HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education in the Philippines has undergone several stages of developments from the
pre-Spanish times to the present. In meeting the needs of the society, education serves
as focus of emphases/priorities of the leadership at certain periods/epochs in our
national struggle as a race. As early as in pre-Magellanic times, education was informal,
unstructured, and devoid of methods. Children were provided more vocational training
and less academics (3 Rs) by their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish
colonization. The tribal tutors were replaced by the Spanish missionaries. Education was
religion-oriented. It was for the elite, especially in the early years of Spanish
colonization. Access to education by the Filipinos was later liberalized through the
enactment of the Educational Decree of 1863, which provided for the establishment of
at least one primary school for boys and girls in each town under the responsibility of
the municipal government; and the establishment of a normal school for male teachers
under the supervision of the Jesuits. Primary instruction was free and the teaching of
Spanish was compulsory. Education during that period was inadequate, suppressed, and
controlled.

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a
Revolutionary Government. The schools maintained by Spain for more than three
centuries were closed for the time being but were reopened on August 29, 1898 by the
Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos,
and the Literary University of the Philippines were established. A system of free and
compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of
American rule was established upon the recommendation of the Schurman Commission.
Free primary instruction that trained the people for the duties of citizenship and
avocation was enforced by the Taft Commission per instructions of President McKinley
Chaplains and non-commissioned officers were assigned to teach, using English as the
medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The implementation of this Act created a heavy
shortage of teachers so the Philippine Commission authorized the Secretary of Public
Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the
Thomasites. The high school system supported by provincial governments, special
educational institutions, schools of arts and trades, agricultural schools, 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.

Japanese educational policies were embodies 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 Bureaus 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 by virtue of P.D. No. 1379.
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
became the Department of Education, Culture and Sports in 1987 by virtue of Executive
Order No. 117. The structure of the DECS, as embodied in EO No. 117, practically
remained unchanged until the Commission on Higher Education (CHED) and the
Technical Education and Skills Development Authority (TESDA) were established in 1994
and in 1995, respectively, to supervise tertiary degree programs and non-degree
technical-vocational programs. 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 non-formal
education, including culture and sports.

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
for the overall framework for (1) school head empowerment by strengthening their
leadership roles and (2) 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.

Online Source: https://www.deped.gov.ph › about-deped.com

REPUBLIC ACT No. 7722

AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION,

APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
The Commission on Higher Education (CHED) was created on May 18, 1994 through
the passage of Republic Act No. 7722, or the Higher Education Act of 1994. CHED, an
attached agency to the Office of the President for administrative purposes, is headed by
a chairperson and four commissioners, each having a term of office of four years. The
Commission En Banc acts as a collegial body in formulating plans, policies and strategies
relating to higher education and the operation of CHED.

The creation of CHED was part of a broad agenda of reforms on the country’s
education system outlined by the Congressional Commission on Education (EDCOM) in
1992. Part of the reforms was the trifocalization of the education sector into three
governing bodies: the CHED for tertiary and graduate education, the Department of
Education (DepEd) for basic education and the Technical Education and Skills
Development Authority (TESDA) for technical-vocational and middle-level education.

In 1997, Republic Act (RA) No. 8292, otherwise known as the “Higher Education
Modernization Act of 1997” was passed to establish a complete, adequate and
integrated system of higher education. The said law also modified and made uniform
the composition of the Governing Boards of chartered state universities and colleges
(SUCs) nationwide in order to:(a) achieve a more coordinated and integrated system of
higher education;(b) render them more effective in the formulation and implementation
of policies on higher education;(c) provide for more relevant direction in their
governance; and (d) ensure the enjoyment of academic freedom as guaranteed by the
Constitution.

Online Source: https://www.Commission on Higher Education.com

 REPUBLIC ACT 7796: TESDA ACT OF 1994

AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE
AND FOR OTHER PURPOSES
The Technical Education and Skills Development Authority (TESDA) was established
through the enactment of Republic Act No. 7796 otherwise known as the "Technical
Education and Skills Development Act of 1994", which was signed into law by President
Fidel V. Ramos on August 25, 1994. This Act aims to encourage the full participation of
and mobilize the industry, labor, local government units and technical-vocational
institutions in the skills development of the country's human resources.

The merging of the National Manpower and Youth Council (NMYC) of the Department
of Labor and Employment (DOLE). The Bureau of Technical and Vocational Education
(BTVE) of the Department of Education, Culture and Sports (DECS), and The
Apprenticeship Program of the Bureau of Local Employment (BLE) of the DOLE gave
birth to TESDA.

