Republic of the Philippines

Eastern Visayas State University

Tacloban City

Compilation of
Outputs in
Teaching
Profession
(Prof. Ed. 533)
Presented to

DR. REY ANTHONY D. ALVEZ

Faculty Member, College of Education

Presented by

Floravie M. Oñate
DTS – 1
Chapter 1 You, The Teacher, as a Person in Society

Lesson 1 Your Philosophical Heritage

Philosophy is a love of wisdom. Philosophy need as a guide for the ordinary

man in his everyday life.

Philosophy of Education is a system or rationally supported assumptions and

beliefs about education. It uses traditional philosophical concepts and methods to

show how student’s experiences will result in the achievement of what may be

considered the good life.

In the school context, these existential questions are:

 Why do I teach?

 What should I teach?

 How should I teach?

 What is the nature of the learner?

 How do we learn?

Seven Philosophies of Education:

Essentialism. It assumes that the values of men are embedded in the

universe, waiting to be discovered and understood. It emphasis on the race

experience or social heritage.

Progressivism. It assumes that the world changes, which in the universe that

is not particularly conceived with him can rely only upon his ability to think

straight. The child must be taught to be independent, self-reliant thinker, learn

to discipline himself, be responsible for the consequences of his behaviour. It

emphasizes the concept of progress which asserts that human beings are

capable of improving and perfecting their environment.

Perenialism. The ability to reason. Education focus on developing rationality.

Only through reason can man understand existence and how he is required to

live. Perennialists believe that one should teach the things that they believe

are everlasting importance to all people.

Existentialism. Believes that things are constantly changing. It is based on the

view that reality is what you experience. It believes that truth is what works

right now and goodness comes from group decisions. It focuses on the

experiences of the individuals and the way of thinking about the meaning of

life.

Behaviorism. Behaviorist are concerned with the modification and shaping of

students’ bahavior by providing for a favourable environment, since they

believe that they are a product of their environment. Learners will acquire and

remember responses that lead to satisfying after effects. Repetition of a

meaningful connection results in learning. If the student is ready for the

connection, learning is enhanced; if not, learning is inhibited. Motivation to

learn is the satisfying after effect, or reinforcement.

Linguistic Philosophy. Develop the communication skills of the learner

because the ability to articulate, to voice out the meaning and values of things

that one obtains from his experience of life and the world is the very essence

of man. Tends to see philosophical problems as arising from inappropriate

theoretical use of language and therefore as being resolved by detailed

attention to the common use of expressions.

Constructivism. Puts the learner at the center of education. Students learn by

hands-on or doing and participate in learning process. They are taught

learning processes and skills such as searching, critiquing and evaluating

information, relating these pieces of information, reflecting on the same,

making meaning out of them, drawing insights, posing questions, researching

and constructing new knowledge out of these bits of information learned.

Lesson 2 Formulating Your Philosophy of Education

Your philosophy of education is your “window” to the world and “compass” in

life. Your philosophy of education is reflected in your dealings with students,

colleagues, parents and administrators. Your attitude towards problems and life as

whole has an underlying philosophy. Your philosophy is your own thought and

formulation, never formulated for your by another person that’s why you are advise

to begin with “I believe..”

Lesson 3 Society and You

Community perception on beliefs and Attitudes about Teachers and Teaching

The community respondents strongly agreed that teachers:

1. Help develop the moral character of children

2. Are second parents

3. Are assets to the community

The community respondents agreed with 12 beliefs and attitudes as follows:

1. The most intelligent child should be encouraged to enter the teaching

profession.

2. Teacher sets moral standard of the community.

3. Teachers make good parents.

4. Men should be encouraged to enter the teaching profession.

5. The teaching profession is one of the lowest paid.

6. Teachers should be paragons of virtue.

7. Children obey and respect their teachers.

8. Teachers ply an active role in disciplining children.

9. Praising boosts a child’s self-confidence.

10. A teacher is a child’s model.

11. Child interest in studies depends upon his/her teacher.

12. Parents entrust children’s welfare in teachers.

The community respondents are disagreed and doubtful regarding this item:

1. Female teachers generally become old maids.

2. Teachers may inflict physical punishment on children.

Lesson 4 The Foundational Principles of Morality and You

Morality refers to the quality of human acts by which we call them right or

wrong, good or evil. Human action is right when it con forms with the norm, rule or

law of morality.

