TEACHING PROFESSION CHAPTER SUMMARY

CHAPTER 1: You, the Teacher as a Person in Society

“Teachers… are the most responsible and important member of society because their
professional efforts affect the fate of the earth.” – Helen Caldicott

Our thoughts, values and actions are somehow shaped by events and by the people with
whom we come in contact. We, in turn, help shape society – its events, its people, and its
destiny.

Lesson 1: Your Philosophical Heritage

“To philosophize is so essentially human – and a sense to philosophize means living a truly
human life.” - J. Pieper

We are heirs to a rich philosophical heritage. Passed on to us are number of philosophies

of various thinkers who lived before us. These thinkers reflected on life in this planet. They
occupied themselves searching for answer to questions about human existence. Here are
the philosophies discussed in this book: essentialism, progressivism, perennialism,
existentialism, behaviourism, linguistic philosophy and constructivism. These seven
philosophies differ in their concepts of the learner and values, in why we teach
(objectives), what should be taught (curriculum) and how should the curriculum be
taught (teaching strategies). However, there exist also some similarities among the
philosophies.

Lesson 2: Formulating Your Philosophy of Education

“Philosophy is vital only the questions are mine and so is the struggle towards answers.” W.
Luijpen

Philosophy is in everything that we do, dealing with parents and others. How we learn
things and apply them into our life. Attitude in life reflects our philosophy. Our life reflects
our philosophy. Philosophy equals you as well as philosophy equals self. Philosophy in
education includes this concept human person, true and good that to be taught,
teaching process, and true and good that to must be taught.
Lesson 3: The foundational Principles of Morality and You

“When you carry out acts of kindness, you get a wonderful feeling inside. It is a s through
something inside your body respond and says, yes, this is how I ought to feel” – Unknown

Philosophers interested in theories of knowledge have another option for justifying beliefs
– coherencies. To picture this theory at work, think of a web. A belief sits at each node in
the web, and is connected to other beliefs through strands of logic. Each belief is justified
by its relationship to other beliefs, themselves justified in terms of connection to other
beliefs, which (eventually) which are all tied together. There are no foundational beliefs –
no self-justified propositions that serve as a "foundation" for all others. Everything is justified
by the quality of its connections to everything else. Some beliefs are very well connected.
Others are connected only by thin threads. What is morality? As defined by one textbook
author, morality refers to the quality of human acts by which we call them right or wrong,
good or evil. Our act is moral when it is in accordance with our human nature. Our act is
immoral when it is contrary to our human nature. You are a person of good moral
character when you are human, loving, virtuous and mature. On other hand, the word
principle comes from the Latin word principles which mean a beginning, a source. It is
that on which something is based, founded, originated and initiated. A foundational
moral principle is, therefore, the universal norm upon which all other principles on the
rightness or wrongness of an action are based which is the source of morality.

Lesson 4: Values Formation and You

“Education in values means the cultivation of affectivity, leading the education through
exposure to an experience of value and of the valuable.” – R. Aquino
In this lesson, our discussion on values formation is based on the premise that there are
transcendent values. Most Filipinos, if not all, believe in a transcendental being that we
call by different names Bathala, Apo Dios, Kabunian, Allah and the like. For Idealist group
there are unchanging and universal values. Values are beyond changing times, beyond
space and people and accepted everywhere. The values of love, care and concern for
our fellow men are values for all people regardless of time and space is called
transcendent value. While for relativists group, there are no universal and unchanging
values. Values are dependent on time and place and the values of our ancestors may
not necessarily be the right values for us. Values are taught and caught; its formation
includes formation in the cognitive, affective and behavioural aspects. Cognitive means
we must understand the value we want to acquire. Affective which is means they have
an effective dimension; it is not enough to know what a certain value is. An individual
must feel why they prefer a certain value versus doing the opposite, which may be
morally incorrect. Behavioural means living by the value is the true test if an individual
really considers it as a value. You have to grow in knowledge and wisdom, and you must
actually experience the importance of values in your life. It is a training of the intellect and
will. Intellect distinguishes between a right and wrong while Will encourages us to act on
the right value and avoid the wrong values presented by your intellect. It is necessary to
develop your formation of ideas, judgments and reasoning. A virtuous life strengthens you
to live by the right values and live a life of abundance and joy, while a vicious life leads
you to misery. A virtue is no other than a good habit. The lowest according to Max Sheler’s
hierarchy of values are those that have something to do with pleasure, while the highest
are those that are pertain to the God (for those who believe in God). You live well if you
do not distort the hierarchy of values.

Lesson 5: Teaching as Your Vocation, Mission and Profession

“One looks back with appreciation to the brilliant teachers, but with gratitude to those
who touched our human feelings….” – Carl Jung

Some teachers are teachers by choice, chance, force and accident. Teaching profession
can be regarded in three ways: teaching as a profession, teaching as a mission and
teaching as a vocation.

Teaching as a Profession
“Teaching is a noble profession”. The word “profession” is synonymous to: Occupation,
job, career, work, and line of work. The word “professional” means long & arduous years of
preparation, a striving for excellence, a dedication to public interest and commitment to
moral & ethical values.

If you consider teaching as a profession then: You must be willing to go through a long
period of preparation. You must be willing to go through continuing education
(continuous development of potentials).You must strive for excellence (not “pwede na”
mentality) And lastly you must commit yourself to moral, ethical and religious values &
dedicate yourself to service.
Teaching as a mission
“Once a teacher, forever a student”. The word mission is derived from the Latin word
“misio” which means “to send”. The Webster’s Dictionary defines “mission” as “task
assigned”.

If teaching is your mission then it means: It is the “task” entrusted to you in this world. It is
your assigned task thus you’ve got to prepare for it! It calls for a continuing professional
education.

Teaching as a vocation

“Teaching may not guarantee financial security but love of teaching has served as a
motivating factor to many teachers through the years”. Teaching has remained inspiring
& fulfilling. The word “vocation” comes from the Latin word “vocare” which means “to
call” thus vocation is a “call”.

If teaching is your vocation then it means: You said YES to your call to teach! You commit
yourself in the total transformation of the learner. You consider teaching as a lifetime
commitment thus aim through the years towards quality teaching.

