Informal Education – This Discriminationlong process of learning by which every

person acquires and accumulates knowledge, skills, attitudes and insights from daily
experiences at home, at work, at play and from life itself.

Integrated Schools – Schools that offer a complete basic education in one school site
and has unified instructional program.

Basic Education – It covers early childhood education, elementary, high school,

alternative learning system and special needs education.

Operating Officers – DepEd officials who are directly involved in the implementation,
evaluation and monitoring plans, programs and projects of the department.

Adults Learners – These are learners who are aged 25 years old and above who are
illiterates or neo-literates who have either no access to formal education or have
reverted to illiteracy.

Schools Division Superintendent – He/she can appoint only teachers, school

heads/principals and division education supervisors.

Regional Director – He/she can direct the establishment of another new district upon
the recommendation of the Schools Division Superintendent.

Regional Director – He/she can exercise disciplinary action over the teaching
personnel only.

Republic Act 9155 – An act that renamed the DECS into DepEd abolished the BPESS
(Bureau of Physical Education and School Sports) and the transfer of the Komisyon
ng Wikang Pilipino, national Historical Institute, Records Management and Archives
to the National Commission for Culture and Arts (NCCA).

Republic Act 9155 – Known as the Governance of Education Act of 2001

Republic Act 8980 – Known as the Early Childhood Care and Development Act
Republic Act 10157 – Known as the Kindergarten Education Act
Republic Act 8525 – Known as the Adopt-a-School Act of 1998
Republic Act 7836 – Known as the Philippine Teachers Professionalization Act of
1994
Republic Act 8190 – Known as the Localization Law
Republic Act 4670 – Known as the Magna Carta for Public School Teachers
Republic Act 6713 – Known as the Code of Conduct and Ethical Standards for Public
Officials and Employees
Republic Act 7160 – Known as the Local Government Code of 1991
Republic Act 7041 – Known as the Publication Law
Republic Act 9184 – Known as the Government Procurement Reform Act
Republic Act 7610 – Known as the Special Protection of Children against Abuse,
Exploitation and Discrimination
Republic Act 7880 – Known as the Fair and Equitable Allocation of the DECS Budget
for Capital Outlay
Republic Act 7877 – Known as the Anti-Sexual Harassment Act of 1995
Batas Pambansa 232 – Known as the Education Act of 1982
Presidential Decree 603 – Known as the Child and Youth Welfare Code of the
Philippines

Community Linkages – It is the learning environments that respond to the aspirations

of the community domain of the NCBTS.

Career Service – It is based on merit and fitness determined as far as practicable by

competitive examinations as based on highly technical qualifications.
MT 1 for 3 years and MA academic requirements – Qualifications to become a Master
Teacher II.

Transfer – It is the movement of the employee from one position to another which is
of equivalent rank level or salary without break in the service.

Promotion – It is the advancement of the employee from one position to another with
an increase in duties and responsibilities and usually accompanied by an increase in
salary.
Reinstatement – It is the issuance of an appointment to a person who has been
previously appointed to a position in a career service and who has through no
delinquency or misconduct, been separated therefrom exonerating him specifies
restoration to his previous position.

Reassignment – It is the movement of one employee from on organizational to

another in the same department or agency which does not involve a reduction in rank,
status or salary.

Six (6) months only – An additional period given to a public employee who is already
65 years old but not achieved 15 years in the service.
Eight (8) hours and five (5) working days – It is the number of hours and days a
teacher should render his/her services.
Six (6) teaching hours and two (2) working hours – It is the complete teaching and
working hours of a teacher in a day.

Technical Skill – This is a management skill given to employees who are unfamiliar
with their job or present assignment.

Strategic Planning – It is the process of setting directions for an institution to realize

what it wants to achieve and to go where he wants to go.
25 points in leadership and potential – A minimum point required to a Master Teacher
candidate in order to be promoted.

“The road to excellence starts here.” – A battle cry of every public school which
means excellence is management that orchestrates diverted at the different aspects of
principal operations to achieve the instructional goals of the school.

Portfolio Assessment – A diagnostic tool which provides pupil’s profile and the
emerging skills that will help him become increasingly independent learner and
evaluate his possession of knowledge.
Fifteen (15) days – Number of days a receipt of request by the school to the issuance
of official school certificates, diplomas, transcript of records, grades, transfer
credentials and similar documents and records.

Civil Service Manual – It contains the basic regulations, institution and information
which guide DepEd Central Office and the field personnel in carrying out the teacher
of the department.
DepEd Order, Memoranda and Bulletins – These are issued by the DepEd for
directions and regulations for the information of or compliance by the field.

