Module 2

Historical-Legal
Foundations of Education
“The main hope of its nation lies in the proper
education of its youth.” – Erasmus

In this Module
HISTORICAL-LEGAL FOUNDATIONS OF EDUCATION

A. Historical Foundations
B. Legal Foundations
1. What is Law?
a. Definition and nature
b. Typologies
2. Sources of Philippine Educational Jurisprudence
a. Constitution
b. Statutes
c. Case Law or Jurisprudence
d. Regulatory Laws
e. Ordinance
f. Legal Opinion
g. Resolutions
3. Legal Underpinnings Philippine Education
a. Educational Structure
b. Educational Policies
c. Curriculum and Instruction
 Understanding the contexts of historical events gives us a better view of what took place in the past in connection
with the present. It allows everyone to take critical views of every event, practices, and theories. It encourages critical thinking
and logical reasoning since it involves the analysis of historical events at the same comparing theories of one person to the other.
Through the study of well-written documents, communication skills, and self-expression of the reader will be developed.

At the completion of this module, you will be able to:

1. Demonstrate understanding of the historical and philosophical events in education; and

2. Discuss briefly important concept timelines related to the development process of education.
3. Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become
familiar with the responsibilities specified in the Code of Ethics for Professional Teachers;

Are you ready? Then start the lessons now!

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 Lesson Historical Foundations of Education
1
Learning Objectives:
At the end of the lesson the students can:

 Trace the evolution of education from the

preliterate societies to the 2oth century; and
 Discuss important concept timelines related to the
development process of education from the
preliterate societies to the 20th century. .

Introduction

Knowing the past allows the individual to connect and understand the present
events and situations. To study the history of education keeps us abreast of the
successes and contributions of important personalities. It gives us hints on possible
solutions and answers to questions and problems.

In this section, you will be introduced to the historical foundations of

education from the preliterate societies to the 20th century.

What do you think you know about a history of education? After completing the
KWH, find a partner and share your answer.

K W H L
What I know or What I want to How I can learn What I learned
think I know learn this

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 Analysis: Let Us Analyze

1. What do you feel after discussing your answer with your partner
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Are your answers the same? Or not?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. What are you going to do now to improve your knowledge about the history of
education?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction: Let us Build On

Studying history enables a future teacher to understand better the different

pedagogy, methods, and techniques used in the teaching and learning process. It
allows one to grasp the context of why things are taught the way they are. Through
studying history, we will be guided on how theories and practices came about and its
connection to things that are happening today.
For the detailed discussion on the history of education from the preliterate
societies to the 20th century please refer to Annex E.

Fill out the last column of the table indicating what you have learned after the
discussion.

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 K W H L
What I know or What I want to How I can learn What I learned
think I know learn this

Application : Let us Apply

1. Through the use of a graphic organizer trace the evolution of education from
the preliterate societies to the 20th century.

2. Write a brief discussion on the important concept timelines related to the

growth and development of education.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Closure
CONGRATULATIONS!!!!! You may now proceed to lesson 2.

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 Lesson What is Law?
2
Learning Objectives:
 Define what are laws.
 Differentiate the typologies of laws.

Introduction
Law is a social science and that evolves and develops with the
growth and development of society. New developments in society create new
problems, and the law is required to deal with these issues. In order to keep pace with
society, the meaning and scope of the law will continue to evolve in order to keep up
with society. The result is a definition of law given at a particular time.
Law is a subject matter of jurisprudence. It is any rule of action requires any
form of standard or pattern of which actions are to be confirmed. This means a set of
rules of behavior, action, or behavior of an individual, made and enforced by the
State. This is a general rule of external human action enforced by a sovereign
political authority.

The class plays the game “guess my rules”. The

Activity teacher divides the class into two teams and
explains to the students that they will play a game
and must guess the rules.
Explanation:
 each team can score a goal by relaying a
message ;
GUESS MY
 only the teacher knows the rules;
RULES
 the teacher will not explain the rules and the
The students students cannot ask what they are;
participate in a  when they break a rule, the students have to
simulation game and sit down;
experience the  the aim of this game is for the students to
function of relay the message successfully relay the
rules/laws. message without breaking the rules, the
students’ task is to work out the rules are so
they don’t break them

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 Analysis
Once the game has finished, the teacher gathers the students and
discusses the following points to them:

a. What did you think about the game? Was it good? Bad?
Fair?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

b. How did you know that there were some rules/laws?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

c. How did you feel about not knowing what the rules were?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

d. Why do we need rules/laws?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Reading Further

Abstraction

It is everybody’s natural curiosity about all things related to law, especially

that concerns our rights as an individual. Our interest extends beyond watching
popular legal dramas like “Suits” or “Law & Order.”

Let’s Build on!

WHAT IS LAW?
- It is a rule of personal conduct enfored by institutions called courts
- It is a rule established by authority society of custom based on reason as
quoted “Law is nothing but reason and that what is not reason is not law.”

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The main sources of Philippine law are:
 the Constitution - the fundamental and supreme law of the land
 statutes - including Acts of Congress, municipal charters, municipal
legislation, court rules, administrative rules and orders, legislative rules, and
presidential issuances.
 treaties and conventions - these have the same force of authority as statutes.
 judicial decisions - Art 8 of the Civil Code provides that ‘judicial decisions
applying to or interpreting the laws, or the Constitution shall form a part of the
legal system of the Philippines’. Only decisions of its Supreme Court establish
jurisprudence and are binding on all other courts.

