Educational Laws, Practices,

Tends and Issues:

e-Education Approach

1

Table of Contents

Chapter I: Historical Evolution of Educational Goals and Objectives ................ 3

Aims of Education during the Pre-Spanish Period ............................................ 3

Goals of Education during the Spanish Regime................................................ 4

Purposes of Education during the Revolutionary Period ................................. 4

Objectives of Education during American Regime............................................ 5

Aims of Education during the Commonwealth Government............................ 6

Aims of Education during the Japanese Occupation ........................................ 6

Objectives of Education under the Republic of the Philippines....................... 7

Objectives of Education based on Sinco Committee Report........................... 8

Mandate and Objectives of Education under the New Administration........... 9

Chapter II: Laws Relating to Organization and Control...................................... 12

The Philippine Constitution ................................................................................. 12

Education Act of 1982.......................................................................................... 14

Philippine Commission Act 1974 ....................................................................... 14

Executive Orders 716 .......................................................................................... 15

Republic Acts Relating to Organization and Control....................................... 15

Chapter III: Laws Relating to Teaching Personnel ............................................. 18

Republic Acts Relating to Teaching Personnel ............................................... 18

Executive Orders Relating to Teaching Personnel ......................................... 19

Chapter IV: Laws Relating to School Curriculum ................................................ 20

Republic Acts Relating to School Curriculum .................................................. 20

2

Philippine Educational System ........................................................................... 20

Chapter V: Laws Relating to Pupils or Students ................................................. 24

Republic Acts Relating to Pupils or Students................................................... 24

Other Legal Bases Related to Pupils and Students........................................ 25

Chapter VI: Laws Affecting School Administration and Supervision................ 26

Republic Acts Affecting School Administration and Supervision .................. 26

Department Orders Affecting School Administration and Supervision ........ 27

Chapter VII: Laws Relating to Finance and Support Services .......................... 28

Republic Acts Relating to Finance and Support Services ............................. 28

Additional Compensation to Teachers .............................................................. 28

Fund for Assistance to Private Education......................................................... 29

Bibliography............................................................................................................... 31

3

Chapter I: Historical Evolution of Educational Goals and Objectives

From the Pre-Spanish to present, the educational system of the

Philippines has undergone several stages of development.

Aims of Education during the Pre-Spanish Period

During the Pre-Spanish era, the education of Filipinos was fit for the needs

of their times. There was no formal schooling. Parents trained their children

informally. Fathers taught their male chi ldren in hunting, carpentry, agriculture,

shipbuilding and mining. Mothers taught their female children in housekeeping,

weaving, basket-making and other agriculture-related activities. Skills taught

would vary on their industries and locations, i.e., whether highland, lowlands or

along seashores.

Education was oral, practical and hand-on. The aims of education are: for

survival and conformity and for enculturation. It was more on domestic chores

and practical honing and on theoretical and moral awakening. Teaching methods

were “tell me and show me”, observation and imitation, and indoctrination.

During this period, education was still decentralized. Children were

provided more vocational training but lesser academics, which were headed by

their parents or by their tribal teachers. They used a unique system of writing

known as the “baybayin”, which means “to spell”.

4

Goals of Education during the Spanish Regime

The pre-Spanish system of education underwent major changes during

the Spanish colonization. The tribal teachers were replaced by the Spanish

missionaries. Education was religion-centered and was compulsory for elite

Spanish. Boys and girls were separated. Religion was the core of the curriculum.

During this regime, the Friars established parochial schools and linked

with churches to teach catechism to the natives. Education was managed,

supervised and controlled.

The Royal Decree of 1555 mandated these goals of Spanish education in

the country. These were indoctrination of Christianity, imposition of Spanish

culture, and promotion of Spanish language. Education Decree of 1863 gave

Filipinos a complete system of education from elementary to collegiate level

(Zulueta & Maglaya, 2012). The education of Filipino was focused mainly on the

learning of Christian Doctrine. It was simple catechism, the doctrina, not the

same as Christian education in Europe. The methods of teaching used during

this era were: dictation, memorization, and other techniques such as cenaculo,

moro-moro and other theatrical performances.

