PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL

EFFECTIVENESS 

Q: How d o w e prioritize problems?

Relevance, Urgency, cost, gr owt h
Relevance, Urgency, g ro wt h ,
cost Urgency, relevance, growth,
cost Urgency, cost, relevance,
growt h

Answer : B

All problems are equally important nor is there a n e e d for t h e m t o b e solved a t

t he same time, there is a n e e d t o prioritize t h e school problems using the
following criteria:
a. Relevance- h o w relevant is t h e p r o b le m t o school a c a d e m i c imp ro ve men t
b. Urgency- if t he proble m is not addressed immediately, will it b e c o m e worse?
c. Growth potential- if t he p r o b le m is not solved, will it b e c o m e worse?
d. Cost- if w e d o not solve t h e p r ob lem now, will it cost mo re t o solve later?

Q: Which of the following are not considered rights of a Public School Teacher?

a.   Safeguard in disciplinary procedures

b.   Administrative charges shall b e h e a r d b y t h e c o m m i t t e e
c.   enjoy a c a d e m i c f r e e d o m in t h e discharge of their professional duties,
particularly with re ga rd t o v a c a n t period using their personal ce llp ho n e
browsing social m e d i a like f a c e b o o k with their students.
 
d. Equality in salary scales

Answer: C

social m e d i a is not a n a c a d e m i c f re ed om specially in school. DepEd vows

strict implementat ion of cell p h o n e b a n during classes.
Legal basis : DepEd order No. 83 Series 2003.

Q: The marketing officer of a private higher e d uc at io n al Institution (HEI’s) offers

to give a br and new la p t o p to the Principal of Bakawan High School in

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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

e x c h a n g e of a favor. The d e a l was to e n c o u r a g e 50 students to enroll in that

school. Is it legal?

a.   Yes, it c a n b e used b y t he principal for his o w n faculty a n d / o r

professorial chairs
b.   No, it is b e y o n d delikadesa of a public officials.

c.   Yes, gifts or d o n a t i o n s shall b e for i m p r o v e m e n t o f classrooms a n d

laboratory of library facilities
d.   Yes, through financial assistance a n d other forms of incentives t o
schools, teachers, pupils a n d students.

Answer : C

Sec. 47. Relating t o Gifts or Donations t o Schools. — All gifts or d o n a t io n in favor

of a ny school, c ollege or university recognized b y t h e G o ve rn men t shall not
be
subject t o tax; Provided, That such gifts or donations shall b e for impr ov em en t of
classrooms a n d laboratory of library facilities, a n d shall not inure t o t he benefit
of
a n y officer, director, official, or owne r or owners of t h e school, or p a i d out as
salary, adjustments or a l l o w a n c e of a n y form or nature whatsoever, e x c e p t in
support of faculty a n d / o r professorial chairs.

Q: The father of Krisel Mallari already a c c e p t the f act that her daughter was not
the Class Valedictorian. During the interview with the m e d i a it shows that her

father want to access the grades of the d e c l a r e d valedictorian for comparison.

It is right to write a letter asking the teachers to a g r e e to show the c o mp u t a t i o n
of the grades.

a.   Yes, it is t he right of her father t o organize b y himself a n d / o r with

teachers for t he purpose of providing a forum
b.   No, It is t he prerogative of t h e school not t o a c t t o arrogant parents
c.   Yes, it is their right t o access t o a n y official record directly relating t o t he
children w h o are under their parent al responsibility.
d.   No, it is against t he policy of t h e school t o show t h e records of other
student’s grades. 

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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

Answer : C

BATAS PAMBANSA BILANG 232

Sec. 8. Rights of Parents.  —  In addit ion t o other rights under existing laws, all
parents w h o h a v e children enrolled in a school h a v e t he following rights:

1.   The right t o o r g a n i z e b y themselves a n d / o r w i t h t e a c h e r s for t h e p u r p o s e

of providing a forum for t he discussion of matters relating t o t he total
school program, a n d for ensuring t he full c o o p e r a t io n of parents a n d
teachers in t he formulation a n d efficient implement at ion of such
programs.
2.   The right t o access t o a n y official record directly relating t o t he children
w h o are under their parent al responsibility.