A foundational moral principle is the universal norm upon which all other

principles on the rightness or wrongness of an action are based. It is contained in the

natural law. It is the law that says, “Do good and avoid evil.” We are inclined to do

what we recognize is good, and avoid what we recognize as evil. Our intellect and

free will, make us different from and above the beast.

Natural law comes with different versions:

 Do not do to others what you do not like others to do to you – Kung Fu Tsu

 Do to others what you want them to do to you – Golden Rule of Christianity

 Act in such a way that your maxim can be the maxim for all. – Immanuel Kant

Teacher as a person of good moral character

Four ways in describing good moral character:

1. Being fully human. You have realized substantially your potential as human

person.

2. Being a loving person. You are caring in an unselfish and mature manner with

yourself, other people and God.

3. Being a virtuous person. You have acquired good habits and attitudes and

you practice them consistently in your daily life.

4. Being a morally mature person. You have reached a level of development

emotionally, socially, mentally, spiritually appropriate to your developmental

stage.
Lesson 5 Values Formation and You

There are unchanging and universal values based on Idealist post of view.

The values of love, care and concern for our fellowmen are values for all people

regardless of time and space are called transcendent values. In the relativist point of

view, those claim that there are no universal and unchanging values. They assert

that the values are dependent on time and place.

Are values taught or caught?

Values are taught and caught..

Dimension of Values

1. Cognitive Dimension – mental understanding and readiness

2. Affective Dimension – experience towards smething

3. Bahavioral Dimension – living by the value

Value formation is a training of the Intellect and will

Your intellect discerns a value and presents it to the will as a right or wrong

value. Your will acted on the right value and wills to avoid the wrong value presented

by your intellect. As described by St. Thomas Aquinas, “the intellect proposes and

the will disposes.” It is clear that “nothing is willed unless it first known.” Thought

must precede the deliberation of the will. An object is willed as it is known by the

intellect and proposed to the will as describable and good. Hence, the “formal and

adequate object of the will is good as apprehend by the intellect”. It is necessary that

you develop your intellect in its 3 functions, namely:

 Formation of ideas

 Judgement
  Reasoning

Max Scheler’s Hierarchy of Values

Pleasure Values – the pleasant against the unpleasant; agreeable against

disagreeable

Vital Values – values pertaining to the well-being either of the individual or the

community (capability; excellence)

Spiritual Values – values independent of the whole sphere of the body and of

the environment.

Values of the Holy - appear only in regard to objects intentionally given as

“absolute objects”.

Values Clarification

1. Did you choose it freely?

2. Did you choose it from among the alternatives?

3. Did you choose it after thoughtful consideration of the consequences of your

choice?

4. Do you cherish it?

5. Do you affirm it publicly?

6. Do you act on it?

7. Do you act on it repeatedly?

Lesson 6 Teaching as your Vocation, Mission and Profession

Vocation comes from the Latin word “vocare” which means to call. If there is a

call, there is a caller. Perhaps you never dreamt to become a teacher. But here you
are now preparing to become one. How did it happen? It was God who called you

here to teach just like Abraham, Moses and Mary.

Mission come from the Latin word “misio” which mean to send. So, you are

called to become a teacher and sent into the world to accomplish a mission.

Teaching as your mission means the task entrusted to you. You are expected

to the betterment of this world iny our own unique way. To teach helps the child

becomes more human. It is influencing every child entrusted in your care to become

better and happier.

You must be willing to go through a period of preparation and a continuing

professional development if you want to become a teacher. You must strive for

excellence; commit yourself to moral and ethical, religious values and dedicate

yourself to public service.

The “pwede na” mentality vs. excellence

If we stick to this complaint mentality, excellence eludes us. In this world, onlt

the best and the brightest can make it.we have no choice but to take the endless and

bumpy to excellence.
Chapter II The Teacher in the Classroom and Community

Lesson 1 Classroom Management

Classroom management is ways of organizing the resources, pupils and

helpers so that teaching and learning can proceed in an efficient and safe manner. It

involves establishing procedures, having rules and reducing discipline problems.

Classroom Management Principles

 Make a good first impression.

 Come in with enthusiasm and show you are excited to be there.

 Address problem behaviour directly and immediately.

 Know the power of proximity.

