Teach Communication Skills

A manager with good communication skills is able to instruct as well as he listens. Managers who can communicate effectively can process
information, and then relate it back to their teams clearly. Effective managers should be able to understand, decipher, and relate the
organizations vision back to their employees in order to maintain productivity.

Top 7 Characteristics Of A Good Manager

by Wayne Hartzell
(Alexandria, VA USA)
Hi Ann - Very informative website! I think there are "several" qualities/characteristics that define a good manager. From my personal
experience some of the "key" characteristics are:
a) FAIRNESS: - This is paramount to your effectiveness. You need to demonstrate parity/fairness in your governing style from the beginning.
b) ETHICAL STANDING: - In anything you do, you must demonstrate a fair and balanced ethical approach and style in how you manage others.
c) HONESTY: - Honesty is the best policy - and effective managers are honest in their business management day to day activities. This applies
to both written and oral communication.
d) LEAD BY EXAMPLE: - You need to be able to manage and lead by your example, never ask your team to do something you would not do
yourself.
e) POSSESS KEEN JUDGEMENT/INSIGHT: A good manager has the wisdom and discernment to make the tough decisions that need to be made.
f) POSSESS GOOD COMMUNICATION SKILLS: - A good manager must be able to communicate fairly both in written and in oral speech to his/her
team in order to be understood.
g) INTEGRITY: - This is probably the most important quality. Your integrity defines not only who you are as a manager - but more importantly
who you are as a person.
You must value integrity at all costs. If you compromise your integrity in the organisation or in dealings with the people you have been
"entrusted to lead and manage", you will have forever lost your effectiveness as a manag
Overall Goals & Objectives of Philippine EFA 2015

1. Universal coverage of Out of School Youth (OSY) and adults in the provision of basic
leraning needs;
2. Universal school participation and elimination of drop outs and repetition in firsts three
grades;
3. Universal completion of full cycle of basic education schooling with satisfactory
achievement levels by all at every grade or year;
4. Total community commitment to attainment of basic education competencies for all.
Declaration of Policy and Objectives. It is likewise declared government policy
to foster, at all times, a spirit of shared purposes and cooperation among the
members and elements of the educational community, and between the
community and other sectors of society, in the realization that only in such an
atmosphere can be true goals and objectives of education be fulfilled.
Moreover, the State shall:

chanroblesvirtuallawlibrary

1. Aid and support the natural right and duty of parents in the rearing of the youth
through the educational system.
2. Promote and safeguard the welfare and interest of the students by defining
their rights and obligations, according them privileges, and encouraging the

establishment of sound relationships between them and the other members of the
school community.
3. Promote the social economic status of all school personnel, uphold their rights,
define their obligations, and improve their living and working conditions and
career prospects. chanrobles virtual law library
4. Extend support to promote the viability of those institutions through which
parents, students and school personnel seek to attain their educational goals.

Areas of school management

As the employer of all staff members of the school, the management committee of
the school has to formulate personnel policies. Personnel management covers diff
erent areas of staff matters:
Area
1. Staff appointment, promotion and succession planning.
Responsibilities of school managers
Setting criteria and procedures for staff selection
Observing the minimum entry requirements for the relevant staff as
stipulated in the Code of Aid, and issuing letters of appointment and
entering into agreement on the terms of contract with the staff concerned
Defi ning clearly the functional duties of promotion posts, and informing
the staff accordingly
Ensuring an open, fair and transparent selection system
Reviewing regularly the assessment criteria and selection procedures
Preparing succession plans of teaching staff to meet the needs arising
from school development and the implementation of education initiatives.
2. Disciplinary action and termination of service
Formulating a set of open, fair and formal procedures for handling
termination of employment
Handling the matters in accordance with the Education Ordinance, the
Education Regulations, the Code of Aid, the Employment Ordinance and
other laws of Hong Kong as well as circulars issued by EMB from time to
time.
3. Performance management
Establishing an appropriate staff appraisal system
Evaluating the strengths and weaknesses of the staff and formulating
staff professional development policies
4. Performance management
Reviewing regularly the content and format of the appraisal mechanism to
ensure the assessment truly refl ects staff performance
Promoting a self-learning culture for self-improvement and pursuit of
excellence
5. Professional development
Discussing with teachers the arrangements for their professional
development (Th e Advisory Committee on Teacher Education and Qualifi

cations proposed that teachers should engage in not less than 150 hours of
continuing professional development activities in a 3- year cycle)
Formulating teacher professional development policies that take into
account individual needs of the teachers, the direction of school
development and the learning interests of the students
Ensuring that all teachers are given equal opportunities for professional
development
Creating an environment conducive to learning and providing support and
resources for staff professional development
Promoting a culture of professional development and developing a lifelong learning attitude within the school
6. Communication channels
Establishing eff ective communication channels, strengthening the sense
of belonging among staff and building up a collaborative school culture
Developing a set of rational, fair and impartial policies and procedures to
handle complaints from staff as well as from people outside the school

Philippines - Educational Systeman

OverviewThree government organizations handle education in the
Philippines. These are the Department of Education, Culture, and Sports
(DECS), the Commission on Higher Education (CHED) and the Technical
Education and Skills Development Authority (TESDA). In 1999, the
Department of Education, Culture and Sports, which governs both public and
private education in all levels, stated that its mission was "to provide quality
basic education that is equitably accessible to all by the foundation for lifelong
learning and service for the common good." The Department also stipulated
its vision to "develop a highly competent, civic spirited, life-skilled, and Godloving Filipino youth who actively participate in and contribute towards the
building of a humane, healthy and productive society." All these ambitions
were embodied in the development strategy called "Philippines 2000."
The academic year in the Philippines is patterned after its wet/cool and
dry/hot seasons. The hottest months of the year are from March to May, thus
making them the "summer break." The wet season starts in June, which also
marks the beginning of the academic school year. Beginning 1993, DECS
increased the number of school days from 185 to 200. The school year ends
during the first few weeks of March. The Philippines, a Catholic country, has a
two- to three-week break during Christmas in December and a four- to fiveday break at the start of November to celebrate the Day of the Saints and the
Day of the Dead.