Recruitment – It refers to the process of searching for and identifying job candidates
in sufficient quality and quantity.
Merit Promotion Plan – This provides guidelines, policies and procedures for
recruitment, selection and appointment.
Learning Management Plan – It is a document focused in learning composed of the
Professional Development Plan of school head, professional development plan of
teachers and student development activities
Community of Practice (COP) – It is a group of professionals/workers bound to one
another based on common problems and pursuit of solutions.
Instructional Development – It is a means of determining the extent to which the
application of a new skill/competency learned contributed to improving teaching and
learning.

National Educators’ Academy of the Philippines (NEAP) – Formerly known as the

National Education Learning Center (NELC). It provides continuing strategic human
resource development programs for school managers and leaders within the context of
emerging legitimate demands.

Mentoring – It is developmental, caring, sharing and helping relationships where one

person invests time, know-how and effort in enhancing another person’s growth,
knowledge and skills.

Code of Ethical Standards – It defines the administrative disciplinary case as one

wherein an official or employee of the government is prosecuted for an act or
omission punishable as a non-penal offense as provided for in the Civil Service Law,
Administrative Law and other laws.

Grievance Procedure – It is referred to as workable procedure for determining or

providing the best way to remedy the specific cause or causes of the grievance.

Property Accountability – It is the obligation imposed by law on an official for

keeping accurate records of property.

The Principal’s Guidelines Regarding Standard Operating Procedures for Teachers

and Accounting of Government Property – This is to enable the principal to group
property management as applied to teachers in her particular school.

Performance Indicators – It refers to the several key indicators that can be computed
and utilized for evaluating the educational systems performance at various levels.

Participation Rate – It is the ratio between the enrolments in the school age range to
the total population of that range.
Growth Enrolment Rate – It refers to the total enrolment in a given level of education
as a percentage of a population which according to national regulations should be
enrolled at this level. It is the measure of the capacity of a regional elementary and
secondary school.
Cohort Survival Rate – It is the proportion of enrollees at the beginning grade or year
who reach the final grade or year at the end of the required number of years of study.
Completion Rate – It is the percentage of first year entrants in a level of education
who completes/finishes the level of accordance with the required number of year of
study.

Drop-out Rate – It is the proportion of pupils who leave the school during the year as
well as those who complete the grade/year level but fail to enroll in the next
grade/year following the school year to the total number of pupils during the previous
school year.

Transition Rate – It is the percentage of pupils who graduate from one level of
education and none on the higher next level.
Achievement Rate – It refers to the degree of performance in different study areas in
various levels of education.

Mean Performance Score (MPS) – It indicates the ratio between the number of
correctly answered items and the total number of test questions or the percentage of
correctly answered item in a test.
Teacher-Pupil Ratio – It is the proportion of enrolment at a certain level of education
in a given school year to the number of authorized nationally-paid positions.
M2 (moderate) Maturity Level of Teacher – A maturity level of teacher who does not
need only direction and supervision but needs encouragement or support and
recognition for a job done.
Encouraging Style of Leadership – It is described as a combination of high directive
(task) and high supportive behavior and is most appropriate to be used to people who
have some competence but lack of commitment.

DepEd Order No. 28, 2005 – It recognizes the Red Cross Youth (RCY) as official co-
curricular organization in the school and encourages every elementary and secondary
student to enlist as members of the Junior Red Cross Youth (JRCY) and the Senior
Red Cross Youth (SRCY).
Republic Act 8190 – The law that provides that teachers-applicant or teachers-
transferee for that matter given priority if they are bonafide residents of the barangay,
municipality or province where the school recipient is located.

DepEd Order Number 22, series 2005 – It includes the BSP, GSP, PNRY, and Anti-TB
Education Drive as voluntary basis of contribution.
Peer Supervision – It is being done to Teacher 1 and Teacher 2.
Intensive-Guided Supervision – It is being given to new teachers in the school.

Collaborative Supervision – It is given to teachers who prefer to work cooperatively

with the supervisor in developing a supervision form.
Registry of Qualified Applicants – It refers to the list of applicants deemed to have
met the qualifications required by law based on the evaluation and selection
guidelines for teacher positions in the elementary and secondary public schools.
Management – It is a way the principals use themselves to create a school climate
characterized by staff productivity, pupil productivity and creative thought.

Managerial Acumen – It is the systematic application of an array of skills that provide

an orderly, efficient and effective school environment.
Potential – This takes into account the employee’s capability not only to perform the
duties and assume the responsibilities of the position to be filled but also to those of
higher and more responsible positions.
School Climate – It refers to the sum of all values, cultures, safety practices and
organizational structures within a school that cause it to function and react in
particular ways.

