Lesson 13 – Professional Ethics

Objectives:
At the end of the lesson, students should be able to:
1. Demonstrate understanding of the importance of Code of Ethics for Professional
Teachers
2. Articulate the roles of professional teacher stipulated in every article; and
3. Apply ethical, moral principles, standards and values as professional teachers in the
performance of daily endeavors
Introduction:
In 1997, the Board of Professional Teachers adopted the Code of Ethics for Professional
Teachers in the Philippines. This is to implement certain provisions of RA No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph 6 of PD No. 223
as amended. This Code of Ethics for Professional Teachers is essential in mentoring new teachers
and in ensuring that all teachers should practice their profession with utmost dedication and
professionalism.
Definition of a “Teacher” according to Educational Laws
Teacher is defined in various ways in the educational laws of the country. According to the
“Code of Ethics for Professional Teachers (RA No. 7836), the term “teacher” shall include
industrial arts or vocational teachers and all other persons performing supervisory and or
administrative functions in all schools at the aforesaid levels; whether on a full time or part-time
basis.
Coverage of Code of Ethics for Professional Teachers
The Code of Ethics for Filipino Teachers covers all public and private school teachers in
all educational institutions at the pre-school, primary, elementary and secondary levels where
academic, vocational, special, technical or non-formal.
Purpose of Code of Ethics for Professional Teachers
1. To motivate teachers to uphold the honor and dignity of the teaching profession.
2. To determine the ethical responsibilities and commitment of teachers in the teaching
profession.
3. To guide ethical decisions and actions of teachers in the teaching profession
4. To promote public trust and confidence in the teaching profession
Accountabilities of the Teachers’ to the State
The following are their accountabilities as stipulated in Sections 2 – 8 of the
aforementioned Code:
 1. Every teacher or school official shall actively help carry out the declared policies of the
state, and shall take oath to this effect.
2. In the interest of the State and of the Filipino people as much as of his own, every teacher
shall be physically, mentally and morally fit.
3. Every teacher shall possess and actualize full commitment and devotion to duty.
4. A teacher shall not engage in the promotion of any political, religious or other partisan
interest and shall not, directly or indirectly, solicit, require, collect or receive any money,
service, other valuable material from any person or entity, for such purpose.
5. Every teacher shall vote and shall exercise all other constitutional rights and
responsibilities.
6. A teacher shall not use his position or official authority or influence to coerce any other
person to follow any political course of action.
7. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the
product of his researches and investigations, provided that, if the results are inimical to the
declared policies of the state, they shall be drawn from the proper authorities for
appropriate remedial action.
Accountabilities of the Teachers to the Community
The Code of Ethics for Professional Teachers provide that Filipino teachers are held
accountable to the community as follows:
1. Every teacher shall provide leadership ad initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
2. Every teacher shall merit reasonable social recognition for which purpose he shall behave
with honor and dignity at all times and refrain from such activities as gambling, smoking,
drunkenness and other excesses, much less illicit relations.
3. Every teacher shall help the school keep the people in the community, and shall, therefore,
study and understand local customs and traditions in order to have a sympathetic attitude,
therefore, refrain from disparaging the community.
4. Every teacher shall help the school keep the people in the community informed about the
school’s work and accomplishments as well as its needs and problems.
5. Every teacher is an intellectual leader in the community, especially in the barangay, and
shall welcome the opportunity to provide such leadership with the needed, to extend
counselling services, as appropriate, and to actively be involved in matters affecting the
welfare of the people.
6. Every teacher shall maintain harmonious and pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or
collectively.
7. A teacher possesses the freedom to attend to church and worship, as appropriate, but shall
not use his position and influence to proselyte others.
Teachers’ Accountability to their Profession
The Code of Ethics for Professional Teachers states that there are five (5) basic
accountabilities of the teachers to their professions namely:
1. Every teacher shall actively help insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
2. Every teacher shall uphold the highest possible standards of quality education, shall make
the best preparation for the career of teaching, and shall be at his best at all times in the
practice of his profession.
3. Every teacher shall participate in the continuing professional development (CPD) program
of the Professional Regulation Commission and shall pursue such other studies as will
improve his efficiency, enhance the prestige of the profession and strengthen his
competence, virtues and productivity in order to be nationally and internationally
competitive.
4. Every teacher shall help, if duly authorized to seek support for the school, but shall not
make improper misrepresentations through personal advertisements and other questionable
means.
5. Every teacher shall use the teaching profession in a manner that makes it a dignified means
for earning a decent living.

