Chapter 3, lesson 2

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Activity
As a future global teacher, it is timely that you are familiar with the different educational systems all over the world, let us find out
how much have you learned. Make a matrix below. Use separate sheet of paper for your answer or use this format in word file.

Country Level of education Description Special Features

1. Australia
2. China
3. Japan
4. South Africa
5. England
6. United States of America
7. New Zealand
8. Philippines

Chapter 3, Lesson 3
Multicultural Diversity: A Challenge to Global Teachers
Concepts about multicultural education
 Individual difference and diversity of learners.
 Gardner’s Multiple Intelligence Theory.
 “The major goal of multicultural education is to transform the school so that the male and female students, exceptional learners,
as well as students coming from diverse cultural, social-class, racial and ethnic groups will experience an equal opportunity to
learn in school. “James Banks (1975 in Sadker, 1991).
 Diversity or difference among our students have placed greater demands to teachers in today’s schools. Students may differ in
race which is commonly indicated by the color of the skin. They may belong to different ethnic or religious groups and speak
different languages.
 In the midst of the diversity, the students are supposed to be given equal opportunities to education. Thus, there is a need for
curricular and instructional modifications, teaching styles, re-examination of teacher’s attitudes, beliefs and perception. This
movement called multicultural education enables teachers and educators to give value to the differences in prior knowledge,
experiences of learners from diverse background and familiarity with students’ histories of diverse cultures (Haertel, 1998).
 The inclusion of learners with special needs has also increased diversity in schools. Environmental adaptation of classrooms,
behavior support plans, cooperative learning, peer tutoring and team teaching are some of the responses of multicultural
education.
Challenges encounter in multicultural classrooms
 Taking into account the diversity in schools is a major challenge. Every one’s heritage is given due respect, and differences
should be regarded as strengths to build on rather than deficits to be overcome. However, a focus on group differences may lead
to a basis for stereotyping which multicultural teachers have to avoid (Gallimore & Goldenberg, 1998)
  Culture evolves over time. One result of this process is beliefs and practices help us adapt to persistent and changing
circumstances. These beliefs and practices are organized as models or schema about how things work. Practices that are proper
develop and help individuals or groups survive in this ever-changing world environment.
Ways to accommodate in teaching and learning the diversity of learners (Fraser-Abner (2001) suggestions:
 Learn as much about and become as sensitive to and aware of racial, ethnic, cultural and gender groups other than you own.
Page | 4 make assumptions about an individual based on your perception of that individual’s race, ethnicity, culture or gender.
 Never
 Avoid stereotyping.
 Get to know each student as a unique individual: Walk in the footsteps of all your students.
 Look into your own conscious and subconscious biases about the people who are different from yourselves in race, ethnicity,
culture, gender or socioeconomic status.
 Plan your activities within a multicultural framework while making your classroom a safe and secure haven for all the students.
 Infuse multicultural instructional materials and strategies in your teaching.
 Foster collaboration and cooperation among your learners, parents and teachers.
Try consider the above suggestions and you will be able to contribute to a caring and nurturing learning environment that
embraces all students with different backgrounds. A caring also help your school to successfully meet the challenges and the
benefit from the diversity that now characterize our classroom and our schools.
Multiculturalism has broadened and deepened our traditional curriculum into a wider range of accommodating cultures not of
the teachers’ culture alone. It has underscored fundamental concepts which before were given less importance. This section has
clarified some of basic assumptions that enhance teacher development.
 No two learners are exactly the same.
 Children in all classrooms are heterogeneous.
 Strategies that work with one learner may not work with another.
 Student’s background and experiences should be considered when teaching.
 Community members from various ethnic groups can assist teachers in facing issues of ethnic differences and similarities.
Chapter 3, Lesson 4
Broadening Teaching Perspectives: Teacher Exchange Programs
As a teacher, there is a need to expand your experiences beyond the four corners of the classroom to the wider learning
environment of the world to achieve a level of global competitiveness. This can be achieved through teacher exchange programs.
Read and choose at least two (2) about the following existing programs.
1. Visiting International Faculty Program (VIF)
a. VIF Purposes and Beliefs
b. History of Visiting International Faculty Program (VIF)
2. Fulbright Teacher Exchange Program
3. Inter-African Teacher Exchanges
4. Canadian Educators Exchange
5. Global Teachers Millennium Awards

Activity
From the readings you have, what are the purpose and benefits of Teacher Exchange Programs? How does the program develop
you as a global teacher?

PURPOSE-_______________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
BENEFITS-_______________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
DEVELOP-_______________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Chapter 4, Lesson 1
Other Education Laws/Basic Laws of Professionalization of Teaching
As a student and a future teacher, it is timely to be acquainted with the educational system of the country to value the efforts
through the reforms and innovations.
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Activities:
1. Present the important educational development from Pre-Spanish era to Japanese Era.

Pre-Spanish Era Spanish Era American Regime Japanese Era

Nature of education

Focus of education

Methodology

Other highlights

2. Explain briefly the harmonization of DepEd, TESDA, and CHED.

THE LEGAL CONSTITUTIONAL BASIS
1. 1987 CONSTITUTION ARTICLE IV – EDUCATION
Section 1. The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate
steps to make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the
people and society;
(2) Establish maintain s system of free public education in the elementary and high school levels. Without limiting the natural
right of parents to rear their children, elementary education is compulsory for all children of school age;
(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall
be available to deserving student in both public and private schools, especially to the underprivileged;
(4) Encourage non-formal, informal and indigenous learning systems, as well as self-learning, independent, and out-of-school
study programs particularly those that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.
Section 3.
(I) All educational institutions shall include the study of the Constitution as part of the curricula.
 (2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of
national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their children onwards
in public elementary and high schools within the regular class hours by instructors designed or approved by the religious
authorities
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Section 4.
(1) The State recognizes the complementary roles of public and private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational institutions.
(2) Educational institutions, other than those established by religious groups and mission boards, shall be owned solely by citizens
of the Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such citizens. The
Congress may, however, require increased Filipino equity participation in all educational institutions. The control and
administration of educational institutions shall be vested in citizens of the Philippines. No educational institution shall be
established exclusively for aliens and no group of aliens shall comprise more than one-third of the enrollment in any school. The
provisions of this subsection shall not apply to schools established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.
(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and exclusively for educational
purposes shall be exempt for taxes and duties. Upon the dissolution or cessation of the corporate existence of such institutions, their
assets shall be disposed of in the manner provided by law. Proprietary educational institutions, including those cooperatively
owned, may likewise be entitled to such exemptions subject to the limitations provided by law including restrictions on dividends
and provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, en0dowments, donations, or contributions used actually, directly, and
exclusively for educational purposes shall be exempt from tax.
Section 5.
(1) The State shall take into account regional and sectoral and needs and conditions and shall encourage local planning in the
development of educational policies and programs
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable admission
requirements.
(4) The State shall assign enhance the right of teachers of professional advancement. Non-teaching academic and non-academic
personnel shall enjoy the protection of the State.
(5) The State shall assign the highest budgetary priority to education and ensure that teaching will attract retain its rightful share of
the best available talents through adequate remuneration and other means of job satisfaction and fulfillment.
Language
Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the basis
of existing Philippines and other languages. Subject to provisions of law and as the Congress may deem appropriate, the
Government shall take steps to initiate and sustain the use of Filipino as a medium of official communication and as language of
instructions in the educational system.
Section 7. For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise
provided by law, English. The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary
media of instruction therein. Spanish and Arabic shall be promoted on a voluntary and optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated into major regional languages,
Arabic, and Spanish.
Section 9. The Congress shall establish a national language commission composed of representatives of various regions and
disciplines which shall undertake, coordinate, and promote researchers for the development, propagation, and preservation of
Filipino and other languages.
Science and Technology
Section 10. Science and Technology are essential for national development and progress. The State shall give priority to research
and development, invention, innovation, and their utilization; and to science and technology education and training, and services. It
shall support indigenous, appropriate and self-reliant, scientific and technological capabilities, their application to the country’s
productive systems and national life.
Section 11. The Congress may provide for incentives, including tax deductions, to encourage private participation in programs of
basic and applied scientific research. Scholarships, grants-in-aid, or other forms of incentives shall be provided to deserving
science students, researchers, scientists, inventors, technologists, and specially gifted citizens.
Section 12. The State shall regulate the transfer and promote the adaptation of technology from all sources for the national benefit.
It shall encourage the widest participation of private groups, local governments, and community-based organizations in the
generalization and utilization of Science and Technology.
Section 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other gifted citizens to their
intellectual property and creations, particularly when beneficial to the people, for such period as may be provided by law.
Arts and Culture
Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of the Filipino national culture based on the
principle of unity in diversity in a climate of free artistic and intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote and popularize the nation’s
historical and cultural heritage resources, as well as artistic creations.
Section 16. All country’s artistic and historic wealth constitutes the cultural treasure of the State which may regulate its disposition.
Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural communities to preserve and develop
their cultures, traditions, and institutions. It shall consider these rights in the formulation of national plans and policies
Section 18. (1) The State shall ensure equal access to cultural opportunities through the educational system, public or private
cultural for entities, scholarships, grants and other incentives, and community cultural centers, and other public venues. (2) The
State shall encourage and support researchers and studies on the Arts and Culture.
 Sports
Section 19. (1) The State shall promote physical education and encourage sports programs, league competitions, and amateur
sports, including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of
a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs
and other sectors.
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Activity:
1. Read and comment Section 5 (4) and (5).

