PART I: RETRIEVING AND SURFING FOR CONCEPTS AND

PRINCIPLES OF HISTORICAL, PHILOSOPHICAL, ETHICAL-

LEGAL FOUNDATIONS OF EDUCATION

HISTORICAL FOUNDATIONS OF EDUCATION

I. THE EARLY CONCEPTIONS OF EDUCATION

A. Ancient Education

Aim/s Type/ content Method

 Security  Practical- Physical  Imitation
Primitive

 Conformity  Theoretical- Spiritual  Trial and Error

 Enculturation Social Knowledge  Indoctrination

 Perpetuation of culture  Domestic Training  Dictation

Egyptian

 Utilitarianism  Religious Training  Memorization

 Vocational Training  Apprenticeship

 Militarism  Physical and Military  Instruction

Greek

 Individual Excellence  Civic and Moral  Chanting

 Intellectual Training  Living models
 Development of the VIR  Practical / Vocational  Speaking
Roman

Bonus: the good citizen,  Moral / Religious  Writing/ Debate

worker, and soldier  Three R’s / Logic  Debate / Discourse

B. Medieval Education

Aim/s Type/ content Method

 Moral regeneration of the  Moral Training  Conversation method
Christian

individual  Religious Training  Gnomic method

Early

 Church Doctrine  Parable method

 Salvation of individual  Literacy Activities  Catechetical method

Monasticism

souls  Manual Training  Meditation

 Intellectual Training  Severe discipline
 Scholasticism  Support the doctrines of  Religious Education  Lecture
the church by rational  Intellectual Training  Examination
argument  Philosophy  Logical analysis

 Inculcate gallantry,  Military / Physical  Lecture

Chivalric

protect the weak; be  Social Etiquette  Teaching by examples

honest and courageous  Religious Activities  Learning by doing

 Prepare children for  Practical Education  Memorization

System

commerce and industry  

Guild

Vocational Education Catechetical method

 Reading and Writing  Practice / Imitation

 Application of scientific  Vocational Education  Scientific methods

Saracenic
System

facts  Elementary Higher  Catechetical method

 Individual initiative and Education  Examination
social welfare  Koran – Islam Bible

II. MODERN THEORIES OF EDUCATION

A. Renaissance

Aim/s Types / Content Methods

 Develop individual  Literary Education  Use of texts
Individualistic

personality  Aesthetic Education  Emphasis on the power

Humanism

 Physical Training to think

 Social reform and human  Moral Education  Individualized

Humanism

relationships  Social Education Instruction

Social

 Classical Art  Mastery Learning

 Repetition

 To live a worthy life on  Character Education  Individualized

Reformation

earth  Compulsory Education Instruction

 Free Education  Mastery Learning
 Socialized recitation
Catholic-counter  Develop an  Religious Education  Repetition
Reformation unquestioning obedience  Moral Education  Motivation
 4 R’s- Reading, Riting,  Question and answer
Rithmetic, Religion

 Formation of Character  Physical Education  Exercise and Drill

Discipline

 
Formal

Moral Education Steps in Learning-

 Intellectual Education for 1) Sensation
all levels 2) Memory
3) Reasoning
 To develop a humane  Literary Education  Adapt school work to
Realism
Literary

