MATH 139 Week-7-12

Math 139 – Assessment and Evaluation in Mathematics Midterm_Week 7-12
Big Picture
Week 7-12: Unit Learning Outcomes (ULO): At the end of these topics, you shall have:
a. plan portfolio assessment tools of a given subject or course; and
b. demonstrate skills in interpreting test results and reporting of grades.
Big Picture in Focus: ULOa. Plan portfolio assessment tools of a given

subject or course
Metalanguage
Assessment as part of instruction provides useful information on student learning

outcomes. In recent years, other techniques of assessing achievement has emerged as an alternative
assessment over the use of conventional forms of testing. This method is portfolio assessment,
which has captured the attention of many educators, as it has become an important addition to the
repertoire of performance assessment.
Essential Knowledge
Portfolio assessment is an evaluation tool used to document student learning through a

series of student-developed artifacts. Portfolios are collection of student work that allows
assessment by providing evidence of effort and accomplishments in relation to specific
instructional goals. Portfolio is a systematic process and purposeful collection of student work to
document the student learning progress, efforts, and achievement towards the attainment of
learning outcomes. It is a systematic process that follows a well-organized collection of products
of student work. It is a planned collection of learner achievement that documents what a student
has accomplished and the steps taken to get there. - Borich & Kubiszyn
PURPOSES
Portfolios give students the opportunity to direct their own learning. Johnson and Johnson (2002)
1. Portfolios can be used to determine students’ level of achievement.

2. Portfolios can be used to understand how students think, reason, organize, investigate, and
communicate.
3. Portfolios can be used to communicate student efforts, progress toward accomplishing learning
goals, and accomplishments.
4. Portfolios can be used to evaluate and improve curriculum and instructions.
5. One big contribution of portfolio is to give the students the chance to reflect and revisit on their
performances overtime.
TYPES OF PORTFOLIO
There are different types of portfolios you will encounter on assessing the performance
approach in your classroom. This is depending on the purpose and context of the portfolio which
are aligned to the learning competencies of the course of study. The following are the emerging
types of portfolio used in the teaching and learning assessment.
✓ Showcase Portfolio
This shows the best of the students’ best work. This type of portfolio is based on the student’s
personal criteria rather that the criteria of their teacher. Students select their best work and reflect
thoughtfully on its quality.
✓ Documentation Portfolio
This portfolio display changes and accomplishments related to academic performance over time.
The assembled work sample is to provide evidence about the student growth which also provides
meaningful opportunities for self-evaluation of the students.
✓ Process Portfolio
This shows the steps and / or the results of a completed project or task as the primary goal of
this portfolio. This is very useful because the final product does not always show the skills and
knowledge that the student used in an effort to complete the project.
✓ Product Portfolio
The product portfolio is similar to the process portfolio except that its focus is on the end product
rather than on the process in which the product was developed. In this type of portfolio, there is a
little or no information about the steps that was used in crafting the product.
ELEMENTS OF PORTFOLIO
The contents of portfolio may be determined by the students who decide what to include
in their portfolio; the cooperative learning group, their classmates who can recommend what to
include in the portfolio and the teacher, school or the division who can specify work samples and
components to be included in the portfolio, it could be an easy or photographs and other documents
which strengthen the students’ learning outcomes.
Generally, portfolio has its distinct elements which are expected and included from the
outputs of the students. The following are:
Cover Sheet - This creatively includes the nature of the students work and could be
in a form of a letter. It also reflects the progress of the learner as it summarizes the evidence
of students learning and progress
Table of Contents - This includes the title of each work sample and its page number.
Work Samples - These are entries which are to be included in the portfolio which
can be categorized as core. The core are the basic elements required for each student and
serves as basis for decision in assessing the students work
Dates of all sample works to facilitate evidence of growth overtime.
Drafts - Drafts of the written products, or even the seminal attempt in writing the
write ups for the portfolio and the revised version based on the corrected versions.
Self-Assessment - This is written by the student or the group members which could
be in terms of self-reflection and analysis or a form of insights.
Future Goals - This is based on the student’s current achievements, interest and
progress.
Other comments and assessments - This may come from the teacher, cooperative
learning groups, and other interested parties such as the parents.
DESIGNING AND EVALUATING PORTFOLIO ASSESSMENT IN THE CLASSROOM
After knowing the nature portfolio assessment, its purpose, types and components, we need
to clarify the steps for designing and evaluating portfolio as an assessment tool.
STEPS FOR DEVELOPING PORTFOILIO ASSESSMENT
Designing a portfolio assessment requires some advance and careful planning. It begins
with a clear idea about the purpose of the assessment.
The following steps provide a general direction for developing portfolio assessment.
Identify Overall Purpose and Focus

Identify the Physical Structure
Determine the appropriate organization and sources of content
Determine student reflection guidelines
Identify and evaluate scoring criteria
Communicate the result of portfolio evaluation
PORTFOLIO EVALUATION
 Student Evaluation
One of the advantages of portfolio assessment is allowing the students to revisit, reflect,
and evaluate their own work. This allows them to practice critiquing and conceptualizing the
quality of their work based on the criteria performance.
 Teacher Evaluation
Evaluating portfolio involves making judgements about students output. The teachers can
use numerical scores to summarize judgement or qualitative system. Scoring needs to be reliable
and should not be affected by inconsistencies note related to the qualities being judge.
 Student-Teacher Conference
McMillan (2007) pointed out the students need to compare their reflection with your
evaluations and make plans for subsequent work. After the portfolio are complete, it is good idea
to have ab exhibition of portfolios and or student-led parent-teacher conferences, in which students
present their portfolios to their parents.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
*Cajical, RM & Mantuano, ML (2014). Assessment of Learning 2. Adriana Printing Inc,

Quezon City Philippines
*David, A., Golla E., Magno, C., Valladolid, V. and Balagtas, M. (2020). Assessment in
Learning 2. Rex Book store, Sampaloc Manila
Big Picture in Focus: ULOb. Demonstrate skills in interpreting test results and
reporting of grades.
Metalanguage
In this lesson, discussion on the different methods and tools that measure student achievement in
the context of the different learning targets, assigning of grades to student and how it should be
done in relation to the intended learning outcomes.
Essential Knowledge
BATAS PAMBANSA Blg. 232 – An Act Providing for the Establishment and Maintenance
of an Integrated System of Education
Be it enacted by the Batasang Pambansa in session assembled:

1. 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 establish 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 development goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To assure the maximum participation of all the people in the attainment and enjoyment of
the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable cultural, moral and spiritual values in a changing world.
The state shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed, socio-economic status, physical and mental conditions, racial or
ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality
of access to education as well as the enjoyments 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 to 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 participati0n 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 required for national
development;
3. Develop the professions that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system
of educational planning and evaluation.
Towards the realization of these objectives, and pursuant to the Constitution, all
educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and
develop moral character, personal discipline, and scientific, technological and vocational
efficiency.
Furthermore, the educational system shall reach out to educationally deprived
communities, in order to give meaningful reality to their membership in the national society, to
enrich their civic participation in the community and national life, and to unity all Filipinos into a
free and just nation.
11. THE EDUCATIONAL COMMUNITY
Chapter 1: PRELIMINARY PROVISIONS
Section 5. Declaration of Policy and Objectives.— lt 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 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 interests of the students by defining their rights and
obligations, according on privileges, and encouraging the establishment of sound
relationships between them and the other members of the school community.
3. Promote the social and 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
group of persons as such, or associated in institutions involved in organized teaching and learning
systems.
The members and elements of the educational community are:
1. "Parents" or guardians or the head of the institution or foster home which has custody
of the pupil or student.
2. "Students" or those enrolled in and who regularly attend an educational institution of
secondary or higher level or 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 all
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, guidance counselors, researcher, research assistant,

research aides, and similar staff.
d. “Nonacademic Staff, “or all other school personnel not falling under the definition
and coverage of teaching and academic staff, school administrators and academic
non-teaching personnel.
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 sub-group of the educational community shall sit and participate
in these bodies, the rules and procedures of which must be approved by them and duly published.
Chapter 2: RIGHTS
Section 8. Rights of Parents. — In addition to other rights under existing laws, all parents
who have children enrolled in a school shall 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. 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
following rights:
1. The right to receive, primarily through competent instruction, relevant quality education
in line with national goals and conductive to their full development as persons 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 of school guidance and counseling services for making decisions and selecting
the alternatives in fields of work suited to his potentialities.
4. The right to access to his own school records, the confidentiality of which the school shall
maintain and preserve.
5. The right of the issuance of official certificates diplomas, transcript of records, grades,
transfer credentials and other similar documents within thirty days from request.
6. The right to publish a student newspaper and similar publications, as well as the right to
invite resource persons during assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic 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 form involuntary contributions, except those approved by their own
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
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 discharged or f professional duties and/or in defense of
school policies.
3. The right to establish, join and maintain labor organizations and/or professional and self-
regulating organizations of their choice to promote their welfare and defend their interests.
4. The right to be free from involuntary contributions except those imposed by their own
organizations.
Section 11. Special Rights and/or Privileges of Teaching or Academic Staff. Further to
the rights mentioned in the preceding Section, every member of the teaching or academic staff shall
enjoy the following rights and/or privileges.
1. The right to be free from compulsory assignments not related to their duties as defined in
their appointment or employment contracts, unless compensated therefor, conformably
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 Administrators. School administrators shall, in

accordance 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 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 School. - 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 the subjects of the study
and research.
Chapter 3: DUTIES AND OBLIGATIONS
Section 14. Duties of Parents. — In addition to those provided for under existing laws, all
parents shall have the following duties and obligations.
1. Parents, individually or collectively, through the school systems, shall help carry out
the educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and
shall strive to enable them to obtain secondary and higher education in the pursuance
of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school program
— curricular and co-curricular.
Section 15. Duties and Responsibilities of Student. 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 this 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
of discipline, and by 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. Teachers' Obligations. — Every teacher shall:

1. Perform his duties to the school by discharging his responsibilities in accordance with
the philosophy, goals and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning
objectives in pursuance of national development goals, within the limits of available
school resources.
3. Render regular reports on performance of each student and to the latter and the latter's
parents or 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 student's scholastic ratings 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 Administrator's Obligations. - Every school administrator

shall:
the philosophy, goals and objective of the school.
2. Be accountable for the efficient and effective administration and management of the
school.
3. Develop and maintain a healthy school atmosphere conducive to the promotion and
preservation of academic freedom and effective teaching and learning and to
harmonious and progressive school personnel relationship.
4. Assume and maintain professional behavior in his work and in dealing with students,
teachers, academic non-teaching personnel, administrative staff, and parents or
guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and non-
academic staff on their actual performance in relation to their expected performance
and counsel them on ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and consistency
in disciplining his teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry Of Education,
Culture and Sports.
Section 18. Obligations of Academic Non-reaching Personnel. - Academic nonteaching

personnel shall:
1. Improve himself professionally by keeping abreast of the latest trends and techniques
in his profession,
2. Assume, promote and maintain a professional attitude towards his work, students,
teachers, administrators and administrative staff and relate with them in a supportive
and cordial manner.
3. Promote and maintain an atmosphere conduce 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, is 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 Education " refers to the hierarchically structured and
chronologically graded learning’s organized and provided by the formal school system and for
which certification is required in order for the learner to progress through the grades or move to
higher levels. Formal education shall correspond to the following levels:
1. Elementary Education. - the first stage of compulsory, formal education primarily
concerned with providing basic education and usually corresponding to six or seven
grades, including pre-school programs.
2. Secondary Education - the stage 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 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 student so as to
equip him with skills for productive endeavor and or prepare him for tertiary
schooling.
Section 23. Objectives of Tertiary Education. - objectives of tertiary education are:

1. To provide a general education program that will promote national identify, cultural
consciousness
2. To train the nation's manpower in the skills required for national development
3. To develop the professionals 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-FORMAL 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 organization school-based educational activities
undertaken by the Ministry of Education, Culture and Sports and other agencies aimed
at attaining specific learning objectives for a particular clientele, especially the illiterates
and the out-of-school youth and adults, distinct from and outside the regular offerings
of the formal school system.
The objectives of non-formal education are as follows:
a. To eradicate illiteracy and raise the level of functional literacy of the
population;
b. To provide unemployed and underemployed youth and adults with
appropriate vocational/technical skills to enable them to become more
productive and effective citizens; and
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 schools or from secondary to national secondary schools shall
be by law. Provided, that any private school proposed to be established must incorporate as a non-
stock educational corporation in accordance with the provisions 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 the 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 the prior authorization of the government and shall be affected by recognition.
In the case of government operated schools, whether local, regional or national, recognition
of educational programs and/or operations shall be deemed granted simultaneously with
establishment.
In all other cases 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 entitles 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 courses to all the
benefits and privileges enjoyed by graduates in similar courses of studies in all schools
recognized by the government.
Operations 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 institutions which desire to meet standards of quality over and above the minimum
required for State recognition.
Chapter 4: INTERNAL ORGANIZATIONS 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 shall 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 established as a

tertiary institution and every private school shall have a governing board pursuant to its Charter
or to the Corporation Code of the Philippines, as the case may
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, disputes arising from employer-employee relation shall fall under the
jurisdiction of the Ministry of Labor and Employment as provided for by law and 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 Employment: Provided, further, That
every private school shall establish and implement an appropriate system within the school 'for
the prompt and orderly settlement Of personnel disputes at the school level, subject to the
provisions of Articles 262 and 263 of the Labor Code.
Chapter 5: SCHOOL FINANCE AND ASSISTANCE

Section 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 the 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, fiscal and students; and
2. Encourage and stimulate private support to education through, fiscal, and other
assistance measures.
A. FUNDING OF PUBLIC SCHOOL
Section 34. National Funds. - 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.
Section 35. Financial Aid and 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 Educational Fund
accruing local governments shall be used exclusively for the purpose enumerated in Section I 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 Budget. Said proceeds shall be considered a
local fund and shall be subject to Presidential Decree 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

institutions 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 Budget,
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 investments or equity contributions, tuition fees and other school charges grants, loans,
subsides, passive investment income and income from other sources.
Section 41. Government Assistance. The government, in recognition of their

complementary role in the educational system, may provide aid to the programs ofprivate
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 School Fees. - Each private school shall determine its
rate of tuition and other school fees or charges. The rates and charges adopted by 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 device from any
individual, institution, corporation, foundation, trust or 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 student's 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.
B. INCENTIVES TO EDUCATION
Section 45. Declaration of Policy. It is the policy of the State in the pursuit of its national
educational 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 percent 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
institutes with the mayor or his representative as chairman and not more than two representatives
of the institutional taxpayers, and likewise, not more than two residents of the municipality or
chartered city who are alumni of any of the institutional taxpayers as members: Provided, further,
That fifty percent of the additional one percent tax on real estate property provided for under
Republic Act 5447, shall accrue to the special private education fund: Provided, finally, That in
municipalities or chartered cities wherein the number of private institutions with individual
enrolment 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 institutional taxpayer
for the following purposes: student-pupil scholarships; improvement; 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 donations in favor
of any school, college or university recognized by the Government shall not be subjected to tax:
Provided, That such gifts or donations shall be for improvement Of classrooms and laboratory or
library facilities, and shall not ensure to the benefit of any officer, director, official, or owners of
the school, or paid out as salary, adjustment 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 duty established school, college or university located in the
dispersal site, within one (t) year from the date of such sale, transfer or disposition, otherwise, all
taxes due on the gains realized 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 successor nonprofit educational institution or to be distributed
by a court to another organization 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.
A. 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 needy 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 field of science and technology or in such
projects as may be necessary within the context of national development. xxxx
Approved,
(Sgd.) QUERUBE C. MAKALINTAL

Speaker
This Act was passed by the Batasang Pambansa on September 10, 1982.
(Sgd.) EDGARDO E. TUMANGAN

Deputy Secretary-General
Approved:
(Sgd.) FERDINAND E. MARCOS

President of the Philippines
REPUBLIC ACT No. 9155 – An Act Instituting a Framework of Governance for Basic
Education, Establishing Authority and Accountability, Renaming the Department of
Education, Culture and Sports as the Department of Education and for Other Purposes.
Be it enacted by the Senate and House of Representative of the Philippines in Congress

assembled:
Section 1. Short Title. — This Act shall be known as the "Government of Basic
Education Act of 2001."
Section 2. Declaration of Policy - It is hereby declared the policy of the State to protect
and promote the right of all citizens to qualify basic education and to make such education
accessible to all by providing all Filipino children a free and compulsory education in elementary
level and free education in the high school level. Such education shall also include alternative
learning systems for basic education to provide them with the skills, knowledge and values they
need to become caring, self-reliant, productive and patriotic citizens.
The school shall be the heart of the formal education system. It is where children learn.
Schools shall have a single aim of providing the best possible basic education for all learners.
Governance of basic education shall begin at the national level. It is at the regions,
divisions, schools and learning centers herein referred to as the field offices — where the policy
and principle for the governance of basic education shall be translated into programs, projects and
services developed adapted and offered to fit local needs.

The State shall encourage local initiatives for improving the quality of basic education.
The State shall ensure that the values, needs, and aspirations of a school community are reflected
in the program of education for the children, out-of-school youth and adult learners. Schools and
learning centers shall be empowered to make decisions on what is best for the learners they serve.
Section 3. Purposes and Objectives. — The purposes and objectives of this Act are:
(a) To provide the framework for the governance of basic education which shall set the
general directions for educational policies and standards and establish authority,
accountability and responsibility for achieving higher learning outcomes;
(b) To define the roles and responsibilities of, and provide resources to the field offices
which shall implement educational programs, projects and services in communities
they serve;
(c) To make schools and learning centers the most important vehicle for the teaching and
learning of national values and for developing in the Filipino learners love of country
and pride in its rich heritage;
(d) To ensure that schools and learning centers receive that kind of focused attention they
deserve and that educational programs, projects and services take into account the
interests of all members of the community;
(e) To enable the schools and learning centers to reflect the values of the community by
allowing teachers/learning facilitators and other staff to have flexibility to serve the
needs of all learners.
(f) To encourage local initiatives for the improvement of schools and learning centers and
to provide the means by which these improvements may be achieved and sustained;
and
(g) To establish schools and learning centers as facilities where school children are able to
learn a range or core competencies prescribed for elementary and high school education
programs or where the out-of-school youth and adult learners are provided alternative
learning programs and receive accreditation for at least the equivalent of a high school
education.
Section 4. Definition of Terms. - For purposes of this Act, the terms or phrases used shall
mean or be understood as follows:
(a) Alternative Learning System is a parallel learning system to provide a viable
alternative to the existing formal education instruction. It encompasses both the non-
formal and informal sources of knowledge and skills.
(b) Basic Education - is the education intended to meet basic learning needs which lay
the foundation on which subsequent learning can be based. It encompasses early
childhood elementary and high school education as well as alternative learning
systems for out-of-school youth and adult learners and includes education for those
with special needs.
(c) Cluster of Schools is a group of schools which are geographically contiguous and
brought together to improve the learning outcomes;
(d) Formal Education — is the systematic and deliberate process of hierarchically
structed and sequential learning corresponding to the general concept of elementary
and secondary level of schooling. At the end of each level, the learner needs a
certification in order to enter or advance to the next level.
(e) Information Education — is a lifelong process of learning by which every person
acquires and accumulates knowledge, skills, attitudes and insights from daily
experience at home, at work, at play and from life itself;
(f) Integrated School is a school that offers a complete basic education in one school
site and has unified instructional programs;
(g) Learner is any individual seeking basic literacy skills and functional life skills or
support services for the improvement of the quality of his/her life.
(h) Learning Center — is a physical space to house learning resources and facilities of
a learning program for out-of-school youth and adults. It is a value for face-to-face
learning activities and other learning opportunities for community development and
improvement of the people's quality of life.
(i) Learning Facilitator — is the key-learning support person who is responsible for
supervising/facilitating the learning process and activities of the learner.
(j) Non-Formal Education — is any organized, systematized educational activity
carried outside the framework of the formal system to provide selected types of
learning to a segment of the population;
(k) Quality Education — is the appropriateness, relevance and excellence of the
education given to meet the needs and aspirations of an individual and society.
(l) School - is an educational institution, private and public, undertaking educational
operation with a specific age group of pupils or students pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a building or a
group of buildings in a particular physical or cyber site; and
(m) School Head — is a person responsible for the administrative and instructional
supervision of the school or cluster of schools.
Chapter 1: Governance of Basic Education
Section 5. Principles of Shared Governance.

(a) Shared governance is a principle which recognize that every unit in the education
bureaucracy has a particular role, task and responsibility inherent in the office and
for which it is principally accountable for outcomes;
(b) The process of democratic consultation shall be observed in the decision_ making
process at appropriate levels. Feedback mechanism shall be established to ensure
coordination and open communication of the central office with the regional,
division, and school levels;
(c) The principles of accountability and transparency shall be operationalized in the
performance of functions and responsibilities at all levels; and
(d) The communication channels of field offices shall be strengthened to facilitate of
information and expand linkages with other government agencies, local
government units and non-governmental organizations for effective governance.
Section 6. Governance. — The Department of Education, Culture and Sports shall

henceforth be called the Department of Education. It shall be vested with authority, accountability
and responsibility for ensuring access to promoting equity in, and improving the quality of basic
education. Arts, culture and sports shall be as provided for in Section 8 and 9 hereof.
Section 7. Powers, Duties and Functions. — The Secretary of the Department of

Education shall exercise overall authority and supervision over the operation of the Department.
A. NATIONAL LEVEL
In addition to his/her powers under existing laws, the Secretary of Education shall have
authority, accountability and responsibility for the following:
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;
(4) Monitoring and assessing national learning outcomes;
(5) Undertaking national educational research and studies;
(6) Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department; and
(7) Enhancing the total development of learners through local and national programs
and/or projects.
The Secretary of Education shall be assisted by not more than four (4) undersecretaries and
not more than four (4) assistant secretaries whose assignments, duties and responsibilities shall be
governed by law. There shall be at least one undersecretary and one assistant secretary who shall
be career executive service officers chosen from among the staff of the Department.
B. REGIONAL LEVEL
There shall be as many regional offices as may be provided by law. Each regional office
shall have a director, an assistant director and an office staff for program promotion and support,
planning, administrative and fiscal services.
Consistent with the national educational policies, plans and standards, the regional director
shall have authority, accountability and responsibility for the following:
(1) Defining a regional educational policy framework which reflects the values, needs and
expectations of the communities they serve;
(2) Developing a regional basic education plan;
(3) Developing regional educational standards with a view towards benchmarking for
international competitiveness;
(4) Monitoring, evaluating and assessing regional learning outcomes;
(5) Undertaking research projects and developing and managing region wide projects
which may be funded through official development assistance and/or other funding
agencies;
(6) Ensuring strict compliance with prescribed national criteria for the recruitment,
selection and training of all staff in the region and divisions;
(7) Formulating, in coordination with the regional development council, the budget to
support the regional educational plan which shall take into account the educational
plans of the divisions and districts;
(8) Determining the organization component of the divisions and districts and approving
the proposed staffing pattern of all employees in the divisions and districts;
(9) Hiring, placing and evaluating all employees in the regional office, except for the
position of assistant director;
(10) Evaluating all schools division superintendents and assistant divisions
superintendents in the region;
(11) Planning and managing the effective and efficient use of all personnel, physical and
fiscal resources of the regional office, including professional staff development;
(12) Managing the database and management information system of the region;
(13) Approving the establishment of public and private elementary and high schools and
learning centers; and
(14) Performing such other functions as may be assigned by proper authorities
C. DIVISION LEVEL
A division shall consist of a province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an office staff for
programs promotion, planning administrative, fiscal, legal, ancillary and other supports services.
Consistent with the national educational policies, plans and standards, the schools division
superintendents shall have authority, accountability and responsibility for the following:
(1) Developing and implementing division education development plans;