Teachers’ Accountability to the Teaching Community

Under the Code of Ethics for Professional Teachers, there are teachers’ responsibilities to
the teaching community as follows:
1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence and faith in one another, self-sacrifice for the common good, and full
cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy teachers shall support one another.
2. A teacher is not entitled to claim for work not his own, and shall give due credit for the
work of others which he may use.
3. Before leaving his position, a teacher shall organize and leave to his successor such records
and other data as are necessary to carry on the work.
4. A teacher shall hold inviolate all confidential information concerning associates and the
school shall not divulge to anyone documents which have not yet been officially released,
or remove records from the files without official permission.
5. It shall be the responsibility of every teacher to seek correctives for what may appear to be
an unprofessional and unethical conduct of any associate. This may be done only if there
is incontrovertible evidence for such conduct.
6. A teacher may submit to the proper authorities any justifiable criticism against an associate
preferably in writing, without any violating any right of the individual concerned.
 7. A teacher may apply for a vacant position for which he is qualified, provided that he
respects the system of selection on the basis of merit and competence, provided, further,
that all qualified candidates are given the opportunity to be considered.
Teachers’ Accountability to Higher Authorities
Under the Code of Ethics for Teachers, these are the responsibilities of teachers to higher
authorities:
1. A teacher shall make it his duty to make an honest effort to understand and support the
legitimate policies of the school and the administration, regardless of personal feeling or
private opinion and shall faithfully carry them out.
2. A teacher shall not make any false accusation or changes against superiors, especially
under anonymity. However, if there are valid changes, he should present such under oath
to competent authority.
3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when reforms are advocated but are
opposed by the immediate superior, in which case the teachers shall appeal directly to the
appropriate higher authority.
4. A teacher, individually or as part of a group, has a right to seek redress against injustice
and discrimination and to the extent possible, shall raise his grievance within democratic
processes. In doing so, he shall avoid jeopardizing the interest and welfare of learners
who’s right to learn must be respected.
5. A teacher has a right to invoke the principle that appointments, promotions, and transfers
of teachers are made only on the basis of merit and need in the interest of the service.
6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of the employment terms and conditions.
Teachers’ Accountability to the Learners
The Code of Ethics for Professional Teachers describes the teachers’ accountability to the
learners as follows:
1. Aa teacher has the right to determine the academic ranks and the promotion of learners in
the subjects they handle, such determination shall be in accordance with generally accepted
procedures of evaluation and measurement. In case of any complaint, teachers concerned
shall immediately take appropriate action, observing due process.
2. A teacher shall recognize that the interest and welfare of learners are his first and foremost
concern, and shall handle each learner justly and impartially. Under no circumstances shall
a teacher be prejudiced or discriminatory against any learner.
3. Under no circumstance shall a teacher be prejudiced nor discriminatory against any learner.
4. A teacher shall not accept favor or gifts from learner’s work on merit and quality of
academic performance.
5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than
what is authorized for such service.
 6. A teacher shall base the evaluation of the learner’s work on merit and quality of academic
performance.
7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip
and preferential treatment of the learners.
8. A teacher shall not inflict corporal punishment on offending learners nor make deductions
from their scholastic ratings as a punishment for acts which are clearly not manifestations
of poor scholarship.
9. A teacher shall insure that conditions contributive to the maximum development of learners
are adequate and shall extend needed assistance in preventing or solving learners’ problems
and difficulties.
Accountabilities of Teachers to the Parents
Under the Code of Ethics for Professional Teachers, the accountabilities of the Filipino
teachers to the parents are as follows:
1. A teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
2. A teacher shall inform parents, through proper authorities of the progress or deficiencies
of learners under him, exercising utmost candor and tact in pointing out learners’
deficiencies and in seeking parents’ cooperation for the proper guidance and improvement
of learners.
3. A teacher shall hear parent’s complaints with sympathy a d understanding and shall
discourage unfair criticisms.
Teachers’ Accountability to Business
There are also accountabilities of teachers to business which are as follows:
1. A teacher has a right to engage, directly or indirectly in a legitimate income generation,
provided that it does not relate to or adversely affect his work.
2. A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his just debts, loans and other financial affairs.
3. No teacher shall act, directly or indirectly as agent of, or be financially interested in any
commercial venture which he can exercise official influence, except only when his
assignment is inherently related to such purchase and disposal, provided that such shall be
in accordance with existing regulations.
Teachers’ Accountability to Themselves as Persons
The following are the duties of teachers to their personhood under the Code of Ethics for
Professional Teachers:
1. A teacher shall live dignity in all places at all times.
2. A teacher shall place a premium upon self-discipline and self-respect as the principles of
personal behavior in all relationships with others and in all situations.
 3. A teacher shall maintain at all times a dignified personality which could serve as a model
worthy of emulation by learners, peers and others.
4. A teacher shall always recognize the Almighty God or Supreme Being as guide of his own
destiny and of the destinies of men and nations.
Sanctions for Violations of Code of Ethics for Professional Teachers
Article 12 of the Code of Ethics for Professional Teachers provides that “Any violation of
any provision of this code shall be sufficient ground for the imposition against the erring teacher
of the disciplinary action consisting of:
1. Revocation of his Certificate of Registration and License as a Professional Teacher
2. Suspension from the practice of teaching profession, and
3. Reprimand or cancellation of his temporary/special permit under causes specified in
Sec, 23, Article III or RA No. 7836, and under Rule 31 of Article VIII, of the Rules
and Regulations Implementing RA 7836.
Code of Conduct and Ethical Standards for Public Officials and Employees
Public school heads and teachers are public servants. They are called public officials and
employees of the state, respectively. As such, they are mandated by law to strictly follow standards
that are imperative in the discharge of their official and public duties. The Civil Service
Commission sets the conduct of all government servants in the country and it ensures that everyone
in the bureaucracy follows it strictly.
Pursuant to RA No. 6713 otherwise known as the “Code of Conduct and Ethical Standards
for Public Officials and Employees, school heads and teachers must strictly adhere to the norms
of conduct of public officials and employees. Section 4 of the Act reads as follows:
a. Commitment to public interest
b. Professionalism
c. Justness and sincerity
d. Political neutrality
e. Responsiveness to the public
f. Nationalism and patriotism
g. Commitment to democracy
h. Simple living
Activity 1:
What part of the Code of Ethics for Professional Teachers has been violated by the
following teachers? Explain judiciously what the teacher should do.
1. Teacher X goes to bar every weekend, takes photographs pf himself while drunk and post
it in social media sites.
_______________________________________________________________

What should be done by the teacher?

________________________________________________________________________
______

2. Ms. Casangkapan fell in love to her Grade –11 student. The boy has mutual feelings also
towards her.
________________________________________________________________________
___

What should be done by the teacher?

________________________________________________________________________
______

3. Teacher Kat borrowed big amount of money to the parent of one of her students. The
student is a candidate as Class Valedictorian.
__________________________________________________

What should be done by the teacher:

4. Teacher Z is the breadwinner of the family. Her monthly salary is not enough for their
everyday living, so she sells homemade products during class hours in school.
_______________________
________________________________________________________________________
______

What should be done by the teacher:

________________________________________________________________________
______
Name: _______________________________ Date: __________________
Year and Section: ______________________ Score: _________________

PERFORMANCE TASK 13

From the Articles of the Code of Ethics for Professional Teacher, list down at least
two teacher behaviors which are expected from you as a teacher.

