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Revised Guidelines for the Establishment and Operation of Philippine Elementary and
Secondary Schools Abroad
To: Bureau Directors and Regional Directors
1. In view of the number of inquiries on establishing and operating elementary and secondary
schools following the Philippine educational curriculum (hereinafter called Philippine schools
abroad), intended primarily for dependents of Filipinos working abroad, this Office hereby issues
the following revised set of guidelines:
2. Nature of school. In general, the proposed Philippine school abroad shall be organized and
operated as a private school and shall adhere to the Manual of Regulations for Private Schools,
Eighth Edition, subject to regulation by DECS in much the same way as a private school in the
Philippines. In accordance with the preference of the Department of Foreign Affairs, all
Philippine schools abroad which are presently officially operated by the Philippine Embassy
itself shall take the necessary steps to organize and operate as a separate juridical entity from that
of the mission pursuant to the provisions of this Order.
3. Organization of the School. A Philippine school abroad shall be organized as a private juridical
entity. If under Philippine law, such a school shall incorporate as a private corporation, duly
registered with the Philippine Securities and Exchange Commission. Such schools in the
alternative may also incorporate and register as a juridical entity under the laws of the host
government.
4. Permit from the Host Government. - The authority or permit from the host government to
establish and operate the Philippine school abroad shall be a requirement. In those instances
when the host government requires that the establishment and operation of such schools shall be
as government-owned schools, then alternative arrangements may be made on a case-by-case
basis.
5. Filing of applications. Applications to operate such Philippine schools abroad shall be submitted
to the central office of the Department of Education, Culture and Sports located in Pasig, Metro
Manila (see Annex A for short form submission). Only applications for pre-school, elementary
school, and secondary school will be considered by DECS. As a general rule, applications for
authori¬ty to operate shall be received by DECS at least six (6) months before the target opening
of the school. The authority given by DECS for the operation of a private school in any particular
locality abroad shall not be exclusive; additional or subsequent applications may be considered
favorably as well.
6. Governing board. The majority of the members of the governing board shall be com¬posed of
Filipinos, who shall manage the operation of the Philippine school and shall formulate
appropriate policies. It is advisable that close coordination be maintained with the Philippine
Embassy or Consulate where the school is to be located.
7. Issuance of permits and recognitions. A Permit to Operate the elementary or secondary course of
study, or both, shall be given to the school after requirements in pertinent DECS issuances
(DECS Order No. 5, s. 1989, DECS Order No. 92, s. 1992) and in Batas Pambansa Big. 232 have
been satisfactorily met. The permit shall be for a period of one year, renewable yearly. A
certificate of recognition shall be applied for and given prior to the beginning of the last year of
the course.
8. Inspection of school site and facilities. An ocular inspection of the school by an author¬ized
DECS representative shall be a prerequisite to granting a Permit to Operate or a Certificate of
Recognition. The one-time application fee and periodic inspection fees shall be determined by
DECS subsequently.
9. School Calendar. Whenever feasible, the DECS school calendar shall be followed to enable the
students in these Philippine schools abroad to transfer with facility to schools in the Philip pines;
however, these Philippine schools abroad can adopt their own school calendar to conform with
the local calendar.
10. Curricula. The school shall implement the standard minimum elementary and secondary
curricula required for private schools in the Philippines, but may submit such modifications
which may be suited to its particular location, such as additional foreign language subjects.
Deviations from the standard curricula will require DECS approval beforehand. Teachers and
school administrators to be hired shall be educationally qualified.
11. Submission of periodic reports. The Philippine school abroad shall submit to the DECS central
office in Pasig such reports as are required of private elementary and high schools in the
Philip¬pines, with copies furnished the Philippine mission in that country where the Philippine
school abroad is located.
12. Transitory provisions. Those Philippine schools presently in existence abroad may continue to
operate for the time being, provided that steps are immediately taken to notify DECS cen¬tral
office in Pasig about the proposed schedule for compliance with all the requirements, which in
any case should be completed before the end of the current school year 1994-95, or by March
1995 at the latest.
13. Effectivity. This Order shall take effect immediately. All DECS issuances contrary to this Order
are considered superseded.
Incl.: As stated
Reference: DECS Orders: (Nos. 5, s. 1989 and 92, s. 1992); No. 109, s. 1989
Allotment: l-(M.0.1-87)
Career planning is an ongoing process that can help you manage your learning and
development.
Begin by thinking about where you are now, where you want to be and how you’re going to get
there.
Once you have thought about where you are at now and where you want to be, you can work on
getting to know your skills, interests and values.
At the end of this step you will have a clearer idea of your work or learning goal and your
individual preferences. You can use this information about yourself as your personal ‘wish list’
against which you can compare all the information you gather in Step 2: finding out. Your
personal preferences are very useful for helping you choose your best option at this point in time,
which you can do in Step 3: making decisions.
This step is about exploring the occupations and learning areas that interest you. Once you have
some idea of your occupational preferences you can research the specific skills and qualifications
required for those occupations.
Explore occupations that interest you and ask yourself how do my skills and interests
match up with these occupations?
Where are the gaps?
What options do I have to gain these skills or qualify for these occupations?
What skills do I need?
Where is the work?
At the end of this step you will have a list of preferred occupations and/or learning options.
This step involves comparing your options, narrowing down your choices and thinking about
what suits you best at this point in time.