8 Types of law
We investigated these types of law for paralegals so you can make the final verdict
about which specialty is right for you. Take a look at what we uncovered.
1. Criminal law concerns itself with finding and punishing people who have broken
the law by committing crimes. The goal of criminal law is to uncover the true
perpetrator of a crime and exact justice. Criminal law includes a wide range of crimes,
from homicides to pirating copyrighted material.
Criminal lawyers can work for the prosecution or the defense. In both cases,
paralegals will help attorneys prepare for trial by gathering evidence, arranging for
witness interviews and filing legal documents with the court. During a trial, they can
help their team win the case by reviewing trial notes and preparing exhibits for court.
2. Corporate law is the system of criminal justice that makes sure businesses adhere
to local and federal regulations for conducting business legally. Paralegals in this
specialty might work for a single corporation as part of their in-house legal team, or
they might work for a firm that works with many corporate clients.
Corporate lawyers spend much of their time performing routine job duties like
filing legal paperwork and helping meet compliance standards, but they might also be
called upon to help with litigation if a company is brought to court. Corporate
paralegals often benefit from having experience with bookkeeping and finances.
3. International law governs the interactions between different countries. These laws
are designed to promote trade and to keep all citizens safe. International law often
deals with issues related to preserving the environment, establishing basic human
rights and regulating trade.
International lawyers could be part of a team that’s involved in crafting
treaties and trade agreements, or raising awareness of human rights abuses around the
world. International law paralegals may have opportunities to travel, so consider this
type of law if you have a strong interest in other cultures and international affairs.

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4. Commercial law sometimes called trade law or business law—deals with
commerce, trade and consumer transactions. This broad legal field includes areas like
bankruptcy, contracts, mortgages and real estate, consumer credit and banking.
Commercial lawyers might find themselves reviewing contracts, filing
bankruptcy documents, guiding debtors through the legal process or coordinating a
real estate transaction. Paralegals who are interested in this type of law can look for a
firm that focuses on the area of commercial law they’re most drawn to.
5. Family law handles cases related to family relationships, such as divorce and child
custody, adoption and termination of parental rights. These cases often involve
children, and some surround difficult circumstances, such as child abuse or domestic
violence.
Family lawyers might find themselves getting to know their firm’s clients on
a more personal level than paralegals in other specialties. They can also expect to
interact with social workers as they navigate tricky and emotional negotiations
between parties. These paralegals might even serve as a guardian ad litem—that is, an
impartial advocate—on behalf of a child.
6. Constitutional law includes any legal proceedings related to upholding or
interpreting the Philippine Constitution. Court cases might surround issues like due
process, civil rights or freedom of speech.
Constitutional lawyers often work for nonprofit or public interest groups. It
helps if they have an eye for detail and a love of history because much of their work
will involve reading the Constitution itself, as well as researching the outcomes of
past constitutional law cases.
7. Labor law oversees the relationship between employers and employees. Their goal
is to ensure that employees aren’t taken advantage of by corporations, which typically
have more bargaining power or resources than an individual employee. Labor laws
govern issues like collective bargaining, unionization, benefits disputes and more.
These lawyers assist their firm or corporation in preparing for labor disputes.
They might work on cases related to strikes, unfair termination, harassment or
discrimination in the workplace. On a more routine basis, they could help negotiate
employee contracts.
8. Intellectual property law refers to intangible creative works or inventions that are
protected by copyrights, trademarks or patents. These laws work to protect creators
from copyright infringement.
IP lawyers conduct trademark and patent research, file for trademarks and
patents, and negotiate intellectual property rights. They also help attorneys prepare for
litigation in cases of copyright violation or trademark infringement.

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Application

Create a graphic organizer that would show the relationship of equality,

fairness, participation ang respect with regards to law. Write your answer on the space
provided. Then write a one-paragraph essay about it.

Closure
Congrats! You have reached the end of this lesson! Great job! It is expected that
you have gained insights and meaningful experience in the definition of law and
the types of law. Now, you are already prepared to move to Lesson 3 of this
module which is about the sources of Philippine educational jurisprudence.

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 Lesson Sources of Philippine
Educational Jurisprudence
3
Objectives:
 Identify the sources of Philippine educational system.
 Discuss the provisions of these legal bases
 Analyze various legal issues and challenges related to
the teaching profession.

Introduction
It is said that the welfare of the people is the highest law, salus populi est
suprema lex. (Sutton, 2012)
In connection with the above, Chaves (2006) pointed out that service to the
people does not only come in the form of health care programs or security systems but
also in the form of education. This is probably the reason why framers of the 1987
Constitution of the Republic of the Philippines saw to it to emphasize that “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 1,
Article XIV)
Before the time the Philippines suffered subjugation under the powers of
different sovereigns and during the time when societies were not governed by laws
yet but by men still, children were provided practical and vocational training by their
parents, relatives, tribal tutors and leaders. There were no schools or academic
activities. Everything was basically and purely see-and-do, try-and-fail. (Goh, 2007)
Probably, the closest thing to theoretical learning that time was the passing through
oral traditions and ceremonies of stories, songs, poetry, and dances. These pieces of
information were passed from one generation to another. This system of education
was not restrained by any statute or code but fueled by instinct and curiosity.