society  Practical Education the abilities and

 Learning of vernacular interests of his pupils

 Prepare the youth for  Practical / Physical  Understanding rather

Realism


Social

world affairs Moral Training than memorization

 Intellectual training  Less teacher authority

 To develop a harmonious  Practical Education  Free discussion

Realism

 
Sense

society with natural and Scientific Training Reasoning

universal laws  Democracy  Experimentation
 Scientific method

Implications to Present Educational System

1. Practices such as: imitation, observation and participation, dictation, memorization,
debate and disputation, trial and error, and question and answer are still being done.
2. Oriental and Western philosophies became the foundations of the present educational
ideologies.
3. Rouseau’s three modern philosophies of teaching: the principles of growth, principles of
activity, and the principles of individualization, are bases of our educational system.
4. The beginning of modern education can be attributed to the Renaissance period.
5. The concept that formal discipline is necessary to educate both minds and body is evident
in some schools.
6. The inductive method founded by Jonathan Herbart is widely used.
7. Maria Montessori introduced the “Casa Bambina” which influenced our early childhood
education.
8. Friedrich Froebel, known as the father of Kindergarten, impressed upon the people that
the aim of education should be focused on the development of the child.
9. Johann Pestalozzi expounded that all learning are based on pupil activities through his
senses.
10. John Dewey influenced present practices by his idea that education is a process of social
activity.
 11. The stage of Cognitive Development by Jean Piaget is recognized now as one of the best
contributions to the educational system.
12. Edward Thorndike made outstanding contribution through his three famous laws:
readiness, exercise, and effect.
13. The aim of education for the preservation and progress of society can be attributed to
John Dewey.
14. Individualized instruction being practiced today originated during the period of
humanism.

III. HISTORY OF THE PHILIPPINE

EDUCATIONAL SYSTEM
 The present educational system the Filipinos now enjoy did not happen
overnight.
 It is the product of a long, painful and tideous process of evaluation and change.
 It evolved from one period to another, to the present.

Aim/s Types/ Content Metods

 Survival  Informal Education  Tell me and show me
Pre Spanish

 Conformity - Practical Training  Observation

Period

 Enculturation - Theoretical Training  Trial and Error

 To propagate Christianity  Formal Education  Dictation/ Cenaculo

Spanish

 
Period

Religious Education Memorization

 Vocational courses  Moro-moro

 Teach democracy as a way  Formal Education  Socialized Recitation

American

 
Period

of life English Language More student’s participation

 Democracy  Disputation

 To promote democratic  Followed the American type  Emphasized citizenship

Commonwealth

ideals of education  Introduced double- single

Period

session

 Eradicate the old idea of  Nipongo language  Emphasized health/ vocational

Occupation


Japanese

reliance from Western Vocational Training education

nations  Health Education  Stressed dignity of manual
labor

Education During the Republic (1945-1972)

 Promotion of equal educational opportunities for all
 Formation of Presidential Commission to Survey Philippine Education (PCSPE)
  Restatement of National Development Goals and Educational Aims (based on the result of the survey
of PCSPE)
Education During the New Society (1972-1986)

 Proclamation 1081 on September 21, 1072 started educational revolution

 Made education relevant to the needs of the changing world. (based on Survey conducted by PCSPE)
 Had direct bearing on strong implications for the country’s educational system.
 Adoption of the acronym PLEDGES – Peace and order; Land reform; Economic development;
Development of moral values; Government reorganization; Employment and manpower
development; Social services.
Education During the Present (1986-Present)
 Promotion of National Development and Values Education (VE)
 Implementation of the New Elementary School Curriculum (NESC)
 Implementation of the Secondary Education Development Program (SEDP)
 Current Thrusts and Trends
 Decentralization of the organizational structure of the DECS
 Creation of the Commission on Higher Education (CHED and TESDA)
 The national budget appropriates the biggest allocation for education
 Promotion and improvement of the public school teachers

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

I. BASIC CONCEPTS

What is Philosophy?
 Comes from the Greek words: philo means love; sophio means wisdom
 “an unusually stubborn attempt to think clearly.” (William James)
 “a world view, a doctrine of values, meanings and purpose of human life.” (Leighton)
 “the endeavor to achieve a comprehensive view of life and its meaning (Amos)
 “a generalized theory of education.” (Dewey)

What are the Areas of Philosophy?

