compulsory assignments not related to their
duties as defined in their appointments or employment contracts,
unless compensated therefor, conformably to existing law.

2. The right to intellectual property consistent with applicable laws.

3. Teachers shall be deemed persons in authority when in the

discharge of lawful duties and responsibilities, and shall, therefore, be
accorded due respect and protection.

4. Teachers shall be accorded the opportunity to choose alternative

career lines either in school administration, in classroom teaching, or
others, for purposes of career advancement.

Section 12. Special Rights of School Administration - School administrators

shall, in accordance with existing laws, regulations and policies of the Ministry
of Education, Culture and Sports, be accorded sufficient administrative
discretion necessary for the efficient and effective performance of their
functions.

School administrators shall be deemed persons in authority while in the

discharge of lawful duties and responsibilities, and shall therefore be
accorded due respect and protection.

Section 13. Rights of Schools - In addition to other rights provided for by law,
schools shall enjoy the following:

1. The right of their governing boards or lawful authorities to provide for

the proper governance of the school and to adopt and enforce
administrative or management systems.

2. The right for institutions of higher learning to determine on academic

grounds who shall be admitted to study, who may teach, and what
shall be subjects of the study and research.

CHAPTER 3
Duties and Obligations

Section 14. Duties of Parents. - In addition to those provided for under

existing laws, all parents shall have the following duties and obligations:

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

11
 Republic of the Philippines
North Eastern Mindanao State University
1. Parents, individually or collectively, through the school systems,
shall help carry out the educational objectives in accordance with
national goals.

2. Parents shall be obliged to enable their children to obtain

elementary education and shall strive to enable them to obtain
secondary and higher education in the pursuance of the right formation
of the youth.

3. Parents shall cooperate with the school in the implementation of the

school program curricular and co-curricular.

Section 15. Duties and Responsibilities of Students - In addition to those

provided for under existing laws, every student shall:

1. Exert his utmost to develop his potentialities for service, particularly

by undergoing an education suited to his abilities, in order that he may
become an asset to his family and to society.

2. Uphold the academic integrity of the school, endeavor to achieve

academic excellence and abide by the rules and regulations governing
his academic responsibilities and moral integrity.

3. Promote and maintain the peace and tranquility of the school by

observing the rules and discipline, and by exerting efforts to attain
harmonious relationships with fellow students, the teaching and
academic staff and other school personnel.

4. Participate actively in civic affairs and in the promotion of the

general welfare, particularly in the social, economic and cultural
development of his community and in the attainment of a just,
compassionate and orderly society.

5. Exercise his rights responsibly in the knowledge that he is

answerable for any infringement or violation of the public welfare and
of the rights of others.

Section 16. Teacher's Obligations - Every teacher shall:

1. Perform his duties to the school by discharging his responsibilities in

accordance with the philosophy, goals, and objectives of the school.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

12
 Republic of the Philippines
North Eastern Mindanao State University
2. Be accountable for the efficient and effective attainment of specified
learning objectives in pursuance of national development goals within
the limits of available school resources.

3. Render regular reports on performance of each student and to the

latter and the latter's parents and guardians with specific suggestions
for improvement.

4. Assume the responsibility to maintain and sustain his professional

growth and advancement and maintain professionalism in his behavior
at all times.

5. Refrain from making deductions in students' scholastic rating for

acts that are clearly not manifestations of poor scholarship.

6. Participate as an agent of constructive social, economic, moral,

intellectual, cultural and political change in his school and the
community within the context of national policies.

Section 17. School Administrators' Obligations - Every school administrator

shall:

1. Perform his duties to the school by discharging his responsibilities in

accordance with the philosophy, goals and objectives of the school.

2. Be accountable for the efficient and effective administration and

management of the school.

3. Develop and maintain a healthy school atmosphere conducive to the

promotion and preservation of academic freedom and effective
teaching and learning, and to harmonious and progressive school-
personnel relationship.

4. Assume and maintain professional behavior in his work and in

dealing with students, teachers, academic non-teaching personnel,
administrative staff, and parents or guardians.

5. Render adequate reports to teachers, academic non-teaching

personnel and non-academic staff on their actual performance in
relation to their expected performance and counsel them on ways of
improving the same.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

13
 Republic of the Philippines
North Eastern Mindanao State University
6. Observe due process, fairness, promptness, privacy,
constructiveness and consistency in disciplining his teachers and other
personnel.

7. Maintain adequate records and submit required reports to the

Ministry of Education, Culture and Sports.

Section 18. Obligations of Academic Non-Teaching Personnel - Academic

non-teaching personnel shall:

1. Improve himself professionally be keeping abreast of the latest

trends and techniques in his profession.

2. Assume, promote and maintain an atmosphere conducive to service

and learning.

3. Promote and maintain an atmosphere conducive to service and

learning.

III. THE EDUCATIONAL SYSTEMS

CHAPTER 1
Formal Education

Section 19. Declaration of Policy. - The State recognizes that formal

education, or the school system, in society's primary learning system, and
therefore the main instrument for the achievement of the country's
educational goals and objectives.

Section 20. Definition - "Formal Educational" refers to the hierarchically

structured and chronologically graded learning organized and provided by the
formal school system and for which certification is required in order for the
learner to progress through the grades or move to higher levels. Formal
education shall correspond to the following levels:

1. Elementary Education. - the first stage of compulsory, formal

education primarily concerned with providing basic education and
usually corresponding to six or seven grades, including pre-school
programs.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

14
 Republic of the Philippines
North Eastern Mindanao State University
2. Secondary Education. - the state of formal education following the
elementary level concerned primarily with continuing basic education
and expanding it to include the learning of employable gainful skills,
usually corresponding to four years of high school.

3. Tertiary Education. - post secondary schooling is higher education

leading to a degree in a specific profession or discipline.

Section 21. Objectives of Elementary Education - The objectives of

elementary education are:

1. To provide the knowledge and develop the skills, attitudes, and

values essential to personal development and necessary for living in
and contributing to a developing and changing social milieu;

2. To provide learning experiences which increase the child's

awareness of and responsiveness to the changes in and just demands
of society and to prepare him for constructive and effective
involvement;

3. To promote and intensify the child's knowledge of, identification with,

and love for the nation and the people to which he belongs; and

4. To promote work experiences which develop the child's orientation

to the world of work and creativity and prepare himself to engage in
honest and gainful work.

Section 22. Objectives of Secondary Education. - The objectives of

secondary education are:

1. To continue to promote the objectives of elementary education; and

2. To discover and enhance the different aptitudes and interests of the

students so as to equip him with skills for productive endeavor and/or
prepare him for tertiary schooling.

Section 23. Objective of Tertiary Education. - The objectives of tertiary

education are:

1. To provide a general education program that will promote national

identity, cultural consciousness, moral integrity and spiritual vigor;

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

15
 Republic of the Philippines
North Eastern Mindanao State University
2. To train the nation's manpower in the skills required for national
development;

3. To develop the professions that will provide leadership for the

nation; and

4. To advance knowledge through research work and apply new

knowledge for improving the quality of human life and responding
effectively to changing societal needs and conditions.

CHAPTER 2
Non-Education and Specialized Educational Services

Section 24. Specialized Educational Service - The State further recognizes

its responsibility to provide, within the context of the formal education system,
services to meet special needs of certain clientele. These specific types,
which shall be guided by the basic policies of the State embodied in the
General Provisions of this Act, include:

1. "Work Education," or "Practical Arts," as a program of basic

education which aims to develop the right attitudes towards work; and
"technical-vocational education," post-secondary but non-degree
programs leading to one, two, or three year certificates in preparation
for a group of middle-level occupations.