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 Activity

As a future teacher how do you foresee our

educational
system using the first letter of the word TEACHER
Group yourselves into
10 members and then
T
try to fill in the
acronym TEACHER
E
in relation to
Philippine educational
A
jurisprudence C
H
E
R

Analysis
1. What does your list tell you about your expectation from our
government with regards to the teachers both from private and public
learning institutions?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. How do you feel? Are you saddened by the result or overwhelmed?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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 Reading Further

Abstraction

1. CONSTITUTION

Philippine Constitution of 1987

Article XIV: Education, Science and Technology, Arts, Culture and Sports
 Quality education accessible to all. (Sec. 1)
 Complete, adequate, and integrated relevant education. (Sec. 2.1)
 FREE public education in the elementary and high school levels.
o Elementary education is COMPULSORY for all children of school
age. (Section 2.2)
 Scholarship programs to deserving students especially to the underprivileged.
(Sec. 2.3)
 Non-formal, informal and indigenous learning systems. (Sec. 2.4)
 Training in civics, vocational efficiency and other skills to adults, the
disabled, and out-of-school youth. (Sec. 2.4)
 Study of the CONSTITUTION. (Sec. 3.1)
 Study of VALUES. (Sec 3.2)
o Patriotism
o Nationalism
o Love of Humanity
o Respect of Human Rights
o Appreciation of the role of national heroes
o Strengthen ethical and spiritual values
o Moral character and personal discipline
o critical and creative thinking
o Scientific and technological knowledge
o Vocational Efficiency
 Optional religious instruction in public schools. (Sec. 3.3)
 Supervision and regulation of all educational institutions by the state. (Sec.
4.1)
 Control and administration of schools by Filipinos. (Sec 4.2)
 Exemption from taxes. (Sec 4.3,4)
 Local planning in the development of educational policies and programs.
(Sec. 5.1)
 Academic freedom in all institutions of higher learning. (Sec. 5.2)
 Right of every citizen to select a profession or course of study. (Sec. 5.3)
 Right of teachers to professional growth.

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 o Non-teaching academic and non-academic personnel shall enjoy the
protection of the state. (Sec. 5.4)
 Assigning HIGHEST budget priority to education. (Sec. 5.5)
 The national language of the Philippines is Filipino. (Sec. 6)
 Priority to research and technology. (Sec. 10,11,12,13)
 Filipino national culture based on unity in diversity. (Sec 14)
 Ensure equal access to cultural opportunities. (Sec. 18.1)
 Support on researches and studies on the arts and culture. (Sec. 18.2)
 Promote physical education (Sec. 19)

2. STATUTE

Batas Pambansa 232

Batas Pambansa 232, otherwise known as the Education Act of 1982
(see Appendix B), was signed into law by President Ferdinand E. Marcos.
Section 10,11, and 16 of this law are helpful in understanding the rights and
duties of teachers.
Section 10. Rights of all School Personnel. In addition to other rights
provided for by law, all school personnel shall enjoy the following rights:
1. The right to free expression of opinion and suggestion, and to effective
channels of communication with appropriate academic and administrative
bodies of the school or institution.
2. The right to be provided with free regal service by the appropriate government
office 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 discharge of 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 define their interests.
4. The righto be free from involuntary contributions except those imposed by
their own organizations.
Section 11. Special Rights and/or Privileges of Teaching or Academic
Staff. Further to the rights mentioned in the preceding Section, every member
of the teaching or academic staff shall enjoy the following rights and/or
privileges:
1. The right to be free from compulsory assignments not related to their duties
as defined in their appointments or employment contracts, unless
compensated therefore, conformably to existing law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge of
lawful duties and responsibilities, and shall, therefore, be accorded due
respect and protection.

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 4. Teachers shall be accorded the opportunity to choose alternative career lines
either in school administration, in classroom teaching, or others, for purposes
of career advancement.

Source: Section 10 to 11, Batas Pambansa 232

Section 16. Teacher’s 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 reports on performance of each student and to the latter and the
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 students’ scholastic rating to 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 politics.
Source: Section 16. Batas Pambansa 232

CASE LAW & JURISPRUDENCE

Garcia vs. Loyola School of Theology (Academic Freedom)
AMA Computer College et al vs Rolando Austria
Khristine Rea M. Regino vs Pangasinan Collegej of Science and Technology
(Withholding of Credentials)
Alma Concepcion’s Case (Dress Code)
University of Agustin vs(Academic Deficiency)
Arokiawswamy William Magaret Celine vs UP
(Revocation of Academic Degree due to Plagiarism)

REGULATORY LAWS

Republic Act 7836

otherwise known as the “Philippine Professionalization Act of 1994”

 Signed on December 16, 1994

 In order to ensure a responsible and literate citizenry, this law was enacted to
regulate the examination and professionalization of the teaching profession.
Article 1. This recognizes the vital role that teachers play in developing
and literate citizens.
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 TEACHING
- Refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed
by the Department of Education, Culture and Sports, whether on part-time or
full-time basis in the private or public schools.

TEACHERS
- Refers to all persons engaged in teaching at the elementary and secondary
levels, whether on full-time or part-time basis, including industrial arts or
vocational teachers and all other persons performing supervisory and/or
administrative functions in all schools in the aforesaid levels and qualified to
practice teaching under this Act.

BOARD
- Refers to the Board for Professional Teachers duly established and constituted
under this act.

COMISSION
- Refers to the Professional Regulation Commission

Article II. Board for Professional Teachers

The creation and composition, duties and functions, qualifications, and
condition for removal of the Board are also states in this act.
Two of the most important duties of the board are:
1. Prescribing a code of ethics and professional standards for teachers.

2. Look into a state/condition which affects the teacher’s and the teaching
profession so that when necessary, they will be able to enhance and create
higher professional standards for teachers.

Standards for the

Behavior and
Professional Practice of
Teachers

Code of Ethics Code of Conduct

a more detailed set of Standards of
A set of aspirational
standards for Professional Practice
goals base around the
values of: prodessional and A set of standards which
personal conduct and apply to all registered
- Integrity
professional teachers that articulate
Respect competence based on what all teachers know
Responsibility the values set out in and be able to do.
the Code of Ethics.