2. BATAS PAMBANSA BLG. 232 – AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF
AN INTEGRATED SYSTEM OF EDUCATION
Section 1. Title. This Act shall be known as the “Education Act of 1982. “
Section 2. Coverage: This Act shall apply to and govern both formal and non-formal systems in public and private schools in all
levels of the entire educational system.
Chapter 2. DECLARATION OF BASIC STATE POLICY AND OBJECTIVES
Section 3. Declaration of Basic Policy – It is the policy of the State to establish and maintain a complete, adequate and integrated
system of education relevant to the goals of national development. Toward this end, the government shall ensure, within the
context of a free and democratic system, maximum contribution of the educational system to the attainment of the following
national development goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral
and spiritual values in a changing world
The state shall promote the right of every individual to relevant quality education, regardless of sex, age, creed, socio-economic
status, physical and mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and
maintain equality of access to education as well as the enjoyments of the benefits of education by all its citizens.
The state shall promote the right of the nation’s cultural communities in the exercise of their right to develop themselves within the
context of their cultures, customs, traditions, interest, and belief, and recognizes education as an instrument to their maximum
participation in national development and in ensuring their involvement in achieving national unity.
Section 4. Declaration of Objectives. –The Educational system aims to:
1. Provide for a broad general education that will assist each individual, in the peculiar ecology of his own society, to (a) attain his
potentials as a human being; (b) enhance the range and quality of individual and group participation in the basic functions of
society; and (c) acquire the essential educational foundation of his development into a productive and versatile citizen;
2. Train the nation’s manpower in the middle-level skills required for national development;
3. Develop the professions that will provide leadership for the nation in the advancement of knowledge for improving the quality
of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation.
Towards the realization of these objectives, and pursuant to the Constitution, all educational institutes shall aim to inculcate love of
country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological and
vocational efficiency. Furthermore, the educational system shall reach out to educationally deprived communities, in order to give
meaningful reality to their membership in the national society, to enrich their civic participation in the community and national life,
and to unify all Filipinos into a free and just nation.
I. THE EDUCATIONAL COMMUNITY
Chapter I: PRELIMINARY PROVISIONS
Section 1. Title. This Act shall be known as the “Education Act of 1982.”
Section 2. Coverage: This Act shall apply to and govern both formal and non-formal systems in public and private schools in all
levels of the entire educational system.
Chapter 2: DECLARATION OF BASIC STATE POLICY AND OBJECTIVES
Section 3. Declaration of Basic policy of the State to Establish and maintain a complete, adequate and integrated system of
education relevant to the goals of national development. Toward this end, the government shall ensure, within the context of a free
and democratic system, maximum contribution of the educational system to the attainment of the national development goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral
and spiritual values in a changing world.
The state shall promote the right of every individual to relevant quality education, regardless of sex, age, creed, socio-economic
status, physical and mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and
maintain equality of access to education as well as the enjoyments of the benefits of education by all its citizen. The State shall
promote the right of the nation’s cultural communities in the exercise of their right to develop themselves within the context of
their cultures, customs, traditions, interest, and belief, and recognizes education as an instrument to their maximum participation in
national development and in ensuring their involvement in achieving national unity.
Section 4. Declaration of Objectives. –The educational system aims to:
1. Provide for a broad general education that will assist each individual, in the peculiar ecology of his own society, to (a)
attain his potentials as a human being; (b) enhance the range and quality of individual and group participation in the basic
functions of society; and (c) acquire the essential educational foundation of his development in to a productive and
versatile citizen;
2. Train the nation’s manpower in the middle-level skills required for national development;
3. Develop the professions that will provide leadership for the national in the advancement of knowledge for improving the
quality of human life; and
 4. Respond effectively to changing needs and conditions of the nation through a system of educational planning and
evaluation.
Towards the realization of these objectives, and pursuant to the Constitution, all educational institutions shall aim to inculcate love
of country, teach the duties of citizenships, and develop moral character, personal discipline, and scientific, technological and
vocational efficiency. Furthermore, the educational system shall reach out to educationally deprived communities, in order give
meaningful reality to their membership in the national society, to enrich their civic participation in the community and national life,
and to
Page | 8unify all Filipinos into a free and just a free and just nation.
II. THE EDUCATIONAL COMMUNITY
Section 5. Declaration of Policy and Objectives. –It is likewise declared government policy to foster, at all times, a spirit of shared
purposes and cooperation among the members and elements of the educational community, and between the community and other
sectors of society, in the realization that only in such an atmosphere can the true goals objectives of education be fulfilled.
Moreover, the state shall:
1. Aid and support the natural right and duty of parents in the rearing of the youth through the educational system.
2. Promote and safeguard the welfare and interests of the students by defining their rights and obligations, according on privileges,
and encouraging the establishment of sound relationships between them and the other members of the school community.
3. Promote the social and economic status of all school personnel, uphold their rights, define their obligations, and improve their
living and working conditions and career prospects.
4. Extend support to promote the viability of those institutions through which parents, students and school personnel seek to attain
their educational goals.
Section 6. Definition and Coverage. “Educational community” refers to those persons or group of persons as such, or associated in
institutions involved in organized teaching and learning systems.
The members and elements of the educational community are:
1. “Parents” or guardians or the head of the institution or foster home which has custody of the pupil or student.
2. “Students” or those enrolled in and who regularly attend an educational institution of secondary or higher level or a person
engaged in formal study. “Pupils” are those who regularly attend a school of elementary level under the supervision and
tutelage of a teacher.
3. “School Personnel,” or all persons working for an educational institution, which includes the following:
a. “Teaching or academic staff” or all persons engaged in actual teaching and/or all research assignments, either on full
time or part basis, in all level of the educational system.
b. “School administrators, or all persons occupying policy-implementing positions having to do with the functions of the
school in all levels.
c. C. “Academic non-teaching personnel, “ or those persons holding some academic qualifications and performing
academic functions directly supportive of teaching, such as registrars, librarians, guidance counselors, researchers,
research assistants, research aides, and similar staff.
d. “Non-academic personnel,” or all other school personnel not falling under the definition and coverage of teaching and
academic non-teaching personnel.
Section 7. Community Participation. –Every educational institution shall provide for the establishment of appropriate bodies
through which the members of the educational community may discuss relevant issues, and communicate information and
suggestions for assistance and support of the school and for the promotion of their common interest. Representatives from each
sub-group of the educational community shall sit and participate in these bodies, the rules and procedures of which must be
approved by them and duly published.
Chapter 2: RIGHTS
Section 8. Rights of Parents. –In addition to other under existing laws, all parents who have children enrolled in a school shall have
the following rights:
1. The right to recognize by themselves and/or with teachers for the purpose of providing a forum for the discussion of matters
relating to the total school program, and for ensuring the full cooperation of parents and teachers in the formulation and
efficient implementation of such programs,
2. The right to access to any official record directly relating to the children who are under their parental responsibility.
Section 9. Rights of Student in School. –In addition to other rights, and subject to the limitations prescribed by law and regulations,
students and pupils in all schools shall enjoy the following rights:
1. The right to receive, primarily through competent instruction, relevant quality education in line with national goals and
conducive to their full developments as person with human dignity.
2. The right of freely choose their field of study subject to existing curricula and to continue their course therein up to graduation,
except in cases of academic deficiency, or violation of disciplinary regulations.
3. The right of school guidance and counseling services for making decisions and selecting the alternatives in fields of work suited
to his potentialities.
4. The right to access to his own school records, the confidentiality of which the school shall maintain and preserve.
5. The right of the issuance of official certificates diplomas, transcript of records, grades, transfer credentials and other similar
documents within thirty days from request.
6. The right to publish a student newspaper and similar publications as well as the right to invite resource persons during
assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective channels of communication with appropriate
academic and administrative bodies of the school or institution.
8. The right to form, establish, join and participate in organizations and societies recognized by the school to foster their
intellectual, cultural, spiritual and physical growth and development, or to form, establish, join and maintain organizations and
societies for purposes not contrary to law.
9. The right to be free form involuntary contributions, except those approved by their own organizations or societies.
Section 10. Rights of all School Personnel. In addition to other rights provided for by law, the following rights shall be enjoyed by
all school personnel:
1. The right to free expression of opinion and suggestions, and to effective channels of communication with appropriate academic
and administrative bodies of the school or institutions.
 2. The right to be provided with free legal service by the appropriate government office in the case of private school personnel and
through the school authorities concerned in the case of private school personnel, when charged in an administrative, civil and/or
criminal proceedings by parties other than the school or regulatory authorities concerned for actions committed directly in the
lawful discharged or f professional duties and/or in defense of school policies.
3. The right to establish, join and maintain labor organizations and/or professional and self-regulating organizations of their choice
to promote their welfare and defend their interests
4. The
Page | 9 right to be free from involuntary contributions except those imposed by their own organizations.
Section 11. Special Rights and/or Privileges of Teaching of academic Staff. –Further to the rights mentioned in the preceding
Section, every member of the teaching or academic staff enjoy following rights and/or privileges.
1. The right to be free from compulsory assignments not related to their duties as defined in their appointment or employment
contracts, unless compensated therefor, conformably existing law.
2. The right for institutions of higher learning to determine on academic grounds who shall be admitted to study, who may teach
and what shall be the subjects of the study and research.
Chapter 3: DUTIES AND OBLIGATIONS
Section 14. Duties of Parents. –In addition to those provided for under existing laws, all parents shall have the following duties and
obligations.
1. Parents, individually or collectively, through the school systems, shall help carry out the educational objectives in accordance
with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and shall strive to enable them to obtain
secondary and higher education in the pursuance of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school program –curricular and co-curricular.

Section 15. Duties and Responsibilities of Student. –In addition to those provided for under existing laws, every student shall:
1. Exert his utmost to develop his potentialities for service, particularly by undergoing an education suited to his abilities in order
that he may become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and abide by the rules and regulations
governing his academic responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by observing the rules of discipline and by efforts to attain
harmonious relationships with fellow students, the teaching and academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in the social, economic and cultural
development of his community and in the attainment of a just compassionate and orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement or violation of the public welfare
and of the rights of others.

Section 16. Teachers’ Obligations. –Every teacher shall:

1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals and objectives of
the school.
2. Be accountable for the efficient and effective attainment of specified learning objectives in pursuance of national development
goals, within the limits of available school resources.
3. Render regular sports on performance of each student and to the letter and latter’s parents and guardians with specific
suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement and maintain professionalism in his
behavior at all times.
5. Refrain from making deductions in student’s scholastic ratings for acts that are clearly not manifestations of poor scholarship.
6. Participate as an agent of constructive social economic, moral, intellectual, cultural and political change in his school and the
community within the context of national policies.

Section 17. School Administrator’s Obligations. –Every school administrator shall:

1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals and objective of
the school.
2. Be accountable for the efficient and effective administration and management of the school.
3. Develop and maintain a healthy school atmosphere conducive to the promotion and preservation of academic freedom and
effective teaching and learning and to harmonious and progressive school personnel relationship.
4. Assume and maintain professional behavior in his work and in dealing with students, teachers, academic non-teaching
personnel, administrative staff, and parents or guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and non-academic staff on their actual performance in
relation to their expected performance and counsel them on ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in disciplining his teachers and other
personnel.
7. Maintain adequate records and submit required reports to the Ministry of Education, Culture and Sports.

Section 18. Obligations of Academic Non-Teaching Personnel. –Academic non-teaching personnel shall:
1. Improve himself professionally by keeping abreast of the latest trends and techniques in his profession.
2. Assume, promote and maintain a professional attitude towards his work, students, teachers, administrators and administrative
staff and relate with them in a supportive and cordial manner.
3. Promote and maintain an atmosphere conduce to service and learning.

II. THE EDUCATIONAL SYSTEMS

Chapter 1: FORMAL EDUCATION
 Section 19. Declaration of Policy. –The State recognizes that formal education, or the school system, is society’s primary learning
system, and therefore the main instrument for the achievement of the country’s educational goals and objectives.
Section 20. Definition. –“Formal Education” refers to the hierarchically structured and chronologically graded learning organized
and provided by the formal school system and for which certification is required in order to the learner to progress through the
grades or move to higher levels. Formal education shall correspond to the following levels:
1. Elementary Education. –the first stage of compulsory, formal education primarily concerned with providing basic
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education and usually corresponding to six or seven grades, including pre-school programs.
2. Secondary Education- the stage of formal education following the elementary level concerned primarily with continuing
basic education and expanding it to include the learning of employable gainful skills, usually corresponding to four years
of high school.
3. Tertiary Education. –post-secondary schooling is higher education leading to a degree in a specific profession or
discipline.

Section 21. Objectives of Elementary Educations. –The objectives of elementary education are:
1. To provide the knowledge and develop the skills, attitudes, and values essential to personal development and necessary
for living in and contributing to a developing and changing social milieu;
2. To provide learning experiences which increase the child’s awareness and responsiveness to the changes in and just
demands of society and to prepare him for constructive and effective involvement;
3. To promote and intensify the child’s knowledge of identification with, and love for the nation and the people to which he
belongs and;
4. To promote work experiences which develop the child’s orientation to the world of work and creativity and prepare
himself to engage in honest and gainful work.

Section 22. Objectives of Secondary Education. –The objectives of secondary education are:
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the student so as to equip him with skills for productive
endeavor and/or prepare him for tertiary schooling.