Article Teacher Behaviors

1.
I
2.
1.
II
2.
1.
III
2.
1.
IV
2.
1.
V
2.
1.
VI
2.
1.
VII
2.
1.
VIII
2.
1.
IX
2.
1.
X
2.
1.
XI
2.
 Lesson 14 – Teacher Welfare and Privileges

Magna Carta for Public School Teachers

Objectives:
At the end of the lesson, the students are expected to:
1. Recognize the purpose of RA 4670 in promoting the quality of teachers’ lives
2. Discuss the qualifications of teachers who are covered by RA 4670
3. Recognize the policies and benefits concerning the welfare of the public school teachers;
and
4. Demonstrate strong commitment to serve in public schools
Introduction:
RA No. 4570, otherwise known as the “magna Carta for Public School Teachers”, was
an offshoot of the movement spearheaded by the Philippine Public School Teachers’ Association
(PPSTA) to seek legal reforms to uplift the economic and social conditions of teachers. It came in
the wake of the teacher unrest during the 1960’s More than three decades after the passage of RA
No. 4670 on June 18, 1966.
Magna Carta for Public School Teachers was enacted to provide programs for the
promotion and improvement of the social well-being and economic status of public school
teachers, including their living and working conditions, their terms of employment and career
prospects.
Former President Ferdinand E. Marcos signed Republic Act 4670 during the first part of
his term as president of the Philippines. This law is very important in the history of the teaching
profession in the Philippines.
Definition of a “Teacher” According to Educational Laws
Based on Republic Act No. 4670, otherwise known as Magna Carta for Public School
Teachers, the term “teacher” shall mean all persons engaged in classroom teaching, in any level of
instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or
vocational instructors, and all other performing supervisory and/or administrative functions in all
school, colleges and universities operated by the Government or its political subdivisions; but shall
not include school nurses, school physicians, school dentists and other school employees.
Other Rights of Teachers
Aside from the foregoing, public school teachers are guaranteed other rights which are
consistent with the Bill of Rights of the Philippine Constitution and other relevant laws. The
following are the rights of teachers as provided by the Magna Carta for Public School Teachers:
1. No Discrimination. (Art. 2 Sec. 10). There shall be no discrimination whatsoever in the
entrance to the teaching profession, or during its exercise, or in the termination of services,
based on other than professional consideration.
2. Employment of married teachers under the same locality (Art. 2 Sec. 11). Whenever
possible, the proper authorities shall take all steps to enable married couples, both of whom
are public school teachers, to be employed in the same locality.
3. Enjoyment of academic freedom (Art. 2 Sec. 12). “Teachers shall enjoy academic
freedom in the discharge of their professional duties, particularly with regard to teaching
and classroom methods.
4. Reasonable teaching hours (Art. 3 Sec. 13). “Any teacher engaged in actual classroom
instruction shall not be required to render more than six(6) hours of actual classroom
teaching a day, which shall be so scheduled as to give him time for the preparation and
correction of exercises and other work incidental to his normal teaching duties: Provided,
however, that where the exigencies of the service so require any teacher may be required
to render more than six (6) hours but not exceeding eight (8) hours of actual classroom
teaching a day upon payment of additional compensation at the same rate as his regular
remuneration plus at least twenty-five percent of his basic pay.”
5. Additional compensation (Art.3 Sec. 14). Notwithstanding any provision of existing law
to the contrary, co-curricula and out of school activities any other activities outside of what
is defined normal duties of any teacher shall be paid an additional compensation of at least
twenty-five percent of his regular remuneration after the teacher has completed at least six
(6) hours of actual classroom teaching a day. In the case of other teachers or school officials
not engaged in actual classroom instruction, any work performed in excess of eight (8)
hours a day shall be paid in additional compensation of at least twenty-five percent of their
regular remuneration. The agencies utilizing the services of teachers shall pay additional
compensation required under his section. Education authorities shall refuse to allow the
rendition of services of teachers for other government agencies without the assurance that
the teachers shall be paid the remuneration provided for under this section.
6. Equality in salary scales (Art. 3 Sec. 17). The salary grade of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government, shall not
be less than those provided for teachers of the National Government.
7. Cost of living allowance (Art. 3 Sec. 18). Teachers’ salaries shall at the very least, keep
pace with the rise in the cost of living by the payment of a cost of living allowance which
shall automatically follow changes in a cost-of-living index.
8. Deductions prohibited (Art.3 Sec.21). No person shall make any deduction whatsoever
from the salaries of teachers, except under specific authority of law authorizing such
deductions: Provided, however, that upon written authority executed by the teacher
concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be considered
deductible.
9. Medical Examination and Treatment (Art. IV, Sec.22). Compulsory medical
examination shall be provided free of charge for all teachers before they take up teaching,
and shall be repeated not less than once a year during the teacher’s professional life. Where
 medical examination shows that medical treatment and/or hospitalization is necessary, the
same shall be provided free by the government entity paying the salary of the teachers. In
regions where there is scarcity of medical facilities, teachers may obtain elsewhere the
necessary medical care with the right to be reimbursed for their travelling expenses by the
government entity in the first paragraph of this section.
10. Compensation for Injuries (Art. IV, Sec.23). Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The effects of the
physical and nervous strain on the teacher’s health shall be recognized as a compensable
occupational disease in accordance with existing laws.
11. Study Leave (Art. V, Sec.24). In addition to the leave privileges now enjoyed by teachers
in the public schools, they shall be entitled to study leave not exceeding one school year
after seven years of service. Such leave shall be granted in accordance with a schedule set
by the Department of Education. During the period of such leave, the teachers shall be
entitled to at least sixty percent of their monthly salary: Provided, however, That, no
teacher shall be allowed to accumulate more than one year study leave, unless he needs an
additional semester to finish his thesis for a graduate study in education or allied courses:
Provided, further, that no compensation shall be due the teacher after the first year of such
leave. In all cases, the study leave period shall be counted for seniority and pension
purposes. The compensation allowed for one year study leave as herein provided shall be
subject to the condition that the teacher takes the regular study load and passes at least
seventy-five percent of his courses. Study leave of more than one year may be permitted
by the Secretary of Education but without compensation.
12. Indefinite Leave (Art. V, Sec.25). An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long term treatment that will exceed one
year at least.
13. Freedom to Organize (Art. VI, Sec. 27). Public school teachers shall have the right to
freely and without previous authorization both to establish and to join organizations of their
choosing, whether local or national to further and defend their interests.
14. Prohibition of discrimination against teachers (Art. VI, Sec. 28). The rights established
in the immediately preceding section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination against
teachers which are calculated to:
a) Make the employment of a teacher subject to the condition that he shall not join an
organization, or shall relinquish membership in an organization.
b) To cause the dismissal of or otherwise prejudice a teacher by reason of his membership
in an organization or because of participation in organization activities outside the
school hours or with the consent of the proper school authorities within school hours.
c) To prevent him from carrying out the duties laid upon him by his position in the
organization, or to penalize him for an action undertaken in that capacity.
15. Safeguards in disciplinary procedures. Article II, Sec. 8 of the Magna Carta. Teacher
provides that “Every teacher shall enjoy equitable safeguards at each stage of any
disciplinary procedure and shall have:
a) The right to be informed, in writing, of changes.
 b) The right to full access to the evidence in the case.
c) The right to defend himself and to be defended by a representative of his choice and/or
by his organization, adequate time being given to the teacher for the preparation of his
defense.
d) The right to appeal to clearly designated authorities. No publicity shall be given to any
disciplinary action being taken against a teacher during the pendency of his case.
16. Other Benefits and Privileges of Teachers
a) Monetary Benefits
b) Special Hardship Allowance
c) The Productivity Incentive
d) Cash Allowance to Teachers
e) Year-end Bonus and Cash Gift
f) Regular Leave Privileges
g) Sick and Vacation Leave Credits
h) Special Leave Privileges
i) Maternity Leave
j) Paternity Leave
k) Step Increment
l) Provident Fund
m) Shelter Program for Teachers
n) Automatic Upgrading of Positions
o) Productivity Based Bonus (PBB)