CHAPTER 2: You, the Teacher as a Person in Society

“The teacher is a diplomat and ambassador of tact and sensitivity, as he/she facilitates
productive, positive interactions among the multiplicity of personalities, cultures, beliefs
and ideals.” – Unknown Lesson 1: The National Competency-Based Teacher Standards
(NCBTS) The National Competency Based Teacher Standards (NCBTS) is one of the key
elements of the TEDP (Teacher Education Development Program). A unified framework for
teacher development

An integrated theoretical framework that defines the different dimensions of effective

teaching Effective teaching means being able to help all types of students learn the
different learning goals in the curriculum. It is based on the seven domains, each one
representing the desired features of the teaching and learning process. The seven
domains of NCBTS are Social regard for learning, the learning environment, diversity of
Learners, curriculum, planning, assessing and reporting, community linkages, and personal
growth and professional development. What is TEDP?
The Teacher Education Development Plan is the master plan to bridge the growing gap
between the needs and expectations of learners and the knowledge and skill levels of
both new and existing teachers Agencies working hand in hand for the good of the
teaching profession are DepED, CHED, PRC, CSC and TEIs TEDP conceptualizes a
teacher’s career path as a continuum that starts with the entry to a teacher education
program and concludes when a teacher reaches retirement from formal service Who
should use NCBTS?

DepED shall use the NCBTS to formulate its hiring, promotion, supervision and other policies
related to the teaching profession. The NCBTS shall also be used in designing its INSET
programs for teachers Most of all, Individual teachers in all public elementary and high
schools shall use it for their professional development activities Why do we need NCBTS?

The NCBTS provides a single framework that shall define what effective teaching is in all
aspects of a teacher’s professional life and in all phases of teacher development The
NCBTS is an integrated theoretical framework that defines the different dimensions of
effective teaching, where effective teaching means being able to help all types of
students learn the different learning goals in the curriculum. It provides a better guide for
all teacher development programs and projects from school level up to the national level.
Various stakeholders and institutions use the NCBTS in their roles to maintain quality
education through effecting teaching and learning.

Lesson 2: 21st Century Teacher

“If we teach today as we taught yesterday we rob our children of tomorrow” – Jhon
Dewey
They are the one who is adequately equipped with communication skills, learning and
innovations, information, media and technology skills and life and career skills. He/she
collaborates and interrelates with others from all walks of life. He/she is innovative and
embarks on lifelong learning. He/she uses technology to the maximum and to the
optimum to improve his/her learning and productivity. He/she critically analyses and
evaluates information derived from various sources and is able to read message from
media whether direct given or given in subtle manner. The 21st century teacher is highly
collaborative; a lifelong learner is accountable for results and is information, media and
technology literate.
Lesson 3: School and Community Relations
“It takes avillage to raise a child”
– African proverb

The primary objectives of the School-Community Relations Program are to inform the
public; particularly parents, about the school; to build parental and public support; to
build public confidence in the school, to establish trust, on-going communication, and
cooperation between the school, parents, students, and the public; to establish and
sustain the relationship between the school and its “publics”; to prevent and correct
misunderstandings and rumours and to humanize (put a face on) the school. Techniques
for Involving Parents

Provide a purpose for getting involved

Ask for help with specific task(s)
Plan with parents, not for them
Focus on real issues and concerns
Recognize parents’ knowledge, skills, concerns
Provide flexible opportunities and times for parent involvement Arrange for child care at
school functions
Reasons Why Parents Don’t or Won’t Get Involved
Purposes not clear
Insecurities/school anxiety/bad personal experiences
Poor communication
Distrust of teachers & school officials
Excessive other demands on time
Lack of resources (time, transportation, etc.) to participate Satisfaction with status quo
The Complex Community
Informal Community Forces
Neighborhood Influence Systems
Community Groups
Pressure Groups
Formal Community Forces
The Local Board of Education
State Education Agencies
Federal Influences on Education
Strategies for School Community Relations
Marketing
Public Relation
Communication

Lesson 4: Linkages and Networking with Organizations

“We cannot live for ourselves alone. Our lives are connected by a thousand invisible
threads, and along these sympathetic fibers, our action run as causes and returns to us as
results”

The school and its community, in collaboration with public and private institutions and
organizations are indeed inseparable if they are to create on impact on the lives of the
students and members of the community they are committed to serve. The school can
enjoy linkages and networking activities with international, national, and local
organizations in the community for mutual benefits and assistance needed. Networking
and linkages are important for the following reasons:

The program outreach and visibility can be greatly increased. Technology transfer, share
and dissemination can be facilitated between networked organization and among the
respective partners Sharing of knowledge, skill, expertise and experiences helps in
improving the effectiveness and efficiency Co-financing links can be forged

Replication of funding can be avoided and the grants can be used in a better managed
and meaningful fashion

The first step is for the school to prepare a list of projects and activities it plans to
undertake including the much-needed assistance in terms of human and material
resources, then determine the institutions and organizations with parallel objectives and
service.
Linkages, also termed interconnections, with institutions functioning along the same
mission are interned to serve members of both sides according to their respective needs,
interest, and objectives. The create bonds together to solicit support and assistance for
purposeful activities which could be facilitated faster and better considering the doubling
of energy and resources. Following are some working linkages between schools
nationwide and association’s canters with local officers manned by a complete set of
officials and active members.

A. Linkages

1. International Linkages
A. With Pi Lambda Theta - An international honor society and professional association in
education. Based in its main office in Michigan, chapters are located in different
universities nationwide. The only chapter outside the United States is the Philippine Area
chapter. Its main project is ETP (Excellence in Teaching Project. Its supports 15 third year
BSE/BEE students until they graduate. It also honors outstanding student teachers from
College of Education.

B. INNOTECH - Is the center for training educational leaders from Southeast region under
the SEAMEO organization. It conducts training programs to upgrade the competencies of
teachers from the region in all disciplines. One of its projects is to update teachers’
knowledge and skills in implementing alternative learning systems. It has prepared a
comprehensive framework on peace and multi-cultural diversity.

C. World Council for Curriculum and Instruction (WCCI) has a local chapter which recently
hosted a 3-day international congress with the international President, officials and
members from the main office together with the members from different countries in
attendance.

2. National and local linkages

Linkages could be established between universities and colleges offering identical
degrees. Cross-enrolment for subjects needed for graduation is allowed.

