Professional Documents
Culture Documents
Historical Perspective of The Philippine Educational System
Historical Perspective of The Philippine Educational System
ph
Our Mandate
The Department of Education was established through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization
efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and
charters. The present day Department of Education was eventually mandated through Republic Act 9155,
otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this
agency.
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and
projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary
education institutions, including alternative learning systems, both public and private; and provides for the
establishment and maintenance of a complete, adequate, and integrated system of basic education relevant
to the goals of national development.
Year
Official Titular
Head
Legal Bases
1863
Chairman
1901-1916
General
Superintendent
1916-1942
Secretary
1942-1944
Commissioner
1944
Minister
1944
Secretary
1945-1946
Secretary
1946-1947
Department of Instruction
Secretary
1947-1975
Department of Education
Secretary
1975-1978
Secretary
1978-1984
Minister
1984-1986
Minister
1987-1994
Secretary
1994-2001
Secretary
2001 present
Department of Education
Secretary
The high school system supported by provincial governments, special educational institutions, school of arts
and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the
Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the
University of the Philippines.
The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of
Public Instruction.
Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive
Commission established the Commission of Education, Health and Public Welfare and schools were reopened
in June 1942. On October 14, 1943, the Japanese - sponsored Republic created the Ministry of Education.
Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved
for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of
Instruction was made part of the Department of Public Instruction.
In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of
Education. During this period, the regulation and supervision of public and private schools belonged to the
Bureau of Public and Private Schools.
In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of
Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major
organizational changes were implemented in the educational system.
The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the
Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of
DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on
Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority
(TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs,
respectively.
The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA
7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education
and Skills Development Authority (TESDA), respectively.
The trifocal education system refocused DECS mandate to basic education which covers elementary, secondary
and nonformal education, including culture and sports. TESDA now administers the post-secondary, middlelevel manpower training and development while CHED is responsible for higher education.
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed
transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and
schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their
leadership roles and (ii) school-based management within the context of transparency and local accountability.
The goal of basic education is to provide the school age population and young adults with skills, knowledge,
and values to become caring, self-reliant, productive and patriotic citizens.
DepEd Management Structure
To carry out its mandates and objectives, the Department is organized into two major structural components.
The Central Office maintains the overall administration of basic education at the national level. The Field
Offices are responsible for the regional and local coordination and administration of the Departments mandate.
RA 9155 provides that the Department should have no more than four (4) Undersecretaries and
four (4) Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career
service officers chosen among the staff of the Department.
At present, the Department operates with four (4) Undersecretaries in the following areas:
Regional Operations
Legal Affairs
Four (4) Assistant Secretaries are assigned in the following areas:
Legal Affairs
Supporting the Office of the Secretary (OSEC) at the Central Office are the different services, bureaus and
centers.
Administrative Service
Planning Service
Technical Service
Procurement Service
Three (3) staff bureaus provide assistance in formulating policies, standards, and programs related to curriculum
and staff development:
Communications Unit
National Museum
Sixteen (16) Regional Offices, and the Autonomous Region in Muslim Mindanao (ARMM*), each
headed by a Regional Director (a Regional Secretary in the case of ARMM).
Two hundred twenty-one (221) Provincial and City Schools Divisions, each headed by a Schools
Division Superintendent. Assisting the Schools Division Offices are 2,602 School Districts, each headed by a
District Supervisor.
Under the supervision of the Schools Division Offices are 62,605 schools, broken down as follows:
Attached Agencies
The Department of Education has the following attached agencies:
The K to 12 Program covers 13 years of basic education with the following key stages:
Kindergarten to Grade 3
Grades 4 to 6
The Philippines is the last country in Asia and one of only three countries worldwide with a 10-year preuniversity cycle (Angola and Djibouti are the other two).
A 12-year program is found to be the best period for learning under basic education. It is also the
recognized standard for students and professionals globally.
What has been done to get ready for K to 12? Are we really ready for K to 12?
This 2015, we are getting ready for the implementation of Senior High School (SHS) in SY 2016-2017.
We are on the fifth year of the implementation of the K to 12 Program. Our last mile is the Senior High
School. All 221 divisions of the Department of Education (DepEd) have finished planning and have figures on
enrolment a year in advance. These plans were reviewed by a separate team and finalized upon consultation
with other stakeholders.