 Know the schools’ rules, policies and regulations

 Make your lesson relevant and interesting to your students.

 Teach positively.

 Classroom is conducive to learning.

Lesson 2 School and the Community Relations

The school and the community are the mainspring of effective and powerful

forces that can create a wholesome climate for mutual gains and betterment. They

can forge a kind of partnership where both are willing to share information as well as

responsibilities to the best interest of the children while in school and when dealing

with members of the community. A positive affiliation is an overwhelming bond that

all stakeholders are willing to be part of.

Parents are the first teacher at home. They are responsible for the

development of values, attitudes and habits that will be needed as their children

associate with classmates in school.

Teachers in the school continue to nourish the children experiences at

home, thus strengthening the valuable, personal traits and characteristics initially

developed.

The members of the community, in addition to the parents, include the

local government units, the non-government agencies, civic organizations and all the

residents. They are highly motivated to redound to the uplifting of the moral and

quality of life.

1. Difficulties

 Ability to accomplish assignments

 Irregular attendance

 Study habits in school

 Negative attitudes

 Problem with self discipline

2. Solutions
  A calm and friendly face-to-face exchange of observations could

straighten some disturbing interactions ending with a promise of

undertaking remedial

 Positive attitudes and patience are developed through modelling.

 Regularity in attendance and doing daily assignments

 Interesting lessons never fail to motivate the students

 Extreme of behaviour need detailed consideration of past experiences

in school and at home.

3. Values Developed

 Respect for elders anf the rights of others

 Cooperation

 Willingness to share

 Deep sense of responsibility

 Persistence

4. Interests

B. SCHOOL AND COMMUNITY

1. Collaborative Relationships

2. Organized Associations

3. Public safety, beautification and cleanliness

4. Values exhibited

5. Instructional centers and materials

Lesson 3 Linkages and Networking with Organizations

Linkage and networking are different in the degree of commitment to partners.

In linkage, the relationship between partner organizations is quite loose, while in

networking, it is much stronger, usually because the groups and agencies have

common objectives and beneficiaries. Networking is basically extending the

outreach of the resources in different ways so as to increase effectiveness of the

program.

Linkages intend to serve members of both sides according to their needs,

interest and objectives. It is established between universities and colleges

offering identical degrees in which cross-enrolment for subjects needed is

allowed.

1. International Linkages

a. Pi Lambda Theta

b. INNOTECH

c. World Council for Curriculum and Instruction (WCCI)

d. Association for Supervision and Curriculum Development (ASCD)

Networking is a network composes of several institutions of several colleges

of different universities that binds together for a common goal. They work

together to attain common objectives, undertake innovative practices and update

members regarding breakthrough in different disciplines.

Examples:

a. Consortium among Universities and colleges

b. The Mendiola Consortium

CHAPTER 3 ON BECOMING A GLOBAL TEACHER

Lesson 1 A Closer Look at the Educational Systems of Selected Countries of

the World

Australia’s Basic Education

 Has a high quality of educational system

 Similar with that of Canada and England

 Primary Schools – 6 years

 High school – 6 years (Junior high, year 7-10, Senior high, year 11-12)