Joint researches could be conducted by 2 or 2 universities depending on their respective

expertise.
B. Networking

1. Networking with Professional Organizations

A network is a grid/web whose members actively demonstrate how they can work
together to attain common objectives, undertake innovative practices and update
members regarding breakthrough in different disciplines. Some examples could serve as
models.

a. Consortium among Universities and Colleges

1. Taft Consortium - It is composed of St. Paul University (Manila), St. Scholasticas College.
Philippine Normal University, Philippine Christian University, and De La Salle University. The
Science teachers from each college met regularly for discussions on “best practices”. The
registrars may undergo training sessions together.

2. The Mendiola Consortium - It is composed of San Beda College, Centro Escolar

University, San Sebastian College, and Holy Spirit College.

b. With Subjects Specialists

1. BIOTA - Is an organization of Biology teachers from universities nationwide. An annual

convention is a major event where all members gather to discuss the “latest” in their own
areas. Research findings, biotech practices and interesting projects/activities are shared
among the members.

2. MATHED - Is the Council of Mathematics Teachers and Educators.

Its major project is to upgrade the competence of Mathematics teachers through
national conferences, workshops, and training sessions conducted nationwide. MTAP
takes charges of basic math teachers while MSP and MT Guild conduct projects for
college teachers.
c. Teacher Education Institutions

1. SUCTEA (State Universities and Colleges Teacher of government universities Education

Associations) An annual convention of Deans and Teacher Education Professors for an
exchange of approaches and modes of delivering quality teacher education.

CHAPTER 3: On Becoming a Global Teacher

Being world class does not mean going internationally and showing our best out there.
Being world-class is a passion and commitment to our profession; being world-class is
giving our best to teaching. Being world-class starts right inside the classroom. – Conrado
de Quiros

Lesson 1: Global Education and the Global Teacher

Benchmarking is learning the best from the best practices of the world’s best educational
systems. Global education is a concept that brings us to understand the connectivity of
each member of citizen in the planet. The advancement of technology shrank the world
size that everyone can be reached. Because development, we have to learn the diversity
or differences in culture in order to address the global standards for education set by the
United Nations. Global education requires future teachers the skills for the 21st century so
that all will be ready to play a significant role to provide educational access to all types of
learners all over the world. This teacher is a global teacher, and there are millions of global
teachers needed now and in the future. To become a global teacher you should be
equipped with a wider range of knowledge of the various educational systems outside
the country. He or she must be a competent teacher who is armed with enough skills,
appropriate attitude and universal values to teach students with both time tested as well
as modern technologies in education in any place in the world. Someone who thinks and
acts both locally and globally with world-wide perspectives, right in the communities
where he or she in situated.

Lesson 2: A Closer Look on the Education System of Selected Countries

Benchmarking is learning the best from the best practices of the world’s best educational
systems. Lesson 2 gave us the information that education is universal. From the different
educational systems presented, we can say that the basic education is compulsory to all
these countries. This is also true to the Philippines. This is a positive response to global
education as presented by United Nations. However, the number of years in every level,
primary or secondary, for some countries varies. Kindergarten or pre-school, now made
compulsory by the virtue of Republic Act 10157, institutionalize universal kindergarten. For
every exit level (Grade 6, 10, 12) in the educational structure in basic education, a student
is certified through a diploma or a certificate of completion. The certificate of diploma is
one of the requirements for entrance to higher or tertiary education which is available in
almost all countries. With the implementation of the K to 12 in the Philippines, the number
of years in basic education is now equal to those of other countries in the world.

Lesson 3: Multicultural Diversity: A Challenge to Global Teachers

All men are pretty much alike. It is only by culture that they are set apart – Confucius

Diversity of learners has now become a local and global concern among teachers. Even
in our classrooms, diversity has been recognized as an element that needs attention. It is a
fact that interest in individual differences and multiple intelligences added to the impetus
of knowing about multi-cultural education. With regional, national and international
boundaries opened to education, a greater demand of understanding diversity of
learners has come to the fore. Differences in race, ethnic, and religious groups,
languages, economic status, and family background are some of the factors that require
multiple approaches in teaching. This reality is a great challenge to all teachers, hence,
there is a need for you to know and address this diversity. The book mentioned
multicultural education which enables teachers and educators to give value to the
differences in prior knowledge experiences of learners from diverse background and
familiarity with student’s histories of divert cultures. By looking into his or her own conscious
and subconscious biases about the people who different from themselves in race,
ethnicity culture, gender or socioeconomic status the teacher should teach and students
should learn about the values shared by virtually all cultural groups like justice, equality,
freedom, peace, compassion and charity among others.

Lesson 4: Broadening Teaching Perspectives: Teacher Exchange Programs

We cannot hold a torch to light another’s path without brightening our own. – Ben
Sweetland
To become a global teacher, you need to broaden your teaching perspective.
Expanding your experiences beyond the confines of your classroom to the wider learning
environment of the world is one of the many avenues in order to achieve a level of global
competitiveness. Introduction

The Global Teacher Exchange Program commits to improving the quality of Education in
South Africa, Ghana, Uganda, and the UK and to promote partnership between the North
and South African countries. The program aims to: a. change the lives of UK educators,
personally, and professionally by encouraging them to fulfil their aspiration and use their
talents in innovative ways; b. ensure benefits for staff and pupils of UK schools and their
local communities through the dissemination of innovative development education. C.
supports the aims and activities of Link’s educational programs in South Africa, Ghana,
and Uganda. D. set a standard and develops a model for other similar scheme.

It is the intent of the program to achieve learning outcomes among the target partners of
the UK in terms of: a. increased knowledge of people and life in developing countries. b.
better understanding of how UK is linked with other countries. c. more positive attitudes
towards people and life in developing countries-challenging stereotypes and beliefs in
shared humanity. D. More positive towards multicellular nature of UK society-challenging
of stereotypes and embracing of diversity.

A Global Teacher in this program is described as someone who: a. thinks and act both
locally and globally; b. embraces the world’s rich variety of ways of life’ c. understand
how world is interconnected. d. is committed to making the world a more equitable
place; e. believes in education for sustainable development f. has professional and
personal skills to share and to learn; g. brings the world into their classroom, school and
community; h. encourages dialogue and partnership between the North and the South i .
Can inspire others to act as Global teachers.

The various activities of the Global Teacher Exchange Program have provided learning
experiences to the participating teachers in the development of their personal and
professional lives. The main changes which resulted from the program are summarized by
the following statements of the teacher participants: “As a result of the participating in the
scheme, I have developed my ability to mentor students and staff and have developed a
more consultative leadership style in my school” “the best thing I have ever done. I have
come back a different person-more understanding, more sensitive to the needs of the
others. The impact of this Award will stay with me forever.”