Classrooms: DepEd has built 66,813 classrooms from 2010 to 2013. There are 33,608
classrooms completed and undergoing construction in 2014. As of DepEd is planning to establish 5,899 Senior
High Schools nationwide. As of April 30, 2015, DepEd has issued provisional permits to 1,866 private schools
set to offer Senior High School in 2016.
Teachers: From 2010-2014, DepEd has filled 128,105 new teacher items. DepEd is targeting two
kinds of teachers: those who will teach the core subjects, and those who will teach the specialized subjects per
track. DepEd will hire 37,000 teachers for Senior High School for 2016 alone.
Textbooks: Learning materials are being produced for elementary to junior high while
textbooks for Senior High School (which has specialized subjects) are being bid out.
Private SHS: There are 2,199 private schools cleared to offer Senior High School and over 200 more
being processed.
The College General Education curriculum will have fewer units. Subjects that have been taken up in
Basic Education will be removed from the College General Education curriculum.
Details of the new GE Curriculum may be found in CHED Memorandum Order No. 20, series of 2013.
Ive been hearing that a lot of people have not been consulted regarding K to 12. Is this true?
DepEd has always been transparent in the planning and implementation of K to 12. There have been
regular consultations with various sectors since 2010, before the law was passed, during the crafting of the
IRR, and during implementations. DepEd representatives have also attended various fora and conferences,
including legislative inquiries, regarding K to12. We are open to criticisms and suggestions regarding this.
Private partners can donate through the Adopt-A-School program. A 150% tax incentive will be
provided for every contribution.
Kindergarten Concerns
Under K to 12, will Kindergarten be a pre-requisite for entering Grade 1?
Yes. Republic Act No. 10157, or the Kindergarten Education Act, institutionalizes Kindergarten as part of
the basic education system and is a pre-requisite for admission to Grade 1.
With K to 12, will there be an overlap between the Day Care program of Local Government Units (LGUs)
and DepEd Kindergarten?
No. Day Care Centers of LGUs take care of children aged 4 or below, while the DepEd Kindergarten
program is intended for children who are at least 5 years old by October 31st of the present school year.
With K to 12, should schools prepare permanent records for Kindergarten students?
Yes. While the assessment on readiness skills of students in Kindergarten is not academically driven, a
good measure of the child's ability to cope with formal schooling is needed for future learning interventions.
DepEd is the main agency that employs and pays Kindergarten teachers in public schools. However,
there are LGUs that help in the Kindergarten program and provide honoraria for additional Kindergarten
teachers in public schools.
http://www.deped.gov.ph/k-to-12/faq/senior-
high-school
What is Senior High School?
Senior High School (SHS) covers the last two years of the K to 12 program and includes Grades 11 and
12. In SHS, students will go through a core curriculum and subjects under a track of their choice.
Yes. These two additional years will equip learners with skills that will better prepare them for the
future, whether it be:
Employment
Entrepreneurship
Will the additional two years of High School mean additional expenses?
Not necessarily.
Senior High School completes basic education by making sure that the high school graduate is
equipped for work, entrepreneurship, or higher education. This is a step up from the 10-year cycle where high
school graduates still need further education (and expenses) to be ready for the world.
SHS will be offered free in public schools and there will be a voucher program in place for
public junior high school completers as well as ESC beneficiaries of private high schools should they choose to
take SHS in private institutions.
This means that the burden of expenses for the additional two years need not be completely
shouldered by parents.
What will I learn in SHS that the current high school curriculum doesnt include?
Senior High School covers eight (8) learning areas as part of its core curriculum, and adds specific
tracks (similar to college courses) based on four (4) disciplines:
Academic (which includes Business, Science & Engineering, Humanities & Social Science, and a
General Academic strand)
Sports
SHS Students may pick a track based on how he or she will want to proceed after high school
graduation. You can learn more about the tracks and strands (as well as their curriculum) in the K to 12
Curriculum Guides.
You will now be able to apply for TESDA Certificates of Competency (COCs) and National
Certificates (NCs) to provide you with better work opportunities.
Partnerships with different companies will be offered for technical and vocational courses.
You can now get work experience while studying; and companies can even hire you after you
graduate.
Entrepreneurship courses will now be included. Instead of being employed, you can choose to start
your own business after graduating, or choose to further your education by going to college.
SHS, as part of the K to 12 Basic Curriculum, was developed in line with the curriculum of the
Commission of Higher Education (CHED) the governing body for college and university education in the
Philippines.
This ensures that by the time you graduate from Senior High School, you will have the standard
knowledge, skills, and competencies needed to go to college.