Purposes of Education during the Revolutionary Period

After the Spanish colonial government was overthrown, the schools

established during the Spanish era were closed down for a time by Emilio

5

Aguinaldo’s government. The Malolos Constitution made elementary education

compulsory and provided free schooling. The curricula of schools were not much

different from those under Spanish domination. Tagalog was established as the

national language by the Constitution of Biak-na-Bato, reading, writing and

literary studies in Spanish were still given emphasis.

Objectives of Education during American Regime

Education became a very important issue for the American colonial

government since it allowed it to spread their cultural values, particularly the

English language, to the Filipino people. The aim of education was to promote

democratic ideals and way of life. Training was done through schools (private

and secular) by Thomasites. Education was influenced by the philosophy of John

Dewey.

They also implemented the Educational Act of 1901 that laid the

foundation of the Philippine school system- first level (seven-year elementary

school), second level (four-year school) and third level (two-year junior college

and a four-year program). The Monroe Commission on Philippine Education was

created in 1925 with the aim of reporting on the effectiveness of the education in

the Philippines during the period of U.S. annexation. The 1927 American Director

of the Bureau of Education stated the aims of education. These were training for

self-government and provision of English as common language.

6

Aims of Education during the Commonwealth Government

The aims of education during the Commonwealth government were to

develop moral character, personal discipline, civic conscience and vocational

efficiency and to teach the duties of citizenship.

Executive Order No. 17 in 1939 also known as Quezon Code of

Citizenship and Ethics, This legal mandate prescribed certain civic and ethical

principles to be taught in all schools in the Philippines which served as the

foundation of emerging philosophy of Philippine education. Executive Order No.

134 in 1940 ordered Tagalog as the basis of national language while Executive

Order No. 263 in 1940 required teaching of the Filipino national language.

Aims of Education during the Japanese Occupation

During the Japanese era, the aims of education were to make people

understand the position of the Philippine as a member of the East Asia Co-

Prosperity Sphere, to remove the old idea of reliance upon western stares

particularly the United States and Great Britain, to evaluate the morals of the

people by giving-up over emphasis on materialism, to diffuse elementary

7

education and promote vocational education, and to include Nihonggo in

elementary level.

Training was dome formally through schools. The government established

agricultural schools and colleges. The content of curricula was centered on

values rooted on love of labor emphasizing on vocational education.

Proclamation No. 1 informed the people that authority of the US over the

Philippines was over and that the Martial Law was to rule and also made the

country a member of the East Asia Co-Prosperity Sphere.

Objectives of Education under the Republic of the Philippines

Under the Republic of the Philippines, the aim of education focused on

democracy and society. Content of curricula entailed on training for occupation,

promotion of democratic nation building and of community development.

Board of Textbooks was created according to RA 139 enacted on June

14, 1947. Civil Service Eligibility of teachers was made permanent pursuant to

RA1079. Board of National Education (BNE) was established to formulate

educational policies to give direction to Philippine education. Flag ceremony was

made compulsory in all schools including the singing of national anthem, the

“Lupang Hinirang.” Elementary education was nationalized.

8

Objectives of Education based on Sinco Committee Report

The Sinco plan would divide the secondary school course into two

periods. The first period, of three years, would complete the basic education

which every citizen should have; it would be a terminal course for all those who

would not continue their studies. The subsequent period, two years in length,

would be either a “vocational secondary course” for the training of skilled workers

and craftsmen or the “collegiate secondary course” which would prepare the

student in college.

