(CONTINUATION OF NOTES FOR THE MIDTERM PERIOD)

CHALLENGES IN TEACHING
Pawilen, Greg Tabios (2019). Teaching Profession: Passion and Mission. Quezon City: Rex Bookstore, Inc.
pp47-60

Objectives:
1. Identify the challenges in the practice of the teaching profession.
2. Analyze best teaching practices on how teachers meet the different challenges they encounter and
experience in school.
3. Suggest/recommend learning activities to deal with such challenges.

Challenge Areas:
1. Teaching in Multilingual and Multicultural Classrooms
2. Teaching in Learner-Centered and Constructivist Classroom
3. Teaching Multigrade Classes
4. Integrating ICT in the Classroom
5. Brain Based Education
6. Teaching in a Multiple Intelligence Classroom
7. Teaching Children with Special Needs

TEACHING IN MULTILINGUAL AND MULTICULTURAL CLASSROOMS

A multicultural classroom is one in which both the students and the teacher are accepting of all races,
cultures, and religions. 
A multilingual class is a class where the learners speak a variety of first languages. Multilingual classes can
be compared to monolingual ones, where all the learners speak the same first language.
Challenges Faced by A Teacher and Influencing the Learners.
1. Language barrier.
2. Domination of different learning styles
3. The cultural difference can also be noticed in the poorly formed speaker-listener relationships and
diverse patterns of cooperation and competition. 
4. Non-verbal behavior
5. Presenting one topic from different perspectives
6. Diversity of extracurricular activities
7. Teaching communication skills
8. Constant work with parents
Teaching Practices On How Teachers Meet the Different Challenges They Encounter and Experience
in School.
1. Building Inclusion in the Classroom
a. Teachers must strive to understand their students in a more holistic way, incorporating their
cultural traditions into lessons and activities, so students feel understood, comfortable, and
focused on learning.
b. Finding a Place for Culture in the Classroom- there is a brainstorming of ideas, stories, and
experiences that enrich the educational experience in ways that are impossible in monocultural
classes.
c. Support and Resources for Teachers
2. Help students understand that classmates from other places aren’t weird or bad, only different, to help
remove motivations that lead to bullying.
3. Ensure classroom activities are inclusive and designed to engage students with each other, to build
friendship and familiarity.
4. Make sure lesson plans focus on the cultures and histories of all students in the classroom, not only
those from majority groups.
5. Commit to speaking to all students on a regular basis, to send the message that interacting and
learning about one another is important.
6. Teachers should be aware of preconceived ideas about the students in the classroom to guard against
biased talk on the part of other students.
Instructional Strategies that Can Address Cultural Diversity
1. Content Integration
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 2. Cultural Immersion
3. Celebrating Cultural Diversity
4. Culture Responsive Pedagogy
5. Teaching local Culture
6. Using the Local Language as Medium of Instruction
7. Real-life Story Model
8. Problem-based Approach
9. Inviting Local Folks and Community Leaders as Resource Person in School
10. Developing Instructional Materials for Teaching Indigenous Knowledge

TEACHING IN LEARNER-CENTERED AND CONSTRUCTIVIST CLASSROOM

Learning theory of constructivism incorporates a learning process wherein the student gains their own
conclusions through the creative aid of the teacher as a facilitator. ... Hands-on activities are the best for the
classroom applications of constructivism, critical thinking and learning.
The ultimate test on whether or not you are using the best practices for student-centered learning in your
room is if your students start to autonomously produce outputs that result from their understanding of your
lesson.
Guiding principles of constructivism
1. Knowledge is constructed, not transmitted.
2. Prior knowledge impacts the learning process.
3. Initial understanding is local, not global.
4. Building useful knowledge structures requires effortful and purposeful activity
According to Audrey Gray, the characteristics of a constructivist classroom are as follows:
1. the learners are actively involved.
2. the environment is democratic.
3. the activities are interactive and student-centered.
4. the teacher facilitates a process of learning in which students are encouraged to be responsible and
autonomous.
Significance of Constructivism in Learning
1. Strengthens student motivation
2. Promotes peer communication
3. Reduces disruptive behavior
4. Builds student-teacher relationships
5. Promotes discovery/active learning
6. Responsibility for one’s own learning
Teaching Practices in A Constructivist Classroom
1. Tap into the students' interests.
2. Once the students' attention is captured, personalize learning by providing opportunities for the
students to use their learning styles in comprehending concepts.
3. Hands-on activities are the best for the classroom applications of constructivism, critical thinking and
learning.
4. Having observations take place with a daily journal helps the students to better understand how their
own experiences contribute to the formation of their theories and observational notes, and then
comparing them to another students' reiterates that different backgrounds and cultures create different
outlooks, while neither is wrong, both should be respected.
5. Having students working together and aiding to answer one another's questions. D
6. Designating one student as the "expert" on a subject and having them teach the class.
7. Allowing students to work in groups or pairs and research controversial topics which they must then
present to the class
8. Ask open-ended questions and leaving time to allow the students to think and analyze a response,
based on their experiences and personal inquiry.
9. Allowing constant conversation between the students and teacher to create a discourse of comfort
wherein all ideas can be considered and understood and the students then feel safe about challenging
other hypotheses, defending their own, and supporting real-world situations with abstract supporting
data.

TEACHING MULTIGRADE CLASSES

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Multigrade teaching is a situation in which one teacher has to teach many grades, all at the same time. It
happens in all schools where there are more grades than teachers

How does a multigrade classroom function?

The main function of the Multigrade teacher is to teach students by imparting knowledge. The teacher is
expected to be versatile and utilize different strategies to make learning meaningful and effective for all
students in his or her classroom, no matter what individual differences may exist among the students.
Four Basic Principles To Be Born In Mind In Multigrade Teaching.
1. Each and every child possesses individual learning skills.
2. Children learn best through experiences.
3. Children learn easily from other children. This type of group learning develops self- confidence
among the children.
4. The teaching plan must streamline the interests, skills and talents of the
5. different children in a multigrade teaching
Teacher’s problems in Multigrade teaching
1. Handling of different classes simultaneously in a same room.
2. Preparation of Teaching Learning Materials for all subjects and for all classes.
3. To pay individual attention to the slow learners.
4. To provide sufficient reading practice and supervise the students.
5. In a two teacher school, attending all work in the absence of one teacher.
6. To act according to the individual differences of the learners.
7. Implementing Active Based Learning (ABL), Play way method and Learning by doing method in the
classroom.
8. Supervising of activities and assignments in the class.
9. More attention to the gifted learners.
10. Identify student’s difficult portion and teach them.
11. To concentrate in group activities.
12. To concentrate in Evaluation.
13. To concentrate in the allotment of activities.
14. Sufficient time preparation is to be made for proper assessment of all students.
Teaching and Learning Strategies for Multigrade Classrooms
1. Grouping, and the role of a leader is very important
2. Individualized Instruction
3. Independent Study
4. Team-Teaching
5. Group Project Work
6. Peer Tutoring

INTEGRATING ICT IN THE CLASSROOM

ICT integration is defined as the use of ICT to introduce, reinforce, supplement and extend skills
Best Practices in ICT Integration.
1. Communications Via E-Mails
2. Use The Web In Researching And Locating Resources
3. Create Online Groups And Build Wikis
4. Participate In Online Collaborative Activities, And
5. Apply Technology-Enhanced/Web-Based Lessons In The Classroom
Some common educational applications of ICT include:
 One laptop per child: 
 Tablets: 
 Interactive White Boards or Smart Boards: Interactive white boards allow projected computer images
to be displayed, manipulated, dragged, clicked, or copied)
 E-readers: E-readers are electronic devices that can hold hundreds of books in digital form

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  Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via
computer-guided instruction and interactive learning activities in class, can allow for an expanded
curriculum.
Benefits of Using Technology In The Classroom
1. Improves engagement. When technology is integrated into lessons, students are expected to be more
interested in the subjects they are studying. ...
2. Improves knowledge retention. ...
3. Encourages individual learning. ...
4. Encourages collaboration. ...
5. Students can learn useful life skills through technology. ...
6. Benefits for teachers.

BRAIN BASED EDUCATION

Brain-based learning refers to teaching methods, lesson designs, and school programs that are based on the
latest scientific research about how the brain learns, including such factors as cognitive development—how
students learn differently as they age, grow, and mature socially, emotionally, and cognitively.
“Brain-based learning is motivated by the general belief that learning can be accelerated and improved if
educators base how and what they teach on the science of learning, rather than on past educational practices,
established conventions, or assumptions about the learning process,”
What are the principles of brain based learning?
1. "The brain processes parts and wholes simultaneously."
2. "Learning involves both focused attention and peripheral perception."
3. "Learning always involves conscious and unconscious processes."
4. "We have at least two different types of memory: a spatial memory system and a set of systems for
rote learning."
5. "The brain is a complex adaptive system."
6. "The brain is a social brain."
7. "The search for meaning is innate."
8. "The search for meaning occurs through patterning."
9. "Emotions are critical to patterning."
10. "The brain processes parts and wholes simultaneously."
11. "Learning involves both focused attention and peripheral perception."
12. "Learning always involves conscious and unconscious processes."
13. "We have at least two different types of memory: a spatial memory system and a set of systems for
rote learning."
14. "We understand and remember best when facts and skills are embedded in natural, spatial memory."
15. "Learning is enhanced by challenge and inhibited by threat."
How can a teacher improve a child's brain activity?
The best way is to actively engage your child through everyday activities like playing, reading and being
there when he/she feels stress.
The basic theory behind brain-based learning is total body immersion in a topic.
1. Teachers must make use of the classroom space to arouse all senses. 
2. Brain-based learning helps students relax in order to improve alertness. 
3. Stimulate social skills to improve the experience. 
4. Make study challenging. 
5. Teachers need to introduce art and music into lessons. 
6. Set up a learning folder for each child. 
Brain-Based Learning Instruction
1. Healthy Bodies Help
 “Learning engages the whole body. All learning is mind-body: movement, foods, attention cycles,
and chemicals help drive and modulate learning.”
 The brain works better when learners exercise more and eat healthier foods that energize them.
 In the classroom that might mean students taking standing and/or walking breaks instead of sitting
for hours. Twice-weekly Physical Education classes aren’t enough.
2. Healthy Psyches Help
 “Emotions are critical to patterning, and drive our attention, meaning and memory.” Happy
students can think better than unhappy students other things being equal.
 The practical lesson of this principle is that teachers should be conscious that criticizing students
can impair their thinking while praising them can have the opposite effect.
 “Healthy self-esteem is fundamental for optimal learning,”.
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  “Feeling that they are able and capable, keeps them motivated to learn.”
3. Brains Help Each Other
 Students’ brains develop better when they interact with other students’ brains.
 Group activities in class and group projects outside class can help students learn from other
students.
 Brain-based learning experts believe that cooperation is often a better way to learn.
4. Teaching Improves Memory
 Students improving their memory by teaching other students. Teachers should utilize all students
as teachers.

5. Practice Improves Memory

 “Practicing immediately after exposure to materials” is also a very effective way for the brain to
retain information.
 “Rehearsal increases retention”
 “Our brain can memorize, but our best learning is the trial & error learning: asking questions,
checklists, computers, and peer teaching as examples of using trial and error.
6. Lectures Don’t Work
 Lectures are the LEAST effective way to transfer information to a brain’s long-term memory with
only 5 to 10 percent of information retained after 24 hours
 “Lecture continues to be the most prevalent model in secondary and higher education but produces
the lowest degree of retention.”
7. Info Should Be Meaningful
 “Meaning is more important than just information,” is one of the core principles.
 Teachers should grab students’ attention within 20 seconds of introducing a topic by making the
information meaningful to them.
8. Speaking and Writing Work
 One way to move information from the sensory memory, the shortest-term memory, to long-term
memory, is to ask them to convey what they have learned in their own words via speaking and
writing. This process is called “recoding” by many brain-based learning instruction experts.
 Students should summarize what they have learned rather than repeat it and analyze its importance.
This whole process also has the practical effect of improving students’ oral and written
communication skills.
9. Many Strategies Work
 “Brain-Friendly Teaching: Strategies to Improve Memory,” - storytelling, humor, games, analogy,
metaphor, and movement.
 “Stories have emotional components that attract the amygdale, the emotional center of the brain
10. Lots of Stress Harms Brains
 High stress levels can cause chemical changes in the brain that impair its performance. “
 A dozen important brain-based concepts” explains that the hormone cortisol can severely harm
thinking when it’s released because of stress.
 “Brain based learning: What is it and how to apply it” reports that low stress levels help motivate
students to perform, but recommends creating a “positive emotional environment” in class so there
isn’t too much stress. Basically, teachers should be calm and nice to students. Yelling and
criticizing raises stress levels.

TEACHING IN A MULTIPLE INTELLIGENCE CLASSROOM

How do you accommodate multiple intelligences in the classroom?