It is interesting to note that these programs give teachers the opportunity to live their
personal and professional lives in another context, in another setting, in another country,
thus strengthening their skills in understanding diversity and multiculturalism.

Lesson 5: Bringing the World into the Classroom through Educational Technology
“Digitally-mediated learning encompasses more than knowledge of new technology
tools.

Education must be prepared to mediate learning through ever-evolving digital tools.

Media is rapidly taking over teaching as students learn from gaming, open source
knowledge, virtual scenarios, avatars and second life. Educators must prepare for
facilitative roles that can harness these opportunities to best student advantage.” – Jaine
Bailey

Technology can bring the real world into the classroom, which means that as teachers we
can better prepare kids for the exciting adventures that they will face in their future.
Embracing technology to empower young people and the adults that they connect with.
Through new technology and the changing global landscape of education there is a
whole new set of possibilities, we must be relentless in the pursuit to unleash the greatness
in the quality of teaching and learning that is happening inside and outside the
classroom. This has been so easy to applied technology in innovative ways, really it isn’t
rocket science, it is all about empowerment and encouraging the children and staff to
take risks. All we have to do is support them to use technology to make a fantastic
contribution to the quality of their learning by doing things differently. One huge
challenge for the country will be the conditions that they need to create over the next
few years with the advancement in technology. The potential power of this technology
means that there is a great responsibility for the government and the community to
educate the students, teachers and parents how to use technology responsibly and
effectively. In the next few years there will be changes educationally and socially in the
way that people live and learn both inside and outside the classroom. It will be an exciting
time. Best opportunity for innovation in education
Technology/ICT has been advancing at a phenomenal rate – kids are extremely lucky in
some ways to have such potential – if only they are allowed to use it. ICT is not just a tool
for learning, but a whole new way of learning. Kids can learn anytime, anyplace and
anywhere! Technology does help to create lifelong learners, encourages, engages the
disaffected, extends and challenges the more able learner, and can support the most
vulnerable. It is engaging kids in a way that it has never before, to put it quite simply, the
learning possibilities are limitless. Advice for a new teacher or to anyone wanting to make
a difference in education Have the confidence to take risks inside and outside the
classroom, but at all times in everything that you do, make sure in taking these risks you
always safeguard the children that you work with and yourself. Be true to your own core
values and strive to make an incredible difference to the lives of young people.

Additional Research
The Use and Abuse of Technology in the Classroom
this article was also posted on the kinder chat blog.

More and more primary teachers now have access to technology in their classroom.
Whether it is an iPod or an iPod touch, a desktop or a laptop, a growing number of
teachers is either being given access to this technology by their school boards or bringing
their own devices to class to help students to learn. Because of the multitude of choices
and opportunities that technology enables, this is a positive development. I have been
concerned, though, by some of the ways that I see technology being used. Technology
should not just allow us to do things in a more engaging way; it should allow us to do new
things that we thought were not possible. It is those new things that are the real value
technology provides. It is not enough to USE technology. You must use it well. Having
access to books does not mean that the students in my classroom will learn to read. I
need to make careful pedagogical choices and use those books in a way that will gently
and purposefully help those children to become independent readers. Very few children
can make this leap themselves. Most need a thoughtful teacher to guide them. In the
same way, having technology in my classroom does not mean that my students will
discover how to use it as a learning tool. I have to carefully select and structure what it is
used for so that it becomes truly educational. As with reading books, should not our goal
be to develop independent learners? Here are my personal abuse and use lists for the
handling of devices in the classroom. Technology Abuses
Technology should not be used as simply a digital worksheet. There are many apps and
Internet sites available that are simply a technological version of a paper task, forcing
students to practice over and over a skill that they may already have mastered. Don’t
get me wrong. Skills do need to be practiced. I just happen to think that students should
spend most of their time using technology for more creative purposes. Technology should
not be used as a way to keep students occupied. A small number of computers or
devices in a classroom can be an inviting center, whether it is an assigned or a self-
chosen one. If you use technology in this way, choose wisely when you decide what the
students will do with the technology. There are many, many creative options available. It
should not be just to keep students busy while you work with small groups of children.
(They’re working on mouse skills? Really?) Technology should not be used to do what can
be done without it. Drawing a picture on an app or a computer program and labelling it
is a worthwhile activity, but why bother if that activity is an end in itself? It may as well
have been done on paper. Technology should allow you to do something new with that
picture, such as sharing/publishing it in some way. The good news is that there are other,
better options for using technology. My heart does a happy dance when I see these.
Technology Uses

Technology should be for accessing what was inaccessible. In the past, my teaching
materials were limited to what was in my classroom and in the school’s library. Now there
are a plethora of materials available online to fill any teaching need I have, limited only
by my online search skills. From classroom-ready videos such as those of Mercer Mayer
and Dr. Jean to sharing and learning with other teachers on Pinterest or Twitter to
accessing the creative commons photos of thousands of photographers—well, let’s just
say there is no longer an excuse for not having appropriate resources.

Technology should be for doing good things in better ways. For example, hearing books
being read aloud is an important part of primary literacy. Long ago, listening to books on
a cassette tape became listening to books on a CD. Now, there are online books and
apps that do a much better job of this, highlighting the words as they are read aloud.
Technology should be for sharing with the world. The environment that our students are
growing up in is wired for sharing. The hardware and the software that is available make it
easier every day for children to share what they are learning with the world. Even young
children can share their learning using drawings, images, blogs, video and digital
portfolios. By sharing their artefacts digitally, students invite the involvement and support
of their parents, grandparents and anyone who sees their work. Technology should be for
connecting. Before the advent of the Internet, classrooms were forced to be isolated
learning hives. Now, those hives can all be interconnected as classrooms can easily link
with other classrooms and experts to ask questions, compare experiences and learn
together. Tools such as Skype, Twitter and blogs make connecting and collaborating with
classrooms from anywhere a possibility. Technology should give choices. We are blessed
to have a lot of technology in my classroom and my favourite part of that is the choice it
gives my students in both their learning style and in sharing what they have learned. When
allowed to choose, some students prefer to read on iPods or computers. Others choose
paper books. I think choice is important as we accommodate the variety of needs our
learners have. Technology should not just allow us to do traditional in a different way; it
should allow us to do things that we thought were not possible