According to the Sinco Report, the objective of the elementary school was

"functional literacy". It underscored that the school should therefore emphasize

the acquisition of skills in the three R's and included within the scope of this

objective were the development of health habits, an understanding of science,

awareness of duties, rights and privileges, the foundation of an incorruptible

character and adult morality, learning the rudiments of the fine arts and

acquaintance with the practical arts. On the other hand, the basic secondary

school the objective was "intelligent citizenship". The courses designed to

accomplish this objective were much the same as in existing high-school

curricula with the addition, however, of a heavy schedule of practical and fine

arts. More time would be spent in the study of English (Meany, 1962).

9

Mandate and Objectives of Education under the New Administration

The objectives of education under the new administration are provision for

a broad education, manpower training in middle-level ski lls, and development of

the high-level professions and evaluation.

On January 17, 1973, President Marcos ratified the 1973 Constitution by

Proclamation 1102. The 1973 Constitution set out the three fundamental aims of

education in the Philippines:

To foster love of country;

To teach the duties of citizenship; and

To develop moral character, self-discipline, and scientific, technological

and vocational efficiency.

Bilingual Education Policy required the use of English and Filipino as

media of instruction in specific learning areas. Some educational programs

initiated were Project Impact (Instructional Management by Parents, Community,

and Teachers), In School-Off School Approach (ISOSA), Continuous Progression

Scheme (CPS), Program for a Decentralized Educational Development

(PRODED). Department of Education, Culture, and Sports (DECS) required

Grade VI pupils to take the National Elementary Achievement Test (NEAT) and

Fourth year students to take the National Secondary Achievement Test (NSAT).

Tertiary honor students are granted civil service eligibility pursuant to

Department Order No. 25 s. 1974. Professional Board Examination for Teachers

(PBET) provides teachers license to teach. Presidential Decree No. 232 entitled

10

“An Act Providing for the Establishment and Maintenance of an Integrated

System of Education” aims to provide for maintenance of quality education in the

country.

During the previous administrations, education aimed to promote national

development and values education. Some of educational system and curricular

reforms were:

Implementation of New Elementary School Curriculum (NSEC) which

featured fewer learning areas and emphasis on mastery learning,

focused on the development of 3R’s, and emphasis on the

development of intellectual skills and the development of Humanism

and Filipinism in all learning areas.

Implementation of Secondary Education of Development Program

(SEDP) which featured subjects generally oriented to the development

of values, concept-based subject areas, development of specific

competencies, and uni-disciplinary treatment of curriculum content.

In 2011, Department of Education (DepEd) started to implement the new

K-12 educational system, which includes the new curricula for all schools. In this

system, education is now compulsory. The K-12 program aims to overhaul the

deficiencies of the 10-year basic education cycle in which learners had less time

to comprehend their lessons and had put them at a disadvantage in terms of

basic education in other countries. It aims to provide sufficient time for mastery of

concepts and skills, to develop lifelong learners, and to prepare graduates for

11

college education, middle-level skills development, employment, and

entrepreneurship.

12

Chapter II: Laws Relating to Organization and Control

The Philippine Constitution

Philippine Constitution 1973

Article XV (General Provisions) contained the envisioned system of

Philippine education, which was "a complete, adequate, and integrated system of

education relevant to the goals of national development." The Philippine

Constitution of 1973 (Article XV, Sections 8-11), mandated the State to regulate

all educational institutions; granted academic freedom to all institutions of higher

learning; required the study of the Constitution in all schools; mandated the State

to maintain a system of free public elementary education, provide citizenship and

vocational training to adult citizens and out-of-school youth, and establish and

maintain a system of scholarship to poor and deserving students; mandated the

State to promote scientific research and invention and to give priority to science

and technology; made it essential to preserve and develop the Filipino culture for

national identity; designated the State as patron of the arts and letters; ensured

the protection of the rights of investors, authors and artists to their inventions

writings and artistic creations; mandated the State to provide scholarships,

grants-in-aid or other forms of incentive to specially gifted children; and

mandated the State to take into account the customs, traditions, beliefs and

interests of cultural communities in the formulation and implementation of state

policies.

