The Education Decree of 1863 provided for the establishment of at least two free

primary schools, one for boys and another for girls, in each town under the responsibility
of the municipal government. It also commended the creation of a free public normal
school to train men as teachers, supervised by the Jesuits.

The Educational Decree of 1863 was an effort by Spain to reform the Philippine colonial
education system. The Decree established a complete system of education in the
archipelago--it required two elementary schools in each municipality (one for girls and
one for boys), standardized the curriculum, and established normal schools, thus
making systematized education available to the masses. In the nineteenth century,
educational opportunities opened to a segment of society previously kept under control
by the religious orders through a selective curriculum of rudimentary academics and a
heavy dose of catechism. The colonial logic was to create a cadre of clerks and officials
in service of the new, liberal colonial state, but the Educational Decree of 1863 had an
impact that was the reverse of what Spain intended. The formal system of education
created in the Philippines under Spain, even when unevenly implemented, provided
Filipinos with the tools to function outside of colonial rule.

Education act of 1982- This Act shall be known as the "Education Act of 1982."
This Act shall apply to and govern both formal and non-formal systems in public and
privateschools in all levels of the entire educationalsystem.

Section 1. Title. — This Act shall be known as the "Education Act of 1982." chanrobles
virtual law library

Sec. 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. chanrobles virtual law library

CHAPTER 2
Declaration of Basic State Policy and Objectives

Sec. 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. chanrobles virtual law library

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.
chanrobles virtual law library

Sec. 4. Declaration of Objectives. — The educational system aim

to:chanroblesvirtuallawlibrary

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; chanrobles virtual law library

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.

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.
chanrobles virtual law library

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.
Executive Order No 117- 117 January 30, 1987 REORGANIZATION OF THE MINISTRY OF
EDUCATION, CULTURE AND SPORTS PRESCRIBING ITS POWERS AND FUNCTIONS
AND FOR OTHER PURPOSES RECALLING that the reorganization of the government is
mandated expressly in Article II, Section 1 (a) and Article III of the Freedom Constitution

EXECUTIVE ORDER NO. 117 January 30, 1987

REORGANIZATION OF THE MINISTRY OF EDUCATION, CULTURE AND SPORTS

PRESCRIBING ITS POWERS AND FUNCTIONS AND FOR OTHER PURPOSES

RECALLING that the reorganization of the government is mandated expressly in Article

II, Section 1 (a) and Article III of the Freedom Constitution;

HAVING IN MIND that, pursuant to Executive Order No. 5 (1986), it is directed that
necessary and proper changes in the organization and functional structures of the
government, its agencies and instrumentalities, be effected in order to promote
efficiency and effectiveness in the delivery of public services;

CONSIDERING that education is a basic responsibility of the States as ordained in the

Constitution.

TAKING NOTE that, in order to accomplish such responsibility, and guarantee an

efficient and effective delivery of public services, it is imperative to reorganize and
strengthen the Ministry of Education, Culture and Sports;

REALIZING that it is also necessary to redefine the mandate, powers and functions of
the same Ministry to avoid any overlapping and to fix responsibilities therein;

NOW, THEREFORE, I, CORAZON C. AQUINO, President of the Philippines, by virtue

of the powers vested in me by the sovereign will of the Filipino People and the Freedom
Constitution, do hereby order:

Sec. 1. Title. This Executive Order shall otherwise be known as the Reorganization Act
of the Ministry of Education, Culture and Sports.

Sec. 2. Reorganization. The Ministry of Education, Culture and Sports, hereinafter

referred to as the Ministry, is hereby reorganized, structurally and functionally, in
accordance with the provisions of this Executive Order.

Sec. 3. Declaration of Policy. It is hereby declared as a basic State policy that the
education system shall make a maximum contribution to the attainment of national
development goals; that the State shall promote and maintain equality of access to
education and enjoyment of the benefits thereof by all citizens; and that the State shall
use education as an instrument for the development of the cultural communities of the
nation and the deprived communities to enrich their participation in the community and
national life and to unify all Filipinos into a free and just nation.