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 Article III. Examination and Registration
- This article will tell us that the registration of professional teachers
begins after his name has been enrolled in the roster of professional
teachers.
- Before this, each teacher shall be required to take his professional oath
so that he can finally practice as a professional teacher.
Article IV. Provisions Relative to the Practice of The Teaching Profession
- This article will tell us about the inhibition against the Practice of
Teaching Profession as well as the Penal Provisions.
- No person shall practice or offer to practice the teaching profession in
the Philippines or be appointed as teacher to any position calling for a
teaching profession without having previously obtained a valid
certificate pf registration and a valid professional license from the
commission.

PENAL PROVISION
- If a person is practicing as a professional teacher without a valid
certificate of registration or valid license:
o He may be fined with less than 5,00- 20,000 pesos.
o Maybe imprisoned from six (6) months to five (5) years.

Republic Act 9293

An act amending certain sections of RA 7836 otherwise known as the
“Philippine Teachers professionalization Act of 1994”
Section 1. Section 15; (e) (3) of republic act 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
filling of the application, he shall have complied with the following
requirements:
(e) “A graduate of a school, college or university recognized by the
government and possesses the minimum educational requirements 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, a bachelor’s degree program
in elementary education or its equivalent;
3. For teachers in the secondary grades, bachelor’s degree in education
or its equivalent with a major or minor, or a bachelor’s degree in arts and
sciences with at least 18 units in professional education; and
4. For teachers of vocational and 2-year technical courses a bachelor’s
degree in the field of specialization or its equivalent, with at least 18 units in
professional education.

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 Section 2. Section 26 of the same act is hereby recommended 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, whwther in the
preschool, elementary or secondary level, unless a person is duly registered
professional teacher, and a holder of valid special or temporary permit.
Upon approval of the application and payment of the prescribed fees,
thecerticate of registration and 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 DECS; or
(b) a registered professional teacher with the National Board for Teachers
under the DECS pursuant to P.D. No. 1006.
Professional teachers who have not practiced their profession for the last 5
years shall take at least units of pedagogy and 6 units. of content courses or
the equivalent training and number of hours; 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.
o those who have failed the licensure examination for the
professional techers, with a rating of not lower than the 5% 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 2 years.
o The para-teachers shall be assigned to areas where there is a
shortage of absence of a rofessional teacher, as identified or
provided by the Department of education and the ARMM
Education Department to the Board for Professional Techers and to
the Commision. The special permit, renewable for a non-extendible
of 2 yrs.
o 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 31 of the same Act hereby amended to read as follows:
Section 31. Transitory Provision – Special permits, with validity of 3 and 5
years, issued to para-teachers by the Board for Professional Teachers before
the effectivity of the Act shall be allowed to expire based on the period
granted therein: Provided, That only special permit with a validity of 3 years
may be renewed upon expiration for a non-extendible period of 2 years.

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 Republic Act 4670
Magna Carta for Public School Teachers

The president Ferdinand E. Marcos sign Republic Act 4670 during the
first part of his term as president of the Philippines, this law is very important
in the history of the teaching profession in the Philippines, as stipulated in
Section1 of this law, this act aims:
 To promote and improve the social and economic status of public
school teachers, their living and working conditions, their term of
employment and career prospect in order that they may compare
favorably with existing opportunities in other walk of life, attract and
retain in the teaching profession more people with the proper
qualification, it being recognized that advance in education is an
essential factor in the economic growth of the nation as a productive
investment of vital importance.
Sources: Section 1, R.A. 4670

Special provision in this Act include this following:

 Sec. 5. Tenure of Office. Stability on employment and security f tenure
shall be assured the teachers as provided under existing laws. Subject
to the provisions of Section 3 hereof, teachers appointed on a
provisional status for lack of necessary civil service eligibility shall be
extended permanent appointment for the position e is holding after
having rendered at least ten years of continuous efficient and faithful
service in such position.
 Sec. 6. Consent for Transfer Transportation Expenses. Except for cause
and as herein otherwise provide, 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, the
school superintendent who shall previously notify the teacher
concerned of the transfer and the reason or reasons therefor may affect
such transfer. If the teacher believes there is no justification for the
transfer, he may appeal his case to the Directory of Public Schools or
the Director of Vocational Education, as the case maybe. Pending his
appeal and the decision thereon, his transfer shale be held in abeyance:
provided, however that no transfer whatever shall be made three
months before any local or national election. The Government shall
pay for necessary transfer expenses of the teacher and his family if his
transfer is finally approved.
 Sec.7. Code of Professional Conduct for Teachers. Within six months
from the approval of this Act, the Secretary shall formulate and prepare
the 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 three copies of the same Code shall be
deposited with thaw office of the school principal or head teacher
where they may be accessible for use by the teachers.

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  Sec.8. safeguards in Disciplinary Procedure. Every teacher shall enjoy
equitable safeguards at ach 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 choice and/or by his organization, adequate time being 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 teacher during the pendency of his case.

 Sec.9. Administrative Charges against a teacher shall be heard initial

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 of the local or in its absence, any existing
provincial or national teachers organization and a supervisor of the
Division, the last two will be designated by the Director of Public
Schools. The committee shall submit its finding and recommendation
to the Directors of the Public School within thirty days from the
termination of the hearings: provided, however, that where the schools
superintendent is the complaint or an interested party, all the members
of the committee shall be appointed by the secretary of Education

 Sec.10. No Discrimination. There shall be no discrimination

whatsoever in entrance for the teaching profession, or during its
exercise, or in the termination of service based on other than
professional consideration

 Sec.11. Married teachers. Whenever possible, the proper authorities

shall take all steps enable married couples, both of whom are public
school teachers, to be employed in the same locality.

