Prof. Ed.

2: The TEACHING PROFESSION

CHAPTER 3: On Becoming A Global Teacher

Chapter 3 Lesson 1

Comparative Educational System

A Closer Look At The Educational Systems Of Selected Countries Of The World

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ACTIVITY 1: Answer separately in a sheet of paper or can be in word format. 30pts.

As a future global teacher, it is timely that you are familiar with the different educational systems all over
the world, let us find out how much have you learned. Make a matrix below. Use separate sheet of paper for your
answer or you can use this format in word file.

Country Level of Education Description Special Features

1. Australia
2. China
3. Japan
4. South Africa
5. England
6. United States of America
7. New Zealand
8. Philippines

Chapter 3 Lesson 2

Teaching in the Multicultural Classes

Multicultural Diversity: A Challenge to Global Teachers

A. Concepts about multicultural education
 Individual difference and diversity of learners.
 Gardner’s Multiple Intelligence Theory.
 “The major goal of multicultural education is to transform the school so that the male and female students,
exceptional learners, as well as students coming from diverse cultural, social-class, racial and ethnic groups will
experience an equal opportunity to learn in school. “James Banks (1975 in Sadker, 1991).
 Diversity or difference among our students have placed greater demands to teachers in today’s schools. Students
may differ in race which is commonly indicated by the color of the skin. They may belong to different ethnic or
religious groups and speak different languages.

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 In the midst of the diversity, the students are supposed to be given equal opportunities to education. Thus, there
is a need for curricular and instructional modifications, teaching styles, re-examination of teacher’s attitudes,
beliefs and perception. This movement called multicultural education enables teachers and educators to give
value to the differences in prior knowledge, experiences of learners from diverse background and familiarity
with students’ histories of diverse cultures (Haertel, 1998).
 The inclusion of learners with special needs has also increased diversity in schools. Environmental adaptation of
classrooms, behavior support plans, cooperative learning, peer tutoring and team teaching are some of the
responses of multicultural education.

B. Challenges encounter in multicultural classrooms

 Taking into account the diversity in schools is a major challenge. Every one’s heritage is given due respect, and
differences should be regarded as strengths to build on rather than deficits to be overcome. However, a focus on
group differences may lead to a basis for stereotyping which multicultural teachers have to avoid (Gallimore &
Goldenberg, 1998)
 Culture evolves over time. One result of this process is beliefs and practices help us adapt to persistent and
changing circumstances. These beliefs and practices are organized as models or schema about how things work.
Practices that are proper develop and help individuals or groups survive in this ever-changing world
environment.

C. Ways to accommodate in teaching and learning the diversity of learners (Fraser-Abner (2001)
suggestions:
 Learn as much about and become as sensitive to and aware of racial, ethnic, cultural and gender groups other
than you own.
 Never make assumptions about an individual based on your perception of that individual’s race, ethnicity,
culture or gender.
 Avoid stereotyping.
 Get to know each student as a unique individual: Walk in the footsteps of all your students.
 Look into your own conscious and subconscious biases about the people who are different from yourselves in
race, ethnicity, culture, gender or socioeconomic status.
 Plan your activities within a multicultural framework while making your classroom a safe and secure haven for
all the students.
 Infuse multicultural instructional materials and strategies in your teaching.
 Foster collaboration and cooperation among your learners, parents and teachers.
Try consider the above suggestions and you will be able to contribute to a caring and nurturing learning
environment that embraces all students with different backgrounds. A caring also help your school to successfully
meet the challenges and the benefit from the diversity that now characterize our classroom and our schools.
Multiculturalism has broadened and deepened our traditional curriculum into a wider range of accommodating
cultures not of the teachers’ culture alone. It has underscored fundamental concepts which before were given less
importance. This section has clarified some of basic assumptions that enhance teacher development.

 No two learners are exactly the same.

 Children in all classrooms are heterogeneous.
 Strategies that work with one learner may not work with another.
 Student’s background and experiences should be considered when teaching.
 Community members from various ethnic groups can assist teachers in facing issues of ethnic differences and
similarities.

Chapter 3 Lesson 3

Teacher Exchange Program

Broadening Teaching Perspectives

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As a teacher, there is a need to expand your experiences beyond the four corners of the classroom to the wider
learning environment of the world to achieve a level of global competitiveness. This can be achieved through
teacher exchange programs. Read and choose at least two (2) about the following existing programs.
1. Visiting International Faculty Program (VIF)
a. VIF Purposes and Beliefs
b. History of Visiting International Faculty Program (VIF)
2. Fulbright Teacher Exchange Program
3. Inter-African Teacher Exchanges
4. Canadian Educators Exchange
5. Global Teachers Millennium Awards

ACTIVITY 2: Answer separately in a sheet of paper or can be in word format. 30pts.

From the readings you have, what are the purpose and benefits of Teacher Exchange Programs? How does the
program develop you as a global teacher?

PURPOSE-
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

BENEFITS-
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

DEVELOP-
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________

Chapter 4: The Professionalization of Teaching

Chapter 4 Lesson 1

A. Historical Development of Philippine Educational System

The Historical Development of the Philippines

As a student and a future teacher, it is timely to be acquainted with the educational system of the country to
value the efforts through the reforms and innovations.

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ACTIVITY 3: Answer separately in a sheet of paper or can be in word format. 40pts.
1. Present the important Educational Development from Pre-Spanish era to Japanese Era.

Pre-Spanish Era Spanish Era American Regime Japanese Era

Nature of education
Focus of education
Methodology
Other highlights
2. Explain briefly the harmonization of DepEd, TESDA, and CHED.

B. THE LEGAL CONSTITUTIONAL BASIS

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 1. 1987 CONSTITUTION ARTICLE XIV – EDUCATION, SCIENCE and TECHNOLOGY,
ARTS, CULTURE and SPORTS

Section 1. The State shall protect and promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all.

Section 2. The State shall:

(1) Establish, maintain and support a complete, adequate, and integrated system of education relevant to the
needs of the people and society;
(2) Establish maintain s system of free public education in the elementary and high school levels. Without
limiting the natural right of parents to rear their children, elementary education is compulsory for all
children of school age;
(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other
incentives which shall be available to deserving student in both public and private schools, especially to the
underprivileged;
(4) Encourage non-formal, informal and indigenous learning systems, as well as self-learning, independent,
and out-of-school study programs particularly those that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency,
and other skills.

Section 3.
(I) All educational institutions shall include the study of the Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation
of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their
children onwards in public elementary and high schools within the regular class hours by instructors designed or
approved by the religious authorities of the religion to which the children or wards belong, without additional cost to
the Government.

Section 4.
(1) The State recognizes the complementary roles of public and private institutions in the educational system and
shall exercise reasonable supervision and regulation of all educational institutions.
(2) Educational institutions, other than those established by religious groups and mission boards, shall be owned
solely by citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which
is owned by such citizens. The Congress may, however, require increased Filipino equity participation in all
educational institutions. The control and administration of educational institutions shall be vested in citizens of the
Philippines. No educational institution shall be established exclusively for aliens and no group of aliens shall
comprise more than one-third of the enrollment in any school. The provisions of this subsection shall not apply to
schools established for foreign diplomatic personnel and their dependents and, unless otherwise provided by law, for
other foreign temporary residents.
(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and exclusively
for educational purposes shall be exempt for taxes and duties. Upon the dissolution or cessation of the corporate
existence of such institutions, their assets shall be disposed of in the manner provided by law. Proprietary
educational institutions, including those cooperatively owned, may likewise be entitled to such exemptions subject
to the limitations provided by law including restrictions on dividends and provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, en0dowments, donations, or contributions used actually,
directly, and exclusively for educational purposes shall be exempt from tax.

Section 5.
(1) The State shall take into account regional and sectoral and needs and conditions and shall encourage local
planning in the development of educational policies and programs
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable
admission requirements.

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(4) The State shall assign enhance the right of teachers of professional advancement. Non-teaching academic and
non-academic personnel shall enjoy the protection of the State.
(5) The State shall assign the highest budgetary priority to education and ensure that teaching will attract retain its
rightful share of the best available talents through adequate remuneration and other means of job satisfaction and
fulfillment.

Language

Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further developed and
enriched on the basis of existing Philippines and other languages. Subject to provisions of law and as the Congress
may deem appropriate, the Government shall take steps to initiate and sustain the use of Filipino as a medium of
official communication and as language of instructions in the educational system.
Section 7. For purposes of communication and instruction, the official languages of the Philippines are Filipino and,
until otherwise provided by law, English. The regional languages are the auxiliary official languages in the regions
and shall serve as auxiliary media of instruction therein. Spanish and Arabic shall be promoted on a voluntary and
optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated into major regional
languages, Arabic, and Spanish.
Section 9. The Congress shall establish a national language commission composed of representatives of various
regions and disciplines which shall undertake, coordinate, and promote researchers for the development,
propagation, and preservation of Filipino and other languages.

Science and Technology

Section 10. Science and Technology are essential for national development and progress. The State shall give
priority to research and development, invention, innovation, and their utilization; and to science and technology
education and training, and services. It shall support indigenous, appropriate and self-reliant, scientific and
technological capabilities, their application to the country’s productive systems and national life.
Section 11. The Congress may provide for incentives, including tax deductions, to encourage private participation in
programs of basic and applied scientific research. Scholarships, grants-in-aid, or other forms of incentives shall be
provided to deserving science students, researchers, scientists, inventors, technologists, and specially gifted citizens.
Section 12. The State shall regulate the transfer and promote the adaptation of technology from all sources for the
national benefit. It shall encourage the widest participation of private groups, local governments, and community-
based organizations in the generalization and utilization of Science and Technology.
Section 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other gifted
citizens to their intellectual property and creations, particularly when beneficial to the people, for such period as may
be provided by law.

Arts and Culture

Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of the Filipino national
culture based on the principle of unity in diversity in a climate of free artistic and intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote and popularize
the nation’s historical and cultural heritage resources, as well as artistic creations.
Section 16. All country’s artistic and historic wealth constitutes the cultural treasure of the State which may regulate
its disposition.
Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural communities to preserve
and develop their cultures, traditions, and institutions. It shall consider these rights in the formulation of national
plans and policies
Section 18. (1) The State shall ensure equal access to cultural opportunities through the educational system, public
or private cultural for entities, scholarships, grants and other incentives, and community cultural centers, and other
public venues. (2) The State shall encourage and support researchers and studies on the Arts and Culture.

Sports
Section 19. (1) The State shall promote physical education and encourage sports programs, league competitions, and
amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence
for the development of a healthy and alert citizenry.

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(2) All educational institutions shall undertake regular sports activities throughout the country in cooperation with
athletic clubs and other sectors.

ACTIVITY 4: Answer separately in a sheet of paper or can be in word format. Answer in at least 2 to 3 paragraphs.
30pts.
Read and comment on Section 5 (4) and (5).

2. BATAS PAMBANSA BLG. 232 – AN ACT PROVIDING FOR THE ESTABLISHMENT AND
MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION

I. GENERAL PROVISIONS
Chapter 1. Preliminary Matters
Section 1. Title. This Act shall be known as the “Education Act of 1982. “

Section 2. Coverage: This Act shall apply to and govern both formal and non-formal systems in public and
private schools in all levels of the entire educational system.
Chapter 2. Declaration of Basic State Policy and Objectives

Section 3. Declaration of Basic Policy – It is the policy of the State to establish and maintain a complete,
adequate and integrated system of education relevant to the goals of national development. Toward this end, the
government shall ensure, within the context of a free and democratic system, maximum contribution of the
educational system to the attainment of the following national development goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of
such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable
cultural, moral and spiritual values in a changing world

The state shall promote the right of every individual to relevant quality education, regardless of sex, age,
creed, socio-economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation.
The State shall therefore promote and maintain equality of access to education as well as the enjoyments of
the benefits of education by all its citizens.