Alternative Learning System (ALS) – It is a parallel learning system to provide a

viable alternative to the existing formal education.
Quality Education – It is an appropriateness, relevance and excellence of the
education given to meet the needs and aspirations of an individual in a society.

DepEd Subsidized Program – It is known as the pre-school education funded by the

PTA and other organizations.
Principle of Shared Governance – It is the principle which recognizes that every unit
in the education bureaucracy has a particular role, task and responsibility inherent in
the office.

Inferring – It the process of reading between the lines or drawing of implications.

School-Based Management – It enables and empowers stakeholders to manage their

own affairs for improved delivery of educational services in a sustainable manner.

Accountability Mechanism – It is the criteria and quality dimensions of the school-

based management that includes resourcing, classroom structuring and pupil/student
achievement.

Crisis Management – It is a term generally applied to critical situation, a turning point

characterized by a sense of urgency.
Threat – An element of crisis management which is a potential hindrance to some
state of goal desired by an organization or individual.

Decision – This element of crisis management refers to time in short when the
situation will be altered in the near future after which no decision can be made only
under less favorable circumstances.
Surprise – The element of crisis management which refers to lack of self-awareness
by those affected by the crisis, is likely to occur, but is not equated with the lack of
planned response to the situation.
Brainstorming – It involves the spontaneous identification of alternatives by
individuals interacting in an unrestrained setting.

Synectics – This is a creativity technique that involves the identification of novel

alternatives through the joining together of different and apparently irrelevant
elements.
Normal Grouping – It is the identification of alternatives through a highly structured
procedure that purposely attempts to restrict verbal interaction.

School Plant – It refers to the school facilities of the school consisting of the site,
buildings and other structures.
Republic Act 9155, Section 14 – It refers to the implementing rules and regulations
known as Authority, Responsibility and Accountability (AuRA).

Technical Competencies – This refers to the development of the curriculum and

supervision to ensure the full implementation of the curriculum.

Human Resource Competencies – This refers to the role of the principal on the
collaborative method which is complex and it involves many variables; issues deal
with human factor affecting the staff, attitudes and perception of the staffs, climate
conducive to productive work and emphasis on interpersonal issues.

Political Competencies – It is a role which refers to limited resources, principals will

either have to use for some resources; the principal develops ways to collaborate and
cooperate in sharing those resources.

Architectural Competencies – This is the process by which the administrators use to

frame/construct roles and relationships that will allow organizations to get things
down.
Bank – It refers to World Bank (WB), the lending agency for the NPSBE Project.

National Program Support to Basic Education (NPSBE) – A 200 million US dollars

program support loan secured by the government from the World Bank to finance in
part of the various key reform thrusts outlined in the BESRA.

Support to the Philippine Basic Education Reforms (SPHERE) – A grant fund from
the Australian AID Trust Fund amounting to 41 million Au$.
School Based Management – The decentralization of decision-making authority from
central, regional, and division levels to the individual schools with the intent bringing
together the school heads, teachers, students as well as the parents, the local
government units, and the community at large in bringing improved learning
outcomes through effective schools.

Grant – The funding facility authorized to be used by the schools in SBM operations,
also known as the SBM Support and Installation Fund or the SBM Grant.

School Improvement Plan – An education development plan that shows the intent and
design that the schools will undertake to introduce improvements in learning
outcomes within the context of SBM in prescribed period and at a given cost.

Annual Improvement Plan – It identifies the problems and objectives for one school
year and the intervention programs that include strategies and learning activities, time
frame for implementing the activities, persons responsible, and resources needed
which are appropriate to achieve the objectives set.

Qualified Recipient Schools – These are public elementary and secondary schools
with grant applications submitted to their respective Division Offices and found to be
eligible under the terms and conditions of this set of guidelines.

Eligible Activities and Expenditure Items – These are activities and expenditure items
within the parameters set out in the NPSBE Loan Agreement and which are
recognized as reimbursable by the World Bank.

School Grant Proposal – A school program/or project proposal that primarily focuses
on the development of ideal or educationally maximal learning environment for
children based on the accepted/approved SIP/AIP submitted to the Division Office
that outlines a proposed project and shows budgetary requirements and requests
monetary assistance in the form of a grant.

Implementing Units – It refers to the secondary schools that maintain separate book of
accounts.

Non-implementing Units – It refers to public elementary and secondary schools

without separate book of accounts that are under the direct supervision of the division
offices.

High Priority Divisions – These refer to the 40 highly challenged DepEd divisions
whose performance indicators have been computed as way below standards.