1. To develop interpersonal intelligence
2. Use cooperative learning
3. Have students tutor each other, and
4. Teach students methods for solving group problems,
5. Use class meetings as a forum for social problem solving.
6. Let students interact with others when problem solving.
The Multiple Intelligences Perspective
“We are all able to know the world through language, logical-mathematical analysis, spatial representation,
musical thinking, the use of the body to solve problems or to make things, an understanding of other
individuals, and an understanding of ourselves.
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Approaches
1. Individualize instruction
2. Diversify your lessons
3. Maximize our teaching
Best Practices
1. In the Personal Work Center (Intrapersonal Intelligence), students explore the present area of study
through research, reflection, or individual projects.
2. In the Working Together Center (Interpersonal Intelligence), they develop cooperative learning skills
as they solve problems, answer questions, create learning games, brainstorm ideas and discuss that
day’s topic collaboratively.
3. In the Music Center (Musical Intelligence), students compose and sing songs about the subject matter,
make their own instruments, and learn in rhythmical ways.
4. In the Art Center (Spatial Intelligence), they explore a subject area using diverse art media,
manipulables, puzzles, charts, and pictures.
5. In the Building Center (Kinesthetic Intelligence), they build models, dramatize events, and dance, all
in ways that relate to the content of that day’s subject matter.
6. In the Reading Center (Verbal/Linguistic Intelligence), students read, write, and learn in many
traditional modes. They analyze and organize information in written form.
7. In the Math & Science Center (Logical/ Mathematical Intelligence), they work with math games,
manipulatives, mathematical concepts, science experiments, deductive reasoning, and problem
solving.

TEACHING CHILDREN WITH SPECIAL NEEDS

The different types of special needs
1. Physical — Such as muscular dystrophy, multiple sclerosis, chronic asthma, and epilepsy.
2. Developmental — Such as Down syndrome, autism, dyslexia, and processing disorders.
3. Behavioral/Emotional — Such as ADHD, bipolar disorder, or oppositional defiance disorder.
4. Sensory Impaired — Such as being blind, visually impaired, deaf, or hearing-impaired
A learning disabled student …

1. Has poor auditory memory—both short term and long term.

2. Has a low tolerance level and a high frustration level.
3. Has a weak or poor self-esteem.
4. Is easily distractible.
5. Finds it difficult, if not impossible, to stay on task for extended periods of time.
6. Is spontaneous in expression; often cannot control emotions.
7. Is easily confused.
8. Is verbally demanding.
9. Has some difficulty in working with others in small or large group settings
10. Has difficulty in following complicated directions or remembering directions for extended periods of
time.
11. Has coordination problems with both large and small muscle groups.
12. Has inflexibility of thought; is difficult to persuade otherwise.
13. Has poor handwriting skills.
14. Has a poor concept of time.
Ways to Help Students with Special Needs
1. Maintain an organized classroom and limit distractions. ...
2. Use music and voice inflection. ...
3. Break down instructions into smaller, manageable tasks. ...
4. Use multi-sensory strategies. ...
5. Give students with special needs opportunities for success.
Strategies with learning disabled students:
1. Provide oral instruction for students with reading disabilities. Present tests and reading materials in an
oral format so the assessment is not unduly influenced by lack of reading ability.
2. Provide learning disabled students with frequent progress checks. Let them know how well they are
progressing toward an individual or class goal.
3. Give immediate feedback to learning disabled students. They need to see quickly the relationship
between what was taught and what was learned.
4. Make activities concise and short, whenever possible. Long, drawn-out projects are particularly
frustrating for a learning disabled child.
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 5. Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever
possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
6. Learning disabled students need and should get lots of specific praise. Instead of just saying, “You
did well,” or “I like your work,” be sure you provide specific praising comments that link the activity
directly with the recognition; for example, “I was particularly pleased by the way in which you
organized the rock collection for Karin and Miranda.”
7. When necessary, plan to repeat instructions or offer information in both written and verbal formats.
Again, it is vitally necessary that learning disabled children utilize as many of their sensory
modalities as possible.
8. Encourage cooperative learning activities (see Teaching with Cooperative Learning) when possible.
Invite students of varying abilities to work together on a specific project or toward a common goal.
Create an atmosphere in which a true “community of learners” is facilitated and enhanced.
Characteristics of Gifted Students
1. Has a high level of curiosity.
2. Has a well-developed imagination.
3. Often gives uncommon responses to common queries.
4. Can remember and retain a great deal of information.
5. Can not only pose original solutions to common problems but can also pose original problems, too.
6. Has the ability to concentrate on a problem or issue for extended periods of time.
7. Is capable of comprehending complex concepts.
8. Is well organized.
9. Is excited about learning new facts and concepts.
10. Is often an independent learner.
Teaching Gifted Students
1. Allow gifted students to design and follow through on self-initiated projects. Have them pursue
questions of their own choosing.
2. Provide gifted students with lots of open-ended activities—activities for which there are no right or
wrong answers or any preconceived notions.
3. Keep the emphasis on divergent thinking—helping gifted students focus on many possibilities rather
than any set of predetermined answers.
4. Provide opportunities for gifted youngsters to engage in active problem-solving. Be sure the problems
assigned are not those for which you have already established appropriate answers but rather those
that will allow gifted students to arrive at their own conclusions.
5. Encourage gifted students to take on leadership roles that enhance portions of the classroom program
(Note: gifted students are often socially immature.)
6. Provide numerous opportunities for gifted students to read extensively about subjects that interest
them. Work closely with the school librarian and public librarian to select and provide trade books in
keeping with students' interests.
7. Provide numerous long-term and ex-tended activities that allow gifted students the opportunity to
engage in a learning project over an extended period of time.

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FINAL TERM PERIOD

LEGAL BASES OF THE TECHING PROFESSION

Objectives:
1. Identify the different legal provisions in relation to the practice of the teaching profession.
2. Analyze different legal issues and challenges related to the teaching profession.
3. Appreciate teachers and other educators who perform their duties with the highest level of
professionalism.

Topics:
1. XIV of the 1987 Philippine Constitution
2. R.A 7836 and R.A 9293
3. R.A. 10533
4. Code of Ethics for Professional Teachers
5. R.A. 10912
6. R.A. 4670
7. R.A. 232
THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES – ARTICLE XIV
ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS
EDUCATION
Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and
shall take appropriate steps to make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to
the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary and high school levels.
Without limiting the natural right of parents to rear their children, elementary education is compulsory
for all children of school age;
(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other
incentives which shall be available to deserving students in both public and private schools, especially to
the underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly those that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational
efficiency, and other skills.
Section 3. (1) All educational institutions shall include the study of the Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country, teach the rights
and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and technological knowledge,
and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught
to their children or wards in public elementary and high schools within the regular class hours by
instructors designated or approved by the religious authorities of the religion to which the children or
wards belong, without additional cost to the Government.
Section 4.(1) The State recognizes the complementary roles of public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all educational
institutions.
(2) Educational institutions, other than those established by religious groups and mission boards, shall
be owned solely by citizens of the Philippines or corporations or associations at least sixty per
centum of the capital of which is owned by such citizens. The Congress may, however, require
increased Filipino equity participation in all educational institutions.
The control and administration of educational institutions shall be vested in citizens of the Philippines.

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 No educational institution shall be established exclusively for aliens and no group of aliens shall
comprise more than one-third of the enrollment in any school. The provisions of this subsection shall
not apply to schools established for foreign diplomatic personnel and their dependents and, unless
otherwise provided by law, for other foreign temporary residents.
(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and
exclusively for educational purposes shall be exempt from taxes and duties. Upon the dissolution or
cessation of the corporate existence of such institutions, their assets shall be disposed of in the manner
provided by law.
Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to
such exemptions, subject to the limitations provided by law, including restrictions on dividends and
provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used
actually, directly, and exclusively for educational purposes shall be exempt from tax.
Section 5. (1) the State shall take into account regional and sectoral needs and conditions and shall encourage
local planning in the development of educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and
equitable admission and academic requirements.
(4) The State shall enhance the right of teachers to professional advancement. Non-teaching academic
and non-academic personnel shall enjoy the protection of the State.
(5) The State shall assign the highest budgetary priority to education and ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration and other
means of job satisfaction and fulfillment.
LANGUAGE
Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further developed
and enriched on the basis of existing Philippine and other languages.
Subject to provisions of law and as the Congress may deem appropriate, the Government shall take
steps to initiate and sustain the use of Filipino as a medium of official communication and as language
of instruction in the educational system.
Section 7. For purposes of communication and instruction, the official languages of the Philippines are
Filipino and, until otherwise provided by law, English.
The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary
media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated into major
regional languages, Arabic, and Spanish.
Section 9. The Congress shall establish a national language commission composed of representatives of
various regions and disciplines which shall undertake, coordinate, and promote researches for the
development, propagation, and preservation of Filipino and other languages.
SCIENCE AND TECHNOLOGY
Section 10. Science and technology are essential for national development and progress. The State shall give
priority to research and development, invention, innovation, and their utilization; and to science and
technology education, training, and services. It shall support indigenous, appropriate, and self-reliant
scientific and technological capabilities, and their application to the country’s productive systems and
national life.
Section 11. The Congress may provide for incentives, including tax deductions, to encourage private
participation in programs of basic and applied scientific research. Scholarships, grants-in-aid, or other
forms of incentives shall be provided to deserving science students, researchers, scientists, inventors,
technologists, and specially gifted citizens.
Section 12. The State shall regulate the transfer and promote the adaptation of technology from all sources
for the national benefit. It shall encourage the widest participation of private groups, local
governments, and community-based organizations in the generation and utilization of science and
technology.
Section 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other
gifted citizens to their intellectual property and creations, particularly when beneficial to the people, for
such period as may be provided by law.
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ARTS AND CULTURE
Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national
culture based on the principle of unity in diversity in a climate of free artistic and intellectual
expression.
Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and
popularize the nation’s historical and cultural heritage and resources, as well as artistic creations.
Section 16. All the country’s artistic and historic wealth constitutes the cultural treasure of the nation and
shall be under the protection of the State which may regulate its disposition.
Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural communities to
preserve and develop their cultures, traditions, and institutions. It shall consider these rights in the
formulation of national plans and policies.
Section 18. (1) The State shall ensure equal access to cultural opportunities through the educational system,
public or private cultural entities, scholarships, grants and other incentives, and community cultural
centers, and other public venues.
(2) The State shall encourage and support researches and studies on the arts and culture.
SPORTS
Section 19. (1) The State shall promote physical education and encourage sports programs, league
competitions, and amateur sports, including training for international competitions, to foster self-
discipline, teamwork, and excellence for the development of a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities throughout the country in
cooperation with athletic clubs and other sectors.

Republic Act 7836

PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994
“AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF
TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR
TEACHERS AND FOR OTHER PURPOSES.”
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers Professionalization
Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-building and
development through a responsible and literate citizenry. Towards this end, the State shall ensure and
promote quality education by proper supervision and regulation of the licensure examination and
professionalization of the practice of the teaching profession.
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching profession; and
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
   (a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the Department of
Education, Culture and Sports, whether on part-time or full-time basis in the private or public schools.
    (b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary levels,
whether on full-time or part-time basis, including industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in the aforesaid levels
and qualified to practice teaching under this Act.
   (c) "Board" — refers to the Board for Professional Teachers duly established and constituted under
this Act.
   (d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE II BOARD FOR PROFESSIONAL TEACHERS
Sec. 5. Creation and Composition of the Board. — There is hereby created under this Act a Board for
Professional Teachers, hereinafter called the Board, a collegial body under the general supervision
and administrative control of the Professional Regulation Commission, hereinafter referred to as the
Commission, composed of five (5) members who shall be appointed by the President of the
Philippines from among the recommendees chosen by the Commission. The recommendees shall be
chosen from the list of nominees selected by the accredited association of teachers, who duly possess
all the qualifications prescribed in Section 8 of this Act.

