The Professionalization of

Teaching
Learning Objectives
At the end of the presentation, the class is expected to:
1. Acquaint with the historical development of education system in the
Philippines
2. Trace the development of teaching profession in the Philippines
3. Know the significant laws in the professionalization of teaching in the
Philippines
The Professionalization of Teaching
Historical Perspective of Philippine Educational System
1. Pre-colonial era
2. Colonial eras
3. Post colonial era
 The 1987 Constitution
 Republic Act 7722
 Republic Act 7796
 Republic Act 9155
 Executive Order No. 356
 Presidential Decree No. 6-A
 Batas Pambansa Bilang 232
 UNESCO
The Professionalization of Teaching
Traces of the development of Philippine Education system started during
the pre-colonial era, the colonial eras (Spanish settlement, American
ruling, and Japanese regime), and postcolonial era or the modern period.
Key developments were as follows:

Period Description and Key Developments

Pre – colonial era Informal education, ideas and facts were acquired through
suggestions, observations, examples, and imitation. No direct
teaching no formal method of information. “Alibata”, the ancient
system of writing.
The Professionalization of Teaching
Period Description and Key Developments
Colonial eras Formal and organized. Religion oriented education. Spanish
 Spanish settlement missionaries are tutors. Inadequate education. Education is a
(1521 – 1898) privilege not a right. Education is for the elite and controlled by
friars.
Access to education was later liberalize through the enactment of
Educational Decree of 1863
 American ruling (1898- Curriculum was based on ideals and traditions of American and
1946) their hierarchy of values. Under the American devised curriculum,
compulsory religious instruction is prohibited in the public schools.
Collegiate level, normal schools were opened with a teachers
training curriculum appropriate for elementary mentors. Role of
teachers are to teach concept and develop the rational mind.
Reforms were made under the Commonwealth era.
The Professionalization of Teaching
Period Description and Key Developments
 Japanese invasion Implemented Japanese devised curriculum introducing Nihongo
(1942 – 1945) and abolishing English as medium of instruction and as a subject.
Mandated the teaching of Tagalog, Philippine History, and
Character Education (Military Order No. 2, 1942)
The Professionalization of Teaching
Period Description and Key Developments
Post colonial era • The State will protect and promote the right of all citizens to
 The 1987 Constitution quality education in all levels and shall take appropriate steps to
make such education accessible to all.
 Republic Act 7722 AN ACT CREATING THE COMMISSION ON HIGHER
(HIGHER EDUCATION EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR
ACT OF 1994) OTHER PURPOSES

The State shall protect, foster and promote the right of all citizens to
affordable quality education at all levels and shall take appropriate
steps to ensure that education shall be accessible to all.
CHED is tasked by the State to identify “centers of excellence” in
program areas needed for the development of world-class
scholarship, nation building and development.
The Professionalization of Teaching
Period Description and Key Developments
 Republic Act 7722 The State shall likewise ensure and protect academic freedom and
shall promote its exercise and observance for the continuing
intellectual growth, the advancement of learning and research, the
development of responsible and effective leadership, the education
of high-level and middle-level professionals, and the enrichment of
our historical and cultural heritage.

State-supported institutions of higher learning shall gear their

programs to national, regional or local development plans.
Finally, all institutions of higher learning shall exemplify through
their physical and natural surroundings the dignity and beauty
of, as well as their pride in, the intellectual and scholarly life.
The Professionalization of Teaching
Period Description and Key Developments
 Republic Act 7796 AN ACT CREATING THE TECHNICAL EDUCATION AND
TECHNICAL SKILLS DEVELOPMENT AUTHORITY, PROVIDING FOR ITS
EDUCATION AND POWERS, STRUCTURE AND FOR OTHER PURPOSES
SKILLS DEVELOPMENT
AUTHORITY OF 1994 To provide relevant, accessible, high quality and efficient technical
education and skills development in support of the development of
high quality Filipino middle-level manpower responsive to and in
accordance with Philippine development goals and priorities.

The State shall encourage active participation of various concerned

sectors, particularly private enterprises, being direct participants in
and immediate beneficiaries of a trained and skilled work force, in
providing technical education and skills development
opportunities.
Summary of Historical Perspective
Summary of Historical Perspective
Summary of Historical Perspective
Summary of Historical Perspective
Summary of Historical Perspective
Period Description and Key Developments
 Republic Act 9155
 Executive Order No.
356

 Presidential Decree
No. 6-A

 Batas Pambansa Blg.