The fusion of the above offices was one of the key recommendations of the 1991
Report of the Congressional Commission on Education, which undertook a national
review of the state of Philippine education and manpower development. It was meant
to reduce overlapping in skills development activities initiated by various public and
private sector agencies, and to provide national directions for the country's technical-
vocational education and training (TVET) system. Hence, a major thrust of TESDA is the
formulation of a comprehensive development plan for middle-level manpower based on
the National Technical Education and Skills Development Plan. This plan shall provide for
a reformed industry-based training program that includes apprenticeship, dual training
system and other similar schemes.

TESDA is mandated to:

1. Integrate, coordinate and monitor skills development programs;

2. Restructure efforts to promote and develop middle-level manpower;

3. Approve skills standards and tests;

4. Develop an accreditation system for institutions involved in middle-level

manpower development;
 5. Fund programs and projects for technical education and skills development;
and

6. Assist trainers training programs.

At the same time, TESDA is expected to:

1. Devolve training functions to local governments;

2. Reform the apprenticeship program;

3. Involve industry/employers in skills training;

4. Formulate a skills development plan;

5. Develop and administer training incentives;

6. Organize skills competitions; and

7. Manage skills development funds.

Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards
and tests, coordinates and monitors manpower policies and programs, and provides
policy directions and guidelines for resource allocation for the TVET institutions in both
the private and public sectors.

Today, TESDA has evolved into an organization that is responsive, effective and
efficient in delivering myriad services to its clients. To accomplish its multi-pronged
mission, the TESDA Board has been formulating strategies and programs geared towards
yielding the highest impact on manpower development in various areas, industry
sectors and institutions.

Online Source: https://pcw.gov.ph/republic-act-7796.com

REPUBLIC ACT No. 9155

AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC

EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS
THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
R.A. 9155 is an act instituting a frame work of governance for basic education,
establishing authority and accountability, renaming the Department of Education,
Culture and Sports as the Department of Education and for other purposes. The Act is
known as "Governance of Basic Education Act of 2001."

During the assembly the declaration of policy of the state to protect and promote the
right of all citizens to quality basic education and to make such education accessible to
all Filipino children a free and compulsory education in the elementary level and free
education in the high school level was made. Alternative Learning Systems was also
reiterated for out of school youth and adult.

The goal of basic education is to provide students and learners with skills, knowledge
and values they need to become caring, self reliant, productive and patriotic citizens.
Governance of basic education shall begin at the national level; it is at the regions,
divisions, schools and learning centers.

The State shall encourage local initiatives for improving the quality of basic education.
The State shall ensure that the values, needs and aspirations of a school community are
reflected in the program of education for the children, out-of-school youth and adult
learners. Schools and learning centers shall be empowered to make decisions on what is
best for the learners they serve.

These are the core content of R.A. 9155. The plans of the government are so wonderful
and enticing. You will really see the heart and the purity of its intentions.

Online Source: https://pcw.gov.ph.com

REPUBLIC ACT NO. 4670

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

“The Magna Carta for Public School Teachers” was passed into law in view of providing
professional rights and safeguards to our public school teachers in consideration of the
exigency and level of difficulty of the exercise of their profession.

In every profession there are policies that we should follow. Republic act 4670 provides
the qualification of a professional teacher to have the ability to teach with essential
standards and factors. It is not just simple as teachers know how to teach, there are
certain standards of being a teacher and being called as professional teacher. There are
also adequate procedures in teaching that one should follow because of the standard
education that is promoted by the government. The administration is also liable in
knowing the laws of their jobs. Otherwise, they al so have allowed enjoying the rights
that they are capable of. This is for the organization of teachers and school in
performing their task.

Online Source: https://www.lawphil.net/republic act no. 4670.com

PRESIDENTIAL DECREE NO 1006

PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING

THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES

WHEREAS, the Constitution provides that “All educational institutions shall be under
the supervision of; and subject to regulation by, the State”, and requires that “the State
shall establish and maintain a complete, adequate and integrated system of education
relevant to the goals of national development”;

WHEREAS, in the pursuit on these objectives, the Department of Education and Culture
has adopted ways and means of overseeing all the educational institutions in the
country;

WHEREAS, this accounts for the tremendous growth of the teaching population,
comprising in the civil service sector alone more than 300,000 teachers deployed all
over the country;

WHEREAS, to insure that in the immediacy and urgency of teacher recruitment

qualitative requirements are not overlooked, it has become necessary to regulate the
teaching profession;

WHEREAS, although teaching requires a number of years of collegiate study, it is the

only course that it is not yet considered a profession;

WHEREAS, in recognition of the vital role of teachers in nation-building and as an

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

It provides for the professionalization of teachers, regulating their practice in the

Philippines and for other purposes.