Students will undergo assessments to determine their strengths and interests. These will include an
aptitude test, a career assessment exam, and an occupational interest inventory for high schools. Career
advocacy activities will also be conducted to help guide students in choosing their specialization or track.
Specializations or tracks to be offered will be distributed according to the resources available in the
area, the needs and interests of most students, and the opportunities and demands of the community.
Where will Senior High School be implemented? Will my school ofer SHS?
Existing public and private schools, including colleges, universities and technical institutions may offer
Senior High School.
There may also be stand-alone Senior High Schools established by DepEd or private organizations.
Will SHS modelling schools that implemented the SHS program in SY 2012-13 be allowed to implement
the SHS Program?
SHS modelling schools listed in DepEd Order No. 71, s. 2012 may implement the SHS program, but they
must go through the process of applying a provisional SHS permit, and must meet the standards and
requirements for the SHS Program.
Yes, according to the law. Beginning SY 2016-2017, you must go through Grades 11 and 12 to graduate
from High School.
You will be a Grade 10 completer, but not a high school graduate. Elementary graduates are those who
finish Grade 6; high school graduates must have finished Grade 12.
You can find out more at the K to 12 page. You can also ask your school administration (public or
private) to contact the DepEd division office to help organize an orientation seminar.
Teachers
How will SHS Afect me? Will I lose my Job?
own Senior High Schools, which is since we are currently processing over 1,000 SHS applications from private
institutions.
DepEd is also hiring more than 30,000 new teachers in 2016 alone. The Department will prioritize
affected faculty who will apply as teachers or administrators in our SHS.
There is no "K to 12" item in the national budget per se. The ongoing implementation of the K to 12
Program involves the provision of basic inputs such as classrooms, teacher items, textbooks, school seats, and
toilets. There are also items in the budget for computerization of classrooms, science and math equipment,
and teacher training. K to 12 is a reform in the manner and content of education; it is not a single project with
a line item budget.
There are also ongoing discussions taking place regarding a raise in the salary of public school teachers
and all other government employees.
Yes. If you are willing to teach on a part-time basis, you will not be required to take and pass the
Licensure Examination for Teachers (LET).
If you want a permanent position, you will need to take and pass the LET within five (5) years after your
date of hiring to remain employed full-time.
Graduates of technical-vocational courses must have the necessary certification issued by TESDA and
undergo training to be administered by DepEd or HEIs.
Faculty of colleges and universities must be full-time professors and be holders of a relevant Bachelors
degree.
DepEd and private schools may also hire practitioners with expertise in the specialized learning areas
offered by the K to 12 Program as part-time teachers.
Faculty of TVIs and HEIs will be given priority in hiring for the transition period from September 2013 until SY
2021-2022.
You may teach as part-time teacher in Senior High School under the track subjects. We encourage you
to consider this to share your valuable knowledge and experience to our SHS learners.
Curriculum Guides
Kindergarten
Grade 1-10
Grade 1 to 10 Subjects
Mother Tongue
Filipino
English
Mathematics
Science
Araling Panlipunan
Music
Arts
Physical Education
Health
AGRI-FISHERY ARTS
HOME ECONOMICS
INDUSTRIAL ARTS
Note: This can be taken between Grades 9 to 12. Click here to view details.
AGRI-FISHERY ARTS
Specialization
Number of Hours
Pre-requisite
480 hours
640 hours
160 hours
Animal Production
160 hours
Animal Production
320 hours
160 hours
Specialization
Number of Hours
Pre-requisite
640 hours
640 hours
320 hours
Crop Production
320 hours
Crop Production
320 hours
Crop Production
320 hours
Crop Production
160 hours
Animal Production
HOME ECONOMICS
INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT)
INDUSTRIAL ARTS
General Mathematics
Physical Science
Earth Science (taken instead of Earth and Life Science for those in the STEM Strand)
Disaster Readiness and Risk Reduction (taken instead of Physical Science for those in the STEM
Strand)
Practical Research 1
Practical Research 2
Akademik
Isports
Sining
Tech-Voc
Entrepreneurship
Academic Track
Accountancy, Business and Management (ABM) Strand
1.
Applied Economics
2.
3.
4.
5.
Business Math
6.
Business Finance
7.
8.
Principles of Marketing
9.
2.
3.
Creative Nonfiction
4.
5.
6.
7.
8.
9.
1.
Pre-Calculus
2.
Basic Calculus
3.
General Biology 1
4.
General Biology 2
5.