Activity 1:
How can RA 4670 help to promote the welfare of public school teachers?
Situational Analysis:
Analyze the given situation and explain your answer.
Mrs. Ramos worked in a public school for almost 10 years. Her job performance is
outstanding, however, she can’t be promoted because she is not a licensed professional teacher. If
you were the school administrator, what would you do to help Mrs. Ramos get compensation for
her commendable service?

Batas Pambansa Blg. 232 – Education Act of 1982

The Rights and Privileges of Filipino Teachers
Special Rights and Privileges of Filipino Teachers (Sec. 11)
1. The right to be free from compulsory assignments not related to their duties as defined in
their appointment or employment contracts, unless compensated thereof, conformably to
existing laws.
 2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be accorded the opportunity to choose alternative career lines in school
administration, in classroom teaching, or others, for purposes of career advancement.
4. Teachers shall be deemed persons in authority when in discharge of lawful duties and
responsibilities and shall, therefore, be accorded due respect and protection.
Obligations of the Filipino Teachers (Sec. 16)
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 learner and to the latter and the latter’s
parents or guardians with specific suggestions for improvement.
4. Assume 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 learner’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 content of national policies.
Name: _______________________________ Date: __________________
Year and Section: ______________________ Score: _________________

PERFORMANCE TASK 14

POSTER MAKING
Directions: Make a poster pertaining to the rights, obligations and accountabilities of teachers.
The criteria are as follows:
Criteria Points
Content
 Content is related to the rights, 10
obligations and accountabilities of
teachers

Craftsmanship
 Poster is attractive in terms of design,
layout and neatness
 All items of importance are clearly 5
labeled that can be read from at least 3
feet away

Originality
 Poster reflects own ideas and not based 5
on the design or ideas of others

Total 20
 Lesson 15 – Government Assistance to Students and Teachers in Private Education

Objectives:
At the end of the lesson, the students should be able to:
1. Review the salient provisions of RA 6728 and RA 8545
2. Identify the criteria in granting government financial assistance to private education;
3. Enumerate the government financial assistance program through infomercial and
brochure; and
4. Analyze critically the benefits of government financial assistance in promoting access
to education
Introduction:
Private educational institutions play an essential role in providing quality education. In
school year 2019 – 2020, more than 4 million or approximately 15% of Filipino children from
kindergarten to senior high school are enrolled in private institutions. Likewise, data shows that
1.6 million or approximately 52% of college students are enrolled in private HEIs. Indeed, private
educational institutions provide invaluable contributions to the government in making education
accessible. In this regard, the government expresses support to private educational institutions by
assisting with scholarship grants, textbook allowance, educational loans, etc.

Republic Act No. 6728

Republic Act No. 6728 also known as “Government Assistance to Students and Teachers
in Private Education Act” is an act providing government assistance to students and teachers in
private education act, and appropriating funds therefore. This was enacted during the
administration of President Corazon C. Aquino. In this law, the government provides assistance to
private schools such as: (1) tuition fees supplements in private secondary schools; (2) high school
textbook assistance fund; (educational service contracting scheme (ESC); (4) private education
student financial assistance (PESFA); (5) scholarship grants to class valedictorians and
salutatorians in secondary schools; (6) tuition fee supplements to students in private colleges and
universities; (7) educational loan fund; and (8) college faculty development plan.
Republic Act No. 8545
Republic Act No. 8545 also known as “Expanded Government Assistance to Students and
Teachers in Private Education and Appropriating Funds Therefore”, establishing a fund for the
purpose of subsidizing salaries of private school teachers and appropriating funds therefor. This
was enacted at the time of President of Fidel V. Ramos. It improves the criteria for assistance,
increases the tuition fee supplements, expands scholarship grants, and extends assistance provided
to private school teachers through in- service training and teacher subsidy funds.
 Section 1. Republic Act No. 6728, otherwise known as the “Expanded Government
Assistance to Students and Teachers in Private Education Act,” is hereby amended as follows:
Section 1. Title – This act shall be known as the “Expanded Government Assistance to
Students and Teachers in Private Education”.
Section 3. Criteria for Assistance. The programs for assistance shall be based on a set of
criteria which shall include, among others, tuition fees charged by the schools, the socioeconomic
needs of each region giving priority to the Social Reform Agenda (SRA) provinces, overall
performance of the schools, the academic qualifications and the financial needs of the students and
the teachers and the financial needs of the schools, as well as the geographic spread and size of
student population.
“Preference shall be given to students whose family income is not more than Seventy-two
thousand pesos (P72,000.00) or such amounts as may be determined by the respective councils, as
defined hereinafter.
“For purposes of this Act, programs of assistance to students and teachers of private post-
secondary vocational and technical institutions and higher educational institutions shall likewise
be extended to students and teachers of community colleges in degree and non-degree programs.
Implementation of the program shall encourage students to undergo post-secondary vocational and
technical and higher education courses in the same region where their families reside.
“The programs of assistance under this Act shall be extended only to students who are
citizens of the Philippines.

Section 4. Forms of Assistance. — Assistance to private education shall consist of

assistance to students and assistance to teachers.