CHAPTER 4: The Professionalization of Teaching

The policy goals should be ensure that all children have access to skilful teachers to make
the teaching profession more attractive to talented young adults, and to produce
humane and intellectually lively learning communities for both students and teachers. –
Linda Darling-Hammond

Lesson 1: BASIC LAWS ON THE PROFESSIONALIZATION OF TEACHING PRESIDENTIAL DECREE

NO 1006
Providing for the professionalization of teachers, regulating their practice in the Philippines
and for other purposes. With this presidential proclamation, teaching became
professionalized in the Philippines. REPUBLIC ACT NO. 7836

Republic Act No. 7836 is an act strengthening the regulation and supervision of the
practice of teaching in the Philippines and prescribing a licensure examination for
teachers and for other purposes. It is also known as the "Philippine Teachers
Professionalization Act of 1994." Teachers and for other purposes. This in recognation of the
state to the vital role of teachers in nation building and development through a
responsible and literate citizenry. REPUBLIC ACT NO. 9293
An act amending certain section of R.A. No. 7836. In this act, no person shall engage in
teachingg and/or act as a professional teacher as defined in this Act, whether in the
preschool, elementary or secondary level, unless the person is a duly registered
professional teacher and a holder of a valid certificate of registration and a valid
professional license or a holder of a valid special / temporary permit. A special permit
may also be issued by the board to person who has excelled and gained international
recognation and is a widely acknowledged expert in his her respective field of
specialization.

CHAPTER 5: Becoming a Professional Teacher

There is no more noble profession than teaching. A great teacher is a great artist, but his
medium is not a canvas, but the human soul – Anonymous

Lesson 1: THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS.

Profession is a type of job that requires special training and gives status and prestige to the
individual. A professional is one who has competent skills, observes high standards of the
job and abides by the code of ethics. Who is the professional teacher? She/ He is the
“licensed professional who possess dignity and reputation, with high moral values as well
as technical and professional competence… she/he adheres to, observe, and practices
a set of ethical and moral principles, standard and values.”(Code of Ethics of Professional
Teachers, 1997). 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 to the proper authorities
for appropriate remedial action. 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. They shall recognize that the interest and welfare of learners are his first and
foremost concern, and shall handle each learner justly and impartially and place
premium upon self-respect and self-discipline of personal behavior in all relationships with
others and in all situations.
CHAPTER 5: Other Education and Teacher-Related Laws

Lesson 1: THE 1987 constitution Article xiv – education, science and technology, arts,
culture and sports

The state shall protect and promote the right of all citizens to quality education at all
levels and shall take appropriate steps to make education accessible to all. The State shall
enhance the right of teachers to professional advancement. The State shall establish,
maintain and support complete, adequate, and integrated system of education relevant
to the needs of the people and society. Science and Technology are essential for
national development and progress.

Lesson 2: REPUBLIC ACT NO. 4670

The Magna Carta for public school teachers

The education is an essential factor in the economic growth of the nation as a productive
investment of vital importance. Stability of employment and security of tenure shall be
assured the teachers as provided under existing laws.

Teachers shall enjoy academic freedom in the discharge of their professional duties,
particularly with regard to teaching and classroom methods. Their salaries shall, at the
very least, keep pace with the rise in the cost of living by payment of a cost-of-living index.
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.

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 interest.

Lesson 3: BATAS PAMBANSA Blg. 232 – an act providing for the establishment and
maintenance of an integrated system of education.

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. The
educational system aims to develop the professions that will provide leadership for the
nation in the advancement of knowledge for improving the quality of human life.

Students have the right to receive, primarily through competent instructions, relevant
quality education in line with national goals and conductive to their full development as
persons with human dignity.

Teachers shall be deemed persons in authority when in the discharge of lawful duties and
shall, therefore, be accorded due respect and protection. One of the duties of teachers is
to 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.

FORMAL EDUCATION

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.

NON-FORMAL EDUCATION

One of the objectives of non-formal education (ALS) is to eradicate illiteracy and raise the
level of functional literacy of the population.

In private schools, disputes arising from employer-employee relation shall under the
jurisdiction of Ministry of Labor and Employment for by law and regulation.

SCHOOL FINANCE AND ASSISTANCE

The government In recognition of their complementary role in the educational system

may provide aid to the programs of private schools in the form of grants or scholarships, or
loans from government financial institutions.
The government shall provide financial assistance to financially disadvantaged and
deserving students. Such assistance may be in the form of State scholarship grants –in-aid,
assistance from the Educational Loan Fund, or subsidized tuition rates in State colleges
and universities.

Lesson 4: REPUBLIC ACT no. 9155 – AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE

FOR BASIC EDUCATION, ESTABLSHING AUTHORITY AND ACCOUNTABILITY, RENAMING THE
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION
AND FOR OTHER PURPOSES.

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.

The classroom teacher is also called Learning Facilitator – is the key-learning support
person who is responsible for supervising/facilitating the learning process and activities of
the learner.

Shared governance is a principle which recognizes that every unit in education

bureaucracy has a particular role, task and responsibility inherent in the office and for
which it is principally accountable for outcomes.

The schools division superintendents are accountable and responsible in ensuring

compliance of quality standards for basic education programs and for this purpose
strengthening the role of division supervisors as subject area specialists.

The school head shall form a team with the school teachers/learning facilitators for
delivery of quality educational programs, projects and services.

Lesson 5: Organizational Structure of the Department of Education Field Offices.

Lesson 6: Excerpts from the Family Code of the Philippines

Pursuant to the natural right and duty of parents over the person and property of their un-
emancipated 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.

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.

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.

Lesson 7: Excerpts from republic act no. 7610 – special protection of children against child
abuse, exploitation and discrimination act.
Any person who shall commit any other acts of child abuse, cruelty or exploitation or be
responsible for other condition prejudicial to the child’s development shall suffer the
penalty of prison mayor in its minimum period.

Lesson 8: Republic act no.7877- an act declaring sexual harassment unlawful in the
employment, education or training environment, and for other purposes

The 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, instructions
or education.

Lesson 9: Excerpts from republic act no. 8990 – an act promulgating a comprehensive
policy and a national system for early childhood care and development (eccd),
providing funds therefor and for other purposes
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 role as primary caregivers and as their
children’s first teachers.