4Ps Program – It is a poverty reduction measure of the Philippine government that

focuses on human capital investment in the poorest of the poor households in the
country.

4Ps Schools – These are public elementary schools within the municipalities covered
by the 4Ps program managed by DSWD.
7m x 9m classroom – The conventional design of classroom to be adopted for all
public elementary and secondary schools regardless of its location and class size.

I. GENERAL PROVISIONS

Q: What are the constitutional provisions relevant to public schools in basic

education?

The following are the constitutional provisions relevant to public schools in basic
education:

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.”

1.1 Q: May a principal of a public elementary or high school refuse the enrollment of
a pupil/student due to sex, ethnic grouping, or religion of the child or his parents?

A: No, because such refusal will violate the right of the pupil/student to have quality
education as provided in Sec. 1 Art. XIV of the 1987 Constitution and because it will
violate his/her constitutional right to be accorded equal protection of the laws
guaranteed under Sec. 1 Art. III of the 1987 Constitution to all Filipino citizens.

1.2 Q: May a principal of a public elementary or high school refuse admission of a

pupil/student for not being a resident of the same barangay or municipality where the
school is located?

A: No, because such refusal will violate the constitutional right of the child to have
quality education.

1.3 Q: May a principal limit the enrollment to sixty (60) pupils/student s per
classroom and give to residents priority over non-residents of the barangay or
municipality where the school is located?

A. Yes, because limiting the enrollment to sixty (60) pupils/students per classroom in
in consonance with DepEd Order No. 32 S 2003 provided that the principal will give
assistance to the pupil/student to enroll in nearby school so as not to deprive him/her
right to education.

2.1 Q: Shall state establish, maintain and support only basic education?

A. No, because Sec 2 (2) Art. XIV of the 1987 Constitution mandates that the State
shall establish, maintain and support a complete adequate and integrated educational
system relevant to the needs of the people and society and because Sec. 1 Art. XIV of
the Constitution provides that the State shall protect and promote the right of all
Filipino Citizens to quality education at all levels.

3.1Q: Supposing Mr. P the principal of public high school issues an order not to enroll
students unless they will pay first the membership fees for Red Cross, Boys Scout and
Girls Scout. Is the order valid?

A. No. The Order is not valid for being contrary to Sec. 2 (3) Art. XIV of the 1987
Constitution which provides for a free public elementary and secondary education and
for being in violation of DepEd Order No. 65 S 2010 which provides that for grade
and year levels beyond grade 4, no collection of any type should be undertaken during
the enrollment period and the first month of classes and that starting on the second
month of every school year, contributions may be collected but on a voluntary basis.

4.1 Q: Does the government provide financial assistance to students in a public school
who want to enroll in a private high school?

A. Yes, the government provides financial assistance to public elementary school

graduates belonging to the top fifty percent (50%) of the graduating class with an
annual family income of P100,000.00 or less who wish to enroll in a private high
school.
4.2 Q: How much is the financial assistance?

A: The financial assistance is P5,000.00 per student grantee outside National Capital
Region (NCR) and P10,000.00 within NCR.

4.3 Q: What is this program that provides financial assistance to students and teachers
in private education?

A: This program providing for government assistance to students and teachers in

private school is called GASTPE which is provided by RA 6728 as amended.

5.1 Q: Is there a need for alternative learning system in the Philippines?

A: Yes, to provide all Filipinos the chance to have access to basic education.

5.2 Q: How is learning provided under this alternative learning system?

A: Learning may be provided thru the use of modules or by mobile teachers using
books and instructional materials.

6.1 Q: Shall all public and private schools include the study of the Constitution as part
of the curricula?

Yes, because Sec. 3 (1) Art. XIV of the 1987 Constitution mandates that all
educational institutions shall include the study of the constitution as part of their
curricula.

7.1 Q: In what subject in basic education are these value of patriotism, nationalism
and other values taught?

A: Values education or edukasyon sa pagpapahalaga.

8.1 Q: How do public and private institutions in the educational system complement
one another?

A: Students may transfer from a public school to a private school and vice versa; both
institutions follow at least the minimum standards and criteria set by the Department
and both are under the reasonable supervision and regulation of the Department.

9.1 Q: Supposing Mr. S the Superintendent Schools appointed Mr. F a foreigner as the
Principal of a public high school. Is the appointment in order?
A: No, for it is in violation of Sec. 4 (2)Art. XIV of the 1987 Constitution which vests
upon citizens of the Philippines the control and administration of educational
institutions.