Sec. 4. Mandate. The Ministry shall be primarily responsible for the formulation,
planning, implementation and coordination of the policies, plans, programs and projects
in the areas of formal and non-formal education at all levels, supervise all education
institutions, both public and private, and provide for the establishment and maintenance
of a complete, adequate and integrated system of education relevant to the goals of
national development.

Sec. 5. Powers and Functions. To accomplish its mandate and objectives, the Ministry
shall have the powers and functions of formulating, planning, implementing and
coordinating the policies, plans, programs and projects for the following areas of
responsibility:

(a) Elementary, secondary, physical and international kinds of education;

(b) Non-formal and vocational/technical kinds of education;

(c) Higher education;

(d) Development of culture;

(e) Foreign and locally assisted projects and other activities relative to Subsection (a),
(b), (c) and (d).

Sec. 6. Structural Organization. This Ministry, aside from the Ministry Proper, shall
consist of Bureaus and Regional Offices.

The Technical Education and Skills Development Authority (TESDA) was

established through the enactment of Republic Act No. 7796 otherwise known as the
"Technical Education and Skills Development Act of 1994", which was signed into law
by President Fidel V. Ramos on August 25, 1994.

AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT

AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER
PURPOSES

SECTION 1. Title. — This Act shall be known as the “Technical Educational and Skills
Development Act of 1994” or the “TESDA Act of 1994.” chanroblespublishingcompany
SECTION 2. Declaration of Policy. — It is hereby declared the policy of the State to
provide relevant, accessible, high quality and efficient technical education and skills
development in support of the development of high quality Filipino middle-level
manpower responsive to and in accordance with Philippine development goals and
priorities.
REPUBLIC ACT No. 7722

AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION,

APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

Section 1. Title. – This Act shall be known as the "Higher Education Act of 1994".

Section 2. Declaration of Policy. - The State shall protect, foster and promote the right of
all citizens to affordable quality education at all levels and shall take appropriate steps
to ensure that education shall be accessible to all. The State shall likewise ensure and
protect academic freedom and shall promote its exercise and observance for the
continuing intellectual growth, the advancement of learning and research, the
development of responsible and effective leadership, the education of high-level and
middle-level professionals, and the enrichment of our historical and cultural heritage.

State-supported institutions of higher learning shall gear their programs to national,

regional or local development plans. Finally, all institutions of higher learning shall
exemplify through their physical and natural surroundings the dignity and beauty of, as
well as their pride in, the intellectual and scholarly life.

Section 3. Creation of the Commission on Higher Education. - In pursuance of the

above mentioned policies, the Commission on Higher Education is hereby created,
hereinafter referred to as the Commission.

The Commission shall be independent and separate from the Department of Education,
Culture and Sports (DECS), and attached to the Office of the President for
administrative purposes only. Its coverage shall be both public and private institutions of
higher education as well as degree-granting programs in all post-secondary educational
institutions, public and private.

Section 4. Composition of the Commission. - The Commission shall be composed of

five (5) full-time members. During the transition period which begins upon approval of
this Act, the President may appoint the Secretary of Education, Culture and Sports as
ex officio chairman of the Commission for a maximum period of one (1) year.
Thereafter, the President shall appoint a Chairman of the Commission and four (4)
commissioners, who shall be holders of earned doctorate(s), who have been actively
engaged in higher education for at least ten (10) years, and must not have been
candidates for elective positions in the elections immediately preceding their
appointment. They shall be academicians known for their high degree of
professionalism and integrity who have distinguished themselves as authorities in their
chosen fields of learning. The members of the Commission shall belong to different
academic specializations.

In no case shall any and all of the Commissioners appoint representatives to act on
their behalf.

Section 5. Term of Office. - The President shall appoint the full-time chairman and the
commissioners for a term of four (4) years, without prejudice to one reappointment. The
terms of the initial appointees shall be on a staggered basis: the full-time chairman shall
hold office for a term of four (4) years, the next two (2) commissioners for three (3)
years, and the last two (2) commissioners for two (2) years.