 College/University – 3-6 years

 Primary Education

 Compulsory education

 6-12 years old

 Junior Secondary Level

 4 years

 12-16 years old

 Junior Secondary Certificate of Education is awarded at the end of

school year

 Senior secondary Level

 16-18 years old

 No longer compulsory education

 Senior Secondary Certificate of Education is awarded at the end of

school year

 Higher Education
  Enables individual to develop their capabilities

 Advance knowledge and understanding

 Aid the application of knowledge

 Enables to adapt and learn

 Contribute to democratic civilized society

CHINA

 Most populous country in the world

 Largest educational system of the world

 The course syllabi are written by the scientists and professors hired by the

National Educational Commission

 Uniform subject matter and instructional contents

 Primary Grades – 6 years

 High schools – 6 years

 3 yrs middle school

 3 years senior high

 University – 6 years, the quality and reputation of the school will depend on

the number of students passing the examination

JAPAN

 Highly centralized

 Administered by the Monbusho or Ministry of Education

 Seen as a model of how operate schools

 5 Basic Levels

 Kindergarten

 Elementary schools – 6 years

  Lower Secondary schools – 3 years

 Upper Secondary Schools – 3 years

 University – usually 4 years

 Education is free and compulsory for children 6 – 15 years

 Classes are large and teaching methods are usually lecture

 Higher Education

 Must take 2 examinations – national achievement test; exam given by

the university

 Graduate School – only 7% of university graduate gets Master’s degree

SOUTH AFRICA

 Equal access to basic education

 Opportunities for lifelong learning

 Democratic participation

 Sustainability of development and relevance of education

 Levels: -pre-primary

-primary

-secondary

-higher education

 Grades VII-IX – last stage of compulsory education and will lead to General

Education and Training Certificate

 At the end of the Grade XII, students sit a public examination leading to

Senior certificate

 Technical secondary education which generally lasts for 3 years are offered in

technical centers, high schools and vocational schools.

  Higher Education.

UNITED KINGDOM

 Mandatory for all state schools which promotes holistic development ,

prepares them for opportunities, responsibilities, and experiences of adult life

 Compulsory school age 5-16 years for minimum education

 Includes religious education and sex and career education

Lesson 2 Multicultural Education: A Challenge to Global Teachers

Culture is the values, traditions, social and worldview shared by a group of

people bound together by a combination of factors.

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 group will receive an equal opportunity

to learn in school. In order to do this, we need:

 Curricular and instructional modifications

 Various teaching styles

 Re-examination of teachers ’attitudes, beliefs, and perception

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.

Suggestion to understand multicultural learners:

1. Never make an assumptions about an individual

2. Avoid stereotyping

3. Get to know each student as a unique individual

Lesson 3 Broadening Teaching Perspective: Teacher Exchange Programs

To become a global teacher, you need to broaden your teaching perspective

by expanding your experiences beyond the confines of your classroom to the wider

learning environment.

1. Visiting International Faculty Program (VIF)

a. VIF Purposes and Beliefs. It is the intention of the VIF to ensure that

students, educators and communities worldwide reap the benefits of

international education.

The program believes in the following principles:

a. All schools should have at least one international exchange teacher

b. All students should be exposed to variety of exchange teacher during their

academic careers

c. All communities should have an equal opportunity to develop globally literate

citizens to help build a foundation for success in the global market place

b. History of Visiting International Faculty Program

The program started 19 years ago. Founded in 1987 and began

accepting teachers from other countries of the world to teach

Kindergarten up to Grade 12 in 1989. This project is in cooperation with

North Carolina Department of Public Instruction.

2. Fulbright Teacher Exchange Program

 Since 1946, the Fulbright Teacher Exchange Program has helped

nearly 23,000 teachers and school administrators to promote mutual

understanding between the US and countries around the world.

3. Inter-African Teacher exchange

The objectives of this program are to provide opportunity for African teachers

to learn from teaching environment in other African countries and also aimed

to extend experiences and widen the horizon of African teachers by

encouraging exchange visits to countries outside the Africa as well.

4. Canadian Educators Exchange

The Canadian Education Exchange Foundation is a non-profit foundation

which handles both student and educator exchanges. International

educational exchanges offer educators and their students an opportunity to

broaden their understanding of one another's cultures, customs and

languages.

5. Global Teachers Millennium Awards

Although this program is limited only to participating countries, it is

important to learn that the Global Teacher Exchange program

contributes to the quality of teachers worldwide. The program aims:

a. Change the lives of UK educators , personally and professionally by

encouraging them to fulfil their aspiration and use their talents in

innovation ways,

b. Ensure benefits for staff and pupils of UK schools and their local

communities through the dissemination of innovative development

education.
 c. Support the aims and activities of Link’s educational programs in South

Africa, Ghana and Uganda.

d. Set a standard and develop a model for other similar scheme.

A global teacher in this program is described as someone who:

a. Thinks and act both locally and globally

b. Embraces the world’s rich variety of ways of life

c. Understand how world is interconnected

d. Is committed to making the world a more equitable place

e. Believes in education for sustainable development

f. Has professional and personal skills to share and to learn

g. Brings the world into their classroom, school and community

h. Encourages dialogue and partnership between the North and the south

i. Can inspire others to act as Global teacher

Lesson 4 Educational Technology and Innovative Teaching

Educators began exploring the use of technology that supports models of

teaching that emphasize learning with understanding and more active involvement.

This exploration made a decision to use a technology to go beyond facts-based,

memorization-oriented curricula to curricula in which learning with understanding is

emphasized was embraced.