13

Philippine Constitution 1982

Article II, Section 17 mandates the state to give priority to education,

science and technology, arts, culture and sports with the following priority goals:

1. To foster patriotism- patriotism is love of devotion to one’s country.

Nationalism is an attitude or belief characterized by a deep sense of

national consciousness of common culture, race and interests of people

who considered themselves one and distinct from others. Both emphasize

love to one’s country and the promotion of its interest.

2. To accelerate social progress- the fulfillment by the state of constitutional

mandate will hasten the attainment of social progress, national growth and

development. In essence, social progress implies improvement in the

quality of life of every citizen- economic, social, political and cultural.

3. To promote total human liberation and development- the ultimate goal is to

promote the common good for all. The individual should need assistance

and support so that he may develop harmoniously his physical, moral and

intellectual faculties and in, effect, liberate himself from the shackles of

poverty, ignorance, illiteracy, fear, anxiety and other adverse

circumstances.

4. The constitutional provisions explicitly stress that it is the responsibility of

the State to provide quality education to all citizens, regardless of their

socio-economic status. This is premised on the concept of universal

education (Zulueta & Maglaya, 2012).

14

Education Act of 1982

Republic Act No. 232 otherwise known as the Education Act of 1982

provides for an integrated system of education covering both formal and non-

formal education at all levels. Section 29 of the act seeks to upgrade education

institutions' standards to achieve "quality education", through voluntary

accreditation for schools, colleges, and universities. Section 16 and Section 17

upgrade the obligations and quali fications required for teachers and

administrators. Section 41 provides for government financial assistance to private

schools. This act also created the Ministry of Education, Culture and Sports.

Philippine Commission Act 1974

Act No. 74 of 1901 enacted into law by the Philippine Commission. The

Act created the Department of Public Instruction, laid the foundations of the

public school system in the Philippines, provided for the establishment of the

Philippine Normal School in Manila and made English as the medium of

instruction.

15

Executive Orders 716

Executive Order No. 716 created a committee to assess the competence

and performance of career service officers and other officers in the civil services.

It was enacted on August 6, 1981.

Republic Acts Relating to Organization and Control

Republic Act No. 416, the law converted the Philippine Normal School to

Philippine Normal College conferring the degree of Bachelor of Science in

Elementary Education and Master of Arts in Education. Republic Act No. 7168

converted Philippine Normal College into University.

Republic Act No. 7665 converted the Bulacan College of Arts and Trades

in the province of Bulacan into a State University to be known as the Bulacan

State University.

Republic Act No. 7722 also known as the Higher Education Act of 1994,

the Act created the Commission on Higher Education (CHED) whose main task

is to regulate and develop tertiary education in the Philippines.

Republic Act No. 7796, also known as the Technical Education and Skills

Development Act (TESDA) of 1994, the Act’s objecti ve was to provide relevant

and quality technical education that is accessible to all and to create the agency

that will manage technical education and skills development in the Philippines.

16

Republic Act No. 7722 (May 18, 1994) and Republic Act No. 7796 (August

23, 1994) created the Commission on Higher Education (CHED) and the

Technical Education and Skills Development Authority (TESDA), respectively,

giving rise to a trifocalized education system which refocused DECS’ mandate to

basic education covering pre-school, elementary and secondary, and non-formal

education.

Republic Act No. 7731, the Act abolished the National College Entrance

Examinations (NCEE) to give the marginalized students a greater chance to gain

access to college education.

Republic Act No. 7743, the Act provides the establishment of

congressional, city and municipal libraries and barangay learning centers

throughout the Philippines.

Republic Act No. 7889, the Act established the University of the

Philippines in Mindanao.

Republic Act No. 7784, this Act strengths teacher education in the

Philippines by establishing centers of excellence and creating a teacher

education council for the purpose.

Republic Act No. 8292, also known as Education Modernization Act of

1997, this law provides for a democratized uniform composition of the governing

boards of state universities and colleges (SUCs) and clothed these governing

boards with sufficient powers to effectively and efficiently transform the SUCs

into dynamic learning organizations (Zulueta & Maglaya, 2012).