10.1 Q: In formulating educational policies and programs, what shall the Department
take into account?

A: The Department shall take into account regional and sectoral needs and shall
encourage local planning in the development of educational policies and programs.

11.1 Q: What is academic freedom?

A: The Supreme Court of the United States said that academic freedom means a
university can “determine for itself on academic grounds:
Who may teach
What may be taught
How it should be taught
Who may be admitted to study”

12.1 Q: At present, the result of the National Career Assessment Examination (NCAE)
being administered every year to all fourth year high school students in public and
private secondary schools only serve as guide to students for the courses they will
take in post-secondary institutions of learning. Supposing a law will be enacted to
make the results of the NCAE a prerequisite for enrollment in college/university
courses or in vocational/technological courses or other short entrepreneurial courses,
will the law be constitutional?

A: The author is of the opinion, that such law will be in consonance on the basis that
making the results of the NCAE a prerequisite for enrollment in college/ university
courses or in vocational/technological courses will be a fair, reasonable and equitable
admission and academic requirement and within the authority of the State to provide
reasonable supervision and regulation of all educational institutions.

13.1 Q: How shall the State enhance the right of teachers to professional
advancement?

A: By providing trainings and seminars to teachers; by providing sabbatical leave to

teachers; by giving scholarship to teachers.

14.1 How will the state insure that teaching will attract and retain its rightful share of
the best available talents?

A: Through adequate remuneration and other means of job satisfaction and

fulfillment.
II. BASIC EDUCATION

6.1 Q: What does basic education encompass?

A: “Basic Education encompasses early childhood, elementary and high school

education as well as alternative learning systems for out-of-school youth and adult
learners and includes education for those with special needs”

6.2 Q: What shall be the main programs of basic education?

A: “Basic Education shall have five (5) main programs, namely: pre-school,
elementary, secondary, special needs and alternative learning systems.”

6.3 Q: What shall the elementary education programs cover?

A: “Elementary education programs shall cover at least Grades I to VI; secondary

education programs from First year to Fourth year or a total of ten (10) school years in
the formal school system.”

6.4 Q: To ensure proper implementation of the Education For All (EFA)

A: “To ensure proper implementation of the Education For All (EFA) policy of the
government, alternative learning systems shall provide for the basic learning needs of
out-of-school children, youth and adults, 15 years old and above.”

7 Q: Upon what government agency is the administration of the educational system

and the supervision and regulation of all educational institutions in basic education
vested?

A: “The Administration of the educational system and the reasonable supervision and
regulation of all educational institutions in basic education are vested in the
Department without prejudice, however, to the charter of any state university or
college.

8.1 Q: What are the levels in Formal Education?

A: “Formal Education shall correspond to the following levels in basic education:

a. The first level or Elementary Education involves compulsory, formal education

primarily concerned with providing basic education, and usually corresponds to a
traditional six or seven grade, and in addition, pre-school programs. Such pre-school
education normally consists of kindergarten schooling, but may be cover other
preparatory courses as well.
The second level or Secondary Education is concerned primarily with continuing
basic education of the elementary level and expanding it to include the learning of
employable gainful skills, usually corresponding to four years of high school.”

9.1 Q: What shall the curricular programs be?

A: “The curricular programs shall be suggestive patterns and models for the guidance
of field officials and teachers. These may be enriched or modified to suit he needs of
the learners and the conditions in the school and community, provided however, that
any radical departure from the specific subjects and curricula shall have the approval
of Secretary of Education.”

9.2 Q: What must the curricular programs focus on?

A: “The development and organization of the curricular programs must focus on the
learner’s total development. The curricula shall be based on the fundamental aims of
education set forth in Art. XIV Sec. 2 of the 1987 Philippine Constitution, B.P. Blg.
232 also known as the Education Act of 1982, and other statutes.”

10.1 Q: What does Pre-school education or early childhood education refer?

A: ‘It refers to the educational program/s preparatory to Grade I to develop the child
in all aspects physical, social, emotional, moral and cognitive, so that s/he may be
better prepared to tackle formal school works and cope with the demands of complex
life”

10.1.1 Q: What do the early Childhood Education (ECE) Learning area include?

A: The Early Childhood Education (ECE) Learning Areas include activities that
develop in each child communication skills in English and Filipino, numeracy skills,
sensory perceptual skills, socio emotional skills, motor and creative skills.”

10.2 Q: What are the objectives of elementary education?

A: “Elementary Education Objectives.