The state shall promote the right of the nation’s cultural communities in the exercise of their right to
develop themselves within the context of their cultures, customs, traditions, interest, and belief, and recognizes
education as an instrument to their maximum participation in national development and in ensuring their
involvement in achieving national unity.

Section 4. Declaration of Objectives. –The Educational system aims to:

1. Provide for a broad general education that will assist each individual, in the peculiar ecology of his own society,
to (a) attain his potentials as a human being; (b) enhance the range and quality of individual and group
participation in the basic functions of society; and (c) acquire the essential educational foundation of his
development into a productive and versatile citizen;
2. Train the nation’s manpower in the middle-level skills required for national development;
3. Develop the professions that will provide leadership for the nation in the advancement of knowledge for
improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of educational planning and
evaluation.

Towards the realization of these objectives, and pursuant to the Constitution, all educational institutes shall
aim to inculcate love of country, teach the duties of citizenship, and develop moral character, personal discipline,
and scientific, technological and vocational efficiency. Furthermore, the educational system shall reach out to
educationally deprived communities, in order to give meaningful reality to their membership in the national society,

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to enrich their civic participation in the community and national life, and to unify all Filipinos into a free and just
nation.
II. THE EDUCATIONAL COMMUNITY

Chapter I: Preliminary Provisions

Section 5. 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 the
true goals objectives of education be fulfilled.
Moreover, the state shall:
1. Aid and support the natural right and duty of parents in the rearing of the youth through the educational system.
2. Promote and safeguard the welfare and interests of the students by defining their rights and obligations,
according on privileges, and encouraging the establishment of sound relationships between them and the other
members of the school community.
3. Promote the social and economic status of all school personnel, uphold their rights, define their obligations, and
improve their living and working conditions and career prospects.
4. Extend support to promote the viability of those institutions through which parents, students and school
personnel seek to attain their educational goals.

Section 6. Definition and Coverage. “Educational community” refers to those persons or group of persons
as such, or associated in institutions involved in organized teaching and learning systems.
The members and elements of the educational community are:
1. “Parents” or guardians or the head of the institution or foster home which has custody of the pupil or
student.
2. “Students” or those enrolled in and who regularly attend an educational institution of secondary or higher
level or a person engaged in formal study. “Pupils” are those who regularly attend a school of elementary
level under the supervision and tutelage of a teacher.
3. “School Personnel,” or all persons working for an educational institution, which includes the following:
a. “Teaching or academic staff” or all persons engaged in actual teaching and/or all research assignments,
either on full time or part basis, in all level of the educational system.
b. “School administrators, or all persons occupying policy-implementing positions having to do with the
functions of the school in all levels.
c. “Academic non-teaching personnel, “ or those persons holding some academic qualifications and
performing academic functions directly supportive of teaching, such as registrars, librarians, guidance
counselors, researchers, research assistants, research aides, and similar staff.
d. “Non-academic personnel,” or all other school personnel not falling under the definition and coverage
of teaching and academic non-teaching personnel.
4. “Schools”, or institutions recognized by the State which undertake educational operations.

Section 7. Community Participation. –Every educational institution shall provide for the establishment of
appropriate bodies through which the members of the educational community may discuss relevant issues, and
communicate information and suggestions for assistance and support of the school and for the promotion of their
common interest. Representatives from each sub-group of the educational community shall sit and participate in
these bodies, the rules and procedures of which must be approved by them and duly published.

Chapter 2: Rights

Section 8. Rights of Parents. –In addition to other under existing laws, all parents who have children
enrolled in a school shall have the following rights:
1. The right to recognize by themselves and/or with teachers for the purpose of providing a forum for the
discussion of matters relating to the total school program, and for ensuring the full cooperation of parents and
teachers in the formulation and efficient implementation of such programs,
2. The right to access to any official record directly relating to the children who are under their parental
responsibility.

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 Section 9. Rights of Student in School. –In addition to other rights, and subject to the limitations prescribed
by law and regulations, students and pupils in all schools shall enjoy the following rights:
1. The right to receive, primarily through competent instruction, relevant quality education in line with national
goals and conducive to their full developments as person with human dignity.
2. The right of freely choose their field of study subject to existing curricula and to continue their course therein up
to graduation, except in cases of academic deficiency, or violation of disciplinary regulations.
3. The right of school guidance and counseling services for making decisions and selecting the alternatives in fields
of work suited to his potentialities.
4. The right to access to his own school records, the confidentiality of which the school shall maintain and preserve.
5. The right of the issuance of official certificates diplomas, transcript of records, grades, transfer credentials and
other similar documents within thirty days from request.
6. The right to publish a student newspaper and similar publications as well as the right to invite resource persons
during assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective channels of communication with
appropriate academic and administrative bodies of the school or institution.
8. The right to form, establish, join and participate in organizations and societies recognized by the school to foster
their intellectual, cultural, spiritual and physical growth and development, or to form, establish, join and maintain
organizations and societies for purposes not contrary to law.
9. The right to be free form involuntary contributions, except those approved by their own organizations or
societies.

Section 10. Rights of all School Personnel. In addition to other rights provided for by law, the following rights
shall be enjoyed by all school personnel:
1. The right to free expression of opinion and suggestions, and to effective channels of communication with
appropriate academic and administrative bodies of the school or institutions.
2. The right to be provided with free legal service by the appropriate government office in the case of private
school personnel and through the school authorities concerned in the case of private school personnel, when
charged in an administrative, civil and/or criminal proceedings by parties other than the school or regulatory
authorities concerned for actions committed directly in the lawful discharged or f professional duties and/or in
defense of school policies.
3. The right to establish, join and maintain labor organizations and/or professional and self-regulating organizations
of their choice to promote their welfare and defend their interests
4. The right to be free from involuntary contributions except those imposed by their own organizations.

Section 11. Special Rights and/or Privileges of Teaching of academic Staff. –Further to the rights mentioned in
the preceding Section, every member of the teaching or academic staff enjoy following rights and/or privileges.
1. The right to be free from compulsory assignments not related to their duties as defined in their appointment or
employment contracts, unless compensated therefor, conformably existing law.
2. The right for institutions of higher learning to determine on academic grounds who shall be admitted to study,
who may teach and what shall be the subjects of the study and research.
Chapter 3: Duties and Obligations

Section 14. Duties of Parents. –In addition to those provided for under existing laws, all parents shall have
the following duties and obligations.
1. Parents, individually or collectively, through the school systems, shall help carry out the educational objectives
in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and shall strive to enable them to
obtain secondary and higher education in the pursuance of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school program –curricular and co-
curricular.

Section 15. Duties and Responsibilities of Student. –In addition to those provided for under existing laws,
every student shall:

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1. Exert his utmost to develop his potentialities for service, particularly by undergoing an education suited to his
abilities in order that he may become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and abide by the rules and
regulations governing his academic responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by observing the rules of discipline and by efforts
to attain harmonious relationships with fellow students, the teaching and academic staff and other school
personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in the social,
economic and cultural development of his community and in the attainment of a just compassionate and orderly
society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement or violation of the
public welfare and of the rights of others.

Section 16. Teachers’ Obligations. –Every teacher shall:

1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals and
objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning objectives in pursuance of national
development goals, within the limits of available school resources.
3. Render regular sports on performance of each student and to the letter and latter’s parents and guardians with
specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement and maintain
professionalism in his behavior at all times.
5. Refrain from making deductions in student’s scholastic ratings for acts that are clearly not manifestations of poor
scholarship.
6. Participate as an agent of constructive social economic, moral, intellectual, cultural and political change in his
school and the community within the context of national policies.

Section 17. School Administrator’s Obligations. –Every school administrator shall:

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

Section 18. Obligations of Academic Non-Teaching Personnel. –Academic non-teaching personnel shall:
1. Improve himself professionally by keeping abreast of the latest trends and techniques in his profession.
2. Assume, promote and maintain a professional attitude towards his work, students, teachers, administrators and
administrative staff and relate with them in a supportive and cordial manner.
3. Promote and maintain an atmosphere conduce to service and learning.

II. THE EDUCATIONAL SYSTEMS

Chapter 1: Formal Education

Section 19. Declaration of Policy. –The State recognizes that formal education, or the school system, is
society’s primary learning system, and therefore the main instrument for the achievement of the country’s
educational goals and objectives.

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Section 20. Definition. –“Formal Education” refers to the hierarchically structured and chronologically graded
learning organized and provided by the formal school system and for which certification is required in order to the
learner to progress through the grades or move to higher levels. Formal education shall correspond to the following
levels:
1. Elementary Education. –the first stage of compulsory, formal education primarily concerned with providing
basic education and usually corresponding to six or seven grades, including pre-school programs.
2. Secondary Education- the stage of formal education following the elementary level concerned primarily
with continuing basic education and expanding it to include the learning of employable gainful skills,
usually corresponding to four years of high school.
3. Tertiary Education. –post-secondary schooling is higher education leading to a degree in a specific
profession or discipline.

Section 21. Objectives of Elementary Educations. –The objectives of elementary education are:
1. To provide the knowledge and develop the skills, attitudes, and values essential to personal development
and necessary for living in and contributing to a developing and changing social milieu;
2. To provide learning experiences which increase the child’s awareness and responsiveness to the changes in
and just demands of society and to prepare him for constructive and effective involvement;
3. To promote and intensify the child’s knowledge of identification with, and love for the nation and the
people to which he belongs and;
4. To promote work experiences which develop the child’s orientation to the world of work and creativity and
prepare himself to engage in honest and gainful work.

Section 22. Objectives of Secondary Education. –The objectives of secondary education are:
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the student so as to equip him with skills
for productive endeavor and/or prepare him for tertiary schooling.

Section 23. Objectives of Tertiary Education. –The objectives of tertiary education are:
1. To provide a general education program that will promote national identify, cultural consciousness, moral
integrity and spiritual vigor;
2. To train the nation’s manpower in the skills required for nationals development
3. “Non-formal Education,” any organization school-based educational activities undertaken by the Ministry
of Education, culture and Sports and other agencies aimed at attaining specific learning objectives for a
particular clientele, especially the illiterates and the out-of-school youth and adults, distinct form and
outside the regular offerings of the formal school system.
The objectives of non-formal education are as follows:
a. To eradicate illiteracy and raise the level of functional literacy of the population;
b. To provide unemployed and underemployed youth and adults with appropriate vocational/technical skills to
enable them to become more productive and effective citizens; and
c. To develop among the clientele of non-formal education proper values and attitudes necessary for personal,
community and national development.

Chapter 3: Establishment of Schools

Section 25. Establishment of Schools. –All schools shall be established in accordance with law. The
establishment of new national schools and the conversion of existing schools from elementary to national secondary
schools or from secondary to national secondary schools shall be by law. Provided, That any private school
proposed to be established must incorporate as a non-stock educational corporation in accordance with the
provisions to incorporate may be waived in the case of family-administered pre-school institutions. Government
assistance to such schools for educational programs shall be used exclusively for that purpose.