Q: Mr. Swabe is a regular client of MTMAS for the past 15 years. He always p a y
his dues on time until on e d a y Mr. Swabe work a b r o a d as migrant worker.
Because of negligenc e he forgot to p a y his remaining dues amounting to 75,000
Pesos. His four (4) c o- mak er s were d e d u c t e d p a y m e n t from their salaries
causing t hem to file c om p la in to MTMAS.
Is the basis of the lending c o m p a n y to d e d u c t amortization to its co-worker
valid?

a.   Yes, they are responsible t o p a y e v e n in half b e c a u s e of a m e m b e r

negligenc e
b.   Yes, they reserves t he right t o consider t he entire b a l a n c e of t h e loan d u e
a n d d e m a n d a b l e as co -ma ke r
c.   No! No person shall m a k e a n y d e d u c t i o n whatsoever from t he salaries of
teachers e x c e p t under specific authority of l a w authorizing such
deductions
d.   No! It is a violation of their rights as teachers borrower

Answer: B

The m o m e n t t he co-worker affix their signature as c o- mak er The p a y m e n t of this

loan shall b e through salary d e d u c t i o n a n d t h e undersigned member-
borr ower agrees a n d hereby authorizes t h e Payroll Service Division of t h e
DepEd or

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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

Paymaster t o d e d u c t said a m o u n t from t h e borrower ’s salary a n d other

compensat ion.

In case of n on - pa y m en t for three (3) consecutive installments, t he Association

reserves t he right t o consider t he entire b a l a n c e of t h e loan d u e a n d
d e m a n d a b l e , notwithstanding t he imposition of a p p l i c a b l e penalties, in
a c c o r d a n c e with existing policies of t h e Association o n
delinquent accounts.

Legal basis :
Form No. OP-004, Revised 092013 APPLICATION FOR LOAN MTMAS

De du ct ion prohibited. No person shall m a k e a n y d e d u c t i o n whatsoever from

t h e salaries of teachers e x c e p t under specific authority of l a w authorizing such
deductions: pr ovided however, t h a t u p o n written authority e x e c u t e d b y t he
t e a c he r c o nc er n ed , (1) lawful dues a n d fees owin g t o t he Philippine Public
School Teacher association a n d (2) premiums properly d u e o n insurance
policies, shall b e considered de d uct ib le .

Answer: B

We should k e e p in mind t h a t t e ac hin g is our first job profession a n d never

consider it as part time for selling go o ds t o co-worker a n d students.
We should k e e p in mind t h a t our work is t h e source of basic needs, ―My b r e a d
a n d butter‖ 

It is t he expression of our talent. It is a proo f t h a t w e h a v e a contribution t o t he

world a n d a source of a d v a n c e m e n t a n d growth.

Q: What exac t l y is the Basic Education Sector Reform A g e n d a or BESRA?

A: BESRA is a p a c k a g e of interrelated policy actions in t en d e d t o bring a b o u t a
f u n da m en t al c h a n g e in h o w e d u c a t i o n is delivered across t he basic
e d u c a t i o n sector, a n d in h o w reforms in t he basic e d u c a t i o n sector are
p l a n n e d a n d impleme nt ed .

Q: What are the five k e y reform thrust of the BESRA p olicy action?
A: The BESRA policy actions are organized under Five Key Reform Thrusts:

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PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL
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1.   Strengthened School- Based M a n a g e m e n t (SBM) The first KRT relates t o
t he reform principle t h a t t h e best p e o p l e t o improve t he quality of schools
are t he p e o p l e most directly a ff e c t e d b y t h e school’s operations – namely
t he school heads, t h e teachers, t he students’ parents a n d others in t he
c ommunit y . Ex. Implementation of School a n d Annual I mp rovement Plans
MOOE m a i n t e n a n c e / operation of expenses b a s e d o n needs
2.   I mproved t e a c h i n g effectiveness a n d t e a c h e r d e v e l o p m e n t The se co nd
KRT focuses on t h e important role of t h e teachers as driving f orce in
improving student learning a n d e d u c a t io n a l quality a t t he school level. Ex.
Teachers’ in-service trainings, seminars a n d scholarships. National
C o m p e t e n c y Based Teachers Standards or ( NCBTS ) a p p lic a t io n a n d
implementat ion
3.   Enhanced quality assurance through standards a n d assessment . The third
KRT is focused on ensuring w i d e social support for learning in schools.
People from all sectors of society p la y a n important role not only in
supporting t he work of t h e teachers, b u t also in supporting schools a n d all
t he curricular processes t h a t a im t o p r o m o t e student learning. Ex. Brigada
Eskwela, GPTCA, Brgy. RTA, Vendors, Govt. Officials, Private sectors
and
NGOs
4.   I mproved access a n d learning o ut c om es through alternative learning,
et c . The fourth KRT emphasizes t h e variety of e d u c a t i o n a l experiences
t hat c a n help learners att ain t he learning goals. This includes having early
c hildhood learning experiences, alternative learning systems, a n d other
varied learning experiences t o help students att ain highest levels of
learning. Ex. Full implement at ion of RBEC instruction, learning resources,
curricular a n d extra-curricular activities .
5. Institutionalized culture c h a n g e in t h e DepEd The fifth KRT refers t o t he
Depar t ment of Education’s institutional culture t o h a v e a c h a n g e from
prescribing actions through orders a n d memo s t o facilitating school
initiatives a n d assuring quality.