General Physics 1
6.
General Physics 2
7.
8.
Humanities 1*
2.
Humanities 2*
3.
4.
Applied Economics
5.
6.
7.
8.
Sports Track
Suggested Scheduling of Subjects
Human Movement
Fundamentals of Coaching
Practicum (in-campus)
1.
2.
Literary Arts
3.
Dance
4.
Music
5.
Theater
1.
2.
Literary Arts
Inclusive Education
1.
What is the difference between the Formal Education System and the Alternative Learning System (ALS)
Non-formal Education?
Formal Education system is classroom-based, managed by trained formal school teachers.
ALS Non-formal Education happens outside the classroom, community-based, usually conducted at community
learning centers, barangay multi-purpose hall, libraries or at home, managed by ALS learning facilitators, such
as mobile teachers, district ALS Coordinators, instructional managers at an agreed schedule and venue between
the learners and facilitators.
ALS FAQ
What curriculum is used in the ALS?
The ALS Curriculum reflects the set of knowledge skills and competencies that learners should develop to meet
the minimum requirements of basic education. It is comparable to the formal school curriculum. The teaching
and learning processes and resources are based on the ALS Curriculum.
In 2008, it was estimated that 40.95 million or 45% of the total Philippine population did not complete
basic education. This population is considered the target groups of the alternative learning system.
Among the target groups, 27.53 million are 15 years old and above. Meanwhile, 6-11 years old (8.7
million) and 12-15 (4.7 million) years old are the aggregated target learners who are in-school age.
Specifically, this group of marginalized learners consists of street children, indigenous peoples, farmers,
fisherfolks, women, adolescents, solo parents, children in conflict areas not reached by the formal school
system, rebel returnees, and others.
In the conduct of ALS sessions, use of supplementary learning materials is being encouraged particularly those
that are developed by the Facilitator to suit the local need and context and are locally available.
In partnership with various organizations, both local and international, the DepEd-BALS was able to adapt
and/or produce print and non-print learning materials to supplement the existing modules in the conduct of ALS
learning sessions.
Supplementary materials are important in the conduct of ALS learning sessions. Additional materials make
learning sessions more effective by reinforcing newly acquired literacy skills. They also serve as springboards
to a new lesson, thus, making learning more fun and interesting. Use of multi-media also gives both Facilitators
and learners chance to access new information and technology and activates multi-sensory learning.
Development of Self and a Sense of Community (self-development, a sense of personal and national
history and identity, cultural pride and recognition and understanding of civil and political rights)
Expanding Ones World Vision (knowledge, respect and appreciation for diversity, peace and non-violent
resolution of conflict, and global awareness and solidarity)
ALS Programs
Program for illiterates:
Basic Literacy Program (BLP)
The Basic Literacy Program (BLP) is a program aimed at eradicating illiteracy among out-of-schools youth and
adults (in extreme cases school-aged children) by developing basic literacy skills of reading, writing and
numeracy.
gained through informal and non-formal means for re-entry into formal school, job promotion, entry to job
training, for employment and self-fulfillment.
Requirements
Birth certificate: Issued by the National Statistics Office (NSO) or Local Civil Registrar duly
authenticated (original and two (2) photocopies)
ID pictures: Two (2) pieces of identical and recently taken (1x1" size)
School permit: Photocopy of School Permit to Operate/Government Recognition (for applicants from
private schools)
Principal's Test
The National Qualifying Examination for School Heads (NQESH), also known as the Principal's Test, serves as
a mechanism for selecting school heads in the public education sector. The Principal's Test is open to all
interested applicants for Principal I positions.
The National Educators Academy of the Philippines (NEAP) administers and conducts the test in coordination
with the Schools Divisions Offices (DOs) through the Regional Offices (ROs).
For more information on the Principal's Test, read DepEd Order No. 97, s. 2011, the Revised Guidelines on the
Allocation and Reclassification of School Head Positions.
. Schools Division Superintendents Examination
The Schools Division Superintendents Examination, also known as the Educational Management Test (EMT), is
a prerequisite exam for appointment to Assistant Schools Division Superintendent (ASDS) and Schools
Division Superintendent (SDS) positions.
As stated in DepEd Order No. 88, s. 2012, the EMT is taken every five (5) years unless otherwise recommended
by the DepEd Executive Committee. The National Education Testing and Research Center (NETRC), together
with the appointed Board of Examiners, is in charge of managing and conducting the EMT.