The language of instruction has been a much debated topic. For a country
dispersed over 7,107 islands, with 11 languages and 87 dialects, colonized by
Spain for more than 300 years, and educated by the Americans, the decision
to pick a particular language of instruction has been very controversial. The
languages used for instruction have switched from Spanish to Tagalog, to
English to the local vernacular, including some Chinese languages, and Arabic,
which is used in the southern part of the country.
According to an official publication of the U.S. Library of Congress, the
Philippine census reported that during the 1990s a total of 65 percent of
Filipinos understood English. During the last four decades of the twentieth
century, education in all levels had vastly improved. In the compulsory
elementary level, from 1965-1966, there were a total of 5.8 million students
enrolled, 4.5 percent of which were in private institutions. In 1987-1988 these
numbers grew to 9.6 million enrolled, 6.6 percent of which were in private
schools. By school year 1999-2000, 12.6 million were enrolled with 7.1 percent
in the private sector. This level is for grades 1 through 6ages 7 to 12. The
various Philippine grade levels are referred to with cardinal numbers (one,
two, three) rather than ordinal numbers (first, second, third). Secondary
education is taught for 4 years from ages 13 to 16.
Primary and secondary schools are taught from Monday to Friday, starting at
7:30 A.M. The school day begins with a flag raising, national anthem, and
pledge of allegiance. Students usually have an hour for lunch. School cafeterias
are mostly non-existent and those that exist are largely inadequate. Students
either go home for lunch or pack their lunch. Some parents, usually mothers,
come to school to bring warm lunch for their children. Classes resume for the
afternoon, until about 4:30 to 5:00 p.m. In some areas, due to lack of facilities,
certain schools are forced to have double shifts, minimizing the hours children
spend in school.
Access has been a problem for certain sectors of the population and DECS has
made this the number one priority. In the secondary level for 1965-1966,
approximately 1.17 million students were enrolled with 62.3 percent in the
private sector. In 1987-1988, there was a total of 3.49 million students
enrolled, 40.8 percent of whom were in private schools. By 1999-2000 there
was an overall total of 5.1 million students, with 24 percent in private schools.
Higher education in the Philippines is strongly in the private sector. Most
bachelor degrees are for four years. Students are usually from 17 to 20 years
old. In 1985, the private sector of higher education was close to 80 percent of
the student population. Of these institutions one-third are considered non-

profit, while two-thirds function for monetary gain. This has lead to the
reputation of certain schools as "diploma mills" and to the more serious
problem of producing unqualified, unemployed, and underemployed
graduates.
During the 1970s, there was a wide discrepancy in the literacy rates of the
various regions of the country. The capital region of Metro Manila had a 95
percent literacy rate; the Central Luzon area had a 90 percent literacy rate
while the Western portion of Mindanao had a 65 percent rate. Three principal
indigenous languages in the Manila area are Cebuano in the
Visayas, Tagalog and Ilocano in the northern portion of Luzon. In 1939
Philipino (which is based on the Tagalog language) was made the national
language. Philipino later evolved to Filipino which is based on the languages
used in the Philippines. English still remains the most important nonindigenous language used by media, higher education, private, primary and
secondary schools, government administration, and business. Only a handful
of families have maintained speaking in Spanish. The multiplicity of languages
used in the Philippines has not affected its literacy rate of 94.6 percent, one of
the highest in East Asia and the Pacific region.
Technology use is starting to gain momentum in the overall education of the
Philippines. In 1999, there were 93 Internet Service Providers (ISP) in the
country. By the beginning of 2001, the participation of nongovernmental
organizations and the private sector in education was evident with the
donation of 1,000 personal computers for use during school year 2001-2002
in 1,000 public high schools of 16 regions. The program, called One Thousand
PCs, has four major components, namely: curriculum development with the
creation of a one year course on computer education as a specialization in
entrepreneurship; teacher training for recipient schools; courseware
development through the creation of Information Technology materials; and
the purchase of hardware from the private sector through the Adopt-A-School
Program. The Department of Trade and Industry chaired this project.
Curricular development is under the jurisdiction of the DECS. Authority
slowly trickled down to the municipal/local levels as the system shifted to
decentralize decision-making and empower local schools. Despite these
efforts, much of the important decisions, such as the purchase of all public
school textbooks, is done by DECS.
Important curricular changes needed to respond to emerging student needs
are limited due to budgetary constraints. Three tests are administered to
students, the preparation for which must be addressed through further

curricular development. These tests are the National Elementary Aptitude

Test (NEAT), the National Secondary Aptitude Test (NSAT), and the National
College Entrance Examination (NCEE).
The Philippine population grows at a rate of 2.07 percent per year. In July
2000, the estimated population was 81,159,644 people. About 37 percent of
this population was from birth to 14-years-old. A 2 percent yearly population
growth translates to about 1.6 million children born every year. This growth
rate strains the resources of the educational system. During 1999-2000, a 2
percent increase in the number of students meant 8,000 more classrooms
needed. The deficit was 29,000 since DECS was able to build only 6,000 new
rooms for the year. More teachers required (total lack of 21,000 since the
budget allowed for hiring only 4,700 new teachers) 400,000 more desks (of
the 2.2 million needed, only 500,000 were purchased) and 10 million
additional textbooks with a ratio of 2 students per book. To alleviate this
strain, certain schools hold double sessions (one in the morning and another
in the afternoon) in elementary schools. Some high schools even have triple
sessions due to space and resource problems.
As for gender distribution in the elementary level, male and female students
are almost equally represented, while there are more females students at the
secondary and higher education level. In rural areas, men are expected to do
work while women are allowed to pursue education. Males have a higher rate
of failure, dropout, and repetition in both elementary and secondary levels.

Read more: Philippines - Educational Systeman Overview - Percent,

Schools, Students, and Private StateUniversity.com http://education.stateuniversity.com/pages/1199/Philip
pines-EDUCATIONAL-SYSTEM-AN-OVERVIEW.html#ixzz3ZvWiamEh
The ched,deped tesda
Transcript

Respond effectively to changing needs and conditions through a system of educational planning and evaluation.
Develop the high-level
professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of
human life;
Train the nations manpower in the middle-level skills required for national development;
Help the individual
participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile
citizen;
Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and
enhance the range and quality of the individual and the group;
1. Principles and general objectives of Education In the Philippines the
education system aims to:
2. The DepEd Vision We are people organization committed to a culture of excellence in public service. Believing that the most important resource of
our country is its people, we make the task of educating the Filipino child our singular mission.