Teachers are defined in this presidential decree in a broad way. In here, the
examination is composed of written test and the scope is not clearly stated. After 150
days starting from the last day of examination, the results will be reported. Revocation
of license is not yet included here. After a long time that it is implemented, a lot of
things are missing here that’s why the branches of government are open for flexible
laws wherein professionals, like teachers can be able to perform their duties well. It is
important that the future or present professionals are guided by the law to have the
order and organization in the field of teaching.

Online Source: https://www.Presidential Decree No.1006, 1976>Malacañang Records

Office

Republic Act 7836: Philippine Teachers Professionalization Act of 1994

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE

PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A
LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES
It strengthen the regulation and supervision of the practice and teaching in the
Philippines and prescribing a licensure examination for teachers and for other purposes.

This republic act made the definition of teachers clear and brief. It differs with the
presidential decree on its examination because in elementary level it is divided into two
parts namely: professional and general education while in the secondary level, it
consists of professional and general education with their field of specialization. After
120 days from the last day of examination, the results will be reported. There are
different causes of revocation of license that is mostly has something to do with the
misconduct in teaching profession. It is a caution to every teacher that all of their
sacrifices might be lost if they did something unprofessional. It strengthens the
regulations because it shows improvement of the law and specifying all the necessary
details for more enhance mandated law.

Online Source: https:// www.scribd.com//Philippine Teachers Professionalization Act of

1994

REPUBLIC ACT NO. 9293

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED

SEVENTY-EIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE
KNOWN AS THE “PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF
1994”
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:

SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:

“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to

take the examination unless, on the date of filing of the application, he shall have
complied with the following requirements:

“(e) A graduate of a school, college or university recognized by the government and

possesses the minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED).

(2) For teachers in the elementary grades, a bachelor’s degree in elementary education
(BSEED) or its equivalent;

(3) For teachers in the secondary grades, a bachelor’s degree in education or its
equivalent with a major and minor, or a bachelor degree in arts and sciences with at
least eighteen (18) units in professional education; and

(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the
field of specialization or its equivalent, with at least eighteen (18) units in professional
education.”

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

“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as
a professional teacher as defined in this Act, whether in the preschool, elementary or
secondary level, unless the person is a duly registered professional teacher, and a holder
of a valid certificate of registration and a valid professional license or a holder of a valid
special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service

Commission and the Department of Education, Culture and Sports; or

(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree
No. 1006.

Professional teachers who have not practiced their profession for the past five (5) years
shall take at least twelve (12) units of education courses, consisting of at least six (6)
units of pedagogy and six (6) units of content courses, or the equivalent training and
number of 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.

Those who have failed the licensure examination for professional teachers, with a
rating of not lower than five percentage points from the passing general average rating,
shall be eligible as para-teachers upon issuance by the Board of a two-year special
permit, renewable for a non-extendible period of two (2) years. The para-teachers shall
be assigned to areas where there is a shortage or absence of a professional teacher, as
identified and provided by the Department of Education and the Autonomous Region
for Muslim Mindanao (ARMM) education department to the Board for professional
teachers and to the Commission. The special permit shall indicate the area of
assignment of the para-teacher.

A special permit may also be issued by the Board to a person who has excelled and
gained international recognition and is a widely acknowledged expert in his or her
respective field of specialization.”

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

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

SEC 4. References to the term “Department of Education, Culture and Sports”, in

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

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

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

SEC 7. Effectivity. – This Act shall take effect upon approval.

Online Source: https:// CDAsia Republic Act No. 9293.com

Republic Act 7610

Protection of Children Against Abuse, Exploitation and Discrimination

Act. AN ACT PROVIDING FOR STRONGER DETERRENCE AND SPECIAL
PROTECTION AGAINST CHILD ABUSE, EXPLOITATION AND
DISCRIMINATION, PROVIDING PENALTIES FOR ITS VIOLATION AND FOR
OTHER PURPOSES
It is hereby declared to be the policy of the State to provide special protection to
children from all firms of abuse, neglect, cruelty exploitation and discrimination and
other conditions, prejudicial their development; provide sanctions for their commission
and carry out a program for prevention and deterrence of and crisis intervention in
situations of child abuse, exploitation and discrimination. The State shall intervene on
behalf of the child when the parent, guardian, teacher or person having care or custody
of the child fails or is unable to protect the child against abuse, exploitation and
discrimination or when such acts against the child are committed by the said parent,
guardian, teacher or person having care and custody of the same.