Mma/ed202/p10
 The chairman and the voice-chairman of the Board shall be appointed from these five (5) members by
the President: Provided, That the members of the first Board appointed under this Act shall be
automatically registered as professional teachers and issued with the certificate of registration and
professional license upon payment of the fees for examination, registration, and other fees prescribed
by the Commission.
Sec. 6. Duties and Function of the Board. — The Board shall have the following duties and functions:
    (a) Promulgate, administer and enforce rules and regulations necessary for carrying out the provisions
of this Act in accordance with the charter of the Professional Regulation Commission;
     (b) Determine and fix the frequency, dates, and places of examination, appoint supervisors, proctors,
and other personnel as needed who shall be entitled to a daily allowance to be fixed by the Board for
every examination day actually attended, use buildings and facilities of public or private schools for
examination purposes;
   (c) Issue, suspend, or revoke the certificate of registration for the practice of the teaching profession;
    (d) Prescribe and collect examination and other fees as it may deem proper;
    (e) Prescribe and/or adopt a code of ethical and professional standards for the practice of the teaching
profession. Such ethical standards, rules and regulations to take effect sixty (60) days after its
publication in the Official Gazette or in any newspaper of general circulation;
    (f) Administer oaths in connection with the administration of this Act;
   (g) Supervise and regulate the registration, licensure and practice of professional teachers in the
Philippines;
    (h) Adopt an official seal of the Board;
    (i) Look into the conditions affecting the practice of the teaching profession and whenever necessary,
adopt such measures as may be deemed proper for the enhancement and maintenance of high
professional and ethical standards of the profession;
  (j) Ensure that all educational institutions offering elementary and secondary education comply with
the essential requirements for curricula, faculty and facilities for the elementary and secondary levels;
    (k) Investigate such violations of this Act, the rules and the code of ethical and professional standards
for professional teachers as it may come to the knowledge of the Board, and for this purpose, to issue
subpoena and subpoena duces tecum to secure the appearance of witnesses and the production of
documents in connection therewith; and
    (l) Discharge such other powers, duties and functions as the Board may deem necessary for the
practice of the teaching profession and the upgrading, enhancement, development and growth of
education in the Philippines.
Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3) years from the
date they assume office: Provided, That the first appointees to the Board under this Act shall hold
office according to the following terms: one (1) member shall serve for one (1) year; one (1) member
for two (2) years; the chairman, vice-chairman, and one (1) member for three (3) years. Vacancies
shall be served for the unexpired term only. No person who has served for two (2) consecutive terms
shall be eligible for reappointment. Appointment to fill an unexpired term shall be considered an
appointment to a complete term.
The chairman or any member shall take his oath of office prior to the performance of his duties.
Sec. 8. Qualification of Board Members. — Each Board member must at the time of his appointment:
    (a) Be a citizen and resident of the Philippines;
    (b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral values in
his personal as well as professional conduct and has not been convicted of any offense involving
moral turpitude;
    (c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and preferably a
holder of a master's or doctorate degree in education, or their equivalents, from a university, school,
college, academy or institute duly constituted, recognized and/or accredited by the Philippine
government;
    (d) Be a professional teacher with a valid certificate of registration and valid professional license,
save those members who shall compose the first Board for Professional Teachers;
    (e) Has been a professional teacher in the active practice of the teaching profession for at least ten
(10) years in the elementary and secondary level; and
    (f) Not be an official or member of the faculty of, nor have pecuniary interest in any university,
college, school, or institution conferring a bachelor's degree in education or its equivalents for at least
Mma/ed202/p11
 three (3) years prior to his appointment, and neither connected with a review center or with any group
or association where review classes or lectures in preparation for the licensure examination are
offered or conducted.
Provided, however, That, the membership to the Board shall be evenly distributed to cover all levels
of education, including equitable representation of the different fields of specialization.
Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of the Board shall
receive compensation comparable to the compensation received by existing regulatory boards under
the Professional Regulation Commission, computed on the basis of the number of
examinees/candidates.
Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be under the
supervision and control of the Commission. All records, including applications for examination,
examination papers and results, minutes of deliberation, administrative cases and investigative cases
and investigations involving professional teachers shall be kept by the Commission.
Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission, through its
chairman, shall provide the secretariat and other support services to implement effectively the
provisions of this Act.
Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may be removed by
the President of the Philippines upon recommendation of the Commission for neglect of duty,
incompetence, unprofessional, unethical, immoral or dishonorable conduct, commission or toleration
of irregularities in the examination, after having been given the opportunity to defend himself in a
proper administrative investigation.
In the course of investigation, the President may preventively suspend the respondent.

ARTICLE III EXAMINATION AND REGISTRATION

Sec. 13. Examination, Registration and License Required. — Except as otherwise specifically allowed
under the provisions of this Act, all applicants for registration as professional teachers shall be
required to undergo a written examination which shall be given at least once a year in such places and
dates as the Board may determine upon approval by the Commission. A valid certificate of
registration and a valid professional license from the Commission are required before any person is
allowed to practice as a professional teacher in the Philippines, except as otherwise allowed under this
Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary school teachers shall
be separate. The examination for teachers in the elementary level shall consist of two (2) parts,
namely: professional education and general education. The examination for teachers in the secondary
level shall consist of three (3) parts, namely: professional education, general education, and field of
specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:
    (a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the
practice of the teaching profession;
    (b) At least eighteen (18) years of age;
    (c) In good health and of good reputation with high moral values;
    (d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
   (e) A graduate of a school, college or university recognized by the government and possesses the
minimum educational qualifications, as follows:
        (1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its
equivalent;
        (2) For teachers in the elementary grades, a bachelor's degree in elementary education (BSEED) or its
equivalent;
        (3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a
major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in professional
education; and
        (4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.

Mma/ed202/p12
Sec. 16. Report of the Results of the Examination. — The Board shall, within one hundred twenty (120)
days after the examination, report the ratings obtained by each candidate to the Professional
Regulation Commission for approval and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The registration of a
professional teacher commences from the date his name is enrolled in the roster of professional
teachers.
Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon
payment of the registration fee, be issued a certificate of registration as a professional teacher bearing
the full name of the registrant with serial number and date of issuance signed by the chairman of the
Commission and the chairman, vice-chairman, and members of the Board, stamped with the official
seal, as evidence that the person named therein is entitled to practice the profession with all the rights
and privileges appurtenant thereto. The certificate shall remain in full force and effect until
withdrawn, suspended and/or revoked in accordance with law.cralaw
A professional license signed by the chairman of the Commission and bearing the registration number
and date of issuance thereof and the month of expiry or renewability shall likewise be issued to every
registrant who has paid the annual registration fees for three (3) consecutive years. This license shall
serve as evidence that the licensee can lawfully practice his profession until the expiration of its
validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his professional oath before
practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing professional growth and
development and to provide additional basis for merit promotion, in addition to their performance
rating, teachers may take an oral and written examination at least once in five (5) years as basis for
merit promotion. In taking this examination, no fee shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit examination, he or
she shall be allowed to take the examination for a second time. Should he or she fail to pass the merit
examination for the second time, then he or she shall be required to take a DECS accredited refresher
course or program before being allowed to retake the examination.
Failure of any permanent teacher to pass the merit examination shall not, however, be used as a
ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall:
    (a) Be awarded a diploma of merit by the Board;
    (b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;
    (c) Be placed in the priority list for government scholarship; and
    (d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new methods of teaching,
write a book or books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be integrated into one
national organization which shall be recognized by the Board and the Commission as the one and
only integrated and accredited association of professional teachers. Upon registration with the Board,
every professional teacher shall be encouraged to become a member of the integrated national
organization. Those who have been registered with the Board but are not members of the said
integrated organization shall be allowed to register as members of the said integrated organization
within three (3) years after the effectivity of this Act. Membership in the integrated organization shall
not be a bar to membership in other associations of the teaching profession. The professional teachers
shall receive the benefits and privileges appurtenant to their membership in the said integrated and
accredited organization of professional teachers only upon payment of the required membership fees
and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching
Profession, and Cancellation of Temporary or Special Permit. — The Board shall have the power,
after due notice and hearing, to suspend or revoke the certificate of registration of any registrant, to
reprimand or to cancel the temporary/special permit of a holder thereof who is exempt from
registration, for any of the following causes:
    (a) Conviction for any criminal offense by a court of competent jurisdiction;
    (b) Immoral, unprofessional or dishonorable conduct;
    (c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
Mma/ed202/p13
    (d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the
teaching profession;
    (e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration,
professional license or special/temporary permit;
    (f) Chronic inebriety or habitual use of drugs;cralaw
    (g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the
Board and the Commission, and the code of ethical and professional standards for professional
teachers; and
    (h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the
continuing education program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to the regional trial
court of the place where the Board holds office within fifteen (15) days from receipt of the said
decision or of the denial of the motion for reconsideration filed in due time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be admitted to the
examination, or be given a certificate of registration or be entitled to any of the rights and privileges
provided under this Act; unless the country or state of which he is a subject permits Filipino
professional teachers to practice within its territorial limits on the same basis as subjects or citizens of
said country or state: Provided, that the requirements of certification of teachers with said foreign
state or country are substantially the same as those required and contemplated under this Act:
Provided, further, That the laws of such state or country grant the same privilege to Filipino
professional teachers on the same basis as the subject or citizens of such foreign country or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing the names
and addresses of professional teachers, date of registration or issuance of certificate, and other data
which in the opinion of the Board may appear pertinent shall be maintained. Copies of the roster shall
be provided by the Commission to the Board, the Department of Education, Culture and Sports, and
the integrated and accredited organization of professional teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no person shall
engage in teaching and/or act as a professional teacher as defined in this Act, whether in the
preschool, elementary or secondary level, unless he is a duly registered professional teacher, and a
holder of a valid certificate of registration and a valid professional license or a holder of a valid
special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of registration
and professional license as a professional teacher shall be issued without examination as required in
this Act to a qualified applicant, who at the time of the approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports;   
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. to wit:
        (1) An elementary or secondary teacher for five (5) years in good standing and a holder of
Bachelor of Science in Education or its equivalent; or
        (2) An elementary or secondary teacher for three (3) years in good standing and a holder of a
master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for professional
teachers within which to register and be included in the roster of professional teachers: Provided,
further, That those incumbent teachers who are not qualified to register without examination under
this Act or who, albeit qualified, were unable to register within the two-year period shall be issued a
five-year temporary or special permit from the time the Board is organized within which to register
after passing the examination and complying with the requirements provided this Act and be included
in the roster of professional teachers: Provided, furthermore, That those who have failed the licensure
examination for professional teachers shall be eligible as para-teachers and as such, shall be
issued by the Board a special or temporary permit, and shall be assigned by the Department of
Education, Culture and Sports (DECS) to schools as it may determine under the circumstances.

Mma/ed202/p14
ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as otherwise allowed under
this Act, no person shall practice or offer to practice the teaching profession in the Philippines or be
appointed as teacher to any position calling for a teaching position without having previously
obtained a valid certificate of registration and a valid professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than Five thousand
pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or imprisonment of nor less
than six (6) months nor more than five (5) years, or both, at the discretion of the court:cralaw
    (a) Any person who practices the teaching profession in the Philippines without being certified in
accordance with the provisions of this Act;
    (b) Any person who represents or attempts to use as his own certificate of registration that of another;
    (c) Any person who gives any false, or fraudulent evidence of any kind to the Board or any member
thereof in obtaining a certificate of registration as teacher;
    (d) Any person who impersonates any registrant of the same or different name;
    (e) Any person who uses a revoked or suspended certificate of registration;
    (f) Any person who, in connection with his name, otherwise assumes, uses or advertises any title or
description tending to convey or conveys the impression that he is a teacher without holding a valid
certificate; and
    (g) Any person who violates or who abets the violation of any of the provisions of this Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also apply to any school
official who shall cause or be responsible for the commission of any of the above-enumerated acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of this Act shall be
included in the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary guidelines for the
effective implementation of the provisions of this Act within sixty (60) days of its approval.cralaw
The Board shall submit to both Committees on Education, Arts, and Culture; and the Committees on
Civil Service and Professional Regulation of the Senate and House of Representatives, copies of the
implementing rules and guidelines within thirty (30) days after its promulgation.
Any violation of this section shall render the official/s concerned liable under Republic Act No. 6713,
otherwise known as the "Code of Conduct and Ethical Standards for Public Officials and Employees"
and other pertinent administrative and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private sector not otherwise
certified as professional teachers by virtue of this Act, shall be given (5) years temporary certificates
from the time the Board for Professional Teachers is organized within which to qualify as required by
this Act and be included in the roster of professionals.
Provided, however, That the Professional Board Examination for Teachers (PBET) shall still be
administered by the Civil Service Commission and the Department of Education, Culture and Sports
for the year 1995.cralaw
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or the application of
such section or provision to any person or circumstance is declared unconstitutional or invalid, no
other section or provision of this Act shall be affected thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and regulations or parts
thereof inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its complete
publication in the Official Gazette or in two (2) newspapers of general circulation.

Signed: December 16, 1994

Mma/ed202/p15
REPUBLIC ACT No. 9293 (April 21, 2004)

AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVENTY-

EIGHT HUNDRED AND THIRTY-SIX (R. A. NO. 7836), OTHERWISE KNOWN AS THE
"PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994"

Section 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:
"Sec. 15. Qualification Requirements of Applicant. – No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:
"(e) A graduate of a school college or university recognized by the government and possesses the
minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its
equivalent;
(2) For teachers in the secondary grades, a bachelor's degree in elementary education (BSEED) or its
equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a
major and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in
professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education,"
Section 2. Section 26 of the same Act is hereby amended to read as follows:
"Sec 26. Registration and Exception. - No person shall engage in teaching and/or act as a professional
teacher as defined in this Act. whether in the preschool, elementary or secondary level, unless the person
is a duly registered professional teacher, and a holder of a valid certificate of registration and a valid
professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of registration and
professional license as a professional teacher shall be issued without examination as acquired in this Act
to a qualified applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and
the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006.
Professional teachers who have not practiced their profession for the past five (5) years shall
take at least twelve (12) units of education courses, consisting of a least six (6) units of
pedagogy and six (6) units of context courses or the equivalent training and number 1 hours to
be chosen from a list of courses to be provided by the Board and the Department of Education,
before they can be allowed to practice their profession in the country.
Those who have failed the licensure examination for professional teachers, with a rating of not
lower than five percentage points from the passing general average rating, shall be eligible as
para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-
extendible period of two (2) years The para-teachers shall be assigned to areas where there is a
shortage or absence of a professional teacher, as identified and provided by the Department of
Education and the Autonomous Region for Muslim Mindanao (ARMM) education department
to the Board for professional teachers and to the Commission. The special permit shall
indicate the area of assignment of the para-teacher.
A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field of
specialization."
Section 3. Section 31 of the same Act is hereby amended to read as follows:
"Sec. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years.
issued to para-teachers by the Board for Professional Teachers before the effectivity of this Act shall
be allowed to expire based on the period granted therein: Provided, That only special permits with a
validity of three (3) years maybe renewed upon expiration for a non-extendible period of two (2)
years."