3. We assist the Filipino child to discover his/her full potential in a child-centered and value-driven teaching-learning environment and thereby, enable
him/her to create his/her own destiny in global community. We prepare him/her to become a responsible citizen and an enlightened leader who loves
his/her country and is proud to be a Filipino.
4. We provide a school system Where teachers and principals achieve the desired learning outcome not only because they are empowered,
competent and accountable, but because they care; Where administrator exercise visionary leadership responsive to emerging learning needs of the
nation; ensure adequate resources; promote appropriate technology; create and sustain a conducive climate to enhance learning; and Where the
family, the community and other institutions actively support our efforts. We affirm the right of every Filipino child especially the less advantaged to
benefit from such a system. This is our vision. With Gods help, we dedicate all our talents and energies to its realization.
5. The DepEd Mission To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for
the common good.
6.
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 Departments 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.
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.
7.
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 Departments 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.
8. 7,683 secondary schools (4,422 public and 3,261 private)40,763 elementary schools (36,234 public and 4,529 private) Other attached and
support agencies to the Department are the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy Coordinating Council
(LCC), and the Instructional Materials Council (IMC).
At the sub-national level, the Field Offices consist of the following: Sixteen (16) Regional
Offices, including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional Secretary in the case of
ARMM); One hundred fifty-seven (157) Provincial and City Schools Divisions, each headed by a Schools Division Superintendent. Assisting the
Schools Division Offices are 2,227 School Districts, each headed by a District Supervisor; Under the supervision of the Schools Division Offices are
forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows:
9. ADMINISTRATIVE SERVICE
10. ADMINISTRATIVE SERVICE The Administrative Service is responsible for providing the Department with economical, efficient, and effective
services relating to legal assistance, information records, supplies, equipment, security and custodial work. Office of the Director The Director
manages and supervises the operation of the Administrative Service in the implementation of its functions. Legal Division The legal division provides
legal advice to the Secretary, Undersecretary and the Bureaus and Offices of the Department; interprets laws and rules affecting the operations of the
Department; prepares contracts and instruments to which the department is a part and interprets provisions of contracts covering work/services;
investigates administrative cases/ charges filed against employees of the Department; prepares decisions/resolutions on administrative cases; assists
in the promulgation of rules, regulations and policies governing the activities of the Department; prepares the legal opinions for the Secretary and
prepares comments on proposed legislations concerning the Department.
11. General Services Division The General Services Division provides basic services to DECS Officials and employees such as: Medical services,
Dental services, Radio Communication services, Transportation/Mechanic services, Electrical/ Air-conditioning services, Building Maintenance and
Plumbing services and Security services. Dental Clinic Dental services are intended to address the health and welfare of DECS officials, employees
and their immediate dependents at the Central office as well as visiting DECS officials, teachers, support personnel from the field to be treated as
walk-in patients. The Dental Clinic performs the following functions: consultation, complete oral examination, treatment of carious teeth such as
extraction and temporary or permanent filing simple dental surgery, oral prophylaxis and simple gum treatment, prosthetics maybe made if laboratory
cost to be shouldered by the patient, dental periapical X-Ray and referral when necessary.
12. Medical The Medical Clinic takes care of the health of the employees to make sure that they are fit perform their work effectively. It attends to the
basic needs of the employees like monitoring of blood pressures and prescribing the appropriate medicines whenever necessary. It holds our Annual
Medical/Dental Check-ups which include laboratory examinations, electro diagrams and chest X-rays. When the results are sent to us, we interpret
them for the employees and give necessary medicines and advices. Radio Communication Network Unit The primordial function of this unit is to send
and receive calls to and from the field offices and other Department's clientele (local and international) through radio transmitter or radio transceiver,
fax machine, PABX digital telephones. Security Service Unit This unit plans, organizes and supervises operations in the building area; advises,
recommends security measures to immediate supervisors; implements security measures directed by supervisors; investigates and reports unusual
occurrences and infraction of rules and regulations; prepares report of daily guarding activities; takes charge of the training of mend; and serves the
Administrative men of the unit.
13. Records Division The Records Division establishes and maintains a systematic records system for the Central Office; receives and distributes all
communications to the field; release and mails or disposes all communications to the field; disposes all DECS old file in accordance with attending
rules and regulations and laws; exercises absolute care and fidelity in the custody of DECS records. Property Division The Property Division procures
supplies, materials and equipment to meet the service requirements of the DECS Central Office; evaluates Program of Expenditures forwarded by
DECS Regional Office, Division Offices, and National Schools and make recommendations to the Secretary; implements effective control and
management of General Office property; distributes supplies, materials and equipment available as per requisitions of different units in the Central
Office; properly dispose off unserviceable of excess properties in accordance with applicable rules, regulations and laws; prepares annual property
inventory for submission to the Commission on Audit; prepares and maintains property account cards for all properties of the General Office; prepares
and submits sales report for properties lost and paid for collections remitted to the Treasury; signs all property clearances of all officials and employees