Section 23. Objectives of Tertiary Education. –The objectives of tertiary education are:
1. To provide a general education program that will promote national identify, cultural consciousness, moral integrity and
spiritual vigor;
2. To train the nation’s manpower in the skills required for nationals development
3. “Non-formal Education,” any organization school-based educational activities undertaken by the Ministry of Education,
culture and Sports and other agencies aimed at attaining specific learning objectives for a particular clientele, especially
the illiterates and the out-of-school youth and adults, distinct form and outside the regular offerings of the formal school
system.
The objectives of non-formal education are as follows:
a. To eradicate illiteracy and raise the level of functional literacy of the population;
b. To provide unemployed and underemployed youth and adults with appropriate vocational/technical skills to enable them
to become more productive and effective citizens; and
c. To develop among the clientele of non-formal education proper values and attitudes necessary for personal, community
and national development.

Chapter 3: ESTABLISHEMNT OF SCHOOLS

Section 25. Establishment of Schools. –All schools shall be established in accordance with law. The establishment of new national
schools and the conversion of existing schools from elementary to national secondary schools or from secondary to national
secondary schools shall be by law. Provided, That any private school proposed to be established must incorporate as a non-stock
educational corporation in accordance with the provisions to incorporate may be waived in the case of family-administered pre-
school institutions. Government assistance to such schools for educational programs shall be used exclusively for that purpose.
Section 26. Definition of Terms. –The terms used in the Chapter are defined as follows:
1. “Schools” are duly established institutions of learning or educational institutions.
2. “Public Schools” are educational institutions established and administered by the government.
3. “Private Schools” are educational institutions maintained and administered by private individuals or groups

Section 27. Recognition of Schools. – The educational operations of schools shall be subject to the prior authorization of the
government, and shall be affected by recognition, In the case of government operated schools, whether local, regional or national,
recognition of educational programs and/or operations shall be deemed granted simultaneously with establishment. In all other case
the rules and regulations governing recognition shall be prescribed and enforced by the Ministry of Education, Culture and Sports
defining therein who are qualified to apply, providing for a permit system, stating the conditions for the grant of recognition and
for its cancellation and withdrawal and providing for related matters.
Section 28. Effects of Recognition; Punishable Violations. –The issuance of a certificate of recognition to a school shall have the
following effects:
1. It transforms the temporary permit to a permanent authority to operate;
2. It entitles the school or college to give the students who have completed the course for which recognition is granted, a
certificate, title or diploma; and
3. It shall entitle the students who have graduated from said recognized courses to all the benefits and privileges enjoyed by
graduates in similar courses of studies in all schools recognized by the government.
 Operations of schools and educational programs without authorization, and/or operation thereof in violation of the same terms of
recognition, are hereby declared punishable violations subject to the penalties provided in this Act.
Section 29. Voluntary Accreditation. –The ministry shall encourage programs of voluntary accreditation for institutions which
desire to meet standards of quality over and above the minimum required for State recognition.
Chapter 4: INTERNAL ORGANIZATIONS OF SCHOOLS
Section 30. Organization of Schools. –Each school shall establish such internal organization as will best enable it to carry out its
Page | 11 and administrative functions, subject to limitations provided by law. Each school shall establish such arrangements for
academic
the peaceful settlement of disputes between or among the members of the educational community.
Section 31. Governing Board. –Every government college or university established as a tertiary institution and every private school
shall have a governing board pursuant to its Charter or to the Corporation Code of the Philippines, as the case may be.
Section 32. Personnel Transactions. –The terms and conditions of employment of personnel in government schools shall be
governed by the Civil Service, budgetary and compensation laws and rules.
In private schools, disputes arising from employer-employee relation shall fall under the jurisdiction of the Ministry of Labor and
Employment as provided for by law and regulations: Provided, That in view of the special employment status of the teaching and
academic non-teaching personnel and their special roles in the advancement of knowledge standards set or promulgated jointly by
the Ministry of Education, Culture and Sports and by the Ministry of Labor and Employment shall be applied by the Ministry of
Employment: Provided, further, That every private school shall establish and implement an appropriate system within the school
for the prompt and orderly settlement of personnel disputes at the school level, subject to the provisions of Articles 262 and 263 of
the Labor Code.
Chapter 5: SCHOOL FINANCE AND ASSISTANCE
Section 33. Declaration of Policy. –It is hereby declared to be the policy of the State that the national government shall contribute
to the financial support of educational programs pursuant to the goals of education as declared in the Constitution. Towards this
end, the government shall:
1. Adopt measures to broaden access to education through financial assistance and other forms of incentives to schools,
teachers, fiscal and students; and
2. Encourage and stimulate private support to education through, fiscal, and other assistance measures.

A FUNDING OF PUBLIC SCHOOL

Section 34. National Funds.-Public schools shall continue to be funded primarily from national funds: Provided, The local
governments shall be encouraged to assume operation of local public schools on the basis of national fund participation and
adequate revenue sources which may be assigned by the national government for the purpose.
Section 35. Financial Aid and Assistance to Public Secondary Schools. –The national government shall extend financial aid and
assistance to public secondary schools established and maintained by local governments, including barangay high schools.
Section 36. Share of Local Government. –Provinces, cities and municipalities and barangays shall appropriate funds in their annual
budgets for the operation and maintenance of public secondary schools of the basis of national fund participation.
Section 37. Special Education Fund. –The proceeds of the Special Educational Fund accruing local governments shall be used
exclusively for the purpose enumerated in Section 1 of Republic Act No. 5447, and in accordance with rules and regulations issued
by the Ministry of Education, Culture and Sports and Ministry of Budget. Said proceeds shall be considered a local fund and shall
be subject to Presidential Decree No. 477, Presidential Decree No. 1375 and other applicable local budget laws and regulations.
Section 38. Tuition and other School Fees. –Secondary and post-secondary schools may receive grants, legacies, donations and
gifts for purposes allowed by existing laws. Furthermore, income generated from production activities and from auxiliary
enterprises may be retained and used for schools concerned in accordance with rules and regulations jointly issued consistently
with pertinent appropriation and budgetary laws by the Ministry of Budget, Ministry of Education, Culture and Sports and the
Commission on Audit.
B. FUNDING OF PRIVATE SCHOOLS
Section 40. Funding of Private Schools. –Private schools may be funded from their capital investments or equity contributions,
tuition fees and other school charges, grants, loans, subsides, passive investment income and income from other sources.
Section 41. Government Assistance. –The government, in recognition of their complementary role in the educational system, may
provide aid to the programs of private schools in the form of grants or scholarships, or loans from government financial
institutions: Provided, that such programs meet certain defined educational requirements and standards and contribute to the
attainment of national development goals.
Section 42. Tuition and other School Fees. –Each private school shall determine its rate of tuition and other school fees or charges.
The rates and charges adopted by school fees or charges. The rates and charges adopted by schools pursuant to this provision shall
be collectible, and their application or use authorized, subject to rules and regulations promulgated by the Ministry of Education,
Culture and Sports.
Section 43. Income from other sources. –Any private school duly recognized by the government, may receive any grant and
legacy, donation, gift, bequest, or device from any individual, institution, corporation, foundation, trust or philanthropic
organization, or research institution or organization, as may be authorized by law. Furthermore, private schools are authorized to
engage in any auxiliary enterprise to generate income primarily to finance their educational operations and/or to reduce the need to
increase student’s fees.
Section 44. Institutional Funds. –The proceeds from tuition fees and other school charges, as well as other income of schools, shall
be treated as institutional funds. Schools may pool their institutional funds, in whole or in part, under joint management for the
purpose of generating additional financial resources.
B. INCENTIVES TO EDUCATION
Section 45. Declaration of Policy. –It is the policy of the State in the pursuit of its national educational development goals to
provide an incentive program to encourage the participation of the community in the development of the educational sector.
Section 46. Relating to School Property. Real property, such as lands, buildings and other improvements thereon used actually,
directly and exclusively for educational purpose shall be subject to the real property tax based on an assessment of fifteen percent
of the market value of such property: Provided, That all the proceeds from the payment thereof shall accrue to a special private
 education fund which shall be managed and disbursed by a local private educational institutes with the mayor or his representatives
as chairman and not more than two representatives of the institutional taxpayers, and likewise, not more than two residents of the
municipality or chartered city who are alumni of any of the institutional taxpayers as members: Provided, further, That fifty percent
of the additional one percent tax on real estate property provided for under Republic Act 5447, shall accrue to the special private
education fund: Provided, finally, That in municipalities or chartered cities wherein the number of private institutions with
individual enrolment of pupils and students over five thousand exceeds fifteen, the members determined proportionately by the
Minister
Page | 12of Education, Culture and Sports. The private school board shall adopt its own rules which shall enable it to finance the
annual programs and projects of institutional taxpayer for the following purposes: student-pupil scholarships; improvement;
improvement of instructional, including laboratory, facilities and/or equipment library books and periodical acquisition; and
extension service in the community, in that order of priority.
Section 47. Relating to Gifts or Donations to Schools. –All gifts or donations in favor of any school, college or university
recognized by the Government shall not be subjected to tax: Provided, That such gifts or donations shall be for improvement of
classrooms and laboratory or library facilities, and shall not ensure to the benefit of any officer, director, official, or owners of the
school, or paid out as salary, adjustment or allowance of any form or nature whatsoever, except in support of faculty and/or
professional chairs.
Section 48. Relating to Gifts or Donations to Schools. –All gifts or donations in favor of any duly established scholarship fund of
any school recognized by the government, constituted from gifts to the school, and/or from contributions or other resources
assigned to said fund by the school, if said earning are actually used to fund additional scholarships grants to financially deserving
students shall be exempt from tax until the scholarship fund is fully liquidated, when the outstanding balance thereof shall be
subject to tax.
Section 49. School Dispersal Program. –All gains realized from the sale, disposition or transfer of property, real or personal, of any
duly established private school, college or university, in pursuance of a school dispersal program of the government or of the
educational institution as approved by the government , shall be considered exempt from tax if the total proceeds of the sale are
reinvested in a new or existing duly established school, college or university located in the dispersal site, within one (1) year from
the date of such sale, transfer or disposition, otherwise, all taxes due on the gains realized from the transaction shall immediately
become due and payable.
Section 50. Conversion to Educational Foundations. –An educational institution may convert itself into a non-stock, non-profit
educational foundation, in accordance with the implementing rules to be issued jointly by the Ministry of Education, Culture and
Sports and the Ministry of Finance. In the Case of stock corporations, if for any reason its corporate existence as an educational
institution cases and is not renewed, all its net assets after liquidation of the liabilities and other obligations may be conveyed and
transferred to any non-profit educational institution or to be distributed by a court to another organization to be used in such
manner as in the judgment of said court will best accomplish the general purposes for which the dissolved organization was
organized, or to the State.
D. ASSISTANCE TO STUDENTS
Section 51. Government Assistance to Students. –The government shall provide financial assistance to financially disadvantage
and deserving students. Such assistance may be in the form State scholarships, grants-in-aid, assistance from the Educational Loan
Fund, or subsidized tuition rates in the State Colleges and Universities. All the above and similar assistance programs shall provide
for serve quotas for financially needy but academically qualified students from the national cultural communities.
Section 52. Grant of Scholarship Pursuant to Existing Law. –Educational institutions shall be encouraged to grant scholarships to
students pursuant to the provisions of existing laws and such scholarship measures as may hereafter be provided for by law.
Section 53. Assistance from the Private Sector. –The private sector, especially educational institutions, business and industry, shall
be encouraged to grant financial assistance to students, especially those undertaking research in the field of science and technology
or in such projects as may be necessary within the context of national development.