Lesson 10: Republic Act no. 10157 an act institutionalizing the kinder garten education into
the basic education system and appropriating funds therefor This law made kindergarten
an integral part of the basic education system in the Philippines. The law states, thus:
* 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. * 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. In short, Kindergarten is
now a mandatory requirement before a child can enroll in grade school. The medium for
instruction shall depend on the language the child is mostly exposed to while growing up
prior to enrolling in Kindergarten. The mother tongue refers to the different regional
languages including Filipino, Cebuano, Ilocano, etc. which will the medium of instruction
in the place where the Kindergarten is located.
http://jenadones.wordpress.com/2012/06/13/republic-act-no-10157-kindergarten-
education-act
Lesson 11: UNISCO
Putting Quality Education at the Heart of Development

Since its creation in 1945, United Nations Educational, Scientific and Cultural Organization
UNESCO’s mission has been to contribute to the building of peace, poverty eradication,
lasting development and intercultural dialogue, with education as one of its principal
activities to achieve this aim. The Organization is committed to a holistic and humanistic
vision of quality education worldwide, the realization of everyone’s right to education,
and the belief that education plays a fundamental role in human, social and economic
development. UNESCO’s educational objectives are to support the achievement of
Education for All (EFA); to provide global and regional leadership in education;
to strengthen education systems worldwide from early childhood to the adult years; to
respond to contemporary global challenges through education. As the only United
Nations agency with a mandate to cover all aspects of education, UNESCO’s work
encompasses educational development from pre-school through to higher education,
including technical and vocational education and training, non-formal education and
literacy. The Organization focuses on increasing equity and access, improving quality, and
ensuring that education develops knowledge and skills in areas such as sustainable
development, HIV and AIDS, human rights and gender equality. UNESCO works with
governments and a wide range of partners to make education systems more effective
through policy change. It coordinates the Education for All movement, tracks education
trends and raises the profile of educational needs on global development agendas.
https://en.unesco.org/themes/education-21st-century

Lesson 12: First Call for Children

Preamble
The preamble recalls the basic principles of the United Nations and specific provisions of
certain relevant human rights treaties and proclamations. It reaffirms the fact that
children, because of their vulnerability, need special care and protection, and it places
special emphasis on the primary caring and protective responsibility of the family. It also
reaffirms the need for legal and other protection of the child before and after birth, the
importance of respect for cultural values of the child's community, and the vital role of
international cooperation in securing children's rights.
Article 1 - Definition of a Child
A child is recognized as a person under 18, unless national laws recognize the age of
majority earlier.

Article 2 - Non-Discrimination
All rights apply to all children without exception. It is the State's obligation to protect
children from any form of discrimination and to take positive action to promote their rights.

Article 3 - Best Interests of the Child

All actions concerning the child shall take full account of his or her best interests. The State
shall provide the child with adequate care when parents or others charged with that
responsibility, fall to do so.

Article 4 - Implementation of Rights

The State must do all it can to implement the rights contained in the Convention.

Article 5 - Parental Guidance on the Child’s is Evolving Capacities.

The State must respect the rights and responsibilities of parents and the extended family to
provide guidance for the child which is appropriate to her or his evolving capacities.

Article 6 - Survival and Development

Every child has the inherent right to life, and the State has an obligation to ensure the
child's survival and development.

Article 7 - Name and Nationality

The child has the right to a name at birth. The child also has the right to acquire a
nationality and, as far as possible, to know his or her parents and be cared for by them.

Article 8 - Preservation of Identity

The State has an obligation to protect, and if necessary, re-establish basic aspects of the
child's identity. This includes name, nationality, and family ties.

Article 9 - Separation from Parents

The child has a right to live with his or her parents unless this is deemed incompatible with
the child's best interests. The child also has the right to maintain contact with both parents
if separated from one or both.

Article 10 - Family Reunification

Children and their parents have the right to leave any country and to enter their own for
purposes of reunion or the maintenance of the child-parent relationship. Article 11 - Illicit
transfer and non-return
The State has an obligation to prevent and remedy the kidnapping or retention of
children abroad by a parent or third party.

Article 12 - The Child's Opinion

The child has the right to express his or her opinion freely and to have that opinion taken
into account in any matter or procedure affecting the child.

Article 13 - Freedom of Expression

The child has the right to express his or her views, obtain information, and make ideas or
information known, regardless of frontiers.

Article 14 - Freedom of Thought, Conscience and Religion

The State shall respect the child's right to freedom of thought, conscience, and religion,
subject to appropriate parental guidance. Article 15 - Freedom of association
Children have a right to meet with others, and to join or form associations.

Article 16 - Protection of Privacy

Children have the right to protection from interference with privacy, family, home, and
correspondence, and from libel or slander.

Article 17 - Access to Appropriate Information

The State shall ensure the accessibility to children of information and material from a
diversity of sources, and it shall encourage the mass media to disseminate information
which is of social and cultural benefit to the child, and take steps to protect him or her
from harmful materials.

Article 18 - Parental Responsibilities

Parents have joint primary responsibility for raising the child, and the State shall support
them in this. The State shall provide appropriate assistance to parents in child-raising.

Article 19 - Protection from Abuse and Neglect

The State shall protect the child from all forms of maltreatment by parents or other
responsible for the care of the child and establish appropriate social programmes for the
prevention of abuse and the treatment of victims. Article 20 - Protection of a child without
family. The State is obliged to provide special protection for a child deprived of the family
environment and to ensure that appropriate alternative family care or institutional
placement is available in such cases. Efforts to meet this obligation shall pay due regard
to the child's cultural background.
Article 21 - Adoption
In countries where adoption in recognized and/or allowed, it shall only be carried out in
the best interests of the child, and then only with the authorization of competent
authorities, and safeguards for the child.

Article 22 - Refugee Children

Special protection shall be granted to a refugee child or to a child seeking refugee
status. It is the State's obligation to co-operate with competent organizations which
provide such protection and assistance.

Article 23 - Disabled Children

A disabled child has the right to special care, education, and training to help him or her
enjoy a full and decent life in dignity and achieve the greatest degree of self-reliance
and social integration possible.

Article 24 - Health and Health Services

The child has a right to the highest standard of health and medical care attainable.
States shall place special emphasis on the provision of primary and preventive health
care, public health education, and the reduction of infant morality. They shall encourage
international cooperation in this regard and strive to see that no child is deprived of
access to effective health services.

Article 25 - Periodic Review of Placement

A child who is placed by the State for reasons of care, protection, or treatment is entitled
to have that placement evaluated regularly.