of the DECS Proper, Regional Directors and Schools Division Superintendents; conducts emergency purchases through canvass of urgently needed
supplies and equipment which the Procurement Service cannot supply.
14. Teachers Camp The Teachers Camp plans and directs the program for the year round maintenance and utilization of the physical facilities of the
Camp consisting of eleven (11) dormitories, forty-seven (47) cottages and guest houses, four (4) conference halls, two (2) dining rooms, a school
building and meeting rooms. It also attends to the housing and conference requirements of teachers, school officials, and organizations attending
various conferences scheduled in the Camp throughout the year; plans/implements the year round beautification and greening program within the 25hectare Camp reservation; provides, maintains, coordinates and oversees the effective operations of the various sections namely: Accounting,
Property and Supply, Engineering and Physical Facilities, Collection and Disbursement, Front Desk and Customer Relations and Administrative
Sections
15. FINANCIAL MANAGEMENT SERVICE
16. FINANCIAL MANAGEMENT SERVICE The FMS is composed of five (6) divisions namely: Budget Division, Accounting Division, Management
Division, Payroll Services Division, Systems Division and Cash Division. Budget Division The Budget Division is responsible in the preparation,
including submission to the Department of Budget and Management of budgetary estimates in support of the DECS' operations, plans and programs
to achieve its goals of providing the citizenry better access to quality basic education. The process also involves the review, evaluation and
consolidation of the budget proposals of all DECS Central and Regional Offices, and coordination with the Office of the Planning Service. This division
assists management in the presentation of the Department's budgetary estimates/proposals before administrative and legislative bodies; and provides
technical assistance to other units in the application and utilization of budgetary methods and procedures. It also the primary responsibility of the
Division to prepare the annual work and financial plans and matrices, and other documentation to ensure the release of funds as reflected in the
General Appropriations Act (GAA) and from other sources.
17. Accounting Division The Accounting Division is responsible for the maintenance of the books of accounts of Central Office staff, Bureaus and
Centers. It administers financial reports, processes of disbursement and trust accounts and makes branch accounting in regional offices. It
consolidates financial reports of all Central Offices and Regional offices for submission to fiscal agencies. It has technical supervision over all DECS
Accounting offices. Payroll Services Division The division is responsible for the centralized production of payrolls, salary checks and compensation,
benefits of teachers and administrative personnel in provinces, chartered cities headed by a Superintendent, including the Secondary Teachers of the
National Capital Region in the most effective and cost-efficient manner. Systems Division The division serves as a center for the strategic
management of an effective and efficient information system for the DECS through developing a mechanism that integrates and coordinates the DECS
information requirements that are accessible and responsive to users. It also synchronizes data collection, processing and dissemination to ensure
quality of information
18. Management Division The division develops plan and program objectives relative to management improvement in the Department, examines its
administrative organization, maintains its organizational charts and manual operations and undertakes regular management surveys on organizational
structure, manpower and operations, studies special problems as assigned and makes recommendations for improvement. Cash Division The Cash
Division collects and disburses funds; accounts for receipts, custody and disbursement of funds; undertakes encashment of checks for cash advances
and payment of salaries, wages and other obligations; provides proper recording of cash advances, disbursements, collection and deposits; prepares
reports and documents pertinent to the collection of disbursements and deposits of funds. The Cash Division controls the Notice of Cash allocations
(NCAs) of DECS proper and the different staff bureaus, centers, and other foreign assisted projects of the Department for payments of different
government obligations to both private and government obligations to both private and government agencies. Release/mail checks to different
claimants for payments of different government obligations. Deposit checks for fund transfer to the different Regional Offices.
19. HUMAN RESOURCE DEVELOPMENT SERVICE
20. Personnel Audit of Schools and Personnel of the Central Office Review of Position Description to update position titles in DECS DECS-PLM OffCampus Masteral and Doctoral Programs Revision of the DECS Performance Appraisal System (PAS) National Search Committee Establishment of
the DECS Personnel Information System (PIS) Monitoring and evaluation of Personnel Records and Current Personnel Actions in the different
Regional and Division Offices. The Human Resource Development Service develops and administers personnel programs which include selection
and placement, classification and pay, career and employment development performance appraisal, employee relations and welfare services. It
consists of three (3) divisions: personnel division, employees welfare and benefits division and staff development division. Personnel Division The
Personnel Division provides comprehensive, well-organized and synchronized personnel services. It develops and administers personnel programs
such as recruitment, selection, placement, transfers, details/reassignments, reinstatements and other personnel movements; leaves such as vacation,
sick, maternity, study and terminal; separation from the service (retirement, resignation, dropping from the rolls, etc. and salaries (vouchers, payrolls).
Projects
21. DECS Hospitalization Fund Program DECS-PVB Financial Assistance Pre-Retirement Innovation and Option for Results (PRIOR) DECS
Employees Suggestion and Incentive Awards System (ESIAS) DECS Cooperative Program DECS Expanded Shelter Program DECS Provident
Fund Employees Welfare and Benefits Division The Employees Welfare and Benefits Division undertakes a continuous evaluation of existing
programs and projects intended to enhance the welfare of DECS teaching and non-teaching employees. The Division is also concerned with the
development of new welfare programs to suit the emerging needs of DECS personnel. Moreover, the EWBD provides consultative researches and
studies in aid of legislation on matters pertinent for upgrading the welfare and benefits of the Department's employees. Conformably, EWBD, a
relatively new office of the Department, has initiated the establishment and implementation of the following programs and projects:
22. Graft and Corruption Prevention EducationGender and Development Peace Educations Human Rights Education Values Orientation
Workshop Staff Development Division The Division's primordial concern is to conceptualize, implement, monitor and evaluate programs on skills
enhancement, values orientation, frontline functions improvement and special programs for teaching and non-teaching personnel of the DECS Central
and field offices. It's other functions include: conducting orientation/induction programs for new entrants on the history, structure, vision and mission,
work ethics, organization and functions of the Department; undertake a well-planned and coordinated materials development program including the
preparation of training modules and supplementary reading handouts. Special Programs
23. The Bureau of Elementary Education (BEE) is responsible for providing access and quality elementary education for all. It also focuses on social
services for the poor and directs public resources and efforts at socially disadvantaged regions and specific groups. The Bureau of Secondary
Education (BSE) is responsible for providing access and quality secondary education. Its aim is to enable every elementary graduate to have access
to secondary education. It improves access to secondary education by establishing schools in municipalities where there are none and reviews the
overall structure of secondary education as regards curriculum, facilities, and teachers in-service training.
The Bureau of Non-formal
Education (BNFE) is responsible for contributing to the improvement of the poor through literacy and continuing education programmes. Its aim is to
provide focused basic services to the more disadvantaged sections of the population to improve their welfare and contribute to human resource
development.