Section 26. Definition of Terms. –The terms used in the Chapter are defined as follows:

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 1. “Schools” are duly established institutions of learning or educational institutions.
2. “Public Schools” are educational institutions established and administered by the government.
3. “Private Schools” are educational institutions maintained and administered by private individuals or groups

Section 27. Recognition of Schools. – The educational operations of schools shall be subject to the prior
authorization of the government, and shall be affected by recognition, In the case of government operated schools,
whether local, regional or national, recognition of educational programs and/or operations shall be deemed granted
simultaneously with establishment. In all other case the rules and regulations governing recognition shall be
prescribed and enforced by the Ministry of Education, Culture and Sports defining therein who are qualified to
apply, providing for a permit system, stating the conditions for the grant of recognition and for its cancellation and
withdrawal and providing for related matters.

Section 28. Effects of Recognition; Punishable Violations. –The issuance of a certificate of recognition to a
school shall have the following effects:
1. It transforms the temporary permit to a permanent authority to operate;
2. It entitles the school or college to give the students who have completed the course for which recognition is
granted, a certificate, title or diploma; and
3. It shall entitle the students who have graduated from said recognized courses to all the benefits and
privileges enjoyed by graduates in similar courses of studies in all schools recognized by the government.

Operations of schools and educational programs without authorization, and/or operation thereof in violation
of the same terms of recognition, are hereby declared punishable violations subject to the penalties provided in this
Act.
Section 29. Voluntary Accreditation. –The ministry shall encourage programs of voluntary accreditation
for institutions which desire to meet standards of quality over and above the minimum required for State
recognition.

Chapter 4: Internal Organizations of Schools

Section 30. Organization of Schools. –Each school shall establish such internal organization as will best
enable it to carry out its academic and administrative functions, subject to limitations provided by law. Each school
shall establish such arrangements for the peaceful settlement of disputes between or among the members of the
educational community.

Section 31. Governing Board. –Every government college or university established as a tertiary institution
and every private school shall have a governing board pursuant to its Charter or to the Corporation Code of the
Philippines, as the case may be.

Section 32. Personnel Transactions. –The terms and conditions of employment of personnel in government
schools shall be governed by the Civil Service, budgetary and compensation laws and rules.
In private schools, disputes arising from employer-employee relation shall fall under the jurisdiction of the Ministry
of Labor and Employment as provided for by law and regulations: Provided, That in view of the special
employment status of the teaching and academic non-teaching personnel and their special roles in the advancement
of knowledge standards set or promulgated jointly by the Ministry of Education, Culture and Sports and by the
Ministry of Labor and Employment shall be applied by the Ministry of Employment: Provided, further, That every
private school shall establish and implement an appropriate system within the school for the prompt and orderly
settlement of personnel disputes at the school level, subject to the provisions of Articles 262 and 263 of the Labor
Code.
Chapter 5: School Finance and Assistance

Section 33. Declaration of Policy. –It is hereby declared to be the policy of the State that the national
government shall contribute to the financial support of educational programs pursuant to the goals of education as
declared in the Constitution. Towards this end, the government shall:

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 1. Adopt measures to broaden access to education through financial assistance and other forms of incentives
to schools, teachers, fiscal and students; and
2. Encourage and stimulate private support to education through, fiscal, and other assistance measures.

A. Funding of Public School

Section 34. National Funds.-Public schools shall continue to be funded primarily from national funds:
Provided, The local governments shall be encouraged to assume operation of local public schools on the basis of
national fund participation and adequate revenue sources which may be assigned by the national government for the
purpose.

Section 35. Financial Aid and Assistance to Public Secondary Schools. –The national government shall
extend financial aid and assistance to public secondary schools established and maintained by local governments,
including barangay high schools.
Section 36. Share of Local Government. –Provinces, cities and municipalities and barangays shall appropriate funds
in their annual budgets for the operation and maintenance of public secondary schools of the basis of national fund
participation.

Section 37. Special Education Fund. –The proceeds of the Special Educational Fund accruing local
governments shall be used exclusively for the purpose enumerated in Section 1 of Republic Act No. 5447, and in
accordance with rules and regulations issued by the Ministry of Education, Culture and Sports and Ministry of
Budget. Said proceeds shall be considered a local fund and shall be subject to Presidential Decree No. 477,
Presidential Decree No. 1375 and other applicable local budget laws and regulations.

Section 38. Tuition and other School Fees. –Secondary and post-secondary schools may receive grants,
legacies, donations and gifts for purposes allowed by existing laws. Furthermore, income generated from production
activities and from auxiliary enterprises may be retained and used for schools concerned in accordance with rules
and regulations jointly issued consistently with pertinent appropriation and budgetary laws by the Ministry of
Budget, Ministry of Education, Culture and Sports and the Commission on Audit.
B. Funding of Private Schools

Section 40. Funding of Private Schools. –Private schools may be funded from their capital investments or
equity contributions, tuition fees and other school charges, grants, loans, subsides, passive investment income and
income from other sources.

Section 41. Government Assistance. –The government, in recognition of their complementary role in the
educational system, may provide aid to the programs of private schools in the form of grants or scholarships, or
loans from government financial institutions: Provided, that such programs meet certain defined educational
requirements and standards and contribute to the attainment of national development goals.

Section 42. Tuition and other School Fees. –Each private school shall determine its rate of tuition and other
school fees or charges. The rates and charges adopted by school fees or charges. The rates and charges adopted by
schools pursuant to this provision shall be collectible, and their application or use authorized, subject to rules and
regulations promulgated by the Ministry of Education, Culture and Sports.

Section 43. Income from other sources. –Any private school duly recognized by the government, may
receive any grant and legacy, donation, gift, bequest, or device from any individual, institution, corporation,
foundation, trust or philanthropic organization, or research institution or organization, as may be authorized by law.
Furthermore, private schools are authorized to engage in any auxiliary enterprise to generate income primarily to
finance their educational operations and/or to reduce the need to increase student’s fees.

Section 44. Institutional Funds. –The proceeds from tuition fees and other school charges, as well as other
income of schools, shall be treated as institutional funds. Schools may pool their institutional funds, in whole or in
part, under joint management for the purpose of generating additional financial resources.
B. Incentives to Education

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 Section 45. Declaration of Policy. –It is the policy of the State in the pursuit of its national educational
development goals to provide an incentive program to encourage the participation of the community in the
development of the educational sector.

Section 46. Relating to School Property. Real property, such as lands, buildings and other improvements
thereon used actually, directly and exclusively for educational purpose shall be subject to the real property tax based
on an assessment of fifteen percent of the market value of such property: Provided, That all the proceeds from the
payment thereof shall accrue to a special private education fund which shall be managed and disbursed by a local
private educational institutes with the mayor or his representatives as chairman and not more than two
representatives of the institutional taxpayers, and likewise, not more than two residents of the municipality or
chartered city who are alumni of any of the institutional taxpayers as members: Provided, further, That fifty percent
of the additional one percent tax on real estate property provided for under Republic Act 5447, shall accrue to the
special private education fund: Provided, finally, That in municipalities or chartered cities wherein the number of
private institutions with individual enrolment of pupils and students over five thousand exceeds fifteen, the members
determined proportionately by the Minister of Education, Culture and Sports. The private school board shall adopt
its own rules which shall enable it to finance the annual programs and projects of institutional taxpayer for the
following purposes: student-pupil scholarships; improvement; improvement of instructional, including laboratory,
facilities and/or equipment library books and periodical acquisition; and extension service in the community, in that
order of priority.

Section 47. Relating to Gifts or Donations to Schools. –All gifts or donations in favor of any school, college or
university recognized by the Government shall not be subjected to tax: Provided, That such gifts or donations shall
be for improvement of classrooms and laboratory or library facilities, and shall not ensure to the benefit of any
officer, director, official, or owners of the school, or paid out as salary, adjustment or allowance of any form or
nature whatsoever, except in support of faculty and/or professional chairs.

Section 48. Relating to Gifts or Donations to Schools. –All gifts or donations in favor of any duly established
scholarship fund of any school recognized by the government, constituted from gifts to the school, and/or from
contributions or other resources assigned to said fund by the school, if said earning are actually used to fund
additional scholarships grants to financially deserving students shall be exempt from tax until the scholarship fund is
fully liquidated, when the outstanding balance thereof shall be subject to tax.

Section 49. School Dispersal Program. –All gains realized from the sale, disposition or transfer of property,
real or personal, of any duly established private school, college or university, in pursuance of a school dispersal
program of the government or of the educational institution as approved by the government , shall be considered
exempt from tax if the total proceeds of the sale are reinvested in a new or existing duly established school, college
or university located in the dispersal site, within one (1) year from the date of such sale, transfer or disposition,
otherwise, all taxes due on the gains realized from the transaction shall immediately become due and payable.

Section 50. Conversion to Educational Foundations. –An educational institution may convert itself into a non-
stock, non-profit educational foundation, in accordance with the implementing rules to be issued jointly by the
Ministry of Education, Culture and Sports and the Ministry of Finance. In the Case of stock corporations, if for any
reason its corporate existence as an educational institution cases and is not renewed, all its net assets after liquidation
of the liabilities and other obligations may be conveyed and transferred to any non-profit educational institution or to
be distributed by a court to another organization to be used in such manner as in the judgment of said court will best
accomplish the general purposes for which the dissolved organization was organized, or to the State.

D. Assistance to Students
Section 51. Government Assistance to Students. –The government shall provide financial assistance to
financially disadvantage and deserving students. Such assistance may be in the form State scholarships, grants-in-
aid, assistance from the Educational Loan Fund, or subsidized tuition rates in the State Colleges and Universities.
All the above and similar assistance programs shall provide for serve quotas for financially needy but academically
qualified students from the national cultural communities.

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 Section 52. Grant of Scholarship Pursuant to Existing Law. –Educational institutions shall be encouraged to
grant scholarships to students pursuant to the provisions of existing laws and such scholarship measures as may
hereafter be provided for by law.

Section 53. Assistance from the Private Sector. –The private sector, especially educational institutions,
business and industry, shall be encouraged to grant financial assistance to students, especially those undertaking
research in the field of science and technology or in such projects as may be necessary within the context of national
development.

Activity 5: Describe and expound the educational system stated in Batas Pambasa Bilang 232.

3. REPUBLIC ACT 8980

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 4. REPUBLIC ACT NO. 10157
AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC
EDUCATION SYSTEM AND APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. Short Title. – This Act shall be known as the “Kindergarten Education Act”.

SECTION 2. Declaration of Policy. – In consonance with the Millennium Development Goals on

achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of the State to provide equal
opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that
effectively promotes physical, social, intellectual, emotional and skills stimulation and values formation to
sufficiently prepare them for formal elementary schooling. This Act shall apply to elementary school system being
the first stage of compulsory and mandatory formal education. Thus, kindergarten will now be an integral part of the
basic education system of the country.
Kindergarten education is vital to the academic and technical development of the Filipino child for it is the
period when the young mind’s absorptive capacity for learning is at its sharpest. It is also the policy of the State to
make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and
diversity of learners, schools and communities through the appropriate languages of teaching and learning.

SECTION 3. Definition of Terms. – The terms used in this Act are defined as follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean one (1) year of preparatory education for
children at least five (5) years old as a prerequisite for Grade I; and
(d) Mother tongue refers to the language first learned by a child.

SECTION 4. Institutionalization of Kindergarten Education. – Kindergarten education is hereby

institutionalized as part of basic education and for school year 2011-2012 shall be implemented partially, and
thereafter, it shall be made mandatory and compulsory for entrance to Grade 1.