“The following are forms of assistance to students in private education:

“(1) Tuition fee supplements for students in private high schools, including students in vocational
and technical courses;

“(2) High School Textbook Assistance Fund

(3) Expansion of the existing Educational Service Contracting (ESC) Scheme;

“(4) The voucher system of the Private Education Student Financial Assistance Program (PESFA);

“(5) Scholarship grants to students graduating as valedictorians and salutatorians from secondary
schools;

“(6) Tuition fee supplements to students in private colleges and universities; and

“(7) Education Loan Fund.

“The following are forms of assistance to teachers and faculty in private education:

“(1) In-service training fund for teachers in private high schools; and

“(2) College Faculty Development Fund.

“Section 6. High School Textbook Assistance Fund. — There shall be established in the
Department of Education, Culture and Sports (DECS), a High School Textbook Assistance Fund,
so that assistance on a per student basis shall be given to students enrolled in private schools
exclusively for the purchase of high school textbooks, in support of the implementation of the
Secondary Education Development Program: Provided, That the textbook assistance per student
in private high schools shall be determined by the council and shall not exceed what students in
public high schools are provided on a per student basis: Provided, further, That the textbook
assistance shall be granted only to beneficiaries of tuition fee supplements and educational service
contracting scheme provided in this Act.

“Section 7. Expansion of the Existing Educational Service Contracting (ESC) Scheme.

— (a) The Department of Education, Culture and Sports (DECS) shall continue to enter into
contracts with private schools whereby the government shall shoulder the tuition and other fees of
high school students who shall enroll in private high schools under this program.

“(b) The Department shall also enter into contracts with private schools in communities where
there are no public high schools, in which case the Department shall shoulder the tuition and other
fees of students who shall enroll in said private schools.

“(c) The amount of assistance to be given by the government under this section shall not exceed
that determined as the per student cost in public high schools.

“(d) The Department shall fully pay the subsidized amount to participating schools not later than
one hundred eighty (180) days from the close of the registration period.

“(e) The amount of assistance shall be allocated and distributed among the sixteen (16) regions in
proportion to the total population as well as the high school age population for the first school
year: Provided, that starting school year 1998, an equalization scheme shall be implemented by
the State Assistance Council.

“(f) The amount of assistance to private high schools participating in the program shall be
guaranteed for a number of slots as of the effectivity of this Act as the number of students availing
of educational service contracting assistance for school year 1997-1998: Provided, That the State
Assistance Council may, in subsequent years determine additional slots and/or additional
participating private high schools as may be deemed necessary.

Section 8. Assistance to College Freshmen. — (a) The Voucher System of Private

Education Student Financial Assistance (PESFA) Program. The existing Private Education
Student Financial Assistance (PESFA) Program which covers degree and non-degree
vocational/technical courses shall be expanded so that all qualified enrolling first year students can
benefit from a scholarship, plus an allowance. Such financial assistance shall be granted to
deserving underprivileged students, who shall be selected on the basis of family income,
geographic spread and results of competitive examinations to be given by the CHED for degree
courses and the TESDA for non-degree vocational/technical courses in all secondary schools in
coordination with the DECS. The program shall be equitably allocated to provinces and cities in
accordance with regional and national plans to priority courses as determined by the CHED and
the TESDA.

“For purposes of this Act, an underprivileged student shall refer to a student whose gross income,
if any, and that of the combined annual gross income of his/her parents do not exceed Seventy-
two thousand pesos (P72,000.00).

“(b) Tuition Waiver. Private post-secondary vocational and technical institutions and higher
educational institutions shall provide for full or half tuition waivers for five percent (5%) of the
entering freshmen, which shall include among others, valedictorians and salutatorians of both
public high schools and private high schools: Provided, That those valedictorians and salutatorians
meet admission tests of the schools concerned.

“(c) Allowance for Valedictorians. Subject to rules and regulations as may be promulgated by the
State Assistance Council, valedictorians referred to under subparagraph (b) above, may, in addition
to tuition waivers granted by the school concerned, be entitled to such allowances from the
government as are provided to PESFA grantees, provided they shall enroll in priority courses.

“(d) Allowance for other Honorees. In case the graduating class is composed of more than two
hundred and fifty (250) students, all salutatorians and first honorable mention graduates thereof
may also be entitled to the allowance granted to valedictorians under the preceding paragraph.

“Section 10. Education Loan Fund. — (a) ‘Study Now, Pay Later Plan.’ There is hereby
created a special fund to be known as the Students’ Loan Fund to be administered by the CHED
and the TESDA or upon delegation by the CHED by the Student Loan Fund Authority created
under Republic Act No. 6014 which is hereby reinstituted pursuant to the terms of the same
Republic Act which shall be used to finance educational loans to cover matriculation and other
school fees and educational expenses for book subsistence, and board and lodging.

“(b) Amounts covering payments for tuition and other school fees shall be paid directly to the
school concerned.

“(c) Any loan granted under this section shall be paid by the student-debtor after he has finished
the course or profession for which the proceeds of the loan was expended, but only after a period
of two (2) years from the time he has acquired an employment: Provided, however, That interest
at the rate of not more than six percent (6%) per annum shall accrue on the balance thereof.

“(d) Social Security Fund. The Social Security System shall make available low interest
educational loans to its members and to private educational institutions for school buildings and/or
improvement of their plants and facilities.
 “Section 12. In-service Training Fund (Inset Fund). — For the purpose of improving
the quality of teaching in private secondary education, there is hereby established in the
Department of Education, Culture and Sports an Inset Fund to provide for the upgrading of
knowledge and teaching competencies in critical subject areas and for the modernization of
teaching techniques and strategies, including training in the use of computers and of other multi-
media educational technologies to assist instruction: Provided, That the Inset Fund shall be
available only to qualified licensed teachers in participating private high schools as determined by
the State Assistance Council: Provided, further, That the amount of Inset Fund available to private
secondary education shall not exceed that available to public secondary education on a per capita
basis.
“Section 13. College Faculty Development Fund. — For the purpose of improving the
quality of teaching in private post-secondary vocational and technical institutions and higher
educational institutions, there is hereby established in the TESDA and the CHED, a College
Faculty Development Fund to provide for scholarships for graduate degree, degree and non-degree
workshops or seminars for faculty members in private post-secondary vocational and technical
institutions and higher educational institutions: Provided, That faculty member recipients of such
scholarships shall serve as many number of years return service for every year of scholarship
availed of as may be determined by the State Assistance Council in conformity with prevailing
National Economic and Development Authority (NEDA) policies on return service of government
scholars. The scholarship shall be in priority courses as determined by the TESDA and the CHED
and cannot be awarded to promote or inhibit sectarian purposes.