Metaphysics
 Systematic analysis of the question
of ultimate reality
 Fundamental existence of reality
 Developed during the Middle Age
Epistemology Logic
 Has to do with effective  Focuses on the
approaches to teaching and AREAS OF formal structure
learning PHILOSOPHY
of truth and
 Recognizes importance of argument
education
Axiology
 “sets values desirable to live by,
anytime, or place”
 Divided ethics: into moral and aesthetic
 Subjects as GMRC and Values Education
The Two General Classifications of Philosophy
A. Western Philosophies
1. Classical/ Traditional Schools of Thought
 Idealism
Aims of  Education must exist as an institution of human society concerned in one’s spirituality and
Education not because of natural necessity alone.
 Education develops the individual spiritually, mentally, and morally
Curriculum  Subjects offered essential for mental, moral and spiritual development such as: Philosophy,
Theology, History, Arts, Mathematics, Literature, Values Education, GMRC, and Christian
Living
Methods of  Informal Dialect
Teaching  Questions and Discussion
 Lecture
 Excursion and Field trip
 Project Method
 Meditation
 Reading
Role of  Creator of the educational environment
Teachers  Chief source of inspiration , knowledge, and information
 Excellent mentally, morally and spiritually
 A reserved person/ conversant
Role of  A thinking institution
School  Promotes high cognitive level of education
 Promotes cultural learning
 Develops moral character of a person

 Realism
Educational  Give direction to individuals’ basic potentialities and talents.
Aims  Determine the direction of one’s inherited tendencies.
 Provide an education that could produce individuals who can meet their principal needs
Curriculum  Combination of subject matter and problem-centered concepts towards acquisition of:
desirable habits, research skills, library skills, evaluation, observation, experimentation,
analytical skills, critical thinking, applications of principles, effective use of words, and
habits of enjoyment.
 Subject areas: Natural Science, Social Science, Arts, Poetry, Literature, Biography
Methods of  Scientific Methods/ Problem solving
Teaching 1. Defining problems
2. Observing factors related to problems
3. Testing hypothesis
4. Synthesizing
Role of  Help students realize irresistible necessity of earth’s physical forces.
Teachers  Develop initiative and ability to control their experiences
 Help realize that they can enter into the meaning of their experiences
Role of  Further develops discipline
School  Utilizes pupil activity through instruction
 Regards the pupil as more superior than other objects
 Develops concepts and principles through scientific methods
  Pragmatism/ Experimentalism
Educational  For social efficiency
Aims  Train students to continuously and actively quest for information and
production of new ideas needed to adjust to an ever-changing society
Curriculum  Integrated and based on the problems of society
 Social duties/ responsibilities
 Subjects are interdisciplinary
 Combined academic and vocational disciplines
Methods of  Experimental and Scientific method
Teaching 1. Statement of the problem
2. Hypothesis
3. Investigating or data gathering
4. Testing of hypothesis
5. Forming clusions
 Creative and constructive projects
 Motivation
 Laboratory work
 Self activity experience
 Field trips
 Library work
 Motivation
Role of  Keep order in the class
Teachers  Facilitate group work
 Encourage, offer suggestions, and help in planning
 Plan Curriculum
 Motivate learning
Role of  A miniature society
School  Gives child balance and genuine experience in preparation for democratic
living
 A place where ideas are tested, implemented, and restructured
 An agency for transmitting heritage
 A specialized environmentalist established to acculturate the young people

2. Contemporary School of Thoughts

 Perrennialism
Educational  Internalize truths that are universal and constant
Aims  Develop rational thinking and intellectual mind
 Develop learner into a rational and intuitive being
Curriculum  Focused on Arts and Sciences
 Great ideas or universal principles
 Moral, aesthetic, religion, and intellectual topics
Methods of  Subject-centered
Teaching  Methods of disciplining the mind through reading and discussion
 Lecture
 Discussion
Role of  Known masters of the disciplines
 Teachers  Discipline pupils intellectually through a study of literature
Role of  Produce elite individuals to become intellectual
School  Surround students with “Great Books”