(2) Planning and managing the effective and efficient use of all personnel, physical
and fiscal resources of the division, including professional staff development;
(3) Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and
nonteaching personnel, including school heads, except for the assistant division
superintendent;
(4) Monitoring the utilization of funds provided by the national government and
the local government units to the schools and learning centers;
(5) Ensuring compliance of quality standards for basic education programs and for
this purpose strengthening the role of division supervisors as subject area
specialists;
(6) Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education;
(7) Supervising the operation of all public and private elementary, secondary and
integrated schools, and learning centers; and
(8) Performing such other functions as may be assigned by proper authorities.
D. SCHOOLS DISTRICT LEVEL
Upon the recommendation of the school’s division superintendents, the regional director
may establish additional schools district within a school’s division. Schools districts already
existing at all time of the passage of this law shall be maintained. A school’s district shall have a
school district supervisor and an office staff for program promotion.
The schools district supervisor shall be responsible for:

(1) Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers in the district cluster thereof;
(2) Curricula supervision; and
E. SCHOOL LEVEL
There shall be a school head for all public elementary schools and public high schools or a
cluster thereof. The establishment of integrated schools from existing public elementary and public
high school shall be encouraged.
The school head who may be assisted by an assistant school head shall be both an
instructional leader and administrative manager. The school head shall form a team with the school
teachers/learning facilitators for delivery of quality educational programs, projects and services.
A core of non-teaching staff shall handle the school's administrative, fiscal and auxiliary services.
Consistent with the national educational policies, plans and standards, the school heads shall
have authority, accountability and responsibility for the following:
(1) Setting the mission, vision, goals and objectives of the school;
(2) Creating an environment within the school that is conductive to teaching and learning;
(3) Implementing the school curriculum and being accountable for higher learning
outcomes;
(4) Developing the school education program and school improvement plan;
(5) Offering educational programs, projects and services which provide equitable
opportunities for all learners in the community;
(6) Introducing new and innovative modes of instruction to achieve higher learning
outcomes;
(7) Administering and managing all personnel, physical and fiscal resources of the school;
(8) Recommending the staffing complement of the school based on its needs;
(9) Encouraging staff development;
(10) Establishing school and community networks and encouraging the active participation
of teachers’ organizations, non-academic personnel of public school, and parents-
teachers community associations;
(11) Accepting donations, gifts, bequests and grants for the purpose of upgrading and
expanding school facilitators' competencies, improving and expanding school facilities
and providing instructional materials and equipment. Such donations or grants must be
reported to the appropriate district supervisors and division superintendents; and
(12)
The Secretary' of Education shall create a promotions board, at the appropriate level, which
shall formulate and implement a system of promotion for school’s division supervisors, schools
district supervisors, and school heads. Promotion of school heads shall be based on educational
qualification, merit and performance rather than on the number of teachers/learning facilitators
and learners in the school.
The qualifications, salary grade, status of employment and welfare and benefits of school
heads shall be the same for public elementary, secondary and integrated schools.
No appointment to the positions of regional directors, assistant regional directors, school’s
division superintendents and assistant school’s division superintendents shall be made unless the
appointee is a career executive service officer who preferably shall have risen from the ranks.
Chapter 2: TRANSFER OF CULTURAL AGENCIES
Section 8. Cultural Agencies. - The Komisyon ng Wikang Pilipino, National Historical

Institute, Records Management and Archives Office and National Library shall now be
administratively attached to the National Commission for Culture and the Arts (NCCA) and no
longer with the Department of Education. The program for school arts and culture shall remain
part of the school curriculum.
Chapter 3: ABOLITION OF THE BUREAU OF PHYSICAL EDUCATION AND SCHOOL

SPORTS
Section 9. Abolition of BPESS. - All functions, programs and activities of the Department
of Education related to Sports competition shall be transferred to the Philippine Sports
Commission (PSC). The program for school sports and physical fitness shall remain part of the
basic education curriculum.
The Bureau of Physical Education and School Sports (BPESS) is hereby abolished. The
personnel of the BPESS, presently detailed with the PSC, are hereby transferred to the PSC without
loss of rank, including the plantilla position they occupy. All other BPESS personnel shall be
retained by the Department.
Chapter 4: SUPPORT AND ASSISTANCE OF OTHER GOVERNMENT AGENCIES

Section 10. The Secretary of Education and the Secretary of Budget and Management shall
within ninety (90) days from the approval of this Act jointly promulgate the guidelines on the
allocation, distribution and utilization of resources provided by the national government for the
field offices, taking into consideration and uniqueness of the working conditions of the teaching
services.
The Secretary of the Department of Education shall ensure that resources appropriated for
the field offices are adequate and that resources for school personnel, school desks and textbooks
and other instructional materials intended are allocated directly and released immediately by the
Department of Budget and Management to said offices.
Section 11. The Secretary of the Department of Education, subject to civil service laws
and regulations, shall issue appropriate personnel policy rules and regulations that will best meet
the requirements of the teaching profession taking into consideration the uniqueness of the working
conditions of the teaching service.
Section 12. The Commission on Audit, in the issuance of audit rules and regulations that
will govern the utilization of all resources as well as the liquidation, recording and reporting
thereof, shall take into account the different characteristics and district features of the department's
field offices, its organizational set-up as well as the nature of the operations of schools and learning
centers.
Chapter 5. FINAL PROVISIONS
Section 13. Governance in the ARMM. — The Regional Secretary for the Autonomous
Region in Muslim Mindanao (ARMM) shall exercise similar governance authority over the
divisions, districts, schools and learning centers in the region as may be provided in the Organic
Act without prejudice to the provisions of Republic Act No. 9054, entitled "An Act to Strengthen
and Expand the Organic Act for the Autonomous Region in Muslim Mindanao, amending for the
Purpose Republic Act. No. 6734, entitled "An Act Providing for the Autonomous Region in
Muslim Mindanao as amended."
Section 14. Rules and Regulations. The Secretary of Education shall Promulgate the
implanting rules and regulations within ninety (90) days after the approval of this Act: Provided,
That, the Secretary of Education shall fully implement the principle of shared governance within
two (2) years after the approval of this Act.
Section 15. Separability Clause. If for any reason, any portion or provision of this Act
shall be declared unconstitutional, other parts or provisions hereof which are not affected thereby
shall continue to be in full force and effect.
Section 16. Repealing Clause. - All laws, decrees, executive orders, rules and regulations,
pan or parts thereof, inconsistent with the provisions of this Act, are hereby repealed or modified
accordingly.
Section 17. Effectivity Clause — This Act shall take effect fifteen (15) days following its
publication in at least two (2) newspapers of general circulation.
Approved,
(SGD.) AQUILINO Q. PIMENTEL, JR

President of the Senate
(SGD.) FELICIANO BELMONTE, JR.

Speaker of the House of Representatives
This Act which is a consolidation of House Bill No. 10732 and Senate Bill NO. 2191 was
finally passed by the House of Representative and the Senate on June 6, 2001 and June 7, 2001,
respectively.
(SGD.) LUTGARDO B. BARBO

Secretary of the Senate
Approved,
(SGD.) GLORIA MACAPAGAL ARROYO

*Bilbao, P. (2012). The Teaching Profession. Lorimar Publishing, INC. Quezon City.
Big Picture in Focus: ULOb. Demonstrate skills in interpreting test results and
reporting of grades.
Metalanguage
In this lesson, discussion on the different methods and tools that measure student achievement in
the context of the different learning targets, assigning of grades to student and how it should be
done in relation to the intended learning outcomes.
Essential Knowledge
BATAS PAMBANSA Blg. 232 – An Act Providing for the Establishment and Maintenance
of an Integrated System of Education
Be it enacted by the Batasang Pambansa in session assembled:

1. 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 establish 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 development goals:
1. To achieve and maintain an accelerating rate of economic development and
social progress;
2. To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve,
develop and promote desirable cultural, moral and spiritual values in a changing
world.
The state shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed, socio-economic status, physical and mental conditions, racial or
ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality
of access to education as well as the enjoyments 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 to 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 participati0n 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 required for national
development;
3. Develop the professions that will provide leadership for the nation in the
advancement of knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system
of educational planning and evaluation.
Towards the realization of these objectives, and pursuant to the Constitution, all
educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and
develop moral character, personal discipline, and scientific, technological and vocational
efficiency.
Furthermore, the educational system shall reach out to educationally deprived
communities, in order to give meaningful reality to their membership in the national society, to
enrich their civic participation in the community and national life, and to unity all Filipinos into a
free and just nation.
11. THE EDUCATIONAL COMMUNITY
Chapter 1: PRELIMINARY PROVISIONS
Section 5. Declaration of Policy and Objectives.— lt 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 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 interests of the students by defining their rights and
obligations, according on privileges, and encouraging the establishment of sound
relationships between them and the other members of the school community.
3. Promote the social and 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
group of persons as such, or associated in institutions involved in organized teaching and learning
systems.
The members and elements of the educational community are:
1. "Parents" or guardians or the head of the institution or foster home which has custody
of the pupil or student.
2. "Students" or those enrolled in and who regularly attend an educational institution of
secondary or higher level or 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:
e. “Teaching or Academic Staff” or all persons engaged in actual teaching and/or all
research assignments, either on full-time or part-time basis, in all levels of the
educational system.
f. "School administrators” or all persons occupying policy-implementing positions
having to do with the functions of the school in all levels.
g. "Academic non-teaching personnel," or those persons holding some academic
qualifications and performing academic functions directly supportive of teaching,
such as registrars, librarians, guidance counselors, researcher, research assistant,
research aides, and similar staff.
h. “Nonacademic Staff, “or all other school personnel not falling under the definition
and coverage of teaching and academic staff, school administrators and academic
non-teaching personnel.
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 sub-group of the educational community shall sit and participate
in these bodies, the rules and procedures of which must be approved by them and duly published.
Chapter 2: RIGHTS
Section 8. Rights of Parents. — In addition to other rights under existing laws, all parents
who have children enrolled in a school shall 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. 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
following rights:
1. The right to receive, primarily through competent instruction, relevant quality education
in line with national goals and conductive to their full development as persons 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 of school guidance and counseling services for making decisions and selecting
the alternatives in fields of work suited to his potentialities.
4. The right to access to his own school records, the confidentiality of which the school
shall maintain and preserve.
5. The right of the issuance of official certificates diplomas, transcript of records, grades,
transfer credentials and other similar documents within thirty days from request.
6. The right to publish a student newspaper and similar publications, as well as the right to
invite resource persons during assemblies, symposia and other activities of similar
nature.
7. The right to free expression of opinions and suggestions, and to effective channels of
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 form involuntary contributions, except those approved by their own
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
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 discharged or f professional duties and/or in defense of
school policies.
3 The right to establish, join and maintain labor organizations and/or professional and self-
regulating organizations of their choice to promote their welfare and defend their interests.
4 The right to be free from involuntary contributions except those imposed by their own
organizations.
Section 11. Special Rights and/or Privileges of Teaching or Academic Staff. Further to
the rights mentioned in the preceding Section, every member of the teaching or academic staff shall
enjoy the following rights and/or privileges.
1. The right to be free from compulsory assignments not related to their duties as defined in
their appointment or employment contracts, unless compensated therefor, conformably
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 Administrators. School administrators shall, in

accordance 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 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 School. - 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 the subjects of the study
and research.
Chapter 3: DUTIES AND OBLIGATIONS
Section 14. Duties of Parents. — In addition to those provided for under existing laws, all
parents shall have the following duties and obligations.
1. Parents, individually or collectively, through the school systems, shall help carry out
the educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and
shall strive to enable them to obtain secondary and higher education in the pursuance
of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school program
— curricular and co-curricular.
Section 15. Duties and Responsibilities of Student. 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 this 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
of discipline, and by 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. Teachers' Obligations. Every teacher shall:

the philosophy, goals and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning
objectives in pursuance of national development goals, within the limits of available
school resources.
3. Render regular reports on performance of each student and to the latter and the latter's
parents or 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 student's scholastic ratings 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 Administrator's Obligations. Every school administrator shall:

the philosophy, goals and objective of the school.
2. Be accountable for the efficient and effective administration and management of the
school.
3. Develop and maintain a healthy school atmosphere conducive to the promotion and
preservation of academic freedom and effective teaching and learning and to
harmonious and progressive school personnel relationship.
4. Assume and maintain professional behavior in his work and in dealing with students,
teachers, academic non-teaching personnel, administrative staff, and parents or
guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and non-
academic staff on their actual performance in relation to their expected performance
and counsel them on ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and consistency
in disciplining his teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry Of Education,
Culture and Sports.
Section 18. Obligations of Academic Non-reaching Personnel. - Academic nonteaching

personnel shall:
4. Improve himself professionally by keeping abreast of the latest trends and techniques
in his profession,
5. Assume, promote and maintain a professional attitude towards his work, students,
teachers, administrators and administrative staff and relate with them in a supportive
and cordial manner.
6. Promote and maintain an atmosphere conduce 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, is 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 Education " refers to the hierarchically structured and
chronologically graded learning’s organized and provided by the formal school system and for
which certification is required in order for the learner to progress through the grades or move to
higher levels. Formal education shall correspond to the following levels:
1. Elementary Education. - the first stage of compulsory, formal education primarily
concerned with providing basic education and usually corresponding to six or seven
grades, including pre-school programs.
2. Secondary Education - the stage 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:

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 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:

1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the student so as to
equip him with skills for productive endeavor and or prepare him for tertiary
schooling.
Section 23. Objectives of Tertiary Education. - objectives of tertiary education are:

1. To provide a general education program that will promote national identify, cultural
consciousness
2. To train the nation's manpower in the skills required for national development
3. To develop the professionals 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-FORMAL 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 organization school-based educational activities
undertaken by the Ministry of Education, Culture and Sports and other agencies aimed
at attaining specific learning objectives for a particular clientele, especially the illiterates
and the out-of-school youth and adults, distinct from and outside the regular offerings
of the formal school system.
The objectives of non-formal education are as follows:
a. To eradicate illiteracy and raise the level of functional literacy of the
population;
b. To provide unemployed and underemployed youth and adults with
appropriate vocational/technical skills to enable them to become more
productive and effective citizens; and
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 schools or from secondary to national secondary schools shall
be by law. Provided, that any private school proposed to be established must incorporate as a non-
stock educational corporation in accordance with the provisions 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 the 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 the prior authorization of the government and shall be affected by recognition.
In the case of government operated schools, whether local, regional or national, recognition
of educational programs and/or operations shall be deemed granted simultaneously with
establishment.
In all other cases 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 entitles 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 courses to all the
benefits and privileges enjoyed by graduates in similar courses of studies in all schools
recognized by the government.
Operations 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 institutions which desire to meet standards of quality over and above the minimum
required for State recognition.
Chapter 4: INTERNAL ORGANIZATIONS 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 shall 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 established as a

tertiary institution and every private school shall have a governing board pursuant to its Charter
or to the Corporation Code of the Philippines, as the case may
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, disputes arising from employer-employee relation shall fall under the
jurisdiction of the Ministry of Labor and Employment as provided for by law and 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 Employment: Provided, further, That
every private school shall establish and implement an appropriate system within the school 'for
the prompt and orderly settlement Of personnel disputes at the school level, subject to the
provisions of Articles 262 and 263 of the Labor Code.
Chapter 5: SCHOOL FINANCE AND ASSISTANCE

Section 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 the 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, fiscal and students; and
2. Encourage and stimulate private support to education through, fiscal, and other
assistance measures.
A. FUNDING OF PUBLIC SCHOOL
Section 34. National Funds. - 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.
Section 35. Financial Aid and 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 Educational Fund
accruing local governments shall be used exclusively for the purpose enumerated in Section I 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 Budget. Said proceeds shall be considered a
local fund and shall be subject to Presidential Decree 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

institutions 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 Budget,
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 investments or equity contributions, tuition fees and other school charges grants, loans,
subsides, passive investment income and income from other sources.
Section 41. Government Assistance. The government, in recognition of their

complementary role in the educational system, may provide aid to the programs ofprivate
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 School Fees. - Each private school shall determine its
rate of tuition and other school fees or charges. The rates and charges adopted by 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 device from any
individual, institution, corporation, foundation, trust or 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 student's 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.
B. INCENTIVES TO EDUCATION
Section 45. Declaration of Policy. It is the policy of the State in the pursuit of its national
educational 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 percent 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
institutes with the mayor or his representative as chairman and not more than two representatives
of the institutional taxpayers, and likewise, not more than two residents of the municipality or
chartered city who are alumni of any of the institutional taxpayers as members: Provided, further,
That fifty percent of the additional one percent tax on real estate property provided for under
Republic Act 5447, shall accrue to the special private education fund: Provided, finally, That in
municipalities or chartered cities wherein the number of private institutions with individual
enrolment 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 institutional taxpayer
for the following purposes: student-pupil scholarships; improvement; 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 donations in favor
of any school, college or university recognized by the Government shall not be subjected to tax:
Provided, That such gifts or donations shall be for improvement Of classrooms and laboratory or
library facilities, and shall not ensure to the benefit of any officer, director, official, or owners of
the school, or paid out as salary, adjustment 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 duty established school, college or university located in the
dispersal site, within one (t) year from the date of such sale, transfer or disposition, otherwise, all
taxes due on the gains realized 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 successor nonprofit educational institution or to be distributed
by a court to another organization 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.
B. 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 needy 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 field of science and technology or in such
projects as may be necessary within the context of national development. xxxx
Approved,
(Sgd.) QUERUBE C. MAKALINTAL

Speaker
This Act was passed by the Batasang Pambansa on September 10, 1982.
(Sgd.) EDGARDO E. TUMANGAN

Deputy Secretary-General
Approved:
(Sgd.) FERDINAND E. MARCOS

REPUBLIC ACT No. 9155 – An Act Instituting a Framework of Governance for Basic
Education, Establishing Authority and Accountability, Renaming the Department of
Education, Culture and Sports as the Department of Education and for Other Purposes.

assembled:
Section 1. Short Title. — This Act shall be known as the "Government of Basic
Education Act of 2001."
Section 2. Declaration of Policy - It is hereby declared the policy of the State to protect
and promote the right of all citizens to qualify basic education and to make such education
accessible to all by providing all Filipino children a free and compulsory education in elementary
level and free education in the high school level. Such education shall also include alternative
learning systems for basic education to provide them with the skills, knowledge and values they
need to become caring, self-reliant, productive and patriotic citizens.
The school shall be the heart of the formal education system. It is where children learn.
Schools shall have a single aim of providing the best possible basic education for all learners.
Governance of basic education shall begin at the national level. It is at the regions,
divisions, schools and learning centers herein referred to as the field offices — where the policy
and principle for the governance of basic education shall be translated into programs, projects and
services developed adapted and offered to fit local needs.
The State shall encourage local initiatives for improving the quality of basic education.
The State shall ensure that the values, needs, and aspirations of a school community are reflected
in the program of education for the children, out-of-school youth and adult learners. Schools and
learning centers shall be empowered to make decisions on what is best for the learners they serve.
Section 3. Purposes and Objectives. The purposes and objectives of this Act are:
(h) To provide the framework for the governance of basic education which shall set the
general directions for educational policies and standards and establish authority,
accountability and responsibility for achieving higher learning outcomes;
(i) To define the roles and responsibilities of, and provide resources to the field offices
which shall implement educational programs, projects and services in communities
they serve;
(j) To make schools and learning centers the most important vehicle for the teaching and
learning of national values and for developing in the Filipino learners love of country
and pride in its rich heritage;
(k) To ensure that schools and learning centers receive that kind of focused attention they
deserve and that educational programs, projects and services take into account the
interests of all members of the community;
(l) To enable the schools and learning centers to reflect the values of the community by
allowing teachers/learning facilitators and other staff to have flexibility to serve the
needs of all learners.
(m) To encourage local initiatives for the improvement of schools and learning centers and
to provide the means by which these improvements may be achieved and sustained;
and
(n) To establish schools and learning centers as facilities where school children are able to
learn a range or core competencies prescribed for elementary and high school education
programs or where the out-of-school youth and adult learners are provided alternative
learning programs and receive accreditation for at least the equivalent of a high school
education.
Section 4. Definition of Terms. - For purposes of this Act, the terms or phrases used shall
mean or be understood as follows:
(n) Alternative Learning System is a parallel learning system to provide a viable
alternative to the existing formal education instruction. It encompasses both the non-
formal and informal sources of knowledge and skills.
(o) Basic Education - is the education intended to meet basic learning needs which lay
the foundation on which subsequent learning can be based. It encompasses early
childhood elementary and high school education as well as alternative learning
systems for out-of-school youth and adult learners and includes education for those
with special needs.
(p) Cluster of Schools is a group of schools which are geographically contiguous and
brought together to improve the learning outcomes;
(q) Formal Education — is the systematic and deliberate process of hierarchically
structed and sequential learning corresponding to the general concept of elementary
and secondary level of schooling. At the end of each level, the learner needs a
certification in order to enter or advance to the next level.
(r) Information Education — is a lifelong process of learning by which every person

acquires and accumulates knowledge, skills, attitudes and insights from daily
experience at home, at work, at play and from life itself;
(s) Integrated School is a school that offers a complete basic education in one school
site and has unified instructional programs;
(t) Learner is any individual seeking basic literacy skills and functional life skills or
support services for the improvement of the quality of his/her life.
(u) Learning Center — is a physical space to house learning resources and facilities of
a learning program for out-of-school youth and adults. It is a value for face-to-face
learning activities and other learning opportunities for community development and
improvement of the people's quality of life.
(v) Learning Facilitator — is the key-learning support person who is responsible for
supervising/facilitating the learning process and activities of the learner.
(w) Non-Formal Education — is any organized, systematized educational activity
carried outside the framework of the formal system to provide selected types of
learning to a segment of the population;
(x) Quality Education — is the appropriateness, relevance and excellence of the
education given to meet the needs and aspirations of an individual and society.
(y) School - is an educational institution, private and public, undertaking educational
operation with a specific age group of pupils or students pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a building or a
group of buildings in a particular physical or cyber site; and
(z) School Head — is a person responsible for the administrative and instructional
supervision of the school or cluster of schools.
Chapter 1: Governance of Basic Education
Section 5. Principles of Shared Governance.