It shall be the policy of the State to protect and rehabilitate children gravely
threatened or endangered by circumstances which affect or will affect their survival and
normal development and over which they have no control. The best interests of children
shall be the paramount consideration in all actions concerning them, whether
undertaken by public or private social welfare institutions, courts of law, administrative
authorities, and legislative bodies, consistent with the principle of First Call for Children
as enunciated in the United Nations Convention of the Rights of the Child. Every effort
shall be exerted to promote the welfare of children and enhance their opportunities for
a useful and happy life.

Executive Order No. 53

Strengthening the Committee for the Special Protection of Children, Amending for this
Purpose Executive Order No. 275 (s.1995)

Role of the CSPC

The CSPC is hereby strengthened and reorganized to effectively function as the body
principally responsible for coordinating and monitoring the investigation and
prosecution of cases involving violations of R.A. No. 7610 and other child-related
criminal laws.

Vision

All children in the Philippines and Filipino children elsewhere are protected from all
forms of violence, abuse, exploitation and discrimination.

Mission Statement

Guided by the principles of non-discrimination, best interest of the child, respect for
the views of the child, and the right of the child to life, as well as Article 19 of the CRC,
as codified under RA 7610, the SCPC shall ensure that all children in the Philippines are
provided legal protection, within a child sensitive justice system.

Functions and Duties

The Committee shall have the following responsibilities:

1. Establish a system of collecting periodic reports from member agencies on cases

filed before them including the status of such cases;
 2. Coordinate with other inter-agency councils and other similar structures and
mechanisms for synchronization and harmonization of actions on the legal
protection of children;

3. Develop and/or recommend policies and guidelines to address gaps and issues
identified in the investigation and prosecution of cases as well as in the legal
protection of children;

4. Formulate a uniform protocol for capacity-building of duty bearers and other

stakeholders with emphasis on multi-disciplinary approach;

Online Source: https://www.doj.gov.ph.com

Code of Ethics for Professional Teachers

On becoming a fully pledge teacher, one must know the do’s and don’ts of this
profession. Awareness is very important thing in teaching because the law excuses no
one. Professionals should have the knowledge of performing their ethics based on how
they are mold as individuals. Part of a long process in being a professional teacher is the
time that they should allot themselves to be exposed in different sections of this code of
ethics. It is a big help for us in this society to provide educated and learned professionals
who are capable of abiding the law. Teachers should not just teach without knowing
their responsibilities inside and outside the classroom setting. The importance of this
code of ethics is that teachers are guided with the things that are unethical of their
profession, and they can avoid doing those things. No one would like to have a bad
exposure to anyone specially teachers, because they are taking care of their image as a
mentor and role model to their students. Ethics of teachers should not just be
memorized by teachers, but they have to consider it in anything that they do, they have
to perform it even if no one’s watching, and they have to put in in their hearts and prove
to the world that they can be the best teacher that they can ever be. Code of ethics is
not just a law that prohibiting us in doing unethical things but it is for us to understand
that we are professionals that undergo this stage of professionalism. Each section under
the code of ethics is telling us what we should do in terms of different cases that we can
possibly encounter in the field of teaching. It is not just reinforcement and a threat of
getting the license in teaching; it is just providing us the consequences of our actions. I
believe that if we truly value the profession that is given to us, we will find a way to
maintain and protect it. Considering the code of ethics in teaching is the least we can do
in taking care of our image and our profession. The degree is not just the measurement
of being professional but also our capability of being ethically molded by different laws.
It will result no harm, instead it will develop our humanity and professionalism.
Online Source: https://www.depedtambayan.net.com>/2021 Code of Ethics for
Professional Teachers

West Coast College, Inc.

Pio Duran, Albay

THE TEACHING PROFESSION

( Prof. Ed 3 )

Submitted by:

JERICO P. OFAGA
Bachelor of Secondary Education, Major in Mathematics

II D - Class B

Submitted to:

Ms. CHRISTINE JOY N. ABAINZA

 Subject Instructor

TABLE OF CONTENTS

I Historical Perspective of the

Philippine Educational System

II Republic Act No. 7722

III Republic Act No. 7796

IV Republic Act No. 9155

V Magna Carta for Public School

Teacher

VI Presidential Decree No. 1006

VII Republic Act No. 7836

VIII Republic Act No. 9293

IX Republic Act No. 7610

X Code of Ethics for Professional

Teacher