THE ORGANIZATIONAL STRUCTURE OF PHILIPPINE EDUCATION

Department of Education (RA 9155), DepEd Set Up, Educational Delivery Programs and Services, Recent

Development in Education

Mark Anthony C. SoratosMSIE Educational Management

“Education is not about teaching people what they do not know. It means teaching

them to behave as they should… It is a painful, continued process to be accomplished with kindness, by precept and by praise, and

above all, by example.”

John Ruskins

EDUCATION

Also called learning, teaching or schooling in the general sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills, and values from one generation to another.

EDUCATION

Etymologically, the word education is derived from the Latin ēducātiō (“a breeding, a bringing up, a rearing) from ēdūcō (“I educate, I train”) which is related to the homonym ēdūcō (“I lead forth, I take out; I raise up, I erect”) from ē- (“from, out of”) and dūcō (“I lead, I conduct”).

PHILIPPINE EDUCATION IN DIFFERENT ERA

Pre-Spanish Era– informal and unstructured–no schools– tribal tutors exist–no structured educational system

PHILIPPINE EDUCATION IN DIFFERENT ERA

Spanish Era– formal– focused on Christian Doctrines and religious education– separate school for boys and girls– only wealthy Filipinos where accommodated in schools– missionaries replaced the tribal tutors– schools taught reading and writing along with

catechism– promulgation of Educational Decree of 1863

PHILIPPINE EDUCATION IN DIFFERENT ERA

American Era– new schools were established– English was the medium of instruction– Established the public school system in 1901 (Act

No. 74)– Thomasites– Started training teachers in the Normal School– established elementary schools with 4 primary

grades and 3 intermediate grades

PHILIPPINE EDUCATION IN DIFFERENT ERA

Japanese Era

– most schools were damaged during World War II

– Filipinos are forced to learn the Nippongo and

refrained from learning the English Language

– spread of elementary and vocational education

– develop love for work

PHILIPPINE EDUCATION IN DIFFERENT ERA

Post-war Era– Re-establishment of public school system– Department of Instruction was renamed

Department of Education– Later became the Ministry of Education, Culture

and Sports– Bilingual education was established in 1974

RA 9155- GOVERNANCE OF BASIC EDUCATION ACT OF 2001

GOVERNANCE OF BASIC EDUCATION ACT OF 2001

A bill transforming the name of the

Department of Education, Culture and Sp morts

(DECS) to the Department of Education (DepEd) and

redefining the role of field offices (regional offices,

division offices, district offices and schools).

Implementing Rules and Regulations

MandateThe Department of Education shall protect and promote the

right of all citizens to qualify basic education and shall take appropriate steps to make such education accessible to all

It shall establish, maintain, and support a complete, adequate, and integrated system of basic education relevant to the needs of the people and society.

It shall establish and maintain a system of free and compulsory public education in the elementary level and free public education in high school level.

Implementing Rules and Regulations

Principles The Department of Education must serve the students and

the teachers, its primary constituents; The principals, school administrators and teachers-in-charge

must exercise instructional leadership and sound administrative management of the school;

The school is the heart of the formal education system The parents and the community shall be encouraged for

active involvement Volunteerism from among all sectors shall be emphasized and

encouraged

Implementing Rules and Regulations

Powers, Duties and Functions of the Secretary

The Secretary of the Department of Education shall exercise overall authority and supervision over the operations of the Department.

Implementing Rules and Regulations

The Regional Director There shall be as many regional offices as many

be provided by law. Each regional office shall have a director, an assistant director and office staff for programs promotion and support, planning, administrative, legal and fiscal services.

Implementing Rules and Regulations

The Schools Division Superintendent A division shall consist of a province or

city which shall have a schools division superintendent. There shall be at least one assistant schools division superintendent and office staff for programs promotion, planning, administrative, fiscal, legal, ancillary and other support services.

Implementing Rules and Regulations

Schools District Supervisor A school district shall have a school

district supervisor and office staff for program promotion. The schools district supervisor shall primarily perform staff functions and shall not exercise administrative supervision over school principals, unless specifically authorized by the proper authorities.

Implementing Rules and Regulations

The School Head There shall be a school head for all

public elementary schools and public high schools or a cluster thereof. The establishment of integrated school from existing public elementary and public high school shall be encouraged, subject to the guidelines that will be issued for the purposed by the Secretary of Education.

Implementing Rules and Regulations

Authority, Accountability and Responsibility of the School Head

• Setting the mission, vision, goals and objectives of the school;

• Creating an environment within the school that is conducive to teaching and learning;

• Implementing, monitoring and assessing the school curriculum and being accountable for higher learning outcomes;

• Developing the school education program and school improvement plan

• Offering educational programs, projects and services which provide equitable opportunities for all learners in the community;

Implementing Rules and Regulations

Authority, Accountability and Responsibility of the School Head

• Introducing new and innovative modes of instruction to achieve higher learning outcomes; • Administering and managing all personnel, physical and

fiscal resources of the school; • Recommending the staffing complement of the school

based on its needs; • Encouraging and enhancing staff development; • Establishing school and community networks and

encouraging the active participation of teacher organizations, non-academic personnel of public schools, and parents-teachers-community associations;

Implementing Rules and Regulations

Authority, Accountability and Responsibility of the School Head

• Accepting donations, gifts, bequests and grants in accordance with existing laws and policy of the department for the purpose of upgrading teachers/learning facilitators’ competencies, improving and expanding school facilities and providing instructional materials and equipment. Such donations or grants must be reported to the division superintendents; and • Performing such other functions as may be assigned by

the Secretary, Regional Director and Schools Division Superintendents where they belong.