Activity
1. Describe and expound the educational system stated in Batas Pambasa Bilang 232.

3. RA 8980
Page | 13

4. REPUBLIC ACT NO. 10157

AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC EDUCATION SYSTEM
AND APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. Short Title. – This Act shall be known as the “Kindergarten Education Act”.
SEC. 2. Declaration of Policy. – In consonance with the Millennium Development Goals on achieving Education for All (EFA) by
the year 2015, it is hereby declared the policy of the State to provide equal opportunities for all children to avail of accessible
mandatory and compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional and skills
stimulation and values formation to sufficiently prepare them for formal elementary schooling. This Act shall apply to elementary
school system being the first stage of compulsory and mandatory formal education. Thus, kindergarten will now be an integral part
of the basic education system of the country.
Kindergarten education is vital to the academic and technical development of the Filipino child for it is the period when the young
mind’s absorptive capacity for learning is at its sharpest. It is also the policy of the State to make education learner-oriented and
responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities
through the appropriate languages of teaching and learning.
SEC. 3. Definition of Terms. – The terms used in this Act are defined as follows:
(a)    DepEd shall refer to the Department of Education;
(b)   BEE shall refer to the Bureau of Elementary Education;
(c)    Kindergarten education shall be understood in this Act to mean one (1) year of preparatory education for children at least five
(5) years old as a prerequisite for Grade I; and
(d)   Mother tongue refers to the language first learned by a child.
SEC. 4. Institutionalization of Kindergarten Education. – Kindergarten education is hereby institutionalized as part of basic
education and for school year 2011-2012 shall be implemented partially, and thereafter, it shall be made mandatory and
compulsory for entrance to Grade 1.
SEC. 5. Medium of Instruction. – The State shall hereby adopt the mother tongue-based multilingual education (MTB-MLE)
method. The mother tongue of the learner shall be the primary medium of instruction for teaching and learning in the kindergarten
level. However, exceptions shall be made to the following cases:
(a) When the pupils in the kindergarten classroom have different mother tongues or when some of them speak another mother
tongue;
(b) When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.
In such exceptional cases, the primary medium of instruction shall be determined by the DepEd aligned with the framework being
used in the elementary level including teacher training and production of local resources and materials under DepEd Order No. 74,
series of 2009.
The DepEd, in coordination with the Commission on Filipino Language and in close collaboration with academic and research
institutions concerned with education, shall formulate a mother tongue-based multilingual framework for teaching and
learning: Provided, That the DepEd will include teaching strategies as defined in Section 7(c) which aims to introduce and
eventually strengthen the child’s understanding of English, which is the official language.
SEC. 6. Implementing Agency. – The authority to regulate the organization, operation and/or implementation of the kindergarten
education program of both public and private schools shall be vested upon the DepEd, through the creation of a new Division under
the BEE and other necessary support to achieve successful implementation of kindergarten education to include, but not limited to,
increasing the number of kindergarten teacher positions with the required salaries and benefits, enhancing teacher training in early
education, and providing the necessary allocations for classrooms and chairs, facilities and equipment, and textbooks.
SEC. 7. Duties, Powers and Functions. – The DepEd, through the BEE, shall exercise the following powers and functions:
(a) Oversee and supervise the organization, operation and implementation of the kindergarten education program;
 (b) Develop the curriculum for kindergarten education consistent with the universally accepted norms and standards, including
values formation all of which shall be developmentally appropriate, and use of the MTB-MLE as a medium of instruction and to
periodically review such for purposes of upgrading;
(c) Develop teaching strategies using the unique feature of the MTB-MLE which shall include, but not limited to, the following:
(1) The two-track method (storytelling and reading, listening story, oral communication activities);
(2) Interactive strategies;
(3) Use
Page | 14of manipulative games; and
(4) Experiential, small group discussions and total physical response (TPR) among others.
The learning development materials shall consist of the following at the minimum:
(i) Listening story;
(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing professional development program for kindergarten teachers to ensure constant
updating of their knowledge in current trends, pedagogy, methodologies and concepts on early childhood education;
(b) Prescribe the necessary qualifications for the hiring and accreditation of teachers who will handle the kindergarten education
program;
(c) Exercise authority over the operation of private kindergarten institutions;
(d) Supervise the establishment of various venues for early childhood education which may be institution-based, home-based,
hospital-based or community-based, and which shall be duly accredited by the DepEd; and
(e) Introduce innovative programs in kindergarten that shall include educational technologies, whenever applicable.
SEC. 8. Appropriations. – The DepEd shall immediately include in the program of the Department the operationalization of the
free, mandatory and compulsory public kindergarten education, the initial funding of which shall be charged against the current
appropriations for kindergarten education of the DepEd. Thereafter, such sums which shall be necessary for the continued
implementation of the free public kindergarten education program shall be charged to the General Fund and included in the annual
General Appropriations Act.
SEC. 9. Implementing Rules and Regulations. – Within ninety (90) days after the effectivity of this Act, the DepEd, in consultation
with the Department of Budget and Management, shall promulgate the rules and regulations needed for the implementation of this
Act.
SEC. 10. Separability Clause. – If any provision of this Act is held invalid or unconstitutional, the same shall not affect the
validity and effectivity of the other provisions hereof.
SEC. 11. Repealing Clause. – Pertinent provisions of all other laws, decrees, executive orders and rules and regulations contrary to
or inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
SEC. 12. Effectivity Clause. – This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2)
newspapers of general circulation.

5. REPUBLIC ACT 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

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013”.
SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and integrated system of
education relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who
has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for
learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local
and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self.
For this purpose, 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. In order to achieve this, the
State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound
curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as
creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of
learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a
learning resource.
SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the foundation on which
subsequent learning can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning
systems for out-of-school learners and those with special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at least one (1) year of
kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence.
Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for
Grade I.
 Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age
to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school
education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are
typically twelve (12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the
formative
Page | 15 years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the
regional or native language of the learners. The Department of Education (DepEd) shall formulate a mother language transition
program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such
time when these two (2) languages can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which
he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes
Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional
speech variety or variety of Filipino sign language existing in a region, area or place.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced basic education
curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for
the global competitiveness of Filipino graduates. 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).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national
government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the
Professional Regulation Commission (PRC), the private and public schools associations, the national student organizations, the
national teacher organizations, the parents-teachers associations and the chambers of commerce on matters affecting the concerned
stakeholders.
The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE)
which starts from where the learners are and from what they already knew proceeding from the known to the unknown;
instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their
respective educational and social contexts. The production and development of locally produced teaching materials shall be
encouraged and approval of these materials shall devolve to the regional and division education units.
SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative committee chaired by the DepED
Secretary or his/her duly authorized representative and with members composed of, but not limited to, a representative each from
the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the
business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The
consultative committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may
recommend to the DepED the formulation of necessary refinements in the curriculum.
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program meets the demand for quality
teachers and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry,
and nongovernmental organizations, shall conduct teacher education and training programs, as specified:
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet the content and
performance standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training.
(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall undergo additional training,
upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, the CHED, in coordination with
the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education
Institutes (TEIs) will meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations
meet the necessary quality standards for trained teachers.
(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other instructional school leaders
shall likewise undergo workshops and training to enhance their skills on their role as academic, administrative and community
leaders.
Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout
the school year to ensure constant upgrading of teacher skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects with a Shortage of
Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty. — Notwithstanding the provisions
of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of
1994”, the DepED and private education institutions shall hire, as may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure
Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education.
Qualified LET applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education
sector and who satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five
(5) years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions
of LET shall no longer be required;
 (b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these
graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service
training to be administered by the DepED or higher education institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That
the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by
the Basic
Page | 16 Education Curriculum, to teach in the secondary level; Provided, that they teach on part-time basis only. For this
purpose, the DepED, in coordination with the appropriate government agencies, shall determine the necessary qualification
standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the career tracks that they
intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy
activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known
as the “Guidance and Counselling Act of 2004”, career and employment guidance counsellors, who are not registered and licensed
guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they
are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or the “Expanded
Government Assistance to Students and Teachers in Private Education Act”, shall be extended to qualified students enrolled under
the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through
the programs under Republic Act No. 8545, and other financial arrangements formulated by the DepED and the Department of
Budget and Management (DBM) based on the principles of public-private partnership.
SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the operationalization of the
enhanced basic education program, the initial funding of which shall be charged against the current appropriations of the DepED.
Thereafter, the amount necessary for the continued implementation of the enhanced basic education program shall be included in
the annual General Appropriations Act.
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate strategies and
mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic
education (K to 12) cycle. The strategies may cover changes in physical infrastructure, manpower, organizational and structural
concerns, bridging models linking grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships
between the government and other entities. Modeling for senior high school may be implemented in selected schools to simulate
the transition process and provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment
turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in
partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources. Moreover, the DepED, the CHED,
the TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the academic,
physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of
the enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to
teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the transition
period. For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRR).
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program). — There is
hereby created a Joint Oversight Committee to oversee, monitor and evaluate the implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives,
including Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The membership of the
Committee for every House shall have at least two (2) opposition or minority members.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall conduct a mandatory
review and submit a midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the
following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be
addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic
education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare
and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer
and science laboratories, libraries and library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per capita spending on
education towards the immediate attainment of international benchmarks.
SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act, the DepED Secretary,
the CHED Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the
implementation of this Act.
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same shall not affect the
validity and effectivity of the other provisions hereof.
SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act of 1982”, Republic Act
No. 9155 or the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and
regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2)
newspapers of general circulation.

PROFESSIONALIZATION TEACHING
1. 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,
Page | 17 this supervisory function of the DEC has been primarily beamed towards insuring that the educational institutions
inculcate in the studentry love of the country, teach the duties of citizenship, and develop moral character, personal discipline, and
scientific, technological and vocational efficiency;
WHEREAS, to implement these objectives, the institutions have relied upon their teachers whose direct and continuing interaction
with the young people and the children make them potent forces for the development of proper attitudes among the citizenry;
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 and order:
Section 1. Title. This Decree shall be known as the Decree Professionalizing Teaching.
Section 2. Declaration of Policy. It is hereby declared a policy that teacher education shall be given primary concern and attention
by the government and shall be of the highest quality, and strongly oriented to Philippine conditions and to the needs and
aspirations of the Filipino people even as it seeks enrichment from adoptable ideas and practices of other people.
Section 3. Definition of Terms. As used in this Decree, the following shall be construed as follows:
(a) Teaching refers to the profession primarily concerned with the classroom instruction, at the elementary and secondary levels, in
accordance with the curriculum prescribed by National Board of Education, whether on part-time or full-time basis in the public or
private schools.
(b) Teachers refers to all persons engaged in teaching at the elementary and secondary levels, whether on a full-time or part-time
basis, including guidance counselors, school librarians, industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid levels and legally qualified to practice teaching under this
Decree.
(c) Board refers to the National Board for Teachers duly constituted under this Decree.
Section 4. Creation of the National Board for Teachers. There is hereby created a National Board for Teachers, hereinafter called
the Board, to be composed of the following:

1) Secretary of Education and Culture

Co-Chairman
2) Chairman, Civil Service Commission
3) Commissioner, Professional Regulations Commission
4) Two members representing the private sector to be Member
appointed by the President