24. The Bureau of Physical Education and School Sports (BPESS) is responsible for physical fitness promotion, school sports development, cultural
heritage revival (Kundiman Fiesta), natural heritage conservation, and values development. Its aim is to inculcate desirable values such as selfdiscipline, honesty, teamwork, sportsmanship, excellence and others and make the Filipino youth fit to respond adequately to the demands,
requirements, challenges and opportunities that the next century may bring. The functions of the BPESS were absorbed by the Philippine Sports
Commission in August 1999.
Attached agencies to the Department are the National Museum, National Library, National Historical
Institute, and Records Management and Archives Office. Other offices are the Instructional Materials Corporation, Instructional Materials Council,
Educational Development Projects Implementing Task Force, Educational Assistance Policy Council, National Youth and Sports Development Board,
National Social Action Council and Teacher Education Council. The main objective of the cultural agencies of the Department is to preserve, conserve,
restore and enrich the cultural heritage, customs and traditions.
25. UbD K+12 ALS Lib Hub Project Trends in Education
26. Library Hub makes books accessible to all
27. to provide a viable alternative to the existing formal education instruction, encompassing both the non- formal and informal sources of knowledge
and skills to promote the right of all citizens to quality basic education and such education accessible to all by providing all Filipino children in the
elementary level and free education in the high school level. Such education shall also include alternative learning system for out-of school youth and
adult learners. (Section 2 of PA. 9155, The Governance of Basic Education Act of 2001). to protect and promote the right of all citizen to quality
basic education Goals of Alternative Learning System
28. Understanding by Design
29. K+12
30. CHED Vision A key leader and effective partner in transforming HEIs towards producing highly competent and productive professionals through
dynamic excellent and client oriented services
31. CHED Mission CHED is committed to provide effective central office direction and implement programs and mechanisms to ensure affordable
quality higher education accessible to all
32. CHED Thesis / Dissertation Grants / Paper Presentation / Visiting Research Fellow Centers of Excellence/Development (COE/COD) National
Agriculture and Fisheries Education System (NAFES) Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) Student
Financial Assistance Programs (StuFAPs) Faculty Development (FacDev) Commission on Higher Education Projects and Programs
33. Faculty Development (FacDev) The quality of education depends largely on the qualifications and competencies of the faculty. In view of the
facultys vital role in influencing education outcomes, the Commission on Higher Education (CHED) requires that teachers at higher education level
must have at least masters degree in the fields in which they teach. The Faculty Development Program (FDP) is a critical factor towards building the
strong foundation of an educational system to ensure quality education. In previous and current studies, faculty development has always surfaced as a
priority concern. Our nation cannot compete with its neighboring countries that are now moving towards offering cutting-edge programs and
technologies unless we invest in creating a pool of experts in our academic institutions. This critical mass will then be capable to train and equip
students for significant and promising careers in the global market.
34. Faculty Development (FacDev) More that 50% or 70,000 higher education institutions (HEIs) faculty need to upgrade their qualifications and
competencies in order to improve the quality of teaching in our HEIs. The vast majority of students in higher education are being taught by faculty who
possess no more than the level of qualification for which they are studying. Low teacher qualification inevitably leads to low standards of learning
achievement among students. CHED Memorandum Order (CMO) No. 40, s. 2008 which requires all higher education institutions (HEIs) faculty to
have at least masters degree shall be fully implemented by AY 2011-2012. Hence, there is need to encourage and provide assistance to HEIs to
enable them to meet this CMO requirement.
35. Half-Merit - P7,500.00/sem HALF - For bright Filipino students who got a percentile NCAE rating score of 85 to 89. Scholars under this program
shall enroll in any government or private HEIs. It also includes Persons With Disabilities (PWDS). Full-Merit - P15,000.00/sem FULL - This
program is for bright Filipinos students who got the highest score in the NCAE and must belong to the top ten of the graduating class. Scholars under
this program can enroll in any government or private college/university HEIs with parent whose Annual Income Tax Return of not less than
P300,000.00. Student Financial Assistance Programs (StuFAPs) As per CMO 29, s.2009 Revised Implementing Guidelines of STUFAPs
SCHOLARSHIP PROGRAMS
36. CHED SPECIAL STUDY GRANT PROGRAM FOR CONGRESSIONAL DISTRICT/SENATE - This grant-program is intended for the constituents
for Congressmen, Party List Representatives, and Senators. P5,000.00/sem OPAPP-CHED STUDY GRANT PROGRAM FOR REBEL
RETURNEES - This grant-program is intended for former rebels and the legitimate/legitimized dependents which expands the access to college
education opportunities. P2,500.00/sem DND-CHED-PASUC STUDY GRANT PROGRAM - This grant-program is intended for dependents of
killed-in-action (KIA), battle related, Complete Disability Discharged (CDD-Combat) and active Military Personnel of the Armed Forces of the
Philippines. Educational benefit given to children of KIA- CDD Combat in order to contribute to the enhancement of our soldiers to fight by ensuring
their childrens education. P6,000.00/sem STUDY GRANT PROGRAM FOR SOLO PARENTS AND THEIR DEPENDENTS This program is
intended for all solo parents and their children Student Financial Assistance Programs GRANT-IN-AID PROGRAMS Tulong-Dunong includes the
following components:
37. P7,500.00/sem Study Now Pay Later Plan (SNPLP) - This program is designed to promote democratization of access to educational
opportunities in the tertiary level to poor but deserving students through financial assistance in the form of an educational loan. It is a scheme that
extends loan or credit to poor but deserving students who are entering freshman college or tertiary students with college units earned Student
Financial Assistance Programs (StuFAPs) STUDENT LOAN PROGRAM
38. Student Financial Assistance Programs (StuFAPs) GENERAL REQUIREMENTS: Must be a Filipino citizen of good moral character; A high
school graduate or a candidate for graduation from high School; At least 80% general weighted average (GWA) based on Form 138 and a general
scholastic aptitude (GSA) of National Career Assessment Examination (NCAE), as follows: a. 90% above - full merit b. 85% above - half merit
c. 80-84% - grant-in-aid and student loan programs Combined Annual Gross Income of Parents/Guardian not to exceed P300,000.00; Must not be
more than 30 years of age at the time of application except for CHED OPAPPSGPRR; Entering freshmen and/or college student in any curricular
year level; For student-borrower: a. must enter into a loan agreement with CHEDRO; and b. must have a co-borrower who is a member of
SSS/GSIS in good standing (at least paying contribution for six (6) months for the last 12 months); and Has not availed of any government
scholarship and/or grant.
39. Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) The ETEEAP is a comprehensive educational assessment
program at the tertiary level that recognizes, accredits and gives equivalencies to knowledge, skills, attitudes and values gained by individuals from
relevant work. It is implemented through deputized higher education institutions that shall award the appropriate college degree. Beneficiaries must be
Filipinos who are at least high school graduates. They must have worked for at least five years in the field or industry related to the academic program