 Sec.12. Academic Freedom, teachers shall enjoy academic freedom in

the discharge of their professional duties, particularly with regard to
teaching and classroom methods.

 Sec.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 correct of exercise and other work
incidental to his normal teaching duties: provide, however, that where
the exigencies of the service so require, any teacher may be required to

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 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.
 Sec. 14. Additional Compensation. Notwithstanding any provision of
existing law to the contrary, co-curricula and out of school activities
and any other activities and any other activities outside of what is
defined as normal duties of any teacher shall be paid an additional
compensation 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 pain 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. 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.
Sources: Section 5 to 12, R.A. 4670

Section 15 up to Section 19 discuss the criteria for salaries and other

benefits or allowances for teachers. Those allowances include Cost of Living
Allowance or COLA to help teachers augment their income to cope with
increasing cost of living, and a Special Hardship Allowances for teachers
assigned 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.
In Section 22 of this Act, a compulsory annual medical examination is
required and it shall be provided free of charge for all teachers before they
take up teaching, and once a year during the teacher’s professional life. An
important provision was also stipulated in Section 23 whereby all teachers are
protected against the consequences of employment injuries that includes the
effects of the physical and nervous strain on the teacher’s health.
R.A. 4670 also provides opportunities for teachers to avail and enjoy
study leave for those who wish to pursue graduate studies and special trainings
in the country or abroad (Sec. 240). The law also provides indefinite leave for
teachers who may be required to take long treatment for some serious illness
(Sec. 25). The law also stipulates that all 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 (Section 26).
As professionals, teachers are free either to form an organization or to
join any local, national, or international organizations (Sec. 27). Their choice
of organization may vary based on their interests and specialization. Section

44
 28 protects public school teachers from any form of discrimination such as
the following:
a. Make the employment of a teacher subject to the condition that he/she shall
not join an organization, or shall relinquish membership in an organization;
b. 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. Prevent him/her from carrying out the duties laid upon him/her by his/her
position in the organization, or to penalize him/her for an action undertaken in
that capacity.

Code of Ethics
The Code of Ethics for Professional Teachers
In 1997, the Board of Professional Teachers adopted the Code of Ethics for
Professional Teachers in the Philippines. This is to implement certain provisions of
R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act
of 1994 and paragraph A, section 6, P.D. No. 223, as amended. This Code of Ethics
for Professional Teachers is essential in mentoring new teachers and in ensuring that
all teachers should practice their profession with utmost dedication and
professionalism.

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, and they strictly adhere to, observe, and practice this set of ethical
and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. the Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers. Committed to its full realization,
the provision of this Code shall apply, therefore, to all teachers in schools in the
Philippines.
Section 2. this Code covers all public and private school teachers in all educational
institution at the preschool, primary, elementary, and secondary levels whether
academic, vocational, special, technical, or non-formal. The term teachers shall
include industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools at the aforesaid levels,
whether on full time or part-time basis.

Article II: The Teacher and State

Section 1. The schools are the nurseries of the future 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,

45
promote national pride, cultivate love of country, instill allegiance to the constitution
and 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 and of the Filipino people as much as his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a 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 or service or other valuable material from any person or entity for
such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibility.
Section 7. A teacher shall not use his position or official authority or influence to
coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of
expounding the product of his researches and investigations; provide that, if the
results are inimical to the declared policies of the State, they shall be brought to the
proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1. A teacher is a facilitator and of the development of the youth; he shall
therefore, render the best service by providing and environment conductive to such
learning and growth.
Section 2. every teacher shall provide leadership and initiative to actively participate
in community movement for moral, social, educational, economic and civic
betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose
shall behave with honor and dignity at all times and refrain from such activities as
gambling, smoking, drunkenness’ and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall. Therefore,
study and understand local customs and tradition in order to have sympathetic
attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its need and
problems.
Section 6. Every teacher is intellectual leader 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 possess freedom to attend church and worships as appropriate,
but shall not use his positions and influence to proselyte others.

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 Article IV: A Teacher and the Profession
Section 1. Every teacher shall actively insure that teaching is the noblest profession,
and shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teaching 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 and 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 from 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
dignified means for earning a decent living.

Article V: The Teacher and the Profession

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, teachers shall support one
another.
Section 2. A teacher is not entitled to claim credit or 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 for whoever assumes
the position 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 that has not
been officially released, or removed records from files without 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. However,
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 the right of the individual
concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified;
provided that he respects the system of selection on the basis of merit and
competence; provided, further, that all qualified candidates are given the opportunity
to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

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

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Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present
such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when
special conditions warrant a different procedure, such as when special conditions are
advocated but are opposed by immediate superiors, in which case, the teacher shall
appeal directly to appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redness
against injustice to the administration and to extent possible, shall raise grievance
within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the
interest and the welfare of learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed in
the interest of the service.
Section 6. A teacher who accepts a position assumes a position assumes a contractual
obligation to live up his contract, assuming full knowledge of employment terms and
conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school official shall at all times show professional courtesy, helpfulness
and sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the
system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or
other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school teachers
are issued contracts specifying the terms and conditions of their work; provided that
they are given, if qualified, subsequent permanent tenure, in accordance with existing
laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that’s such
determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately
take appropriate actions, observing due process.

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Section 2. A teacher shall recognize that the interest and welfare of learners are of
first and foremost concern, and shall deal justifiable and impartially with each of
them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against
a 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 undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality 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 on offending learners nor
make deductions from their scholastic ratings as a punishment for acts, which are
clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner and in seeking parental cooperation for the proper
guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding,
and shall discourage unfair criticism.