The commissioners shall hold office until their successors shall have been appointed
and qualified. Should a member of the Commission fail to complete his term, his
successor shall be appointed by the President of the Philippines but only for the
unexpired portion of the term.

REPUBLIC ACT NO. 7797

AN ACT TO LENGTHEN THE SCHOOL CALENDAR FROM TWO HUNDRED (200)

DAYS TO NOT MORE THAN TWO HUNDRED TWENTY (220) CLASS DAYS.

SECTION 1. Lengthening of School Calendar. — Any provision of law to the contrary

notwithstanding, the school calendar for each year beginning school year 1995-1996,
shall be lengthened to not more than two hundred twenty (220) class days, inclusive of
class days which may be subsequently suspended due to natural or man-made
calamities.
chan robles virtual law library

The increase in the number of school days during the school years shall not be
considered as a basis for additional pay for teachers who are paid salaries for the entire
twelve (12) months of a school year:Provided, That the preceding provision shall not
apply to those who are paid salaries computed by the number of hours they actually
teach or whose salaries and hours of work are governed by existing Collective
Bargaining Agreements (CBAs).

Sec. 2. Non-reduction of Class Hours. — The total number of class hours per day
provided under the present system shall not be reduced to compensate for the increase
in class days. chan robles virtual law library

Sec. 3. Start of the School Year. — The school year shall start on the first Monday of
June but not later than the last day of August.cralaw
In the implementation of this Act, the Secretary of Education, Culture and Sports shall
determine the end of the regular school year, taking into consideration the Christmas
and summer vacations, and the peculiar circumstances of each region.cralaw

In the exercise of this authority, the Secretary of Education, Culture and Sports may
authorize the holding of Saturday classes for elementary and secondary levels for public
and private schools.cralaw

Sec. 4. Issuance of Rules and Regulations. — The Secretary of Education, Culture and
Sports shall issue, within ninety (90) days after the approval of this Act, the necessary
rules and regulations to implement this Act and ensure that the total class days
prescribed in this Act shall be devoted to the attainment of learning objectives.chan
robles virtual law library

The DECS shall submit to the Committees on Education, Arts and Culture of both
Houses of Congress copies of the implementing rules and guidelines within thirty (30)
days after its promulgation.cralaw

Sec. 5. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with this Act are hereby repealed or modified
accordingly.

REPUBLIC ACT NO. 7662

AN ACT PROVIDING FOR REFORMS IN THE LEGAL EDUCATION, CREATING FOR

THE PURPOSE, A LEGAL EDUCATION BOARD AND FOR OTHER PURPOSES.

Section 1. Title. - This Act shall be known as the "Legal Education Reform Act of 1993."

Section 2. Declaration of Policies. - It is hereby declared the policy of the State to uplift
the standards of legal education in order to prepare law students for advocacy,
counselling, problem-solving, and decision-making, to infuse in them the ethics of the
legal profession; to impress on them the importance, nobility and dignity of the legal
profession as an equal and indispensable partner of the Bench in the administration of
justice and to develop social competence.

Towards this end, the State shall undertake appropriate reforms in the legal education
system, require proper selection of law students, maintain quality among law schools,
and require legal apprenticeship and continuing legal education.

Section 3. General and Specific Objective of Legal Education. - (a) Legal education in
the Philippines is geared to attain the following objectives:

(1) to prepare students for the practice of law;

(2) to increase awareness among members of the legal profession of the needs of the
poor, deprived and oppressed sectors of society;

(3) to train persons for leadership;

(4) to contribute towards the promotion and advancement of justice and the
improvement of its administration, the legal system and legal institutions in the light of
the historical and contemporary development of law in the Philippines and in other
countries.

(b) Legal education shall aim to accomplish the following specific objectives:

(1) to impart among law students a broad knowledge of law and its various fields and of
legal institutions;

(2) to enhance their legal research abilities to enable them to analyze, articulate and
apply the law effectively, as well as to allowthem to have a holistic approach to legal
problems and issues;

(3) to prepare law students for advocacy, counselling, problem-solving and decision-
making, and to develop their ability to deal with recognized legal problems of the
present and the future;

(4) to develop competence in any field of law as is necessary for gainful employment or
sufficient as a foundation for future training beyond the basic professional degree, and
to develop in them the desire and capacity for continuing study and self-improvement;

(5) to inculcate in them the ethics and responsibilities of the legal profession; and

(6) to produce lawyers who conscientiously pursue the lofty goals of their profession
and to fully adhere to its ethical norms.