(a) Shared governance is a principle which recognize that every unit in the education
bureaucracy has a particular role, task and responsibility inherent in the office and
for which it is principally accountable for outcomes;
(b) The process of democratic consultation shall be observed in the decision_ making
process at appropriate levels. Feedback mechanism shall be established to ensure
coordination and open communication of the central office with the regional,
division, and school levels;
(c) The principles of accountability and transparency shall be operationalized in the
performance of functions and responsibilities at all levels; and
(d) The communication channels of field offices shall be strengthened to facilitate of
information and expand linkages with other government agencies, local
government units and non-governmental organizations for effective governance.
Section 6. Governance. — The Department of Education, Culture and Sports shall

henceforth be called the Department of Education. It shall be vested with authority, accountability
and responsibility for ensuring access to promoting equity in, and improving the quality of basic
education. Arts, culture and sports shall be as provided for in Section 8 and 9 hereof.
Section 7. Powers, Duties and Functions. — The Secretary of the Department of

Education shall exercise overall authority and supervision over the operation of the Department.
F. NATIONAL LEVEL
In addition to his/her powers under existing laws, the Secretary of Education shall have
authority, accountability and responsibility for the following:
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;
(4) Monitoring and assessing national learning outcomes;
(5) Undertaking national educational research and studies;
(6) Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department; and
(7) Enhancing the total development of learners through local and national programs
and/or projects.
The Secretary of Education shall be assisted by not more than four (4) undersecretaries and
not more than four (4) assistant secretaries whose assignments, duties and responsibilities shall be
governed by law. There shall be at least one undersecretary and one assistant secretary who shall
be career executive service officers chosen from among the staff of the Department.
G. REGIONAL LEVEL
There shall be as many regional offices as may be provided by law. Each regional office
shall have a director, an assistant director and an office staff for program promotion and support,
planning, administrative and fiscal services.
Consistent with the national educational policies, plans and standards, the regional director
shall have authority, accountability and responsibility for the following:
(1) Defining a regional educational policy framework which reflects the values, needs and
expectations of the communities they serve;
(2) Developing a regional basic education plan;
(3) Developing regional educational standards with a view towards benchmarking for
international competitiveness;
(4) Monitoring, evaluating and assessing regional learning outcomes;
(5) Undertaking research projects and developing and managing region wide projects
which may be funded through official development assistance and/or other funding
agencies;
(6) Ensuring strict compliance with prescribed national criteria for the recruitment,
selection and training of all staff in the region and divisions;
(7) Formulating, in coordination with the regional development council, the budget to
support the regional educational plan which shall take into account the educational
plans of the divisions and districts;
(8) Determining the organization component of the divisions and districts and approving
the proposed staffing pattern of all employees in the divisions and districts;
(9) Hiring, placing and evaluating all employees in the regional office, except for the
position of assistant director;
(10) Evaluating all schools division superintendents and assistant divisions
superintendents in the region;
(11) Planning and managing the effective and efficient use of all personnel, physical and
fiscal resources of the regional office, including professional staff development;
(12) Managing the database and management information system of the region;
(13) Approving the establishment of public and private elementary and high schools and
learning centers; and
(14) Performing such other functions as may be assigned by proper authorities
H. DIVISION LEVEL
A division shall consist of a province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an office staff for
programs promotion, planning administrative, fiscal, legal, ancillary and other supports services.
Consistent with the national educational policies, plans and standards, the schools division
superintendents shall have authority, accountability and responsibility for the following:
(1) Developing and implementing division education development plans;

(2) Planning and managing the effective and efficient use of all personnel, physical
and fiscal resources of the division, including professional staff development;
(3) Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and
nonteaching personnel, including school heads, except for the assistant division
superintendent;
(4) Monitoring the utilization of funds provided by the national government and
the local government units to the schools and learning centers;
(5) Ensuring compliance of quality standards for basic education programs and for
this purpose strengthening the role of division supervisors as subject area
specialists;
(6) Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education;
(7) Supervising the operation of all public and private elementary, secondary and
integrated schools, and learning centers; and
I. SCHOOLS DISTRICT LEVEL
Upon the recommendation of the school’s division superintendents, the regional director
may establish additional schools district within a school’s division. Schools districts already
existing at all time of the passage of this law shall be maintained. A school’s district shall have a
school district supervisor and an office staff for program promotion.
The schools district supervisor shall be responsible for:

(1) Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers in the district cluster thereof;
(2) Curricula supervision; and
J. SCHOOL LEVEL
There shall be a school head for all public elementary schools and public high schools or a
cluster thereof. The establishment of integrated schools from existing public elementary and public
high school shall be encouraged.
The school head who may be assisted by an assistant school head shall be both an
instructional leader and administrative manager. The school head shall form a team with the school
teachers/learning facilitators for delivery of quality educational programs, projects and services.
A core of non-teaching staff shall handle the school's administrative, fiscal and auxiliary services.
Consistent with the national educational policies, plans and standards, the school heads shall
have authority, accountability and responsibility for the following:
(1) Setting the mission, vision, goals and objectives of the school;
(2) Creating an environment within the school that is conductive to teaching and learning;
(3) Implementing the school curriculum and being accountable for higher learning
outcomes;
(4) Developing the school education program and school improvement plan;
(5) Offering educational programs, projects and services which provide equitable
opportunities for all learners in the community;
(6) Introducing new and innovative modes of instruction to achieve higher learning
outcomes;
(7) Administering and managing all personnel, physical and fiscal resources of the school;
(8) Recommending the staffing complement of the school based on its needs;
(9) Encouraging staff development;
(10) Establishing school and community networks and encouraging the active participation
of teachers’ organizations, non-academic personnel of public school, and parents-
teachers community associations;
(11) Accepting donations, gifts, bequests and grants for the purpose of upgrading and
expanding school facilitators' competencies, improving and expanding school facilities
and providing instructional materials and equipment. Such donations or grants must be
reported to the appropriate district supervisors and division superintendents; and
(12)
The Secretary' of Education shall create a promotions board, at the appropriate level, which
shall formulate and implement a system of promotion for school’s division supervisors, schools
district supervisors, and school heads. Promotion of school heads shall be based on educational
qualification, merit and performance rather than on the number of teachers/learning facilitators
and learners in the school.
The qualifications, salary grade, status of employment and welfare and benefits of school
heads shall be the same for public elementary, secondary and integrated schools.
No appointment to the positions of regional directors, assistant regional directors, school’s
division superintendents and assistant school’s division superintendents shall be made unless the
appointee is a career executive service officer who preferably shall have risen from the ranks.
Chapter 2: TRANSFER OF CULTURAL AGENCIES
Section 8. Cultural Agencies. - The Komisyon ng Wikang Pilipino, National Historical

Institute, Records Management and Archives Office and National Library shall now be
administratively attached to the National Commission for Culture and the Arts (NCCA) and no
longer with the Department of Education. The program for school arts and culture shall remain
part of the school curriculum.
Chapter 3: ABOLITION OF THE BUREAU OF PHYSICAL EDUCATION AND SCHOOL

SPORTS
Section 9. Abolition of BPESS. - All functions, programs and activities of the Department
of Education related to Sports competition shall be transferred to the Philippine Sports
Commission (PSC). The program for school sports and physical fitness shall remain part of the
basic education curriculum.
The Bureau of Physical Education and School Sports (BPESS) is hereby abolished. The
personnel of the BPESS, presently detailed with the PSC, are hereby transferred to the PSC without
loss of rank, including the plantilla position they occupy. All other BPESS personnel shall be
retained by the Department.
Chapter 4: SUPPORT AND ASSISTANCE OF OTHER GOVERNMENT AGENCIES

Section 10. The Secretary of Education and the Secretary of Budget and Management shall
within ninety (90) days from the approval of this Act jointly promulgate the guidelines on the
allocation, distribution and utilization of resources provided by the national government for the
field offices, taking into consideration and uniqueness of the working conditions of the teaching
services.
The Secretary of the Department of Education shall ensure that resources appropriated for
the field offices are adequate and that resources for school personnel, school desks and textbooks
and other instructional materials intended are allocated directly and released immediately by the
Department of Budget and Management to said offices.
Section 11. The Secretary of the Department of Education, subject to civil service laws
and regulations, shall issue appropriate personnel policy rules and regulations that will best meet
the requirements of the teaching profession taking into consideration the uniqueness of the working
conditions of the teaching service.
Section 12. The Commission on Audit, in the issuance of audit rules and regulations that
will govern the utilization of all resources as well as the liquidation, recording and reporting
thereof, shall take into account the different characteristics and district features of the department's
field offices, its organizational set-up as well as the nature of the operations of schools and learning
centers.
Chapter 5. FINAL PROVISIONS
Section 13. Governance in the ARMM. — The Regional Secretary for the Autonomous
Region in Muslim Mindanao (ARMM) shall exercise similar governance authority over the
divisions, districts, schools and learning centers in the region as may be provided in the Organic
Act without prejudice to the provisions of Republic Act No. 9054, entitled "An Act to Strengthen
and Expand the Organic Act for the Autonomous Region in Muslim Mindanao, amending for the
Purpose Republic Act. No. 6734, entitled "An Act Providing for the Autonomous Region in
Muslim Mindanao as amended."
Section 14. Rules and Regulations. The Secretary of Education shall Promulgate the
implanting rules and regulations within ninety (90) days after the approval of this Act: Provided,
That, the Secretary of Education shall fully implement the principle of shared governance within
two (2) years after the approval of this Act.
Section 15. Separability Clause. If for any reason, any portion or provision of this Act
shall be declared unconstitutional, other parts or provisions hereof which are not affected thereby
shall continue to be in full force and effect.
Section 16. Repealing Clause. - All laws, decrees, executive orders, rules and regulations,
pan or parts thereof, inconsistent with the provisions of this Act, are hereby repealed or modified
accordingly.
Section 17. Effectivity Clause — This Act shall take effect fifteen (15) days following its
publication in at least two (2) newspapers of general circulation.
Approved,
(SGD.) AQUILINO Q. PIMENTEL, JR

President of the Senate
(SGD.) FELICIANO BELMONTE, JR.

Speaker of the House of Representatives
This Act which is a consolidation of House Bill No. 10732 and Senate Bill NO. 2191 was
finally passed by the House of Representative and the Senate on June 6, 2001 and June 7, 2001,
respectively.
(SGD.) LUTGARDO B. BARBO

Secretary of the Senate
Approved,
(SGD.) GLORIA MACAPAGAL ARROYO

the lesson:
*Bilbao, P. (2012). The Teaching Profession. Lorimar Publishing, INC. Quezon City.
Big Picture in Focus: ULOc. Understand organizational structure of DepEd and

diff. RAs that governs Philippine education.
Metalanguage
To carry out the mandate, vision, and mission of the Department, structural components are in
place. It is important for a young and beginning teacher like you to know the structure and
hierarchical levels in the Department so you will understand the governance and communication
flow in the system. To understand more, please proceed to essential knowledge
Essential Knowledge
ORGANIZATIONAL STRUCTURE OF THE DEPARTMENT OF EDUCATION FIELD

OFFICES
Governance of basic education begins at the national level. Section 2 RA No. 9155
stipulates that it is "at the regions, divisions, schools, and learning centers, referred to as field
offices where the policy and principle for the governance in the Department are translated into
programs, projects, and services developed, adapted and offered to fit local needs. "
The Offices of the Secretary, Undersecretaries, Assistant Secretaries, and Bureau
Directors are in the Central Office. There are 6 regional offices headed by the Regional Directors.
The Autonomous Region in Muslim Mindanao (ARMM) is headed by a Regional Secretary.
Below are the locations and number of school divisions in each region.
The ARMM has a Regional Secretary of Education and staff. Although the office is
distinct from the Department of Education, national programs and projects involve the ARMM.
The Secretary of the Department of Education exercises supervision and control over the
entire department. Republic Act. 232 provides for four Undersec retaries and four Assistant
Secretaries. Assisting the Secretary in the formulation Of policies, standards, and programs are
three bureaus the Bureau of Elementary Education, Bureau of Secondary Education and the
Bureau of Alternative Learning System.
The field offices of the DepEd are the 16 regional offices. The Autonomous Region in
Muslim Mindanao (ARMM) is headed by a Regional Secretary. A region is composed of
provincial and city school divisions each headed by a Schools Division Superintendent.
Figure 1 show the organizational structure of the provincial and city school divisions.
A school division is located in each province or city. The provincial school division may
include a city or cities within its geographical unit. The Schools Division Superintendent has
authority over all elementary and secondary public and private schools in the division.
Figure 2 shows a typical structure of an elementary school and Figure 3 shows the
organizational structure of a secondary school.
The roles and responsibilities of the principals/school heads are specified in R.A. No. 9155.
EXCERPTS FROM THE FAMILY CODE OF THE PHILIPPINES
Cases of child abuse in schools have been reported in print and broadcast media.
These constitute "professional malpractice" and violation of the standards and the Code of
Ethics of the profession. Society demands that the teacher uses his/her best professional
judgment to produce desired results in the learning environment just as it "asks the physician
to use his best professional judgment in deciding what medical regiment to prescribe."
The next lessons give you the legal bases for your authority, responsibility and
accountability inside or outside the premises of the school.
Title IX
PARENTAL AUTHORITY
Chapter 1. General Provisions
ART 209. Pursuant to the natural right and duty of parents over the person and property of
their unemancipated children, parental authority and responsibility shall include the caring for and
rearing of such children for civic consciousness and efficiency and the development of their moral,
mental and physical character and well-being. (n)
ART. 210. Parental authority and responsibility may not be renounced or transferred
except in the cases authorized by law. (313a)
ART. 211 The father and the mother shall jointly exercise parental authority over the
persons of their common children. In case of disagreement, the father's decision shall prevail,
unless there is a judicial order to the contrary.
Children shall always observe respect and reverence toward their parents and are obliged
to obey them as long the children are under parental authority. (17a, PD 603)
ART. 212. In case of absence or death of either parent, the parent present shall continue
exercising parental authority. The remarriage of the surviving parent shall not affect the parental
authority over the children, unless the court appoints another person to be the guardian of the
person or property of the children. (17a, PD 603)
ART. 213. In case of separation of the parents, parental authority shall be exercised by the
parent designated by the court. The court shall take into account all relevant considerations,
especially the choice of the child over seven years of age, unless the parent chosen is unfit. (n)
No child under seven years of age shall be separated from the mother, unless the court finds
compelling reasons to order otherwise.
ART. 214. In case of death, absence or unsuitability of the parents, substitute parental
authority shall be exercised by the surviving grandparent. In case several survive, the one
designated by the court, taking into account the same consideration mentioned in the Preceding
article, shall exercise the authority. (19a, PD 603)
ART. 215. No descendant shall be compelled, in a criminal case, to testify against his
parents and grandparents, except when such testimony is indispensable in a crime against the
descendant or by one parent against the other. (315a)
Chapter 2. Substitute and Special