Mma/ed202/p16
Section 4. References to the term "Department of Education, Culture and Sports", in Section 4 (a) and
Section 25, and the term "DECS" in Section 20, of the same Act, are hereby amended to read as
"Department of Education" DepEd", respectively.
Section 5. Separability Clause. - If, for any reason, any section or provision of this Act or the application of
such section in provision to any person in circumstance is declared unconstitutional or invalid, no
other section or provision of this Act shall be affected thereby.
Section 6. Repealing Clause. - All laws, decrees, circulars, administrative orders, rules and regulations, and
other issuances which are inconsistent with the provisions of this Act am hereby repealed or
modified accordingly.
Section 7. Effectivity. – This Act shall take effect upon approval.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING
ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013”.
SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and
integrated system of education relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational
principles and geared towards excellence, the foundations for learning throughout life, the competence
to engage in work and be productive, the ability to coexist in fruitful harmony with local and global
communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity
and willingness to transform others and one’s self.
For this purpose, the State shall create a functional basic education system that will develop productive
and responsible citizens equipped with the essential competencies, skills and values for both life-long
learning and employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive
based on a pedagogically sound curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical
career opportunities as well as creative arts, sports and entrepreneurial employment in a
rapidly changing and increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity,
the circumstances and diversity of learners, schools and communities through the appropriate
languages of teaching and learning, including mother tongue as a learning resource.
SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and
secondary education as well as alternative learning systems for out-of-school learners and those with
special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at
least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high
school and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5)
years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of
six (6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4)
years of junior high school education and two (2) years of senior high school education. The entrant
age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old,
respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.

Mma/ed202/p17
 For kindergarten and the first three (3) years of elementary education, instruction, teaching materials
and assessment shall be in the regional or native language of the learners. The Department of Education
(DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that
Filipino and English shall be gradually introduced as languages of instruction until such time when
these two (2) languages can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others,
which he/she knows best, or uses most. This includes Filipino sign language used by individuals with
pertinent disabilities. The regional or native language refers to the traditional speech variety or variety
of Filipino sign language existing in a region, area or place.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced
basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure
college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall
coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations
with other national government agencies and other stakeholders including, but not limited to, the
Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the
private and public schools associations, the national student organizations, the national teacher
organizations, the parents-teachers associations and the chambers of commerce on matters affecting the
concerned stakeholders.
The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:
(d) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(e) The curriculum shall be relevant, responsive and research-based;
(f) The curriculum shall be culture-sensitive;
(g) The curriculum shall be contextualized and global;
(h) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
(i) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already knew proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available;
(j) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and
skills after each level; and
(k) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social contexts. The
production and development of locally produced teaching materials shall be encouraged and
approval of these materials shall devolve to the regional and division education units.
SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative
committee chaired by the DepED Secretary or his/her duly authorized representative and with members
composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the
PRC, the Department of Science and Technology (DOST), and a representative from the business
chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry
association. The consultative committee shall oversee the review and evaluation on the implementation
of the basic education curriculum and may recommend to the DepED the formulation of necessary
refinements in the curriculum.
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration
with relevant partners in government, academe, industry, and nongovernmental organizations, shall
conduct teacher education and training programs, as specified:
(l) In-service Training on Content and Pedagogy — Current DepED teachers shall be
retrained to meet the content and performance standards of the new K to 12 curriculum.The
DepED shall ensure that private education institutions shall be given the opportunity to avail
of such training.

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 (m)Training of New Teachers. — New graduates of the current Teacher Education curriculum
shall undergo additional training, upon hiring, to upgrade their skills to the content standards
of the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant
stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher
Education Institutes (TEIs) will meet necessary quality standards for new teachers. Duly
recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and
other relevant stakeholders, shall ensure that the curriculum of these organizations meet the
necessary quality standards for trained teachers.
(n) Training of School Leadership. — Superintendents, principals, subject area coordinators and
other instructional school leaders shall likewise undergo workshops and training to enhance
their skills on their role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in
Subjects with a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher
Education Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of
Republic Act No. 7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994”,
the DepED and private education institutions shall hire, as may be relevant to the particular subject:
(o) Graduates of science, mathematics, statistics, engineering, music and other degree courses
with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in
their specialized subjects in the elementary and secondary education. Qualified LET
applicants shall also include graduates admitted by foundations duly recognized for their
expertise in the education sector and who satisfactorily complete the requirements set by these
organizations: Provided, that they pass the LET within five (5) years after their date of hiring:
Provided, further, that if such graduates are willing to teach on part-time basis, the provisions
of LET shall no longer be required;
(p) Graduates of technical-vocational courses to teach in their specialized subjects in the
secondary education: Provided, that these graduates possess the necessary certification issued
by the TESDA: Provided, further, that they undergo appropriate in-service training to be
administered by the DepED or higher education institutions (HEIs) at the expense of the
DepED;
(q) Faculty of HEIs be allowed to teach in their general education or subject specialties in the
secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s
degree, and must have satisfactorily served as a full-time HEI faculty;
(r) The DepED and private education institutions may hire practitioners, with expertise in the
specialized learning areas offered by the Basic Education Curriculum, to teach in the
secondary level; Provided, That they teach on part-time basis only. For this purpose, the
DepED, in coordination with the appropriate government agencies, shall determine the
necessary qualification standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the
career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and
the CHED, shall regularly conduct career advocacy activities for secondary level students.
Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the
“Guidance and Counselling Act of 2004”, career and employment guidance counsellors, who are not
registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to
secondary level students of the school where they are currently employed; Provided, That they undergo
a training program to be developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or
the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be
extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering
senior high school through the programs under Republic Act No. 8545, and other financial
arrangements formulated by the DepED and the Department of Budget and Management (DBM) based
on the principles of public-private partnership.
SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the
operationalization of the enhanced basic education program, the initial funding of which shall be
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 charged against the current appropriations of the DepED. Thereafter, the amount necessary for the
continued implementation of the enhanced basic education program shall be included in the annual
General Appropriations Act.
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate
strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in
physical infrastructure, manpower, organizational and structural concerns, bridging models linking
grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships between
the government and other entities. Modeling for senior high school may be implemented in selected
schools to simulate the transition process and provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate the
expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs)
starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the
utilization of the latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA,
the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the
academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational
and training services for graduates of the enhanced basic education program to ensure that they are not
adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education
under Section 8 hereof, shall be given priority in hiring for the duration of the transition period. For this
purpose, the transition period shall be provided for in the implementing rules and regulations (IRR).
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to
12 Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and
evaluate the implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the
House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and
Finance of both Houses. The membership of the Committee for every House shall have at least two (2)
opposition or minority members.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall
conduct a mandatory review and submit a midterm report to Congress as to the status of
implementation of the K to 12 program in terms of closing the following current shortages: (a)
teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be
addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to
and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test
results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding
requirements; and (g) other learning facilities including, but not limited to, computer and science
laboratories, libraries and library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per
capita spending on education towards the immediate attainment of international benchmarks.
SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act,
the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the
rules and regulations needed for the implementation of this Act.
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same
shall not affect the validity and effectivity of the other provisions hereof.
SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the “Education Act
of 1982”, Republic Act No. 9155 or the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive
orders and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby
repealed or modified accordingly.
SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the
Official Gazette or in two (2) newspapers of general circulation.

Approved,

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CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836. otherwise known as the
Philippines Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223. as amended, the
Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.

PREAMBLE
Teachers are duly licensed professionals who possesses 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
Section 1. The Philippine Constitution provides that all educational institution shall offer quality education
for all competent teachers committed of it’s full realization The provision of this Code shall apply,
therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary. and secondary levels whether academic, vocational, special, technical,
or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other
persons performing supervisory and /or administrative functions in all school at the aforesaid levels,
whether on full time or part-time basis.
ARTICLE II – THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such
heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill
allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws
of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and
shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own. every teacher shall be
physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest,
and shall not. directly or indirectly, solicit, require, collect, or receive any money or service or other
valuable material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any other person to
follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of
his researches and investigations: provided that, if the results are inimical to the declared policies of the
State, they shall be brought to the proper authorities for appropriate remedial action.
ARTICLE III – THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall, therefore,
render the best service by providing an environment conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in community
movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with
honor and dignity at all times and refrain for such activities as gambling, smoking, drunkenness, and
other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand
local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging
the community.
Section 5. Every teacher shall help the school keep the people in the community informed about the school’s
work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and shall
welcome the opportunity to provide such leadership when needed, to extend counseling services, as
appropriate, and to actively be involved in matters affecting the welfare of the people.

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Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use his
positions and influence to proselyte others.
ARTICLE IV – A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest
genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best
preparations for the career of teaching, and shall be at his best at all times and in the practice of his
profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the
Professional Regulation Commission, and shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and
productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make
improper misrepresentations through personal advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for
earning a decent living.
ARTICLE V – THE TEACHERS AND THE PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence,
and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues.
When the best interest of the learners, the school, or the profession is at stake in any controversy,
teacher shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own. and shall give due credit for the
work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such
records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school,
and shall not divulge to anyone documents which has not been officially released, or remove records
from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may appear to be an
unprofessional and unethical conduct of any associates. However, this may be done only if there is
incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate,
preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he respects the
system of selection on the basis of merit and competence: provided, further, that all qualified
candidates are given the opportunity to be considered.
ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to understand and support the
legitimate policies of the school and the administration regardless of personal feeling or private opinion
and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors, especially under
anonymity. However, if there are valid charges, he should present such under oath to competent
authority.
Section 3. A teacher shall transact all official business through channels except when special conditions
warrant a different procedure, such as when special conditions are advocated but are opposed by
immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise grievances within acceptable democratic possesses. In
doing so. they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must
be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.
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ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices being standards of effective school supervision,
dignified administration, responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them
such as recommending them for promotion, giving them due recognition for meritorious performance,
and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance
with pertinent civil service rules, and private school teachers are issued contracts specifying the terms
and conditions of their work: provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.
ARTICLE VIII – THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in
the subject or grades he handles, such determination shall be in accordance with generally accepted
procedures of evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner,
the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential
treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from
their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties.
ARTICLE IX – THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself
to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of
learner under him. exercising utmost candor and tact in pointing out learners deficiencies and in
seeking parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage
unfair criticism.
ARTICLE X – THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation: provided
that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in. any
commercial venture which furnish textbooks and other school commodities in the purchase and
disposal of which he can exercise official influence, except only when his assignment is inherently,
related to such purchase and disposal: provided they shall be in accordance with the existing
regulations: provided, further, that members of duly recognized teachers cooperatives may participate
in the distribution and sale of such commodities.
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ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher is, above all. a human being endowed with life for which it is the highest obligation to
live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of personal behavior
in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy
of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the
destinies of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground for the imposition against
the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration
and License as a Professional Teacher, suspension from the practice of teaching profession, reprimand
or cancellation of his temporary/special permit under causes specified in Sec. 23. Article HI or R.A.
No. 7836. and under Rule 31. Article VIII. of the Rules and Regulations Implementing R.A. 7836.
ARTICLE XIII – EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after
sixty (60) days following it’s publication in the official Gazette or any newspaper of general
circulation, whichever is earlier.