2. "Special Education," the education of persons who are physically,

mentally, emotionally, socially, or culturally different from the so-called
"normal" individuals that they require modification of school
practices/services to develop them to their maximum capacity; and

3. "Non-formal Education," any organized school-based educational

activities undertaken by the Ministry of Education, Culture and Sports
and other agencies aimed at attaining specific learning objectives for a
particular clientele, especially the illiterates and the out-of-school youth
and adults, distinct from and outside the regular offerings of the formal
school system.

The objectives of non-formal education are as follows:

a. To eradicate illiteracy and raise the level of functional literacy

of the population;

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

16
 Republic of the Philippines
North Eastern Mindanao State University
b. To provide unemployed and underemployed youth and adults
with appropriate vocational/technical skills to enable them to
become more productive and effective citizens; and

c. To develop among the clientele of non-formal education

proper values and attitudes necessary for personal, community
and national development.

CHAPTER 3
Establishment of Schools

Section 25. Establishment of Schools - All schools shall be established in

accordance with law. The establishment of new national schools and the
conversion of existing schools from elementary to national secondary or
tertiary schools shall be by law: Provided, That any private school proposed
to be established must incorporate as an non-stock educational corporation in
accordance with the provisions of the Corporation Code of the Philippines.
This requirement to incorporate may be waived in the case of family-
administered pre-school institutions.

Government assistance to such schools for educational programs shall be

used exclusively for that purpose.

Section 26. Definition of Terms - The terms used in this Chapter are defined
as follows:

1. "Schools" are duly established institutions of learning or educational

institutions.

2. "Public Schools" are educational institutions established and

administered by the government.

3. "Private Schools" are educational institutions maintained and

administered by private individuals or groups.

Section 27. Recognition of Schools - The educational operations of schools

shall be subject to their prior authorization of the government, and shall be
affected by recognition. In the case of government operated schools, whether
local, regional, or national, recognition of educational programs and/or
operations shall be deemed granted simultaneously with establishment.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

17
 Republic of the Philippines
North Eastern Mindanao State University
In all other case the rules and regulations governing recognition shall be
prescribed and enforced by the Ministry of Education, Culture and Sports
defining therein who are qualified to apply, providing for a permit system,
stating the conditions for the grant of recognition and for its cancellation and
withdrawal, and providing for related matters.

Section 28. Effects of Recognition; Punishable Violations - The issuance of a

certificate of recognition to a school shall have the following effects:

1. It transforms the temporary permit to a permanent authority to

operate;

2. It entitled the school or college to give the students who have

completed the course for which recognition is granted, a certificate, title
or diploma; and

3. It shall entitle the students who have graduated from said

recognized course or courses to all the benefits and privileges enjoyed
by graduates in similar courses of studies in all schools recognized by
the government.

Operation of schools and educational programs without authorization, and/or

operation thereof in violation of the terms of recognition, are hereby declared
punishable violations subject to the penalties provided in this Act.

Section 29. Voluntary Accreditation - The Ministry shall encourage programs

of voluntary accreditation for institution which desire to meet standards of
quality over and above minimum required for State recognition.

CHAPTER 4
Internal Organization of Schools

Section 30. Organization of Schools - Each school shall establish such

internal organization as will best enable it to carry out its academic and
administrative functions, subject to limitations provided by law.

Each school establish such arrangements for the peaceful settlement of

disputes between or among the members of the educational community.

Section 31. Governing Board - Every government college or university as a

tertiary institution and every private school shall have a governing board

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

18
 Republic of the Philippines
North Eastern Mindanao State University
pursuant to its charter or the Corporation Code of the Philippines, as the case
may be.

Section 32. Personnel Transactions - The terms and conditions of

employment of personnel in government schools shall be governed by the
Civil Service, budgetary and compensation laws and rules.

In private schools, dispute arising from employer-employee relations shall fall

under the jurisdiction of the Ministry of Labor and Employment as provided for
by law regulations: Provided, That in view of the special employment status of
the teaching and academic non-teaching personnel, and their special roles in
the advancement of knowledge, standards set or promulgated jointly by the
Ministry of Education, Culture and Sports and by the Ministry of Labor and
Employment shall be applied by the Ministry of Labor and Employment:
Provided, further, That every private school shall establish and implement an
appropriate system within the school for the prompt and orderly settlement of
provisions of Articles 262 and 263 of the Labor Code.

CHAPTER 5
School Finance and Assistance

Section 33. Declaration of Policy - It is hereby declared to be the policy of

the State that the national government shall contribute to the financial support
of educational programs pursuant to goals of education as declared in the
Constitution. Towards this end, the government shall:

1. Adopt measures to broaden access to education through financial

assistance and other forms of incentives to schools, teachers, pupils
and students; and

2. Encourage and stimulate private support to education through, inter

alia, fiscal and other assistance measures.

A. FUNDING OF REPUBLIC SCHOOLS

Section 34. National Funds - Public school shall continue to be funded from
national funds: Provided, That local governments shall be encouraged to
assume operation of local public schools on the basis of national fund
participation and adequate revenue sources which may be assigned by the
national government for the purpose.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

19
 Republic of the Philippines
North Eastern Mindanao State University
Section 35. Financial Aid Assistance to Public Secondary Schools - The
national government shall extend financial aid and assistance to public
secondary schools established and maintained by local governments,
including barangay high schools.

Section 36. Share of Local Government - Provinces, cities and municipalities

and barangays shall appropriate funds in their annual budgets for the
operation and maintenance of public secondary schools on the basis of
national fund participation.

Section 37. Special Education Fund - The proceeds of the Special Education
Fund accruing to local governments shall be used exclusively for the
purposes enumerated in Section 1 of Republic Act No. 5447, and in
accordance with rules and regulations issued by the Ministry of Education,
Culture and Sports and the Ministry of the Budget. Said proceeds shall be
considered a local fund and shall be subject to Presidential Decrees No. 477,
Presidential Decree No. 1375 and other applicable local budget laws and
regulations.

Section 38. Tuition and other School Fees - Secondary and post-secondary
schools may charge tuition and other school fees, in order to improve facilities
or to accommodate more students.

Section 39. Income from other Sources - Government-supported educational

institution may receive grants, legacies, donations and gifts for purposes
allowed by existing laws.

Furthermore, income generated from production activities and from auxiliary

enterprises may be retained and used for schools concerned in accordance
with rules and regulations jointly issued consistently with pertinent
appropriation and budgetary laws by the Ministry of the Budget, the Ministry
of Education, Culture and Sports and the Commission on Audit.

B. FUNDING OF PRIVATE SCHOOLS

Section 40. Funding of Private Schools - Private schools may be funded

from their capital investment or equity contributions, tuition fees and other
school charges, grants, loans, subsidies, passive investment income and
income from other sources.

Section 41. Government Assistance - The government, in recognition of their

complementary role in the educational system, may provide aid to the

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

20
 Republic of the Philippines
North Eastern Mindanao State University
programs of private schools in the form of grants or scholarships, or loans
from government financial institutions: Provided, That such programs meet
certain defined educational requirements and standards and contribute to the
attainment of national development goals.

Section 42. Tuition and Other Fees - Each private school shall determine its
rate of tuition and other school fees or charges. The rates and charges
adopted by schools pursuant to this provision shall be collectible, and their
application or use authorized, subject to rules and regulations promulgated by
the Ministry of Education, Culture and Sports.

Section 43. Income from Other Sources - Any private school duly recognized
by the government, may receive any grant and legacy, donation, gift, bequest
or devise from any individual, institution, corporation, foundation, trust of
philanthropic organization, or research institution or organization as may be
authorized by law.

Furthermore, private schools are authorized to engage in any auxiliary

enterprise to generate income primarily to finance their educational
operations and/or to reduce the need to increase students' fees.