Parental Authority
ART. 216. In default of parents or a judicially appointed guardian, the following persons
shall exercise substitute parental authority over the child in the order indicated:
(l) The surviving grandparent, as provided in Art. 214;
(2) The oldest brother or sister, over twenty-one years of age, unless unfit or disqualified;
and
(3) The child's actual custodian, over twenty-one years of age, unless unfit or disqualified.
Whenever the appointment of a judicial guardian over the property of the child becomes
necessary, the same order of preference shall be observed. (349a, 35 la, 354a)
ART. 217. In case of foundlings, abandoned, neglected or abused children and other
children similarly situated, parental authority shall be entrusted in summary judicial proceedings
to heads of children's homes, orphanages and similar institutions duly accredited by the proper
government agency. (314a)
ART. 218. The school, its administrators and teachers, or the individual, entity or institution
engaged in child care shall have special parental authority and responsibility over the minor child
while under their supervision, instruction or custody.
Authority and responsibility shall apply to all authorized activities whether inside or outside
the premises of the school, entity or institution. (349a)
ART. 219. those given the authority and responsibility under the preceding Articles shall
be principally and solidarity liable for damage caused by the acts or omissions of the
unemancipated minor. The parents or judicial guardians of the persons exercising substitute
parental authority over said minor shall be subsidiary liable.
The respective liabilities of those referred to in the preceding paragraph shall not apply if it
is proved that they exercised the proper diligence required under the particular circumstances.
All other cases not covered by this and the preceding articles shall be governed by the
provisions of the Civil Code on quasi-delicts. (n)
Chapter 3. Effect of Parental Authority Upon the Persons of the Children

ART. 220. The parents and those exercising parental authority shall have with respect to
their unemancipated children or wards the following rights and duties:
(1) To keep them in their company, to support, educate and instruct them by right precept
and good example, and to provide for their upbringing in keeping with their means;
(2) To give them love and affection, advice and counsel, companionship and
understanding;
(3) To provide them with moral and spiritual guidance, inculcate in them honesty,
integrity, self-discipline, self-reliance, industry and thrift, stimulate their interest in
civic affairs, and inspire in them compliance with the duties of citizenship;
(4) To enhance, protect, preserve and maintain their physical and mental health at all
times;
(5) To furnish them with good and wholesome educational materials, supervise their
activities, recreation and association with others, protect them from bad company, and
prevent them from acquiring habits detrimental to their health, studies, and morals;
(6) To represent them in all matters affecting their interests;
(7) To demand from them respect and obedience;
(8) To impose discipline on them as may be required under the circumstances; and
(9) To perform such other duties as are imposed by law upon parents and guardians.
(316a)
ART. 221. Parents and other persons exercising parental authority shall be civilly liable for
the injuries and damages caused by the acts or omissions of their unemancipated children living in
their company and under their parental authority subject
ART. 222. appropriate the courts defenses may appoint provided a by guardian law. (2180
of the (2)a child's and (4) a property, or guardian ad litem when the best interests of the child so
require. (317)
ART. 223. The parents or, in their absence or incapacity, the individual, entity or institution
exercising parental authority, may petition the proper court of the place where the child resides, for
an order providing for disciplinary measures over the child. The child shall be entitled to the
assistance of counsel, either of his choice or appointed by the court, and a summary hearing shall
be conducted wherein the petitioner and the child shall be heard.
However, if in the same proceeding the court finds the petitioner at fault, irrespective may
also of the deprivation merits of the or petition, suspension or of when parental the circumstance
authority or adopt so warrant, such other measures as it may deem just and proper. (318a)
ART.224. The measures referred to in the preceding article may include the commitment
of the child for not more than thirty days in accredited by the proper government agency.
The parent exercising parental authority shall not interfere with the care of the child
whenever committed but shall provide for his support. Upon proper petition or its own instance,
the court may terminate the commitment of the child whenever just and proper. (319a)
Chapter 4. Effect of Parental Authority Upon the Property of the Children
ART. 225. The father and the mother shall jointly exercise legal guardianship over the
property of their unemancipated common child without the necessity of a court appointment. In
case of disagreement, the father's decision shall prevail, unless there is a judicial order to the
contrary.
Where the market value, of the property or the annual income of the child exceeds P 50,000,
the parent concerned shall be required to furnish a bond in such amount as the court may determine,
but not less than ten per centum (10%) of the value of the property or annual income, to guarantee
the performance of the obligations prescribed for general guardians.
A verified petition for approval of the bond shall be filed in the proper court of the place
where the child resides, or, if the child resides in a foreign country, in the proper court of the place
where the property or any part thereof is situated.
The petition shall be docketed as a summary special proceeding in which all incidents and
issues regarding the performance of the obligations referred to in the second paragraph of this
Article shall be heard and resolved.
The ordinary rules on guardianship shall be merely suppletory except when the child is
under substitute parental authority, or the guardian is stranger, or a parent has remarried, in which
case the ordinary rules on guardianship shall apply. (320a)
ART 226. The property of the unemancipated child earned or acquired with his work or
industry or by onerous or gratuitous title shall belong to the child in ownership and shall be devoted
exclusively to otherwise.
The right of the parents over the fruits and income of the child's properly shall be limited
to the child's support and secondarily to the collective daily needs of the family. (321a, 323a)
ART.227. If the parents entrust the management or administration of any of their properties
to an unemancipated child, the net proceeds of such property shall belong to the owner. The child
shall be given a reasonable monthly allowance in an amount not less than that which the owner
would have paid if the administrator were a stranger, unless the owner grants the entire proceeds
to the child. In any case, the Proceeds thus given in whole or in part shall not be charged to the
child's legitimate. (322a)
Chapter 5. Suspension or Termination of Parental Authority
ART. 228. Parental authority terminates permanently:

(1) Upon the death of the parents;
(2) Upon the death of the child; or
(3) Upon emancipation of the child (327a)
ART. 229. Unless subsequently revived by a final judgment, parental authority also
terminates;
(1) Upon adoption of the child;
(2) Upon appointment of a general guardian;
(3) Upon judicial declaration of abandonment of the child in a case filed for the purpose;
(4) Upon final judgment of a competent court divesting the party concerned of parental
authority; or
(5) Upon judicial declaration of absence or incapacity of the person exercising parental
authority (327a)
ART. 230. Parental authority is suspended upon conviction of the parent or the person
exercising the same of a crime which carries with it the penalty civil interdiction. The authority is
automatically reinstated upon service of the penalty or upon pardon or amnesty of the offender.
(330a)
ART. 231. The court in an action filed for the purpose or in a related case may also suspend
parental authority if the parent or the person exercising the same:
(1) Treats the child with excessive harshness or cruelty
(2) Gives the child corrupting orders, counselor example;
(3) Compels the child to beg; or
(4) Subjects the child or allows him to be subjected to acts of lasciviousness.
The grounds enumerated above are deemed to include cases which have resulted from
culpable negligence of the parent or the person exercising parental authority.
If the degree of seriousness so warrants, or the welfare of the child so demands, the court
shall deprive the guilty party of parental authority or adopt such other measures as may be proper
under the circumstances.
The suspension or deprivation may be revoked and the parental authority revived in a case
filed for the purpose or in the same proceeding if the court filed for the purpose or in the same
proceeding if the court finds that the same cause therefore has ceased and will not be repeated.
(332a)
ART. 232. If the person exercising parental authority has subjected the child or allowed
him to be subjected to sexual abuse, such person shall be permanently deprived by the court of
such authority. (n)
ART. 233. The person exercising substitute parental authority shall have the same authority
over the person of the child as the parents.
In no case shall the school administrator, teacher or individual engaged in child care
and exercising special parental authority, inflict corporal punishment upon the child. (n)
Article VI OTHER ACTS OF ABUSE

Sec. 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and Other Conditions
Prejudicial to the Child's Development.
(a) Any person who shall commit any other acts of child abuse, cruelty or exploitation
or be responsible for other conditions prejudicial to the child's' development
including those covered by Article 59 of Presidential Decree No. 603, as amended,
but not covered by the revised Penal Code, as amended, shall suffer the penalty of
prison mayor in its minimum period.
(b) Any person who shall keep or have in his company a minor, twelve (12) years or
under or who is ten (10) years or more his junior in any public or private place,
hotel, motel, beer joint, discotheque, cabaret, pension house, sauna or massage
parlor, beach and/or other tourist resort or similar places shall suffer the penalty of
prison mayor in its maximum period and a fine of not less than Fifty Thousand
Pesos (P50,000): Provided, That this provision shall not apply to any person who is
related within the fourth degree of consanguinity of affinity or any bond recognized
by the law, local custom and tradition, or acts in the performance of a social, moral
or legal duty.
(c) Any person who shall induce, deliver or offer a minor to any one prohibited by this
Act to keep or have in his company a minor as provided in the preceding paragraph
shall suffer the penalty of prison mayor in its medium period and a fine of not less
than Forty Thousand Pesos (40,000): Provided, however, That should the
perpetrator be an ascendant, step-parent or guardian of the minor, the penalty to be
imposed shall be prison mayor in its maximum period, a fine of not less than Fifty
thousand pesos (P50,000), and the loss of parental authority over the minor.
(d) Any person, owner, manager or one entrusted with the operation of any public or
private place of accommodation, whether for occupancy, food, drink, or otherwise,
including residential places, who allows any person to take along with him to such
place or places any minor herein described shall be imposed a penalty of prison
mayor in its medium period and a fine of not less than Fifty thousand pesos
(P50,000) and the loss of the license to operate such a place or establishment.
(e) Any person who shall use, coerce, force, or intimidate a street child or any child to:
(1) Beg or use begging as means of living;
(2) Act as conduit or middlemen in drug trafficking or pushing; or
(3) Conduct any illegal activities, shall suffer the penalty of prison correctional
in its medium period to reclusion Perpetua.
For purposes of this act, the penalty for the commission of acts punishable under Articles
248, 249, 262, paragraph 2, and 263, paragraph I Act No. 3815, as amended, the Revised Penal
crimes of murder, homicide other intentional mutilation, and serious physical injuries, shall be
reclusion Perpetua when the victim is under twelve (12) years of age. The penalty for the
commission of acts punishable under Articles 337, 339, 340, and 341 of Act No. 3815, as amended,
the Revised Penal Code, for the crimes of qualified seduction, acts of lasciviousness with the
consent of the offended party, corruption of minors, and, white slave trade, respectively, shall be
one (l) degree higher than that imposed by law when the victim is under twelve (12) years of age
The victim of the acts committed under this section shall be entrusted to the care of the Department
of Social Welfare and Development.
Republic Act No. 7877 - An Act Declaring Sexual Harassment Unlawful in the Employment,
Education or Training Environment/ and for Other Purposes
SECTION l. Title — This Act shall be known as the "Anti-Sexual Harassment Act of
1995."
SECTION 2. Declaration of Policy — The State shall value the dignity of every
individual, enhance the development of its human resources, guarantee full respect for human
rights, and uphold the dignity of workers, employees, applicants for employment, students or those
undergoing training, instruction or education. Towards this end, all forms of sexual harassment in
the employment, education or training environment are hereby declared unlawful.
SECTION 3. Work, Education or Training-related Sexual Harassment Defined.