17

Republic Act No. 8545 was enacted to strengthen the private sectors

involvement in tertiary education.

Republic Act No. 9155 mandates that all functions, programs and

activities related to sports be transferred to Philippine Sports Commission (PSC)

and the Bureau of Physical Education and School Sports (BPESS) will be

abolished. However, the program for school sports and physical fitness remains

part of the basic education curriculum. Likewise, cultural activities will now be

fully handled by the National Commission of Culture and Arts (NCAA). Culture

will be taught as a humanities subject including music and literature (San Mateo

& Tangco, 2003).

18

Chapter III: Laws Relating to Teaching Personnel

Republic Acts Relating to Teaching Personnel

Republic Act No. 660, the Act amended Commonwealth Act No. 186 and

created and established a Government Service Insurance System (GSIS).

Created by Commonwealth Act No. 186 passed on November 14, 1936, the

GSIS is mandated to provide and administer the following social security benefits

for government employees: compulsory life insurance, optional life insurance,

retirement benefits, disability benefits for work-related contingencies and death

benefits. In addition, the GSIS is entrusted with the administration of the General

Insurance Fund by virtue of RA656 of the Property Insurance Law. It provides

insurance coverage to assets and properties which have government insurable

interests. Republic Act No. 8291, the Act amended Presidential Decree 1145 to

expand and increase the coverage and benefits of the GSIS.

Republic Act No. 7836, also known as the Philippine Teachers

Professionalization Act of 1994, the Act made it mandatory for people pursuing a

career in teaching to take the licensure examinations that are administered and

regulated by the Professional Regulatory Commission (PRC).

Republic Act No. 4670, also known as the Magna Carta for Public School

Teachers, this Act enacts 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

19

existing opportunities in other walks of life, attracts and retains in the teaching

profession more people with the proper qualifications. It is 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.

Executive Orders Relating to Teaching Personnel

Executive Order No. 500 established a new system of career progression

for public school teachers.

Executive Order No. 189 placed all public secondary school teachers

under the administrative supervision and control of the Department o f Education,

Culture and Sports (DECS).

20

Chapter IV: Laws Relating to School Curriculum

Republic Acts Relating to School Curriculum

Republic Act No. 1425, the Act requires to include in the curricula of all

public and private schools, colleges and universities courses on the life, works

and writing of Jose Rizal, particularly his novels- Noli Me Tangere and El

Filibusterismo.

Republic Act No. 6655, also known as “Free Public Secondary Education

Act of 1988”, the Act mandates in establishing and providing for a free public

secondary education. Free Public Secondary Education means that the students

enrolled in secondary course offerings in national high schools, general

comprehensive high schools, trade, technical, vocational, fishery and agricultural

schools, and in schools established, administered, maintained and funded by

local government units, including city, provincial municipal and barangay high

schools, and those public high schools which may be established by law, shall be

free from payment of tuition and other schools fees

Philippine Educational System

Department Order No. 25 S 1974, known as Bilingual Education

Program, mandated the use of English and Filipino separately as media of

instruction. English Communication Arts, Mathematics and Sciences are to be

21

taught in English and the rest of the subjects are to be taught in Filipino (San

Mateo & Tangco, 2003).

MEC Order No. 6 S 1982 developed New Elementary School Curriculum

(NESC). It featured:

1. Fewer learning areas and emphasis on mastery learning;

2. More time allotted to the development of the basic skills specially the 3Rs

in the lower grades;

3. Greater emphasis on the development of intellectual skills, which are as

important as, work skills;

4. Focus on the development of senses of humanity and nationhood in all the

learning areas; and

5. Health values development infused into the whole curriculum, not only in

the period for character building activities and science and health.