Section 44. Institutional Funds - The proceeds from tuition fees and other
school charges, as well as other income of schools, shall be treated as
institutional funds. Schools may pool their institutional funds, in whole or in
part, under joint management for the purpose of generating additional
financial resources.

C. INCENTIVES TO EDUCATION

Section 45. Declaration of Policy - It is the policy of the State in the pursuit of
its national education development goals to provide an incentive program to
encourage the participation of the community in the development of the
educational sector.

Section 46. Relating to School Property - Real property, such as lands,

buildings and other improvements thereon used actually, directly and
exclusively for educational purposes shall be subject to the real property tax
based on an assessment of fifteen per cent of the market value of such
property: Provided, That all the proceeds from the payment thereof shall
accrue to a special private education fund which shall be managed and
disbursed by a local private school board which shall be constituted in each
municipality or chartered city with private educational institutions with the

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

21
 Republic of the Philippines
North Eastern Mindanao State University
mayor or his representative as chairman and not more than two
representatives of the institutional taxpayers, and, likewise, not more than two
residents of the municipality or chartered city who are alumni of any of the
institutional taxpayers as members: Provided, further, That fifty percent of the
additional one percent tax on real estate property provided for under Republic
Act 5447, shall accrue to the special private education fund: Provided, finally,
That in municipalities or chartered cities wherein the number of private
institutions with individual enrollment of pupils and students over five
thousand exceeds fifteen, the members of the private school board shall be
increased to not more than fourteen members determined proportionately by
the Minister of Education, Culture and Sports. The private school board shall
adopt its own rules which shall enable it to finance the annual programs and
projects of each institutional taxpayer for the following purposes; student-pupil
scholarships; improvement of instructional, including laboratory, facilities
and/or equipment; library books and periodicals acquisition; and extension
service in the community, in that order of priority.

Section 47. Relating to Gifts or Donations to Schools - All gifts or donation in

favor of any school, college or university recognized by the Government shall
not be subject to tax; Provided, That such gifts or donations shall be for
improvement of classrooms and laboratory of library facilities, and shall not
inure to the benefit of any officer, director, official, or owner or owners of the
school, or paid out as salary, adjustments or allowance of any form or nature
whatsoever, except in support of faculty and/or professorial chairs.

Section 48. Relating to Earnings from Established Scholarship Funds - All

earnings from the investment of any duly established scholarship fund of any
school recognized by the government, constituted from gifts to the school,
and/or from contributions or other resources assigned to said fund by the
school, if said earnings are actually used to fund additional scholarship grants
to financially deserving students shall be exempt from tax until the scholarship
fund is fully liquidated, when the outstanding balance thereof shall be subject
to tax.

Section 49. School Dispersal Program - All gains realized from the sale,
disposition or transfer of property, real or personal, of any duly established
private school, college or university, in pursuance of a school dispersal
program of the government or of the educational institution as approved by
the government, shall be considered exempt from tax if the total proceeds of
the sale are reinvested in a new or existing duly established school, college,
or university located in the dispersal site, within one (1) year from the date of

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

22
 Republic of the Philippines
North Eastern Mindanao State University
such sale, transfer or disposition; otherwise, all taxes due on the gains
realized from the transaction shall immediately become due and payable.

Section 50. Conversion to Educational Foundations - An educational

institution may convert itself into a non-stock, non-profit educational
foundation, in accordance with the implementing rules to be issued jointly by
the Ministry of Education, Culture and Sports and the Ministry of Finance.

In the case of stock corporations, if for any reason its corporate existence as
an educational institution ceases and is not renewed, all its net assets after
liquidation of the liabilities and other obligations may be conveyed and
transferred to any non-profit educational institution or successor non-profit
educational institution or to be used in such manner as in the judgment of
said court will best accomplish the general purposes for which the dissolved
organization was organized, or to the State.

D. ASSISTANCE TO STUDENTS

Section 51. Government Assistance to Students - The government shall

provide financial assistance to financially disadvantaged and deserving
students. Such assistance may be in the form of State scholarships, grants-
in-aid, assistance from the Educational Loan Fund, or subsidized tuition rates
in State colleges and universities.

All the above and similar assistance programs shall provide for reserve
quotas for financially needed but academically qualified students from the
national cultural communities.

Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational

institutions shall be encouraged to grant scholarships to students pursuant to
the provisions of existing laws and such scholarship measures as may
hereafter be provided for by law.

Section 53. Assistance from the Private Sector - The private sector,
especially educational institutions, business and industry, shall be
encouraged to grant financial assistance to students, especially those
undertaking research in the fields of science and technology or in such
projects as may be necessary within the context of national development.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

23
 Republic of the Philippines
North Eastern Mindanao State University
IV. THE MINISTRY OF EDUCATION, CULTURE AND SPORTS

CHAPTER 1
GENERAL PROVISIONS

Section 54. Declaration of Policy - The administration of the education

system and, pursuant to the provisions of the Constitution, the supervision
and regulation of educational institutions are hereby vested in the Ministry of
Education, Culture and Sports, without prejudice to the provisions of the
charter of any state college and university.

Section 55. Organization - The Ministry shall be headed by the Minister of

Education, Culture and Sports who shall be assisted by one or more Deputy
Ministers.

The organization of the Ministry shall consist of (a) the Ministry Proper
composed of the immediate Office of the Minister, and the Services of the
Ministry, (b) the Board of Higher Education, which is hereby established, (c)
the Bureau of Elementary Education, the Bureau of Secondary Education, the
Bureau of Higher Education, the Bureau of Technical and Vocational
Education, and the Bureau of Continuing Education, which are hereby
established, (d) Regional offices and field offices, (e) the National Scholarship
Center and such other agencies as are now or may be established pursuant
to law, and (f) the cultural agencies, namely: the National Library, the National
Historical Institute, the National Museum, and the Institute of National
Language. Such of the above offices as are created or authorized to be
established under this provision, shall be organized and staffed and shall
function, subject to the approval of the President, upon recommendation of
the Minister of Education, Culture and Sports in consultation with the
Presidential Commission on Reorganization.

Section 56. The National Board of Education is hereby abolished, and its
appropriations, personnel, records, and equipment are hereby transferred to
the Office of the Minister of Education, Culture and Sports.

Section 57. Functions and Powers of the Ministry - The Ministry shall:

1. Formulate general education objectives and policies, and adopt

long-range educational plans;

2. Plan, develop and implement programs and projects in education

and culture;

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

24
 Republic of the Philippines
North Eastern Mindanao State University
3. Promulgate rules and regulations necessary for the administration,
supervision and regulation of the educational system in accordance
with declared policy;

4. Set up general objectives for the school system;

5. Coordinate the activities and functions of the school system and the
various cultural agencies under it;

6. Coordinate and work with agencies concerned with the educational

and cultural development of the national cultural communities; and

7. Recommend and study legislation proposed for adoption.

Section 58. Report to the Batasang Pambansa. - The Minister of Education,

Culture and Sports shall make an annual report to the Batasang Pambansa
on the implementation of the national basic education plan, the current
condition of the education programs, the adequacy or deficiency of the
appropriations and status of expenditures, the impact of education on the
different regions, the growth of enrollment, the adequacy of academic
facilities, the concentration of low income groups, or the supply of teaching
and non-teaching personnel, with such comments and appropriate
recommendations thirty (30) days before the opening of its regular session.

CHAPTER 2
BOARD OF HIGHER EDUCATION

Section 59. Declaration of Policy - Higher education will be granted towards

the provision of better quality education, the development of middle and high-
level manpower, and the intensification of research and extension services.
The main thrust of higher education is to achieve equity, efficiency, and high
quality in the institutions of higher learning both public and private, so that
together they will provide a complete set of program offerings that meet both
national and regional development needs.