 Progressivism
Educational  Produce the “whole man” who will become a responsible member of society
Aims  Give strength and meaning to community life
Curriculum  No structured curriculum/ Child-centered curriculum
 Emphasis on life experiences
 4 H’s (health, head, heart, hand) for physical, intellectual, emotional, social, and
manipulative skills
Methods of  Problem solving/ Reflective strategies
Teaching  Cooperative learning strategies
 Socialized group activities and situations
 Conferences/ Consultation
 Observation and participation
 Experiential and social development
Role of  Act as a resource person
Teachers  Serve as advisers, counselors, and guides
 Teach students how to learn and become active problem solvers
Role of  Teach to develop personal and social values
School  Set up a democratic classroom environment
 Provide atmosphere for group thinking

 Essentialism
Educational  Develops individuals to perform justly, skillfully, and magnanimously
Aims  Adjust to cultural demands and live together in peace
Curriculum  Core skills like reading, writing, and arithmetic
 Teaching of essential facts and concepts on Science, Literature, Health, and P.E.
 Hard sciences, technical, and vocational courses
 Arts for aesthetic expression
 Values of discipline, hard work, and respect for authority
Methods of  Deductive method
Teaching  Recitation
 Assignments or homework
 Analysis or synthesis
 “Race and social heritage” over experiences
 Drill method
 Assimilation
 Testing and evaluating
Role of  Provide stimulating activities for learning
Teachers  Prepare well-organized lessons to provide he is an authority of instruction
 Authoritative
 Disciplinarian
Role of  Ensures mastery of essential skills
School  Prepares students for real life situations
  Teaches students to communicate clearly and logically
 Retains traditional method of mental discipline

 Existentialism
Educational  Focus on individual humanity
Aims  Produce individuals who are aware of their freedom of choice
Curriculum  Sciences
 Humanities
 Philosophy
 Arts of aesthetic expression
 History
 Literature
 Mathematics
 Ethics/ Values
Methods of  Scientific dialog
Teaching  Inquiry approach
 Question-answer method
 Drawing responses
 Social heritage over experiences
Role of  Present principles and values reasoning
Teachers  Good provider of experiences/ opportunities
 Effective questioner and communicator
Role of  Discuss the different situations raised by an individual
School  Plan better solutions to their everyday problems
 Create an atmosphere for active interaction

 Reconstructionism
Educational  Awareness of society needs and problems
Aims  Quest for a better society
 Conscious of students’ role in nation building
Curriculum  National/ international/ global issues
 Societal needs and problems
 Educational philosophies
 Social change
 Philosophy
Methods of  Problem solving method
Teaching  Democratic discussion
 Socialized recitation
 Forum/ conferences
 Brainstorming
 Project method
 Conceptual approach
Role of  Lead the young in designing programs for social, educational, practical, and
Teachers economic change
 Encourage pupils to solve problems
 Encourage community based projects
Role of  Primary agent of social change
 School  Critical examination of cultural heritage
 Center of controversy/ problem solving
 Venue for airing opinions/ ideas

B. Oriental/ Eastern Philosophies

Philosophy Origin Philosophies

Confucianism Confuciuos, China  The “Golden Rule,” Do unto others what you want others do
unto you.
Taoism China  “Harmony with nature.” Regards nature as sacred and even
an extension of human selves.
Buddhism Buddha, Japan  “The third eye helps us to read; enlightenment through silent
meditation.”
Shintoism Shotoku Japan  “Behave in the Kami No Michi which means deities or
gods.”
Hinduism India  “A commitment to an ideal way of life called Dharma
characterized by honesty, courage, service, faith, self-
control, purity, and non-violence acquired through YOGA.
Modern Mahatma Gandhi  “To seek God, man needs to seek truth by practicing non-
Hinduism and Rabindranath violence (ahimsa) in thoughts and deeds.”
Tagore
Buddhism Siddharta Gautama  One of the major religions in the world
India
Islam Prophet Mohammed Basic Beliefs