Section 5. Powers and Duties. The Board shall have the following powers and duties:
(a) Appoint a set of examiners for every examination who will determine and prepare the contents of the Board examination for
teachers, hereinafter referred to as examination, in the elementary and secondary levels of instruction, to be held at least once a
year;
(b) Determine and fix the places and dates of examination, appoint supervisors and room examiners from among the employees of
the Government who shall be entitled to a daily allowance to be fixed by the Board for every examination day actually attended,
use the buildings and facilities of public and private schools for examination purposes, approve applications to take examination,
and approve the release of examination results;
(c) Look from time to time into the conditions affecting the practice of the teaching profession, adopt such measures as may be
deemed proper for the enhancement of said profession, and/or maintenance of the professional standards and ethics;
(d) Issue, suspend, revoke, replace or reissue Professional Teachers Certificate, and administer oaths;
(e) Appoint, subject to the provisions of existing laws, such officials and employees as are necessary in the effective performance
of its functions and responsibilities, prescribe their duties and fix their compensation;
(f) Prescribe and collect examination and other fees as it may deem proper; and
(g) Promulgate rules and regulations, and exercise such other powers, functions and duties as may be necessary to carry into effect
the purposes of this Decree.
Section 6. Qualification requirements for examination 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:
(a) Except those who have been engaged in teaching as herein defined for at least five years in schools in the Philippines not
organized exclusively for nationals of a foreign country at the time of the effectivity of this Decree, the applicant must be a citizen
of the Philippines;
(b) That he is of good moral character;
(c) That he is free from any physical and/or mental defect which will incapacitate him to render efficient service; and
(d) That he possesses the following minimum educational qualifications:
1) For teachers in the kindergarten and elementary grades, Bachelor’s degree in Elementary Education ([Link].) or its
equivalent;
2) For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a major and minor, or a Bachelor’s
degree in Arts or Sciences with at least eighteen units in professional education; and
 3) For teachers of secondary vocational and two-year technical courses, Bachelor’s degree in the field of specialization with at least
eighteen units in professional education.
All applications shall be filed with an office or offices designated by the Board, preferably the offices of the Civil Service
Commission and the Department of Education and Culture.
These offices shall screen and approve such applications and issue the corresponding permits to take the examination to qualify
applicants.
Section
Page | 187. Appointment of examiners. The Board shall appoint a set of examiners for every examination who are recognized
authority in teacher education, and their names shall not be disclosed until after the release of the results of the examination. They
shall each receive as compensation the sum of not less than P5.00 for each examinee as may be determined by the Board but in no
case shall each examiner receive more than P18,000 per examination. Any examiner who is in the service of the Government shall
receive the compensation herein provided in addition to his salary.
Section 8. Scope of the examination. The examination shall consist of written tests, the scope of which shall be determined by the
Board, taking into consideration the teaching plan of the schools legally constituted in the Philippines.
Section 9. Ratings in the examination. In order that a candidate may be deemed to have successfully passed the examinations, he
must have obtained a general average of at least 70 per cent in all subjects, with no rating below 50 per cent in any subject.
Section 10. Report of the results of examination. The examiners shall report the ratings obtained by each candidate to the Board
within 150 days after the last day of the examination, unless extended by the latter.
Section 11. Issuance of Certificates. Teachers who have passed examinations given by the Civil Service Commission or jointly by
the Civil Service Commission and the Department of Education and Culture shall be considered as having passed the board
examinations for teachers. The Board may consider their certificates of rating as certificates of eligibility or issue an entirely new
certificate upon registration of the teacher and payment of the corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment under the Magna Carta for Public School
Teachers and all others who may be qualified for registration as professional teachers under this Decree.
Section 12. Registration. The Civil Service Commission shall, as an arm of the Board, register holders of Professional Teacher
Certificate which registration shall evidence that the registrant is entitled to all the rights and privileges of a Professional Teacher
until and unless the certificate is suspended or canceled by the Board for just cause.
Section 13. Reissuance of revoked certificates and replacement of lost certificates. The Board may, for reason of equity and
justice, and upon proper application therefor, issue another copy, original or duplicate, upon payment of the required fee, of a
certificate which has been revoked. A new certificate to replace a lost, destroyed or mutilated certificate may be issued subject to
the rules of the Board.
Section 14. Registration by reciprocity. The Civil Service Commission shall, upon approval of the Board, effect the registration,
without examination, of a teacher validly registered under the laws of any foreign state or country; Provided, That the requirements
for registration in said foreign state or country are substantially the same as those required and contemplated by this Decree, and
the laws of such foreign state or country allow citizens of the Philippines to practice the profession on the same basis and grant the
same privileges as the citizens or subjects of such foreign state or country; Provided finally, That the applicant shall submit
competent and conclusive documentary evidence, confirmed by the Department of Foreign Affairs, showing that his country’s
existing laws permit citizens of the Philippines to practice teaching profession under the rules and regulations governing citizens
thereof.
Section 15. Prohibition. Three years after the effectivity of this Decree, no person shall engage in teaching and/or act as a teacher
as defined in this Decree, whether in the public or private elementary or secondary school, unless he is holder of a Professional
Teacher Certificate or is considered a Professional Teacher under this Decree.
Section 16. Penal Provision. Any person who shall practice the teaching without a valid Professional Teacher Certificate, or any
person presenting as his or her own the certificate of another, or any person giving any false or forged evidence in order to obtain a
Professional Teacher Certificate or admission to an examination, or any person assuming himself as a registered professional
teacher or any person violating any provision of this Decree shall be penalized by a fine of not less than One Thousand Pesos nor
more than Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more
than two years, or both such fine and imprisonment at the discretion of the Court.
Section 17. Repealing Clause. All Acts, Decrees, Executive Orders, Administrative Orders, rules and regulations or parts thereof
inconsistent with the provisions of this Decree are hereby repealed or modified accordingly.
Section 18. Separability Clause. In case any provision of this Decree or any portion thereof is declared unconstitutional by a
competent court, other provisions shall not be affected thereby.
Section 19. Effectivity. This Decree shall take effect January 1, 1977.

2. RA 7836 – AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE

TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND
FOR OTHER PURPOSES
Page | 19

3. RA 9293 - “AN ACT AMENDING CERTAIN SECTIONS 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 assembles:
Section 1. Section 15; (e) (3) of Republic Act No. 7836 is hereby amended as follows;
Section 15. Qualification Requirements of Applicants. –No Applicant shall be admitted to take the examination unless on the date
of 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) or its equivalent;
(2) For teachers in the elementary grades, bachelor’s degree in education or its equivalent with a major and minor or a bachelor’s
degree in elementary education (BECED) 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’s
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.
Section 2. Section 26 of the same Act is hereby amended to read as follows:
Section 26. Registration and Exception. –No person shall engage in teaching and/or act as a professional teacher as defined in
this Act, whether in the preschool, elementary or secondary level, unless the person is duly registered professional teacher, and a
holder of a valid special/temporary. 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 courses; 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 widely
acknowledged expert in his or her respective field of specialization.”
Section 3. Section 31 of the same. Act is hereby amended to read as follows:
Section 31. Transitory Provision. –Special permit, 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 permit with a validity of three (3) years may be renewed upon expiration for a non-extendable period
of two (2) years. “
Section 4. References to the Term. –“Department of Education, Culture and Sports”, in Section 4 (a) and 25, and the term
“DECS” in Section 20, of the same Act, are hereby amended to read as “Department of Education” and “DepEd “ respectively.
 Section 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.
Section 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.
Section 7. Effectively. –This Act shall take effect upon approval.
Page | 20
Activity: Answer the following:
1. What are the amendments to RA 7836 were made by RA 9293 on the following:
a. Number of units in professional education required of non-education graduates.
b. Registration of those engaged in teaching without examination.
c. Required rating for para-teachers
2. Other than para-teachers who else entitled to a special permit?
3. What is required of teachers covered by Sec. 26 of RA 9293 who have not practiced their profession for the past years?
4. Who can be issued a license without examination?

GUIDE FOR PROFESSIONAL TEACHERS

1. Code of Ethics for Professional Teachers
The term professional has become a global nomenclature for people who excel in their respective careers and professions. There
were IT professionals in India who worked in Silicon Valley but returned to their home country to share their expertise. We salute
the professional soldier; we commend the professional artist. Business and industry conduct continuing professional development
to ensure that every employee grows in his/her area of expertise and become multi skilled. They claim that their companies are
managed “by professionals who operate with a great deal of autonomy”. By semantics, profession is a type of job that requires
special training and gives status and prestige to the individual. A professional is one who has competent skills, observes high
standards of the job, and abides by the Code of Ethics.

Who is the professional teacher? She/He is the “licensed professional who possesses dignity and reputation with high moral
values as well as technical and professional competence… she/he adheres to, observes, and practice a set of ethical and
moral principles, standard, and values. “ “Code of Ethics for Professional Teachers”.