To provide 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;
To provide learning experiences which shall increase the learner’s awareness of, and
responsiveness to, the changes and demands of society and prepare him/her for
constructive and effective involvement;
To promote and intensify the learner’s knowledge of identification with, and love for
the nation and the people to which he/she belongs; and
To promote experiences which develop the learner’s orientation to the world of work
and creativity and prepare himself/herself to engage in honest and gainful work.”
10.3 Q: What is Special Needs Education?

A: Special Needs Education refers to the education of persons who are gifted or
talented as well as those who have physical, mental, social or sensory impairment.
Such group may require modifications of the school curricula, programs and special
services and physical facilities to help them develop to their maximum capacity.

Q: What shall be the aim of special education?

A: “Special Education (SPED) shall aim to develop the maximum potential of the
child with special needs to enable him to become self-reliant and gears towards
providing him with the opportunities for a full and happy life.”

Q: What shall be the ultimate goal of special education?

A: “The ultimate goal of special education shall be the integration of learners with
special needs into the regular school system and eventually in the community.”

Q: On what is the curriculum for special needs education based and designed?

A: The curriculum for Special Needs Education shall be based on the curriculum
prescribed for the regular schools by the Department and designed to respond to the
special needs of the following learners.

The Mentally Handicapped

The Hearing Impaired
The Visually Impaired
The Orthopedically Handicapped
The Children with Behavioral Problems
Q: What are the schemes or options that may be adopted for Special Needs Education
Program?

A: The following schemes or options may be adopted for Special Needs Education
program:
Modified curriculum shall be prescribed for regular children with certain adaptations
to meet the needs of special children.
Special curriculum shall be prescribed for children with special needs aimed primarily
at developing adaptive skills to maximize their potentials.

Q: What are the prototypes of special programs and provisions for the gifted and
talented which shall be developed and maintained?
A: Special programs and provisions for the gifted and talented which shall be
developed and maintained may take the following prototypes:

Acceleration shall refer to any administrative practice designed to move gifted

learners through school more rapidly than usual. Administrative practices under
acceleration shall include early admission, grade skipping, advanced placement,
telescoping of grade levels and credits by examination.

Grade Acceleration/Grade Skipping

Grade Telescoping
Ability grouping shall refer to any classification of children for instructional purposes
in terms of capacity for learning and demonstrated achievement. The types of ability
grouping shall be:

Special Class/Self-Contained Classes

Pull-out Program
Enrichment
10.4 Q: What are its objectives?

A: Its objectives are as follows:

To continue to promote the objectives of elementary education
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

10.4.1 Q: What are the curricular offerings of the different types of secondary
education?

A: The curricular offerings of the different types of secondary schools are as follows:

General Secondary School

General Comprehensive High School
Secondary Vocational School
Special Secondary School
Regional Division Science High School (R/DHS)
Science and Technology High School (STHS)
Science High School and Science and Technology School
Mathematics in the fourth year includes Analytical Geometry and Elementary
Calculus
English includes Speech and Drama in the First Year and Technical and Essay Writing
in the Second Year.
Earth Science/Environmental Science and the regular Fourth Year Physics are subjects
in the Third Year Chemistry is a subject in the Fourth Year.
The Special Science Curriculum
School for the Handicap
Boys’ Town School
The School for Minor Offenders
The Philippine High School for the Arts
10.5 Q: What is Alternative Learning System?

A: Alternative Learning System is a parallel learning system that provides viable

alternative to the existing formal education instruction. It encompasses both the non-
formal and informal sources of knowledge and skills.

Policy, Principles and Levels of Governance for Basic Education

III. GOVERNANCE FOR BASIC EDUCATION

11 Q: What is the State Policy on the right of citizens to quality basic education?

A: It is hereby declared the policy of the State to protect and promote the right of all
citizens to quality basic education and to make such education accessible to all by
providing all Filipino children a free and compulsory education in the elementary
level and free education in the high school level. Such education shall also include
alternative learning systems for out-of-school youth and adult learners.

Q: What shall be the goal of basic education?

A: It shall be the goal of basic education to provide them with the skills, knowledge
and values they need to become caring, self-reliant, productive and patriotic citizens.

Q: What shall be the heart of the formal education system?

A: The school shall be the heart of the formal education system. It is where children
learn. Schools shall have a single aim of providing the best possible basic education
for all learners.

Q: Where shall governance of basic education begin?

A: Governance of basic education shall begin at the national level.

Q: Where shall the policy and principle for the governance of basic education be
translated into programs, projects, and services to fit local needs?

A: It is at the regions, divisions, schools, and learning centers referred to as the field
offices where the policy and principle for the governance of basic education be
translated into programs, projects and services developed, adapted and offered to fit
local needs.

Q: To improve the quality of basic education, whom shall be the State encourage?