“Section 14. Teachers’ Salary Subsidy Fund. — A Teachers’ Salary Subsidy Fund is
hereby established in the DECS to grant government subsidy to teachers in private high schools
participating in the programs of assistance provided in this Act: Provided, That the total monthly
salary which includes the subsidy to be received by such private high school teachers shall not be
more than eighty percent (80%) of the salary of his counterpart in the public sector: Provided,
further, That the amount of monthly subsidy shall not exceed the amount of any monthly salary
increase that teachers in public high schools shall after the effectivity of this Act hereinafter
receive: Provided, further, That private high school teachers qualified to receive subsidy under this
Act are duly licensed by the Professional Regulation Commission: Provided, further, That the
government shall provide them with a voucher for the salary subsidy which shall be reimbursed
directly to the teachers within sixty (60) days after the close of the school year upon submission
of proof of qualification and actual teaching service in a participating private high school:
Provided, further, That the present allocation out of increases from tuition and other income shall
be maintained: Provided, finally, That in case of insufficiency of funds, priority shall be given to
married teachers supporting a family.

“Section 15. Program Administration/Rules and Regulations. — The State Assistance

Council shall be responsible for policy guidance and direction, monitoring and evaluation of new
and existing programs, and the promulgation of the rules and regulations, while the Department of
Education, Culture and Sports, the TESDA and the CHED shall be responsible for the day to day
administration and program implementation for the programs of assistance to private secondary
education, post-secondary vocational and technical education and higher education, respectively.
Likewise, it may engage the services and support of any qualified government or private entity for
its implementation.

“The State Assistance Council, hereinafter known as the Council, shall be headed by the
Secretary of Education, Culture and Sports as chairperson, the chairperson of the CHED and the
director-general of the TESDA as co-chairpersons, with representatives from the National
Economic and Development Authority, the Department of Budget and Management, the
Department of Science and Technology, and representatives from duly organized nationwide
associations of teachers, students, parents, and school administrators concerned with secondary,
post-secondary vocational and technical education and higher education as members. The last three
(3) members shall be appointed by the Council upon the recommendation of their respective
sectors for a term of one (1) school year subject to re-appointment for a maximum term of four (4)
school years. A representative each from the Committees on Education of both Houses of Congress
shall be designated resource persons to the Council.

Qualifications Required for the Applicants of the Government’s Programs of Assistance as

Stipulated in RA No. 6728 and RA No. 8545
 For purposes of this Act, an underprivileged student shall refer to a student whose gross
income, if any, and that of the combined annual gross income of income of his/her parents
do not exceed Seventy-two thousand pesos.

What amendments to RA 6728 are made by RA No. 8545?

 In addition to the foregoing criteria, within such reasonable time as the State Assistance
Council may determine, student grantees under the Private Education Student Financial
Assistance Program shall be enrolled in schools which have accredited programs or are
applying for accreditation as determined by the Federation of Accrediting Agencies of the
Philippines, namely: The Philippine Association of Accredited Schools, Colleges and
Universities, the Association of Christian Schools and Colleges and Universities
Commission on Accreditation.
Name: _______________________________ Date: __________________
Year and Section: ______________________ Score: _________________

PERFORMANCE TASK 15

Brainstorming
a. Divide yourselves in five (5) groups. Each group will be given a topic to discuss.
Group 1 – In-service Training Fund
Group 2 – Education Loan Fund
Group 3 – Educational Service Contracting (ESC) Scheme
Group 4 – Teachers’ Salary Subsidy Fund
Group 5 – College Faculty Development Fund

b. You will create a presentation of the topic assigned to you through a graphic
organizer. You will choose your rapporteur who will present the outcome of your
discussion class.

c. In facilitating the discussion, your leader may use the following questions as a
guide:

i. What are the bases for granting government support to private education?
ii. What are the different forms of assistance provided by the government in
private schools?
iii. Explain the implementation of Education Service Contracting (ESC)
Scheme.
iv. What is the main purpose of the In-service Training Fund?
v. What are the requirements in availing the Education Loan Fund?
vi. What are the conditions given to the recipients of the College Faculty
Development Fund?
vii. What are the conditions in availing the Teachers’ Salary Subsidy Fund?
viii. What are the concerned government agencies involved in the
implementation of the support and assistance to private education?
 Lesson 16 – Republic Act No. 10157
(Kindergarten Education Act)

Objectives:
At the end of the lesson, the students should be able to:
1. Design a layout of a model kindergarten learning environment
2. Compile the initiatives done by the different stakeholders in the implementation of the
laws and policies for early childe education
3. Draft a plan of action for areas of concerns in the implementation of policies and
achieve stakeholders involvement in kindergarten institutions
Introduction:
The title of RA No. 10157 is “Institutionalizing the Kindergarten Education into the Basic
Education System and Appropriating Funds Therefor.” It is otherwise known as the “kindergarten
Education Act”. In short, it defines the operationalization of the free, mandatory and compulsory
public kindergarten education in the country.
Section 2 of the Act provides that the Act shall apply to the elementary school system being
the first stage of compulsory and mandatory formal education. Thus, the kindergarten will now be
an integral part of the basic education system of the country. It must be noted that prior to the
passage of this Act, kindergarten was not free and compulsory to enter grade 1.
Institutionalization of kindergarten means making it as part of basic education. It was
partially implemented in school year 2011 – 2012 and thereafter, it was made mandatory and
compulsory for entrance to Grade 1.
Republic Act 10157 – Kindergarten Education Act
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 1.

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.

