Department of Education (RA 9155), DepEd Set Up, Educational Delivery Programs and Services, Recent Development in Education
1. 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. Soratos
MSIE Educational Management
2. “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
3. 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.
4. 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”).
5. PHILIPPINE EDUCATION IN DIFFERENT
ERA
Pre-Spanish Era
– informal and unstructured
–no schools
–tribal tutors exist
–no structured educational system
6. 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
7. 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
8. 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
9. 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
11. 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).
12. Implementing Rules and Regulations
Mandate
The 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.
13. 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
14. 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.
15. 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.
16. 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.
17. 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.
18. 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.
19. 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;
20. 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;
21. 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.
22. 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).
23. 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.
24. 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.
26. 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.
27. EDUCATIONAL SYSTEM IN
PHILIPPINES
Formal Education
Filipino 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.
28. EDUCATIONAL SYSTEM IN
PHILIPPINES
Pre-School Education
Pre-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.
29. EDUCATIONAL SYSTEM IN
PHILIPPINES
Primary education
Primary 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.
30. EDUCATIONAL SYSTEM IN
PHILIPPINES
Secondary education
Secondary 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.
31. EDUCATIONAL SYSTEM IN
PHILIPPINES
Special Education
Special 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.
32. EDUCATIONAL SYSTEM IN
PHILIPPINES
Non-Formal Education
At 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.
33. RECENT DEVELOPMENT IN
EDUCATION
K 12 PROGRAM
The 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.
34. RECENT DEVELOPMENT IN
EDUCATION
K 12 PROGRAM
This 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.
36. 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.