THE DEPED SET UP

Legal Basis• Educational Decree of 1863 (December 20, 1863), as amended, established the

Department of Education, Culture and Sports (DECS) as the Superior Commission of Primary Instruction under a Chairman.

• Act No. 74 (January 21, 1901) transformed the Commission into the Department of Instruction under a General Superintendent (until 1916), a Secretary (until 1944).

• Executive Order No. 94 (October 1947), Reorganization Act of 1947, established the Department of Education from the Commonwealth-renamed Department of Instruction.

• Presidential Decree No. 1397 (June 2, 1978) transformed the Department of Education and Culture established under Proclamation No. 1081 (s. 1972) into the Ministry of Education and Culture (MEC) which the Education Act of 1982 reorganized to Ministry of Education, Culture and Sports (MECS).

Legal Basis

• Executive Order No. 117 (January 30, 1987) reorganized the MECS into the Department of Education, Culture and Sports (DECS).

• Republic Act No. 7722 (May 18, 1994) and Republic Act No. 7796 (August 23,1994) created the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively, giving rise to a trifocalized education system which refocused DECS’ mandate to basic education covering pre-school, elementary and secondary, and non-formal education.

• Republic Act No. 9155 (August 11, 2001), otherwise known as Governance of Basic Education Act of 2001, renamed the DECS to the Department of Education (DepED), redefined its role and that of its field offices, and reiterated the goal of basic education.

In the Philippines the education system aims to:

• Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group;

• Help the individual participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile citizen;

• Train the nation’s manpower in the middle-level skills required for national development;

• Develop the high-level professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of human life;

• Respond effectively to changing needs and conditions through a system of educational planning and evaluation.

EDUCATIONAL SYSTEM IN PHILIPPINES

The education system of the country includes formal and non-formal education. Compared to other Asian countries, the Philippine education system differs in a number of ways. Basic education in the Philippines is only 10 years as against 12 in other countries.

EDUCATIONAL SYSTEM IN PHILIPPINES

Formal EducationFilipino children may enter public school at

about age four, starting from nursery up to kindergarten. At about seven years of age, children enter elementary school for six or seven years. This is followed by secondary school, also called as high school, for four years. Students may then sit for College Entrance Examinations (CEE), after which they may enter tertiary institutions for three to five years.

EDUCATIONAL SYSTEM IN PHILIPPINES

Pre-School EducationPre-school education at the kindergarten level

must aim to develop children in all aspects (physical, social, emotional, and cognitive) so that they will be better prepared to adjust and cope with life situations and the demands of formal schooling; and to maximize the children’s potential through a variety of carefully selected and meaningful experiences considering their interests and capabilities.

EDUCATIONAL SYSTEM IN PHILIPPINES

Primary educationPrimary school in the Philippines, more

commonly known as "elementary school" (Filipino: paaralang elementarya, sometimes mababang paaralan) consists of six levels, with some schools adding an additional level (level 7). The levels are grouped into two primary subdivisions: primary-level, which includes the first three levels, and intermediate-level, which includes the last three or four levels.

EDUCATIONAL SYSTEM IN PHILIPPINES

Secondary educationSecondary school in the Philippines,

more commonly known as "high school" (Filipino: paaralang sekundarya, sometimes mataas na paaralan), consists of four levels largely based on the American schooling system as it was until the advent of the comprehensive high schools in the US in the middle of last century.

EDUCATIONAL SYSTEM IN PHILIPPINES

Special EducationSpecial education develops the

capabilities of children who are physically, mentally, emotionally, socially or culturally disabled as well as gifted children. Children with special needs are being attended to through modified curricula, special services and physical facilities for the maximum development of their potential.

EDUCATIONAL SYSTEM IN PHILIPPINES

Non-Formal EducationAt the turn of the century, major

changes in the field of Non-Formal Education in the Philippines occurred such as the change in the concept, the approach, the focus, and the outcomes. Consequently, various programs evolved as did problems and issues related to these reforms in Non-Formal Education.

RECENT DEVELOPMENT IN EDUCATION

K 12 PROGRAMThe Enhanced K+12 Basic Education

Program in the Philippines has been officially started. It has been initiated by the Aquino administration where students will have to undergo a new system of education.

RECENT DEVELOPMENT IN EDUCATION

K 12 PROGRAMThis program will require all incoming

students to enroll into two more years of basic education. Thus, the K+12 System will basically include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school.

RECENT DEVELOPMENT IN EDUCATION

LIBRARY HUBMakes book accessible to all

RECENT DEVELOPMENT IN EDUCATION

ALS (Alternative Learning System)A parallel learning system that provides a

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

DURO DURO GID NGA SALAMAT!!