DECS Order No. 11 S 1989 developed the New Secondary School

Curriculum. It responded to the following needs:

1. Continue the pupil development started by the Program for Decentralized

Educational Development;

2. Improve the quality of high school graduates and internal efficiency of the

system; and

3. Expand access to quality secondary education (Zulueta & Maglaya, 2012).

22

DepEd Order No. 25, s. 2002 dated June 17, 2002 ordered the

implementation of the 2002 Basic Education Curriculum during the SY 2002-

2003. The BEC focused on the basics of reading, writing, arithmetic, science and

patriotism. Values are integral to all the subject areas. Students can then be

ready for lifelong learning. It seeks to cure the inability of students who cannot

read with comprehension at grade 3 and worse, at grade 6. The features of BEC

are:

1. Greater emphasis on helping every learner to become a successful

reader;

2. Emphasis on interactive and collaborative learning approaches;

3. Emphasis on the use of integrative learning approaches;

4. Teaching of values in all learning areas;

5. Development of self-reliant and patriotic citizens; and

6. Development of creative and critical thinking skills.

Republic Act No. 10533, also known as “Enhanced Basic Education Act

of 2013”, the act enhances the Philippine Basic Education system by

strengthening its curriculum and increasing the number of years for basic

education.

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

23

four (4) years of junior high school and two (2) years of senior high school

education. This program is known as K+12 Program.

Salient features of this program are:

1. Strengthening early childhood education (Universal Kindergarten);

2. Building proficiency through language (Mother Tongue-based

Multilingual Education);

3. Making curriculum relevant to the learners (Conceptualization and

Enhancement);

4. Gearing up for the future (Senior High School);

5. Ensuring integrated and seamless learning (Spiral Progressions); and

6. Nurturing the holistically developed Filipino (College and Livelihood

Readiness, 21st Century Skills).

24

Chapter V: Laws Relating to Pupils or Students

Republic Acts Relating to Pupils or Students

Republic Act No. 896, also known as Elementary Education Act of 1953,

this Act provided compulsory education for 7 years and made it mandatory on the

part of parents to enroll their children in public schools upon reaching the age of

7.

Republic Act No. 4090, the Act provides for state scholarship in science,

arts, and letters for poor but deserving students and to create a state scholarship

council to integrate, systematize, administer, and implement all programs of

scholarships.

Republic Act No. 4206, the Act prohibits the collection of contributions for

the Red Cross, Anti-Tuberculosis, Parent-Teacher Associations, School Athletic

Meets, Medical and Dental Services or for any other project or purpose, whether

voluntary or otherwise, from school children of public primary and intermediate

schools.

Republic Act No. 6139, the Act regulates tuition and other school fees of

private educational institution.

Republic Act No. 7079, also known as Campus Journalism Act of 1991,

the Act upholds and protects the freedom of the press at the campus ranks and

promotes development and growth of campus journalism as a means of

25

strengthening ethical values, encouraging critical and creative thinking, and

developing moral character and personal discipline of the Filipino youth.

Other Legal Bases Related to Pupils and Students

Presidential Decree No. 907, the decree provides the honor graduates

from the school year 1972-1973 from schools, colleges and universities of good

standing as determined by the Secretary of Education and Culture shall be

conferred appropriate civil service eligibility. The term honor graduate refers to

student who finished his course with at least cum laude honor (San Mateo &

Tangco, 2003).

26

Chapter VI: Laws Affecting School Administration and Supervision

Republic Acts Affecting School Administration and Supervision

Republic Act No. 139 provides the basis for selection and adoption of

textbooks. It created the Board of Textbooks which selects and approves

textbooks for use in the public schools. The Board does not select textbooks for

private schools. Private schools, however, cannot use any textbook to which the

Board has any objection (San Mateo & Tangco, 2003).

Republic Act No. 1147, this Act provides for holding of regular and

promotional teachers, civil service examination at least once every two years.

Republic Act No. 1265, this Act makes flag ceremony compulsory in all

educational institutions.

