Our Objectives

We implement programmes and projects to achieve the following objectives:

1. To provide basic education knowledge and develop the foundation skills, attitudes and values essential to the
childs personal development and necessary for living in and contributing to a developing and challenging social
milieu.
2. To provide learning experiences which increase the childs awareness 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 childs knowledge of, identification with, and love for the nation and people to which
he belongs.
4. To promote work experiences which develop and enhance the childs orientation to the world of work and
creativity to prepare him to engage in honest and gainful work.

The goals and objectives of the Department of Education in the Philippines

In the Philippines the education system aims to:
*Provide a broad general education that will assist each individual in society to attain his/her potential as a human
being, and enhance the range and quality of the individual and the group;
*Help the individual participate in the basic functions of society and acquire the essential educational foundation
for his/her development into a productive and versatile citizen;
*Train the nations manpower in the middle-level skills required for national development;
*Develop the high-level professions that will provide leadership for the nation, advance knowledge through
research, and apply new knowledge for improving the quality of human life;
*Respond effectively to changing needs and conditions through a system of educational planning and evaluation.
1. 7,683 secondary schools (4,422 public and 3,261 private)40,763 elementary schools (36,234 public and 4,529
private) Other attached and support agencies to the Department are the Teacher Education Council (TEC),
Philippine High School for the Arts, Literacy Coordinating Council (LCC), and the Instructional Materials Council
(IMC). At the sub-national level, the Field Offices consist of the following: Sixteen (16) Regional Offices,
including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional
Secretary in the case of ARMM); One hundred fifty-seven (157) Provincial and City Schools Divisions, each headed
by a Schools Division Superintendent. Assisting the Schools Division Offices are 2,227 School Districts, each
headed by a District Supervisor; Under the supervision of the Schools Division Offices are forty-eight thousand,
four hundred forty-six (48, 446) schools, broken down as follows:
The Teacher Education Council is primarily responsible for the formulation of policies that shall improve the
standards and system of teacher education, plus a periodic review of said programs. It was created by the
enactment of RA 7784 on August 4, 1994 as a way to bridge the gap between teacher education and the main
employer of teachers, the Department of Education.
The TEC is composed of eleven members, with four member serving in an ex-officio capacity and the remaining
seven to be appointed by the President of the Republic of the Philippines.
The four ex-officio members are the:
Secretary of the Department of Education (ex-officio chairman)
A commissioner of the Commission on Higher Education (CHED)
A representative of the National Commission on Culture and Arts (NCAA)
And the Chairman of the Professional Regulation Commission (PRC)
The seven appointed members are:
One representative of each teacher education center from Luzon, Visayas and Mindanao
One representative of Language teachers
One representative of Science teachers
One representative of Social Studies teachers
And one representative of Mathematics teachers.
All regular Council members will hold office for 3 years. Other officers of the Council shall be selected from the
regular members. The members of the Council shall serve without any compensation but shall be reimbursed for
any expenses incurred in the execution of their duties.
The Council shall meet at least four times a year and hold meetings at the call of the chairman or majority of the
members.
Secretariat
The Council shall organize and appoint a Secretariat that shall assist the Council in executing its policies and
programs and provide the necessary administrative support. It shall be headed by an Executive Director.
Functions
Provide the necessary assistance and administrative support to the Council in executing its policies and
programs.
Coordinating with the various Teacher Education Institutions (TEIs) advisory bodies for the implementation of
the Council policies and programs; plus updating the TEC on the activities of the teacher education advisory
bodies and performance of the TEIs.
Administer the day-to-day activities of the Teacher Education Council including the organization of the Annual
Convention of Centers of Excellence, monitoring and evaluation of Centers of Excellence, and others;
The development and maintenance of the nationwide Teacher Education Management Information System that
will be used by the TEC as basis for the formulation of policies.

The Philippine High School for the Arts (PHSA) is a specialized public high school in the Philippines offering arts-
focused education established in 1978 by virtue of Presidential Decree 1287.
[1]
An attached agency of the
Department of Education, it consults with the Cultural Center of the Philippines for policy and program
implementation of its arts program. Aside from the Basic Education curriculum prescribed by the government, it
offers various specializations in the field of arts. Entrance to the school is highly competitive: at any given time, it
has a small population of 130-145 students to ensure high quality of instruction.
[2]
Students accepted into the
PHSA are given full scholarship and living assistance.
[2][3]
Its campus is located in the National Arts
Center in Mount Makiling, Los Baos, Laguna.
Every year, the school opens its application process through the Nationwide Search for Young Art Scholars.
Applicants must be graduating Filipino elementary school students not more than 14 years old with outstanding
abilities in the arts.
[3]
Once accepted, students undergo basic education classes in the morning and specialized
instruction in the afternoon.
[4]

There are currently five fields of specialization that the school offers:
[5]

Creative Writing
Dance (Folk and Ballet)
Music
Theater Arts
Visual Arts

This page features the full text of
Republic Act No. 7165
AN ACT CREATING THE LITERACY COORDINATING COUNCIL, DEFINING IT POWERS AND FUNCTIONS,
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES.