Section 4. Legal Education Board; Creation and Composition. - To carry out the
purpose of this Act, there is hereby created the Legal Education Board, hereinafter
referred to as the Board, attached solely for budgetary purposes and administrative
support to the Department of Education, Culture and Sports.

The Board shall be composed of a Chairman, who shall preferably be a former justice of
the Supreme Court or Court of Appeals, and the following as regular members: a
representative of the Integrated Bar of the Philippines (IBP); a representative of the
Philippine Association of Law Schools (PALS); a representative from the ranks of active
law practitioners; and, a representative from the law students' sector. The Secretary of
the Department of Education, Culture and Sports, or his representative, shall be an ex
officio member of the Board.
With the exception of the representative of the law students' sector, the Chairman and
regular members of the Board must be natural-born citizen of the Philippines and
members of the Philippine Bar, who have been engaged for at least ten (10) years in
the practice of law, as well as in the teaching of law in a duly authorized or recognized
law school.

Section 5. Term of Office; Compensation. - The Chairman and regular members of the
Board shall be appointed by the President for a term of five (5) years without
reappointment from a list of at least three (3) nominees prepared, with prior
authorization from the Supreme Court, by the Judicial and Bar Council, for every
position or vacancy, and no such appointment shall need confirmation by the
Commission on Appointments. Of those first appointed, the Chairman and the
representative of the IBP shall hold office for five (5) years, the representatives of the
PALS and the PALP, for three (3) years; and the representative from the ranks of active
law practitioners and the representative of the law students' sector, for one (1) year,
without reappointment. Appointments to any vacancy shall be only for the unexpire
portion of the term of the predecessor.

An Act Abolishing the National College Entrance Examination (NCEE), Repealing

for the Purpose P.D. No. One Hundred Forty-Six
Republic Act No. 7731
Congress of the Philippines
2 June 1994

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

Section 1. Presidential Decree Numbered One Hundred Forty-Six (P.D. No. 146),
entitled, “Upgrading the Quality of Education in the Philippines by Requiring All High
School Graduates Seeking Admission to Post Secondary Degree Programs
Necessitating a Minimum of Four Years Study To Pass a National Entrance
Examination and Appropriating Funds Therefor”, is hereby repealed.

Section 2. Those who failed the examinations, as required under P.D. No. 146, and
failed to make the grade for admissions shall no longer be denied or refused enrollment
by any school, college or university to any post-secondary program necessitating a
minimum of four (4) years as prescribed under the said Decree subject to the admission
requirements of the institutions concerned.

Section 3. No national entrance examination shall be required for admission to post-

secondary degree programs.

Section 4. This Act shall take effect upon its approval.

Republic Act No. 7743
AN ACT PROVIDING FOR THE ESTABLISHMENT OF CONGRESSIONAL, CITY AND
MUNICIPAL LIBRARIES AND BARANGAY READING CENTERS THROUGHOUT THE
PHILIPPINES, APPROPRIATING THE NECESSARY FUNDS THEREFOR AND FOR
OTHER PURPOSES.

SECTION 1. Declaration of Policy. — It is hereby declared the national policy to

promote the moral and intellectual well-being of the people: elevate the literacy level of
every Filipino to the end that illiteracy is eradicated by the end of the century; and
recognize the vital role of knowledge and information in nation-building by establishing
public libraries in every congressional district, city and municipality, and reading centers
in every barangay throughout the Philippines.chan robles virtual law library
chan robles virtual law library

Sec. 2. Establishment of Public Libraries and Reading Centers. — The National Library
in coordination with the Department of the Interior and Local Government (DILG) shall
undertake the establishment of additional public libraries to serve all congressional
districts cities and municipalities in the Philippines and reading centers in every
barangay except in cities or municipalities where there are existing public libraries or in
barangays where there are existing reading centers: Provided, That the establishment
of such libraries and reading centers shall be based on the development program of the
National Library, in coordination with the development council of each city or
municipality and in the case of the barangay reading centers in coordination with the
respective barangay councils: Provided further, That where these public libraries and
reading centers already exist the National Library shall continue to upgrade the facilities
thereof.