232
 UNESCO
“Alibata” writing system
Educational Decree of 1863
 Provided for establishment of at least one primary schools for boys and girls each
town under the responsibility of municipal government

 Establishment of normal school for male teachers under the supervision of Jesuits.

 The Spanish school started accepting Filipino students.

 Adoption and implementation of Spanish-devised curriculum

American Ruling
 Philippine Commission by virtue of Act No. 74 – highly centralized public school
system was installed. The creation of this Act created a heavy shortage of teachers so
the Philippine Commission authorized the Secretary of Public Institution to bring
teachers from the U.S.A. They were the Thomasites.

 The high school system supported by provincial governments, special education

institutions, school of arts and trades, an agriculture school, and commerce and
marine institutes were established in 1902.

 1935 Constitution (Commonwealth Period 1935 - 1945) – All education institution

shall be under the supervision and subject to regulation by State. The Government
shall establish and maintain a complete and adequate system of public education, and
shall provide at least free public primary instruction, and citizenship training to adult
citizens. Universities established by State shall enjoy academic freedom.
American Ruling
 The curriculum for training elementary school teachers was expanded by elevating it
from the secondary schools to the collegiate level (normal schools). Role of teachers
was to promote nationalism.
Post Colonial Era
 Presidential Decree 6.A – Educational Development Decree of 197: “To achieve and
maintain social and economic development progress”
 1973 Constitution -
1987 Philippine Constitution
1987 Philippine Constitution
Q~
1987 Philippine Constitution
Reference Materials
 The Teaching Profession Module 1 by Paterno D. Aguila, ASTRA
Academy of Southern Luzon, Inc.
The Professionalization of
Teaching
Learning Objectives
At the end of the presentation, the class is expected to:
1. Acquaint with the historical development of education system in the
Philippines
2. Trace the development of teaching profession in the Philippines
3. Know the significant laws in the professionalization of teaching in the
Philippines
4. Appreciate the developmental trends of Laws in the Education
5. Relate the importance of Laws in Professionalizing Educational System
The Professionalization of Teaching
Historical Perspective of Philippine Educational System
1. Pre-colonial era
2. Colonial eras
3. Post colonial era
 The 1987 Constitution
 Republic Act 7722
 Republic Act 7796
 Republic Act 9155
 Executive Order No. 356
 Presidential Decree No. 6-A
 Batas Pambansa Bilang 232
 UNESCO
RA 9155
Transfer of Agencies
The 2001 law removed from the Department of Education the following agencies:
RA 9155
(a) To provide the framework for the governance of basic education which shall set the
general directions for educational policies and standards and establish authority,
accountability and responsibility for achieving higher learning outcomes;
(b) To define the roles and responsibilities of, and provide resources to, the field offices
which shall implement educational programs, projects and services in communities they
serve;
(c) To make schools and learning centers the most important vehicle for the teaching
and learning of national values and for developing in the Filipino learners love of
country and pride in its rich heritage;
(d) To ensure that schools and learning centers receive the kind of focused attention
they deserve and that educational programs, projects and services take into account the
interests of all members of the community;
RA 9155
(a) Alternative Learning System – is a parallel learning system to provide a viable
alternative to the existing formal education instruction.

(b) Basic Education – is the education intended to meet basic learning needs which lays
the foundation on which subsequent learning can be based.

(c) Cluster of Schools – is a group of schools which are geographically contiguous and
brought together to improve the learning outcomes;

(d) Formal Education – is the systematic and deliberate process of hierarchically

structured and sequential learning corresponding to the general concept of elementary
and secondary level of schooling.
RA 9155
Sec. 5. Principles of Shared Governance. – (a) Shared governance is a principle which
recognizes that every unit in the education bureaucracy has a particular role, task and
responsibility inherent in the office and for which it is principally accountable for
outcomes;
(b) The process of democratic consultation shall be observed in the decision-making
process at appropriate levels. Feedback mechanisms shall be established to ensure
coordination and open communication of the central office with the regional, division
and school levels;
(c) The principles of accountability and transparency shall be operationalized in the
performance of functions and responsibilities at all levels; and

Sec. 6. Governance. – The Department of Education, Culture and Sports shall henceforth
be called the Department of Education. It shall be vested with authority, accountability
and responsibility for ensuring access to, promoting equity in, and improving the
quality of basic education. Arts, culture and sports shall be as provided for in Sections 8
and 9 hereof.
The Secretary of Education
Is the overall authority in terms of basic
Education.