 One God
 Sacred ground
 Polygamy
 Equality before God
 Life after death
 Prohibition on intoxicating drink
 Duty to animals
 Limited
 Truthfulness/ charity

C. Filipino Philosophies
Philosopher Philosophy

Jose Rizal  Rizal’s Educational Legacies for Today’s Society

 “Education is indispensable to the task of nation building and
must occupy a top priority.”
 “Without education and liberty- no reform is possible.”
 “The right to education is a fundamental human right.”
 “Besides the duty of man to seek his own perfection, there is the
desire innate in man to cultivate his intellect,”
 “One who would teach should be better than the persons who
need his/ her learning.”
 “Raise your children close to the image of a true God.”
  Educate our intelligence and heart to live worthily.”
Apolinario  “Individual must develop his faculties of the intellect and the
Mabini will, to master his talents – contribute to the cause of justice,
and common good human progress
Manuel L.  “Only those intellectually capable must go through college
Quezon education, average students must be encourage to pursue
vocational education. The true worth of man is not in his
diploma but proficiency in his chosen line of work.”
Camilo Osias  Believes that education must secure for every Filipino the
fullest measure of efficiency, freedom, and happiness.
George Bocobo  Filipino culture and tradition should be the bases of Philippine
education and should be prepare the child for the democratic
way of life.”

Ethical-Legal foundations of education

What is Ethics?
 Derived from the Greek word ethos meaning characteristic way of acting (Glenn, 1968),
and ethiks or doctrine of morality.
 Identical to moral science or moral philosophy
 Practical and philosophical science of morality of human acts or human conduct (Ignacio,
1985)

What is Morality?
 laws and principles of ethics in practice or action
 refers to the goodness or badness of an act (Gualdo, 2000)
 that quantity of human act by which we call it (human act) right or wrong, good or evil
(Ignacio)

What are some of the Guiding Principles in formulating our ends of action?
 “An objectively good act done for a good end merits another goodness from such end”
 “An objectively evil act done for an evil purpose takes new evil from the evil if the end is
the whole motive of the act.
 An objectively evil act can never become good by reason of good end.
 An act which is indifferent objectively may become evil if its intended end is evil.

The Teacher’s Rights and Responsibilities

 There are two documents which embody the rights and privileges as well as the duties
and responsibilities of public school teachers

B. The Code of Ethics for Professional

Teachers

A. The Magna Carta for Public School

Teachers
 A. The Code of Ethics for Professional Teachers

Pursuant to the provisions of Paragraph (e), Article II, of R.A. No. 7836,
otherwise known as the “Philippine Teachers Professionalization Act of 1994” and
Paragraph (a), Section 6, P.D. No. 223, as amended, the Board of Professional Teachers
adopts and promulgates the “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, standards, and values.