A: The State shall encourage local initiatives for improving the quality of basic
education.

12. Q: What is the principle of shared governance?

A: Shared governance is a principle which recognizes the every unit in the education
Bureaucracy has a particular role, task and responsibilities inherent in the office and
for which it is principally accountable for outcomes.

Q: What shall be observed in the decision making process at appropriate levels?

A: The process of democratic consultation.

Q: What shall be established to ensure coordination and open communication for the
central office with the regional, division and school levels?

A: Feedback mechanism.

Q: What shall be operationalized in the performance of functions and responsibilities

at all levels?

A: The principles of accountability and transparency.

Q: What shall be strengthened to facilitate the flow of information and expand

linkages with other government agencies, local government units, non-governmental
organization for effective governance?

A: The communication channels of field officers.

13.1 Q: What is the Department of Education vested with for ensuring access to,
promoting equity in, and improving the quality of basic education?

A: The Department of Education is vested with authority, accountability and

responsibility for ensuring access to, promoting equity in, and improving the quality
of basic education.

13.2 Q: What are the structural components of the department?

A: The Central Office and Field Offices

13.2 Q: What are the major services of the DepEd Central Office and their respective
functions?

A: The major services of DepEd Central Office and their respective functions are the
following:

1. Administrative

Office of the Director

General Services Division
Dental Clinic
Medical
Radio Communication Network Unit
Security Service Unit
Records Division
Property Division
Teachers Camp
2. Financial Management Service

Budget Division
Payroll Services Division
Systems Division
Management Division
Cash Division
3. Human Resource Development

Personnel Division
– Project
– Employees Welfare and Benefits Division
– Staff Development Division

– Special Programs
– Programs

4. Planning

Project Development and Evaluation Division

Research and Statistics Division (RSD) and Database Management Unit (DBMU)
Physical Facilities Schools and Engineering Division
5. Technical Service

Materials Production and Division Publication Division

Educational Information Division
Audio-Visual Division
Educational Technology Unit
6. Legal

13.4 Q: What are the Bureaus of the Department and their respective functions?

A: The Bureaus of the Department comprise of the following:

Bureau of Elementary Education

Bureau of Secondary Education
Bureau of Alternative Learning System (BALS)
13.5 Q: What do the Centers of the Department compromise of and what are their
functions?

A: The Centers of the Department each headed by a Director comprise of the

following with their respective functions:

The National Education Testing and Research Center (NETRC)

Schools Health and Nutrition Center ( SHNC)
Educational Development Projects Implementing Task Force (EDPITAF)
National Science Testing Instrumentation Center (NSTIC)
Instructional Materials Council Secretariat (IMCS)
National Educators Academy of the Philippines (NEAP)
13.6 Q: What are the Field Offices of DepEd?

A: DepEd Field Offices consist of Regional Offices, Division Offices and Public
School and Learning Centers.

14.1 Q: What shall the Secretary exercise over the operation of the Department?

A: Overall authority and supervision over the operation of the Department.

Q: What are the powers, duties and responsibilities of the Secretary?

A: In addition to his/her powers under existing laws, the Secretary of Education shall
have authority, accountability and responsibility for the following:

Formulating national educational policies;

Formulating a national basic education plan;
Promulgating national educational Standards
Monitoring & Assessing national learning outcomes;
Undertaking national educational research and studies;
Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department; and
Enhancing the total development of learners through local and national programs
and/or projects.
Q: How many undersecretaries and assistant secretaries shall assist the Secretary?

A: The Secretary of Education shall be assisted by not more than four (4)
undersecretaries and not more than four (4) assistant secretaries whose assignments
duties and responsibilities shall be governed by law.

Q: Are the powers of the Secretary limited to those enumerated in Sec. 7A of RA

9155?

A: No. Because Sec. 7A of RA9155 expressly provides that the powers enumerated
therein are only in addition to his/her powers under existing laws.

14.2 Q: Is there a limit to the number of regional offices?

A: No. Because “there shall be as many regional offices maybe provided by law.”

Q: How are regional offices created?

A: By Law.

Q: What is the composition of a regional office and where are they located?

A: It is composed of provincial and city schools divisions and it has a Director, an

Assistant Director and an office staff for programs, promotion and support, planning,
administrative and fiscal services.

Region IV-A is composed of 14 divisions

Calamba City
Cavite City
Cavite
Laguna
Lucena City
Lipa City
Quezon
Antipolo City
Sta. Rosa City
Rizal
Batangas Province
Batangas City
Tanauan City
San Pablo City
Q: What shall be the authority, accountability and responsibilities of the regional
directors?