Work, education or training-related sexual harassment is committed by an employer, employee,
manager, supervisor, agent of the employee, manager, supervisor, agent of the employer, teacher,
instructor, professor, coach, trainer, or any other person who, having authority, influence or moral
ascendancy over another in a work or training or education environment, demands, requests or
otherwise requires any sexual favor from other, regardless of whether the demand, request for
requirement for submission is accepted by the object of said Act.
a. In a work-related or employment environment, sexual harassment is committed when:
(1) The sexual favor is made as a condition in the hiring or in the employment, re-
employment or continued employment of said individual, or in granting said
individual favorable compensation, terms, condition, promotions, or privileges,
or the refusal to grant the sexual favor results in limiting, segregating or
classifying the employee which in any way would discriminate, deprive of
diminish employment opportunities or otherwise adversely affect said employee;
(2) The above acts would impair the employee's rights or privileges under existing
labor laws; or
(3) The above acts would result in an intimidating hostile, or offensive environment
for the employee.
b. In an education or training environment, sexual harassment is committed:

(1) Against one who is under the care, custody or supervision of the offender;
(2) Against one whose education, training, apprenticeship or tutorship is entrusted
to the offender;
(3) When the sexual favor is made a condition to the giving of a passing grade, or
the granting of honors and scholarships, or the payment of a stipend, allowance
or other benefits, privileges, or considerations; or

(4) When the sexual advances result in an intimidating, hostile or offensive
environment for the result, trainee or apprentice.
Any person who directs or induces another to commit any act of sexual harassment as
herein defined, or who cooperates in the commission thereof by another, without which it would
not have been committed, shall also be held liable under this Act.
SECTION 4. Duty of the Employer or Head of Office in a Work-related, Education

or Training Environment. It shall be the duty of the employer or the head of the work-related,
educational or training environment or institution to prevent or deter the commission of acts of
sexual harassment and to provide the procedures of acts of sexual harassment and to provide the
procedures for the resolution, settlement or prosecution of acts of sexual harassment. Towards this
end, the employer or head of office shall:
(a) Promulgate appropriate rules and regulations in consultation with and jointly
approved by the employees or students or trainees, through their duly designated
representatives, prescribing the procedure for the investigation of sexual
harassment cases and the administrative sanctions therefor.
The said rules and regulations issued pursuant to this sub-section (a) shall
include, among others, guidelines on proper decorum in the workplace and
educational or training institutions.
(b) Create a committee on decorum and investigation of cases on sexual harassment.
The committee shall conduct meetings, as the case may be, with officers and
employees, teachers, instructors, professors, coaches, trainers and students or
trainees to increase understanding and prevent incidents of sexual harassment. It
shall also conduct the investigation of alleged cases constituting sexual
harassment.
In the case of work-related environment, the committee shall be composed of at least one
(l) representative each from the management, the union, if any, the employees from the supervisory
rank, and from the rank and file employees.
In the case of the educational or training institution, the committee shall be composed of
at least one (1) representative from the administration, the trainors, teachers, instructors, professors
or coaches and students or trainees, as the case maybe.
The employer or head of office, educational or training institution shall disseminate or post
a copy of this Act for the information of all concerned.
SECTION 5. Liability of the Employer, Head of Office, Educational or Training

Institution. - The employer or head of office, educational or training institution shall be solidarity
liable for damages arising from the acts of sexual harassment committed in the employment,
education or training environment if the employer or head of office, educational or training
institution is informed of such acts by the offended party and no immediate action is taken thereon.
SECTION 6. Independent Action for Damages. — Nothing in this Act shall preclude
the victim of work, education or training-related sexual harassment from instituting a separate and
independent action for damages and other affirmative relief.
SECTION 7. Penalties. - Any person who violates the provisions of this Act shall, upon
conviction, be penalized by imprisonment of not less than one (l) month nor more than six (6)
months, or a fine of not less than Ten thousand pesos (P 10,000) nor more than Twenty thousand
pesos (P20, 000.00) or both such fine and imprisonment at the discretion of the court.
Any action arising from the violation of the provisions of this Act shall prescribe in three
(3) years.
SECTION 8. Separability Clause. — If any portion or provision of this Act is declared

void or unconstitutional, the remaining portions or provisions hereof shall not be affected by such
declaration.
SECTION 9. Repealing Clause. — All laws, decrees, orders, rules and regulations, other
issuances, or parts thereof inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.
SECTION 10. Effectivity Clause. — This Act shall take effect fifteen (15) days after its
complete publication in at least two (2) national newspapers of general circulation.
Approved: February 14, 1995
(Sgd.) FIDEL V. RAMOS

Excerpts from Republic Act No. 8980 – An Act Promulgating a Comprehensive Policy and a
Development (ECCD), Providing Funds Therefor and for Other Purposes.

assembled.
SECTION 1. Short Title This Act shall be known as the "ECCD Act."
Sec. 2. Declaration of Policy — It is hereby declared the policy of the State to promote the
rights of children to survival, development and special protection with full recognition of the nature
of childhood and its special needs; and to support parents in their roles as primary caregivers and
as their children's first teachers. The State shall institutionalize a National System for Early
Childhood Care and Development (ECCD) that is comprehensive, integrative and sustainable, that
involves multi-sectoral and inter-agency collaboration at the national and local levels among
government; among service providers, families and communities; and among the public and private
sectors, nongovernment organizations; professional associations, and academic institutions. This
System shall promote the inclusion of children with special needs and advocate respect for cultural
diversity. It shall be anchored on complementary strategies for ECCD that include service delivery
for children from conception to age six (6), educating parents and caregivers, encouraging the active
involvement of parents and communities in ECCD programs, raising awareness about the
importance of efforts that improve the quality of life for young children and families.
Sec. 3 Objectives — The objectives of the National ECCD System are:

(a) To achieve improved infant and child survival rates by ensuring that adequate health
and nutrition programs are accessible to young children and their mothers from the
prenatal period throughout the early childhood years;
(b) To enhance the physical, social, emotional, cognitive, psychological, spiritual and
language development of young children;
(c) To enhance the role of parents and other caregivers as the primary caregivers and
educators of their children from birth onwards;
(d) To facilitate a smooth transition from care and education provided at home to
community or school-based setting and to primary school;
(e) To enhance the capabilities of service providers and their supervisors to comply with
quality standards for various ECCD programs;
(f) To enhance and sustain the efforts of communities to promote ECCD programs and
ensure that special support is provided for poor and disadvantaged communities;
(g) To ensure that young children are adequately prepared for the formal learning system
that both public and private schools are responsive to the development needs of these
children;
(h) To establish an efficient system for early identification, prevention, referral and
intervention for development disorders and disabilities in early childhood; and
(i) To improve the quality standards of public and private ECCD programs through, but
not limited to, a registration and credential system for ECCD service providers.
Sec. 4 Definitions — For purposes of this Act:

(a) Early Childhood Care and Development (ECCD) System refers to the full range of
health, nutrition, early education and social services programs that provide for the
basic holistic needs of young children from birth to age six (6), to promote their
optimum growth and development. These programs include:
(l) Center-based programs, such as the day care service established under Republic
Act No. 6972, public and private pre-schools, kindergarten or school-based
programs, community or church-based early childhood education programs
initiated by nongovernment organizations or people's organizations,
workplace-related child care and education programs, child-minding centers,
health centers and stations; and
(2) Home-based programs, such as the neighborhood-based play groups, family day
care programs, parent education and home visiting programs.

(b) ECCD Service Providers include the various professionals, paraprofessionals, and
volunteers’ caregivers who are directly responsible for the care and education of
young children through the various center and home-based programs. They include,
but are not limited to, day care workers, teachers, teacher-aides, rural health
midwives, social workers, community health workers, barangay nutrition scholars,
parent effectiveness service volunteers, child development workers, and family day
care providers.
(c) ECCD Curriculum refers to the age-appropriate and developmentally appropriate
educational objectives, programs of activities, organized learning experiences and
recommended learning materials for children that are implemented by service
providers through center and home-based programs.
It shall consist of national program goals and guidelines, instructional objectives,
and content outlines integration local learning experiences and indigenous learning
materials.
(d) Parent Education refers to the various formal and alternative means of providing
parents with information, skills, and support systems to assist them in their roles as
their children's primary caregivers and educators. These include public and private
parent education programs linked to center, home and media-based child care and
education programs.
Sec. 5. System Framework and Components — The ECCD System shall include the
following components:
(a) ECCD Curriculum which focuses on children's total development according to their
individual needs and socio-cultural background. It shall promote the delivery of
complementary and integrative services for health care, nutrition, early childhood
education, sanitation, and cultural activities. It shall use the child's first language as
the medium of instruction.
(b) Parent Education and Involvement, Advocacy, and mobilization of Communities
which harness and develop parent's strengths as providers of ECCD at home, active
partners of other stakeholders, advocates for community concerns that affect
children, and pillars of support for local and national ECCD programs through
community organization efforts.
(c) Human Resource Development Program which establishes mechanism for the
systematic professionalization of ECCD service providers, through enrollment in
educational programs in site-based or distance education modes, through pre-
service or in-service trainings including continuing education programs, whereby a
registration and credential system shall be developed in the ECCD System.
(d) ECCD Management — which focuses on a continuing process of planning,
implementation, supervision, financial management, monitoring, evaluation and
reporting. It shall encourage the active involvement and build the capabilities of
service providers, parents, and local government officials to sustain the program,
and it shall be guided by the principles of decentralization as stipulated in the Local

Government Code of 1991.
(e) Quality Standards and Accreditation — which ensures that each component in the
ECCD System complies with national quality standards, to be established by the
National ECCD Coordinating Council as provided for under Section 8 of this Act,
linked to an accreditation process.
Sec. 6. Establishment of ECCD System - The National ECCD System shall be

established in at least three (3) regions each year, as may be determined by the National ECCD
Coordinating Council, to achieve national coverage over a five-year period.
Excerpts from RA 8980
REPUBLIC ACT NO. 10157 - AN ACT INSTITIONALIZING THE KINDERGARTEN