She is also the chief national-level authority in

the Deped. The following are the levels of
governance.

1. National 4. School District

2. Regional 5. School
3. Division
D. Schools Level
E. School Level
Consistent with the national educational policies, plans and standards, the school heads shall have
authority, accountability and responsibility for the following:
(1) Setting the mission, vision, goals and objectives of the school;
(2) Creating an environment within the school that is conducive to teaching and learning;
(3) Implementing the school curriculum and being accountable for higher learning outcomes;
(4) Developing the school education program and school improvement plan;
(5) Offering educational programs, projects and services which provide equitable opportunities
for all learners in the community;
(6) Introducing new and innovative modes of instruction to achieve higher learning outcomes;
(7) Administering and managing all personnel, physical and fiscal resources of the school;
(8) Recommending the staffing complement of the school based on its needs;
(9) Encouraging staff development;
Presidential Decree No. 6-A
Declaration of the Policy
(a) To achieve and maintain an
accelerating rate of economic
development and social progress;
(b) To assure the maximum
participation of all the people in the
attainment and enjoyment of the
benefits of such growth; and
(c) To strengthen national consciousness
and promote desirable cultural values
in a changing world.
Statement of Objectives
a) Provide for a broad general education that will assist each individual, in the peculiar
ecology of his own society, to (1) attain his potential as a human being; (2) enhance the
range and quality of individual and group participation in the basic functions of society;
and (3) acquire the essential educational foundation for his development into a
productive and versatile citizen:
(b) Train the nation's manpower in the middle level skill required for national
development;
(c) Develop the high-level professions that will provide leadership for the nation,
advance knowledge through research, and apply new knowledge for improving the
quality of human life; and
(d) Respond effectively to changing needs and conditions of the nation through a system
of educational planning and evaluation
Section 5. Educational Development Projects.
(a) Management study of the Department of Education and Culture and institution of administrative
improvements therein;
(b) Establishment and/or operation or improvement of secondary schools which may include provision for
extension services, facilities and equipment to allow the use of expanded and improved curriculum;
(c) Establishment and/or operation, upgrading or improvement of technical institutes, skills training centers,
and other non-formal training programs and projects for the out-of-school youth and the unemployed in
collaboration with the programs of the National Manpower and Youth Council;
(d) Curriculum and staff development including mathematics and science teaching;
(e) Expansion of agricultural secondary and higher education programs and extension activities which may
include radio broadcasting and rural training services, and the provision of facilities therefor including seed
capital and revolving funds;
(f) Design, utilization and improvement of instructional technology and development/production of textbooks
and other instructional materials; and
(g) Assistance and incentives, including loans and grants, toward the planned development and improvement
of programs and facilities in both public and private universities, colleges and schools.
Section 8. Utilization of Proceeds.
- The proceeds of such loans, credits or indebtedness, as well as the appropriations
under Section 9 hereof, shall be used exclusively for financing the educational
development projects authorized under this Decree: Provided, That for the purpose of
ensuring continued assistance to the planned development and improvement of
programs and facilities in both public and private universities, colleges and schools,
there is hereby authorized to be established an Educational Institutions Development
Fund in an amount of not less that ten million pesos ( 10,000,000), Philippine currency,
annually for a period of ten (10) years.
Section 9. Appropriations.
In addition to the proceeds of the loans, credits or indebtedness mentioned in Section 7
hereof, there is hereby appropriated for the projects authorized herein the sum of five
hundred million pesos (P500,000,000) out of the funds in the National Treasury not
otherwise appropriated which shall be programmed and released in the following
manner: fifty million pesos (P50,000,000) for Fiscal Year 1972-73 and fifty million pesos
(P50,000,000) annually thereafter until June thirty, nineteen hundred eighty-two:
Provided, That notwithstanding the said schedule, releases in a given year shall be
adjusted in accordance with the actual requirements of the projects being implemented
during the fiscal year: Provided, further, That should there be any surplus in the annual
appropriations herein provided, the same shall accrue to the Educational Special
Account herein created in the General Fund which shall be made available to finance the
projects during the subsequent fiscal years.
Section 10. Creation of Educational Special
Account
. - There is hereby established in the National Treasury an Educational Special Account to meet the
appropriations herein provided, which shall be constituted from the following sources:
(a) Proceeds form bond issues as provided for under Section 11 of this Decree;
(b) Twenty million pesos (P20,000,000) annually from the share of the National Government in the Special
Education Fund under Republic Act Numbered Fifty-four hundred forty-seven as provided in Section 12
hereof;
(c) Fifteen million pesos (P15,000,000) from the Special Science Fund for Fiscal Year 1972-73, and fifty
percentum (50%), annually thereafter until June 30, 1982, of the total annual receipts from the taxes provided
for under Republic Act Numbered Fifty-four hundred and forty-eight, as provided in Section 13 hereof;
(d) Future savings of the Department of Education and Culture that may result from the implementation of
reforms consequent to management study, as provided in Section 14 hereof; and
(e) Augmentations from the General Funds which are hereby authorized in cases where the above sources are
not sufficient to cover expenditures required in any year, as provided in Section 15 of this Act.
Batas Pambansa Blg. 232
UNESCO
United Nations Educational, Scientific and Cultural Organization
Its declared purpose is to contribute to
promoting international collaboration in
education, sciences, and culture in order to
increase universal respect for justice, the Rule
of law and Human rights along with
fundamental freedom proclaimed in
the United Nations Charter.