R.A. 10912

REPUBLIC ACT NO. 10912, July 21, 2016

AN ACT MANDATING AND STRENGTHENING THE CONTINUING PROFESSIONAL
DEVELOPMENT PROGRAM FOR ALL REGULATED PROFESSIONS, CREATING THE
CONTINUING PROFESSIONAL DEVELOPMENT COUNCIL, AND APPROPRIATING FUNDS
THEREFOR, AND FOR OTHER RELATED PURPOSES

ARTICLE I: TITLE, POLICY AND DEFINITION OF TERMS

Section 1. Title. – This Act shall be known as the “Continuing Professional Development Act of 2016”.
Sec. 2. Declaration of Policy. – It is hereby declared the policy of the State to promote and upgrade the
practice of professions in the country. Towards this end, the State shall institute measures that will
continuously improve the competence of the professionals in accordance with the international
standards of practice, thereby, ensuring their contribution in uplifting the general welfare, economic
growth and development of the nation.
Sec. 3. Definition of Terms. – The following terms shall be defined under this
(a) Accreditation refers to the formal or official approval granted to a person, a program or an
organization, upon meeting essential requirements of achievement standards, including qualifications
or unit(s) of a qualification, usually for a particular period of time, as defined by an accrediting
(b) AIPO/APO refers to the Accredited Integrated Professional Organization or the Accredited
Professional Organization in a given profession
(c) ASEAN Qualifications Reference Framework or AQRF refers to the device that enables
comparisons of qualifications across ASEAN Member States
(d) ASEAN Mutual Recognition Arrangement or ASEANMRA refers to a regional arrangement
entered into by the ASEAN Member States, predicated on the mutual recognition of qualifications,
requirements met, licenses and certificates granted, experience gained by professionals, in order to
enhance mobility of professional services within the region
(e) Competence refers to an ability that extends beyond the possession of knowledge and skills, which
include cognitive, functional, personal and ethical competence
(f) Continuing Professional Development or CPD refers to the inculcation of advanced knowledge,
skills and ethical values in a post-licensure specialization or in an inter- or multidisciplinary field of
study, for assimilation into professional practice, self-directed research and/or lifelong learning:
(g) CPD Council refers to a body created to promote and ensure the continuous improvement of
professionals, in accordance with national, regional and international standards of practice

(h) CPD credit unit refers to the value of an amount of learning that can be transferred to a
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 qualification achieved from formal, informal or nonformal learning setting, where in credits can be
accumulated to predetermined levels for the award of a qualification
(i) CPD Program refers to a set of learning activities accredited by the CPD Council such as seminars,
workshops, technical lectures or subject matter meetings, nondegree training lectures and scientific
meetings, modules, tours and visits, which equip the professionals with advanced knowledge, skills and
values in specialized or in an inter- or multidisciplinary field of study, self-directed research and/or
lifelong learning
(j) CPD Provider refers to a natural or juridical person accredited by the CPD Council to conduct CPD
Programs
(k) Formal learning refers to educational arrangements such as curricular qualifications and teaching-
learning requirements that take place in education and training institutions recognized by relevant
national authorities, and which lead to diplomas and qualifications
(l) Informal learning refers to learning that occurs in daily life assessed, through the recognition,
validation and accreditation process, and which can contribute to a qualification
(m) Learning outcomes refer to what a learner can be expected to know, understand and/or
demonstrate as a result of a learning experience
(n) Lifelong learning refers to learning activities undertaken throughout fife for the development of
competencies and qualifications of the professional
(o) Nonformal learning refers to learning that has been acquired in addition or alternatively to formal
learning, which may be structured and made more flexible according to educational and training
arrangements
(p) Online learning activities refer to structured or unstructured learning initiatives, which make use of
the internet and other web-based Information and Communications Technology solutions
(q) Pathways and Equivalencies refer to mechanisms that provide access to qualifications and assist
professionals to move easily and readily between the different education and training sectors, and
between these sectors, and the labor market, through the Philippine Credit Transfer System
(r) Philippine Qualifications Framework or PQF refers to the quality assured national system for the
development, recognition and award of qualifications at defined levels, based on standards of
knowledge, skills and values, acquired in different ways and methods by learners and workers
(s) Prior learning refers to a person’s skills, knowledge and competencies that have been acquired
through work experience, training, independent study, volunteer activities and hobbies, that may be
applied for academic credit, as a requirement of a training program or for occupational certification
(t) Professional refers to a person who is registered and licensed to practice a regulated profession in
the Philippines and who holds a valid Certificate of Registration and Professional Identification Card
(PIC) from the Professional Regulation Commission (PRC)
(u) Qualification refers to a status gained after a person has been assessed to have achieved learning
outcomes or competencies in accordance with the standard specified for a qualification title, and is
proven by a document issued by a recognized agency or body
(v) Quality assurance refers to planned and systematic processes that provide confidence in the design,
delivery and award of qualifications within an education and training system, and is a component of
quality management that is focused on ensuring that quality requirements will be fulfilled; and
(w) Self-directed learning refers to learning activities such as online training, local/international
seminars/nondegree courses, institution/company-sponsored training programs, and the like, which did
not undergo CPD accreditation but maybe applied for and awarded CPD units by the respective CPD
Council.
ARTICLE II: CPD PROGRAMS, COUNCILS AND SECRETARIAT
Sec. 4. Strengthening the CPD Program. – There shall be formulated and implemented CPD Programs in
each of the regulated professions in order to:
(a) Enhance and upgrade the competencies and qualifications of professionals for the practice of their
professions pursuant to the PQF, the AQRF and the ASEANMRAs
(b) Ensure international alignment of competencies and qualifications of professionals through career
progression mechanisms leading to specialization/sub-specialization
(c) Ensure the development of quality assured mechanisms for the validation, accreditation and
recognition of formal, nonformal and informal learning outcomes, including professional work
experiences and prior learning:
(d) Ensure maintenance of core competencies and development of advanced and new competencies, in
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 order to respond to national, regional and international labor market needs; and
(e) Recognize and ensure the contributions of professionals in uplifting the general welfare, economic
growth and development of the nation.
Sec. 5. Nature of CPD Programs. – The CPD Programs consist of activities that range from structured to
nonstructured activities, which have learning processes and outcomes.
These include, but are not limited to, the following:
(a) Formal learning
(b) Nonformal learning
(c) Informal learning;
(d) Self-directed learning
(e) Online learning activities; and
(f) Professional work experience.
Sec. 6. Powers, Functions and Responsibilities of the PRC and the Professional Regulatory Boards
(PRBs). – The PRC and the PRBs shall undertake the overall implementation of the CPD Programs,
and for this purpose, shall
(a) Organize CPD Councils for each of the regulated professions and promulgate guidelines for their
operation
(b) Review existing and new CPD Programs for all of the regulated professions
(c) Formulate, issue, and promulgate guidelines and procedures for the implementation of the CPD
Programs
(d) Coordinate with the academe, concerned government agencies, and other stakeholders in the
implementation of the CPD Programs and other measures provided under this Act; and
(e) Coordinate with concerned government agencies in the development of mechanisms and guidelines,
in the grant and transfer of credit units earned from all the learning processes and activities, pursuant to
this Act.
Sec. 7. CPD Council. – There is hereby created a CPD Council in each of the regulated professions, which
shall be under the supervision of the concerned PRB. Every CPD Council shall be composed of a
chairperson and two (2) members.
The chairperson of the CPD Council shall be the member of the PRB so chosen by the PRB concerned
to sit in the CPD Council.
The first member shall be the president or officer of the AIPO/APO duly authorized by its Board of
Govenors/Trustees.  In the absence of the AIPO/APO, the PRB concerned shall submit within ten (10)
working days from notification of such absence, a list of three (3) recommendees from the national
professional organizations. The PRC shall designate the first member within thirty (30) days from
receipt of the list.
The second member shall be the president or officer of the national organization of deans or department
chairpersons of schools, colleges or universities offering the course requiring the licensure
examination. In the absence of such organization, the PRB concerned shall submit, within ten (10)
working days from notification of such absence, a list of three (3) recommendees from the academe.
The PRC shall designate the second member within twenty (20) working days from receipt of the list.
The term of office of the chairperson of the CPD Council shall be coterminous with his/her
incumbency in the PRB unless sooner replaced by the PRB concerned through a resolution, subject to
the approval of the PRC. The first and second members shall have a term of office of two (2) years
unless sooner replaced through a resolution by the AIPO/APO concerned or the organization of deans
or heads of departments, respectively. However, members of the CPD Council who are appointed by
the PRC may be replaced before the end of the two (2)-year period, upon the recommendation of the
PRB through a resolution.
Sec. 8. Powers, Functions and Responsibilities of the CPD Council. – The CPD Council for each profession
shall
(a) Ensure the adequate and appropriate provision of CPD Programs for their respective profession
(b) Evaluate and act on applications for accreditation of CPD Providers and their CPD Programs;
(c) Monitor and evaluate the implementation of the CPD Programs
(d) Assess and/or upgrade the criteria for accreditation of CPD Providers and their CPD Programs on a
regular basis