REPUBLIC ACT NO. 7165


AN ACT CREATING THE LITERACY COORDINATING COUNCIL, DEFINING IT POWERS AND FUNCTIONS,
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES.

Section 1. It is the policy of the State to give the highest priority to the adoption of measures for the
total eradication of illiteracy. For this purpose, it shall encourage and nationalize the formulation of
policies and the implementation of programs on non-formal, informal, and indigenous learning systems,
as well as self-learning, independent, and out-of-school study programs particularly those that respond
to community needs.
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Sec. 2. To carry out the declared national policy, there is hereby created a Literacy Coordinating
Council, hereinafter referred to as the Council, which shall be an inter-agency body administratively
attached to the Department of Education, Culture and Sports.
Sec. 3. The Council shall be composed of eight (8) members as follows: the Undersecretary for Non-
Formal Education of the Department of Education, Culture and Sports; the Undersecretary of the
Department of Interior and Local Government in charge of Local Governments; the Director of the
Philippine Information Agency; the President of the Philippine Normal College; a representative from
the National Economic and Development Authority designated by the Director-General; a representative
of the Committee on Education, Arts and Culture of the Senate to be designated by the President of the
Senate; body, providing policy and program directions for all literacy endeavors in the country;
Sec. 4. The Council shall have the following functions: chan robles virtual law library
(1) To help act as the overall advisory and coordinating a representative of the Committee on Education
and Culture of the House of Representatives to be designated by the Speaker; and the representative of
non-government organizations involved in literacy education who shall be appointed by the President of
the Philippines for a period of three (3) years.
chan robles virtual law library
The members of the Council shall annually elect a Chairman from among themselves except the two (2)
representatives of Congress.
The Council shall meet regularly once a month and may hold special meetings to consider urgent
matters upon the call of the Chairman or any three Council members.
(2) To recommend strategies on the development of a mass movement for the total eradication of
illiteracy in the country by the year 2000; chan robles virtual law library
(3) To formulate measures on the establishment and maintenance of a national data bank and
information exchange and dissemination system to support literacy efforts at the national and local
levels;
(4) To assist in identifying and adopting successful management schemes of literacy programs, and
adopt measures to boost research and development work in literacy, by government agencies and non-
governmental organizations involved in literacy work;
(5) To recommend ways and means of raising funds in order to support the literacy programs, projects,
and activities;
(6) To recommend measures on how to organize and strengthen support structures for literacy at the
regional and local levels; and chan robles virtual law library
(7) To perform such other functions as may be necessary in furtherance of the purposes of this Act.

Sec. 5. The administrative and research staff shall be detailed from the existing personnel of the
Department of Education, Culture and Sports without prejudice to the designation by the Council of
such additional staff members as it may deem necessary for the proper discharge of its function and
responsibilities.

chan robles virtual law library

Sec. 6. The Council may, in the performance of its functions, request the cooperation, assistance, and
support of appropriate government agencies and non-governmental organizations involved in
literacy. chan robles virtual law library
Sec. 7. The sum of ten million pesos (P10,000,000.00) is hereby authorized to be appropriated, out of
any funds in the National Treasury not otherwise appropriated to carry out the functions of the Council
under this Act. Thereafter, the sum needed for the operation and maintenance of the Council shall be
included in the annual Budget of the Department of Education, Culture and Sports.
The Council shall submit to Congress an annual report which shall include, among other things, policy
recommendations which require legislative action towards the total eradication of illiteracy.
Sec. 8. All laws, executive orders, presidential decrees, and other issuances, or parts thereof,
inconsistent with the provisions of this Act are hereby repealed.
Sec. 9.If any section or part of this Act shall be declared unconstitutional, such declaration shall not
invalidate other provisions thereof. chan robles virtual law library
Sec. 10. This Act shall take effect upon its publication in two (2) national newspapers of general
circulation. chan robles virtual law library