Article I
Scope and Limitations
(2 sec)
 All educational institutions
shall offer quality education
for all Filipino citizens.
 This code shall apply to all
teachers in all schools in the
Philippines including persons
performing supervisory and/
or administrative functions.
Article II
The Teacher and the State
(8 sec)
 The schools are nurseries of
the future citizens of the
state
 Each teacher is a trustee of
the cultural and educational
heritage of the nation.
 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.
 Article III
The Teacher and the
Community
(8 sec)
The teacher as:
 An intellectual leader,
initiator and implementer of
projects,
 A counselor
 An achiever, and shall
maintain harmonious and
pleasant personal and official
relations with other
professionals, government
officials, and with the
community
Article V
The Teaching and the Teaching
Community
(7 sec)
 Emphasizes that the teacher
shall 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
Article VII
School officials, Teacher and
Other Personnel
(5 sec)
 All school officials, teachers
and personnel shall show
professional courtesy,
helpfulness, and sympathy to
one another; and
 Exhibit cooperative
responsibility to formulate
changes for the system at all
levels.
Article IV
The Teacher and the Profession
(5 sec)
 Teacher shall maintain the
nobility and dignity of the
teaching profession.
 As well as continuing
professional growth to
improve efficiency,
competency, and
productivity, nationally and
internationally.
Article VI
The Teacher and the Higher
Authorities in the Profession
(6 sec)
 It is the duty of every teacher
to make an honest effort to
understand and support the
policies of the school
administration.
 Refrain from transacting any
business in illegal manner
Article VIII
The Teacher and the Learners
(9sec)
 Discusses the rights and
duties of a teacher to the
learners;
 That the first and foremost
concern of the teacher is the
recognition of the interest
and welfare of students.
 Deals with students
importantly and justly.
 Article IX
The Teacher and the Parents
(3 sec)
The teacher shall
 Establish and maintain
cordial relations with parents
 Inform
 Them of the progress of their
children
 Seek their cooperation for
their proper guidance
 Hear parents’ complaints
with sympathy and
understanding.
Article XI
The Teacher as a Person
 The teacher shall maintain a
dignified personality whether
in school, in the home, or
elsewhere which could serve
as a model worthy of
emulation by learners, peers,
and all others.
Article X
The Teacher and Business
(3 sec)
 Legitimizes income
generating activities of
teachers provided that they
do not adversely affect their
work as a teacher.
Maintains a good reputation with
respect to financial matters
Article XII
Disciplinary Action
 Warns that any violation of
any provision of this code
shall be sufficient ground for
the imposition of disciplinary
action,
 Revocation of Certificate of
Registration and License as a
professional teacher;
suspension from teaching,
reprimand, or cancellation of
his permit.
The Magna Carta for Public School Teachers

The Magna Carta embraces all Public School:

Teachers in levels Librarians Guidance Councelor

Industrial Arts Supervisors, Administrative

and vocational officials, and officials and
instructor personnel personnel

 Created by Republic Act No. 4670; passed on June 18, 1966

 Promotes well-being and safeguards the rights of the public school teachers.
 It’s policy declared the promotion and improvement of the public school teachers:

Social and Economic

status
Living and working
conditions
Terms of employment

Career prospects
 It makes teaching favorably comparative with other professions.
 It attracts and retains the best people in the teaching profession.
 It strengthens the stability of the teaching position in the public school system.

What are the Provisions of the Magna Carta?

1. The right against transfer from one station to another without the teachers’ consent (except
for cause) Section 6
2. The right for a married couple, both of whom are school teachers, to be employed in the same
locality whenever possible.
3. The right to enjoy academic freedom in the discharge of their professional duties, particularly
with regard to teaching and classroom method.
4. The right to additional compensation for services in excess of six hours of actual classroom
teaching, hardship allowance, and automatic retirement promotion in Section 16.
5. The right to enjoy free physical examination and free medical treatment or hospitalization.
6. The rights to a one year study leave with pay equivalent to 60% of their salary after seven
years of service. Section 24.
7. The right to enjoy one range salary raise upon retirement, which shall be the basis of the
 retirement pay and the monthly benefits thereafter.

What are the Legal Bases of Education?

 The Philippine Educational System did not happen overnight. It passed different process
of transformation and change.
 It was anchored on documents such as:

The Constitution of the Philippines

1. The educational system as envisioned in the constitution is a system that is national in
scope with public and private schools as subsystems.
2. Article IV of the 1987 Constitution deals on Education, Science, and Technology, Arts,
Culture, and Sports.

Education Act of 1982

1. Provide for a broad general education for individuals in the peculiar ecology of his own
society
2. Train the nation’s manpower in the middle-level skills required for national development
3. Develop the profession that will provide leadership for advancement of knowledge
4. Respond effectively to changing needs and conditions of the nation through planning and
evaluation.

Natural Rights and Duties of Parents in the Education of Children

 Section 5 of the Act states that the State shall aid and support the natural right and duties of
parents in rearing the youth through the educational system.