Article X: The Teachers and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate
income generation; provided that it does not relate to or adversely affect his work as a
teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private 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 only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further,
that members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.

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 Article XI: The Teachers as a Person
Section 1. A teacher is, above all, a human being endowed with for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle
of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality, which could
serve as a model worthy of emulation by learners, peers, and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own
destiny and the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of nay provision of this code shall be the sufficient ground
for the imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, or reprimand or cancellation of
his temporary/special permit under causes specified in Sec.23, Article III or R.A. No.
7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing
R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette
or any newspaper of general circulation, whichever is earlier.

ORDINANCES
Ordinance No. SP-2340
An ordinance institutionalization the alternative learning system (ALS) in all
barangays within Quezon city, providing guidelines therefore and for other purposes.

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Application

Directions: React on the scenario and justify your answers with regards
to the legal dimensions of teaching profession.

A teacher Benjamin is in a romantic relationship with one of his students. Is this

allowed?

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Closure
Congratulations! You have reached the end of the lesson 3. It is expected
that you have gained important insights that you can connect to the next lesson.
So, continue navigating this module and keep reading!
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 Lesson Legal Underpinnings of
4 Philippine Education

Objectives:

 Describe the different levels of

the Philippine educational
system;
 Analyze the new basic education curriculum; and
 Identify and discuss the programs of CHED.

Introduction
Filipinos, by nature, values and have deep regard for education. Education
occupies a central place in Philippine political, economic social and cultural life. It
has always been actively viewed as a pillar of national development and a primary
avenue for social and economic mobility.

CSNOUITTNIO
Activity
__________________
PEBLRAME
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Arrange the GMANGA RATAC
jumbled letters
___________________
and find out
the definition LEPSROAISFNO
of the arranged ___________________
words/phrases.
ARFOLM IANTUDOCE
_____________________

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 Analysis
As a future educator, why do you think it is important that you have knowledge
about certain laws that governs the educational system of our country? Elaborate
your answer.

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 Abstraction

Educational Structure
 on February 27, 1945, the Department of Instruction was made part of
the Department of Public Instruction
 in 1947, by virtue of execution Order No. 94, the Department of
Instruction was change to Department of Education
 during the period, the regulation and supervision of public and private
schools belonged to the Bureau of Public and Private
 in 1972, it became the Department of Education Culture by virtue of
Proclamation 1081
 in 1987, it became Ministry of Education and Culture by virtue of P.D.
no. 1397
 the Education of Act of 1982 created the Ministry of Education Culture
and Sports which later became Department of Education Culture and
Sports in 1987 by Virtue of Executive Order NO. 117
 the structure of DECS has remained unchanged until 1994 when the
Commission on Higher Education (CHED) and 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 for Congress to pass RA7722 and RA7796 to create CHED
an TESDA, Respectively

Educational Policies

Child Friendly School System (CFSS)

 Is a project of the United Nations Children’s Fund (UNICEF) and the
DepEd
 Need of child friendly schools and desired outcomes for the
children as follows
 To be healthy, well nourished, free from exploitation and
violence from labor
 To be aware of their rights…
 To be able to protect themselves…
 To be able to participate in decisions which affect their lives in
accordance with their evolving capacities
 To respect diversity, practice equality and resolve differences…

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 Every Child Reader Program (ECARP)
 To develop pupil’s reading and communication skills by Grade 3.
 Designed to improve the delivery of instruction of reading teachers in
Grade I to III.
 And 8-week curriculum provides Grade I pupils adequate home-to-
school transition and readiness experience.
 Topics in the modules:
- Reading Readiness
- Beginning Reading
- Developmental Reading
- Reading Remediation
- Assessment
- Selective Developmentally Appropriate Materials

Brigada Eswela
 Began in May 20003
 Is observed every May of each year
 Capitalizing on the spirit of bayanihan
 Encourage parents, barangay residents, local businessmen, community,
etc, to volunteer resources (financial, material, labor) and work
collectively for the maintenance, and minor repair of schools during
the month of May to prepare the schools for the opening of classes in
June.

Adopt-A-School
 Republic Act 8525 or the Adopt-A-School Act, enacted in 1988 for the
very purpose of providing a venue for the strong and dynamic private
sector to participate in nation-building through investments in
education of Filipino children.
 DepEd introduced interventions to reduce student dropouts and keep
youth off the streets.
 EDUCATION is the key to NATIONAL GROWTH.
Alternative Learning System (ALS)
 A FREE education program implemented by the DepEd
 A laderized, modular non-formal education program by Department of
Education (DepEd)
 Benefits those who cannot afford formal schooling and follows
whatever is their available schedule
 provides a viable alternative to the existing formal education
instruction, encompassing both the non-formal education and informal
sources of knowledge and skills.

55
  Teachers that are involved in this program are called “Mobile teachers”
for reasons that they often go about teaching in rural and depressed
areas where a formal classroom is not available.
Who are the target learners of ALS?
 Elementary and secondary school dropouts
 Youth and Adults although in school but over-aged for Grade 6 and
4th Year
 Unemployed/underemployed OSY’s and adults
 Industry-based workers, housewives, maids, factory workers,
driver
 Members of cultural minorities/Indigenous People (IPs)
 Persons with Disabilities (PWDs)/physically Challenged
 Inmates, rebel/soldier integrees

Curriculum and Instruction

The National Elementary School Curriculum (NESC) 1983-2002

In a series of consultations, seminars and workshops, the curriculum experts

identified the different contents, skills and values that needed to be learned by
our elementary students. They called these competencies.