Q: WHAT ARE THE NINE POSITIVE QUALITIES OF BESRA?

Answer :
THE FOLLOWING ARE THE NINE POSITIVE QUALITIES OF BESRA:

1.  First, BESRA focuses o n t h e improving student learning processes a n d

outcome.

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2.   Second , BESRA affirms t h e n e e d t o e m p lo y diverse a p p r o a c h e s t o

facilitating learning in t h e classroom.
3.   Third , BESRA locates t h e reform interventions a t t h e level of t he school
a n d t he classroom.
4.   Fourth, locat ing t h e reform initiatives a t t he school level also creates
stronger accountabilities t o t he community, a n d allows for mo re
responsive a n d mor e relevant school programs.
5.   Fifth, BESRA recognizes t h e important role of teachers a n d t e a c h e r
d e v e l o p m e n t in improving student learning outcomes.
6.   Sixth, BESRA builds o n community-school relationships, a n d aims t o
strengthen such relationships b y looking a t t he c o mmu n it y as a resource
for improving schools, a n d b y ensuring t h a t schools are a c c o u n t a b l e t o
t he community.
7.   Seventh, BESRA reforms are b a s e d o n previous interventions t h a t
worked. Derived from pilot projects such as t h e Third Elementary
Education Project
( TEEP ), t he Basic Education assistance for M i n d a n a o (BEAM) a n d t he
Strengthening Implementation of Visayas Education ( STRIVE ) a n d other
reform initiatives.
8.   Eighth, t he BESRA shifts t h e reform initiatives of t he DepEd from project
a p p r o a c h t o a mo re o rg a nic a p p r o a c h .
9.   Finally, t he BESRA reforms are truly positive b e c a u s e BESRA is DepEd’s
reform initiative. It is not imposed b y a n external a g e n c y, or some foreign-
assisted project. In d e ve lo p in g t he specific c o mp o ne n t s of BESRA, the
DepEd offices responsible undertook a most extensive consultation with a
w i d e r ang e of stakeholders within t h e D e p e d a n d a m o n g t he various
stakeholders of t h e Philippine Basic Education Sector.

Q: What is School – Based M a n a g e m e n t ( SBM )?

A: School – Based M a n a g e m e n t ( SBM )is a k e y c o m p o n e n t of the DepEd’s Basic
Education Sector Reform A g e n d a ( BESRA ) which is a widely- a c c e p t e d
reform initiative which recognizes that schools as they are the k e y
providers of
education, should b e a b l e to continuously improve b y b ein g e m p o w e r e d to
m a k e informed a n d localized decisions b as e d on their o wn unique needs. The
school heads a n d teachers are given the c h a n c e to c re at e linkages with the
lo ca l government a n d the private sector, which c a n help improve loc al schools
.
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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

Q: What is NCBTS?

A: National C o m p e t e n c y Based Teachers Standard. It is a n in t e gra t e d

theoretical framework t h a t defines t h e different dimensions of effective
teaching. It provides a single framework t h a t defines effective t e a c h i n g in all
aspects of a teacher ’s professional life & in all phases of t e a c h e r d e v e l o p m e n t . -
Minimize confusion a b o u t w h a t effective t e a c h i n g is. - Provides a bet t er g u i d e
for all t e ac h er d e v e l o p m e n t programs & projects from t h e school-level u p t o
the national level.

Q: How Should Teachers Use the NCBTS?

A: As a gu id e t o reflect o n their current t e a c h i n g practices; As a framework for

creat ing n e w t e a c h i n g practices As a guidepost for planning for professional
d e v e l o p m e n t goals As a c o m m o n l a n g u a g e for discussing t e a c h i n g practices
with other teachers As t h e g u id e for thinking critically a b o u t whether t he
teacher ’s current practices are helping students att ain t h e learning goals in t he
curriculum.

Q: How Can the NCBTS Help Teachers Improve Their Teaching?

A: First, it makes certain assumptions a b o u t improving t eaching. NCBTS assumes

that: - Individual teachers h a v e various types a n d levels of motivation. -
Individual teachers h a v e different capabilities. - Individual teachers h a v e diverse
ranges of opportunities t o t e a c h better, in wh a t e v e r situations they are. - The
process of improving t e a c h e r is a n individual process, b u t this is sustained a n d

e nha nc e d w he n the e ffo rts a re c o lla b o ra tive a nd syne rg istic a m o ng

communities of teachers.