they are obtaining an equivalency. They must also be able to show proof of proficiency, capability and thorough knowledge in the field applied for
equivalency
40. National Agriculture and Fisheries Education System (NAFES) The Commission on Higher Education (CHED) in coordination with the Department
of Agriculture (DA) and other government agencies was mandated to establish a National Agriculture and Fisheries Education System (NAFES) by
virtue of Section 66 of Republic Act (RA) No. 8435 otherwise known as the Agriculture and Fisheries Modernization Act (AFMA) of 1997 NAFES
aims to establish, maintain and support a complete and integrated system of agriculture and fisheries education (AFE), modernize and rationalize
agriculture and fisheries education from elementary to tertiary levels, unify the system of implementation of academic programs and upgrade the
quality and ensure sustainability and promote the global competitiveness at all levels of AFE. To address these objectives, the National Universities
and Colleges of Agriculture and Fisheries (NUCAFs) and Provincial Institutes of Agriculture and Fisheries (PIAFs) were identified. The selection of the
NUCAFs and PIAFs were based on the following criteria namely, institutional accessibility, population, economic contribution of agriculture and
fisheries in the community, quantity and quality of research studies conducted, degree of utilization of research results, quantity and quality of faculty
members, type of facilities, linkages and potential contribution to agriculture and fisheries development in the target area
41. Centers of Excellence/Development (COE/COD) Centers of Excellence (COEs) and Centers of Development (CODs) are either public or private
higher education institutions (HEIs) which have demonstrated the highest degree or level of standard along the areas of instruction, research and
extension. They provide institutional leadership in all aspects of development in specific areas of discipline in the various regions by providing
networking arrangements to help ensure the accelerated development of HEIs in their respective service areas. COEs/CODs in the different
disciplines are identified and carefully selected for funding assistance. Funds released to these centers are utilized for student scholarships, faculty
development, library and laboratory upgrading, research and extension services, instructional materials development, and networking of existing
COEs and CODs.
42. CHED Thesis / Dissertation Grants / Paper Presentation / Visiting Research Fellow Guidelines Guidelines for CHED Dissertation Grant CMO 04
S. 2003.pdf Guidelines for CHED Visiting Research Fellowships CMO 13 S. 2003.pdf Addendum to CHED Memorandum Order No. 13, Series of
2003 Re: Guidelines for CHED Visiting Research Fellowships CMO 32 S. 2004.pdf Guidelines for CHED Thesis Grant CMO 33 S. 2004.pdf
Revised Guidelines for CHED Support for Paper Presentations in International Conferences CMO_12_s2009.pdf Forms Application Form SPPIC.doc
dissform-1.doc thesis application form.doc
43. The Technical Education and Skills Development Authority (TESDA) was established through the enactment of Republic Act No. 7796 otherwise
known as the "Technical Education and Skills Development Act of 1994", which was signed into law by President Fidel V. Ramos on August 25, 1994.
This Act aims to encourage the full participation of and mobilize the industry, labor, local government units and technical-vocational institutions in the
skills development of the country's human resources.
44. The merging of the National Manpower and Youth Council (NMYC) of the Department of Labor and Employment (DOLE). The Bureau of Technical
and Vocational Education (BTVE) of the Department of Education, Culture and Sports (DECS), and The Apprenticeship Program of the Bureau of
Local Employment (BLE) of the DOLE gave birth to TESDA.
45. The fusion of the above offices was one of the key recommendations of the 1991 Report of the Congressional Commission on Education, which
undertook a national review of the state of Philippine education and manpower development. It was meant to reduce overlapping in skills development
activities initiated by various public and private sector agencies, and to provide national directions for the country's technical- vocational education and
training (TVET) system. Hence, a major thrust of TESDA is the formulation of a comprehensive development plan for middle- level manpower based
on the National Technical Education and Skills Development Plan. This plan shall provide for a reformed industry-based training program that includes
apprenticeship, dual training system and other similar schemes.
46. TESDA is mandated to: 1. Integrate, coordinate and monitor skills development programs; 2. Restructure efforts to promote and develop middlelevel manpower; 3. Approve skills standards and tests; 4. Develop an accreditation system for institutions involved in middle-level manpower
development; 5. Fund programs and projects for technical education and skills development; and 6. Assist trainers training programs.
47. Manage skills development funds. Organize skills competitions; and Develop and administer training incentives; Formulate a skills
development plan; Involve industry/employers in skills training; Reform the apprenticeship program; Devolve training functions to local
governments; At the same time, TESDA is expected to:
48. Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies
and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors.
Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its
multi- pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower
development in various areas, industry sectors and institutions.
49. Vision TESDA is the leading partner in the development of the Filipino workforce with world-class competence and positive work values. Mission
TESDA provides direction, policies, programs and standards towards quality technical education and skill development.
50. Values Statement We believe in demonstrated competence, institutional integrity, personal commitment and deep sense of nationalism. Quality
Policy "We measure our worth by the satisfaction of the customers we serve" Through: Strategic Decisions Effectiveness Responsiveness Value
Adding Integrity Citizen focus Efficiency
51. TESDA CORE BUSINESS Direction Setting Crucial to TESDA's role as the TVET authority in the country is its capacity to steer and provide
guidance to the sector. With the end in view of setting out clear directions and establishing priorities, the availability of timely, relevant and accurate
information is of essence. Data gathered through the conduct of researchers and studies shall be desseminated to enable the TVET stakeholders to
make informed decisions. With quality information, TVET policies and plans shall be formulated that will serve as the blueprint for TVET
implementation in the country.
52. Policies, Plans and Information Programs and services relating to these concern embody the role of TESDA as the authority in technical vocational
education and training (TVET). These are aimed at providing clear directions and priorities for TVET in the country. These include the formulation of
plans and policies for the TVET sector and the generation through researches and studies and the dissemination of relevant data and information for
informed decision of stakeholders of the sector. National Technical Education Skills Development (TESD) Plan National Technical Education Skills
Development (TESD) Agency Philippine Technical Vocational Education and Training (TVET) System Philippine Technical Vocational Education and
Training (TVET) Outlook Labor Market Intelligence Reports List of Technical Vocational Education and Training (TVET) Studies Technical Vocational
Education and Training (TVET) Statistics
53. Pro-active Job Matching Process TESDA shall SEEK (jobs) through domestic and international market intelligence report to pinpoint specific job
requirements. TESDA shall FIND (people) the right people who can be trained to fit the jobs in partnership with NGOs, social welfare agencies /
institutions, school and community organizations. TESDA shal TRAIN (people) using standards of quality for TVET developed in consultation with
various industry sectors. This pro-active matching process contributes to the best job-skills fit. TESDA also focuses on increasing productivity of