Minimum Learning Competencies (MLC)

Mastery Learning was emphasized in the NESC
A child must be able to acquire the required competencies with at least 75 %
mastery. • In other words, a child must be able to answer at least seven (7) out
of ten questions in a formative test.

The New Secondary Education Curriculum (NSEC) 1991-2002

Bureau of Secondary Education (BSE) implemented the NSEC in the schools.

The NSEC included the following learning areas to be taught for 400 minutes
daily from First Year to Fourth Year:
• Values Education Araling Panlipunan
• Filipino Science and Technology
• English Physical Education, Health and Music
• Mathematics Technology and Home Economics
Evaluation of the NESC and NSEC
• Curriculum development is a never-ending process.
• The formal review of the NESC and NSEC was started during the
incumbency of
Secretary Andrew Gonzales (1998-2001) and continued during the
incumbency of Secretary Raul S. Roco (2001–2003)

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 •Committee on Curriculum Reform was formed with the participation of
officials from the academe, the private sector and civil society • The
Committee on Curricular Reform came out with the 2002 Basic Education
Curriculum (BEC), which had to undergo a national pilot test in SY 2002.

According to Sec. of Education Raul Roco, the 2002 BEC was based on a 16-
year study (starting in 1986).

Implementation of RBEC was based on Executive Order No. 46, which in

turn was based on the recommendations of the Philippine Commission on
Educational Reforms (PCER), created on Dec. 7, 1998.

“The restricting of the curriculum is part of an ongoing effort to improve

the quality of learning. We are focusing on the basics of improving
literacy and numeracy while inculcating values across learning areas to
make it dynamic.” (Raul Roco)

• The 2002 BEC is a restricting and not a sweeping change of the elementary
and secondary curricula (NESC & NSEC)

o The implementation of the 2002 Basic Education Curriculum was

announced in DepEd Order No. 25, s. 2002, issued on June 17, 2002.
o The actual implementing guidelines were found in DepEd Order No.
43, s. 2002, dated Aug. 29, 2002. •Less than a year later (on June 12,
2002), a new curriculum (the Revised BEC) was signed into law.

Revised Basic Education Curriculum (RBEC 2002-2010)

The objectives of elementary and secondary education serve as the “official

learning goals” of basic education as stated for a particular population of
learners; that is, the elementary and secondary education learners.

The Bureau of Alternative Learning System (formerly Non-formal Education)

likewise has a set of official learning goals for its particular set of target
learners – the out-of-school youth and adults.

The Education Act of 1982 or Batas Pambansa Blg. 232 provides the
general objectives of elementary, secondary, and non-formal education.

BEC 2002/ RBEC 2002 The objectives of elementary education are as

follows:

1. Provide the knowledge and develop the skills, attitudes, and values essential
for personal development, a productive life, and constructive engagement with

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 a changing social milieu; 2. Provide learning experiences that increase the
child’s awareness of and responsiveness to the just demands of society;
3. Promote and intensify awareness of, identification with, and love for our
nation and the community to which the learner belongs;
4. Promote experiences that develop the learner’s orientation to the world of
work and prepare the learner to engage in honest and gainful work.

BEC 2002/ RBEC 2002 The objectives of secondary education are threefold:

1. Continue the general education started in elementary.

2. Prepare the learners for college.
3. Prepare the learners for the world of work.

BEC 2002/ RBEC 2002 The objectives of non-formal education are as

follows:

1. Eradicate illiteracy and raise the level of functional literacy of the

population;
2. Provide an alternative means of learning and certification for out-of-school
youth and adults;
3. Develop among the learners the proper values, attitudes, and knowledge to
enable them to think critically and act creatively for personal, community, and
national development.

To operationalize the official learning goals, the BEC, was organized into four
(4) learning areas, considered as the core or tool subjects and one (1) non–core
subject.

Features of 2002 BEC/ RBEC

 Greater emphasis on helping every learner become a successful reader.

• Emphasis on interactive/ collaborative learning approaches.
• Emphasis on the use of integrative learning approaches.
• Teaching of values in all learning areas.
• Development of self-reliant and patriotic citizens.
• Development of creative and critical thinking skills.

Curriculum Structure of 2002 BEC/ RBEC

The Core Subjects: Filipino, English, Math, Science (Science and Health for
Elementary); (Science and Technology for Secondary)

The Experiential Area: • Makabayan: Araling Panlipunan • MAPEH (Music,

Arts, PE, and Health) • TLE • Edukasyon sa Pagpapahalaga (the practice for

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 environment for holistic learning to develop a healthy personal and national
self-identity)

Curriculum Structure of 2002 BEC/ RBEC Medium of Instruction:

Pursuant to the DepEd Bilingual Policy (DepEd Order No. 52, s, 1987), the
medium of instruction shall be as follows:

For Elementary Education:

Filipino shall be used in the following areas: Filipino; Makabayan
English shall be used in the following learning areas: English; Science;
Mathematics

For Secondary Education:

English: Mathematics; Science and Technology; English; Technology and
Livelihood Education; MAPEH; CAT
Filipino: Edukasyon sa Pagpapahalaga (Values Education) Araling
Panlipunan, Filipino

Secondary Education Curriculum- Understanding by Design Model 2010 The

refinement of the curriculum followed the Understanding by Design (UbD)
model developed by Jay Mctighe and Grant Wiggins. The curriculum design
has the following elements:

Stage 1 Identify Desired Results

Stage 2 Determine Acceptable Evidence/ Assessment
Stage 3 Plan Learning Experiences and Instructions Strengths

Stage 1- Identify Desired Results

It is the identification of achievable goals for students
A. Results/Desired Outcomes This stage define what students should be able
to know and do at the end of the program, course, or unit or study generally
expressed in terms of overall goals, specifically defined terms of content and
performance standard.
A.1 Content Standards Specify the essential knowledge (includes the most
important and enduring ideas, issues, principles and concept from the
disciplines), skills and habit of mind that should be taught and learned. They
answer the question, “What should students know and be able to do?”
A.2 Performance Standards Express the degree or quality or proficiency that
students are expected to demonstrate in relation to the content standards. They
answer the question, “How well must students do their work?” or “At what
level of performance would the student be appropriately qualified or
certified?”
B. Essential Understanding These are the big and enduring ideas at the heart of
the discipline and which we want the children to remember even lone after
they leave school. Stage 1- Identify Desired Results

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 C. Essential Questions
These are open-ended provocative questions that spark thinking and further
inquiry into the essential meanings and understandings.