Q: How Can the NCBTS Help Teachers Improve Their Teaching?

A: The full i m p a c t o n student learning is best a c h i e v e d b y int eg ra t e d a n d

cumulat ive impr oved efforts of m a n y teachers. - The qualities of g o o d t e a c h i n g
are f ound in individual teachers, b u t these are strengthened & v al ue d mo re
w h e n it is supported b y communities of teachers & educators. - Teachers
personal efforts are e n h a n c e d w h e n groups of teachers work t ogether t o
improve their t e a c h i n g a n d w h e n t he im m e d i a t e a n d larger work environment
supports t he efforts of t he teachers.

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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL
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Q: How Does the NCBTS Define G o o d Teaching Nature/quality?

A: ―How well are the essential qualities or critical features
de monst rat ed/ observed in t he positive t e a c h e r practices?‖ Frequency,
consistency a n d appropriateness: ―How of t en is t he ideal t e a c h i n g p r a c t i c e
demonstrated?‖, ―Is t he demonstration a p p r op r ia t e t o t he particular teacher -
learning process?‖, a n d ―Is t h e t e a c h e r consistent in demonstrating this ideal?‖
Self-awareness: ―Is t he t e a c h e r a w a r e or mindful of t he premises,
rationale,
nature, a n d effects of t he de mo ns t ra t e d teacher-learning process?‖ 

Q: Experiential learning is demonstrated when.

a.   A t ea c he r shares his personal experience with t h e children.

b.   The students are a ll o w e d t o r e a d stories a b o u t experiences of
characters in a story.
c.   The children reflect o n a n d learn t o from their o w n experiences.

d.  Teachers give t he learners opportunity t o experience failure a n d success.

Answer: D
Teachers give t he learners opportunity t o experience failure a n d success.

GUIDELINES FOR EFFECTIVE INFORMATIONAL MEMOS AND LETTERS

1.  Double- check t he a c c u r a c y of a n y information you intend t o c on ve y.

2.  Double- check t he c o n t e n t of a n y m e m o or letter you are responding to.
3.  Be direct
your a n dinsave
request t h e sentence.
t h e first reader ’s time.
G e t Ifright
you’re asking
t o t he point forwith
information,
a f e w words
put as possible. M a k e your first sentence l e a d directly t o t h e point.
4.  Use t he following basic structure for t he main b o d y of your m e m o or letter.
  Be g in w ith yo ur m a in p o int, a nd m a ke it im p o rta nt to yo ur
re a d e r
  Fo llo w w ith w e ll-o rg a nize d d e ta ils a nd e xp la na tio ns
  C lo se w ith a re q ue st fo r a c tio n o r frie nd ly c o m m e nt o r g o o d w ill
Do n’t m a k e mistakes in spelling, g r a m m a r or punctuat ion. People c a n ’ t help b u t
m a k e unf avorable ju dg me n t a b o u t you if you d o m a k e mistakes.

PHILIPPINE EDUCATION FOR ALL (EFA)

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What is EFA 2015 Plan?

The Philippine Education For All (EFA) 2015 is a vision a n d a holistic p r o g r a m of

reforms t hat aims a t improving t h e quality of basic e d u c a t i o n for every Filipino
b y 2015.
Overall Goals & Objectives of Philippine EFA 2015

1.   Universal c o v e r a g e of Ou t of School Youth (OSY) a n d adults in the

provision of basic learning needs;
2.   Universal school participation a n d elimination of d r o p outs a n d
repetition in Firsts three grades;
3.   Universal c omple t io n of full c y c l e of basic e d u c a t i o n schooling with
satisfactory a c h i e v e m e n t levels b y all a t every g r a d e or year;
4.   To ta l c o m m unity c o m m itm e nt to a tta inm e nt o f b a sic
e d uc a tio n c omp e t en c ie s for all.

Real Dimensions of EFA

EFA aims t o provide basic c o mp e t e n c ie s t o everyone t o a c h i e v e functional

literacy for all.

The four c omponent s ou t co me s t o a c h i e v e EFA goals are as follows:

1.   Universal c o v e r a g e of out-of-school youths a n d adults in t he provision
of basic learning needs. All persons w h o failed t o a cq u ir e t h e essential
c o m p e t e n c e t o b e functionally literate in their native t ongue, in
Filipino, a n d in English.