The National Library shall continue to coordinate and organize seminars, workshops
and other trainings for the professional benefit of librarians.cralaw

Sec. 3. Role of the National Library. — The National Library shall provide the standard
set of reference books and other materials such as but not limited to encyclopedias,
dictionaries, maps and globes upon the establishment of the libraries. The National
Library shall continue to supply the public libraries with the other books, non-book
materials, equipment supplies and other appropriate and relevant reference and reading
materials taking into consideration the needs of the community concerned. chan robles
virtual law library

Sec. 4. Site. — The establishment of the public libraries and reading centers shall be an
integral part of the development plan of each local government unit: Provided, That
barangays shall provide the site for barangay reading centers.
Sec. 5. Period of Implementation. — The overall national plan of implementation shall
cover initially a period of five (5) years: Provided, That those congressional districts,
cities and municipalities with no existing public libraries as well as barangays situated in
remote, isolated and rural areas, shall have priority in the allocation of resources. chan
robles virtual law library

REPUBLIC ACT NO. 7784]

AN ACT TO STRENGTHEN TEACHER EDUCATION IN THE PHILIPPINES BY

ESTABLISHING CENTERS OF EXCELLENCE, CREATING A TEACHER EDUCATION
COUNCIL FOR THE PURPOSE, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

SECTION 1. Declaration of Policy – It is the declared policy of the State to 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. It is likewise universally
recognized that the teacher is the key to the effectiveness of the teaching-learning
process by drawing out and nurturing the best in the learner as a human being and a
worthy member of society Thus, this Act aims to provide and ensure quality education
by strengthening the education and training of teachers nationwide through a national
system of excellence for teacher education.

Our vision is a teacher education system whose mission is to educate an train teachers
of unquestionable integrity and competence, and who are committed to their continuing
professional growth and obligation to help their students grow as responsible individuals
and citizens of the Philippines and of the world.

SEC. 2. Definition of Terms – As used in this Act:

(a) “Teacher” shall mean all persons engaged in the classroom teaching of any subject,
including practical/vocational arts, at the elementary and secondary levels of instruction
including persons performing guidance and counseling, instructional supervision in all
private or public education institutions, but shall not include school nurses, school
physicians, school dentists, school administrators, and other school administrative
support employees. Graduates of education who have passed the government
examination for teachers although not actually employed as such, are hereby included
in this definition.

(b) “Teacher education” shall mean the pre-service education, in-service education, and
graduate education of teachers, in various areas of specialization.
(c) “Excellence” pertains to the efficient, effective and innovative delivery of relevant,
functional, and quality programs in teacher education, training, research and community
service.

(d) “Center of excellence” shall be a public or private college, institute, school or

agency, engaged in the pre-service and continuing education, formal and non-formal, of
teachers and teacher educators, that has established and continues to maintain a track
record in teacher education (in terms of number of graduates and their performance in
the government examination for teachers and their professional achievement),
research, and community service; whose graduates are models of integrity, commitment
and dedication in education. The centers of excellence may exist by themselves or
within a university or college.

SEC. 3. Teacher Education Centers of Excellence. – There shall be identified,

designated, established and developed in strategic places in each of the regions of the
country, one or more centers of excellence for teacher education based on criteria listed
hereunder, assessed and adjudged by the Council. These centers of excellence shall
be initially chosen from among existing public and private educational institutions by the
Teacher Education Council created under this Act.

Should the need arise, certain centers of excellence for teacher education at the
provincial level may later be identified and developed.