Section 60. Organization of the Board of Higher Education - The Board of

Higher Education is reconstituted as an advisory body to the Minister of
Education, Culture and Sports. The Board shall be composed of a Deputy
Minister of Education, Culture and Sports designated as Chairman and four
other members to be appointed by the President of the Philippines upon
nomination by the Minister of Education, Culture and Sports for a term of four
years. The four members shall have distinguished themselves in the field of

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

25
 Republic of the Philippines
North Eastern Mindanao State University
higher education and development either in the public or private sector. In the
initial appointment of the non-ex officio members, the first appointee shall
serve for a term of four years; the second for a term of three years; the third
for a term of two years; and the fourth for a term of one year. The Director of
the Bureau of Higher Education shall participate in the deliberation of the
Board but without the right to vote. The Bureau of Higher Education shall
provide the Board with the necessary technical and staff support: Provided,
That the Board may create technical panels of experts in the various
disciplines as the need arises.

Section 61. Function of the Board of Higher Education. - The Board shall:

1. Make policy recommendations regarding the planning and

management of the integrated system of higher education and the
continuing evaluation thereof.

2. Recommend to the Minister of Education, Culture and Sports steps

to improve the governance of the various components of the higher
education system at national and regional levels.

3. Assist the Minister of Education, Culture and Sports in making

recommendation relatives to the generation of resources and their
allocation for higher education.

CHAPTER 3
THE BUREAUS

Section 62. Bureau of Elementaryj Education - The Bureau shall perform the
following functions:

1. Conduct studies and formulate, develop, and evaluate programs and

educational standards for elementary education;

2. Undertake studies necessary for the preparation of prototype

curricular designs, instructional materials, and teacher training
programs for elementary education; and

3. Formulate guidelines to improve elementary school physical plants

and equipment, and general management of these schools.

Section 63. Bureau of Secondary Education - The Bureau shall perform the
following functions:

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

26
 Republic of the Philippines
North Eastern Mindanao State University
1. Conduct studies and formulate, develop and evaluate programs and
educational standards for secondary education;

2. Develop curricular designs, prepare instructional materials, and

prepare and evaluate programs to update the quality of the teaching
and non-teaching staff at the secondary level;

3. Formulate guidelines to improve the secondary school physical

plants and equipment, and general management of these schools.

Section 64. Bureau of Technical and Vocational Education. - The Bureau

shall perform the following:

1. Collaborate with other agencies in the formulation of manpower

plans;

2. Conduct studies, formulate, develop and evaluate post-secondary

vocational-technical programs and recommend educational standards
for these programs;

3. Develop curricular designs and prepare instructional materials,

prepare and evaluate programs to upgrade the quality of teaching and
non-teaching staff, and formulate guidelines to improve the physical
plant and equipment of post-secondary vocational-technical schools.

Section 65. Bureau of Higher Education - The Bureau of higher Education

shall perform the following functions:

1. Develop, formulate and evaluate programs, projects and educational

standards for a higher education;

2. Provide staff assistance to the Board of Higher Education in its

policy formulation and advisory functions;

3. Provide technical assistance to encourage institutional development

programs and projects;

4. Compile, analyze and evaluate data on higher education; and

5. Perform other functions provided for by law.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

27
 Republic of the Philippines
North Eastern Mindanao State University
Section 66. Bureau of Continuing Education - As the main implementing arm
of the non-formal education programs of the Ministry, the Bureau shall
provide learning programs or activities that shall:

1. Serve as a means of meeting the learning needs of those unable to

avail themselves of the educational services and programs of formal
education;

2. Provide opportunities for the acquisition of skills necessary to

enhance and ensure continuing employability, efficiency, productivity,
and competitiveness in the labor market;

3. Serve as a means for expanding access to educational opportunities

to citizens of varied interests, demographic characteristics and socio-
economic origins or status.

CHAPTER 4
REGIONAL OFFICES

Section 67. Functions - A regional office shall:

1. Formulate the regional plan of education based on the national plan

of the Ministry taking into account the specific needs and special
traditions of the region;

2. Implement education laws, policies, plans, programs, rules and

regulations of the Ministry or agency in the regional area;

3. Provide economical, efficient and effective education services to the

people in the area.

V. MISCELLANEOUS PROVISIONS

CHAPTER 1
PENAL ADMINISTRATIVE SANCTIONS

Section 68. Penalty Clause - Any person upon conviction for an act in
violation of Section 28, Chapter 3, Title III above, shall be punished with a fine
of not less than two thousand pesos (P2,000.00) nor more than ten thousand

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

28
 Republic of the Philippines
North Eastern Mindanao State University
pesos (P10,000.00) or imprisonment for a maximum period of two (2) years,
or both, in the discretion of the court.

If the act is committed by a school corporation, the school head together with
the person or persons responsible for the offense or violation shall be equally
liable.1

Section 69. Administrative Sanction - The Minister of Education, Culture and

Sports may prescribe and impose such administrative sanction as he may
deem reasonable and appropriate in the implementing rules and regulations
promulgated pursuant to this Act for any of the following causes:

1. Mismanagement of school operations;

2. Gross inefficiency of the teaching or non-teaching personnel;

3. Fraud or deceit committed in connection with the application for

Ministry permit or recognition;

4. Failure to comply with conditions or obligations prescribed by this

Code or its implementing rules and regulations; and

5. Unauthorized operation of a school or course, or any component

thereof, or any violation of the requirement governing advertisements
or announcements of educational institutions.

Sanctions against the schools shall be without prejudice to the interest of the
students, teachers and employees.

CHAPTER 2
ADMINISTRATIVE PROVISIONS

Section 70. Rule-making Authority - The Minister Education, Culture and

Sports charged with the administration and enforcement of this Act, shall
promulgate the necessary implementing rules and regulations.

Section 71. Separability Provision - Any part or provision of this Act which
may held invalid or unconstitutional shall not affect its remaining parts of
provisions.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

29
 Republic of the Philippines
North Eastern Mindanao State University
Section 72. Repealing Clause - All laws or parts thereof inconsistent with any
provision of this Act shall be deemed repealed or modified, as the case may
be.

Section 73. Effectivity - This Act shall take effect upon its approval.

Approved, September 11, 1982.

CHALLENGES AND LEGAL BASES WITH ACT IMPLEMENTATION

1. Lack of Access to Quality Education

Access to quality education remains a critical issue in various

regions, particularly in underprivileged and rural areas. Structural
barriers such as geographic isolation, poverty, and social inequalities
prevent children from attending school or receiving adequate
educational experiences. Additionally, systemic issues such as
insufficient infrastructure, limited transportation options, and varying
educational standards across regions exacerbate this problem.
Consequently, Equitable access to quality education remains elusive
throughout the years of formal education (State of Philippine Education
Report, 2023).

Provision:

Section 3: The State shall promote the right of every individual to

relevant quality education, regardless of sex, age, creed, socio-
economic status, physical and mental conditions, racial or ethnic origin,

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

30
 Republic of the Philippines
North Eastern Mindanao State University
political or other affiliation. The State shall therefore promote and
maintain equality of access to education as well as the enjoyment of
the benefits of education by all its citizens.

Legal Bases:

Section 3 of the Education Act of 1982 emphasizes the fundamental

right to quality education and the state's obligation to facilitate access
for everyone, regardless of their background. Republic Act 9155 or the
"Governance of Basic Education Act of 2001,” also supports the idea of
teamwork between school teachers/learning facilitators for delivery of
quality educational programs, projects and services.

2. High Student-Teacher Ratios

“I have enough space to cater my learners but some of our
classrooms and even in other schools have 50 to 60 learners.”
When classrooms are overcrowded, teachers struggle to provide
individualized support and attention to each student, leading to a
negative impact on learning outcomes. Students may feel overlooked,
resulting in disengagement from the learning process. Furthermore,
teachers may experience burnout due to the overwhelming demands of
managing a large classroom, which can detract from the overall quality
of education provided.