Article 26 - Social Security

The child has the right to benefit from social security including social insurance. Article 27 -
Standard of living. Every child has the right to a standard of living adequate for his or her
physical, mental, spiritual, moral, and social development. Parents have the primary
responsibility to ensure that the child has an adequate standard of living. The State's duty
is to ensure that this responsibility can be fulfilled, and is. State responsibility can include
material assistance to parents and their children.

Article 28 - Education
The child has a right to education, and the State's duty is to ensure that primary
education is free and compulsory, to encourage different forms of secondary education
accessible to every child, and to make higher education available to all on the basis of
capacity. School discipline shall be consistent with the child's rights and dignity. The State
shall be consistent with the child's rights and dignity. The State shall engage in
international cooperation to implement this right.

Article 29 - Aims of Education

Education shall aim at developing the child's personality, talents and mental and physical
abilities to the fullest extent. Education shall prepare the child for an active adult life in a
free society and foster respect for the child's parents, his or her own cultural identity,
language and values, and for the cultural background and values of others.

Article 30 - Children of minorities or indigenous populations Children of minority

communities and indigenous populations have the right to enjoy their own culture and to
practise their own religion and language.

Article 31 - Leisure, Recreation, and Cultural Activities

The child has the right to leisure, play, and participation in cultural and artistic activities.

Article 32 - Child Labor

The child has the right to be protected from work that threatens his or her health,
education, or development. The State shall set minimum ages for employment and
regulate working conditions.

Article 33 - Drug Abuse

Children have the right to protection from the use of narcotic and psychotropic drugs,
and from being involved in their production or distribution. Article 34 - Sexual exploitation
The State shall protect children from sexual exploitation and abuse, including prostitution
and involvement in pornography.

Article 35 - Sale, Trafficking and Abduction

It is the State's obligation to make every effort to prevent the sale, trafficking, and
abduction of children.

Article 36 - Other Forms of Exploitation

The child has the right to protection from all forms of exploitation prejudicial to any
aspects of the child's welfare not covered in articles 32, 33, 34 and 35.

Article 37 - Torture and Deprivation of Liberty

No child shall be subjected to torture, cruel treatment or punishment, unlawful arrest, or
deprivation of liberty. Both capital punishment and life imprisonment without the possibility
for release are prohibited for offenses committed by persons below 18 years. Any child
deprived of liberty shall be separated from adults unless it is considered in the child's best
interest not to do so. A child who is detained shall have legal and other assistance as well
as contact with the family.

Article 38 - Armed Conflicts

States Parties shall take all feasible measures to ensure that children under 15 years of
age have no direct part in hostilities. No child below 15 shall be recruited into the armed
forces. States shall also ensure the protection and care of children who are affected by
armed conflict as described in relevant international law.

Article 39 - Rehabilitative Care

The State has an obligation to ensure that child victims of armed conflicts, torture,
maltreatment, or exploitation receive appropriate treatment for their recovery and social
reintegration.

Article 40 - Administration of Juvenile Justice

A child in conflict with the law has the right to treatment which promotes the child's sense
of dignity and worth, takes the child's age into account, and aims at his or her defense.
Judicial proceedings and institutional placements shall be avoided wherever possible.

Article 41 - Respect for Higher Standards

Wherever standards set in applicable national and international law relevant to the rights
of the child are higher than those in this Convention, the higher standards shall always
apply.

Article 42 - Implementation and Entry into Force

The provision of articles 42-54 notably foresee: (i) the State's obligation to make the rights
contained in this Convention widely known to both adults and children. (ii) the setting up
of a Committee on the Rights of the Child composed of ten experts, which will consider
reports that States Parties to the Convention are to submit two years after ratification and
every five years thereafter. The Convention enters into force - and the Committee would
therefore be set up - once 20 countries have ratified it. (iii) States Parties are to make their
reports widely available to the general public. (iv) The Committee may propose that
special studies be undertaken on specific issues relating to the rights of the child, and may
make its evaluation known to each State Party concerned as well as to the UN General
Assembly. (v) In order to "foster the effective implementation of the Convention and to
encourage international co-operation", the specialized agencies in the UN - such as the
International Labour Organisation (ILO), World Health Organization (WHO) and United
Nations Educational, Scientific, and Cultural Organization (UNESCO) - and UNICEF would
be able to attend the meetings of the Committee. Together with any other body
recognized as 'competent', including non-governmental organizations (NGOs) in
consultative status with the UN and UN organs such as the United Nations High
Commissioner for Refugees (UNHCR), they can submit pertinent information to the
Committee and be asked to advise on the optimal implementation of the Convention.
Source: UNICEF and International Catholic Child Bureau (ICCB). http://raphael-
jarana.blogspot.com/2010/10/first-call-for-children.html

Chapter 7: Historical Perspective of the Philippine Educational System

“That man do not learn very much from the lesson of history is the most important of all the
lesson that history has to teach” – Aldous Huxley

Lesson 1: Historical Development of the Philippine Educational System

Education in the Philippines has undergone several stages of development from the pre-
Spanish times to the present. In meeting the needs of the society, education serves as
focus of emphases/priorities of the leadership at certain periods/epochs in our national
struggle as a race. As early as in pre-Magellanic times, education was informal,
unstructured, and devoid of methods. Children were provided more vocational training
and less academics (3 Rs) by their parents and in the houses of tribal tutors. The pre-
Spanish system of education underwent major changes during the Spanish colonization.
The tribal tutors were replaced by the Spanish Missionaries. Education was religion-
oriented. It was for the elite, especially in the early years of Spanish colonization. Access to
education by the Filipinos was later liberalized through the enactment of the Educational
Decree of 1863 which provided for the establishment of at least one primary school for
boys and girls in each town under the responsibility of the municipal government; and the
establishment of a normal school for male teachers under the supervision of the Jesuits.
Primary instruction was free and the teaching of Spanish was compulsory. Education
during that period was inadequate, suppressed, and controlled. The defeat of Spain by
American forces paved the way for Aguinaldo's Republic under a Revolutionary
Government. The schools maintained by Spain for more than three centuries were closed
for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The
Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of
the Philippines were established. A system of free and compulsory elementary education
was established by the Malolos Constitution. An adequate secularized and free public
school system during the first decade of American rule was established upon the
recommendation of the Schurman Commission. Free primary instruction that trained the
people for the duties of citizenship and avocation was enforced by the Taft Commission
per instructions of President McKinley. Chaplains and non-commissioned officers were
assigned to teach using English as the medium of instruction. A highly centralized public
school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74.
The implementation of this Act created a heavy shortage of teachers so the Philippine
Commission authorized the Secretary of Public Instruction to bring to the Philippines 600
teachers from the U.S.A. They were the Thomasites. Year