2.  Universal
repetitionschool
in first participat ion aAll
three grades. n d children
elimination a g eof
d drop-outs a n d school
six should enter
r ea d y t o learn a n d p r e p a r e d t o a c h i e v e t h e required c om p et e n ci es for
Grades 1 t o 3.
3.   Universal c omple t i on of t h e full c y c l e of basic e d u c a t i o n schooling with
satisfactory a c h i e v e m e n t levels b y all a t every g r a d e or year.
4.   Total c om munit y c o m m i t m e n t t o a t t ai n me n t of basic e d u c a t i o n
c ompet enc ies for all: Every co m mu n it y should mobilize all its social,
political, cultural a n d e c o n o m i c resources a n d capabilities t o support
t he universal at t a in m en t of basic e d u c a t i o n c om p et e n ci es in Filipino
a n d English.

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Nine Urgent a n d Critical Tasks

1.   M a k e every school continuously improve its p er f or ma nc e.

2.   Expand early c hi ldh o o d c a r e a n d d e v e l o p m e n t c o v e r a g e t o yield
mor e EFA benefits.
3.   Transform existing non-formal a n d informal learning options into a truly
viable alternative learning system yielding mor e EFA benefits;
4.   G e t all teachers t o continuously improve their t e a c h i n g practices.
5.   Increase t he c y c l e of schooling t o r e a c h 12 years of formal basic
educ at ion.
6.   Continue enrichment of curriculum d e v e l o p m e n t in t he c on t e xt of
pillars of n e w functional literacy;
7.   Provide a d e q u a t e a n d stable public funding for country-wide
at t ainm ent of EFA goals;
8.   C r ea t e network of communit y- b a s e d groups for local a t t a in me n t of
EFA goals;

Monitor progress in effort towards a t t a in me n t of EFA goals.

LARGER STAKES TO THE NATION

9.   Language. Education for all should e n a b l e everyone t o speak in t he

vernacular, Filipino a n d English.
10.   National Identity. Education should not only d e v e l o p critical thinking,
b u t also enlarge horizons a n d inspire self reflection a n d h o p e in every
generation.

3.  Social
a c h i e vcapital. Education
e m e n t of for all
certain ends t hbuilds
at wo usocial
l d notcapital. It makes
otherwise b e a t tpossible
a in a b le the
in absence.
4.   Cultural practices. Cultural values c a n b e a highly pr od uc t ive c o m p o n e n t
of social capital, allowing communities a n d t h e wh ole country t o
efficiently restrain opportunism a n d resolve problems of collective a c t i o n
such as individual refusal t o serve t h e public g o o d , et c.
5.   Individual f reedom. Education for all is really a b o u t assuring t h e c a p a c i t y
t o fully exercise f r e e d o m b y all.

I. General Introduction

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1.   Filipinos h a v e d e e p r eg a rd t o for e du ca t i on . Education occupies a

central p l a c e in Philippine political, e c o n o m i c social a n d cultural life. It
has always b e e n strongly v i e w e d as a pillar of national d e v e l o p m e n t a n d
a primary a v e n u e for social a n d e c o n o m i c mobility.

2.   A clear e v i d e n c e of t he value p l a c e d o n e d u c a t i o n is t he proportion

of t he national g o ve r n me n t b u d g e t g oin g t o t he sector. The
Depar t m ent of Education (DepEd), thecountry’s biggest b u r e a u c r a c y
1 , is given t he highest b u d g e t allocation a m o n g go v e rn me n t agencies
e a c h year as required b y t h e 1987 Philippine Constitution.2

3.   The 1987 Constitution likewise guarantees t h e right t o e d u c a t i o n of

every Filipino. It p r o vid e d that, ―The State shall p r o t e c t a n d p r o m o t e t he
right of all citizens t o quality e d u c a t i o n a t all levels a n d shall t a k e
appr opriat e steps t o m a k e e d u c a t i o n accessible t o all.‖ 
.
4.   The right of every Filipino t o quality basic e d u c a t i o n is further emphasized
in Republic A c t 9155 or t he G o v e r n a n c e of Basic Education A c t of 2001.
Along with Republic A c t 6655 or t he Free Secondary Education Act, these
laws reaffirm t he policy of t h e State t o p r o t e c t a n d p r o m o t e t he rights of
all Filipinos b y providing children free a n d compulsory e d u c a t i o n in
the
elementary a n d high school level. This pertains t o six years of free tuition
fees for children a g e d 6 t o 11, a n d free four years of secondary schooling
for those a g e d 12 t o 15.