Provision:
Section 17: Develop and maintain a healthy school atmosphere
conducive to the promotion and preservation of academic freedom and
effective teaching and learning, and to harmonious and progressive
school-personnel relationship.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

31
 Republic of the Philippines
North Eastern Mindanao State University
Legal Bases:
Section 17 of Batas Pambansa Bilang 232 supports the
establishment of an educational environment where effective teaching
can thrive, highlighting the need for manageable student-teacher ratios.
Lower ratios enable teachers to engage with students more effectively,
fostering a supportive atmosphere that is conducive to learning and
helping to improve student outcomes. In the Philippines, the legal
bases for student-teacher ratios are primarily found in Department of
Education (DepEd) orders and policies such as DO 21, s. 2006 and DO
77, s. 2010, with the ideal ratio often cited as 25:1 for preschool and
35:1 for primary and secondary levels, though actual ratios can vary.
3. Inadequate Funding and Resources
“…‘insufficient funding’ still remains a challenge in our
educational setting.”
Many schools operate with limited budgets, resulting in
insufficient facilities, outdated textbooks, and a lack of essential
teaching materials and technology. This deficiency hinders teachers'
ability to deliver effective lessons and impacts students' learning
experiences.

Provisions:
SEC. 34. National Fund—Public schools shall continue to be funded
primarily from national funds: Provided, that local governments shall be
encouraged to assume operation of local public schools on the basis of
national fund participation and adequate revenue sources which may
be assigned by the national government for the purpose.
SEC. 35. Financial Aid and Assistance to Public Secondary Schools.—
The national government shall extend financial aid and assistance to

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

32
 Republic of the Philippines
North Eastern Mindanao State University
public secondary schools established and maintained by local
governments, including barangay high schools.

Legal Bases:
This provision mandates that the government actively facilitates
the financial support necessary for educational institutions to function
effectively. It allows schools to invest in essential resources,
infrastructure, and personnel, ultimately enhancing the quality of
education provided to students. Republic Act No. 9184, also known as
the Government Procurement Reform Act, allows procurement of
Infrastructure Projects, Goods, and Consulting Services, in order to
support the establishment of quality education for all.

4. Insufficient Teacher Training

Many teachers enter the profession without sufficient training or
professional development opportunities to hone their teaching skills.
This gap can result in ineffective instructional practices, a lack of
engagement with students, and poor academic performance.
Furthermore, ongoing professional development is often neglected,
leaving teachers unprepared to adapt to modern educational demands
and outdated pedagogical approaches (Pasique and Maguate, 2023).

Provision:
Section 16: Every teacher shall assume the responsibility to maintain
and sustain his professional growth and advancement and maintain
professionalism in his behavior at all times.

Legal Bases:

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

33
 Republic of the Philippines
North Eastern Mindanao State University
This provision places accountability on teachers to meet defined
educational objectives, thus underscoring the necessity of high-quality
training and ongoing professional development. It obliges educational
institutions to ensure that teachers are well-prepared, equipped with
the latest knowledge and skills, and committed to continual
improvement in their teaching methodologies. The legal basis for
continuing professional development (CPD) for teachers in the
Philippines is rooted in Republic Act No. 10912, also known as the
Continuing Professional Development Act of 2016, which mandates
CPD as a requirement for renewing professional identification cards
(PICs) of all PRC-regulated professionals, including teachers.

5. Failure to Address Local Needs

The educational system must recognize and address the diverse

educational requirements of various local communities to ensure
relevance and effectiveness. When local needs are overlooked,
students may not receive an education that is culturally responsive or
aligned with the culture and condition of their communities. This
disconnect can lead to disengagement and hinder the overall
educational outcomes for both students and the community.

Provision:

Section 4: The educational system aims to respond effectively to

changing needs and conditions of the nation through a system of
educational planning and evaluation.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

34
 Republic of the Philippines
North Eastern Mindanao State University

Legal Bases:

This provision highlights the importance of tailoring educational

programs to meet the specific demands of local populations. Republic
Act No. 9155 (Governance of Basic Education Act of 2001) mandates
schools to "reflect the values, needs, and aspirations of the school
community" and empower them to make decisions tailored to learners.
It also encourages local initiatives for improving education quality and
aligning programs with community priorities.

6. Dropout Rates
Student dropouts present a persistent challenge to the
educational system, often driven by internal and external factors
affecting student engagement and retention. Socioeconomic pressures,
lack of parental support, and disinterest in the curriculum can all
contribute to students leaving school prematurely. Furthermore,
inadequate resources and support systems can create barriers for
students facing academic difficulties. The resulting dropouts contribute
to cycles of poverty and limit future opportunities for those individuals.

Provision:

Section 3: … The State shall therefore promote and maintain equality

of access to education as well as the enjoyment of the benefits of
education by all its citizens.

Legal Bases:

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

35
 Republic of the Philippines
North Eastern Mindanao State University
This provision signals the government's commitment to ensuring
that educational pathways are conducive to completion and must be
enjoyed by all citizens. It encourages the development of programs
aimed at reducing dropout rates, such as mentoring, counseling, and
initiatives that address the specific needs of at-risk students. DepEd
Order No. 74 series of 2010 or "Guidelines On Mainstreaming The
Dropout Reduction Program (DORP) In The Public Secondary
Schools” stated that many schools across the regions had proven the
effectiveness of the Dropout Reduction Program (DORP) in reducing
dropout rates that is why among others, mandate a complete,
adequate, and integrated education system, and the Dropout
Reduction Program (DORP).

7. Equity in Education Issues

Achieving equity in education remains a significant issue, as
disparities continue to exist among various demographic groups. This
inequity fosters an environment where some students receive a
superior education while others struggle to meet even basic standards.
As a result, it can lead to systemic disparities in academic achievement
and future economic potential.

Provision:

Section 3: The State shall therefore promote and maintain equality of

access to education as well as the enjoyment of the benefits of
education by all its citizens.

Legal Bases:

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

36
 Republic of the Philippines
North Eastern Mindanao State University
This provision articulates the state’s responsibility to ensure that
every individual has equal and fair access to educational opportunities.
By promoting equity, the law calls for targeted efforts to remove
barriers that marginalized groups face and to create inclusive
environments that support diverse student populations. The legal basis
for equality in education in the Philippines is rooted in the Constitution,
Republic Acts like RA 11650 (Inclusive Education Act) and RA 9155
(Governance of Basic Education Act), and international declarations
like the Universal Declaration of Human Rights, ensuring accessible
and quality education for all.

8. Integration of Technology
“…although computers are present, it is still limited and not enough to
cater all my students individually.”
Many educational institutions face challenges in adopting
modern teaching tools and methodologies. Factors such as insufficient
training for educators, lack of access to technology, and outdated
infrastructure can hinder effective implementation. As a result, students
may miss out on essential digital literacy skills that are critical for
success in the 21st-century workforce.

Provision:
Section 4: The educational system aims to respond effectively to
changing needs and conditions of the nation through a system of
educational planning and evaluation.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

37
 Republic of the Philippines
North Eastern Mindanao State University
Legal Basis: This provision emphasizes the need for the educational
system to evolve and adapt to contemporary challenges and
technological advancements. It underscores the importance of
leveraging technology to enhance learning experiences, equipping
students with the skills necessary to navigate the complexities of
modern society and the workforce. The legal basis for adapting
technology in Philippine classrooms is rooted in the 1987 Constitution,
which emphasizes the importance of science and technology for
national development and the state's role in promoting education,
research, and development. Specifically, Article XIV, Section 10,
highlights the need for science and technology education, training, and
services.