1. Technology provides support to the solution of meaningful problems.

Finding answers to complex problems brought to the classroom is one

important function of technology. Some problems brought to the classrooms

can be simulated and created with graphics, video and animation. Simulations

or exploratory environments called microworlds allow students to carry out

actions and investigation right inside the classrooms with the use of the

computers.

2. Technology acts as a cognitive support.

3. Technology promotes collaboration as well as independent learning.

Technology Programs for Teaching

1. Stand-alone programs – like videodisc, CD-ROM media

2. Program available on the internet. Programs which are available on the

internet from where the school can choose a site.

 3. Information Databases. Print based materials available in electronic form.

Opportunities for student as prospective teacher to produce products

1. Selection of their own topics to provide sense of ownership.

2. Conduct research; plan the development and presentation of the product.

3. Selection of simple multimedia presentation that gives only limited number of

options.

4. Opportunities for teaching grammar, writing, spelling within the context which

is meaningful to students.

Modified Technology Education Requirements for Prospective Teachers

1. Technology operation and concepts

2. Planning and designing learning environment and experiences

3. Teaching learning and the curriculum

4. Assessment and evaluation

5. Productivity and professional practice

6. Social, ethical, legal and human issues

CHAPTER 4 THE PROFESSIONALIZATION OF TEACHING

Lesson 1 Historical Perspective of the Philippine Educational System

PRE- SPANISH ERA

• Education was informal, unstructured and devoid in methods.

• Children were provided more vocational training and less academics (3Rs) by their

parents and in the houses of tribal tutors

SPANISH ERA

o Tribal tutors were replaced by Spanish Missionaries..

o Instruction was religion oriented.

o Education was limited only for the elites

o Established at least one primary school for boys and girls in each town by the

Decree of 1863

o Establishment of normal school for male teachers under the supervision of the

JESUITS.

o Primary instruction was free.

o Teaching of Spanish language was compulsory.

o Education during that period was in adequate, suppressed and controlled.

REVOLUTIONARY GOVERNMENT
 o Established the BURGOS INSTITUTE in Malolos, Military Academy of

Malolos and Literary University of the Philippines.

o Free and compulsory elementary education

AMERICAN REGIME

o Upon the recommendation of the Schurman Commission free primary

instruction that trained the people for the duties of citizenship and avocation

was enforced by the TAFT Commission per instructions of President

McKinley.

o Chaplains and non-commissioned officers were assigned to teach using

English as the medium of instruction.

o Highly centralized public school system was installed by Philippine

Commission by virtue of Act No. 74

o THOMASITES brought in the Philippines from USA.

o Bureau of Public Instruction became Bureau of Education under Act No. 477

which passed on Nov. 1, 1902.

o High School was supported by the Governments

o Established the following on 1902 by the Philippine Commission

Special Education Institutions

Schools of Arts and Trade

Agricultural School

Commerce

Marine Institutes

o The Philippine Legislature approved Act No. 1870 which created the

University of the Philippines.

 o The Reorganization Act of 1916 provide the Filipinization of all department of

the secretaries except the secretary of Public Instruction

JAPANESE ERA

o Japanese educational policies were embodied in Military Order No. 2 in 1942.

The Philippine executive Commission established the Commission of

Education, Health and Public Welfare and schools were reopened in June

1942

o On October 14, 1943 they sponsored Republic created the Ministry of

Education.

o Taught Tagalog, Philippine History and Character Education.

o Love for work and dignity of labour was emphasized

o In 1947, by virtue of executive Order No. 94 the department of Instruction was

changed to department of Education.

o In that period, the regulation and supervision of public and private schools

belonged to the Bureau of Public and Private Schools.

o In 1972 it became the Department of Education and Culture by virtue of

Proclamation 1081 and the Ministry of Education and Culture by virtue of P.D.