UNESCO pursues its objectives through five

major programs: Education, natural
sciences, social/human sciences , culture and
communication/information.
Projects sponsored by UNESCO
Includes:
Literacy, technical, and teacher-training programs, international science programs, the
promotion of independent media and Freedom of the press, regional and cultural
history projects, the promotion of cultural diversity, translations of world literature,
international cooperation agreements to secure the world's cultural and natural
heritage (World Heritage Sites) and to preserve human rights, and attempts to bridge
the worldwide digital divide. It is also a member of the United Nations Development
Group.
Key Activities in Education
Education: UNESCO supports research in comparative education; and provide expertise
and fosters partnerships to strengthen national educational leadership and the capacity
of countries to offer quality education for all. This includes the UNESCO Chairs, an
international network of 644 UNESCO Chairs, involving over 770 institutions in 126
countries
Environmental Conservation Organisation
Convention against Discrimination in Education adopted in 1960
Organization of the International Conference on Adult Education (CONFINTEA) in an
interval of 12 years
Publication of the Education for All Global Monitoring Report
Publication of the Four Pillars of Learning seminal document
UNESCO ASPNet, an international network of 8,000 schools in 170 countries
UNESCO- 5 PILLARS OF EDUCATION
UNESCO’s Education for Sustainable Development Initiative (2012) presented a
conceptual framework for ongoing, lifelong learning. This Model organizes learning into
the following 5 pillars.

1. Learning to Know- the development of skills and knowledge needed to function in

this world e.g formal acquisition of literacy , numeracy , critical, numeracy, critical
thinking and general knowledge.

2. Learning to Do- the acquisition of applied skills linked to professional success.

3. Learning to Live Together- the development of social skills and values such as
respect and concern for others, and the appreciation of cultural diversity.
UNESCO- 5 PILLARS OF EDUCATION
4. Learning to Be- The learning that contributes to a person’s mind, body, and spirit.
Skills include creativity and personal discovery, acquired through reading, the interne,
and activities such as sports and arts.

5. Learning to Transform Oneself and Society- when individuals and groups gain
knowledge, develop skills, and acquire new values as a result of learning, they are
equipped with tools and mindsets for creating lasting change in organization
UNESCO- 5 PILLARS OF EDUCATION

1. Learning to Know HEAD Knowledge

2. Learning to Be HEART Awareness and Understanding
3. Learning to Do HAND Skills and Actions
4. Learning to live together VALUES Attitudes
5. Learning to Transform A process which involves all pillars
Reference Materials
 The Teaching Profession Module 1 by Paterno D. Aguila, ASTRA
Academy of Southern Luzon, Inc.
 www.lawphil.net
 www.unesco.org
 slideshare