SECTION 5. Medium of Instruction. – The State shall hereby adopt the mother tongue-based multilingual
education (MTB-MLE) method. The mother tongue of the learner shall be the primary medium of instruction for
teaching and learning in the kindergarten level. However, exceptions shall be made to the following cases:
(a) When the pupils in the kindergarten classroom have different mother tongues or when some of them speak
another mother tongue;
(b) When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.

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In such exceptional cases, the primary medium of instruction shall be determined by the DepEd aligned with the
framework being used in the elementary level including teacher training and production of local resources and
materials under DepEd Order No. 74, series of 2009.
The DepEd, in coordination with the Commission on Filipino Language and in close collaboration with academic
and research institutions concerned with education, shall formulate a mother tongue-based multilingual framework
for teaching and learning: Provided, That the DepEd will include teaching strategies as defined in Section 7(c)
which aims to introduce and eventually strengthen the child’s understanding of English, which is the official
language.

SECTION 6. Implementing Agency. – The authority to regulate the organization, operation and/or
implementation of the kindergarten education program of both public and private schools shall be vested upon the
DepEd, through the creation of a new Division under the BEE and other necessary support to achieve successful
implementation of kindergarten education to include, but not limited to, increasing the number of kindergarten
teacher positions with the required salaries and benefits, enhancing teacher training in early education, and providing
the necessary allocations for classrooms and chairs, facilities and equipment, and textbooks.

SECTION 7. Duties, Powers and Functions. – The DepEd, through the BEE, shall exercise the following
powers and functions:
(a) Oversee and supervise the organization, operation and implementation of the kindergarten education program;
(b) Develop the curriculum for kindergarten education consistent with the universally accepted norms and standards,
including values formation all of which shall be developmentally appropriate, and use of the MTB-MLE as a
medium of instruction and to periodically review such for purposes of upgrading;
(c) Develop teaching strategies using the unique feature of the MTB-MLE which shall include, but not limited to,
the following:
(1) The two-track method (storytelling and reading, listening story, oral communication activities);
(2) Interactive strategies;
(3) Use of manipulative games; and
(4) Experiential, small group discussions and total physical response (TPR) among others.
The learning development materials shall consist of the following at the minimum:
(i) Listening story;
(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing professional development program for kindergarten teachers to
ensure constant updating of their knowledge in current trends, pedagogy, methodologies and concepts on early
childhood education;
(b) Prescribe the necessary qualifications for the hiring and accreditation of teachers who will handle the
kindergarten education program;
(c) Exercise authority over the operation of private kindergarten institutions;
(d) Supervise the establishment of various venues for early childhood education which may be institution-based,
home-based, hospital-based or community-based, and which shall be duly accredited by the DepEd; and
(e) Introduce innovative programs in kindergarten that shall include educational technologies, whenever applicable.

SECTION 8. Appropriations. – The DepEd shall immediately include in the program of the Department
the operationalization of the free, mandatory and compulsory public kindergarten education, the initial funding of
which shall be charged against the current appropriations for kindergarten education of the DepEd. Thereafter, such
sums which shall be necessary for the continued implementation of the free public kindergarten education program
shall be charged to the General Fund and included in the annual General Appropriations Act.

SECTION 9. Implementing Rules and Regulations. – Within ninety (90) days after the effectivity of this
Act, the DepEd, in consultation with the Department of Budget and Management, shall promulgate the rules and
regulations needed for the implementation of this Act.

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 SECTION 10. Separability Clause. – If any provision of this Act is held invalid or unconstitutional, the
same shall not affect the validity and effectivity of the other provisions hereof.

SECTION 11. Repealing Clause. – Pertinent provisions of all other laws, decrees, executive orders and
rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

SECTION 12. Effectivity Clause. – This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.

5. REPUBLIC ACT 10533

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS

CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013”.

SECTION 2. Declaration of Policy. — The State shall establish, maintain and support a complete,
adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational principles and geared
towards excellence, the foundations for learning throughout life, the competence to engage in work and be
productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in
autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self.
For this purpose, the State shall create a functional basic education system that will develop productive and
responsible citizens equipped with the essential competencies, skills and values for both life-long learning and
employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities
as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized
environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances
and diversity of learners, schools and communities through the appropriate languages of teaching and learning,
including mother tongue as a learning resource.

SECTION 3. Basic Education. — Basic education is intended to meet basic learning needs which provides
the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-of-school learners and those with special needs.

SECTION 4. Enhanced Basic Education Program. — The enhanced basic education program
encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years
of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two
(2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years
old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of six
(6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of
junior high school education and two (2) years of senior high school education. The entrant age to the junior and
senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a strategic
role in shaping the formative years of learners.

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 For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and
assessment shall be in the regional or native language of the learners. The Department of Education (DepEd) shall
formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be
gradually introduced as languages of instruction until such time when these two (2) languages can become the
primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she
knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The
regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a
region, area or place.

SECTION 5. Curriculum Development. — The DepED shall formulate the design and details of the
enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college
readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the
CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations
with other national government agencies and other stakeholders including, but not limited to, the Department of
Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private and public schools
associations, the national student organizations, the national teacher organizations, the parents-teachers associations
and the chambers of commerce on matters affecting the concerned stakeholders.
The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative
and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education
(MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known
to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be
available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each
level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same
based on their respective educational and social contexts. The production and development of locally produced
teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division
education units.

SECTION 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative

committee chaired by the DepED Secretary or his/her duly authorized representative and with members composed
of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the Department of
Science and Technology (DOST), and a representative from the business chambers such as the Information
Technology – Business Process Outsourcing (IT-BPO) industry association. The consultative committee shall
oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to
the DepED the formulation of necessary refinements in the curriculum.

SECTION 7. Teacher Education and Training. — To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with relevant
partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and
training programs, as specified:
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet the content
and performance standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training.

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(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall undergo
additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore,
the CHED, in coordination with the DepED and relevant stakeholders, shall ensure that the Teacher Education
curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards for new
teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other
relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards
for trained teachers.
(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other instructional
school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic,
administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and conducted
regularly throughout the school year to ensure constant upgrading of teacher skills.

SECTION 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists
in Subjects with a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education
Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994”, the DepED and private education
institutions shall hire, as may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in
qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the
elementary and secondary education. Qualified LET applicants shall also include graduates admitted by foundations
duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by
these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided,
further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be
required;
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary
education: Provided, That these graduates possess the necessary certification issued by the TESDA: Provided,
further, That they undergo appropriate in-service training to be administered by the DepED or higher education
institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary
education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily
served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning
areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, that they teach on part-
time basis only. For this purpose, the DepED, in coordination with the appropriate government agencies, shall
determine the necessary qualification standards in hiring these experts.

SECTION 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing
the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED,
shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of
Section 27 of Republic Act No. 9258, otherwise known as the “Guidance and Counselling Act of 2004”, career and
employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to
conduct career advocacy activities to secondary level students of the school where they are currently
employed; Provided, That they undergo a training program to be developed or accredited by the DepED.

SECTION 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No.
8545, or the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be
extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering senior high
school through the programs under Republic Act No. 8545, and other financial arrangements formulated by the
DepED and the Department of Budget and Management (DBM) based on the principles of public-private
partnership.

SECTION 11. Appropriations. — The Secretary of Education shall include in the Department’s program
the operationalization of the enhanced basic education program, the initial funding of which shall be charged against

24
the current appropriations of the DepED. Thereafter, the amount necessary for the continued implementation of the
enhanced basic education program shall be included in the annual General Appropriations Act.

SECTION 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the
appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in physical
infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies
and the entry requirements of new tertiary curricula, and partnerships between the government and other entities.
Modeling for senior high school may be implemented in selected schools to simulate the transition process and
provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate the expected
multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-
2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and
physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely
with one another to implement strategies that ensure the academic, physical, financial, and human resource
capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic
education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach
students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the
transition period. For this purpose, the transition period shall be provided for in the implementing rules and
regulations (IRR).

SECTION 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K
to 12 Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the
implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of
Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses.
The membership of the Committee for every House shall have at least two (2) opposition or minority members.

SECTION 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED
shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the
K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d)
seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d)
completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other
learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and
sports, music and arts.
SECTION 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the
per capita spending on education towards the immediate attainment of international benchmarks.

SECTION 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this
Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules and
regulations needed for the implementation of this Act.

SECTION 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the
same shall not affect the validity and effectivity of the other provisions hereof.

SECTION 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education
Act of 1982”, Republic Act No. 9155 or the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules
and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

SECTION 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.

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 Chapter 4 Lesson 2

BASIC LAWS on PROFESSIONALIZATION in TEACHING

1. Presidential Decree No. 1006: “PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS,
REGULATING THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES”

WHEREAS, the Constitution provides that “All educational institutions shall be under the supervision of;
and subject to regulation by, the State”, and requires that “the State shall establish and maintain a complete,
adequate and integrated system of education relevant to the goals of national development”;
WHEREAS, in the pursuit on these objectives, the Department of Education and Culture has adopted ways and
means of overseeing all the educational institutions in the country;

WHEREAS, this supervisory function of the DEC has been primarily beamed towards insuring that the
educational institutions inculcate in the studentry love of the country, teach the duties of citizenship, and develop
moral character, personal discipline, and scientific, technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose direct and
continuing interaction with the young people and the children make them potent forces for the development of
proper attitudes among the citizenry;

WHEREAS, this accounts for the tremendous growth of the teaching population, comprising in the civil
service sector alone more than 300,000 teachers deployed all over the country;
WHEREAS, to insure that in the immediacy and urgency of teacher recruitment qualitative requirements are not
overlooked, it has become necessary to regulate the teaching profession;
WHEREAS, although teaching requires a number of years of collegiate study, it is the only course that it is not yet
considered a profession;

WHEREAS, in recognition of the vital role of teachers in nation-building and as an incentive to raise the
morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a
profession.
NOW, THEREFORE, I, FERDINAND E. MARCOS, President of the Philippines, by virtue of the powers vested in
me by the Constitution, do hereby decree and order:

Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.

Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be given
primary concern and attention by the government and shall be of the highest quality, and strongly oriented to
Philippine conditions and to the needs and aspirations of the Filipino people even as it seeks enrichment from
adoptable ideas and practices of other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as follows:
(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and
secondary levels, in accordance with the curriculum prescribed by National Board of Education, whether on part-
time or full-time basis in the public or private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels, whether on a full-time
or part-time basis, including guidance counselors, school librarians, industrial arts or vocational teachers and all
other persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and
legally qualified to practice teaching under this Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.

Section 4. Creation of the National Board for Teachers. There is hereby created a National Board for
Teachers, hereinafter called the Board, to be composed of the following:

1) Secretary of Education and Culture

Co-Chairman
2) Chairman, Civil Service Commission

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 3) Commissioner, Professional Regulations
Commission
Member
4) Two members representing the private sector to
be appointed by the President

Section 5. Powers and Duties. The Board shall have the following powers and duties:
(a) Appoint a set of examiners for every examination who will determine and prepare the contents of the Board
examination for teachers, hereinafter referred to as examination, in the elementary and secondary levels of
instruction, to be held at least once a year;
(b) Determine and fix the places and dates of examination, appoint supervisors and room examiners from among the
employees of the Government who shall be entitled to a daily allowance to be fixed by the Board for every
examination day actually attended, use the buildings and facilities of public and private schools for examination
purposes, approve applications to take examination, and approve the release of examination results;
(c) Look from time to time into the conditions affecting the practice of the teaching profession, adopt such measures
as may be deemed proper for the enhancement of said profession, and/or maintenance of the professional standards
and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as are necessary in the effective
performance of its functions and responsibilities, prescribe their duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and duties as may be necessary to
carry into effect the purposes of this Decree.