EXECUTIVE ORDER NO. 127 September 30, 1993
REDEFINING THE FUNCTIONS OF THE INSTRUCTIONAL MATERIALS COUNCIL OF THE DEPARTMENT OF
EDUCATION, CULTURE AND SPORTS
WHEREAS, Section 2 (1), Article XIV of the Constitution provides that the State shall "[e]stablish, maintain, and
support a complete, adequate, and integrated system of education relevant to the needs of the people and
society;"
WHEREAS, Executive Order No. 806 (1982) created the Textbook Council for "the formulation of policies on and the
selection of textbooks, supplementary and reference books in the public elementary and secondary schools, as
well as the approval of textbooks for private elementary and secondary schools;"
WHEREAS, the General Appropriations Acts of 1983 and 1984 (B.P. Nos. 230 and 640, respectively,) referred to an
Instructional Materials Council instead of a Textbook Council;
WHEREAS, on 13 November 1985, the Ministry of Education, Culture and Sports (MECS) issued MECS Order No. 64
(s. 1985) which specifically stated that the Textbook Council "has been renamed the Instructional Materials Council
in the annual appropriations for 1983 and 1984;"
WHEREAS, Executive Order No. 117 (1987) and Executive Order No. 292, otherwise known as the Administrative
Code of 1987, provided for the attachment of the Instructional Materials Council to the Department of Education,
Culture and Sports (DECS); and
WHEREAS, there is a need to revitalize the Instructional Materials Council by redefining its functions.
FRIDAY, SEPTEMBER 16, 2011
Fully Functional Instructional Materials Council?
The Instructional Materials Council Secretariat (IMCS) of the Department of Education has this (sole)
official mandate: "Provide technical assistance to the Instructional Materials Council in the formulation
and adoption of policies and guidelines, in the development, evaluation, and procurement of textbooks
and other instructional materials."
The IMCS is the Secretariat of a more important body, the Council, which is supposed to make final
decisions on textbook procurement & to oversee the evaluation of instructional materials for all public
elementary & secondary schools.
Besides the DepEd Secretary & the 2 directors of the bureaus of elementary & secondary education, who
are the members of the Instructional Materials Council? Does the membership include recognized
textbook specialists from the private school system? Perhaps the Council should also include a competent
representative of a relevant citizens organization or civil society group.

How often does the current Council meet as a whole body? Are there official records of its meetings? When
was its last meeting? Is its Secretariat pro-active enough in ensuring that the Council is fully functional &
has complete membership that holds meetings periodically or as often as necessary?
On a related matter, the IMCS, the Secretariat of the current Council, seems to be on the verge of
persuading some high officials of the DepEd to ask Congress to return to the DepEd the responsibility of
publishing the textbooks for the public school system.
Should the tasks of writing and producing the textbooks be returned to the DepEd and taken away from the
textbook publishers of the book industry, when the DepEd through the IMCS has not yet been able to
establish a solid track record in implementing an efficient and effective evaluation system for the
textbooks available for procurement?
What makes the IMCS so sure it can do better in the whole publication process (with research, writing,
evaluating, editing, and designing activities)?
The IMCS would point to the past, especially the era of the Marcos dictatorship, when the Department of
Education produced its own textbooks through an Instructional Materials Development Corporation. Can
the IMCS produce enough studies from independent & competent researchers that have compared
textbooks before & after the 1995 privatization of DepEd textbook procurement, & which show that the
DepEd-published textbooks were clearly superior?

For public school textbook procurement reform, I reiterate my proposal to remove the actual evaluation of
the textbooks from the responsibilities of the Secretariat of an incomplete Instructional Materials Council.
The IMCS does not have enough experts of its own, but usually taps many external experts from public and
private academic institutions.
Also, given the budgetary constraints of the IMCS, it gives relatively low compensation to the external
experts, and thus the IMCS neither attracts the best experts nor provides enough incentives for the experts
to exert their best efforts in the evaluation process.

It would be more efficient to decentralize textbook evaluation by accrediting appropriate departments of
reputable academic institutions and Centers of Excellence like the UP National Institute of Science and
Mathematics Education, the Ateneo de Manila Department of English, the UST Department of Science, the
De la Salle University Department of Filipino, etc. to evaluate the textbooks.

The role of a reconstituted & fully functional Instructional Materials Council then would be to accredit
those institutions and centers, which can charge reasonably competitive evaluation fees from the textbook
publishers. In this way, the DepEd can do away with its complex 5-step evaluation system, which
unfortunately has allowed some low quality textbooks to squeak through owing to the loopholes created
yet obscured by the sheer complexity of the system.

In this scheme, the Instructional Materials Council would consider for DepEd procurement only those
series of textbooks that obtained seals of approval from the accredited institutions and centers, and it
should require that the names of the approving institutions and centers be prominently displayed on the
textbooks themselves. The risk of ruining their reputations would push the institutions and centers to
make sure that they do a good job.
The Council would do occasional random checking in which, if it found a low quality textbook among those
that an accredited institution had approved, it would pursue an established process to remove
accreditation from the negligent institution.

In this scheme, the competition in the public school textbook procurement system among publishers
whose textbooks obtained seals of approval would be on the basis of price and some technical
requirements and no longer on textbook quality.

This proposal is consistent with National Book Policy #5, which provides that the State shall support an
efficient book utilization program for educational institutions. Also, Implementing Policy 5.5 states: the
Department of Education shall initiate measures to decentralize evaluation of textbooks, references and
other instructional materials particularly those which are locally developed and/or intended for specific
geographic areas or cultural communities.

The DepEd's over-centralized and complex system of large-scale textbook procurement strongly attracts
attempts at grand corruption that involves some textbook publishers and those DepEd bureaucrats who
discover the loopholes created and obscured by the complexity of the system.