Ask yourself:
At the end of this step you will have narrowed down your options and have more of an idea of
what you need to do next to help you achieve your goals.
Step 4: taking action
Here you plan the steps you need to take to put your plan into action.
Use all you have learnt about your skills, interests and values together with the information you
have gathered about the world of work to create your plan.
What actions/steps will help me achieve my work, training and career goals?
Where can I get help?
Who will support me?
a plan to help you explore your options further (eg work experience, work shadowing or
more research); or
a plan which sets out the steps to help you achieve your next learning or work goal.
Decide which step is relevant for you right now and start from there.
The TEDP was conceived as an attempt to revitalize and at the same time reform teacher
education and to make it more responsive to the demands of a modern society.
CHED/TEIs
Retirement
Entry to
Preparation
Teacher
Education
DepED/CHED/TEI
s
In-Service Education
CHED/T
Pre-Service Teacher
and Professional
Development NATIONAL EIs/Scho
Education
(BEEd/BSEd/PGCEd))
COMPETENCY-
BASED TEACHER
ols
STANDARDS
Figure 1. The Teacher Development Map.
The map also indicates that even the non-continuous phases should be interrelated, as indicated
by the broken lines. Finally, although reform efforts will not be directed at the retirement phase,
this is nevertheless an important component of the teacher education development map, as there
is the option for some truly exemplar retired teachers to re-enter the development map by joining
teacher education institutions as teacher educators in the preservice education phases.
At the second level of the hierarchical organization, that is, under each domain, there are strands.
Strands refer to more specific dimensions of positive teacher practices under the broad
conceptual domain.
The Domains
4.5.1 Domain 1: Social Regard for Learning
The domain of Social Regard for Learning focuses on the ideal that teachers serve as positive
and powerful role models of the values of the pursuit of learning and of the effort to learn, and
that the teachers actions, statements, and different types of social interactions with students
exemplify this ideal. There is only one strand under Domain 1:
Acts as a positive role model for students
The domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning
process in diverse types of learners, by first recognizing and respecting individual differences,
then using knowledge about students’ differences to design diverse sets of learning activities to
ensure that all students can attain appropriate learning goals. There are two strands under
Domain 3:
Is familiar with learners’ background knowledge and experiences
Demonstrates concern for holistic development of learners
The domain of Curriculum refers to all elements of the teaching-learning process that work in
convergence to help students attain high standards of learning and understanding of the
curricular goals and objectives. These elements include the teacher’s knowledge of subject
matter, teaching-learning approaches and activities, instructional materials and learning
resources. There are four strands in Domain 4:
Demonstrates mastery of the subject
Communicates clear learning goals that are appropriate for learners
Makes good use of allotted instructional time
Selects teaching methods, learning activities and instructional materials or resources
appropriate to learners and aligned to the objectives of the lesson
The domain of Planning, Assessing and Reporting refers to the aligned use of assessment and
planning activities to ensure that the teaching-learning activities are maximally appropriate to the
students’ current knowledge and learning levels. In particular, the domain focuses on the use of
assessment data to plan and revise teaching-learning plans, as well as the integration of formative
assessment procedures in the plan and implementation of teaching-learning activities. There are
three strands under Domain 5:
Communicates promptly and clearly to learners, parents, and superiors about the progress
of learners
Develops and uses a variety of appropriate assessment strategies to monitor and evaluate
learning
Monitors regularly and provides feedback on learners’ understanding of content
The domain of Community Linkages focuses on the ideal that school activities are meaningfully
linked to the experiences and aspirations of the students in their homes and communities. Thus
the domain focuses on teachers’ efforts directed at strengthening the links between school and
community activities, particularly as these links help in the attainment of the curricular
objectives. There is only one strand under Domain 6:
Establishes learning environments that respond to the aspirations of the community
The domain of Personal Growth and Professional Development emphasizes the ideal that
teachers value having a high personal regard, concern for professional development, and
continuous improvement as teachers.
There are three strands under Domain 7:
Takes pride in the nobility of teaching as a profession
Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of learning goals
DOMAIN 1: SOCIAL
REGARD FOR LEARNING
DOMAIN 4: CURRICULUM
DOMAIN 5: PLANNING,
ASSESSING & REPORTING
DOMAIN 6: COMMUNITY
LINKAGES
DOMAIN 7: PERSONAL
GROWTH & PROFESSIONAL
DEVELOPMENT
The integration of the seven domains can thus be summarized in the schematic
representation in Figure 3. The darker portions in the middle of the figure represent the teaching
standards related to the teacher as facilitator of learning. The darkest innermost domains
represent the technical aspects of the teaching-learning processes. The light shaded portions
around the darker middle portions represent the attempts to embed the teaching-learning
processes in appropriate contexts, and thus provide the larger environment for these processes.
Finally, the unshaded outer portions represent the teacher standards related to teacher as learner,
which provide the personal drive and motivation for developments in the inner portions.
TEACHER EDUCATION AND DEVELOPMENT PROGRAM (TEDP)
The DEP-Ed’s Teacher Induction Program of Dep-Ed uses different terms to describe the
different stages of the career ladder.
1. Cadet
2. Rookie
3. Young Professional
4. Full-pledged professional
5. Mentor
6. Artist
Cadet:
Full-pledged Professional
Mentor