Section 6. Qualification requirements for examination applicants. No applicant shall be admitted to take
the examination unless, on the date of filing of the application, he shall have complied with the following
requirements:
(a) Except those who have been engaged in teaching as herein defined for at least five years in schools in the
Philippines not organized exclusively for nationals of a foreign country at the time of the effectivity of this Decree,
the applicant must be a citizen of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him to render efficient service;
and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary Education (B.S.E.Ed.)
or its equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a major and minor,
or a Bachelor’s degree in Arts or Sciences with at least eighteen units in professional education; and
3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in the field of
specialization with at least eighteen units in professional education.
All applications shall be filed with an office or offices designated by the Board, preferably the offices of the Civil
Service Commission and the Department of Education and Culture.
These offices shall screen and approve such applications and issue the corresponding permits to take the
examination to qualify applicants.
Section 7. Appointment of examiners. The Board shall appoint a set of examiners for every examination
who are recognized authority in teacher education, and their names shall not be disclosed until after the release of
the results of the examination. They shall each receive as compensation the sum of not less than P5.00 for each
examinee as may be determined by the Board but in no case shall each examiner receive more than P18,000 per
examination. Any examiner who is in the service of the Government shall receive the compensation herein provided
in addition to his salary.
Section 8. Scope of the examination. The examination shall consist of written tests, the scope of which
shall be determined by the Board, taking into consideration the teaching plan of the schools legally constituted in the
Philippines.

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 Section 9. Ratings in the examination. In order that a candidate may be deemed to have successfully passed
the examinations, he must have obtained a general average of at least 70 per cent in all subjects, with no rating
below 50 per cent in any subject.

Section 10. Report of the results of examination. The examiners shall report the ratings obtained by each
candidate to the Board within 150 days after the last day of the examination, unless extended by the latter.

Section 11. Issuance of Certificates. Teachers who have passed examinations given by the Civil Service
Commission or jointly by the Civil Service Commission and the Department of Education and Culture shall be
considered as having passed the board examinations for teachers. The Board may consider their certificates of rating
as certificates of eligibility or issue an entirely new certificate upon registration of the teacher and payment of the
corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment under the Magna
Carta for Public School Teachers and all others who may be qualified for registration as professional teachers under
this Decree.

Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register holders of
Professional Teacher Certificate which registration shall evidence that the registrant is entitled to all the rights and
privileges of a Professional Teacher until and unless the certificate is suspended or canceled by the Board for just
cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The Board may, for
reason of equity and justice, and upon proper application therefor, issue another copy, original or duplicate, upon
payment of the required fee, of a certificate which has been revoked. A new certificate to replace a lost, destroyed or
mutilated certificate may be issued subject to the rules of the Board.

Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of the Board,
effect the registration, without examination, of a teacher validly registered under the laws of any foreign state or
country; Provided, That the requirements for registration in said foreign state or country are substantially the same
as those required and contemplated by this Decree, and the laws of such foreign state or country allow citizens of the
Philippines to practice the profession on the same basis and grant the same privileges as the citizens or subjects of
such foreign state or country; Provided finally, That the applicant shall submit competent and conclusive
documentary evidence, confirmed by the Department of Foreign Affairs, showing that his country’s existing laws
permit citizens of the Philippines to practice teaching profession under the rules and regulations governing citizens
thereof.

Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage in teaching
and/or act as a teacher as defined in this Decree, whether in the public or private elementary or secondary school,
unless he is holder of a Professional Teacher Certificate or is considered a Professional Teacher under this Decree.

Section 16. Penal Provision. Any person who shall practice the teaching without a valid Professional
Teacher Certificate, or any person presenting as his or her own the certificate of another, or any person giving any
false or forged evidence in order to obtain a Professional Teacher Certificate or admission to an examination, or any
person assuming himself as a registered professional teacher or any person violating any provision of this Decree
shall be penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos with
subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more than two years, or both
such fine and imprisonment at the discretion of the Court.

Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders, rules and
regulations or parts thereof inconsistent with the provisions of this Decree are hereby repealed or modified
accordingly.

Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is declared
unconstitutional by a competent court, other provisions shall not be affected thereby.

Section 19. Effectivity. This Decree shall take effect January 1, 1977.

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2. Republic Act 7836 – “AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE
PRACTICE TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR
TEACHERS AND FOR OTHER PURPOSES”

3. Republic Act 9293 - “AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED
SEVENTY-EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836) OTHERWISE KNOWN AS THE
“PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994”
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembles:
Section 1. Section 15; (e) (3) of Republic Act No. 7836 is hereby amended as follows;

Section 15. Qualification Requirements of Applicants. –No Applicant shall be admitted to take the
examination unless on the date of filing of the application, he shall have complied with the following requirements:

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(e) “A graduate of a school, college or university recognized by the government and possesses the minimum
educational qualifications as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its equivalent;
(2) For teachers in the elementary grades, bachelor’s degree in education or its equivalent with a major and minor or
a bachelor’s degree in elementary education (BECED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent with a major and minor
or a bachelor’s in arts and sciences with at least eighteen (18) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of specialization or its
equivalent, with at least eighteen (18) units in professional education.

Section 2. Section 26 of the same Act is hereby amended to read as follows:

Section 26. Registration and Exception. –No person shall engage in teaching and/or act as a professional
teacher as defined in this Act, whether in the preschool, elementary or secondary level, unless the person is duly
registered professional teacher, and a holder of a valid special/temporary. Upon approval of the application and
payment of the prescribed fees, the certificate of registration and professional license as a professional teacher shall
be issued without examination as required in this Act to a qualified applicant who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the Department of Education,
Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.

Professional teachers who have not practiced their profession for the past five (5) years shall take at least
twelve (12) units of education courses, consisting of at least six (6) units of pedagogy and six (6) units of content
courses or the equivalent training and number of courses; to be chosen from a list of courses to be provided by the
Board and the Department of Education, Before they can be allowed to practice their profession in the country.
Those who have failed the licensure examination for professional teachers, with a rating of not lower than five
percentage points from the passing general average rating, shall be eligible as para-teachers upon issuance by the
Board of a two-year special permit, renewable for a non-extendible period of two (2) years. The para-teachers shall
be assigned to areas where there is a shortage or absence of a professional teacher, as identified and provided by the
Department of Education and the Autonomous Region for Muslim Mindanao (ARMM) education department to the
Board for Professional Teachers and to the Commission. The special permit shall indicate the area of assignment of
the para-teacher. A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is widely acknowledged expert in his or her respective field of specialization.”

Section 3. Section 31 of the same. Act is hereby amended to read as follows:

Section 31. Transitory Provision. –Special permit, with a validity of three (3) and five (5) years, issued to
para-teachers by the Board for professional Teachers before the effectivity of this Act shall be allowed to expire
based on the period granted therein: Provided, That only special permit with a validity of three (3) years may be
renewed upon expiration for a non-extendable period of two (2) years. “

Section 4. References to the Term. –“Department of Education, Culture and Sports”, in Section 4 (a) and
25, and the term “DECS” in Section 20, of the same Act, are hereby amended to read as “Department of Education”
and “DepEd “ respectively.

Section 5. Separability Clause. –If, for any reason, any section or provision of this Act or the application
of such section or provision to any person or circumstance is declared unconstitutional or invalid, no other section or
provision of this Act shall be affected thereby.

Section 6. Repealing Clause. –All laws, decrees, circulars, administrative orders, rules and regulations,
and other issuances which are inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

Section 7. Effectively. –This Act shall take effect upon approval.

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ACTIVITY 5: Answer separately in a sheet of paper or can be in word format. 30pts.
1. What are the amendments to RA 7836 were made by RA 9293 on the following:
a. Number of units in professional education required of non-education graduates.
b. Registration of those engaged in teaching without examination.
c. Required rating for para-teachers
2. Other than para-teachers who else entitled to a special permit?
3. What is required of teachers covered by Sec. 26 of RA 9293 who have not practiced their profession for the
past years?
4. Who can be issued a license without examination?

Chapter 4 Lesson 3

GUIDE FOR PROFESSIONAL TEACHERS

1. Code of Ethics for Professional Teachers
The term professional has become a global nomenclature for people who excel in their respective careers
and professions. There were IT professionals in India who worked in Silicon Valley but returned to their home
country to share their expertise. We salute the professional soldier; we commend the professional artist. Business
and industry conduct continuing professional development to ensure that every employee grows in his/her area of
expertise and become multi skilled. They claim that their companies are managed “by professionals who operate
with a great deal of autonomy”. By semantics, 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 possesses dignity and
reputation with high moral values as well as technical and professional competence… she/he adheres to,
observes, and practice a set of ethical and moral principles, standard, and values. ( “Code of Ethics for
Professional Teachers”).

Resolution No. 435 Series of 1997

Pursuant to the provisions of Paragraph (e) , Article II, of R.A. No. 7836, otherwise known as the “
Philippines Teachers Professionalization Act of 1994” and Paragraph (a), Section 6, P.D. No.223, as amended, the
Board for Professional Teachers hereby adopts and promulgates the following “Code of Ethics for Professional
Teachers”.

PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well
as technical and professional competence. In the practice of their noble profession, they strictly adhere to, observe,
and practice this set of ethical and moral principles, standard, and values.

ARTICLE I SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institutions shall offer quality
education for all Filipino citizens, a vision that requires professionally competent teachers committed to is full
realization. The provision of this Code shall apply, therefore to all in all schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-
formal. The term “teacher” shall include industrial art or vocational teachers and all other persons performing
supervisory and/or administrative functions in all school at the aforesaid levels, whether on full-time or part-time
basis.

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ARTICLE II THE TEACHER AND THE STATE

Section 1. The schools are the nurseries of the citizens of the state. Each teacher is a trustee of the cultural
and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to
elevate national morality, promote national pride, cultivate love of country, instill allegiance to the Constitution and
respect for all duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state,
and shall take an oath to this effect.

Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall
physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest,
and shall not, directly, or indirectly, solicit, require, collect, or receive any money, service, other valuable material
from any person entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibilities.

Section 7. A teacher shall not use his position or official authority of influence to coerce any other person
to follow any political course of action.

Section 8. 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.

ARTICLE II THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore,
render the best services by providing an environment conducive to such learning and growth.

Section 2. Every teacher shall provide leadership and initiative to ‘actively participate in community
movements for moral, social, educational, economic and civic betterment.

Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave wit
honor and dignity at all times and refrain from such activities as gambling, smoking, drunkenness and other
excesses, much less illicit relations.

Section 4. Every teacher shall help the school keep the people in the community informed about the
school’s work and accomplishments as well as it needs and problems.

Section 6. Every teacher is an intellectual leader extendable in the community, especially in the barangay,
and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as
appropriate, and to actively be involved in matters affecting the welfare of the people.

Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.

Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use his
position and influence to proselyte others.

ARTICLE IV THE TEACHER AND THE PROFESSION

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 Section 1. Every teacher shall actively help insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the
best preparation for the career of teaching, and shall be at his best at all times in the practice of his profession.

Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the
Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the
prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and
internationally competitive.

Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for
earning a decent living.

ARTICLE V THE TEACHER AND THE TEACHING COMMUNITY

Section 1. teachers shall, at all times , be imbued with the spirit of professional loyalty, mutual confidence,
and faith in one another, self- sacrifice for the common good, and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is at stake in any controversy, teacher shall support one another.

Section 2. A teacher is not entitled to claim for work not of his own, and shall give due credit for the work
of others which he may use.