Resolution No. 435

Series of 1997
Pursuant to the provisions of Paragraph (e) , Article II, of R.A. No. 7836, otherwise known as the “ Philippines Teachers
Professionalization Act of 1994” and Paragraph (a), Section 6, P.D. No.223, as amended, the Board for Professional Teachers
hereby adopts and promulgates the following “Code of Ethics for Professional Teachers”.
PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and
professional competence. In the practice of their noble profession, they strictly adhere to, observe, and practice this set of ethical
and moral principles, standard, and values.
ARTICLE I SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education for all Filipino
citizens, a vision that requires professionally competent teachers committed to is full realization. The provision of this Code shall
apply, therefore to all in all schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary,
elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include
industrial art or vocational teachers and all other persons performing supervisory and/or administrative functions in all school at the
aforesaid levels, whether on full-time or part-time basis.
ARTICLE II THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the citizens of the state. Each teacher is a trustee of the cultural and educational heritage
of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the Constitution and respect for all duly constituted authorities, and promote
obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to
this effect.
Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall physically, mentally and
morally fit.
Section 4. Every teacher shall possess and actualize full commitment and devotion to duty.
Section 5 A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly, or
indirectly, solicit, require, collect, or receive any money, service, other valuable material from any person entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibilities.
Section 7. A teacher shall not use his position or official authority of influence to coerce any other person to follow any political
course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product of his researches and
investigations, provided that, if the results are inimical to the declared policies of the State, they shall be drawn to the proper
authorities for appropriate remedial action.
ARTICLE II THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best services by
providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to ‘actively participate in community movements for moral, social,
educational, economic and civic betterment.
 Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave wit honor and dignity at all
times and refrain from such activities as gambling, smoking, drunkenness and other excesses, much less illicit relations.
Section 4. Every teacher shall help the school keep the people in the community informed about the school’s work and
accomplishments as well as it needs and problems.
Section 6. Every teacher is an intellectual leader extendable in the community, especially in the barangay, and shall welcome the
opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in
matters
Page | 21affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with
government officials, and with the people, individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as appropriate, but shall not use his position and influence to
proselyte others.
ARTICLE IV THE TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively help insure that teaching is the noblest profession, and shall manifest genuine enthusiasm
and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparation for the
career of teaching, and shall be at his best at all times in the practice of his profession.
Section 3. Every teacher shall participate in the continuing professional education (CPE) program of the Professional Regulation
Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and
strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make improper
misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for earning a decent living.
ARTICLE V THE TEACHER AND THE TEACHING COMMUNITY
Section 1. teachers shall, at all times , be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another,
self- sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the
profession is at stake in any controversy, teacher shall support one another.
Section 2. A teacher is not entitled to claim for work not of his own, and shall give due credit for the work of others which he may
use.
Section 3. Before leaving his position, a teacher shall organize and leave to his successor such records and other data as are
necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to
anyone documents which have not yet been officially released, or remove records from the files without official permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and
unethical conduct of any associate. This may be done only if there is incontrovertible evidence for such conduct
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing,
without violating any right of the individual concerned.
Section 7. A teacher may apply for a cant position for which he is qualified, provided that he respects the system of selection on the
basis of merit and competence, provided, further, that all qualified candidates are given the opportunity to be considered.
ARTICLE VI THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES
Section 1. A teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school
and the administration regardless of professional feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusation or charges against superiors, especially under anonymity. However, if
there are valid charges, he should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different
procedure, such as when reforms are advocated but are opposed by the immediate superior, in which case the teachers shall appeal
directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress against injustice and discrimination and, to the
extent possible, shall raise his grievances within democratic processes. In doing so, he shall avoid jeopardizing the interest and
welfare of learners whose right to learn must be respected.
Section 5. A teacher has a right to invoke the principle that appointments, promotions, and transfers of teachers are made only on
the basis of merit and need in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of
the employment terms conditions.
ARTICLE VIII THE TEACHER AND LEARNERS
Section 1. A teacher has the right and duly to determine the academic marks and the promotion of learners in the subjects they
handle. Such determination shall be in accordance with generally accepted producers of evaluation and measurement. In case of
any complaint, teacher concerned shall immediately take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost concern, and shall handle
each learner justly and impartially.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against nay learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested
concessions, especially if underserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is authorized for such
service.
Section 6. A teacher shall base the evaluation of the learner’s work on merit and qualify of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall
exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment for acts which are clearly not manifestations of poor scholarship.
Section 9. A teacher shall insure that conditions contributive to the maximum development of learners are adequate, and shall
extend needed assistance in preventing or solving learner’s problems and difficulties.
ARTICLE VIII THE TEACHER AND LEARNERS
 Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence
and respect.
Section 2. A teacher shall inform parents through proper authorities, of the progress or deficiencies of learner under him, exercising
utmost candor and tact in pointing out learner’s deficiencies and in seeking parent’s cooperation for the proper guidance and
improvement of learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding and shall discourage unfair criticism.
ARTICLE
Page | 22 X THE TEACHER AND BUSINESS
Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation, provided that it does not relate to
or adversely affect his work.
Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the settlement of his just debts,
loans and other financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which
furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except
inly when his assignment is inherently related to such purchase and disposal, provided that such shall be in accordance with
existing regulations.
ARTICLE XII DISCIPLINARY ACTION
Section 1. Any violation of any provision of his Code shall be sufficient ground for the imposition against the erring teacher of
disciplinary action consisting of revocation of his Certificate of Registration and License as Professional Teacher, suspension from
the practice of the teaching profession, reprimand, or cancellation of his temporary/special permit under causes specified in Sec.
23, Article II or R.A. NO. 7836 and under Rule 21, Article VIII, of the Rules and Regulations Implementing R.A. NO. 7836
ARTICLE XIII EFFECTIVITY
Section 1. This Code shall be approved by the Professional Regulation Commission and shall take effect sixty (60) days following
it publication in the official Gazette or any newspaper of general circulation, whichever is earlier.

2. MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS – REPUBLIC ACT NO. 4670 JUNE 18, 1966

I. DECLARATION OF POLICY COVERAGE

Section 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social and economic
status of public school teachers, their living and working conditions, their terms of employment and career prospects in order that
they may compare favorably with existing opportunities in other walks of life, attract and retain in the teaching profession more
people with the proper qualifications, it being recognized that advance in education depends on the qualifications and ability of the
teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital
importance.
Section 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all public
school teachers except those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of instruction, on full-
time basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and all other persons
performing supervisory and/or administrative functions in all schools, colleges and universities operated by the Government or its
political subdivisions; but shall not include school nurses, school physicians, school dentists, and other school employees.
II. RECRUITMENT AND CAREER
Section 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of teachers shall be
clearly defined by the Department of Education: Provided, however, that effective upon the approval of this Act, the following
shall constitute the minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education ([Link].);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a minor; or a
Bachelor's degree in Arts or Science with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of specialization
with at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of
specialization;
Provided, further, That in the absence of applicants who possess the minimum educational qualifications as hereinabove provided,
the school superintendent may appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they possess the minimum educational qualifications or
not, be required to take competitive examinations, preference in making appointments shall be in the order of their respective ranks
in said competitive examinations: And provided, finally, That the results of the examinations shall be made public and every
applicant shall be furnished with his score and rank in said examinations.
Section 4. Probationary Period. When recruitment takes place after adequate training and professional preparation in any school
recognized by the Government, no probationary period preceding regular appointment shall be imposed if the teacher possesses the
appropriate civil service eligibility: Provided, however, That where, due to the exigencies of the service, it is necessary to employ
as teacher a person who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil
service eligibility, such person shall be appointed on a provisional status and shall undergo a period of probation for not less than
one year from and after the date of his provisional appointment.
Section 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as provided under existing
laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary civil service
eligibility shall be extended permanent appointment for the position he is holding after having rendered at least ten years of
continuous, efficient and faithful service in such position.
Section 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no teacher shall be
transferred without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may be effected by
the school superintendent who shall previously notify the teacher concerned of the transfer and the reason or reasons therefor. If the
teacher believes there is no justification for the transfer, he may appeal his case to the Director of Public Schools or the Director of
 Vocational Education, as the case may be. Pending his appeal and the decision thereon, his transfer shall be held in
abeyance: Provided, however, that no transfers whatever shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is finally approved.
Section 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the Secretary of Education
shall formulate and prepare a Code of Professional Conduct for Public School Teachers. A copy of the Code shall be furnished
each teacher: Provided, however, that where this is not possible by reason of inadequate fiscal resources of the Department of
Education,
Page | 23 at least three copies of the same Code shall be deposited with the office of the school principal or head teacher where
they may be accessible for use by the teachers.
Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of any disciplinary
procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his organization, adequate
time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case.
Section 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a committee composed of
the corresponding School Superintendent of the Division or a duly authorized representative who should at least have the rank of a
division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its absence, any existing provincial
or national teacher's organization and a supervisor of the Division, the last two to be designated by the Director of Public Schools.
The committee shall submit its findings and recommendations to the Director of Public Schools within thirty days from the
termination of the hearings: Provided, however, that where the school superintendent is the complainant or an interested party, all
the members of the committee shall be appointed by the Secretary of Education.
Section 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or during its
exercise, or in the termination of services, based on other than professional consideration.
Section 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married couples, both of
whom are public school teachers, to be employed in the same locality.
Section 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly
with regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render more than six
hours of actual classroom teaching a day, which shall be so scheduled as to give him time for the preparation and correction of
exercises and other work incidental to his normal teaching duties: Provided, however, That where the exigencies of the service so
require, any teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a
day upon payment of additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his
basic pay.
Section 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricular and out of
school activities and any other activities outside of what is defined as normal duties of any teacher shall be paid an additional
compensation of at least twenty-five per cent of his regular remuneration after the teacher has completed at least six hours of actual
classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed in excess of eight
hours a day shall be paid an additional compensation of at least twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under this section.1âшphi1 Education
authorities shall refuse to allow the rendition of services of teachers for other government agencies without the assurance that the
teachers shall be paid the remuneration provided for under this section.
Section 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications,
training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater
responsibility than others: Provided, however, That the general salary scale shall be such that the relation between the
lowest and highest salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be
achieved by raising the lower end of the salary scales relative to the upper end.
Section 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum salary
by means of regular increments, granted automatically after three years: Provided, That the efficiency rating of the teacher
concerned is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend over a
period of ten years.
Section 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city, municipal, municipal
district, or provincial government, shall not be less than those provided for teachers of the National Government.
Section 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of living by the
payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living index. The Secretary of
Education shall, in consultation with the proper government entities, recommend to Congress, at least annually, the appropriation
of the necessary funds for the cost-of-living allowances of teachers employed by the National Government. The determination of
the cost-of-living allowances by the Secretary of Education shall, upon approval of the President of the Philippines, be binding on
the city, municipal or provincial government, for the purposes of calculating the cost-of-living allowances of teachers under its
employ.
Section 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in commuting to
the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be
compensated special hardship allowances equivalent to at least twenty-five per cent of their monthly salary.
Section 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the Philippines or its equivalent
in checks or treasury warrants. Provided, however, that such checks or treasury warrants shall be cashable in any national,
 provincial, city or municipal treasurer's office or any banking institutions operating under the laws of the Republic of the
Philippines.
Section 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers except under
specific authority of law authorizing such deductions: Provided, however, That upon written authority executed by the teacher
concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers Association, and (2) premiums properly due on
insurance policies, shall be considered deductible.
Page | 24 IV. HEALTH MEASURES AND INJURY BENEFITS
Section 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge for all
teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's professional life. Where
medical examination show that medical treatment and/or hospitalization is necessary, same shall be provided free by the
government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care with the right to
be reimbursed for their traveling expenses by the government entity concerned in the first paragraph of this Section.
Section 23. Compensation for Injuries. Teachers shall be protected against the consequences of employment injuries in accordance
with existing laws. The effects of the physical and nervous strain on the teacher's health shall be recognized as a compensable
occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled to
study leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a schedule
set by the Department of Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of their
monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than one year study leave, unless he
needs an additional semester to finish his thesis for a graduate study in education or allied courses: Provided, further, That no
compensation shall be due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for
seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the condition that the teacher takes the
regular study load and passes at least seventy-five per cent of his courses. Study leave of more than one year may be permitted by
the Secretary of Education but without compensation.
Section 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the illness
demands a long treatment that will exceed one year at the least.
Section 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of the
applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation of the
lump sum of the retirement pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Section 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous authorization both to
establish and to join organizations of their choosing, whether local or national to further and defend their interests.
Section 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding Section shall be
exercised without any interference or coercion. It shall be unlawful for any person to commit any acts of discrimination against
teachers which are calculated to (a) make the employment of a teacher subject to the condition that he shall not join an
organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an organization or because of
participation in organization activities outside school hours, or with the consent of the proper school authorities, within
school hours, and (c) to prevent him from carrying out the duties laid upon him by his position in the organization, or to
penalize him for an action undertaken in that capacity.
Section 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the formulation of national
educational policies and professional standards, and in the formulation of national policies governing the social security of the
teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Section 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary rules and regulations to
implement the provisions of this Act. Rules and regulations issued pursuant to this Section shall take effect thirty days after
publication in a newspaper of general circulation and by such other means as the Secretary of Education deems reasonably
sufficient to give interested parties general notice of such issuance.
Section 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the necessary budgetary estimates
to implement the provisions of the Act concerning the benefits herein granted to public school teachers under the employ of the
National Government.
Section 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the exercise of his rights
guaranteed by this Act or who shall in any other manner commit any act to defeat any of the provisions of this Act shall, upon
conviction, be punished by a fine of not less than one hundred pesos nor more than one thousand pesos, or by imprisonment, in the
discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government service.
Section 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules inconsistent with the
provisions of this Act are hereby repealed, amended or modified accordingly.
Section 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or any provisions not
affected thereby shall remain in force and in effect.
Section 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

Activity: Research from the internet any jurisprudence on Code of Ethics for Professional teachers and supply the following:

GR No.
Complainant
Issue
 Provision
violated
Decision

3. EXCERPT FROM THE FAMILY CODE OF THE PHILIPPINES

Page | 25
Page | 26

4. EXCERPT FROM THE RA 7610

 5. EXCERPT FROM THE RA 7877 - AN ACT OF DECLARING SEXUAL HARASSMENT UNLAWFUL IN THE
EMPLOYMENT, EDUCATION OR TRAINING ENVIRONMENT, AND FOR OTHER PURPOSES

Page | 27

6. RA 9262 - VIOLENCE AGAINST WOMEN AND CHILDREN ACT

WHAT IS SEXUAL HARASSMENT?
It is an act or a series of acts involving any unwelcome sexual advance, request or demand for a sexual favor, or other verbal or
physical behavior of a sexual nature, committed by a government employee or official in a work-related, training- or education-
related environment.
WHAT IS THE POLICY OF THE STATE ON SEXUAL HARASSMENT?
Sexual harassment, which has been declared unlawful in the workplace, training and education environments, will not be tolerated
as it violates the dignity and human rights of a person.
WHAT IS THE PRESENT LAW ON SEXUAL HARASSMENT?
R.A. 7877, an “Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training Environment, and for other
purposes” was approved on February 14, 1995 and became effective on March 5, 1995, fifteen (15) days after its publication in the
Malaya and Times Journal on February 18, 1995. It is known as “The Anti-Sexual Harassment Act of 1995.”