5.  Along
eight twithi m e b―Education for All‖, t targets
o u n d a n d specific he Philippines
under is also
t he c o m m i t t eDeclaration
Millennium d t o pursue
which it signed o n September 2000. The Declaration, in general, aims t o
r e d u c e poverty b y half in 2015 (22.65 p e r c e n t proportion of t he
populat ion b e l o w poverty in c id en ce a n d 12.15 p e r c e n t b e l o w
subsistence incide n c e b y 2015). With t h e a d o p t i o n of t h e Declaration, t he
Philippines likewise affirmed its c o m m i t m e n t t o t h e Millennium
Dev elopm ent Goals (MDG) g e a r e d towards r ed uc in g poverty, hunger,
diseases, illiteracy, environmental d e g r a d a t i o n a n d discrimination against
w om e n . These goals h a v e b e e n mainst reamed in t he country’s M e d i u m
Term Philippine De v e lo pm e nt Plan (MTPDP) 2004-2010 including policies
a n d plans related t o children, access t o primary e d u c a t i o n a n d g e n d e r

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PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

equality. Specifically, Part IV of t he MTPDP focused o n ―Education a n d

Youth Opportunity.‖ 
6.  However, despite t h e legal mechanisms, b u d g e t prioritization a n d
increased access, Philippine e d u c a t i o n has b e e n d o g g e d with issues.
A m o n g t he issues t h a t needs t o b e resolved b u t h a v e imp r o ve d lately
include t he high dr o p o u t rates, high n u mb e r of repeaters, low passing
grades, lack of particular l a n g u a g e skills, failure t o a d e q u a t e l y respond
a n d address t he needs of p e o p l e with special needs, o v e r c r o w d e d
classrooms a n d po o r t e a c h e r performances. These problems in turn
resulted t o a considerable n u m be r of illiterate Filipinos a n d out of school
youths a n d graduat es w h o are not p r e p a r e d for work.

A.   Philippine Education Structure

7.   The Philippine e d u c a t i o n system includes b o t h formal a n d non-formal

educat ion . The formal e d u c a t i o n is a sequential progression of a c a d e m i c
schooling a t three levels: elementary ( g r a d e school), secondary (high
school) a n d tertiary (college a n d g r a d u a t e levels). By structure,
Philippine e d u c a t i o n is c at eg or iz ed either as basic (preschool,
elementary a n d high
school) or tertiary (college, g r a d u a t e a n d technical/vocational).

8.   Basic e d u c a t i o n pertains t o optional preschool a t a g e 3 t o 5, then six

years of elementary schooling for a g e d 6 t o 11, a n d four years of
secondary schooling for a g e d 12 t o 15. Excluding early c h ild h o o d c a r e
a n d d e v e l o p m e n t (ECCD) or preschool, Philippine formal basic e d u c a t i o n
subsystem is o n e of t he shortest in t he Asia Pacific with just 10 years of

basic schooling c o m p a r e d with 11 t o 12 years in other countries.

9.   Basic e d u c a t i o n is b e in g h a n d l e d b y t he DepEd while c o lle g e is under

t he Commission o n Higher Education (CHED) a n d v o ca t io n a l/ t e ch n ic a l
a n d non- degree training under t he Technical Education a n d Skills
Dev elopm ent Authority(TESDA), wh ich is under t he De p a rt me n t of Labor
a n d Employment (DOLE). TESDA runs a variety of skills d e v e l o p m e n t
centers throughout t he country. Alt hough b e i n g overseen b y CHED, local
colleges, however, are b e i n g o p e r a t e d b y local governments as i n d ic a t e d
in t he local gove r n me n t c o d e .
10.  youths
DepEd aalso handles
n d adults t h e alternative
through its Bureaulearning system Learning
of Alternative (ALS) for System
out-of-school

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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

(formerly Bureau of Non-formal Education). Islamic e d u c a t i o n a l institutions

or Madaris (plural of Madrasah) are also under t h e jurisdiction of DepEd,
alt hough most o p e r a t e in de p en d en t ly of e a c h other a n d exist without
passing through t h e standardization process. Most madaris are privately-
o w n e d a n d rely o n t h e support of t h e local co m mu n it y or donors.

B.  Overview on EFA

1.  In 1990, there was a World Declaration o n Education for All (EFA) in
Jomtiem, Thailand, which prescribed t h a t Basic Learning Needs shall b e
m e t for all b y various means. As a response, t he Philippines c r a f t e d a n d
i mp l em en t ed t he 10-year EFA Philippine Plan of Act ion covering 1991-
2000.