D. Curriculum Objectives
Objectives which are expressed in terms of knowledge and skills that teachers
can use as guide in formulating their own classroom objectives. Stage 1-
Identify Desired Results

Stage 2- Determine Acceptable Evidence/ Assessment

A. Assessment Defines acceptable evidence of student’s attainment of desired
results, determines authentic performance tasks that the students is expected to
do to demonstrate the desired understanding and defines the criteria against
which the student’s performances or products shall be judged.
B. Products and Performances Evidence of the students’ learning and a
demonstration of their conceptual understanding and content and skill
acquisition.

Stage 3- Plan Learning Experiences and Instructions

A. Learning Plan Details the instructional activities that the students will go
through to attain the standards.
A.1 Instructional Activities Activities which are aligned with the standard and
are designed to promote attainment of desired results.

Features of the Curriculum Secondary Education Curriculum

• Lean-focuses on the essential understandings
• Set high expectations
• Rich and challenging
• Develops readiness and passion for work and lifelong learning.
Strengths of SEC 2010
1. Lean. It focuses on essential understandings.
2. Sets high expectations (standard-based). Expressed in terms of what
students should know and the quality of the skills that they are expected to
demonstrate as evidence of learning.
3. Rich and Challenging. It provides a personalized approach to developing
the students’ multiple intelligences
4. Develops readiness and passion for work and lifelong learning

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Application

A. To which section of the Code of Ethics do these quotes belong? Cite examples
or proof and explain.

“Success is where preparation and opportunity meet.”

- Bobby Unser

“Self-respect is the fruit of discipline; the sense of dignity goes with

the ability to say no to oneself.”
-Abraham Joshua Heschel

Closure

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 Congratulations! You have reached the end of module 2.

MODULE SUMMARY

LEGAL DIMENSIONS OF EDUCATION

Primacy of the Constitution
The Constitution is the highest law of the land. At present, the Constitution of
the Philippines is the 1987 Constitution, and its provisions in Article XIV will be the
outline for all legal documents pertaining to education. Whether they were
implemented before or after the ratification of the 1987 Constitution.

Article XIV – Education, Science and Technology, Culture, Arts, and Sports
EDUCATION

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 shall:

1. Establish, maintain, and support a complete, adequate, and integrated system

of education relevant to the needs of the people and society:

 Educational Decree of 1863

 R.A. 9155 – Governance of Basic Education Act (2001)

 R.A 10157 – Integrated Kindergarten Education Act (2012- Jan 20)

 R.A. 10533 – Enhanced Basic Education (K-12) Act (2013 – May 15)

2. Establish and maintain, a system of free public education in the elementary

and high school levels. Without limiting the natural rights of parents to rear
their children, elementary education is compulsory for all children of school
age;

 R.A. 6655 – Free Public Secondary Education Act (1988 – May 26)

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 3. Establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives which shall be available to deserving students
in both public and private schools, especially to the under-privileged.

 Government Assistance to Students and Teacher Private Education

(GASTPE) (R.A. 8545)

 Senior High School Voucher Program (DepEd Order No. 11, Series of
2015)

 R.A 10931 – Universal Access to Quality Tertiary Education Act

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 trainings in
civics, vocational efficiency, and other skills.
Section 3.
1. 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 or wards in public elementary and
high schools within the regular class hours by instructors designated 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.

 R.A 7722 – Higher Education Act (1994)

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 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 al 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 sub section 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-profit educational institutions used, directly,

and exclusively for educational purposes shall be exempt from 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, endowments, 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 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 and academic requirements.
4. The State shall enhance the right of teachers to professional advancement.
Non-teaching academic and non-academic personnel shall enjoy the protection
of the State.

 Presidential Decree 1006 – Decree Professionalizing Teaching (1977)

 R.A. 7836 – Teachers Professionalization Act (1994 – December 16)

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 5. The state shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction and
fulfillment.

 Magna Carta for Public School Teachers

NON-EDUCATION-SPECIFIC LAWS / REGULATIONS / PROGRAMS

THAT HAVE AND IMPACT TO TEACHERS

 R.A 11036 – Mental Health Act (2018)

CHANGES IN THE TEACHER EDUCATION CURRICULA

 CMO 74 – Bachelor of Elementary Education (BEEd)

 CMO 75 – Bachelor of Secondary Education (BSEd)

 CMO 76 – Bachelor of Early Childhood Education (replacing the old

Pre-school Education program)

 CMO 77 – Bachelor of Special Needs Education (BSNEd) (replacing

the old Special Education program)

 CMO 78 – Bachelor of Technology and Livelihood Education (BTLEd)

(replacing the old TLE as specialization of BSEd)

 CMO 79 – Bachelor of Teachnical-Vocational Teacher (BTVTEd) for

Teach-Voc Track teachers

 CMO 80 – Bachelor of Physical Education (BPEd) (separating PE from

the old MAPEH major)

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