(e) Develop mechanisms for the validation, accreditation and recognition of self-directed learning,
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 prior/informal learning, online learning, and other learning processes through professional work
experience;
(f) Conduct researches, studies and benchmarking for international alignment of the CPD Programs;
(g) Issue operational guidelines, with the approval of the PRC and the PRB concerned; and
(h) Perform such other functions related or incidental to the implementation of the CPD.
Sec. 9. Secretariat. – A CPD Council Secretariat is hereby created at the PRC Central and Regional Offices
to provide technical, administrative and operational support to the CPD Councils and the PRBs in the
implementation of the CPD Programs. The CPD Council Secretariat shall be headed by an Executive
Director to be appointed by the PRC.
ARTICLE III: CPD PROGRAM IMPLEMENTATION AND MONITORING
Sec. 10. CPD as Mandatory Requirement in the Renewal of Professional License and Accreditation
System for the Practice of Professions. – The CPD is hereby made as a mandatory requirement in the
renewal of the PICs of all registered and licensed professionals under the regulation of the PRC.
Sec. 11. Recognition of Credit Units. – All duly validated and recognized CPD credit units earned by a
professional shall be accumulated and transferred in accordance with the Pathways and Equivalencies
of the PQF.
Sec. 12. Career Progression and Specialization. – The PRC and the PRBs, in consultation with the
AIPO/APO, the Civil Service Commission (CSC), other concerned government agencies and industry
stakeholders, shall formulate and implement a Career Progression and Specialization Program for every
profession. The Career Progression and Specialization Program shall form part of the CPD.
Sec. 13.  Role of Concerned Government Agencies and the Private Sector. – All concerned government
agencies and private firms and organizations employing professionals shall include the CPD as part of
their human resource development plan and program.
ARTICLE IV: FINAL PROVISIONS
Sec. 14. Funding. – The implementation of the provisions of this Act shall be immediately included in the
PRC programs, the funding of which shall be included in its annual submissions for inclusion in the
annual General Appropriations Act.
The funding requirement herein mentioned shall be used for the regular operations of the CPD
Councils, including the monitoring of the conduct of the CPD Programs.
The PRC shall review and approve the proposed budget for each CPD Council, taking into
consideration the reasonable expenses that will be incurred for travel, honorarium/allowances, and per
diems, when attending official CPD Council meetings or performing other related functions assigned to
them.
Sec. 15. Implementing Rules and Regulations. – The PRC and the PRBs, in consultation with the
AIPO/APO and other stakeholders, shall promulgate the implementing rules and regulations (IRR)
within six (6) months from the effectivity of this Act. However, a PRB may prescribe its own
requirements or procedure relating to the CPD as may be pertinent and applicable to the specific
profession: Provided, That the same does not contravene any of the provisions of this Act and its IRR.
Sec. 16. Fraud Relating to CPD. – Fraudulent acts relating to the implementation and enforcement of this
Act shall be punishable under the pertinent provisions of the Revised Penal Code, the New Civil Code
and other applicable laws.
In addition to the penalties prescribed in the aforementioned laws, a professional who is adjudged
guilty of any fraudulent act relating to the CPD shall also be meted with the penalty of suspension or
revocation of his/her PRC Certificate of Registration and/or Certificate of Specialization.
In case of a government official or employee who is party to any fraudulent act relating to the CPD,
he/she shall also be subject to the administrative penalties that may be imposed under the anti-graft
laws, the Administrative Code and the Code of Conduct of Public Officials and Employees.
Sec. 17. Separability Clause. – If any part or provision of this Act is declared invalid or unconstitutional, the
other provisions not affected thereby shall remain in full force and effect.
Sec. 18. Repealing Clause. – All laws, decrees, executive orders and other administrative issuances or parts
thereof, which are inconsistent with the provisions of this Act, are hereby repealed or modified
accordingly.
Sec. 19. Effectivity. – This Act shall take effect fifteen (15) days following its complete publication in
the Official Gazette or in two (2) newspapers of general circulation in the Philippines.
REPUBLIC ACT NO. 4670 June 18, 1966
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
Mma/ed202/p27
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and
improve the social and economic status of public school teachers, their living and working
conditions, their terms of employment and career prospects in order that they may compare
favorably with existing opportunities in other walks of life, attract and retain in the teaching
profession more people with the proper qualifications, it being recognized that advance in
education depends on the qualifications and ability of the teaching staff and that education is
an essential factor in the economic growth of the nation as a productive investment of vital
importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School
Teachers" and shall apply to all public school teachers except those in the professorial staff
of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom
teaching, in any level of instruction, on full-time basis, including guidance counselors, school
librarians, industrial arts or vocational instructors, and all other persons performing
supervisory and/or administrative functions in all schools, colleges and universities operated
by the Government or its political subdivisions; but shall not include school nurses, school
physicians, school dentists, and other school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of Education: Provided,
however, that effective upon the approval of this Act, the following shall constitute the
minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary
Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent
with a major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen
professional units in Education.
(c) For teachers of secondary vocational and two years’ technical courses, Bachelor's degree
in the field of specialization with at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree
with a specific area of specialization;
Provided, further, that in the absence of applicants who possess the minimum educational
qualifications as hereinabove provided, the school superintendent may appoint, under a
temporary status, applicants who do not meet the minimum qualifications: Provided, further,
That should teacher-applicants, whether they possess the minimum educational qualifications
or not, be required to take competitive examinations, preference in making appointments
shall be in the order of their respective ranks in said competitive examinations: And provided,
finally, That the results of the examinations shall be made public and every applicant shall be
furnished with his score and rank in said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate training and
professional preparation in any school recognized by the Government, no probationary period
preceding regular appointment shall be imposed if the teacher possesses the appropriate civil
service eligibility: Provided, however, that where, due to the exigencies of the service, it is
necessary to employ as teacher a person who possesses the minimum educational
qualifications herein above set forth but lacks the appropriate civil service eligibility, such
person shall be appointed on a provisional status and shall undergo a period of probation for
not less than one year from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the
teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status
for lack of necessary civil service eligibility shall be extended permanent appointment for the
position he is holding after having rendered at least ten years of continuous, efficient and
faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein
otherwise provided, no teacher shall be transferred without his consent from one station to
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 another.
Where the exigencies of the service require the transfer of a teacher from one station to
another, such transfer may be effected by the school superintendent who shall previously
notify the teacher concerned of the transfer and the reason or reasons therefor. If the teacher
believes there is no justification for the transfer, he may appeal his case to the Director of
Public Schools or the Director of Vocational Education, as the case may be. Pending his
appeal and the decision thereon, his transfer shall be held in abeyance: Provided, however,
That no transfers whatever shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of
this Act, the Secretary of Education shall formulate and prepare a Code of Professional
Conduct for Public School Teachers. A copy of the Code shall be furnished each teacher:
Provided, however, That where this is not possible by reason of inadequate fiscal resources
of the Department of Education, at least three copies of the same Code shall be deposited
with the office of the school principal or head teacher where they may be accessible for use
by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards
at each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities. No publicity shall be given to any
disciplinary action being taken against a teacher during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard
initially by a committee composed of the corresponding School Superintendent of the Division
or a duly authorized representative who should at least have the rank of a division supervisor,
where the teacher belongs, as chairman, a representative of the local or, in its absence, any
existing provincial or national teacher's organization and a supervisor of the Division, the last
two to be designated by the Director of Public Schools. The committee shall submit its
findings and recommendations to the Director of Public Schools within thirty days from the
termination of the hearings: Provided, however, That where the school superintendent is the
complainant or an interested party, all the members of the committee shall be appointed by
the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the
teaching profession, or during its exercise, or in the termination of services, based on other
than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to
enable married couples, both of whom are public school teachers, to be employed in the
same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of
their professional duties, particularly with regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be
required to render more than six hours of actual classroom teaching a day, which shall be so
scheduled as to give him time for the preparation and correction of exercises and other work
incidental to his normal teaching duties: Provided, however, That where the exigencies of the
service so require, any teacher may be required to render more than six hours but not
exceeding eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least twenty-five per cent
of his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the
contrary, co-curricula and out of school activities and any other activities outside of what is
defined as normal duties of any teacher shall be paid an additional compensation of at least
twenty-five per cent of his regular remuneration after the teacher has completed at least six
Mma/ed202/p29
 hours of actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction,
any work performed in excess of eight hours a day shall be paid an additional compensation
of at least twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required
under this section. Education authorities shall refuse to allow the rendition of services of
teachers for other government agencies without the assurance that the teachers shall be paid
the remuneration provided for under this section.
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or
similar qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general
salary scale shall be such that the relation between the lowest and highest salaries paid in the
profession will be of reasonable order. Narrowing of the salary scale shall be achieved by
raising the lower end of the salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from
a minimum to a maximum salary by means of regular increments, granted automatically after
three years: Provided, That the efficiency rating of the teacher concerned is at least
satisfactory. The progression from the minimum to the maximum of the salary scale shall not
extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government, shall not be
less than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with
the rise in the cost of living by the payment of a cost-of-living allowance which shall
automatically follow changes in a cost-of-living index. The Secretary of Education shall, in
consultation with the proper government entities, recommend to Congress, at least annually,
the appropriation of the necessary funds for the cost-of-living allowances of teachers
employed by the National Government. The determination of the cost-of-living allowances by
the Secretary of Education shall, upon approval of the President of the Philippines, be binding
on the city, municipal or provincial government, for the purposes of calculating the cost-ofliving
allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship
such as difficulty in commuting to the place of work or other hazards peculiar to the place of
employment, as determined by the Secretary of Education, they shall be compensated
special hardship allowances equivalent to at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal
tender of the Philippines or its equivalent in checks or treasury warrants. Provided, however,
That such checks or treasury warrants shall be cashable in any national, provincial, city or
municipal treasurer's office or any banking institutions operating under the laws of the
Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the
salaries of teachers except under specific authority of law authorizing such deductions:
Provided, however, that upon written authority executed by the teacher concerned, (1) lawful
dues and fees owing to the Philippine Public School Teachers Association, and (2) premiums
properly due on insurance policies, shall be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be
provided free of charge for all teachers before they take up teaching, and shall be repeated
not less than once a year during the teacher's professional life. Where medical examination
show that medical treatment and/or hospitalization is necessary, same shall be provided free
by the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the
Mma/ed202/p30
 necessary medical care with the right to be reimbursed for their traveling expenses by the
government entity concerned in the first paragraph of this Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences
of employment injuries in accordance with existing laws. The effects of the physical and
nervous strain on the teacher's health shall be recognized as a compensable occupational
disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the
public schools, they shall be entitled to study leave not exceeding one school year after
seven years of service. Such leave shall be granted in accordance with a schedule set by the
Department of Education. During the period of such leave, the teachers shall be entitled to at
least sixty per cent of their monthly salary: Provided, however, That no teacher shall be
allowed to accumulate more than one year study leave, unless he needs an additional
semester to finish his thesis for a graduate study in education or allied courses: Provided,
further, That no compensation shall be due the teacher after the first year of such leave. In all
cases, the study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the
condition that the teacher takes the regular study load and passes at least seventy-five per
cent of his courses. Study leave of more than one year may be permitted by the Secretary of
Education but without compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers
when the nature of the illness demands a long treatment that will exceed one year at the
least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and
service requirements of the applicable retirement laws shall be given one range salary raise
upon retirement, which shall be the basis of the computation of the lump sum of the
retirement pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their choosing,
whether local or national to further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or coercion. It
shall be unlawful for any person to commit any acts of discrimination against teachers which
are calculated to
(a) make the employment of a teacher subject to the condition that he shall not join an
organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, orwith
the consent of the proper school authorities, within school hours, and
(c) to prevent him from carrying out the duties laid upon him by his position in the organization,
or to penalize him for an action undertaken in that capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be
consulted in the formulation of national educational policies and professional standards, and
in the formulation of national policies governing the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the
necessary rules and regulations to implement the provisions of this Act. Rules and
regulations issued pursuant to this Section shall take effect thirty days after publication in a
newspaper of general circulation and by such other means as the Secretary of Education
deems reasonably sufficient to give interested parties general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually
the necessary budgetary estimates to implement the provisions of the Act concerning the
benefits herein granted to public school teachers under the employ of the National
Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any
Mma/ed202/p31
 teacher in the exercise of his rights guaranteed by this Act or who shall in any other manner
commit any act to defeat any of the provisions of this Act shall, upon conviction, be punished
by a fine of not less than one hundred pesos nor more than one thousand pesos, or by
imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government
service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing
rules inconsistent with the provisions of this Act are hereby repealed, amended or modified
accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of
this Act or any provisions not affected thereby shall remain in force and in effect.
Sec. 35. This Act shall take effect upon its approval.

BATAS PAMBANSA BLG. 232

AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN
INTEGRATED SYSTEM OF EDUCATION

I. GENERAL PROVISIONS
CHAPTER 1
Preliminary Matters
Section 1. Title - This Act shall be known as the "Education Act of 1982."
Section 2. Coverage - This Act shall apply to and govern both formal and non-formal systems in public and
private schools in all levels of the entire educational system.
CHAPTER 2
Declaration of Basic State Policy and Objectives
Section 3. Declaration of Basic Policy - It is the policy of the State to established and maintain a complete,
adequate and integrated system of education relevant to the goals of national development. Toward this
end, the government shall ensure, within the context of a free and democratic system, maximum
contribution of the educational system to the attainment of the following national developmental goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To ensure the maximum participation of all the people in the attainment and enjoyment of
the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable cultural, moral and spiritual values in a changing world.
The State shall promote the right of every individual to relevant quality education, regardless of sex,
age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin, political or
other affiliation. The State shall therefore promote and maintain equality of access to education as well
as the enjoyment of the benefits of education by all its citizens.
The state shall promote the right of the nation's cultural communities in the exercise of their right to
develop themselves within the context of their cultures, customs, traditions, interest and belief, and
recognizes education as an instrument for their maximum participation in national development and in
ensuring their involvement in achieving national unity.
Section 4. Declaration of Objectives - The educational system aim to:
1. Provide for a broad general education that will assist each individuals in the peculiar ecology of his
own society, to
(a) attain his potentials as a human being;
(b) enhance the range and quality of individual and group participation in the basic functions of
society; and
(c) acquire the essential educational foundation of his development into a productive and versatile
citizen;
2. Train the nation's manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of knowledge
for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of educational
planning and evaluation.

Mma/ed202/p32
 Towards the realization of these objectives, and pursuant to the Constitution, all educational institutions
shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character,
personal discipline, and scientific, technological, and vocational efficiency.
Furthermore, the educational system shall reach out to educationally deprived communities, in order to
give meaningful reality to their membership in the national society, to enrich their civic participation in
the community and national life, and to unify all Filipinos into a free and just nation.
II. THE EDUCATIONAL COMMUNITY
CHAPTER 1: Preliminary Provisions
Section 5. Declaration of Policy and Objectives - It is likewise declared government policy to foster, at all
times, a spirit of shared purposes and cooperation among the members and elements of the educational
community, and between the community and other sectors of society, in the realization that only in
such an atmosphere can be true goals and objectives of education be fulfilled.
Moreover, the State shall:
1. Aid and support the natural right and duty of parents in the rearing of the youth through the
educational system.
2. Promote and safeguard the welfare and interest of the students by defining their rights and
obligations, according them privileges, and encouraging the establishment of sound
relationships between them and the other members of the school community.
3. Promote the social economic status of all school personnel, uphold their rights, define their
obligations, and improve their living and working conditions and career prospects.
4. Extend support to promote the viability of those institutions through which parents, students
and school personnel seek to attain their educational goals.
Section 6. Definition and Coverage - "Educational community" refers to those persons or groups of persons
as such or associated in institutions involved in organized teaching and learning systems.
The members and elements of the educational community are:
1. "Parents" or guardians or the head of the institution or foster home which has custody of the pupil
or student.
2. "Students," or those enrolled in and who regularly attend and educational institution of secondary
or higher level of a person engaged in formal study. "Pupils," are those who regularly attend a
school of elementary level under the supervision and tutelage of a teacher.
3. 3 "School personnel," or all persons working for an educational institution, which includes the
following:
a. "Teaching or academic staff," or all persons engaged in actual teaching and/or research
assignments, either on full-time or part-time basis, in all levels of the educational system.
b. "School administrators," or all persons occupying policy implementing positions having to
do with the functions of the school in all levels.
c. "Academic non-teaching personnel," or those persons holding some academic qualifications
and performing academic functions directly supportive of teaching, such as registrars,
librarians, research assistants, research aides, and similar staff.
d. "Non-academic personnel," or all other school personnel not falling under the definition and
coverage of teaching and academic staff, school administrators and academic non-teaching
personnel.
4. "Schools," or institutions recognized by the State which undertake educational operations.
Section 7. Community Participation. - Every educational institution shall provide for the establishment of
appropriate bodies through which the members of the educational community may discuss relevant
issues, and communicate information and suggestions for assistance and support of the school and for
the promotion of their common interest.
Representatives from each subgroup of the educational community shall sit and participate in these
bodies, the rules and procedures of which must be approved by them and duly published.
CHAPTER 2: Rights
Section 8. Rights of Parents - In addition to other rights under existing laws, all parents who have children
enrolled in a school have the following rights:

1. The right to organize by themselves and/or with teachers for the purpose of providing a forum for the
discussion of matters relating to the total school program, and for ensuring the full cooperation of
parents and teachers in the formulation and efficient implementation of such programs.
Mma/ed202/p33
 2. The right to access to any official record directly relating to the children who are under their parental
responsibility
Section 9. Right of Students in School - In addition to other rights, and subject to the limitation prescribed
by law and regulations, and student and pupils in all schools shall enjoy the following rights:
1. The right to receive, primarily through competent instruction, relevant quality education in line
with national goals and conducive to their full development as person with human dignity.
2. The right to freely chose their field of study subject to existing curricula and to continue their
course therein up to graduation, except in cases of academic deficiency, or violation of disciplinary
regulations.
3. The right to school guidance and counseling services for decisions and selecting the alternatives in
fields of work suited to his potentialities.
4. The right of access to his own school records, the confidentiality of which the school shall maintain
and preserve.
5. The right to the issuance of official certificates, diplomas, transcript of records, grades, transfer
credentials and other similar documents within thirty days from request.
6. The right to publish a student newspaper and similar publications, as well as the right to invite
resource persons during assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic channels and administrative bodies of the school or
institution.
8. The right to form, establish, join and participate in organizations and societies recognized by the
school to foster their intellectual, cultural, spiritual and physical growth and development, or to
form, establish, join and maintain organizations and societies for purposes not contrary to law
9. The right to be free from involuntary contributions, except those approved by their own he
organizations or societies.
Section 10. Rights of all School Personnel - In addition to other rights provided for by law, the following
rights shall be enjoyed by all school personnel:
1. The right to free expression of opinion and suggestions, and to effective channels of
communication with appropriate academic and administrative bodies of the school or institution.
2. The right to be provided with free legal service by the appropriate government office in the case of
public school personnel, and through the school authorities concerned in the case of private school
personnel, when charged in an administrative, civil and/or criminal proceedings by parties other
than the school or regulatory authorities concerned for actions committed directly in the lawful
discharge of professional duties and/or in defense of school policies.
3. The right to establish, join and maintain labor organizations and/or professional and self-regulating
organizations of their choice to promote their welfare and defend their interests.
4. The right to be free from involuntary contributions except those imposed by their own
organizations.
Section 11. Special Rights and/or Privileges of Teaching or Academic Staff - Further to the rights
mentioned in the preceding Section, every member of the teaching or academic staff shall enjoy the
following rights and/or privileges:
1. The right to be free from compulsory assignments not related to their duties as defined in their
appointments or employment contracts, unless compensated therefor, conformably to existing law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge of lawful duties and
responsibilities, and shall, therefore, be accorded due respect and protection.
4. Teachers shall be accorded the opportunity to choose alternative career lines either in school
administration, in classroom teaching, or others, for purposes of career advancement.
Section 12. Special Rights of School Administration - School administrators shall, in accordance with
existing laws, regulations and policies of the Ministry of Education, Culture and Sports, be accorded
sufficient administrative discretion necessary for the efficient and effective performance of their
functions.