Section 3. Before leaving his position, a teacher shall organize and leave to his successor such records and
other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school,
and shall not divulge to anyone documents which have not yet been officially released, or remove records from the
files without official permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an
unprofessional and unethical conduct of any associate. This may be done only if there is incontrovertible evidence
for such conduct

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating any right of the individual concerned.

Section 7. A teacher may apply for a cant position for which he is qualified, provided that he respects the
system of selection on the basis of merit and competence, provided, further, that all qualified candidates are given
the opportunity to be considered.

ARTICLE VI THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES

Section 1. A teacher shall make it his duty to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of professional feeling or private opinion and shall
faithfully carry them out.

Section 2. A teacher shall not make any false accusation or charges against superiors, especially under
anonymity. However, if there are valid charges, he should present such under oath to competent authority.

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 Section 3. A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when reforms are advocated but are opposed by the immediate superior, in
which case the teachers shall appeal directly to the appropriate higher authority.

Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice and
discrimination and, to the extent possible, shall raise his grievances within democratic processes. In doing so, he
shall avoid jeopardizing the interest and welfare of learners whose right to learn must be respected.

Section 5. A teacher has a right to invoke the principle that appointments, promotions, and transfers of
teachers are made only on the basis of merit and need in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of the employment terms conditions.

ARTICLE VIII THE TEACHER AND LEARNERS

Section 1. A teacher has the right and duly to determine the academic marks and the promotion of learners
in the subjects they handle. Such determination shall be in accordance with generally accepted producers of
evaluation and measurement. In case of any complaint, teacher concerned shall immediately take appropriate action,
observing the process.

Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost
concern, and shall handle each learner justly and impartially.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against nay learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if underserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what
is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work on merit and qualify of academic
performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner,
the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of the
learner.

Section 8. A teacher shall not inflict corporal punishment for acts which are clearly not manifestations of
poor scholarship.

Section 9. A teacher shall insure that conditions contributive to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

ARTICLE VIII THE TEACHER AND LEARNERS

Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself
to merit their confidence and respect.

Section 2. A teacher shall inform parents through proper authorities, of the progress or deficiencies of
learner under him, exercising utmost candor and tact in pointing out learner’s deficiencies and in seeking parent’s
cooperation for the proper guidance and improvement of learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding and shall discourage
unfair criticism.

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ARTICLE X THE TEACHER AND BUSINESS

Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation, provided
that it does not relate to or adversely affect his work.

Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the
settlement of his just debts, loans and other financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he
can exercise official influence, except inly when his assignment is inherently related to such purchase and disposal,
provided that such shall be in accordance with existing regulations.

ARTICLE XII DISCIPLINARY ACTION

Section 1. Any violation of any provision of his Code shall be sufficient ground for the imposition against
the erring teacher of disciplinary action consisting of revocation of his Certificate of Registration and License as
Professional Teacher, suspension from the practice of the teaching profession, reprimand, or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article II or R.A. NO. 7836 and under Rule 21, Article
VIII, of the Rules and Regulations Implementing R.A. NO. 7836

ARTICLE XIII EFFECTIVITY

Section 1. This Code shall be approved by the Professional Regulation Commission and shall take effect
sixty (60) days following it publication in the official Gazette or any newspaper of general circulation, whichever is
earlier.

2. MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS – REPUBLIC ACT NO. 4670 JUNE 18, 1966

I. DECLARATION OF POLICY COVERAGE

Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve
the social and economic status of public school teachers, their living and working conditions, their terms of
employment and career prospects in order that they may compare favorably with existing opportunities in other
walks of life, attract and retain in the teaching profession more people with the proper qualifications, it being
recognized that advance in education depends on the qualifications and ability of the teaching staff and that
education is an essential factor in the economic growth of the nation as a productive investment of vital importance.

Section 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and
shall apply to all public school teachers except those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of
instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or vocational
instructors, and all other persons performing supervisory and/or administrative functions in all schools, colleges and
universities operated by the Government or its political subdivisions; but shall not include school nurses, school
physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Section 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment
of teachers shall be clearly defined by the Department of Education: Provided, however, that effective upon the
approval of this Act, the following shall constitute the minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education
(B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and
a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units in Education.

35
 (c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of
specialization with at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific
area of specialization;

Provided, further, That in the absence of applicants who possess the minimum educational qualifications as
hereinabove provided, the school superintendent may appoint, under a temporary status, applicants who do not meet
the minimum qualifications: Provided, further, That should teacher-applicants, whether they possess the minimum
educational qualifications or not, be required to take competitive examinations, preference in making appointments
shall be in the order of their respective ranks in said competitive examinations: And provided, finally, That the
results of the examinations shall be made public and every applicant shall be furnished with his score and rank in
said examinations.

Section 4. Probationary Period. When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no probationary period preceding regular appointment
shall be imposed if the teacher possesses the appropriate civil service eligibility: Provided, however, That where,
due to the exigencies of the service, it is necessary to employ as teacher a person who possesses the minimum
educational qualifications herein above set forth but lacks the appropriate civil service eligibility, such person shall
be appointed on a provisional status and shall undergo a period of probation for not less than one year from and after
the date of his provisional appointment.

Section 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as
provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary
civil service eligibility shall be extended permanent appointment for the position he is holding after having rendered
at least ten years of continuous, efficient and faithful service in such position.

Section 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise
provided, no teacher shall be transferred without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may
be effected by the school superintendent who shall previously notify the teacher concerned of the transfer and the
reason or reasons therefor. If the teacher believes there is no justification for the transfer, he may appeal his case to
the Director of Public Schools or the Director of Vocational Education, as the case may be. Pending his appeal and
the decision thereon, his transfer shall be held in abeyance: Provided, however, that no transfers whatever shall be
made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is
finally approved.

Section 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act,
the Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers.
A copy of the Code shall be furnished each teacher: Provided, however, that where this is not possible by reason of
inadequate fiscal resources of the Department of Education, at least three copies of the same Code shall be deposited
with the office of the school principal or head teacher where they may be accessible for use by the teachers.

Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each
stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case.

Section 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a
committee composed of the corresponding School Superintendent of the Division or a duly authorized representative
who should at least have the rank of a division supervisor, where the teacher belongs, as chairman, a representative

36
of the local or, in its absence, any existing provincial or national teacher's organization and a supervisor of the
Division, the last two to be designated by the Director of Public Schools. The committee shall submit its findings
and recommendations to the Director of Public Schools within thirty days from the termination of the
hearings: Provided, however, that where the school superintendent is the complainant or an interested party, all the
members of the committee shall be appointed by the Secretary of Education.

Section 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services, based on other than professional consideration.

Section 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable
married couples, both of whom are public school teachers, to be employed in the same locality.

Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to
render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give him time for
the preparation and correction of exercises and other work incidental to his normal teaching
duties: Provided, however, That where the exigencies of the service so require, any teacher may be required to
render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of
additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his basic
pay.

Section 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-
curricular and out of school activities and any other activities outside of what is defined as normal duties of any
teacher shall be paid an additional compensation of at least twenty-five per cent of his regular remuneration after the
teacher has completed at least six hours of actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed in
excess of eight hours a day shall be paid an additional compensation of at least twenty-five per cent of their regular
remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under this
section.1âшphi1 Education authorities shall refuse to allow the rendition of services of teachers for other
government agencies without the assurance that the teachers shall be paid the remuneration provided for under this
section.

Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar
qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families;
and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general salary scale shall
be such that the relation between the lowest and highest salaries paid in the profession will be of reasonable
order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary scales relative
to the upper end.

Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum
to a maximum salary by means of regular increments, granted automatically after three years: Provided, That the
efficiency rating of the teacher concerned is at least satisfactory. The progression from the minimum to the
maximum of the salary scale shall not extend over a period of ten years.

Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a
city, municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the
National Government.

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 Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in
the cost of living by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-
of-living index. The Secretary of Education shall, in consultation with the proper government entities, recommend to
Congress, at least annually, the appropriation of the necessary funds for the cost-of-living allowances of teachers
employed by the National Government. The determination of the cost-of-living allowances by the Secretary of
Education shall, upon approval of the President of the Philippines, be binding on the city, municipal or provincial
government, for the purposes of calculating the cost-of-living allowances of teachers under its employ.

Section 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as
difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as determined by
the Secretary of Education, they shall be compensated special hardship allowances equivalent to at least twenty-five
per cent of their monthly salary.

Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the
Philippines or its equivalent in checks or treasury warrants. Provided, however, that such checks or treasury warrants
shall be cashable in any national, provincial, city or municipal treasurer's office or any banking institutions operating
under the laws of the Republic of the Philippines.

Section 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of
teachers except under specific authority of law authorizing such deductions: Provided, however, That upon written
authority executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School
Teachers Association, and (2) premiums properly due on insurance policies, shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Section 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free
of charge for all teachers before they take up teaching, and shall be repeated not less than once a year during the
teacher's professional life. Where medical examination show that medical treatment and/or hospitalization is
necessary, same shall be provided free by the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care
with the right to be reimbursed for their traveling expenses by the government entity concerned in the first paragraph
of this Section.

Section 23. Compensation for Injuries. Teachers shall be protected against the consequences of
employment injuries in accordance with existing laws. The effects of the physical and nervous strain on the teacher's
health shall be recognized as a compensable occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools,
they shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be
granted in accordance with a schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly salary: Provided, however, That no teacher shall
be allowed to accumulate more than one year study leave, unless he needs an additional semester to finish his thesis
for a graduate study in education or allied courses: Provided, further, That no compensation shall be due the teacher
after the first year of such leave. In all cases, the study leave period shall be counted for seniority and pension
purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the condition that the
teacher takes the regular study load and passes at least seventy-five per cent of his courses. Study leave of more than
one year may be permitted by the Secretary of Education but without compensation.

Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the
nature of the illness demands a long treatment that will exceed one year at the least.

38
 Section 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service
requirements of the applicable retirement laws shall be given one range salary raise upon retirement, which shall be
the basis of the computation of the lump sum of the retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Section 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous
authorization both to establish and to join organizations of their choosing, whether local or national to further and
defend their interests.

Section 28. Discrimination Against Teachers Prohibited. The rights established in the immediately
preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any person to
commit any acts of discrimination against teachers which are calculated to (a) make the employment of a teacher
subject to the condition that he shall not join an organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or with the consent
of the proper school authorities, within school hours, and (c) to prevent him from carrying out the duties
laid upon him by his position in the organization, or to penalize him for an action undertaken in that
capacity.

Section 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the
formulation of national educational policies and professional standards, and in the formulation of national policies
governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Section 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary
rules and regulations to implement the provisions of this Act. Rules and regulations issued pursuant to this Section
shall take effect thirty days after publication in a newspaper of general circulation and by such other means as the
Secretary of Education deems reasonably sufficient to give interested parties general notice of such issuance.

Section 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the
necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein granted to
public school teachers under the employ of the National Government.

Section 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in
the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat any of
the provisions of this Act shall, upon conviction, be punished by a fine of not less than one hundred pesos nor more
than one thousand pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government service.

Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules
inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.

Section 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act
or any provisions not affected thereby shall remain in force and in effect.

Section 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

ACTIVITY 6: Answer separately in a sheet of paper or can be in word format. 30pts.

Research from the internet any jurisprudence on Code of Ethics for Professional Teachers and supply the following

GR No.