The EFA pl an art iculated t he country’s  national goals, objectives, policies a n d

strategies, as well as t he regional programs
for implement ation for t h e first d e c a d e of t h e EFA m o v e m e n t . Under t h e 1991-
2000
Plan (EFA 1), t he thrusts included:

™ Early Childhood Dev elo p m en t

• Expansion of self-sustaining c ommu nit y -b a sed ECCD

• Use of innovative a p p r o a c h e s t o p a r e n t e du ca t io n  
• Promotion of preparat ory ed uc at io n  
• Ac cr edit at ion of private pre-school programs a n d institutions

• Differentiated a p p r o a c h e s for special categories of children 

• Strengthening of health, nutrition a n d other allied services 
• Socio-cultural a d a p t a t i o n of curriculum, materials a n d a p p r o a c h e s
• Single a g e n c y t o c oord in at e programs for ECCD 

™ Universalization of Quality Primary Education

• Enhancing t he holding p o w e r or student retention of schools 
• Using alternative teaching-learning delivery mo d es
•  Strengthening home-school partnership
• Emphasis on higher -level thinking skills
• Upgrading t ea c h er co mp et e n cies  
™ Alternative Learning
Systems
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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

• Eradication of illiteracy in selected areas 

• Promotion of continuing e d u c a t i o n a n d d e v e l o p m e n t  
• Implementation of int eg ra t ed programs

In 2000, t he Philippines, as a reaffirmation of t h e vision set in t he 1990 World

Declaration, c o m m i t t e d itself t o t he following EFA 2015 Goals a t t h e World
Education Forum in Dakar:

G o a l 1: Expand a n d improve comprehensive early c hi ldh o o d c a r e a n d

e du c at ion, especially for t he most vulnerable a n d d i s a d v a n t a g e d children;

G o a l 2: Ensure t hat b y 2015, all children, particularly girls, children in difficult

circumstances a n d those be lo ng in g t o ethnic minorities, h a v e access t o
c o m p l e t e free a n d compulsory primary e d u c a t i o n of g o o d quality;

G o a l 3: Ensure t hat t he learning needs of all y o u n g p e o p l e a n d adults are m e t

through equit abl e access t o a p p r o p ria t e learning a n d life skills programs;

G o a l 4: A chiev e a 50 p e r c e n t imp ro ve men t in levels of a d ult literacy b y 2105,

especially for w o m e n a n d e q u it a b le access t o basic a n d continuing e d u c a t i o n
for all adults;

G o a l 5: Eliminate g e n d e r disparities in primary a n d secondary e d u c a t i o n b y

2015, with focus on ensuring girls full a n d e q u a l access t o a n d a c h i e v e m e n t in
basic e d u c a t i o n of g o o d quality; a n d

G o a l 6: Improve every a sp e c t of t he quality of e d u c at io n , a n d ensure their

excellence so t hat recognized a n d measurable learning ou t c ome s are
a c h i e v e d b y all, especially in literacy, n u m e r a c y a n d essential life skills.

13. Based o n t he Dakar Framework for Action, t he country c a m e u p with the

Philippine EFA 2015 National Action Plan entitled ―Functionally Literate Filipinos,
An E d u c a t e d Nation.‖ Like w h a t t h e MTPDP does t o t h e e c o n o m y, t h e current
EFA is t he overarching framework for basic e d u c at io n . The EFA 2015 Plan
emphasizes t he n e e d t o provide basic e d u c a t i o n for all a n d a d d a dimension t o
w h a t has b e e n thus far almost exclusively school-based ed u c a t io n . It points t o
a n ―urgent n e e d to respond t o t h e learning needs of youth a n d adults w h o
either
are h a v e never b e e n t o school, h a v e d r o p p e d out, reverted t o illiteracy, or

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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

n e e d basic or a d v a n c e d skills t o find jobs.‖ It suggests a ―viable alternative

learning system‖ t o formal schooling t h at   t o ge t h er with t he schools c a n ensure
t ha t ―minimum learning a c h i e v e m e n t will b e a reality for all Filipinos.‖ Thus, t he
EFA 2015 Plan emphasizes t h a t e d u c a t i o n a l opportunities are channels of
learning whic h c a n b e c o m e effect ive conduits of values
orientation, consciousness a n d information useful a n d relevant t o a w i d e
r a n g e of social goals.