9. Teacher Retention and Morale

This issue is exacerbated by factors such as low morale,
inadequate support systems, and unsatisfactory working conditions.
High turnover rates among educators disrupt learning and affect
educational quality. This issue is exacerbated by factors such as low
morale, inadequate support systems, and unsatisfactory working
conditions. Teacher retention is crucial for maintaining educational
quality and consistency within schools. High turnover rates can lead to
discontinuity in instruction, negatively impacting student learning
outcomes and placing significant burdens on school resources

Provision

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

38
 Republic of the Philippines
North Eastern Mindanao State University
Section 16: "Every teacher shall perform his duties to the school by
discharging his responsibilities in accordance with the philosophy,
goals and objectives of the school.”

Legal Bases:
While specific legal bases may vary by country, promoting
teacher retention is often aligned with broader educational policies
aimed at improving educational quality. For instance, the Enhanced
Basic Education Act of 2013 in the Philippines emphasizes improving
educational standards, which indirectly supports teacher retention by
enhancing the educational environment.

10. Gender Inequality in Education

Gender inequality in education refers to disparities in access to
and performance in educational settings based on gender. This issue
affects not only individual opportunities but also societal development
and equality. Gender inequality can manifest as differences in
enrollment rates, academic achievement, and career choices. It is often
rooted in societal norms and biases that influence educational
opportunities and outcomes. For example, in some regions, girls may
face barriers to accessing education due to cultural or economic
factors.

Provision
Section 3: The State shall promote the right of every individual to
relevant quality education, regardless of sex, age, creed, socio-

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

39
 Republic of the Philippines
North Eastern Mindanao State University
economic status, physical and mental conditions, racial or ethnic origin,
political or other affiliation.

Legal Bases:
Laws and policies like the Universal Declaration of Human
Rights and national education acts often mandate equal access to
education for all genders. Additionally, policies like Deped Order No. 32
S 2017 also enables the Department of Education to undertake gender
mainstreaming to address basic education issues and concerns
pertaining to gender and sexuality, to ensure that all learners are
protected from all forms of gender-related violence, abuse, exploitation,
discrimination, and bullying, and to promote gender equality.

11. Overloaded Work for Teachers

“Sometimes, we are assigned with tasks that is not supposed to be
part our duties…”
The teachers need to comply with work, even administrative work to
avoid sanctions, this may affect or become a hindrance for a teacher
who needs to prepare classes for the students.The teachers’ role is by
providing student support, managing classrooms, and riley
information’s, however, administrative task increasingly becomes part
of the teacher’s job that impact their primary teaching duties effectively
(Deepthi A., et.al. 2023).

Provision:
SEC. 11. Special Rights and/or Privileges of Teaching or Academic
Staff.—Every member of the teaching or academic staff shall enjoy the

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

40
 Republic of the Philippines
North Eastern Mindanao State University
right to free from compulsory assignments not related to their duties as
defined in their appointments or employment contracts, unless
compensated therefor, conformably to existing law.

Legal Bases
The DepEd order no.2, s. 2024: Removing Administrative task
for teachers. The order addresses the needs of teachers to lessen the
burden of teachers and be able to focus on shaping the minds of their
students as the teachers are viewed as the one who is responsible in
affecting students outcome in PISA results that is why one of their roles
must focus on providing students their needs in education (OECD,
2023).

12. Prevalence of Old Facilities

“My classroom is still good but others are already old… they may pose
danger in some time.”

Schools experience a lack of facilities that affect the teaching and

learning process, which leads to limited engagement and learning of
the students. A data of Philippine PISA in 2018, reveal that various
problem contributed why Philippines scores low, one of the problems is
material resources/facilities depending on the school type and location.
Also, the Philippines educational system is undergoing changes yet
school facilities in public schools indicates that students does not
receive their rights of having an adequately accessible and
well-serviced school facilities. Indicators of having such poor facilities
are non-functioning or poorly maintained public comfort rooms,

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

41
 Republic of the Philippines
North Eastern Mindanao State University
insufficient classrooms, overcrowding in classrooms, poor
ventilation, unsanitary and congested canteens and others (Pajaron G.
2025). This indicates how much Philippines is left behind compared to
neighboring countries (Navarro A., 2024).

Provision: "The school shall conduct maintenance of academic

facilities." [SEC. 4].

Legal Bases:
Presidential Decree no. 1096 (Sec 103) Declaration of Policy. “It
is hereby declared to be the policy of the State to safeguard life, health,
property, and public welfare, consistent with the principles of sound
environmental management and control; and to this end, make it the
purpose of this Code to provide for all buildings and structures, a
framework of minimum standards and requirements to regulate and
control their location, site, design quality of materials, construction, use,
occupancy, and maintenance.” This law serves to have standards to be
followed in building facilities to promote safety and long-term use of the
facilities. This law amends BP232 s4 that establish rules to have quality
education but do not address quality or learning environments.

13. Vocational Educational Opportunities

The implementation of vocational education under BP 232 faces
significant challenges in the Philippines, including Inadequate
resources, outdated curricula, and limited access, especially in rural
areas. Many schools lack equipment needed to provide the quality
education among students. Additionally, lack of teacher training and

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

42
 Republic of the Philippines
North Eastern Mindanao State University
insufficient funding from the government hinders students’
preparedness as teachers cannot provide the proper training as they
also lack experiences. As a result to this problem, many students are
discouraged to enroll in the program despite job demands.

Provisions:

Section 24. Specialized Educational Service

The State further recognizes its responsibility to provide, within the

context of the formal education system, services to meet special needs
of certain clientele. These specific types, which shall be guided by the
basic policies of the State embodied in the General Provisions of this
Act, include: (1) "Work Education," or "Practical Arts," as a program of
basic education which aims to develop the right attitudes towards work;
and "technical-vocational education," post-secondary but non-degree
programs leading to one, two, or three year certificates in preparation
for a group of middle-level occupations.

Section 24 of BP 232, the Education Act of 1982, emphasizes the state's

responsibility to provide specialized educational services within the formal
education system. These services are designed to meet the unique needs
of specific groups, such as individuals with disabilities, out-of-school youth,
and other marginalized populations. The provision ensures that education
is inclusive and accessible, addressing diverse learning requirements to
promote equity and holistic development.

Legal Bases

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

43
 Republic of the Philippines
North Eastern Mindanao State University
o DepEd Order No. 006, s. 2023, operationalizes B.P. 232’s mandate by
providing specific guidelines for vocational education under the K-12
curriculum:
a. Partnerships with private providers to deliver Technical-Vocational-
Livelihood (TVL) specializations.
b. Lists approved tracks (e.g., agriculture, ICT) and implementation
protocols for Senior High School
o Alinea (2022) identifies mismatches in technical skills and transversal
skills (e.g., communication, problem-solving) as primary gaps, citing
employers’ need for post-hire training due to outdated curricula and
facilities.
o The UNESCO Education for All framework stresses equitable resource
distribution, which BP 232’s implementation fails to achieve in
vocational education.

14. Illiteracy among Youth and Adults

“Many of my pupils still have difficulties in reading especially in
English.”

Illiteracy among youth and adults remains a significant challenge

globally, including in the Philippines. A lot of individuals lack basic
reading and writing skills due to factors such as limited access to
quality education, financial problems due to poverty, etc. Students
learning disabilities, insufficient teacher training, and inadequate
educational resources worsen the issue. Marginalized communities
face systemic barriers to literacy development, such as cultural biases,
discrimination and lack of support programs. This problem not only

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

44
 Republic of the Philippines
North Eastern Mindanao State University
limits personal growth but also hinders economic opportunities and
societal progress.