A: Consistent with the national educational policies, plans and standards, the regional
director shall have authority, accountability and responsibility for the following:

Defining a regional educational policy framework which reflects the values, needs
and expectations of the communities they serve.
Developing a regional basic education plan;
Developing regional educational standards with a view towards bench-marking for
international competitiveness
Monitoring, evaluating and assessing regional learning outcomes.
Undertaking research projects and developing and managing region wide projects
which may be funded through official development assistance and/or other finding
agencies.
Ensuring strict compliance with prescribed national criteria for the recruitment.
Formulating, in coordination with the regional development council, the budget to
support the regional educational plan which shall take into account the educational
plans of the divisions and districts.
Determining the organization component of the divisions and districts and approving
the proposed staffing pattern of all employees in the divisions and districts.
Hiring, placing and evaluating all employees in the regional office, except for the
position of assistant director.
Evaluating all schools division superintendents and assistant division superintendents
in the region.
Planning and managing the effective and efficient use of all personnel, physical and
fiscal resources of the regional office, including professional staff development.
Managing the database and management information system of the region.
Approving the establishment of public and private elementary and high schools and
learning centers
Performing such other functions as may be assigned by proper authorities.
Q: How shall the regional directors exercise authority over employees in the regional
office?

A: By hiring, placing and evaluating all employees in the regional office except for
the position of assistant director.

Q: Does the regional director have the authority to hire a public school teacher in his
region? Why or why not?

A: No. Because the power to hire, place and evaluate all employees in the division
both teaching and non teaching personnel except for the assistant division
superintendent is expressly vested upon the schools division superintendent.
Q: Who is the one vested by law with the power to approve the establishment of
public and private elementary and high schools and learning centers?

A: The regional director.

14.3 Q: What shall a division consist of?

A: A division shall consist of province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an office
staff for programs promotion, planning, administrative, fiscal, legal, ancillary and
other support services.

Q: What shall be the authority, accountability and responsibility of schools division

superintendent?

A: Consistent with the national educational policies plans and standards, the school
division superintendents shall have authority, accountability and responsibility for the
following:

Developing and implementing division education development plans

Planning and managing the effective and efficient use of all personnel, physical and
fiscal resources of the division, including professional staff development.
Hiring, placing and evaluating all division supervisors and schools district supervisors
as well as all employees in the division, both teaching and non-teaching personnel,
including school heads, except for the assistant division superintendent.
Monitoring the utilization of funds provided by the national government units to the
schools and learning centers.
Ensuring compliance of quality standards for basic education programs and for this
purpose strengthening the role of division supervisors as subject area specialists.
Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education.
Supervising the operations of all public and private elementary, secondary and
integrated schools and learning centers.
Performing such other functions as may be assigned by proper authorities.
Q: Who is the one vested with the authority to supervise the operation of all public
and private elementary, secondary and integrated schools and learning centers.

A: The Schools Division Superintendent.

Q: Shall the Division Superintendent have the power to hire, place or evaluate an
assistant division superintendent?

A: No. Because, Sec 7C (3) of Ra 9155 expressly excludes from an authority of the
superintendent the power to hire an assistant division superintendent.

14.4 Q: How many additional schools districts be established within a school’s

division?

A: Upon the recommendation of the schools division superintendents, the regional

director may establish additional schools districts within a schools division.

Q: What shall a schools district have?

A: A Schools District shall have a schools district supervisor and an office staff for
program promotion

Q: What shall be done about the schools districts already existing at the time of the
passage of RA 9155?

A: Schools District already existing at the time of the passage of RA 9155 shall be
maintained.

Q: What shall be the authority, accountability and responsibility of the Schools

District Supervisor?

A: The schools district supervisor shall be responsible for:

Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and community learning centers in the district or
cluster thereof.
Curricula supervision.
Undertaking advocacy work directed at encouraging local government units (LGUs)
and non-government organizations (NGOs) to implement ALS programs.
Assisting in the identification of community-based NGOs which could be tapped as
service providers for the basic literacy, accreditation and equivalency programs and
other community development efforts.
Supervising the organization of ALS programs in collaboration with LGUs, NGOs
and other government agencies and monitor implementation
Monitoring the formulation of school improvement plans and consolidate funding
requirements of programs and projects to be presented to the Municipal School Board
Providing technical support to school heads in expenditures documentation and
liquidation of cash advances.
Coordinating data gathering efforts of schools and community learning centers in the
district.
Undertaking data verification in coordination with the division planning unit
Performing such other functions as may be assigned by proper authorities.
Read: NQESH / Principal’s Examination Test 2015 Online Reviewer