implemented training programs by assisting individuals or groups who prefer to go into micro business, small and medium enterprises of
enterpreneurship training.
54. Support to TVET Provision In view to the need to provide equitable access and provision of TESD programs to the growing TVET clients, TESDA
continues to undertake direct training provision. There are four training modalities - school-based, center-based, enterprise-based and communitybased. These are being done with the TESDA's infrastructure in place - 57 administered schools, 60 training centers, enterprise-based training
through DTS/Apprenticeship and community-based training in convergence with the LGUs.
55. School Based Programs Center Based Program Community Based Programs Enterprise Based Programs TESDA Language Skills Institutes
Scholarship and Student Assistance Programs Career Guidance and Placement Programs Institutional Capacity Building For TESDA to provide the
required services and live up to its core business, it must muster internal capacity and capability. It is necessary to build its competencies along
various requirements of its responsibilities in direction setting, standards setting and systems development and in supporting TVET provision.
Institutional capacity building also involves the installation of the TESDA quality management system at all levels of the organization. Foreign
Scholarship Training Program
56. TVET Programs In view of the need to provide equitable access and provision of TESD programs to the growing TVET clients, TESDA continues
to undertake direct training provisions. There are four training modalities school- based, center-based, enterprised-based and community-based.
These are being done with TESDAs infrastructure in place 57 TESDA administered schools, 60 training center, enterprized-based training through
DTS/apprenticeship and community-based training in convergence with the LGUs.
57. School Based Program This refers to the direct delivery or provision of TVET programs by the TESDA-administered schools. Totaling to 57, 19 are
agricultural schools. 7 are fishery schools and 31 are trade schools. These school based programs include post-secondary offerings of varying
duration not exceeding three years.
58. Center Based Programs These refer to training provisions being undertaken in the TESDA Regional (15) and Provincial (45) Training Centers
totaling 60 in selected trade areas in the different regions and provinces in the country.
59. TESDA Training Center Taguig Campus Enterprise (TTCTCE) The TTCTCE conducts and advanced technology training programs registered
under UTPRAS in partnership with industry organizations under a co-management scheme in response to the training requirements of the industry.
These programs generate income to support TESDA Development Fund (TDF). The TESDA board approves the training fees. From the training fees,
at an agreed sharing scheme contained in a MOA, the industry partners assume all the training expenses, repair and maintain the training facilities of
the center. They also bring the equipment to augment TESDA's delivery system.
60. Community Based Programs Community-based Training for Enterprise development Program is primarily addressed to the poor and marginal
groups, those who cannot access, or are not accessible by formal training provisions. They have low skills, limited management abilities, and have few
economic options. They have no access to capital most of them are unqualified for formal credit programs. The program goes further than just mere
skills training provision. It is purposively designed to catalyzed the creation of livelihood enterprises that shall be implemented by the trainees,
immediately after the training. Likewise, it is designed to assist partner agencies such as LGUs, NGOs, people organizations and other agencies
organizations with mission to help the poor get into productive undertakings to help themselves and their communities. a. The Evolution of
Community-based Training and Enterprise Development in TESDA
61. Enterprise Based Programs Enterprised-Based Programs are training program being implemented within companies/firms. These programs can
be any of the following: Apprenticeship Program is a training and employment program involving a contract between an apprentice and an employer
on an approved apprenticeable occupation. Generally, it aims to provide a mechanism that will ensure availability of qualified skilled workers based on
industry requirements. The period of apprenticeship covers a minimum of four months and a maximum of six months. Only companies with approved
and registered apprenticeship programs under TESDA can be hire apprentices. Objectives: To help meet the demand of the economy for trained
manpower; To establish a national apprenticeship program through the participation of employers, workers and government and non- government
agencies; and To establish apprenticeship standards for the protectionof apprentices.
62. Dual Training System is an instructional mode of delivery for technology-based education and training in which learning takes place alternately in
two venues: the school or training center and the company. One of the strategic approaches on this program is the conversion of selected industry
practices/ programs registered under the apprenticeship program into DTS modality. Objectives: To strengthen manpower education and training in
the Philippines by institutionalizing the DTS as an instructional delivery system of technical and vocational education and training (TVET).
Learnership Program is a practical training on-the-job for approved learnable occupations, for a period not exceeding three months. Only companies
with TESDA approved and registered learnership programs can hire learners.
63. Trainers Teachers Parents GOs NGOs LGUs IBs/Industry Associations Training Institutions Training Centers Schools
Companies Trainees/ Students Target Beneficiaries:
64. Tax exemption for imported equipment Enhanced public image Better employment opportunities for its graduates Maximized use of
equipment and facilities Responsiveness to industries' needs Less need for sophisticated equipment and facilities FOR SCHOOLS: Savings
on production cost through tax incentives Guaranteed highly skilled and productive workers Workers developed according to the company's needs
FOR COMPANIES: Allowance for transportation and other expenses. Better chances for career mobility Enhanced employability after training
Quality training and proper skills, work attitude and knowledge Benefits of the Dual Training System: FOR STUDENTS:
65. Competency Standards Development TESDA develops competency standards for middle-level skilled workers. These are in the form of units of
competency containing descriptors for acceptable work performance. These are packaged into qualifications corresponding to critical jobs and
occupations in the priority industry sectors. The qualifications correspond to a specific levels in the Philippine TVET Qualifications Framework
(PTQF).The competency standards and qualifications, together with training standards and assessment arrangements comprise the national training
regulations (TR) promulgated by the TESDA Board. The TRs serve as basis for registration and delivery of TVET programs, competency assessment
and certification and development of curricula for the specific qualification.
66. Assessment and Certification TESDA pursues the assessment and certification of the competencies of the middle-level skilled workers through
Philippine TVET Qualification and Certification System (PTQCS). The assessment process seeks to determine whether the graduate or worker can
perform to the standards expected in the workplace based on the defined competency standards. Certification is provided to those who meets the
competency standards. This ensures the productivity, quality and global competitiveness of the middle-level workers. TESDA has a Registry of
Certified Workers which provides information on the pool of certified workers for certain occupations nationwide. TESDA also has accredited
assessment centers as well as the competency assessors who conduct competency assessment process for persons applying for certification.
67. TESDA also has accredited assessment centers as well as the competency assessors who conduct competency assessment process for persons
applying for certification. a. General Requirements and Procedures in Applying for Assessment and Certification (National Certificate (NC) /
Certificate of Competency (COC))
1. List of TESDA Accredited Assessment Centers
2. List of Accredited TESDA Qualified Assessors b.