EDUCATION INTO THE BASIC EDUCATION SYSTE AND APPROPRIATING FUNDS
THEREFOR
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
Section 1. Short Title. - This Act shall be known as the "Kindergarten Education Act".
Section 2. Declaration of Policy. - In consonance with the Millennium Development
Goals on achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of
the State to provide equal opportunities for all children to avail of accessible mandatory and
compulsory kindergarten education that effectively promotes physical, social, intellectual,
emotional and skills stimulation and values formation to sufficiently prepare them for formal
elementary schooling. This Act shall apply to elementary school system being the first stage of
compulsory and mandatory formal education. Thus, kindergarten will now be an integral part of
the basic education system of the country.
Kindergarten education is vital to the academic and technical development of the Filipino
child for it is the period when the young mind's absorptive capacity for learning is at its sharpest.
It is also the policy of the State to make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning.
Section 3. Definition of Terms. - The terms used in this Act are defined as follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education
(c) Kindergarten education shall be understood in this Act to mean one (l) year of preparatory
education for children at least five (5) years old as a prerequisite for Grade I; and
(d) Mother tongue refers to the language first learned by a child.
Section 4. Institutionalization of Kindergarten Education. - Kindergarten education is

hereby institutionalized as part of basic education and for school year 2011-2012 shall be
implemented partially, and thereafter, it shall be made mandatory and compulsory for entrance to
Grade l.
Section 5. Medium of Instruction. - The State shall hereby adopt the mother tongue-
based multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the
primary medium of instruction for teaching and learning in the kindergarten level. However,
exceptions shall be made to the following cases:
(a) When the pupils in the kindergarten classroom have different mother tongues or when
some of them speak another mother tongue;
(b)When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.
In such exceptional cases, the primary medium of instruction shall be determined by the
DepEd aligned with the framework being used in the elementary level including teacher training
and production of local resources and materials under DepEd Order No. 74, series of 2009.
The DepEd, in coordination with the Commission on Filipino Language and in close
collaboration with academic and research institutions concerned with education, shall formulate
a mother tongue-based multilingual framework for teaching and learning: Provided, That the
DepEd will include teaching strategies as defined in Section 7(c) which aims to introduce and
eventually strengthen the child's understanding of English, which is the official language.
Section 6. Implementing Agency. - The authority to regulate the organization, operation

and/or implementation of the kindergarten education program of both public and private schools
shall be vested upon the DepEd, through the creation of a new Division under the BEE and other
necessary support to achieve successful implementation of kindergarten education to include, but
not limited to, increasing the number of kindergarten teacher positions with the required salaries
and benefits, enhancing teacher training in early education, and providing the necessary
allocations for classrooms and chairs, facilities and equipment, and textbooks.
Section 7. Duties, Powers and Functions. - The DepEd, through the BEE, shall exercise
the following powers and functions:
(a) Oversee and supervise the organization, operation and implementation of the
kindergarten education program;
(b) Develop the curriculum for kindergarten education consistent with the universally
accepted norms and standards, including values formation all of which shall be
developmentally appropriate, and use of the MTB-MLE as a medium of instruction
and to periodically review such for purposes of upgrading;
(c) Develop teaching strategies using the unique feature of the MTB-MLE which shall
include, but not limited to, the following:
(1) The two-track method (storytelling and reading, listening story, oral
communication activities);
(2) Interactive strategies;

(3) Use of manipulative games; and
(4) Experiential, small group discussions and total physical response (TPR) among
others.
The learning development materials shall consist of the following at the minimum:
(i) Listening story;

(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing professional development program for
kindergarten teachers to ensure constant updating of their knowledge in current trends,
pedagogy, methodologies and concepts on early childhood education;
(b) Prescribe the necessary qualifications for the hiring and accreditation of teachers who
will handle the kindergarten education program;
(c) Exercise authority over the operation of private kindergarten institutions;
(d) Supervise the establishment of various venues for early childhood education which may
be institution-based, home-based, hospital-based or community-based, and which shall
be duly accredited by the DepEd; and
(e) Introduce innovative programs in kindergarten that shall include educational
technologies, whenever applicable.
Section 8. Appropriations. - The DepEd shall immediately include in the Program of the
Department the operationalization of the free, mandatory and compulsory public kindergarten
education, the initial funding of which shall be Thereafter, charged against such the sums current
which appropriations shall be necessary for kindergarten for the continued education
implementation of the DepEd of the free public kindergarten education program shall be charged
to the General Fund and included in the annual General Appropriations Act.
Section 9. Implementing Rules and Regulations. - Within ninety (90) days after the
effectivity of this Act, the DepEd, in consultation with the Department of Budget and
Management, shall promulgate the rules and regulations needed for the implementation of this
Act.
Section 10. Separability Clause. - If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other provisions
hereof.
Section 11. Repealing Clause. - Pertinent provisions of all other laws, decrees, executive
orders and rules and regulations contrary to or inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
Section 12. Effectivity Clause. - This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.
Approved,
(Sgd.) JUAN PONCE ENRILE (Sgd.) FELICIANO BELMONTE JR.

President of the Senate Speaker of the House of Representatives
This Act which originated in the House of Representatives was finally passed by the House of
Representatives and the Senate on November 23, 2011 and November 21, 2011, respectively.
(Sgd.) EMMA LIRIO-REYES (Sgd.) MARILYN B. BARUA-YAP

Secretary of Senate Secretary General
House of Representatives
Approved: JAN 20 2012
(Sgd.) BENIGNO S. AQUINO III

UNESCO
The United Nations Educational, Scientific and Cultural Organization (UNESCO) is a

United Nations Organization to promote international corporation and implementation of
international agreements.
Recent UNESCO conference reports underscored the changes in the global scene and the
implications of these changes for educational policies and strategies. The paradigm and conceptual
framework of the 2002 Basic Education Curriculum adapted the UNESCO Commission on
Education for the Twenty-first Century which proposed that the learning process should be based
on four pillars of education:
• learning to know
• learning to do
• learning to live together
• learning to be
Learning to Know, by combining a sufficiently broad general knowledge with the

opportunity to work in depth on a small number of subjects; this also means learning to learn...
Learning to Do, in order to acquire not only an occupation skill but also, more broadly, the
competence to deal with many situations and work in teams.
Learning to Live Together, by developing an understanding of other people and an

appreciation of interdependence carrying out joint projects and learning to manage conflicts in a
spirit of pluralism, mutual understanding and peace.
Learning to Be, so as to better develop one’s personality and be able to act with greater
autonomy judgment and personal responsibility. " (Delors, 1998)
Education for All
The Philippines was a signatory in the World Conference on Education for all (EFA) on a
global plan to give every child in the world quality basic education. The EFA commitment was
translated into a ten-year EFA Philippine Plan of action, 1991-2000, and committed to the
Philippine EFA 2015 Plan. Priority areas are Early Childhood Education, Formal Basic Education
and Alternative Learning System.
Universal basic education is the central goal of the Philippine EFA strategy. Four major
interventions defined •in the UNESCO's Framework for Action to Meet Basic Learning Needs are
as follows:
• Institutionalize early childhood care and development.
• provide universal quality primary education
• eradicate illiteracy
• launch continuing education programs for adults and out-of-school youth.
The country "pledged to uphold appropriate standards by addressing access, equity,

quality, relevance and sustainability concerns relative to the flow of students into and within the
system.
EFA has become "inextricably woven into the Department of Education fabric, the
overriding responsibility of all its units." It has become an exemplar on vision assimilation and
organizational adaptation and integral part of the "overarching philosophy and integral strategy of
basic education in the Philippines."
The Philippine EFA Plan reaffirmed the commitment of the country during the Millennium
Summit of the member states of the United Nations towards "reducing poverty and the worst forms
of human deprivation. The Millennium Development Goals (MDGs) set within 2015 include the
following:
reducing by half the number of people, who live in extreme poverty, with little access to food and
safe drinking water,
• reducing death in mothers and children below five;
• making primary education accessible to all;
• reducing gender disparities;
• providing access to reproductive health services;
• pursuing national strategies for sustainable development;
• reversing environmental resources losses; and
• developing a global partnership for development
Multisectoral consultations among agencies are being conducted in collaboration with the
UN country team. A monitoring system has been developed so the government can track down
performance levels vis-a-vis international commitment.
Child Friendly School System
In 1999 the Philippine government through the Department of Education, the local
government units and the United Nations Children's Fund (UNICEF) initiated the Child Friendly
School System (CFSS). The CFSS project was piloted in the elementary schools. For school year
2006-2007 the CFSS project is being piloted in selected secondary schools.
The characteristics of a Child-Friendly School are:
• gender sensitive and not-discriminating. Specifically, the CFS treats all children equally
regardless of gender, social status, cultural origin or religious belief.
• child-centered, imparts quality learning and encourages children to participate in school
and community activities
• promotes good health practices and behaviors and guarantees that school premises are
safe and clean.
• has the best interest of children in mind and seeks to provide an environment that is safe,
secure and a home away from home;
• works closely with children's families and engages the support and interaction of
community institutions and other individual
the lesson:
*Bilabao, P. (2012). The Teaching Profession. Lorimar Publishing, INC. Quezon City.
*https://www.google.com/search?q=organizational+structure+of+a+school/city+division&rlz=1C1CHBD_enPH889
PH889&sxsrf=ALeKk01jhQ2UOi_gcnlLEtq6y_ffrv13ig:1595653954069&tbm=isch&source=iu&ictx=1&fir=
d_OXlt-7tfeLKM%252C_1i6KYvSPxvwuM%252C_&vet=1&usg=AI4_-
kR5sSVhnPFratJ26F576MdLhawO9A&sa=X&ved=2ahUKEwjBkPeY0ufqAhWewosBHTQyBT0Q9QEwAH
oECAoQGw&biw=1366&bih=608#imgrc=d_OXlt-7tfeLKM
* Source: http://edorigami.edublogs.org/2020/07/22/21st-century-teachers/

MATH 139 Week-7-12

Uploaded by

Copyright:

Available Formats

MATH 139 Week-7-12

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MATH 139 Week-7-12

Uploaded by

Copyright:

Available Formats

Math 139 – Assessment and Evaluation in Mathematics Midterm_Week 7-12

Big Picture in Focus: ULOa. Plan portfolio assessment tools of a given

Assessment as part of instruction provides useful information on student learning

Portfolio assessment is an evaluation tool used to document student learning through a

1. Portfolios can be used to determine students’ level of achievement.

serves as basis for decision in assessing the students work

Dates of all sample works to facilitate evidence of growth overtime.

DESIGNING AND EVALUATING PORTFOLIO ASSESSMENT IN THE CLASSROOM

STEPS FOR DEVELOPING PORTFOILIO ASSESSMENT

Identify Overall Purpose and Focus

*Cajical, RM & Mantuano, ML (2014). Assessment of Learning 2. Adriana Printing Inc,

Be it enacted by the Batasang Pambansa in session assembled:

Chapter 1: PRELIMINARY MATTERS

Chapter 2: DECLARATION OF BASIC STATE POLICY AND OBJECTIVES

11. THE EDUCATIONAL COMMUNITY

Chapter 1: PRELIMINARY PROVISIONS

Section 5. Declaration of Policy and Objectives.— lt is likewise declared government

such as registrars, librarians, guidance counselors, researcher, research assistant,

Section 12. Special Rights of School Administrators. School administrators shall, in

Chapter 3: DUTIES AND OBLIGATIONS

infringement or violation of the public welfare and of the rights of others.

Section 16. Teachers' Obligations. — Every teacher shall:

Section 17. School Administrator's Obligations. - Every school administrator

Section 18. Obligations of Academic Non-reaching Personnel. - Academic nonteaching

III. THE EDUCATIONAL SYSTEMS

Chapter 1: FORMAL EDUCATION

Section 21. Objectives of Elementary Education. - The objectives of elementary education

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

Section 23. Objectives of Tertiary Education. - objectives of tertiary education are:

Chapter 2: NON-FORMAL EDUCATION AND SPECIALIZED EDUCATIONAL

Chapter 3: ESTABLISHMENT OF SCHOOLS

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

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

Chapter 4: INTERNAL ORGANIZATIONS OF SCHOOLS

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

Section 32. Personnel Transactions. - The terms and conditions of employment of

Chapter 5: SCHOOL FINANCE AND ASSISTANCE

A. FUNDING OF PUBLIC SCHOOL

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

B. FUNDING OF PRIVATE SCHOOLS

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

individual, institution, corporation, foundation, trust or philanthropic organization, or research

Section 50. Conversion to Educational Foundations. - An educational institution may

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

(Sgd.) QUERUBE C. MAKALINTAL

(Sgd.) EDGARDO E. TUMANGAN

(Sgd.) FERDINAND E. MARCOS

Be it enacted by the Senate and House of Representative of the Philippines in Congress

services developed adapted and offered to fit local needs.

Chapter 1: Governance of Basic Education

Section 5. Principles of Shared Governance.

Section 6. Governance. — The Department of Education, Culture and Sports shall

Section 7. Powers, Duties and Functions. — The Secretary of the Department of

(1) Developing and implementing division education development plans;

D. SCHOOLS DISTRICT LEVEL

The schools district supervisor shall be responsible for:

(13) Performing such other functions as may be assigned by proper authorities.

Chapter 2: TRANSFER OF CULTURAL AGENCIES

Section 8. Cultural Agencies. - The Komisyon ng Wikang Pilipino, National Historical

Chapter 3: ABOLITION OF THE BUREAU OF PHYSICAL EDUCATION AND SCHOOL