Republic Act No. 1880, an Act amending section 562 and 564 of the

Revised Administrative which prescribes the legal hours of labor- eight hours a

day, five days a week or forty hours a week.

Republic Act No. 9155, principals are given wide latitude to decide on

how to improve their schools in a way most beneficial to their students. They are

granted administrative powers such as preparation of manpower and logistics

requirements, recommending teacher applicants, deciding on appropriate

textbooks for their students and formulating education programs suited to their

needs.

27

Department Orders Affecting School Administration and Supervision

Department Order No. 27 S 1972, this order gives the institutions

authority to expel, dismiss, suspend indefinitely, or cause the expulsion,

dismissal, or suspension of any faculty members, employees and students, who

after the investigation were found to have engaged or were engaged in

supervision or similar illegal activities or were known to be active member of

subversive organizations and activities.

Department Order No. 30 S 1972, this prescribed the use of identification

cards by all students, faculty and staff members in each institution.

28

Chapter VII: Laws Relating to Finance and Support Services

Republic Acts Relating to Finance and Support Services

Republic Act No. 364, this Act authorized all vocational schools to collect

tuition fees and to receive contributions from private persons and contract loans

from the government and private banks and other financial institutions and to

create special trusts fund for each student.

Republic Act No. 1284, this law exempt from amusement tax all athletic

meets, schools programs and exhibitions, and other educational activities

conducted by public schools, by amending the National Internal Revenue Code.

Republic Act No. 5447, this Act is otherwise known as Special Education

Fund Act.

Additional Compensation to Teachers

Admin Order No. 53, this implemented the grant of additional

compensation in the Amount of Php 500.00 per month to Public School Teacher.

The grant of the additional compensation authorized in said Special Provision is

limited to public school teachers under the Department of Education, Culture and

Sports (DECS) occupying positions allocated to Salary Grade 25 and below.

Admin Order No. 204, this authorized to increase in cash allowance for

the purchase of chalks, erasers, forms and other classroom supplies and

29

materials. This is to lessen the teachers’ burden during actual teaching and

enable them to better stir classroom interaction, an increase in said cash

allowance is granted to public school classroom teachers under the Department

of Education (DepEd), from P300 to P500 each per annum.

DepEd Order No. 23, S 2013, this provided the guidelines on the granting

of redeployment allowance to excess teachers from both elementary and

secondary schools. The redeployment allowance shall only be given to teachers

being redeployed from schools with excess teacher items to schools with teacher

shortage.

Fund for Assistance to Private Education

Executive Order 15, also known as “Fund for Assistance to Private

Education”, this is established for the purpose of financing programs or

assistance to private education, utilizing only the earnings thereof, whether in the

form of interest, dividends or capital gains, through grants and/or loans for faculty

training and development in the forms of a scholarships, research grants, faculty

incentives, inter-institutional cooperative projects, and other programs of benefit

to private education, but excluding any support of religious worship or instruction.

DepEd Order No. 26, S 2014 provides the policies and guidelines on the

implementation of the government assistance to Students and Teachers in

Private Education (GASTPE) Program effective School Year 2014-2015.

Education Service Contracting (ESC) aims to provide financial assistance to

30

elementary school graduates who want to pursue their secondary education in

private schools; whereas Teacher Salary Subsidy (TSS) provides the grant of

salary subsidy to licensed secondary teachers in participating private secondary

school in the ESC program.

31

Bibliography

Jardin, R. (2013, January 3). History of Philippine Educational System. Retrieved

from Prezi: http://prezi.com/8nfkpztc5wa0/copy-of-history-of-philippine-educational-system/

Meany, J. J. (1962). Philippine Studies: The Sinco Report. Quezon City: Ateneo De Manila University.

San Mateo, R. A., & Tangco, M. G. (2003). Foundations of Education II. Quezon

City: Katha Publishing Co, Inc.

Zulueta, F. M., & Maglaya, E. M. (2012). Foundations of Education. Mandaluyong City: National Book Store.