WHAT IS CIVIL SERVICE COMMISSION (CSC) RESOLUTION NO. 01-0940?

It is known as the Administrative Disciplinary Rules on Sexual Harassment Cases.
WHAT IS THE EFFECT OF CSC RESOLUTION NO. 01-0940 TO PRIOR ISSUANCES OF THE CSC AND THE
DEPARTMENT OF LABOR AND EMPLOYMENT?
It supersedes or repeals prior CSC issuances such as MC No. 19, s. 1994 and CSC Res. 95-6161. DOLE Administrative Order No.
250, s. 1995 has to be amended accordingly or replaced altogether, in consonance with the changes made in the new CSC Rules on
Sexual Harassment.
WHERE CAN SEXUAL HARASSMENT BE COMMITTED UNDER THE PROVISIONS OF CSC RESOLUTION NO. 01-
0940? Sexual harassment may take place:
1. In the premises of the workplace or office or of the school or training institution;
2. In any place where the parties were found, as a result of work or education or training responsibilities or relations;
3. At work or education- or training-related social functions;
4. While on official business outside the office or school or training institution or during work or school or training-related travel;
5. Official conferences, fora, symposia or training sessions; or
6. By telephone, cellular phone, fax machine or electronic mail.
WHEN IS SEXUAL HARASSMENT COMMITTED IN THE EMPLOYMENT OR WORK-RELATED ENVIRONMENT?
Work-related sexual harassment is committed when:
 1. The submission to or rejection of the act or series of acts is used as basis for any employment decision (including but not
limited to, matters related to hiring, promotion, raises in salary, job security, benefits and any other personnel action) affecting
the applicant/employee; or
2. The act or series of acts have the purpose or effect of interfering with the complainant’s work performance, or creating an
intimidating, hostile or offensive work environment; or
3. The act or series of acts might reasonably be expected to cause discrimination, insecurity, discomfort, offense or humiliation to
Pagea|complainant
28 who may be a co-employee, applicant, customer, or ward of the person complained of.
WHEN IS SEXUAL HARASSMENT COMMITTED IN AN EDUCATION OR TRAINING ENVIRONMENT?
Education or training related sexual harassment is committed when:
1. He submission to or rejection of the act or series of acts is used as a basis for any decision affecting the complainant, including,
but not limited to, the giving of a grade, the granting of honors or a scholarship, the payment of a stipend or allowance, or the
giving of any benefit, privilege or consideration; or
2. The act or series of acts have the purpose or effect of interfering with the performance, or creating an intimidating, hostile or
offensive academic environment of the complainant; or
3. The act or series of acts might reasonably be expected to cause discrimination, insecurity, discomfort, offense or humiliation to
a complainant who may be a trainee, apprentice, intern, tutee or ward of the person complained of.
WHEN IS A GOVERNMENT OFFICIAL/EMPLOYEE LIABLE FOR SEXUAL HARASSMENT?
A government official or employee, regardless of sex, is liable for sexual harassment when he/she:
1. Directly participates in the execution of any act of sexual harassment as defined by the Administrative Disciplinary Rules on
Sexual Harassment Cases;
2. Induces or directs another or others to commit sexual harassment as defined by these Rules;
3. Cooperates in the commission of sexual harassment by another through an act without which the sexual harassment would not
have been accomplished; or
4. Cooperates in the commission of sexual harassment by another through previous or simultaneous acts.
WHAT ARE THE FORMS OF SEXUAL HARASSMENT?
1. Physical (a. Malicious touching b. Overt sexual advances c. Gestures with lewd insinuation)
2. Verbal, such as but not limited to, requests or demands for sexual favors, and lurid remarks
3. Use of objects, pictures or graphics, letters or written notes with sexual underpinnings
4. Other forms analogous to the foregoing.
WHAT ARE THE FUNCTIONS OF THE COMMITTEE ON DECORUM AND INVESTIGATION (CODI) IN SEXUAL
HARASSMENT CASES? The CODI shall:
1. Receive complaints of sexual harassment;
2. Investigate sexual harassment complaints in accordance with the prescribed procedure;
3. Submit a report of its findings with the corresponding recommendation to the disciplining authority for decision; and
4. Lead in the conduct of discussions about sexual harassment within the agency or institution to increase understanding and
prevent incidents of sexual harassment.
WHAT IS THE COMPOSITION OF THE CODI?
At least one (1) representative each from:
1. In a work-related environment: i. the management ii. the accredited union (if any) iii. the first level employees iv. the
second level employees
2. 2. In an educational/training institution: i. the administrator ii. the trainers, teachers, instructors, professors or coaches iii.
the students or trainees
The term of office of the members of the CODI shall not be more than two (2) years.

AT THE PRE-FILING STAGE, WHAT ASSISTANCE CAN THE AGENCY PROVIDE TO AN ALLEGED VICTIM OF
SEXUAL HARASSMENT?
The agency may adopt mechanism to provide assistance to an alleged victim of sexual harassment which may include:
1. counseling; 2. referral to an agency offering professional help; and 3. advice or options available before the filing of the
complaint.

WHAT ARE THE STANDARD PROCEDURAL REQUIREMENTS IN HANDLING A SEXUAL HARASSMENT CASE?
1. When can a complaint for sexual harassment be filed?
Anytime
With whom can a complaint file a complaint for sexual harassment be filed?
With the disciplining authority of the office/ agency; or with the Committee on Decorum and Investigation.
Upon receipt of the complaint, the disciplining authority of the office/agency shall transmit the same to the CODI, if there is any.
In the absence of a CODI, the head of office/agency shall cause the creation of a CODI in accordance with the law and rules and
transmit the complaint to said Committee.
3. What are the requirements for a complaint?
It must be in writing, signed and sworn to by the complainant, and contains the following:
Full name and address of the complainant; Full name, address, and position of the respondent; A brief statement of the relevant
facts; Residence, in support of the complaint, if any; and A certification of non-forum shopping.
In the absence of any one of the aforementioned requirements, the complaint shall be dismissed without prejudice to its refilling.
4. Are complaints sent thru telegram, radiogram, electronic mail or similar means considered as filed?
 Yes, if the requirements provided in Section 12 (b) of Resolution No. 01-0940 are complied with. In the absence of the said
requirements, the complaint is considered non-filed. Complainant has to be notified to comply within ten (10) days from receipt of
the notice for compliance.
5. Shall the withdrawal of the complaint at any stage of the proceedings preclude the CODI from proceeding with the
investigation?
When there is obvious truth or merit to the allegations in the complaint or where there is documentary or direct evidence that can
prove| the
Page 29 guilt of the person complained of, the CODI can proceed with the investigation.
WHAT WILL BE THE ACTION OF THE CODI ON THE COMPLAINT?
1. Counter-Affidavit/Comment of Person Complained of
Upon receipt of a complaint that is sufficient in form and substance, the CODI shall require the person complained of to submit a
Counter-Affidavit/Comment under oath within three (3) days from receipt of the notice, furnishing a copy to the complainant;
otherwise, the Counter-Affidavit/ Comment shall be considered as not filed.
2. Preliminary Investigation
The CODI shall conduct a preliminary investigation which shall involve the ex parte examination of documents submitted by the
complainant and the person complained of, as well as documents readily available from other government offices.
During the preliminary investigation, the parties may submit affidavits and counter-affidavits.
3. Formal Charge
Upon receipt of the counter-affidavit/comment under oath, the Committee on Decorum and Investigation may now recommend
whether a prima facie case exists to warrant the issuance of a formal charge.
Strict confidentiality of the proceedings during preliminary investigation by the CODI shall be exercised.

WHAT SHALL BE THE DURATION OF THE PRELIMINARY INVESTIGATION?

The preliminary investigation shall commence not later than five (5) days from receipt of the complaint by the CODI. It shall be
terminated within fifteen (15) working days thereafter.

WHEN WILL THE CODI SUBMIT ITS INVESTIGATION REPORT ON THE PRELIMINARY INVESTIGATION?
The CODI shall submit the Investigation Report and the complete records of the case to the disciplining authority within five (5)
working days from the termination of the preliminary investigation.

WHAT WILL BE THE ACTION OF THE DISCIPLINING AUTHORITY AFTER PRELIMINARY INVESTIGATION?
Within three (3) working days from receipt of the investigation report, the disciplining authority shall issue a formal charge if a
prima facie case is established during the investigation. If a prima facie case is not established during the investigation, the
complaint shall be dismissed within three (3) working days from receipt of the investigation report.

WHAT ARE THE CONTENTS OF THE FORMAL CHARGE?

1. A specification of the charge/s;
2. A brief statement of material or relevant facts;
3. Certified true copies of the documentary evidence, if any;
4. Sworn statement covering the testimony of witness/es;
5. A directive to answer the charge/s in writing under oath in not less than seventy-two (72) hours from receipt thereof;
6. An advice for the respondent to indicate in his/her answer whether or not he/she elects a formal investigation of the charges; and
7. A notice that he/she is entitled to be assisted by a counsel of his/her choice.
CAN THE RESPONDENT SUBMIT ADDITIONAL EVIDENCE/S AFTER THE PRELIMINARY INVESTIGATION?
Yes, even if he has already submitted his/her comment/s and counter affidavits during the preliminary investigation.

WHAT WILL BE THE CONTENT OF THE ANSWER OF THE RESPONDENT?

The answer, which must be in writing and under oath, shall be specific and shall contain material facts and applicable laws, if any,
including documentary evidence/s, sworn statements covering testimonies of witnesses, if any, in support of respondent's case. It
shall also include a statement indicating whether he/she elects a formal investigation. The answer must be filed within seventy-two
(72) hours from receipt thereof.
WHAT WILL BE THE EFFECT IF RESPONDENT FAILS OR REFUSES TO ANSWER WITHIN THE 72 HOURS
REQUIREMENT?
It shall be considered a waiver of respondent’s right to answer and a formal investigation may commence.

WHEN CAN PREVENTIVE SUSPENSION BE APPLIED?

Preventive suspension can be applied upon petition of the complainant or motu propio upon the recommendation of the CODI
after the service of the Formal Charge to the respondent.
The proper disciplining authority may order the preventive suspension during the formal investigation, if there are reasons to
believe that the person complained of is probably guilty of the charges which would warrant his/her removal from the service.