School administrators shall be deemed persons in authority while in the discharge of lawful duties and
responsibilities, and shall therefore be accorded due respect and protection.

Mma/ed202/p34
Section 13. Rights of Schools - In addition to other rights provided for by law, schools shall enjoy the
following:
1. The right of their governing boards or lawful authorities to provide for the proper governance of the
school and to adopt and enforce administrative or management systems.
2. The right for institutions of higher learning to determine on academic grounds who shall be
admitted to study, who may teach, and what shall be subjects of the study and research.
CHAPTER 3
Duties and Obligations
Section 14. Duties of Parents. - In addition to those provided for under existing laws, all parents shall have
the following duties and obligations:
1. Parents, individually or collectively, through the school systems, shall help carry out the
educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and shall strive to
enable them to obtain secondary and higher education in the pursuance of the right formation of the
youth.
3. Parents shall cooperate with the school in the implementation of the school program curricular and
co-curricular.
Section 15. Duties and Responsibilities of Students - In addition to those provided for under existing laws,
every student shall:
1. Exert his utmost to develop his potentialities for service, particularly by undergoing an education
suited to his abilities, in order that he may become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and abide by
the rules and regulations governing his academic responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by observing the rules and discipline,
and by exerting efforts to attain harmonious relationships with fellow students, the teaching and
academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in the
social, economic and cultural development of his community and in the attainment of a just,
compassionate and orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement or
violation of the public welfare and of the rights of others.
Section 16. Teacher's Obligations - Every teacher shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning objectives in
pursuance of national development goals within the limits of available school resources.
3. Render regular reports on performance of each student and to the latter and the latter's parents and
guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement and
maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic rating for acts that are clearly not
manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual, cultural and political
change in his school and the community within the context of national policies.
Section 17. School Administrators' Obligations - Every school administrator shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals and objectives of the school.
2. Be accountable for the efficient and effective administration and management of the school.
3. Develop and maintain a healthy school atmosphere conducive to the promotion and preservation of
academic freedom and effective teaching and learning, and to harmonious and progressive school-
personnel relationship.
4. Assume and maintain professional behavior in his work and in dealing with students, teachers,
academic non-teaching personnel, administrative staff, and parents or guardians.

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 5. Render adequate reports to teachers, academic non-teaching personnel and non-academic staff on
their actual performance in relation to their expected performance and counsel them on ways of
improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in
disciplining his teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry of Education, Culture and
Sports.
Section 18. Obligations of Academic Non-Teaching Personnel - Academic non-teaching personnel shall:
1. Improve himself professionally be keeping abreast of the latest trends and techniques in his
profession.
2. Assume, promote and maintain an atmosphere conducive to service and learning.
3. Promote and maintain an atmosphere conducive to service and learning.
III. THE EDUCATIONAL SYSTEM
CHAPTER 1
Formal Education
Section 19. Declaration of Policy. - The State recognizes that formal education, or the school system, in
society's primary learning system, and therefore the main instrument for the achievement of the
country's educational goals and objectives.
Section 20. Definition - "Formal Educational" refers to the hierarchically structured and chronologically
graded learning organized and provided by the formal school system and for which certification is
required in order for the learner to progress through the grades or move to higher levels. Formal
education shall correspond to the following levels:
1. Elementary Education. - the first stage of compulsory, formal education primarily concerned with
providing basic education and usually corresponding to six or seven grades, including pre-school
programs.
2. Secondary Education. - the state of formal education following the elementary level concerned
primarily with continuing basic education and expanding it to include the learning of employable
gainful skills, usually corresponding to four years of high school.
3. Tertiary Education. - post secondary schooling is higher education leading to a degree in a specific
profession or discipline.
Section 21. Objectives of Elementary Education - The objectives of elementary education are:
1. To provide the knowledge and develop the skills, attitudes, and values essential to personal
development and necessary for living in and contributing to a developing and changing social
milieu;
2. To provide learning experiences which increase the child's awareness of and responsiveness to the
changes in and just demands of society and to prepare him for constructive and effective
involvement;
3. To promote and intensify the child's knowledge of, identification with, and love for the nation and
the people to which he belongs; and
4. To promote work experiences which develop the child's orientation to the world of work and
creativity and prepare himself to engage in honest and gainful work
Section 22. Objectives of Secondary Education. - The objectives of secondary education are:
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the students so as to equip him with
skills for productive endeavor and/or prepare him for tertiary schooling.
Section 23. Objective of Tertiary Education. - The objectives of tertiary education are:
1. To provide a general education program that will promote national identity, cultural consciousness,
moral integrity and spiritual vigor;
2. To train the nation's manpower in the skills required for national development;
3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge for improving the quality
of human life and responding effectively to changing societal needs and conditions.
CHAPTER 2
Non-Education and Specialized Educational Services
Section 24. Specialized Educational Service - The State further recognizes its responsibility to provide,
within the context of the formal education system, services to meet special needs of certain clientele.
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 These specific types, which shall be guided by the basic policies of the State embodied in the General
Provisions of this Act, include:
1. "Work Education," or "Practical Arts," as a program of basic education which aims to develop
the right attitudes towards work; and "technical-vocational education," post-secondary but non-
degree programs leading to one, two, or three year certificates in preparation for a group of middle-
level occupations.
2. "Special Education," the education of persons who are physically, mentally, emotionally, socially,
or culturally different from the so-called "normal" individuals that they require modification of
school practices/services to develop them to their maximum capacity; and
3. "Non-formal Education," any organized school-based educational activities undertaken by the
Ministry of Education, Culture and Sports and other agencies aimed at attaining specific learning
objectives for a particular clientele, especially the illiterates and the out-of-school youth and adults,
distinct from and outside the regular offerings of the formal school system.The objectives of non-
formal education are as follows:
a. To eradicate illiteracy and raise the level of functional literacy of the population;
b. To provide unemployed and underemployed youth and adults with appropriate
vocational/technical skills to enable them to become more productive and effective citizens;
and
c. To develop among the clientele of non-formal education proper values and attitudes
necessary for personal, community and national development.
CHAPTER 3: Establishment of Schools
Section 25. Establishment of Schools - All schools shall be established in accordance with law. The
establishment of new national schools and the conversion of existing schools from elementary to
national secondary or tertiary schools shall be by law: Provided, That any private school proposed to be
established must incorporate as an non-stock educational corporation in accordance with the provisions
of the Corporation Code of the Philippines. This requirement to incorporate may be waived in the case
of family-administered pre-school institutions.
Government assistance to such schools for educational programs shall be used exclusively for that
purpose.
Section 26. Definition of Terms - The terms used in this Chapter are defined as follows:
1. "Schools" are duly established institutions of learning or educational institutions.
2. "Public Schools" are educational institutions established and administered by the government.
3. "Private Schools" are educational institutions maintained and administered by private individuals or
groups.
Section 27. Recognition of Schools - The educational operations of schools shall be subject to their prior
authorization of the government, and shall be affected by recognition. In the case of government
operated schools, whether local, regional, or national, recognition of educational programs and/or
operations shall be deemed granted simultaneously with establishment.
In all other case the rules and regulations governing recognition shall be prescribed and enforced by the
Ministry of Education, Culture and Sports defining therein who are qualified to apply, providing for a
permit system, stating the conditions for the grant of recognition and for its cancellation and
withdrawal, and providing for related matters.
Section 28. Effects of Recognition; Punishable Violations - The issuance of a certificate of recognition to a
school shall have the following effects:
1. It transforms the temporary permit to a permanent authority to operate;
2. It entitled the school or college to give the students who have completed the course for which
recognition is granted, a certificate, title or diploma; and
3. It shall entitle the students who have graduated from said recognized course or courses to all the
benefits and privileges enjoyed by graduates in similar courses of studies in all schools recognized
by the government
Operation of schools and educational programs without authorization, and/or operation thereof in
violation of the terms of recognition, are hereby declared punishable violations subject to the penalties
provided in this Act.
Section 29. Voluntary Accreditation - The Ministry shall encourage programs of voluntary accreditation
for institution which desire to meet standards of quality over and above minimum required for State
recognition.
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CHAPTER 4
Internal Organization of School
Section 30. Organization of Schools - Each school shall establish such internal organization as will best
enable it to carry out its academic and administrative functions, subject to limitations provided by law.
Each school establish such arrangements for the peaceful settlement of disputes between or among the
members of the educational community.
Section 31. Governing Board - Every government college or university as a tertiary institution and every
private school shall have a governing board pursuant to its charter or the Corporation Code of the
Philippines, as the case may be.
Section 32. Personnel Transactions - The terms and conditions of employment of personnel in government
schools shall be governed by the Civil Service, budgetary and compensation laws and rules.
In private schools, dispute arising from employer-employee relations shall fall under the jurisdiction of
the Ministry of Labor and Employment as provided for by law regulations: Provided, That in view of
the special employment status of the teaching and academic non-teaching personnel, and their special
roles in the advancement of knowledge, standards set or promulgated jointly by the Ministry of
Education, Culture and Sports and by the Ministry of Labor and Employment shall be applied by the
Ministry of Labor and Employment: Provided, further, That every private school shall establish and
implement an appropriate system within the school for the prompt and orderly settlement of provisions
of Articles 262 and 263 of the Labor Code.
CHAPTER 5
School Finance and Assistance
Section 33. Declaration of Policy - It is hereby declared to be the policy of the State that the national
government shall contribute to the financial support of educational programs pursuant to goals of
education as declared in the Constitution. Towards this end, the government shall:
1. Adopt measures to broaden access to education through financial assistance and other forms of
incentives to schools, teachers, pupils and students; and
2. Encourage and stimulate private support to education through, inter alia, fiscal and other assistance
measures.
A. FUNDING OF REPUBLIC SCHOOLS
Section 34. National Funds - Public school shall continue to be funded from national funds: Provided, That
local governments shall be encouraged to assume operation of local public schools on the basis of
national fund participation and adequate revenue sources which may be assigned by the national
government for the purpose.
Section 35. Financial Aid Assistance to Public Secondary Schools - The national government shall extend
financial aid and assistance to public secondary schools established and maintained by local
governments, including barangay high schools.
Section 36. Share of Local Government - Provinces, cities and municipalities and barangays shall
appropriate funds in their annual budgets for the operation and maintenance of public secondary
schools on the basis of national fund participation.
Section 37. Special Education Fund - The proceeds of the Special Education Fund accruing to local
governments shall be used exclusively for the purposes enumerated in Section 1 of Republic Act No.
5447, and in accordance with rules and regulations issued by the Ministry of Education, Culture and
Sports and the Ministry of the Budget. Said proceeds shall be considered a local fund and shall be
subject to Presidential Decrees No. 477, Presidential Decree No. 1375 and other applicable local
budget laws and regulations.
Section 38. Tuition and other School Fees - Secondary and post-secondary schools may charge tuition and
other school fees, in order to improve facilities or to accommodate more students.
Section 39. Income from other Sources - Government-supported educational institution may receive grants,
legacies, donations and gifts for purposes allowed by existing laws.
Furthermore, income generated from production activities and from auxiliary enterprises may be
retained and used for schools concerned in accordance with rules and regulations jointly issued
consistently with pertinent appropriation and budgetary laws by the Ministry of the Budget, the
Ministry of Education, Culture and Sports and the Commission on Audit.