DepED Orders
DO 41, s. 2015 - Senior High School Career Guidance Program and Early Registration
The Department of Education (DepEd) issues the enclosed Guidelines on the Senior High School (SHS)
Career Guidance Program (CGP) and Early Registration, which aims to guide Grade 10 students/SHS
entrants in making informed decisions regarding their choice of SHS track in view of the conduct of the SHS
Early Registration.
Posted on August 28, 2015
DO 40, s. 2015 - Guidelines on K to 12 Partnerships
To achieve the goals of the K to 12 Program, the Department of Education (DepEd) needs to enter into
partnerships with different groups in the fields of work immersion opportunities for public Senior High School
(SHS) learners, use of facilities and equipment, additional teacher training opportunities, and additional
resources in the form of donations.
Posted on August 28, 2015
DO 39, s. 2015 - Extension of the Deadline for Learner Information System (LIS) and Enhanced Basic
Education Information System (EBEIS) Updating for Beginning of School Year (BOSY) 2015-2016
In reference to DepEd Order No. 26, s. 2015 entitled Learner Information System (LIS) and Enhanced Basic
Education Information System (EBEIS) Updating for Beginning of School Year (BOSY) 2015-2016, the
Department of Education (DepEd) issues this Order.
Posted on August 28, 2015
DO 38, s. 2015 - Guidelines on the Utilization of Support Funds for the Special Education (SPED)
Program
The Department of Education (DepEd) through the Bureau of Elementary Education (BEE) and the Bureau of
Secondary Education (BSE) issues the enclosed Guidelines on the Utilization of Support Funds for the
Special Education (SPED) Program.
Posted on August 19, 2015
DO 37, s. 2015 - The Comprehensive Disaster Risk Reduction and Management (DRRM) in Basic
Education Framework
The Department of Education (DepEd) issues the enclosed Comprehensive Disaster Risk Reduction and
Management (DRRM) in Basic Education Framework to guide DRRM efforts in the basic education sector
towards resilience-building in offices and schools, and to ensure that quality education is continuously provided
and prioritized even during disasters and/or emergencies.
Posted on August 12, 2015
DO 36, s. 2015 - Implementing Rules and Regulations (IRR) of Republic Act. No. 10618 (An Act
Establishing Rural Farm Schools as Alternative Delivery Mode of Secondary Education and
Appropriating Funds Therefor)
For the information and guidance of all concerned, enclosed is a copy of the Implementing Rules and
Regulations (IRR) of Republic Act (RA) No. 10618 entitled An Act Establishing Rural Farm Schools as
Alternative Delivery Mode of Secondary Education and Appropriating Funds Therefor, otherwise known
as Rural Farm Schools Act.
Posted on August 12, 2015
DO 35, s. 2015 - 2015 Guidelines on the Utilization of Support Funds for Adopt-A-School Program (ASP)
Mandated to provide an enhanced learning environment and resources which would benefit children and youth
in public schools, the Department of Education (DepEd), through its Adopt-a-School Program (ASP), is
continuously engaged in obtaining the support from various entities, ensuring that such support contributes to
expanding access to quality education.
Posted on August 6, 2015
DO 34, s. 2015 - Revisions to DepEd Order No. 33, s. 2015 (Implementation of the School-Based Feeding
Program (SBFP) for School Year (SY) 2015-2016)
The provisions stipulated in the Enclosure of DepEd Order No. 33, s. 2015 entitled Implementation of the
School-Based Feeding Program (SBFP) for School Year (SY) 2015-2016 shall remain in force and in effect,
except for the changes stated herein.
Posted on August 6, 2015
DO 33, s. 2015 - Implementation of School-Based Feeding Program (SBFP) for School Year (SY) 20152016
The Department of Education (DepEd), through the Health and Nutrition Center (HNC), shall implement
the School-Based Feeding Program (SBFP) for School Year (SY) 2015-2016 to address undernutrition and
short-term hunger among public school children.
Posted on July 30, 2015
DO 32, s. 2015 - Adopting the Indigenous Peoples Education Curriculum Framework
Pursuant to DepEd Order No. 62, s. 2011 entitled Adopting the National Indigenous Peoples Education (IPEd)
Policy Framework and DepEd Order No. 43, s. 2013 entitled Implementing Rules and Regulations of Republic
Act No. 10533 Otherwise Known as the Enhanced Basic Education Act of 2013, the Department of Education
(DepEd) is adopting the enclosed Indigenous Peoples Education Curriculum Framework.
DepEd Memo
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