Provision:

Section 24: "Non-formal Education," any organized school-based

educational activities undertaken by the Ministry of Education, Culture
and Sports and other agencies aimed at attaining specific learning
objectives for a particular clientele, especially the illiterates and the
out-of-school youth and adults, distinct from and outside the regular
offerings of the formal school system. The objectives of non-formal
education include (a) To eradicate illiteracy and raise the level of
functional literacy of the population.

Legal Bases

1. BP 232 (Education Act of 1982): Section 24 mandates the

provision of specialized services, including literacy programs for
marginalized groups.

2. Republic Act No. 10157 (Kindergarten Education Act):

Recognizes early childhood education as a foundation for lifelong
learning, indirectly addressing literacy development.

3. Republic Act No. 9155 (Governance of Basic Education Act):

Promotes equitable access to basic education, including literacy
programs for youth and adults.

4. UNESCO's Education for All Framework: Advocates for

universal access to quality education, including literacy initiatives
targeting youth and adults.

15. Inadequate Support for Special Education

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

45
 Republic of the Philippines
North Eastern Mindanao State University
“I have two pupils with special needs but the school has minimal
resources when it comes to these types of learners. The district must
have at least one SpED teacher but in our case, we don’t have one
yet.”

Inadequate support for students with disabilities or special

needs significantly impact their educational experience. This issue
arises from insufficient funding, lack of individualized learning plans,
inaccessible facilities, negative attitudes, and a shortage of specialized
educators. These barriers prevent students from fully participating in
educational activities and achieving their academic potential.

In many schools, students with visual impairments face

significant challenges due to the lack of accessible materials and
technology. For instance, a visually impaired student might not have
access to Braille textbooks or digital tools that could help them read
and complete assignments independently. This absence of adaptive
resources not only hinders their academic progress but also isolates
them from their peers, as they often require additional support from
teachers or assistants to keep up with the curriculum.

Provision:

Section 24, which addresses "Specialized Educational Service." This

section emphasizes the State's responsibility to provide services within
the formal education system to meet the special needs of certain
clientele, including those requiring special education. It aims to develop
these individuals to their maximum capacity through modified school
practices and services.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

46
 Republic of the Philippines
North Eastern Mindanao State University
Legal Bases:

o Republic Act No. 11650 (2022): This law institutes a policy of

inclusion and services for learners with disabilities, mandating
the establishment of inclusive learning resource centers in all
cities and municipalities to support inclusive education.
o Special Education Act of 2008: Although not explicitly passed,
the concept is reflected in efforts to institutionalize special
education. The Bureau of Special Education is tasked with
formulating and administering appropriate curricula for students
with special needs.
o Republic Act No. 7277 (1992): Known as the Magna Carta for
Disabled Persons, this law provides a framework for protecting
the rights of persons with disabilities, including access to
education.
16. Low Parent and Community Engagement

Low levels of parental and community engagement in education

significantly hinder student success. Research highlights that students
with less involved parents often exhibit lower academic achievement,
reduced school attendance, and higher behavioral challenges. For
example, a study on disadvantaged families in Australia revealed that
socioeconomic barriers, such as transportation issues and time
conflicts, limit parental participation in school activities. Similarly, focus
groups with parents and educators identified misaligned
communication and inaccessible school events as key obstacles to
engagement. Addressing these barriers is essential, as parental
involvement has been linked to higher test scores, better grades, and
improved social development.

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

47
 Republic of the Philippines
North Eastern Mindanao State University
Provision:

Section 14: Duties of Parents. This section emphasizes the

responsibilities of parents in supporting educational objectives aligned
with national goals. Specifically, it mandates parents to ensure their
children receive elementary education and strive for secondary and
higher education. It also requires cooperation with schools in
implementing curricular and co-curricular programs.

Legal Bases:

The legal bases for addressing low parental and community

engagement in education in the Philippines include Republic Act No.
11908, known as the Parent Effectiveness Service (PES) Program Act.
This law aims to enhance parental involvement by providing training
and support to parents and parent-substitutes, focusing on child
development, education, and prevention of child abuse. Additionally,
the Education Act of 1982 (Batas Pambansa Blg. 232)emphasizes
parental responsibilities in supporting educational objectives. The Child
and Youth Welfare Code, also known as Presidential Decree No. 603,
also underscores the importance of parental involvement in child
welfare. Globally, research highlights that parental engagement is
crucial for student success, suggesting that policies like the PES
Program can help bridge gaps in parental involvement. Furthermore,
the Department of Education encourages parental participation through
Parent-Teacher Associations (PTAs).

17. Language Barriers

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

48
 Republic of the Philippines
North Eastern Mindanao State University
The implementation of BP 232 faces significant challenges due
to language barriers, particularly in fostering a spirit of shared purposes
and cooperation as mandated in Section 5. The Philippines is a
multilingual country with over 170 languages, creating difficulties in
standardizing education delivery. While the law emphasizes national
unity, the lack of a unified language policy often leads to disparities in
comprehension and communication among students and educators,
especially in rural areas. This issue contradicts the spirit of Section 5,
as language barriers hinder effective collaboration and shared
understanding in the educational system.

Provision:

Section 5: It is likewise declared government policy to foster, at all

times, a spirit of shared purposes and cooperation among the
members and elements of the educational community, and between
the community and other sectors of society, in the realization that only
in such an atmosphere can the true goals and objectives of education
be fulfilled.

Legal Bases:

The Republic Act No. 10533 (Enhanced Basic Education Act of

2013) attempts to address this by promoting mother tongue-based
multilingual education (MTB-MLE). However, its implementation has
been inconsistent, with many schools lacking trained teachers and
materials to support this approach, further exacerbating the problem.

18. Insufficient Guidance and Counseling Services

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

49
 Republic of the Philippines
North Eastern Mindanao State University
Another challenge is the inadequate provision of guidance and
counseling services, as outlined in Section 9 of BP 232. Many schools,
particularly in underserved areas, lack qualified guidance counselors
and resources to support students' emotional, academic, and career
development. This deficiency contradicts the law's mandate to ensure
students' rights to these services.

Provisions:

SEC. 9. Rights of Students in School.—In addition to other rights, and

subject to the limitations prescribed by law and regulations, students
and pupils in all schools shall enjoy the right to school guidance and
counselling services for making decisions and selecting the
alternatives in fields of work suited to his potentialities.

Legal Bases:

The Republic Act No. 9258 (Guidance and Counseling Act of

2004) aims to professionalize guidance counseling by setting
standards for practitioners. However, the law has not been fully
enforced, with many schools still operating without licensed counselors.

19. Culture Relevance

The challenge of cultural relevance in Philippine education

remains a pressing issue despite provisions in Batas Pambansa Blg.
232, which emphasize the inclusion of diverse cultural backgrounds in
learning. Many educational materials and curricula still fail to

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

50
 Republic of the Philippines
North Eastern Mindanao State University
adequately integrate indigenous knowledge and regional traditions,
leading to decreased student engagement and a weaker appreciation
of cultural identity. Studies highlight that fostering cultural diversity in
education positively influences learning outcomes and student
perspectives (Tabanao, 2024). Programs like the Indigenous Peoples
Education (IPEd) initiative aim to address this gap, yet implementation
remains inconsistent (Cahapay, 2021).

Legal Bases:

o Philippine Constitution (1987): The Constitution mandates that

the State shall "recognize, respect, and protect the rights of
indigenous cultural communities to preserve and develop their
cultures, traditions, and institutions."
o Republic Act No. 8371 – Indigenous Peoples Rights Act of 1997
(IPRA): Recognizes and protects the rights of Indigenous
Cultural Communities (ICCs) and Indigenous Peoples (IPs),
including their right to culturally appropriate education.

Section 30: Ensures that indigenous children have access to

education in their native languages and through culturally
relevant teaching methods.