39
 Complainant
Issue
Provision
violated
Decision

3. EXCERPT FROM THE FAMILY CODE OF THE PHILIPPINES

40
4. EXCERPT FROM THE RA 7610

41
5. EXCERPT FROM THE RA 7877 - AN ACT OF DECLARING SEXUAL HARASSMENT
UNLAWFUL IN THE EMPLOYMENT, EDUCATION OR TRAINING ENVIRONMENT, AND FOR
OTHER PURPOSES

42
6. RA 9262 - VIOLENCE AGAINST WOMEN AND CHILDREN ACT
WHAT IS SEXUAL HARASSMENT?
It is an act or a series of acts involving any unwelcome sexual advance, request or demand for a sexual
favor, or other verbal or physical behavior of a sexual nature, committed by a government employee or official in a
work-related, training- or education- related environment.
WHAT IS THE POLICY OF THE STATE ON SEXUAL HARASSMENT?
Sexual harassment, which has been declared unlawful in the workplace, training and education
environments, will not be tolerated as it violates the dignity and human rights of a person.
WHAT IS THE PRESENT LAW ON SEXUAL HARASSMENT?
R.A. 7877, an “Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training
Environment, and for other purposes” was approved on February 14, 1995 and became effective on March 5, 1995,
fifteen (15) days after its publication in the Malaya and Times Journal on February 18, 1995. It is known as “The
Anti-Sexual Harassment Act of 1995.”

WHAT IS CIVIL SERVICE COMMISSION (CSC) RESOLUTION NO. 01-0940?

It is known as the Administrative Disciplinary Rules on Sexual Harassment Cases.
WHAT IS THE EFFECT OF CSC RESOLUTION NO. 01-0940 TO PRIOR ISSUANCES OF THE CSC
AND THE DEPARTMENT OF LABOR AND EMPLOYMENT?
It supersedes or repeals prior CSC issuances such as MC No. 19, s. 1994 and CSC Res. 95-6161. DOLE
Administrative Order No. 250, s. 1995 has to be amended accordingly or replaced altogether, in consonance with the
changes made in the new CSC Rules on Sexual Harassment.
WHERE CAN SEXUAL HARASSMENT BE COMMITTED UNDER THE PROVISIONS OF CSC
RESOLUTION NO. 01-0940?

Sexual harassment may take place:

1. In the premises of the workplace or office or of the school or training institution;
2. In any place where the parties were found, as a result of work or education or training responsibilities or
relations;
3. At work or education- or training-related social functions;
4. While on official business outside the office or school or training institution or during work or school or
training-related travel;
5. Official conferences, fora, symposia or training sessions; or
6. By telephone, cellular phone, fax machine or electronic mail.
WHEN IS SEXUAL HARASSMENT COMMITTED IN THE EMPLOYMENT OR WORK-RELATED
ENVIRONMENT?

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 Work-related sexual harassment is committed when:
1. The submission to or rejection of the act or series of acts is used as basis for any employment decision
(including but not limited to, matters related to hiring, promotion, raises in salary, job security, benefits and any
other personnel action) affecting the applicant/employee; or
2. The act or series of acts have the purpose or effect of interfering with the complainant’s work performance, or
creating an intimidating, hostile or offensive work environment; or
3. The act or series of acts might reasonably be expected to cause discrimination, insecurity, discomfort, offense or
humiliation to a complainant who may be a co-employee, applicant, customer, or ward of the person complained
of.
WHEN IS SEXUAL HARASSMENT COMMITTED IN AN EDUCATION OR TRAINING
ENVIRONMENT?

Education or training related sexual harassment is committed when:

1. He submission to or rejection of the act or series of acts is used as a basis for any decision affecting the
complainant, including, but not limited to, the giving of a grade, the granting of honors or a scholarship, the
payment of a stipend or allowance, or the giving of any benefit, privilege or consideration; or
2. The act or series of acts have the purpose or effect of interfering with the performance, or creating an
intimidating, hostile or offensive academic environment of the complainant; or
3. The act or series of acts might reasonably be expected to cause discrimination, insecurity, discomfort, offense or
humiliation to a complainant who may be a trainee, apprentice, intern, tutee or ward of the person complained
of.
WHEN IS A GOVERNMENT OFFICIAL/EMPLOYEE LIABLE FOR SEXUAL HARASSMENT?

A government official or employee, regardless of sex, is liable for sexual harassment when he/she:
1. Directly participates in the execution of any act of sexual harassment as defined by the Administrative
Disciplinary Rules on Sexual Harassment Cases;
2. Induces or directs another or others to commit sexual harassment as defined by these Rules;
3. Cooperates in the commission of sexual harassment by another through an act without which the sexual
harassment would not have been accomplished; or
4. Cooperates in the commission of sexual harassment by another through previous or simultaneous acts.
WHAT ARE THE FORMS OF SEXUAL HARASSMENT?
1. Physical (a. Malicious touching b. Overt sexual advances c. Gestures with lewd insinuation)
2. Verbal, such as but not limited to, requests or demands for sexual favors, and lurid remarks
3. Use of objects, pictures or graphics, letters or written notes with sexual underpinnings
4. Other forms analogous to the foregoing.
WHAT ARE THE FUNCTIONS OF THE COMMITTEE ON DECORUM AND INVESTIGATION (CODI)
IN SEXUAL HARASSMENT CASES?

The CODI shall:

1. Receive complaints of sexual harassment;
2. Investigate sexual harassment complaints in accordance with the prescribed procedure;
3. Submit a report of its findings with the corresponding recommendation to the disciplining authority for decision;
and
4. Lead in the conduct of discussions about sexual harassment within the agency or institution to increase
understanding and prevent incidents of sexual harassment.

WHAT IS THE COMPOSITION OF THE CODI?

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 At least one (1) representative each from:
1. In a work-related environment: i. the management ii. the accredited union (if any) iii. the first level
employees iv. the second level employees
2. In an educational/training institution: i. the administrator ii. the trainers, teachers, instructors, professors
or coaches iii. the students or trainees
The term of office of the members of the CODI shall not be more than two (2) years.

AT THE PRE-FILING STAGE, WHAT ASSISTANCE CAN THE AGENCY PROVIDE TO AN ALLEGED
VICTIM OF SEXUAL HARASSMENT?
The agency may adopt mechanism to provide assistance to an alleged victim of sexual harassment which
may include:
1. counseling; 2. referral to an agency offering professional help; and 3. advice or options available before the
filing of the complaint.

WHAT ARE THE STANDARD PROCEDURAL REQUIREMENTS IN HANDLING A SEXUAL

HARASSMENT CASE?

When can a complaint for sexual harassment be filed?

Anytime
With whom can a complaint file a complaint for sexual harassment be filed?
With the disciplining authority of the office/ agency; or with the Committee on Decorum and Investigation.

Upon receipt of the complaint, the disciplining authority of the office/agency shall transmit the same to the
CODI, if there is any. In the absence of a CODI, the head of office/agency shall cause the creation of a CODI in
accordance with the law and rules and transmit the complaint to said Committee.

What are the requirements for a complaint?

It must be in writing, signed and sworn to by the complainant, and contains the following:
Full name and address of the complainant; Full name, address, and position of the respondent;
A brief statement of the relevant facts; Residence, in support of the complaint, if any; and,
A certification of non-forum shopping.

In the absence of any one of the aforementioned requirements, the complaint shall be dismissed without
prejudice to its refilling.

Are complaints sent thru telegram, radiogram, electronic mail or similar means considered as filed?

Yes, if the requirements provided in Section 12 (b) of Resolution No. 01-0940 are complied with.
In the absence of the said requirements, the complaint is considered non-filed. Complainant has to be
notified to comply within ten (10) days from receipt of the notice for compliance.

Shall the withdrawal of the complaint at any stage of the proceedings preclude the CODI from proceeding
with the investigation?

When there is obvious truth or merit to the allegations in the complaint or where there is documentary or
direct evidence that can prove the guilt of the person complained of, the CODI can proceed with the investigation.

WHAT WILL BE THE ACTION OF THE CODI ON THE COMPLAINT?

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 1. Counter-Affidavit/Comment of Person Complained of
Upon receipt of a complaint that is sufficient in form and substance, the CODI shall require the
person complained of to submit a Counter-Affidavit/Comment under oath within three (3) days from receipt
of the notice, furnishing a copy to the complainant; otherwise, the Counter-Affidavit/ Comment shall be
considered as not filed.

2. Preliminary Investigation
The CODI shall conduct a preliminary investigation which shall involve the ex parte examination
of documents submitted by the complainant and the person complained of, as well as documents readily
available from other government offices.
During the preliminary investigation, the parties may submit affidavits and counter-affidavits.

3. Formal Charge
Upon receipt of the counter-affidavit/comment under oath, the Committee on Decorum and
Investigation may now recommend whether a prima facie case exists to warrant the issuance of a formal
charge.
Strict confidentiality of the proceedings during preliminary investigation by the CODI shall be
exercised.

WHAT SHALL BE THE DURATION OF THE PRELIMINARY INVESTIGATION?

The preliminary investigation shall commence not later than five (5) days from receipt of the
complaint by the CODI. It shall be terminated within fifteen (15) working days thereafter.

WHEN WILL THE CODI SUBMIT ITS INVESTIGATION REPORT ON THE PRELIMINARY
INVESTIGATION?
The CODI shall submit the Investigation Report and the complete records of the case to the
disciplining authority within five (5) working days from the termination of the preliminary investigation.

WHAT WILL BE THE ACTION OF THE DISCIPLINING AUTHORITY AFTER PRELIMINARY

INVESTIGATION?
Within three (3) working days from receipt of the investigation report, the disciplining authority shall
issue a formal charge if a prima facie case is established during the investigation. If a prima facie case is not
established during the investigation, the complaint shall be dismissed within three (3) working days from
receipt of the investigation report.

WHAT ARE THE CONTENTS OF THE FORMAL CHARGE?

1. A specification of the charge/s;
2. A brief statement of material or relevant facts;
3. Certified true copies of the documentary evidence, if any;
4. Sworn statement covering the testimony of witness/es;
5. A directive to answer the charge/s in writing under oath in not less than seventy-two (72) hours from receipt
thereof;
6. An advice for the respondent to indicate in his/her answer whether or not he/she elects a formal investigation of
the charges; and
7. A notice that he/she is entitled to be assisted by a counsel of his/her choice.
CAN THE RESPONDENT SUBMIT ADDITIONAL EVIDENCE/S AFTER THE PRELIMINARY
INVESTIGATION?

Yes, even if he has already submitted his/her comment/s and counter affidavits during the preliminary
investigation.

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WHAT WILL BE THE CONTENT OF THE ANSWER OF THE RESPONDENT?
The answer, which must be in writing and under oath, shall be specific and shall contain material facts and
applicable laws, if any, including documentary evidence/s, sworn statements covering testimonies of witnesses, if
any, in support of respondent's case. It shall also include a statement indicating whether he/she elects a formal
investigation. The answer must be filed within seventy-two (72) hours from receipt thereof.

WHAT WILL BE THE EFFECT IF RESPONDENT FAILS OR REFUSES TO ANSWER WITHIN THE 72
HOURS REQUIREMENT?
It shall be considered a waiver of respondent’s right to answer and a formal investigation may commence.

WHEN CAN PREVENTIVE SUSPENSION BE APPLIED?

Preventive suspension can be applied upon petition of the complainant or motu propio upon the
recommendation of the CODI after the service of the Formal Charge to the respondent.
The proper disciplining authority may order the preventive suspension during the formal investigation, if
there are reasons to believe that the person complained of is probably guilty of the charges which would warrant
his/her removal from the service.