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.
Name: _______________________________ Date: __________________
Year and Section: ______________________ Score: _________________

PERFORMANCE TASK 16

GROUP TASK:
How do we ensure a good kindergarten start for children?
What are needed to prepare them to the basic education?
a. Group yourselves into 5.
b. Write descriptive words around the school associated to what a preschool should be.
c. Cite words that may ensure the best experience for a preparatory pupil.
 Lesson 17 – Republic Act No. 10533 – Enhanced Basic Education Act of 2013

Objectives:
At the end of the lesson, the student should be able to:
1. Explore the salient features of Enhance Basic Education Act of 2013
2. Know the opinions of stakeholders regarding the implementation of the Enhanced Basic
Education Act of 2013

Introduction:
One of the most debated reforms in the Philippine education is the enactment of Republic
Act No. 10533 also known as the “Enhanced Basic Education Act of 2013. Prior to its
implementation, the Philippines is among the three remaining countries in the world and the only
southeast Asian Region with a ten-year basic education program.
Rule 1. General Provisions
Basic Education (Sec. 5)
As indicated in RA No. 10533, “basic education is intended to meet basic learning needs
which provide the foundation on which subsequent learning can be based. It encompasses
kindergarten, elementary and secondary education as well as alternative learning systems for out-
of-school learners and those with special needs.”
Enhanced Basic Education Program (Sec. 6)
As stated in RA No. 10533, “the enhanced basic education program encompasses at least
one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high
school and two (2) years of senior high school education.”
Delivery of Basic Education
RA No. 10533 guarantees that “basic education shall be delivered in languages understood
by the learners as the language plays a strategic role in shaping the formative years of learners. For
kindergarten and the first three (3) years of elementary education, instruction, teaching materials
and assessment shall be in the regional or native language of the learners. The DepEd shall
formulate a mother language transition program from Grade 4 to 6 so that Filipino English shall
be gradually introduced as languages of instruction until such time when these two (2) languages
can become the primary language of instruction at the secondary level.
Mother Tongue of First Language (L1)
The Act operationally defines mother tongue language as the “language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others,
which he/she knows best or uses most. This includes Filipino sign language used by individuals
with pertinent disabilities. The regional or native language refers to the traditional speech variety
or a variety of Filipino sign language existing in a region, area or place.”
Compulsory Basic Education (Sec. 7)
It shall be compulsory for every parent or guardian or other persons having custody of a
child to enroll such child in basic education, irrespective of learning delivery modes and systems,
until its completion, as provided for by existing laws, rules and regulations.
Inclusiveness of Enhanced Basic Education (Se. 8)
In furtherance of Section 3 of the Act, inclusiveness of enhanced basic education shall
mean the implementation of programs designed to address the physical, intellectual, psychosocial
and cultural needs of learners, which shall include, but shall not be limited to, the following:
1. Programs for the Gifted and Talented
2. Programs for Learners with Disabilities
3. Madrasah Program
4. Indigenous Peoples (IP) Education Program
5. Programs for Learners Under Difficult Circumstances
Rule II. Curriculum
Basic Education Curriculum Development
In the development of the Basic Education Curriculum, the DepEd shall be guided by the
following:
1. Formulation and Design
2. Standards and Principles
a. The curriculum shall be learner-centered, inclusive and developmentally
appropriate
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be gender and culture-sensitive;
d. The curriculum shall be contextualized and global
e. The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative
f. The curriculum shall adhere to the principles and framework of MTB-MLE,
which starts from where the learners are from what they already know
proceeding from the known to unknown; instructional materials and capable
teachers to implement the MTB-MLE curriculum shall be available. For this
purpose, MTB-MLE refers to formal education in which the learner’s mother
tongue and additional languages are used in the classroom;
 g. The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
h. The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and
social contexts
3. Production and Development of Materials
4. Medium of Teaching and Learning
5. Stakeholders Participation

Competencies of a K to 12 Graduate
Section 2 of RA No. 10533 provides that a K to 12 graduate is one who has learned: (a) the
foundations for learning throughout life; (b) the competence to engage in work and be productive
(c) the ability to coexist in fruitful harmony with local and global communities; (d) the capability
to engage in autonomous, creative and critical thinking; and € the capacity and willingness to
transform others and one’s self, in short a K to 12 graduate is empowered a lifelong learner, and
employed.
Name: _______________________________ Date: __________________
Year and Section: ______________________ Score: _________________

PERFORMANCE TASK 17

COLLAGE MAKING

Directions: The class will be divided into five (5) groups. Each group is tasked to make a collage
showing how the different agencies of the government help in managing and improving the
Philippine educational system. The criteria are as follows:

Criteria Points
Content
 The collage correctly shows how the 10
government agencies help one another.
Craftsmanship
 Collage is attractive in terms of design 5
layout an neatness
 All items of importance are clearly
labeled that can be read from at least 3
feet away
Originality 5
 Collage reflects own ideas and not
based on the design or ideas of others
Total 20
 Lesson 18 – The 21st Century Teacher

Objectives:
At the end of the lesson, the students should be able to:
1. Determine the implications of the 21st century skills in successfully living and working
in the 21st century environment
2. Cite specific teaching approaches that help learners develop their 21st century skills;

Introduction:
In this fast changing world, the education plays a major role in empowering students to
engage with challenges. The 21st century is rapidly changing one in every dimension of human
(economically, socially, technologically). Due to the rapid changes complex problems are face by
educationists, policy makers, managers and teachers as well. Teachers of 21 st century have to
create students of 21st century with soft skills. The 21st century teachers need teaching skills content
mastery as well as integrating teaching with technology.
Competencies to be Developed by 21st Century Teachers
Living successfully in the 21st century requires knowing the how to’s of learning. To
become lifelong learner, learners have to master 21st century skills which are sets of competencies
essential to prepare them for the challenges they face in life and work environment. In responding
to this call, it demands teachers to possess qualities that must develop these needed skills. They,
too, must possess 21st century competencies inasmuch as they teach 21st century learners who are
living in the 21st century environment.
Characteristics of 21st Century Teacher
A 21st century teacher has many characteristics that distinguish him from the traditional
teacher.
1. Teachers have to think globally
2. Teachers have to develop sensitivity towards cross-cultural differences and diversity.
3. Teachers have to be technologically knowledgeable.
4. Teachers have to build partnerships and alliances beyond classrooms
5. Teachers have to share learning inside the four walls
Among other characteristics teacher must also possess the following:
1. Teacher-learning must be student-centric.
2. The teacher need to use new computing devices while teaching
3. The teacher has to support the active learning in classroom
4. The teacher has to create an invitational environment for learning to occur
 5. The students must be assessed on the bases of performance
6. The teacher should support collaborative learning