The criteria in identifying schools and colleges as centers of excellence shall include the
following: (a) highly educated, professionally qualified and experienced faculty
dedicated to the philosophy, mission, vision and goals of the institution and education;
(b) well-selected students; (c) adequate library, research and study facilities; (d)
competent administrative and support staff; (e) well-planned and relevant instructional
programs; (f) adequate student development programs; (g) adequate student services;
(h) relevant extension service and outreach programs; (i) percentage of graduates who
become teachers; and (j) such other criteria as may be established and operationalized
by the Teacher Education Council.

The Teacher Education Center of Excellence shall form a national network which in turn
shall network with elementary schools, high schools and/or a part thereof for laboratory
purposes.

Any center of excellence that is established shall be maintained for at least five (5)
years before any proposal or review is made to transfer it elsewhere.
REPUBLIC ACT NO. 7798

AN ACT AMENDING SECTION 25 OF BATAS PAMBANSA BLG. 232, OTHERWISE

KNOWN AS THE "EDUCATION ACT OF 1982"

SECTION 1. Section 25, Chapter 3 of the Education Act of 1982 is hereby amended to
read as follows:chan robles virtual law library

"Sec. 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 schools or from secondary to national
secondary or tertiary schools shall be by law: Provided, That any private school
proposed to be established must incorporate as either a non-stock or a 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.
chan robles virtual law library

"Provided, That the minimum paid-up capital for stock educational institutions for those
engaged in elementary education shall not be less than One million pesos
(P1,000,000.00); not less than Two million five hundred thousand pesos
(P2,500,000.00) for those offering both elementary and secondary education; and not
less than Five million pesos (P5,000,000.00) for those offering elementary, secondary
and tertiary and postgraduate courses, except existing educational institutions
organized as stock corporations which may retain their original capitalization.chan
robles virtual law library

"Existing educational institutions organized as stock corporations may automatically

apply for renewal of their corporate existence when the original period is about to
expire.

"Provided, finally, That stock educational institutions may be allowed only in capital-
intensive courses of study as may be determined by the Department of Education,
Culture and Sports, the Commission on Higher Education, and the Department of
Science and Technology, as the case may be.

"Any school that is established or organized as a stock corporation shall be ineligible for
any form of government subsidy, incentive or assistance, except those given to
individual students and teachers in the form of scholarships, student loans or other
forms of subsidy as already mandated under existing laws.Government assistance to
non-stock schools for educational programs shall be used exclusively for that
purpose. chan robles virtual law library
"Taxes shall not be due on donations to educational corporations."

Sec. 2. The Department of Education, Culture and Sports and the Commission on
Higher Education, as the case may be, are hereby authorized to formulate within sixty
(60) days from the approval of this Act implementing rules and guidelines governing the
establishment and operation of stock educational corporations that may be organized
pursuant to this Act with particular emphasis on meeting the objectives of quality
education and academic excellence provided for by the provisions of Batas Pambansa
Blg. 232, otherwise known as the Education Act of 1982.

Sec. 3. All laws, rules and ordinances inconsistent with this Act are hereby repealed or
modified accordingly.chanrobles virtual law library

Sec. 4. This Act shall take effect fifteen (15) days after its publication in at least two (2)
national newspapers of general circulation.

Republic Act 7836

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.cralaw

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.

ANSWER:

1.) PSSEP seeks to create awareness among the students on career opportunities in the
various fields of science and engineering including space science that would raise
standards and address skill shortages in this discipline. It also highlights space
technology applications in critical areas such as disaster mitigation, environment
planning and management, industry and food security. The PSSEP culminates with the
celebration of the World Space Week (WSW) every year with SEI as the national lead
organizer.

STEM Education graduate-scholars to convene for education transformation talks

Programs and Projects

1. ICT Ecosystem Development
The Philippines’ ICT Ecosystem is a vibrant one. However, the 2013 edition of
Measuring the Information Society (MIS) annual report from ITU places the Philippines
at 98 (2012 and 2011) out of 157 countries and 7th among the ASEAN countries. Key
policy issues are given attention, including mitigating security related threats that may
potentially undo the gains already achieved.
This program aims to have an integrated perspective of markets, networks, services,
applications and content in determining governance, legal and regulatory frameworks.
Major Target:

 Development of plans and policies relative to the implementation and adoption of

infrastructure, systems, and applications and other related framework.