No. 1397.

o 13 regional offices was created and major organizational changes were

implemented in the Educational System.

o The Education Act of 1982 created the Ministry of Education Culture and

Sports in 1987 by virtue executive Order No. 117.

o On 1994, Commission on Higher Education (CHED) and the Technical

Education and skills Development Authority(TESDA) were established to

 supervise tertiary degrees, programs and non-degree technical vocational

programs.

o Congressional Commission on Education (EDCOM) passed the RA 7796 in

1994 creating CHED and TESDA. And non formal

o That system focused to mandate basic education which covers elementary,

secondary and non-formal education, including culture and sports

o TESDA now administer the post-secondary, middle level man power training

and development.

o CHED is responsible for Higher Education

o In 2001 Republic Act 9155 or Government of Basic Education Act was passed

transforming DECS to DepEd.

o The main goal is to provide the school age population and young adults with

skills, knowledge, and values to become caring, self-reliant, productive and

patriotic citizens.
Lesson 2 The 1987 Constitution

As Filipino, imploring the aid of Almighty God, in order to build a just and

humane society, and establish a Government that shall embody our ideals and

aspirations, promote the common good, conserve and develop our patrimony, and

secure to ourselves and our posterity, the blessings of independence and democracy

under the rule of law and a regime of truth, justice, freedom, love, equality, and

peace, do ordain and promulgate this Constitution.

Every word in the Preamble is meaningful. It encourages love and passion for

our country, the Philippines. It shows significant messages about our deep roles and

responsibilities to every Filipino and the society. As a free nation, we must act and

spend our liberty with responsibility focusing on love of country, peace and unity.
Lesson 3 Republic Act No. 7722

Creation of the Commission on Higher Education

• governing body that covers both public and private higher education

institutions in the Philippines

• established on May 18, 1994 through Republic Act 7722, also known as the

Higher Education Act of 1994

• created in view of the broad agenda for reforms which resulted from the

Congressional Commission on Education (EDCOM) Report 1991 under the

leadership of Senator Edgardo Angara

Powers and Functions of CHED

Tasks Powers and Functions (R.A. 7722)

 Direction- formulate and recommend development plans,

setting/policy policies, priorities, and programs on higher education

formulation and research;

recommend to the executive and legislative branches,

priorities and grants on higher education and research;

direct or redirect purposive research by institutions of

higher learning to meet the needs of agro-

industrialization and development

Quality assurance,
set minimum standards for programs and institutions of
monitoring, and
higher learning recommended by panels of experts in the
evaluation
field and subject to public hearing, and enforce the same;

monitor and evaluate the performance of programs and

institutions of higher learning for appropriate incentives

as well as the imposition of sanctions such as, but not

limited to, diminution or withdrawal of subsidy,

recommendation on the downgrading or withdrawal of

accreditation, program termination or school closure;

identify, support and develop potential centers of

excellence in program areas needed for the development

of world-class scholarship, nation building and national

development;

rationalize programs and institutions of higher learning

and set standards, policies and guidelines for the

 creation of new ones as well as the conversion or

elevation of schools to institutions of higher learning,

subject to budgetary limitations and the number of

institutions of higher learning in the province or region

where creation, conversion or elevation is sought to be

made;

Fiscal / Funds
recommend to the Department of Budget and
management
Management the budgets of public institutions of higher

learning as well as general guidelines for the use of their

income;

Develop criteria for allocating additional resources such

as research and program development grants,

scholarships, and other similar program; provided, that

these shall not detract from the fiscal autonomy already

enjoyed by colleges and universities;

Devise and implement resource development schemes;

administer the Higher Education Development Fund,

which will promote the purposes of higher education;

General

supervision
review the charters of institutions of higher learning and

state universities and colleges including the

chairmanship and membership of their governing bodies

and recommend appropriate measures as basis for

 necessary action;

promulgate such rules and regulations and exercise such

other powers and functions as may be necessary to carry

out effectively the purpose and objectives of this Act;

and

perform such other functions as may be necessary for its

effective operations and for the continued enhancement,

growth or development of higher education.

Public Higher Education Institutions

State Universities and Colleges (SUCs)

• established by law and thus have their own charter

• administered and funded by the national government

• governed by a Board of Regents (state universities) or a Board of Trustees

(state colleges) headed by the CHED Chair or a CHED Commissioner (CMO

3 series 2001)

Local Universities and Colleges (LUCs)

• established through resolutions and ordinances approved by the local

government units and are therefore subsidized by them.

CHED-Supervised Institution (CSI)

• a non-chartered, post-secondary institution established by law

• administered, supervised, and financially supported by the national

government
Other Government Schools (OGS)

• usually technical-vocational educational institutions that offer higher education

programs

• funded by national and local government units

Lesson 4 Republic Act No. 7796