21st Century Skills

The four (4) C’s as follows:
1. Communication
2. Collaboration
3. Critical Thinking
4. Creativity
Four (4) 21st Century Skills that are to be possessed by graduates (according to DepEd):
1. Effective Communication Skill
2. Learning and Innovation Skill
3. Information, Media and Technology Skill
4. Life and Career Skill
Ways to Develop Effective Communication Skill of Learners
1. Teaming – up
2. Collaboration
3. Interpersonal skills
4. Local and national and global orientedness
5. Interactive communication
Ways to Develop Learning and Innovation Skill of Learners
1. Creativity
2. Curiousity
3. Critical thinking and problem solving skills
4. Risk taking
Ways to Develop Information, Media and Technology Skill of Learners
1. Visual and information literacies
2. Media literacies
3. Basic scientific, economic and technological literacies
4. Multicultural literacy
Ways to Develop Life and Career Skill of Learners
1. Flexibility and adaptability
2. Leadership and responsibility
3. Social and cross-cultural skills
4. Initiative and self-direction
5. Productivity and accountability
 6. Ethical, moral and spiritual values
Attributes of a K to 12 Teacher (according to K to 12 Toolkit Resource Guide for Teacher
Educators, School Administrators and Teachers (2012):
1. Multi-literate
2. Multi-specialist
3. Multi-skilled
4. Self-directed
5. Lifelong learner
6. Flexible
7. Creative problem solver
8. Critical thinker
9. Has passion for excellent teaching
10. High-emotional quotient
Name: _______________________________ Date: __________________
Year and Section: ______________________ Score: _________________

PERFORMANCE TASK 18

CONCEPT CHECK

TOPIC: My Super Hero

The teacher shows learners a table containing a list of Filipino heroes together with their life, works
and significant contributions in the making of Philippine History. The teacher asks learners to
select from the table one hero that they admire most.
The teacher asks learners to copy in their notebooks the essential information about their Super
Hero from the given table.
The teacher instructs learners to draw on a piece of bond paper a picture of their Super Hero and
the teacher shows learners the reference or basis of their drawings.
Below the sketched picture, learners are asked to write the information they copied about their
super Hero and then the teacher tells learners to frame them.
When done, the teacher instructs learners to post their sketches on a wall in the classroom. In
effect, the wall becomes a gallery of heroes, the teacher directs learners to share their sketches and
read the information about their Super Hero.
Make Three Types of Decisions:
 Yes, if all the procedures done in the class are good examples of 21 st century skills – draw
a heart showing the good example of the 21st century skills
 If some of the procedures done in the class are examples of 21st century skills and some
are not – draw an emoticon “hmmmmm”
 No, if all the procedures done in the class are not examples of 21 st century skills - draw an
emoticon “Huh”
Why do you think you decided on this? Give three reasons.
 Lesson 19 – Transformative Education

Objectives:
At the end of the lesson, the students should be able to:
1. Revise old assumptions and ways of interpreting experience through critical reflection and
self-reflection
2. Empower individuals to change their prospective

Introduction:
The objective of transformative learning is to revise old assumptions and ways of
interpreting experience through critical reflection and self-reflection. The ultimate goal of
transformative learning is to empower individuals to change their perspective. Transformative
education is not a new invention, it highlights the importance of active global citizenship and the
need for transformation of our perceptions of the world and ourselves.

Transformative Education
Transformative education is not a new invention. It highlights the importance of active
global citizenship and the need for transformation of our perceptions and of the world and
ourselves. Transformative learning means moving beyond the reproduction of knowledge towards
critical reflection. It aims to use education as a process for accelerating the transformation of our
broad sets of predispositions about the world, which stem from our social and cultural environment
and make sense of our everyday life. (Mezirow, 2000).
UNESCO (2019) recognizes three interrelated dimensions of learning:
 Cognitive learning
 Social and emotional learning
 Behavioural learning
This aligns with the Delors Report Learning: The Treasure Within (UNESCO, 1996) which
identifies four pillars of learning:
 Learning to know
 Learning to do
 Learning to be and learning to live together
 Learning to become
This initiative also introduces the concept of “regenerative education”- “education that
heals, repairs, repurposes and renews” and has great potential to set the worlds on paths of more
just a sustainable future for all. There is a recognized need for learners to be equipped with
awareness about global challenges and capability to respond to them actively (Goris, 2021).
The persistence of issues, such as poverty, inequalities, racism and climate change, suggest
that universal access to education is not enough to address our shared challenges. What is needed
is transformative education that encourages learners to reach their full potential and goes beyond
cognitive, knowledge to impart core values, attitude and skills that promote respect for human
rights, justice, diversity, equality and sustainable future (Yoneura, 2015)
Transformative education requires a “shift away” from current educational practices
such as:
Areas Traditional Transformative
Education
Goal of education Develop the intellect Personal and social
transformation
View of learning Transmission of Facilitation of learning;
information; behaviorist constructivist
View of knowledge Objective Contextual, plural, lasting
applied
View of teacher Source of knowledge Facilitation of learning
Object of teaching and Curriculum and disciplinal Identified problems; lived
learning content experiences; social
condition; disciplinal
content is based on the lived
experiences; problems and
social condition
View of learner Passive and recipient Active and co-creator
Pedagogy Content-oriented Learner-centered
Power in the classroom Exercised by the teacher; Negotiated authority
authoritarian

Below are the basic differences of transmissive and transformative education.

Transmissive Transformative

Instructive Constructive
Instrumental Instrinsic
Training Education
Teaching Learning
Communication of message Construction of meaning
Information focus Appropriate knowledge
Central control Local ownership
Product oriented Process oriented
Problem solving Problem reframing
Facts and skills Concepts and capacity building
 The key characteristics of transformative education are:
 Creative, solutions-focused learning
 Self-directed teamwork
 Learning by doing commonly “live” projects;
 Iterative refinement and reflection
 Drawing from a range of disciplines: e.g. mechanics; electronics; manufacturing;
marketing; sociology; ergonomics and history, to inform the outputs that emerge as a result
of design-based activity

Transformative education focuses on active learning strategies, such as the

following:

 Groups discussion – dyads, panel discussion

 Educational games – crossword puzzle
 Field trips, interactive exhibits
 Debate – gather data/logical arguments
 Role playing of real life situation
 Brainstorming – carousel exercises
 Demonstrations – construct meaning based on observation and first hand experience
 Concept mapping – link together important ideas
 Simulation – structured to feel like real experience
Transformation education espouses transformative learning-which revises old
assumptions and ways of interpreting experience through critical reflection and self-reflection
(Cranton, 1996) positive consequences were recorded which included an increase in self-
confidence, feeling of personal power and spiritual growth, increase compassion for others,
increased creativity and new connections with others.