Official Name of Department

Official Titular Head
Legal Bases
1863
Superior Commission of Primary Instruction
Chairman
Educational Decree of 1863
1901-1916
Department of Public Instruction
General Superintendent
Act. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942
Department of Public Instruction
Secretary
Organic Act Law of 1916 (Jones Law)
1942-1944
Department of Education, Health and Public Welfare
Commissioner
Renamed by the Japanese Executive Commission, June 11, 1942
1944
Department of Education, Health and Public Welfare
Minister
Renamed by Japanese Sponsored Philippine Republic
1944
Department of Public Instruction
Secretary
Renamed by Japanese Sponsored Philippine Republic
1945-1946
Department of Public Instruction and Information
Secretary
Renamed by the Commonwealth Government
1946-1947
Department of Instruction
Secretary
Renamed by the Commonwealth Government
1947-1975
Department of Education
Secretary
E.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978
Department of Education and Culture
Secretary
Proc. No. 1081, September 24, 1972
1978-1984
Ministry of Education and Culture
Minister
P.D. No. 1397, June 2, 1978
1984-1986
Ministry of Education, Culture and Sports
Minister
Education Act of 1982
1987-1994
Department of Education, Culture and Sports
Secretary
E.O. No. 117. January 30, 1987
1994-2001
Department of Education, Culture and Sports
Secretary
RA 7722 and RA 7796, 1994 Trifocalization of Education Management 2001 - present
Department of Education
Secretary
RA 9155, August 2001 (Governance of Basic Education Act)

The high school system supported by provincial governments, special educational

institutions, school of arts and trades, an agricultural school, and commerce and marine
institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine
Legislature approved Act No. 1870 which created the University of the Philippines. The
Reorganization Act of 1916 provided the Filipinization of all department secretaries except
the Secretary of Public Instruction. Japanese educational policies were embodied in
Military Order No. 2 in 1942. The Philippine Executive Commission established the
Commission of Education, Health and Public Welfare and schools were reopened in June
1942. On October 14, 1943, the Japanese - sponsored Republic created the Ministry of
Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and
Character Education was reserved for Filipinos. Love for work and dignity of labor was
emphasized. On February 27, 1945, the Department of Instruction was made part of the
Department of Public Instruction. In 1947, by virtue of Executive Order No. 94, the
Department of Instruction was changed to Department of Education. During this period,
the regulation and supervision of public and private schools belonged to the Bureau of
Public and Private Schools. In 1972, it became the Department of Education and Culture
by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of
P.D. No. 1397. Thirteen regional offices were created and major organizational changes
were implemented in the educational system. The Education Act of 1982 created the
Ministry of Education, Culture and Sports which later became the Department of
Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of
DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when
the Commission on Higher Education (CHED), and 1995 when the Technical Education
and Skills Development Authority (TESDA) were established to supervise tertiary degree
programs and non-degree technical-vocational programs, respectively. The
Congressional Commission on Education (EDCOM) report provided the impetus for
Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority (TESDA),
respectively. The trifocal education system refocused DECS’ mandate to basic education
which covers elementary, secondary and nonformal education, including culture and
sports. TESDA now administers the post-secondary, middle-level manpower training and
development while CHED is responsible for higher education. In August 2001, Republic Act
9155, otherwise called the Governance of Basic Education Act, was passed transforming
the name of the Department of Education, Culture and Sports (DECS) to the Department
of Education (DepEd) and redefining the role of field offices (regional offices, division
offices, district offices and schools). RA 9155 provides the overall framework for (i) school
head empowerment by strengthening their leadership roles and (ii) school-based
management within the context of transparency and local accountability. The goal of
basic education is to provide the school age population and young adults with skills,
knowledge, and values to become caring, self-reliant, productive and patriotic citizens.
DepEd Management Structure

To carry out its mandates and objectives, the Department is organized into two major
structural components. The Central Office maintains the overall administration of basic
education at the national level. The Field Offices are responsible for the regional and local
coordination and administration of the Department’s mandate. RA 9155 provides that the
Department should have no more than four Undersecretaries and four Assistant
Secretaries with at least one Undersecretary and one Assistant Secretary who are career
service officers chosen among the staff of the Department. (See DepEd Organizational
Chart.) At present, the Department operates with four Undersecretaries in the areas of: (1)
Programs and Projects; (2) Regional Operations; (3) Finance and Administration; and (4)
Legal Affairs; four Assistant Secretaries in the areas of: (1) Programs and Projects; (2)
Planning and Development; (3) Budget and Financial Affairs; and (4) Legal Affairs.
Backstopping the Office of the Secretary at the Central Office are the different services,
bureaus and centers. The five services are the Administrative Service, Financial and
Management Service, Human Resource Development Service, Planning Service, and
Technical Service. Three staff bureaus provide assistance in formulating policies,
standards, and programs related to curriculum and staff development. These are the
Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE), and the
Bureau of Nonformal Education (BNFE). By virtue of Executive Order No. 81 series of 1999,
the functions of a fourth bureau, the Bureau of Physical Education and School Sports
(BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25, 1999. Six
centers or units attached to the Department similarly provide technical and administrative
support towards the realization of the Department’s vision. These are the National
Education Testing and Research Center (NETRC), Health and Nutrition Center (HNC),
National Educators Academy of the Philippines (NEAP), Educational Development
Projects Implementing Task Force (EDPITAF), National Science Teaching Instrumentation
Center (NSTIC), and Instructional Materials Council Secretariat (IMCS). There are four
special offices under OSEC: the Adopt-a-School Program Secretariat, Center for Students
and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering
Assessment and Monitoring. Other attached and support agencies to the Department are
the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy
Coordinating Council (LCC), and the Instructional Materials Council (IMC). At the sub-
national level, the Field Offices consist of the following: 1. Sixteen (16) Regional Offices,
including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a
Regional Director (a Regional Secretary in the case of ARMM); 2. One hundred fifty-seven
(157) Provincial and City Schools Divisions, each headed by a Schools Division
Superintendent. Assisting the Schools Division Offices are 2,227 School Districts, each
headed by a District Supervisor; 3. Under the supervision of the Schools Division Offices are
forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows: 1.
40,763 elementary schools (36,234 public and 4,529 private) 2. 7,683 secondary