WHAT IS THE PURPOSE OF THE PREVENTIVE SUSPENSION?

An order of preventive suspension may be issued to temporarily remove the respondent from the scene of his/her malfeasance or
misfeasance and to preclude the possibility of his/her exerting undue influence or pressure on the witnesses against his/her
tampering of documentary evidence on file with this Office.

HOW LONG IS THE PERIOD OF PREVENTIVE SUSPENSION?

Preventive suspension for an administrative case shall not be more than ninety (90) days unless otherwise provided by a special
law.

WHAT REMEDIES FROM THE PREVENTIVE SUSPENSION CAN BE AVAILED OF BY THE RESPONDENT?
 Within fifteen (15) days from receipt of order, respondent may:
1. File a motion for reconsideration with the disciplining authority; or
2. Elevate the same to the Civil Service Commission by way of an appeal.
WHEN CAN A FORMAL INVESTIGATION BE CONDUCTED? BY WHOM?
If the CODI deems that a formal investigation is necessary to decide the case judiciously, it shall conduct an investigation not
Page | 30than five (5) days nor later than ten (10) days from receipt of the respondent’s answer. It shall be finished within thirty
earlier
(30) days from the issuance of the formal charge or the receipt of the answer unless the disciplining authority extends the period.

WHAT IS THE PRE-HEARING CONFERENCE?

The pre-hearing conference may be conducted by the CODI at the commencement of the formal investigation to agree on matter/s
that would expedite the hearing.
The hearing proper and the order of presentation of evidence/s is governed by Sections 26 to 35 of the Administrative
Disciplinary Rules on Sexual Harassment Cases of the CSC.

WHEN IS THE FORMAL INVESTIGATION REPORT SUBMITTED? TO WHOM?

Within fifteen (15) days after the conclusion of the formal investigation, a report containing a narration of the material facts
established during the investigation, the findings and the evidence supporting said findings, as well as the recommendations, shall
be submitted by the CODI to the disciplining authority together with the complete records of the case.
Within thirty (30) days from receipt of the investigation report, the disciplining authority shall render his/her decision on the case.

WHEN IS A DECISION ON A SEXUAL HARASSMENT CASE BY THE DISCIPLINING AUTHORITY FINAL AND
EXECUTORY?
The decision of the disciplining authority is final and executory when the penalty of suspension is not more than thirty (30) days
or a fine of not more than the equivalent of thirty (30) days salary is imposed.

WHEN IS A PENALTY OF SUSPENSION APPEALABLE TO THE CIVIL SERVICE COMMISSION?

A penalty of suspension exceeding thirty (30) days or a fine exceeding the equivalent of thirty (30) days salary of the respondent
shall be appealable to the omission after the lapse of the reglementary period for filing a motion for reconsideration or an appeal
and no such pleading has been filed.

WHAT ARE THE REMEDIES AFTER A DECISION?

1. Motion for reconsideration by the adverse party 2. Appeal to the Civil Service Commission if penalty imposed exceeds thirty
(30) days suspension or fine exceeding the equivalent of thirty (30) days salary. The appeal may be initially appealed to the
department head (for decisions rendered by the bureau or office head that are appealable to the CSC) 3. Petition for review with
the CSC by a complainant for a decision of a disciplining authority dismissing a complaint for lack of prima facie case 4. Petition
for review with the Court of Appeals on a decision made by the CSC 5. Petition for certiorari in the proper court by the aggrieved
party

WHEN CAN A MOTION FOR RECONSIDERATION BE FILED BY THE ADVERSED PARTY?

The party adversely affected by the decision may file a motion for reconsideration with the disciplining authority who rendered
the decision within fifteen (15) days from receipt thereof.
Such is deemed filed on the date stamped on the official copy by the proper receiving authority, and if sent by mail, on the date
shown by the postmark on the envelope, which shall be attached to the records of the case.
The filing of the motion for reconsideration within the reglementary period shall stay the execution of the decision sought to be
reconsidered.

WHAT CAN BE THE BASIS FOR A MOTION FOR RECONSIDERATION?

1. New evidence has been discovered which materially affects the decision rendered; or
2. The decision is not supported by the evidence on record; or
3. Errors of law or irregularities have been committed prejudicial to the interest of the movant.
CAN THERE BE MORE THAN ONE MOTION FOR RECONSIDERATION?
No, only one motion for reconsideration shall be entertained

WHEN CAN AN APPEAL FOR DECISIONS OF HEADS OF DEPARTMENTS, PROVINCES, CITIES, MUNICIPALITIES
AND OTHER INSTRUMENTALITIES BE APPEALED TO THE CSC?
For a decision where the penalty imposed is more than thirty (30) days suspension or a fine exceeding the equivalent of thirty (30)
days salary, it may be appealed to the CSC within a period of fifteen (15) days from receipt thereof.
A notice of appeal, including the appeal memorandum, shall be filed with the appellate authority with a copy furnished to the
disciplining office. The latter shall submit the records of the case, which shall be automatically and chronologically arranged,
paged and securely bound to prevent loss with its comment within fifteen (15) days, to the appellate authority.

WHEN IS THE APPEAL DEEMED FILED? HOW MUCH IS THE APPEAL FEE?
An appeal sent by mail shall be deemed filed on the date shown by the postmark on the envelope, which shall be attached to the
records of the case and in case of personal delivery, the date stamped thereon by the proper office.
The appellant shall pay an appeal fee of three hundred pesos (P300.00) and a copy of the receipt shall be attached to the appeal.

WHEN IS AN APPEAL PERFECTED?

The appeal is perfected when the appellant shall have submitted within fifteen (15) days from receipt of the decision the
following:
 1. Notice of appeal which shall specifically state the date of the decision appealed from and the date of receipt thereof; 2. Three
copies of appeal memorandum containing the grounds relied upon for the appeal, together with the certified true copy of the
decision, resolution or order appealed from, and certified copies of the document or evidence; 3. Proof of service of a copy of the
appeal memorandum to the disciplining office; 4. Proof of payment of the appeal fee; and 5. A statement or certification of non-
forum shopping

WHAT
Page | 31 IS THE EFFECT OF FAILURE TO COMPLY WITH THE ABOVE REQUIREMENTS WITHIN THE
REGLAMENTARY PERIOD?
It shall be construed as failure to perfect an appeal and shall cause its dismissal.

WILL AN APPEAL FILED STOP THE DECISION FROM BEING EXECUTORY?

The appeal shall not stop the decision from being executory.
In case the penalty is suspension or removal, the respondent shall be considered as having been under preventive suspension
during the period of the appeal, in the event he wins the appeal.

WHAT IS THE CLASSIFICATION OF ACTS OF SEXUAL HARASSMENT?

Sexual Harassment is classified as:
1. Grave Offenses
a. unwanted touching of private parts of the body (genitalia, buttocks, and breast); b. sexual assault; c. malicious touching; d.
requesting for sexual favor in exchange for employment, promotion, local or foreign travels, favorable working conditions or
assignments, a passing grade, the granting of honors or scholarship, or the grant of benefits or payment of a stipend or allowance;
and e. other analogous cases.
2. Less Grave Offenses
a. unwanted touching or brushing against a victim’s body; b. pinching not falling under grave offenses; c. derogatory or degrading
remarks or innuendoes directed toward the members of one sex or one’s sexual orientation or used to describe a person; d. verbal
abuse or threats with sexual overtones; and e. other analogous cases.
3. Light Offenses
a. surreptitiously looking or stealing a look at a person’s private part or worn undergarments; b. telling sexist/smutty jokes or
sending these through text, electronic mail or other similar means, causing embarrassment or offense and carried out after the
offender has been advised that they are offensive or embarrassing or, even without such advice, when they are by their nature
clearly embarrassing, offensive or vulgar; c. malicious leering or ogling; d. the display of sexually offensive pictures, materials or
graffiti; e. unwelcome inquiries or comments about a person’s sex life; f. unwelcome sexual flirtation, advances, propositions; g.
making offensive hand or body gestures at an employee; h. persistent unwanted attention with sexual overtones; i. unwelcome
phone calls with sexual overtones causing discomfort, embarrassment, offense or insult to the receiver; and j. other analogous
cases.
The head of the agency who fails to act on the complaint within fifteen (15) days from receipt of any complaint for sexual
harassment properly filed against any employee in that office shall be charged with neglect of duty.
Any person found guilty of sexual harassment shall, after the investigation, be meted the penalty corresponding to the gravity of
the offense.

WHAT ARE THE PENALTIES FOR OFFENSES OF SEXUAL HARASSMENT?

1. Grave offenses - Dismissal
2. Less grave offenses
1st offense - Fine or suspension for thirty (30) days but not exceeding six (6) months 2nd offense - Dismissal
3. Light offenses
1st offense - Reprimand 2nd offense - Fine or suspension not exceeding thirty (30) days 3rd offense - Dismissal

WHAT PENALTY SHALL BE APPLIED IF THE RESPONDENT IS FOUND GUILTY OF TWO (2) OR MORE CHARGES
OR COUNTS?
The penalty to be imposed shall be that corresponding to the most serious charges or count and the rest shall be considered as
aggravating circumstances.

10 National Statistics Office, Gender and Development Committee

WHAT ARE THE DUTIES OF THE AGENCIES OF THE GOVERNMENT ACCORDING TO THE CIVIL SERVICE
COMMISSION (CSC) ADMINISTRATIVE DISCIPLINARY RULES ON SEXUAL HARASSMENT CASES?
All national and local government agencies, state colleges and universities, including government-owned or controlled corporations
with original charter, shall promulgate or modify their own rules and regulations in conformity with these Rules, in consultation
with their employees, within six (6) months from the effectivity of this Resolution.
All agencies of the government shall submit an authenticated copy of their rules and regulations on sexual harassment to the
Commission for approval within one (1) month from the date of their promulgation. It shall likewise submit to the Commission a
list of the members of their Committee on Decorum and Investigation immediately after its composition.
All agencies of the government shall develop an education and training program for their officials and employees and the members
of their Committee on Decorum and Investigation to increase understanding about sexual harassment, prevent its occurrence, and
ensure proper investigation, prosecution and resolution of sexual harassment cases.

The head of office who, after six (6) months from the affectivity of this resolution, fails to cause the promulgation or modification
of the agency’s rules and regulations on sexual harassment in conformity with these rules, shall be charged with neglect of duty.

WHAT SHALL APPLY TO A CASE OF SEXUAL HARASSMENT WHEN THE AGENCY IS STILL IN THE PROCESS OF
PROMULGATING OR MODIFYING ITS OWN RULES AND REGULATIONS?
 During the period when the agency is still in the process of promulgating or modifying its own rules and regulations on sexual
harassment, a complaint alleging acts constituting sexual harassment shall be administratively prosecuted, resolved and
adjudicated based on these Rules.

Source: Civil Service Commission (CSC), Administrative Disciplinary Rules on Sexual Harassment Cases.
Resolution No. 01-0940, May 21, 2001
CEDAW
Page | 32 ng Bayan: Yaman ng Kababaihan
Q & A on Sexual Harassment Cases

Activity: Make a comparative study of the following basic laws.

Laws Title Short Title Scope/Coverage Purpose Specific provision to

educational practice

RA 8980

RA 10157

RA 10533

RA 7610

RA 7877

RA 9262

Prepared by:

JESSIECA B. BARCENILLA
Instructor