HAPPY WOMEN'S MONTH!

GROUP-4
Legal Foundation of
Curriculum
 Members of the Group

AILYN BENZ CHARLES ROY CYRUS

ERICA MAE

CRISTINE KATE JOYCE ALWYNN JENNIFER

 TABLE OF CONTENTS
-Legal Foundation of Curriculum
-Article XIV, Sec. 3, par. 1 and 2,
1987 Constitution
-Education Act of 1982
-Republic Act No. 7722
-Republic Act No. 7796
-Republic Act No. 10533
PRE-TEST
Legal Foundation of Curriculum

Curriculum Development must be governed by laws

promulgated by the cnstitution. The naational
legislative body promulgates laws that govern the
Philippine educational system. With these laws,
educators plan, design, implement and evaluate the
curriculum at all levels of education.
Legal Foundation of Curriculum

In the Philippines, there are three levels of

education, namely: elementary, secondary,
and tertiary. Public and private elementary
and secondary education falls under the
jurisdiction of Department of Education
(DepEd).
Article XIV, Sec. 3, par. 1 and 2, 1987 Constitution

All educational institutions shall include the study of the constitution as

part of the curricula. They shall carry out the objectives of
Philippine education, such as the following:

-Why should education institutions in the Philippines shall carry

out the objectives of the Philippine education?

We are training Filipino students to thrive in their respective careers by

equipping them with more than just knowledge and skills. We are
nurturing learners who can make a difference in their life while also
illuminating the lives of many.
Kuya Kim Atienza

LAMANG ANG
MAY ALAM!
 Learning Objectives

How to perform an
activity effectively

How to craft a
solution through
How to interact with thinking
others
Article XIV, Sec. 3, par. 1 and 2, 1987 Constitution

Here are the objectives of the Philippine education:

 Inculcate patriotism and nationalism

 Foster love of humanity
 Respect of human rights
 Appreciation of the roles of the national heroes in the
historical development of the country
 Teach the right and duties of citizenship
Article XIV, Sec. 3, par. 1 and 2, 1987 Constitution

 Strengthen ethical and spiritual values

 Develop moral character and personal discipline
 Encourage critical and creative thinking
 Broaden scientific and technological knowledge
 Promote vocational efficiency

Overall, this article emphasized that all curriculr goals and

objectives should be formulated in relation to these mandated
goals.
Article XIV, Sec. 3, par. 1 and 2, 1987 Constitution
Article XIV, Sec. 3, par. 1 and 2, 1987 Constitution
Education Act of 1982

This was an act providing for the establishment and

maintenance of an integrated system of education.
In accordance with Section 2, this act shall apply to
and govern both formal and non- formal system in
public and private schools in all levels of the entire
educational system.
Education Act of 1982

National development goals are as follows:

 To achieve and maintain an accelerating rate of economic
development and social progress.
 To assure the maximum participation of all the people in
the attainment and enjoyment of the benefits of such
growth; and
 To achieve and strengthen national unity and
consciousness and preserve, develop and promote
desirable cultural, moral and spiritual values in changing
world.
Republic Act No. 7722

Known as the Higher Education Act of 1994, the Act created the
Commission on Higher Education (CHED) whose main task is
to regulate and develop tertiary education in the Philippines.

Three governing bodies as part of this reform:

 Commission on Higher Education (CHED)

 Department of Education (DepEd)
 Technical Education and Skills Development Authority
(TESDA)
Republic Act No. 7722

The goals of higher education are:

● Quality and Excellence

● Relevance and Responsiveness
● Access and Equity - Efficiency and
Effectiveness
Republic Act No. 7796

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.
Republic Act No. 7796
TESDA is mandated to:
 Integrate, coordinate and monitor skills
development programs;
 Restructure efforts to promote and
develop middle-level manpower;
 Approve skills standards and tests;
 Develop an accreditation system for
institutions involved in middle-level
manpower development;
 Fund programs and projects for technical
education and skills development; and
 Assist trainers training programs.
At the same time, TESDA is expected to:
 Devolve training functions to local
governments;
 Reform the apprenticeship program;
 Involve industry/employers in skills
training;
 Formulate a skills development plan;
 Develop and administer training
incentives;
 Organize skills competitions; and
 Manage skills development funds.
Republic Act No. 7796

THE TESDA ACT OF 1994 Republic Act No. 7796

Pursuant to Section 36 of the TESDA Act of 1994, the TESDA Board hereby promulgates the
Implementing Rules and Regulations of the Act, as follows:

RULE I POLICIES AND OBJECTIVES
RULE II TECHNICAL EDUCATION AND SKILLS DEVELOPMENT PLAN
RULE III TESDA BOARD
RULE IV TESDA SECRETARIAT
RULE V TESDA COMMITTEES
RULE VI PROGRAMS AND ACTIVITIES
RULE VII TECHNICAL AND VOCATIONAL SCHOOLS AND TRAINING CENTERS
RULE VIII PROMOTION, ASSISTANCE, SCHOLARSHIP GRANTS, AND INCENTIVES
RULE IX FINANCING FOR TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
RULE X DEFINITION OF TERMS
RULE XI TRANSITORY AND FINAL PROVISIONS
Republic Act No. 7796

RULE I POLICIES AND OBJECTIVES

SECTION 1. Title. - These Rules shall be known and cited as the Rules and
Regulations Implementing
the TESDA Act of 1994.
SEC. 2. Declaration of Policy. - It is the declared policy of the State 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.
Private Sector Participation. - The State shall encourage the active participation of
various concerned sectors, particularly private enterprises, being direct participants
in and immediate beneficiaries of a trained and skilled workforce, in providing
technical education and skills development opportunities.
Republic Act No. 7796

SEC. 3. Statement of Goals and Objectives. - The goals and objectives of

TESDA Act of 1994 (hereinafter cited as Act) are as follows:
International Competitiveness
Quality Middle-Level Manpower
Scientific and Technical Knowledge Base
Roles of Public and Private Institutions
Desirable Values
Republic Act No. 7796

RULE II TECHNICAL EDUCATION AND SKILLS

DEVELOPMENT PLAN
SEC. 1. Formulation of a Comprehensive Development Plan for
Middle-Level Manpower.
SEC. 2. President's Approval.
SEC. 3. Assistance of the Private Sector and the Academe.
SEC. 4. Reformed Industry-Based Training Program.
SEC. 5. Review and Endorsement of Agencies' Budgets.
SEC. 6. TESDA's Evaluation of Agencies' Programs.
SEC. 7. Submission of Reports of TESDA.
Republic Act No. 7796

RULE III TESDA BOARD

SEC. 1. Creation of the Technical Education and Skills Development Authority. - To implement
the policy declared in the Act, a Technical Education and Skills Development Authority is created,
(hereinafter referred to as the Authority or TESDA
SEC. 2. Composition of the TESDA Board.- The TESDA Board is composed of the following:
The Secretary of Labor and Employment
Chairperson
Secretary of Education, Culture and Sports
Co-Chairperson
Secretary of Trade and Industry
Co-Chairperson
Secretary of Agriculture Member
Secretary of Interior and Local Government
Member
Director General of the TESDA Secretariat
Member
Republic Act No. 7796

RULE IV TESDA SECRETARIAT

SEC. 1. TESDA Secretariat. - The TESDA Secretariat, created under Sec. 10 of the Act, is
composed of the Offices mentioned in this Rule.
SEC. 2. Functions and Responsibilities of the TESDA Secretariat. - The Secretariat shall have the
following functions and responsibilities:
To establish and maintain a planning process and formulate a national technical education and
skills development plan in consultation with the member agencies and other concerned of the
TESDA at various levels;
To provide analytical inputs to policy and decision-making of the TESDA on allocation of
resources and on institutional roles and responsibilities as shall be embodied with the agencies
annual technical education and skills development plans, in accordance with the manpower plan
for middle-level skilled workers as approved by the TESDA Board;
To recommend measures and implement the same upon approval by the TESDA Board, for the
effective and efficient implementation of the national technical education and skills development
plan;
Republic Act No. 7796

RULE V TESDA COMMITTEES

SEC. 1. Technical Education and Skills Development Committees
SEC. 2. TESDA Committees' Relations to Local Development
Councils
SEC. 3. Composition of TESDA Committees
Republic Act No. 7796

RULE VI PROGRAMS AND ACTIVITIES

SEC. 1. Programs and Activities in Technical Education and skills Development.
SEC. 2. User-Led or Market-Driven Strategy.
SEC. 3. Apprenticeship and Learnership Prorgrams.
SEC. 4. Dual Training System
SEC. 5. Administration of Training Programs.
SEC. 6. Establishment and Administration of National Trade Skills Standards
SEC. 7. Industry Boards
SEC. 8. Skills Development Centers.
SEC. 9. Coordination of All Skills Training Schemes.
SEC. 10. Skills Development Opportunities.
SEC. 11. Devolution of TESDA's Training Function to Local Governments
Republic Act No. 7796