WHAT IS THE PURPOSE OF THE PREVENTIVE SUSPENSION?

An order of preventive suspension may be issued to temporarily remove the respondent from the scene of
his/her malfeasance or misfeasance and to preclude the possibility of his/her exerting undue influence or pressure
on the witnesses against his/her tampering of documentary evidence on file with this Office.

HOW LONG IS THE PERIOD OF PREVENTIVE SUSPENSION?

Preventive suspension for an administrative case shall not be more than ninety (90) days unless otherwise
provided by a special law.

WHAT REMEDIES FROM THE PREVENTIVE SUSPENSION CAN BE AVAILED OF BY THE

RESPONDENT?
Within fifteen (15) days from receipt of order, respondent may:
1. File a motion for reconsideration with the disciplining authority; or
2. Elevate the same to the Civil Service Commission by way of an appeal.
WHEN CAN A FORMAL INVESTIGATION BE CONDUCTED? BY WHOM?

If the CODI deems that a formal investigation is necessary to decide the case judiciously, it shall conduct
an investigation not earlier than five (5) days nor later than ten (10) days from receipt of the respondent’s answer.
It shall be finished within thirty (30) days from the issuance of the formal charge or the receipt of the answer
unless the disciplining authority extends the period.

WHAT IS THE PRE-HEARING CONFERENCE?

The pre-hearing conference may be conducted by the CODI at the commencement of the formal
investigation to agree on matter/s that would expedite the hearing.

The hearing proper and the order of presentation of evidence/s is governed by Sections 26 to 35 of the
Administrative Disciplinary Rules on Sexual Harassment Cases of the CSC.

WHEN IS THE FORMAL INVESTIGATION REPORT SUBMITTED? TO WHOM?

Within fifteen (15) days after the conclusion of the formal investigation, a report containing a narration of
the material facts established during the investigation, the findings and the evidence supporting said findings, as
well as the recommendations, shall be submitted by the CODI to the disciplining authority together with the
complete records of the case.

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 Within thirty (30) days from receipt of the investigation report, the disciplining authority shall render
his/her decision on the case.

WHEN IS A DECISION ON A SEXUAL HARASSMENT CASE BY THE DISCIPLINING AUTHORITY

FINAL AND EXECUTORY?
The decision of the disciplining authority is final and executory when the penalty of suspension is not more
than thirty (30) days or a fine of not more than the equivalent of thirty (30) days salary is imposed.

WHEN IS A PENALTY OF SUSPENSION APPEALABLE TO THE CIVIL SERVICE COMMISSION?

A penalty of suspension exceeding thirty (30) days or a fine exceeding the equivalent of thirty (30) days
salary of the respondent shall be appealable to the omission after the lapse of the reglementary period for filing a
motion for reconsideration or an appeal and no such pleading has been filed.

WHAT ARE THE REMEDIES AFTER A DECISION?

1. Motion for reconsideration by the adverse party;
2. Appeal to the Civil Service Commission if penalty imposed exceeds thirty (30) days suspension or fine exceeding
the equivalent of thirty (30) days salary. The appeal may be initially appealed to the department head (for decisions
rendered by the bureau or office head that are appealable to the CSC);
3. Petition for review with the CSC by a complainant for a decision of a disciplining authority dismissing a
complaint for lack of prima facie case;
4. Petition for review with the Court of Appeals on a decision made by the CSC;
5. Petition for certiorari in the proper court by the aggrieved party

WHEN CAN A MOTION FOR RECONSIDERATION BE FILED BY THE ADVERSED PARTY?

The party adversely affected by the decision may file a motion for reconsideration with the disciplining
authority who rendered the decision within fifteen (15) days from receipt thereof.
Such is deemed filed on the date stamped on the official copy by the proper receiving authority, and if sent
by mail, on the date shown by the postmark on the envelope, which shall be attached to the records of the case.
The filing of the motion for reconsideration within the reglementary period shall stay the execution of the
decision sought to be reconsidered.

WHAT CAN BE THE BASIS FOR A MOTION FOR RECONSIDERATION?

1. New evidence has been discovered which materially affects the decision rendered; or
2. The decision is not supported by the evidence on record; or
3. Errors of law or irregularities have been committed prejudicial to the interest of the movant.
CAN THERE BE MORE THAN ONE MOTION FOR RECONSIDERATION?
No, only one motion for reconsideration shall be entertained

WHEN CAN AN APPEAL FOR DECISIONS OF HEADS OF DEPARTMENTS, PROVINCES, CITIES,

MUNICIPALITIES AND OTHER INSTRUMENTALITIES BE APPEALED TO THE CSC?
For a decision where the penalty imposed is more than thirty (30) days suspension or a fine exceeding the
equivalent of thirty (30) days salary, it may be appealed to the CSC within a period of fifteen (15) days from
receipt thereof.
A notice of appeal, including the appeal memorandum, shall be filed with the appellate authority with a
copy furnished to the disciplining office. The latter shall submit the records of the case, which shall be
automatically and chronologically arranged, paged and securely bound to prevent loss with its comment within
fifteen (15) days, to the appellate authority.

WHEN IS THE APPEAL DEEMED FILED? HOW MUCH IS THE APPEAL FEE?
An appeal sent by mail shall be deemed filed on the date shown by the postmark on the envelope, which
shall be attached to the records of the case and in case of personal delivery, the date stamped thereon by the
proper office.

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 The appellant shall pay an appeal fee of three hundred pesos (P300.00) and a copy of the receipt shall be
attached to the appeal.

WHEN IS AN APPEAL PERFECTED?

The appeal is perfected when the appellant shall have submitted within fifteen (15) days from receipt of the
decision the following:
1. Notice of appeal which shall specifically state the date of the decision appealed from and the date of receipt
thereof;
2. Three copies of appeal memorandum containing the grounds relied upon for the appeal, together with the
certified true copy of the decision, resolution or order appealed from, and certified copies of the document or
evidence;
3. Proof of service of a copy of the appeal memorandum to the disciplining office;
4. Proof of payment of the appeal fee; and,
5. A statement or certification of non-forum shopping.

WHAT IS THE EFFECT OF FAILURE TO COMPLY WITH THE ABOVE REQUIREMENTS WITHIN
THE REGLAMENTARY PERIOD?
It shall be construed as failure to perfect an appeal and shall cause its dismissal.

WILL AN APPEAL FILED STOP THE DECISION FROM BEING EXECUTORY?

The appeal shall not stop the decision from being executory.
In case the penalty is suspension or removal, the respondent shall be considered as having been under
preventive suspension during the period of the appeal, in the event he wins the appeal.

WHAT IS THE CLASSIFICATION OF ACTS OF SEXUAL HARASSMENT?

Sexual Harassment is classified as:

1. Grave Offenses
a. unwanted touching of private parts of the body (genitalia, buttocks, and breast); b. sexual assault; c. malicious
touching; d. requesting for sexual favor in exchange for employment, promotion, local or foreign travels,
favorable working conditions or assignments, a passing grade, the granting of honors or scholarship, or the grant
of benefits or payment of a stipend or allowance; and e. other analogous cases.
2. Less Grave Offenses
a. unwanted touching or brushing against a victim’s body; b. pinching not falling under grave offenses; c.
derogatory or degrading remarks or innuendoes directed toward the members of one sex or one’s sexual
orientation or used to describe a person; d. verbal abuse or threats with sexual overtones; and e. other analogous
cases.
3. Light Offenses
a. surreptitiously looking or stealing a look at a person’s private part or worn undergarments;
b. telling sexist/smutty jokes or sending these through text, electronic mail or other similar means, causing
embarrassment or offense and carried out after the offender has been advised that they are offensive or
embarrassing or, even without such advice, when they are by their nature clearly embarrassing, offensive or
vulgar;
c. malicious leering or ogling;
d. the display of sexually offensive pictures, materials or graffiti;
e. unwelcome inquiries or comments about a person’s sex life;
f. unwelcome sexual flirtation, advances, propositions;
g. making offensive hand or body gestures at an employee;
h. persistent unwanted attention with sexual overtones;
i. unwelcome phone calls with sexual overtones causing discomfort, embarrassment, offense or insult to the
receiver; and,
j. other analogous cases.

The head of the agency who fails to act on the complaint within fifteen (15) days from receipt of any
complaint for sexual harassment properly filed against any employee in that office shall be charged with neglect of
duty.

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 Any person found guilty of sexual harassment shall, after the investigation, be meted the penalty
corresponding to the gravity of the offense.

WHAT ARE THE PENALTIES FOR OFFENSES OF SEXUAL HARASSMENT?

1. Grave offenses - Dismissal
2. Less grave offenses
1st offense - Fine or suspension for thirty (30) days but not exceeding six (6) months
2nd offense - Dismissal
3. Light offenses
1st offense – Reprimand
2nd offense - Fine or suspension not exceeding thirty (30) days
3rd offense - Dismissal

WHAT PENALTY SHALL BE APPLIED IF THE RESPONDENT IS FOUND GUILTY OF TWO (2) OR
MORE CHARGES OR COUNTS?
The penalty to be imposed shall be that corresponding to the most serious charges or count and the
rest shall be considered as aggravating circumstances.

WHAT ARE THE DUTIES OF THE AGENCIES OF THE GOVERNMENT ACCORDING TO THE CIVIL
SERVICE COMMISSION (CSC) ADMINISTRATIVE DISCIPLINARY RULES ON SEXUAL
HARASSMENT CASES?
All national and local government agencies, state colleges and universities, including government-owned
or controlled corporations with original charter, shall promulgate or modify their own rules and regulations in
conformity with these Rules, in consultation with their employees, within six (6) months from the effectivity of this
Resolution.
All agencies of the government shall submit an authenticated copy of their rules and regulations on sexual
harassment to the Commission for approval within one (1) month from the date of their promulgation. It shall
likewise submit to the Commission a list of the members of their Committee on Decorum and Investigation
immediately after its composition.
All agencies of the government shall develop an education and training program for their officials and
employees and the members of their Committee on Decorum and Investigation to increase understanding about
sexual harassment, prevent its occurrence, and ensure proper investigation, prosecution and resolution of sexual
harassment cases.

The head of office who, after six (6) months from the affectivity of this resolution, fails to cause the
promulgation or modification of the agency’s rules and regulations on sexual harassment in conformity with these
rules, shall be charged with neglect of duty.

WHAT SHALL APPLY TO A CASE OF SEXUAL HARASSMENT WHEN THE AGENCY IS STILL IN
THE PROCESS OF PROMULGATING OR MODIFYING ITS OWN RULES AND REGULATIONS?
During the period when the agency is still in the process of promulgating or modifying its own rules and
regulations on sexual harassment, a complaint alleging acts constituting sexual harassment shall be
administratively prosecuted, resolved and adjudicated based on these Rules.

Source: Civil Service Commission (CSC), Administrative Disciplinary Rules on Sexual Harassment Cases.
Resolution No. 01-0940, May 21, 2001
CEDAW ng Bayan: Yaman ng Kababaihan
Q & A on Sexual Harassment Cases

ACTIVITY 7: Make a comparative study of the following basic laws. (Compulsory. PLEASE ANSWER THIS
ACTIVITY, IT WILL SERVE AS ONE OF YOUR FINAL REQUIREMENTS.60 pts.)

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Laws Title Short Title Scope/Coverage Purpose Specific provision to educational
practice
(2-3 sentences)
RA 8980
RA 10157
RA 10533
RA 7610
RA 7877
RA 9262

(Adapted from Barcenilla et. al., 2020 “Teaching Profession Module”)

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