Rights of Schools

 Maintenance of quality education  Additional compensation of teachers

 Assessment of performance report  Government financial support
 Free legal assistance to teachers  Special rights of teachers

Other Legal Bases

Found in a series of legislative acts such as
1. Act No. 74 of the Philippine Commission (January 21, 1901)
 Laid the foundations of the Philippine Public School System;
 Made English the language of instruction
2. Established the Department of Public Instruction
 Defined the duties of the General Superintendent of schools
 Established the present organization of the public schools into school divisions.
 Established the Philippine Normal School and Trade School in Manila
3. R.A. # 7168
 Approved on December26, 1991 converted Philippine Normal College into a
university
  U.P. Act No. 1870 enacted by the Philippine Assembly and the Philippine
Commission established the University of the Philippines in 1908.
4. Other Laws, Acts and Orders
 R.A. # 139 – provides the basics, for the selection and adoption of textbooks
 Department Order No. 25 s. 1974 mandates the use of English and Filipino
separately as media and instruction (Bilingual Education).
 MECS Order # 44, s. 1983 – “Revised Procedure for Determining Honor Pupils
in Elementary Grades – designating honor graduates as “First Honors and Second
Honors”.
 R.A. # 6655 – Free Public Secondary Education Act of 1988 – provides for a
system of free public secondary education commencing in school year 1988-1989
 DECS Order # 49 s. 1992 – “Selection of honor students in the secondary schools
started SY 1992-1993 – designation of “valedictorian”, “salutatorian” and
“honorable mention” for top graduates.
 DECS Order No. 1, s. 1994 – School Calendar – the elementary and secondary
school year shall consist of not less than forty-two (42) calendar weeks with a
minimum of two hundred (200) class days.
 Congressional Commission on Education (EdCom) a bicameral body that
approved some relevant laws.
 R.A. 5698 created the Legal Education Board to improve the quality of
education.
 R.A. 7686 institutionalized dual training, allowing vocational and technical
education students to study and work for on-the-job training in private industries
 R.A. 7687 established scholarship program for causes that will encourage the
youth to pursue careers in science and technology
 R.A 7722 puts up the Commission on Higher Education (CHED) to oversee
tertiary education.
 R.A. 7743 called for the establishment of city and municipal libraries
 R.A. 7784 created the Centers for Excellence in Teacher Education
 R.A. 7796 created the Technical Education Skills Development Authority
(TESDA) which oversees voc-tech training.
 R.A. 7791 stretched the school year from185 to 200 days
 R.A # 7877 – Anti-Sexual Harassment Act of 1995 approved on February 14,
1995.
 E.O # 27 – an act which includes courses or subjects on human rights in the
curricula, in textbooks and other reading materials
 E.O. # 189 – placed all public secondary school teachers under the administrative
supervision and control of DECS, approved on June 10, 1987.
 P.D. # 1096 issued on September 22, 1976 required all teachers to pass the
Professional Board Examination for Teachers (PBET)
 MEC Order #22 s. 1978 prescribed the use of Filipino in school, colleges and
universities in teaching Philippine History, Government and Constitution, Rizal’s
Life and Works, Sociology, Economics, Land Reform and Taxation, P.E., H.E.,
 Nutrition, Practical Arts, General Psychology, Ethics and other appropriate
subjects
 MECS Order # 57, s. 1981 provides for the protection of rights of all students in
all institutions of higher learning
 DECS Order No. 30, s. 1993 – issued on May 20, 1993 provides for a National
Elementary Achievement Test (NEAT) for all grade six pupils in public and
private schools.
 DECS Order 381 s. 1994 issued on June 17, 1994 provided for a National
Secondary Assessment Test (NSAT) to all graduating high school students three
days after the administration of the NEAT.
 R.A. 7836 mandated the holding of periodic Licensure Test for would be teachers
under the supervision of the Professional Regulation Commission (PRC)