2. National Connectivity
Connectivity is globally recognized as a growth driver. According to a World bank study,
every 10 percent increase i n broadband penetration results in a 1.27 percent increase
in a developing nation’s Gross Domestic Product (GDP). However, many areas of the
country and many Filipinos are still unconnected in one way of another. The program
addresses this challenge.
Major Target :

 Established TV White Space (TVWS) base stations in 21,000 sites of

Elementary, High School, and Rural Health Units in 4th to 6th class municipalities
by 2016
 Improve the delivery of government services to underserved communities

3. e-Filipino
As part of the United Nation’s Millenium Development Goal of bringing ICT access to all,
the DOST-ICTO harnesses the use of the ICT to achieve growth and development of
communities in the Philipipines by developing Community eCenters (CeCs). These
centers adheres to the ICT needs of different people, offering alternative learning and
skills skills training to each community. It also aims to prepare the speacil needs sector
through gaining employment to impact sourcing and ITpreneurship.
Major Target:

 1, 000 new Tech4ED Centers established

 10, 000 new Tech4ED Centers established in barangays through a Franchise
Model utilizing PPP
 one entrepreneur created per center

4. e-Government Harmonization
e-Government (eGov) is key in supporting the MDP and the President’s Social Contract.
Currently, the Philippines ranks 95th in the global eGovernment rankings. This program
aims to improve our position to 50 or higher by addressing key issues such as
interoperability and efficiency through both policy innovations and strategic
infrastructure interventions.
Major Target:

 50th or better in global eGov ranking

 Improve in the delivery of government services to underserved communities

5. e-Civil Servants The ICT Office is mandated to administer and manage

ICT Competency-based Training Programs in collaboration with public and private
training institutions and Subject Matter Experts (SME’s). Courses cover three tracks: e-
Government Management, Application Development, and Technology Solutions. This
program also aims to develop the digital competencies of the public service employees.
6. Next Wave Cities
As the Philippine IT- BPM Industrycontinues to expand the development of the more
host locations in the Philippines, these NWCs will become a crucial element in enabling
and supporting industry growth. Rich sources of untapped talent, these locations
provide good options for the IT-BPM operations beyond more established hubs and
Centers of Excellence in Metro Manila, Metro Cebu, Metro Clark and Bacolod City.
Major Target :

 141, 000 new employees by end of 2015

 Additional 3 NWCs (IT-BPM hubs outside MM) established per year

7. ICT Enabled Startup

This is a new initiative which promotes the spirit of entrepreneurship and leverages the
use of ICT to affect change and provide solutions for problems in the different industries
and society at large by supporting the creation of technology startups. The ICT Office
aims to be the government lead in strengthening the local technology startup community
towards a unified goal: to be globally recognized as an active startup hub in Asia and
the world, and effectively mobilize its key resources and players to create and nurture
home-grown and foreign startups alike. Major Target:

 Total of 50 ICT-Enabled Start-ups with an annual revenue of Php 10 Million each

by the end of 2016

8. Stepping-up the Value Chain

Stepping-Up the Value Chain Program is a long-term strategy that strengthens the
country’s global positioning in targeted high-growth segments of the IT-BPM industry,
including healthcare information management outsourcing; finance, accounting and
insurance outsourcing; HR outsourcing; Multilingual BPO; IT Outsourcing; Creative
Process Outsourcing; Engineering Outsourcing.
Major Target:

 Industry capacity/ capability building through the provision of industry trainings,

seminars, workshops & Rural Impact Sourcing.

2.) Academically, private schools are challenging by design. Students can take honors-
level or Advanced Placement (AP) classes, many of which allow them to earn college
credit. ... Teachers in private schools have high expectations of theirstudents and are
willing to put in the time necessary to help them succeed.
Finally, private schools, and especially boarding schools, encourage academic
excellence through association with students who have similar aspirations. At boarding
school, it really is cool to be smart.