Free Assessment Service of TESDA (FAST)

1. Application Requirements and Procedures c. Maritime / Seafarers Ratings
1. Steps in
Applying for Certificate of Competency (COC) under STCW
2. List of Accredited Assessment Centers for
68. d. Household Service Worker
1. Procedures and Guidelines in applying for Household Service Worker NC II e. Online Registries
1.
Registry of Workers Assessed and Certified (RWAC)
2. Maritime Certificate (COC) Verification
3. Registry of Certified Household Service
Workers
3. Registry of Certified Welders
69. Of the three training delivery modes, community-based training programs produced the highest number of graduates at 907,730, followed by
institution-based training with 873,558 and enterprise- based training with 122,505 graduates. In skills assessment and certification, some 836,131
skilled workers and new graduates were assessed. Of this number 690,836 workers were certified. An additional 5,264 tech-voc programs were
registered in 4,041 public and private training providers nationwide. The registry of certified workers was up by 482,034 while the number of accredited
assessors and assessment centers totaled to 2,665 and 1,676, respectively. TESDA also upgraded the skills and certified 10,335 tech-voc trainers
and dispatched 2,896 trainees under the TESDA-JITCO Skills and Technology Transfer Project during the year. In 2009, TESDA provided 592,977
scholarships to displaced local workers and OFWs under the Pangulong Gloria Scholarships (PGS). Some 592,977 students and trainees also
qualified as scholars under the Private Education and Student Financial Assistance (PESFA) program. A total of 158,855 high school students were
profiled under the Youth Profiling for Starring Career (YP4SC) in 2009. A one-stop center on job referral and placement assistance was established in
672 blue-desks throughout the country. ACHIEVEMENTS
70. The biggest number of graduates were employed in the following business sectors: footwear and leathergoods; land transportation; processed
food and beverages; business process outsourcing; heating, ventilation and air- conditioning; metals and engineering; construction and furniture and
fixtures. The skills learned by vocational training graduates, according to TESDA, are very much in demand and are attuned to the needs of
companies. The courses they have chosen were based on their occupational interests and aptitudes. This study also showed that graduates of
technical vocational courses have higher chances of getting employment than college graduates. The impact evaluation study conducted by TESDA
showed that of the more than 200,000 graduates who responded in the survey, 55 percent were already employed. More than one-third (36%) got their
jobs in less than a month and one- fourth (26%) were employed within one to three months after completing their courses. EMPLOYED
71. Enrollment in tech-voc courses has in fact increased over the years and has reached 1.98 million in 2009. Half of the enrollees were high school
graduates while 13 percent were already college graduates. The rest were either college undergraduates (16 percent) or have previously taken other
post-secondary tech-voc course (12 percent). In the past, many Filipinos shy away from tech-voc courses, thinking that these are only for the poor
and those with low mental ability. The reality now is that most of the successful workers and entrepreneurs have taken at least one or two tech- voc
courses. Most of the job vacancies now, both in the domestic and overseas labor markets, require technical skills. THE VALUE OF TECH-VOC

Laws affecting education

1.The Philippines Constitution of 19872.
2.The Educational Decree 6-A3.
3.The Educational Act of 1982, otherwise known as Batas Pambansa Blg.2324.
4. The Educational Act of 1994, otherwise known as Public Act 7722
5.Republic Act 10533
-

TERM PAPER FOR MEM 645 EDUCATIONAL LAWS, TRENDS, ISSUES AND PRACTICES
TERM PAPER MEM 645 EDUCATIONAL LAWS, TRENDS, ISSUES AND PRACTICES
5
Indigenous learning include various ways and methods within the culturalcommunities of preserving the indigenous
life systems of these culturalcommunities.

Adult and Special Education

To provide skills, training and vocational efficiency and other skills to adult citizens,out-of

school youth and disable persons.

Special education is likewise given or designed to meet the special needs ofexceptional children.

Optional Religious InstructionReligious teachings shall be taught only on voluntary basis in public and
privateschools.Important parts of the law that helped improve the educational system are as follows:

RA 6655
Also known as the Free Public Secondary Education Act of 1988.

Public secondary schools were nationalized and they were reclassified by source offunding and curriculum type Free
Public Education

the state should maintain aschool system for free public education in the elementary and secondary schoollevels.
It may be noted that all public secondary schools today are now nationalized.

RA 10157
Kindergarten Education Act - Provides the inclusion of the Kindergarten level intothe basic education program. It is a
must that children must undergo kinder beforeentering grade 1.

Compulsory Education For All Children of School Age

MAJOR LAWS WHICH STIPULATE THE
CURRENT PHILIPPINE EDUCATIONAL SYSTEM There are major laws mandated to improve the quality of
education of the Filipinos.These are all for the common good of all the Filipinos. Here are some of the
notablelaws which brought changes and improvement to the teachers, students and schools.1987
CONSTITUTION

TERM PAPER FOR MEM 645 EDUCATIONAL LAWS, TRENDS, ISSUES AND PRACTICES
TERM PAPER MEM 645 EDUCATIONAL LAWS, TRENDS, ISSUES AND PRACTICES
6
ARTICLE XIV: Education, Science and Technology, Arts, Culture and Sports

Quality education accessible to all. (Section 1)

Complete, adequate, and integrated relevant education. (2.1.)

Free public education in the elementary and high school level. (2.2.)

Scholarship grants, loans, subsidies and other incentives to deserving students inboth private and public schools.
(2.3.)

Non-formal, formal, and indigenous learning systems. (2.4)

Vocational training to adults, disabled and out of school youth. (2.5)

Study of the constitution. (3.1)

Study of values. (3.2.)e.g. patriotism, nationalism, foster love of humanity, respect for human rights,appreciation of
the role of national heroes in the historical development of thecountry, teach the rights and duties of citizenship,
strengthen ethical and spiritualvalues, etc.

Optional religious instruction in public schools. (3.3.)

Supervision and regulation of all schools. (3.4.)

Control and administration of schools by Filipinos. (3.5)

Exemption from taxes and duties. (3.6.)

Academic freedom in institutions in higher learning. (5.2,3,4.)

Assigning highest budget priority to education. (5.5.)National language is Filipino. (6.1

PHILIPPINE EDUCATIONAL PRACTICES AND OTHER LEGAL BASES OF EDUCATION
Act No. 74
January 1, 1901
Laid the foundations of Philippine public school system and made English as the languageof instruction.
Established in the Philippine Normal School and Trade school in Manila, and anAgricultural school in Negros.
RA 476
June 18, 1949
Converted the Philippine Normal School into a Teacher college and offered courses leadingto Bachelor of Science in
Elementary Education and Master of Arts in education.
RA 7168
December 26, 1991
Converted the Philippine Normal School into a University