Section 31: Encourages the integration of indigenous knowledge

systems and practices in the curriculum.

20. Issues on Discipline and Safety

Ensuring discipline and safety within Philippine schools remains
a significant challenge, despite the provisions of Section 30 of Batas
Pambansa Blg. 232 (Education Act of 1982), which mandates the
peaceful settlement of disputes. Many schools struggle with issues

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

51
 Republic of the Philippines
North Eastern Mindanao State University
such as bullying, violence, classroom misbehavior, and teacher-student
conflicts, leading to disruptions in learning and emotional distress
among students.
A study by EdCom II (2022) revealed that 43% of female and
53% of male students in the Philippines experience bullying multiple
times a month, much higher than the OECD averages of 20% for girls
and 21% for boys. Additionally, a 2023 study in the Philippine Journal
of Education Studies found that many teachers face challenges in
managing student behavior, making it difficult to maintain a conducive
learning environment.

Legal Bases

o DepEd Child Protection Policy (DepEd Order No. 40, s. 2012)

a. Establishes a zero-tolerance policy for any act of child
abuse, exploitation, violence, discrimination, bullying, and
other forms of abuse.
b. Requires schools to create Child Protection Committees
(CPCs) to address and prevent incidents of abuse and
bullying.
o Anti-Bullying Act of 2013 (Republic Act No. 10627)
a. Mandates all elementary and secondary schools to adopt
comprehensive anti-bullying policies.
b. Defines acts of bullying and prescribes preventive and
remedial measures to address bullying incidents in schools.
o Special Protection of Children Against Abuse, Exploitation, and
Discrimination Act (Republic Act No. 7610)

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

52
 Republic of the Philippines
North Eastern Mindanao State University
a. This law strengthens protection for children against abuse,
exploitation, and discrimination. It ensures that children are
treated with dignity and respect, recognizing them as "Zones
of Peace"—meaning they should be safe from harm and
conflict. It also reinforces the idea that children deserve
special care and protection.

APPENDICES

Attendance Sheet

MARCH 25, 2024

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

53
 Republic of the Philippines
North Eastern Mindanao State University

Name Present Absent If absent, write the

reason for
absence.
APORBO, ELIE MIKE A. ✓

ENTEGRO, JERAMAE P. ✓

PONDOC, CRISTHEL L. ✓

LINASA, JONIEL L. ✓

HERMOGINO, KAYE S. ✓

SIMBAJON, EUCHARISTINE B. ✓

SERRANO, JULY AN C. ✓

MARCH 30, 2024

Name Present Absent If absent, write the
reason for
absence.
APORBO, ELIE MIKE A. ✓

ENTEGRO, JERAMAE P. ✓

PONDOC, CRISTHEL L. ✓

LINASA, JONIEL L. ✓

HERMOGINO, KAYE S. ✓

SIMBAJON, EUCHARISTINE B. ✓

SERRANO, JULY AN C. ✓

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

54
 Republic of the Philippines
North Eastern Mindanao State University

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

55
 Republic of the Philippines
North Eastern Mindanao State University

Documentation
Day 1: Face-to-face Meeting

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

56
 Republic of the Philippines
North Eastern Mindanao State University
Day 2: Online Meeting

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

57
 Republic of the Philippines
North Eastern Mindanao State University
Face-to-Face Interview

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

58
 Republic of the Philippines
North Eastern Mindanao State University
Department of Education Philippines (2021). DepEd Order No. 44, s. 2021:
Guidelines on inclusive education. Retrieved
https://www.deped
.gov.ph/wpcontent/uploads/2021/11/DO_s2021_044.pdf
Department of Education Philippines. (2021). DepEd Order No. 44, s. 2021:
Guidelines on inclusive education. Retrieved from https://www.deped.
gov.ph/wpcontent/uploads/2021/11/DO_s2021_044.pdf
LawPhil Project. (2022). Republic Act No. 11650: Instituting a policy of
inclusion and services for learners with disabilities. Retrieved from
https://lawphil.net/statutes/ repacts/ra2022/ra_11650_2022.html
National Center for Biotechnology Information (2017). Parental involvement
and its impact on student achievement. https://pmc.ncbi.nlm.nih.gov/
articles/PMC6182377/
National Center for Biotechnology Information. (2017). Parental involvement
and its impact on student achievement. Retrieved https://pmc.ncbi.
nlm.nih.gov/articles/PMC6182377/
National Institute of Special Needs Education Japan. (n.d.). Specialized
educational service in the Philippines. Retrieved https://www.nise.
go.jp/josa/kankobutsu/pub_d/d-175/d-175_1_10.pdf
Philippine Judiciary. (n.d.). The legal bases of special education in the
Philippines. Retrieved from
https://elibrary.judiciary.gov.ph/thebookshelf /showdocs/2/94483
Philippine News Agency(2023). Parental involvement in education programs.
https://www.pna.gov.ph/articles/1203618Republic of the Philippines.
(1994). Republic Act No. 7798. https://www.officialgazette.gov.ph/
Philippine News Agency. (2023). Parental involvement in education programs.
https://www.pna.gov.ph/articles/1203618
Philippine Senate. (n.d.). Republic Act No. 11650: Instituting a policy of
inclusion and services for learners with disabilities.
https://legacy.senate.gov.ph/lisdata/67445973!.pdf
Philippine Star (2023, March 22). US report: Philippine laws on persons with
disabilities, special education not effectively enforced.
https://www.philstar.com/headlines/2023/03/22/2253621/us-report-
philippine-laws-persons-disabilities-special-education-not-effectively-
enforced

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

59
 Republic of the Philippines
North Eastern Mindanao State University
Philippine Star. (2023, March 22). US report: Philippine laws on persons with
disabilities, special education not effectively enforced.
https://www.philstar.com/headlines/2023/03/22/2253621/us-report-
philippine-laws-persons-disabilities-special-education-not-effectively-
enforced
Prodigy Game Blog. (n.d.). Parental involvement in education: How it
improves student success.
https://www.prodigygame.com/main-en/blog/parental-involvement-in-
education/
Republic Act No. 11650 (2022). Instituting a policy of inclusion and services
for learners with disabilities. Retrieved
https://lawphil.net/statutes/repacts /ra2022/ra_11650_2022.html
Republic of the Philippines. (1982). Batas Pambansa Blg. 232 (Education Act
of 1982). https://www.officialgazette.gov.ph/
Republic of the Philippines. (2001). Republic Act No. 9155 (Governance of
Basic Education Act). https://www.officialgazette.gov.ph/
Republic of the Philippines. (2011). Republic Act No. 10157 (Kindergarten
Education Act). https://www.officialgazette.gov.ph/
Situation of Children Organization. (n.d.). Republic Act No. 11650: Policy on
inclusion and services for learners with disabilities. Retrieved
https://situationofchildren.org/latest-evidence/all-reports/publication/
republic-act-no-11650-instituting-policy-inclusion
TeacherPH. (n.d.). Legal bases of parents-teachers association (PTA).
https://www.teacherph.com/legal-bases-of-parents-teachers-
association-pta/
United Nations Educational, Scientific and Cultural Organization. (2000).
Education for All Framework. https://unesdoc.unesco.org/
Western Mindanao State University. (n.d.). Foundations of special and
inclusive education: The legal bases of special education in the
Philippines. https://www.studocu.com/ph/document/western-
mindanao-state-university/foundations-of-special-and-inclusive-
education/the-legal-bases-of-special-education-in-the-philippines/
22012712
Wingatchalian News. (n.d.). Strengthen parental involvement in education.
https://wingatchalian.com/news/strengthen-parental-involvement-in-
education

Rosario, Tandag City, Surigao del Sur 8300

086-211-4221
www.nemsu.edu.ph

60