RULE VII TECHNICAL AND VOCATIONAL SCHOOLS AND

TRAINING CENTERS
SEC. 1. Public Technical and Vocational Schools.
SEC. 2. Private Technical and Vocational Schools
SEC. 3. Training Center.
RULE VIII PROMOTION, ASSISTANCE, SCHOLARSHIP GRANTS AND
INCENTIVES
SEC. 1. Skills Olympics.
SEC. 2. Assistance to Employers and Organizations
SEC. 3. Scholarship Grants.
SEC. 4. Incentives Schemes.
Republic Act No. 7796

RULE IX FINANCING FOR TECHNICAL EDUCATION AND

SKILLS DEVELOPMENT
SEC. 1. TESDA Budget.
SEC. 2. The TESDA Development Fund.
SEC. 3. Administrator and Fund Manager.
SEC. 4. Expert Group on Funding Scheme.
SEC. 5. Levy and Grant Scheme.
SEC. 6. Fees and Charges.
SEC. 7. Instructional Improvement Fund.
Republic Act No. 7796

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.
Republic Act No. 10533

 “An Act Enhancing the Philippine Basic Education System by Strengthening Its
Curriculum and Increasing the Number of Years for Basic Education, Appropriating
Funds Therefor and for Other Purposes,” 
 otherwise known as the “Enhanced Basic Education Act of 2013,” 
 approved on May 15, 2013 and signed by Benigno S. Aquino III

Declaration of Policy

The State shall create a functional basic education system that will develop productive and
responsible citizens equipped with the essential competencies, skills and values for both life-
long learning and employment
 The DepEd shall formulate the design and details of the enhanced basic education
curriculum.
 To ensure college readiness and to avoid remedial and duplication of basic education
subjects, the DepEd shall coordinate with the CHED and the Technical Education and
Skills Development Authority (TESDA)
Republic Act No. 10533

Enhanced Basic Education Program

 (1) year of kindergarten education (entrant age: 5 yrs. old)
 (6) years of elementary education (entrant age: 6 yrs. old)
 (6) years of secondary education - (4) years of junior high school (entrant age: 12
yrs. old) and (2) years of senior high school (entrant age: 16 yrs. old)

The Enhanced Basic Education which shall include, but shall not be limited to:
Programs for the Gifted and Talented
Programs for Learners with Disabilities. 
Madrasah Program
Indigenous Peoples (IP) Education Program. 
Programs for Learners under Difficult Circumstance
Republic Act No. 10533

Standards and Principles


 learner-centered, inclusive and developmentally appropriate
 relevant, responsive and research-based
 gender- and culture-sensitive; contextualized and global
 constructivist, inquiry-based, reflective, collaborative and integrative
 adhere the framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) 
 spiral progression approach to ensure mastery of knowledge and skills
 be flexible enough to enable and allow schools to localize, indigenize and enhance
the same based on their respective educational and social contexts
Republic Act No. 10533

Different Education and Training for Teachers


 In-service Training on Content and Pedagogy
 Training of New Teachers
 Training of School Leadership
 Training of Alternative Learning System (ALS) Coordinators,
Instructional Managers, Mobile Teachers, and Learning
Facilitators
Conclusion

Understanding and applying the concepts of constitutional,

administrative, and judicial law to educational settings begin with a
basic understanding of the legal system. At both the federal and
state levels, the courts have played a significant role in the evolution
of the educational system. Policies are crucial because they assist a
school in establishing rules and processes, as well as quality
standards for learning and safety, as well as expectations and
accountability. Without these, schools would be unable to offer the
structure and function required to meet children's educational
needs. It clarifies the state's role in developing an education system
that emphasizes formal education, non-formal education, alternative
learning, and indigenous learning.
POST TEST
Thank you for listening! Our References:
https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-
10533/
https://youtu.be/gDfAnzfOnMM
https://www.teacherph.com/legal-bases-of-philippine-educational-
system/#:~:text=BATAS%20PAMBANSA%20BLG.-,232%20(THE
%20EDUCATION%20ACT%20OF%201982),of%20the%20entire
%20educational%20system.
Learn_Mat_Week_6_Midterm.pdf
http://www.takbo.ph/tag/adventures-of-kuya-kim/
https://www.pinterest.ph/pin/531847037227678425/
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