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B. FUNDING OF PRIVATE SCHOOLS
Section 40. Funding of Private Schools - Private schools may be funded from their capital investment or
equity contributions, tuition fees and other school charges, grants, loans, subsidies, passive investment
income and income from other sources.
Section 41. Government Assistance - The government, in recognition of their complementary role in the
educational system, may provide aid to the programs of private schools in the form of grants or
scholarships, or loans from government financial institutions: Provided, That such programs meet
certain defined educational requirements and standards and contribute to the attainment of national
development goals.
Section 42. Tuition and Other Fees - Each private school shall determine its rate of tuition and other school
fees or charges. The rates and charges adopted by schools pursuant to this provision shall be collectible,
and their application or use authorized, subject to rules and regulations promulgated by the Ministry of
Education, Culture and Sports.
Section 43. Income from Other Sources - Any private school duly recognized by the government, may
receive any grant and legacy, donation, gift, bequest or devise from any individual, institution,
corporation, foundation, trust of philanthropic organization, or research institution or organization as
may be authorized by law.
Furthermore, private schools are authorized to engage in any auxiliary enterprise to generate income
primarily to finance their educational operations and/or to reduce the need to increase students' fees.
Section 44. Institutional Funds - The proceeds from tuition fees and other school charges, as well as other
income of schools, shall be treated as institutional funds. Schools may pool their institutional funds, in
whole or in part, under joint management for the purpose of generating additional financial resources.
C. INCENTIVES TO EDUCATION
Section 45. Declaration of Policy - It is the policy of the State in the pursuit of its national education
development goals to provide an incentive program to encourage the participation of the community in
the development of the educational sector.
Section 46. Relating to School Property - Real property, such as lands, buildings and other
improvements thereon used actually, directly and exclusively for educational purposes shall be
subject to the real property tax based on an assessment of fifteen per cent of the market value of such
property: Provided, That all the proceeds from the payment thereof shall accrue to a special private
education fund which shall be managed and disbursed by a local private school board which shall be
constituted in each municipality or chartered city with private educational institutions with the mayor
or his representative as chairman and not more than two representatives of the institutional taxpayers,
and, likewise, not more than two residents of the municipality or chartered city who are alumni of any
of the institutional taxpayers as members: Provided, further, That fifty percent of the additional one
percent tax on real estate property provided for under Republic Act 5447, shall accrue to the special
private education fund: Provided, finally, That in municipalities or chartered cities wherein the number
of private institutions with individual enrollment of pupils and students over five thousand exceeds
fifteen, the members of the private school board shall be increased to not more than fourteen members
determined proportionately by the Minister of Education, Culture and Sports. The private school board
shall adopt its own rules which shall enable it to finance the annual programs and projects of each
institutional taxpayer for the following purposes; student-pupil scholarships; improvement of
instructional, including laboratory, facilities and/or equipment; library books and periodicals
acquisition; and extension service in the community, in that order of priority.
Section 47. Relating to Gifts or Donations to Schools - All gifts or donation in favor of any school, college
or university recognized by the Government shall not be subject to tax; Provided, That such gifts or
donations shall be for improvement of classrooms and laboratory of library facilities, and shall not
inure to the benefit of any officer, director, official, or owner or owners of the school, or paid out as
salary, adjustments or allowance of any form or nature whatsoever, except in support of faculty and/or
professorial chairs.
Section 48. Relating to Earnings from Established Scholarship Funds - All earnings from the investment
of any duly established scholarship fund of any school recognized by the government, constituted from
gifts to the school, and/or from contributions or other resources assigned to said fund by the school, if
said earnings are actually used to fund additional scholarship grants to financially deserving students
shall be exempt from tax until the scholarship fund is fully liquidated, when the outstanding balance
thereof shall be subject to tax.
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Section 49. School Dispersal Program - All gains realized from the sale, disposition or transfer of property,
real or personal, of any duly established private school, college or university, in pursuance of a school
dispersal program of the government or of the educational institution as approved by the government,
shall be considered exempt from tax if the total proceeds of the sale are reinvested in a new or existing
duly established school, college, or university located in the dispersal site, within one (1) year from the
date of such sale, transfer or disposition; otherwise, all taxes due on the gains realized from the
transaction shall immediately become due and payable.
Section 50. Conversion to Educational Foundations - An educational institution may convert itself into a
non-stock, non-profit educational foundation, in accordance with the implementing rules to be issued
jointly by the Ministry of Education, Culture and Sports and the Ministry of Finance.
In the case of stock corporations, if for any reason its corporate existence as an educational institution
ceases and is not renewed, all its net assets after liquidation of the liabilities and other obligations may
be conveyed and transferred to any non-profit educational institution or successor non-profit
educational institution or to be used in such manner as in the judgment of said court will best
accomplish the general purposes for which the dissolved organization was organized, or to the State.
D. ASSISTANCE TO STUDENTS
Section 51. Government Assistance to Students - The government shall provide financial assistance to
financially disadvantaged and deserving students. Such assistance may be in the form of State
scholarships, grants-in-aid, assistance from the Educational Loan Fund, or subsidized tuition rates in
State colleges and universities.
All the above and similar assistance programs shall provide for reserve quotas for financially needed
but academically qualified students from the national cultural communities.
Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational institutions shall be
encouraged to grant scholarships to students pursuant to the provisions of existing laws and such
scholarship measures as may hereafter be provided for by law.
Section 53. Assistance from the Private Sector - The private sector, especially educational institutions,
business and industry, shall be encouraged to grant financial assistance to students, especially those
undertaking research in the fields of science and technology or in such projects as may be necessary
within the context of national development.
IV. THE MINISTRY OF EDUCATION, CULTURE AND SPORTS
CHAPTER 1
GENERAL PROVISIONS
Section 54. Declaration of Policy - The administration of the education system and, pursuant to the
provisions of the Constitution, the supervision and regulation of educational institutions are hereby
vested in the Ministry of Education, Culture and Sports, without prejudice to the provisions of the
charter of any state college and university.
Section 55. Organization - The Ministry shall be headed by the Minister of Education, Culture and Sports
who shall be assisted by one or more Deputy Ministers.
The organization of the Ministry shall consist of (a) the Ministry Proper composed of the immediate
Office of the Minister, and the Services of the Ministry, (b) the Board of Higher Education, which is
hereby established, (c) the Bureau of Elementary Education, the Bureau of Secondary Education, the
Bureau of Higher Education, the Bureau of Technical and Vocational Education, and the Bureau of
Continuing Education, which are hereby established, (d) Regional offices and field offices, (e) the
National Scholarship Center and such other agencies as are now or may be established pursuant to law,
and (f) the cultural agencies, namely: the National Library, the National Historical Institute, the
National Museum, and the Institute of National Language. Such of the above offices as are created or
authorized to be established under this provision, shall be organized and staffed and shall function,
subject to the approval of the President, upon recommendation of the Minister of Education, Culture
and Sports in consultation with the Presidential Commission on Reorganization.
Section 56. The National Board of Education is hereby abolished, and its appropriations, personnel,
records, and equipment are hereby transferred to the Office of the Minister of Education, Culture and
Sports.
Section 57. Functions and Powers of the Ministry - The Ministry shall:
1. Formulate general education objectives and policies, and adopt long-range educational plans;
2. Plan, develop and implement programs and projects in education and culture;

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 3. Promulgate rules and regulations necessary for the administration, supervision and regulation of the
educational system in accordance with declared policy;
4. Set up general objectives for the school system;
5. Coordinate the activities and functions of the school system and the various cultural agencies under
it;
6. Coordinate and work with agencies concerned with the educational and cultural development of the
national cultural communities; and
7. Recommend and study legislation proposed for adoption.
Section 58. Report to the Batasang Pambansa. - The Minister of Education, Culture and Sports shall make
an annual report to the Batasang Pambansa on the implementation of the national basic education plan,
the current condition of the education programs, the adequacy or deficiency of the appropriations and
status of expenditures, the impact of education on the different regions, the growth of enrollment, the
adequacy of academic facilities, the concentration of low income groups, or the supply of teaching and
non-teaching personnel, with such comments and appropriate recommendations thirty (30) days before
the opening of its regular session.
CHAPTER 2
BOARD OF HIGHER EDUCATION
Section 59. Declaration of Policy - Higher education will be granted towards the provision of better quality
education, the development of middle and high-level manpower, and the intensification of research and
extension services. The main thrust of higher education is to achieve equity, efficiency, and high
quality in the institutions of higher learning both public and private, so that together they will provide a
complete set of program offerings that meet both national and regional development needs.
Section 60. Organization of the Board of Higher Education - The Board of Higher Education is
reconstituted as an advisory body to the Minister of Education, Culture and Sports. The Board shall be
composed of a Deputy Minister of Education, Culture and Sports designated as Chairman and four
other members to be appointed by the President of the Philippines upon nomination by the Minister of
Education, Culture and Sports for a term of four years. The four members shall have distinguished
themselves in the field of higher education and development either in the public or private sector. In the
initial appointment of the non-ex officio members, the first appointee shall serve for a term of four
years; the second for a term of three years; the third for a term of two years; and the fourth for a term of
one year. The Director of the Bureau of Higher Education shall participate in the deliberation of the
Board but without the right to vote. The Bureau of Higher Education shall provide the Board with the
necessary technical and staff support: Provided, That the Board may create technical panels of experts
in the various disciplines as the need arises.
Section 61. Function of the Board of Higher Education. - The Board shall:
1. Make policy recommendations regarding the planning and management of the integrated system of
higher education and the continuing evaluation thereof.
2. Recommend to the Minister of Education, Culture and Sports steps to improve the governance of
the various components of the higher education system at national and regional levels.
3. Assist the Minister of Education, Culture and Sports in making recommendation relatives to the
generation of resources and their allocation for higher education.
CHAPTER 3
THE BUREAUS
Section 62. Bureau of Elementary Education - The Bureau shall perform the following functions:
1. Conduct studies and formulate, develop, and evaluate programs and educational standards for
elementary education;
2. Undertake studies necessary for the preparation of prototype curricular designs, instructional
materials, and teacher training programs for elementary education; and
3. Formulate guidelines to improve elementary school physical plants and equipment, and general
management of these schools.
Section 63. Bureau of Secondary Education - The Bureau shall perform the following functions:
1. Conduct studies and formulate, develop and evaluate programs and educational standards for
secondary education;
2. Develop curricular designs, prepare instructional materials, and prepare and evaluate programs to
update the quality of the teaching and non-teaching staff at the secondary level;

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 3. Formulate guidelines to improve the secondary school physical plants and equipment, and general
management of these schools.
Section 64. Bureau of Technical and Vocational Education. - The Bureau shall perform the following:
1. Collaborate with other agencies in the formulation of manpower plans;
2. Conduct studies, formulate, develop and evaluate post-secondary vocational-technical programs
and recommend educational standards for these programs;
3. Develop curricular designs and prepare instructional materials, prepare and evaluate programs to
upgrade the quality of teaching and non-teaching staff, and formulate guidelines to improve the
physical plant and equipment of post-secondary vocational-technical schools.
Section 65. Bureau of Higher Education - The Bureau of higher Education shall perform the following
functions:
1. Develop, formulate and evaluate programs, projects and educational standards for a higher
education;
2. Provide staff assistance to the Board of Higher Education in its policy formulation and advisory
functions;
3. Provide technical assistance to encourage institutional development programs and projects;
4. Compile, analyze and evaluate data on higher education; and
5. Perform other functions provided for by law.
Section 66. Bureau of Continuing Education - As the main implementing arm of the non-formal education
programs of the Ministry, the Bureau shall provide learning programs or activities that shall:
1. Serve as a means of meeting the learning needs of those unable to avail themselves of the
educational services and programs of formal education;
2. Provide opportunities for the acquisition of skills necessary to enhance and ensure continuing
employability, efficiency, productivity, and competitiveness in the labor market;
3. Serve as a means for expanding access to educational opportunities to citizens of varied interests,
demographic characteristics and socio-economic origins or status.
CHAPTER 4
REGIONAL OFFICES
Section 67. Functions - A regional office shall:
1. Formulate the regional plan of education based on the national plan of the Ministry taking into
account the specific needs and special traditions of the region;
2. Implement education laws, policies, plans, programs, rules and regulations of the Ministry or
agency in the regional area;
3. Provide economical, efficient and effective education services to the people in the area.
V. MISCELLANEOUS PROVISIONS
CHAPTER 1
PENAL ADMINISTRATIVE SANCTIONS
Section 68. Penalty Clause - Any person upon conviction for an act in violation of Section 28, Chapter 3,
Title III above, shall be punished with a fine of not less than two thousand pesos (P2,000.00) nor more
than ten thousand pesos (P10,000.00) or imprisonment for a maximum period of two (2) years, or both,
in the discretion of the court.
If the act is committed by a school corporation, the school head together with the person or persons
responsible for the offense or violation shall be equally liable.
Section 69. Administrative Sanction - The Minister of Education, Culture and Sports may prescribe and
impose such administrative sanction as he may deem reasonable and appropriate in the implementing
rules and regulations promulgated pursuant to this Act for any of the following causes:
1. Mismanagement of school operations;
2. Gross inefficiency of the teaching or non-teaching personnel;
3. Fraud or deceit committed in connection with the application for Ministry permit or recognition;
4. Failure to comply with conditions or obligations prescribed by this Code or its implementing rules
and regulations; and
5. Unauthorized operation of a school or course, or any component thereof, or any violation of the
requirement governing advertisements or announcements of educational institutions.
6. Sanctions against the schools shall be without prejudice to the interest of the students, teachers and
employees.

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CHAPTER 2
ADMINISTRATIVE PROVISIONS
Section 70. Rule-making Authority - The Minister Education, Culture and Sports charged with the
administration and enforcement of this Act, shall promulgate the necessary implementing rules and
regulations.
Section 71. Separability Provision - Any part or provision of this Act which may held invalid or
unconstitutional shall not affect its remaining parts of provisions.
Section 72. Repealing Clause - All laws or parts thereof inconsistent with any provision of this Act shall be
deemed repealed or modified, as the case may be.
Section 73. Effectivity - This Act shall take effect upon its approval.

Approved, September 11, 1982.

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