SeattlePi sums up the importance of the quality of education well: “Excellent private
secondary schools provide richer educational curriculum to capture the abilities of each
student. The small classroom style, individualized attention, highly qualified staff and the
accommodative learning environment in prestigious pre-college schools set the
students’ journey into the best colleges. Their aim is to enhance academic excellence
by nurturing a culture of learning, creativity, social growth, talent realization through a
student-centered approach to education.”

By looking carefully at the factors mentioned above, parents and students can get a
good idea about the quality of education a school offers and be assured of
the academics and support needed to work toward their future goals.

3.)

1. College Prep

1. College Prep
As a child is transitioning from adolescence to young adulthood, the best private schools play an
instrumental role in partnering with parents to set their child up for success in college. Each school
distinguishes itself based on the extra measures taken and additional opportunities made available
to students.

Many aspects of private day and boarding schools prepare students exceptionally well for college.
Challenging academics, high expectations, and a focus on independence, and time management
skills all combine to allow most students an easy college transition.

Academically, private schools are challenging by design. Students can take honors-level or
Advanced Placement (AP) classes, many of which allow them to earn college credit. This high-level
course work gives students a head-start when entering college since they’re already used to the
amount of work necessary to succeed in a college-level course.

Teachers in private schools have high expectations of their students and are willing to put in the time
necessary to help them succeed. Since many boarding school teachers live on campus, they are
often coaches or mentors and are available evenings and weekends to help with school work if
students need them.

Students in boarding school often have an easier transition to college because they are used to
being independent. They are responsible for things like getting up on time, finishing their homework,
getting to class and other activities on time, and even doing their laundry, all without the support of
their parents. When they arrive at college, all of these routines are already second nature, and they
can concentrate on their studies.

Most private and boarding schools offer many sports and activities outside the school day. Students
often take part in an interscholastic sport, which requires daily practices, or activities such as
Science Olympiad or FIRST Robotics, which require involvement after school and on weekends in
preparation for competitions. All of these extra activities develop strong time-management skills in
students, which gives them an edge as they enter college.

2. Quality Education

Quality in education can be hard to quantify as it is made up of many different factors. To add to the
confusion, parents and students looking for solid data often depend on review sites, which can be
misleading and should therefore be taken with a grain of salt. For example, review sites that allow
students to list the colleges they’d like to attend as part of an overall “score” aren’t using real data
about a school because students aren’t providing information about colleges they are actually
accepted to or are attending. Additionally, sometimes negative reviews are left by students in the
heat of the moment when they may or may not mean what they are writing.

A good place to start when trying to understand the quality of education offered by a particular
school is by looking at the numbers. For instance, ask about students’ SAT scores and what
colleges students attend.

Perhaps the most important aspect to consider when trying to determine educational quality is
whether the courses offered by the school are challenging. In taking a closer look at this, you may
want to find out the following:

 Are strong academic students working hard in their courses?

 Are there various levels of courses available on a given subject?
 Are courses available that award college credit, such as AP courses?

3. Small Classes and Ability Grouping

Many private schools can better accommodate one’s learning needs by offering smaller class sizes
and ability grouping.

4. Extracurricular Activities and Sports

Participation in extracurricular activities and sports prepares students for life after high school
and enhances competencies beyond the scope of classroom learning.

5. Boarding School Opportunity

The opportunities offered by boarding schools often outshine those of public schools. Boarding
schools are funded differently, leaving more room for the arts, specialized academic programs,
extracurricular activities, and in-depth course work. Classes are small and diverse, and students live
with peers who become their lifelong friends.

6. Funding from Tuition and Donations

Private schools are funded differently from public schools, depending on tuition, endowment income,
and donations from alumni and other individuals for their funding. Well-funded schools offer smaller
classes, more academic course offerings, more extracurricular opportunities and better resources.
As is stated in an article by The Wall Street Journal, “Likely the biggest factor contributing to the
differences in educational quality between private and public schools, as well as the disparity in
quality among private schools, is funding.”

7. Financial Aid

Although many parents may want to send their child to private school, it may not always be
affordable. Many private schools offer some form of financial assistance, although it varies from
school to school.