14. Though t he gover nme n t officially a p p r o v e d t h e Philippine EFA 2015 Plan only
in 2006, it was alr eady used b y t h e DepEd as its overall planning a n d policy
framework as early as 2003 a n d was alr ea d y in t eg ra t e d in t h e formulation a n d
u p d a t i n g of t he MTPDP 2001-04 a n d 2005-2010. Instead of six t a rg et dimensions
as a d v a n c e d b y g lo b a l EFA, t he Philippines g r o u p e d t h e m into four
component objectives w h e n it considered t h e local situation, all g e a r e d
towards t he overall g o a l of providing basic c o mp e t e n c ie s t o everyone t o
a c h i e v e functional literacy b y 2015. This will b e d o n e through four c o m p o n e n t
objectives (as
against t he six of global EFA), namely:

a.Universal c o v e r a g e of out-of-school youth a n d adults in t he provision of

learning needs;
b.Universal school participation a n d total elimination of drop-outs a n d
repetition in Grades 1 t o 3;

c.Universal c om plet ion of full c y c l e of basic e d u c a t i o n schooling with

satisfactory a c h i e v e m e n t levels b y all a t every g r a d e or year; a n d

d.C o m m it m e nt b y all Philippine communities t o t he a t t a in me n t of basic

e d u c a t i o n c ompet enc ie s for all – Education for All b y All.

15. To at t ain t he a b o v e goals, nine urgent a n d critical tasks wer e formulated.

The six pr oduct ion tasks will hopefully yield t h e desired e d u c a t i o n a l o ut c om es
while t he three enabling tasks will b e necessary t o sustain effective
implement ation of t he pr od uc t ion aspects. These tasks are e n u m e r a t e d be lo w:
™
Production Tasks
e. Better Schools: M a k e every school continuously perform better;
f.Early Childhood Ca r e a n d Development: M a k e expansion of c o v e r a g e yield
mo re EFA benefits;
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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL
EFFECTIVENESS 

c. Alternative Learning System: Transform non-formal a n d informal

interventions into a n alternative learning system yielding m ore EFA benefits;
d. Teachers: Promote p r a c t i c e of high quality t e ac hin g;
e.Longer Cycle: A d o p t a 12-year p r o g r a m for formal basic e d u c a t i o n - Two
mo re years a d d e d , o n e e a c h for elementary a n d high school, t o t h e existing
10-year basic e d u c a t i o n schooling;
f.A c c el e r a t e articulation, enrichment a n d d e v e l o p m e n t of t h e basic e d u c a t i o n
curriculum in t he cont ext of t he pillars of n e w functional literacy;Enabling Task
g.Funding: Provide a d e q u a t e a n d stable public funding for country-wide
a t t a inm ent of EFA goals. A d o p t i o n of funding framework for basic e d u c a t i o n
t h a t combines t he national a n d local g ov e r n me n t funding t o support t h e most
cost-effective local efforts t o att ain quality o u t co me s in every locality across
t h e whole country;
h. G o v ern anc e: C r ea t e a network of co mmun it y- ba se d groups for local
a t t a inm ent of EFA goals. A k n o wled g e - b a se d m o v e m e n t whic h reach,
e n g a g e a n d organize persons in e a c h locality t o form a na t io nwid e network of
multi-sectoral groups a d v o c a t i n g a n d supporting a t t a in m en t of EFA goals
in their respective localities; a n d
i. Monitor progress in efforts towards a t t a in me n t of EFA goals. Of particular
i m p o r t a nc e is t he d e v e l o p m e n t a n d implement at ion of indicators of
―quatily educato
i n‖. 

2015 Principals' Test (NQESH 2015)

June 21, 2015 will b e t he schedule stated in t h e DepEd M e m o r a n d u m No. 18 s.

of 2015
The following are eligible t o t a k e t he test

1. O n e year as H e a d Teacher
2.2 years as Master Teacher or Teacher in C h a r g e
3. Five Years as T-III

Current Issues/Topics:
1. Senior High School
2. School Based
M a n a g e m e n t 3. DepEd
Rationalization Plan 4. RPMS

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 PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS 

5.PBB (Performance-Based Bonus

Review t he following: ( U p d a t e d )

1.   DECS M an ua l (very import ant t o h a v e a c o p y of this)

2.  RA 9155 - " G overn a nc e of Basic Education A c t of 2001"
3.  RA 4670 - " M a g n a C a r t a for Public School Teachers"
6.   EFA - Education for All
7.   BESRA - Basic Education Sector Reform A g e n d a
6.  EMIS/BEIS - Basic Education Information System
7.  K t o 12
8.  Writing Correspond ence
9.  NCBTS-IPPD
10.   Code of Ethics for Professional Teachers
11.   Grammar a n d Vo c a bu la r y (Identifying Errors etc...)
12.   Child Protection Policy
13.  Anti Bullying

14. RA 7610 (Child Abuse Law)

15.   DepEd Mission a n d Vision
16. 14. DepEd Orders (you
m a y browse website of
Deped)

* Test Practice in Reading

Comprehension
I h o p e you will passed t h e NQESH Principals' Test 2015 o n June 21, 2015
Sample of DepEd order t ha t you m a y review
-Anti Bullying
- D e p e d Mission a n d Vision

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