EDCOM Report of 1991

PHILIPPINE NORMAL UNIVERSITY The National Center for Teacher Education

Graduate Studies

Lopez Campus

Lopez, Quezon

COURSEWORK IN

SCHOOL LEGISLATION

A Special Project as a

Partial Fulfilment of the Requirements of the Course

EdM 514:

School Legislation

REJULIOS M. VILLENES

MA – Educational Management

ORLANDO D. SERDON, DEM

Course Professor

May 2013

ACKNOWLEDGMENT

This coursework would not have been accomplished

without the encouragement, inspiration, generosity and

kindness of friends, mentors, and relatives. It is for this

reason that I wish to acknowledge these God-given gifts.

To our Almighty God, for the good health, strength,

blessing, and guidance while taking up the summer class

of graduate studies.

To my wife, Ma.Lyn, who continuously wake me up late

at night to force me do this coursework. To my children,

Tsam & Jiji, for taking away the pains.

To Dr. Orlando D. Serdon, our course professor who love

to pose challenges for the next instructional leaders and

for allowing us continue in his subject through personal

reading and with this course work. To Dr. RVA & Dr.

ESV who supported us always in our study.

To those who in one way or another, contributed in the

accomplishment of this coursework. Merci!

D E D I C A T I O N

The stars in the night sky won’t be very bright as they

shine at day time.

All this is for you, Tsam Tsam…

My daughter, Louisse Avery, the strongest girl

I’ve ever seen.

The cold-blooded heart will never be the same again,

ever. It’s because of you too, Jiji.

And also for you my son, Rejeus Lynch.

TABLE OF CONTENTS

Cover Page i

Title Page ii

Acknowledgement iii

Dedication iv

Table of Contents v

I. EDCOM Report of 1991

1. Introduction & Overview 1

2. EDCOM Findings 4

3. Recommendations of EDCOM 7

II. Laws Anchored in EDCOM Report

1. Introduction 9

2. RA 7722 11

3. RA 7796 14

4. RA 7784 16

5. RA 7836 19

6. RA 7797 21

III. Analysis of Strengths and Weaknesses

of the Enacted Laws

1. Introduction 22

2. Responsiveness to Global Market 23

3. Attainment of National Objectives 24

4. Quality Output and Competitiveness 26

5. Strengths and Weaknesses:

An Analysis

28

References

Appendices

1. Relevant Laws

In School Legislation

2. 1987 Philippine Constitution

Introduction The report assessed the scenario of education in the

Philippines. This is considered as a contemporary assessment

that also studied the future directions of the educational set-up

in the country. Thus, marking the Fifth Republic as one of the

milestones of the Philippine education.

Different concerns arise in the educational setting. No new

directions are seen to be a parcel of the attainment of its

national goals. Hence, the Congress agreed to review the

current educational set-up in the country – to identify its status,

what it really needs, and its future path.

EDCOM stands for the Congressional Commission on

Education to Review and Assess Philippine Education. It was

created by a Joint Resolution of the Eight Philippine Congress

on the 17th

of June in 1990. It is composed of five (5)

congressmen and five (5) senators, with Chairman headed by

the Senate and Co-Chair from the House. Furthermore, it was

1 EDCOM REPORT OF 1991

Congressional

Commission on

Education or

EDCOM was

established by a

Joint Resolution of

the Eight

Philippine

Congress on the

17th of June in

1990.mm

“

”

assisted by a Technical Secretariat and three (3) panels of

consultant.

The Commission dwelled on both intensive and extensive

research studies to identify the real situation of the education in

the country. They utilized both qualitative and quantitative

method of research to gather necessary data and information.

This is much advanced in compared with the previous studies

conducted (e.g. PCSPE), since the Commission included

regional consultations in the then fourteen (14) regions of the

country. They consulted every components of the stakeholders

group, involving parents, teachers, school administrators,

Department of Education, Culture and Sports (DECS) officials,

business sector, and Local Government Units (LGUs), up to

Non-government organizations, civic organizations, religious

leaders, workers and the marginalized sectors (e.g. farmers).

The aim was to elicit common concerns and issues about the

current educational set-up, participants’ assessment of the

school’s performance, quality of educational programs &

services, and their suggestions to revolutionize the system.

Since the commission would like to establish a concrete result,

they also conducted studies in the provincial and city levels.

Likewise, dialogues and consultations were done with the

academe and with different professional groups, concerned

individuals and experts from specific fields of education, such

as follows: Early Childhood and Preschool Education;

Elementary and Secondary Education; Teacher Education;

Military Education; Educational Research and Evaluation;

Tertiary Education; Vocational and Technical Training;

Guidance and Counseling; Graduate Education; Education in

EDCOM involved

every parcel of

the of the

stakeholders

dwelling with both

quantitative and

qualitative

research

methods.mm

“

”

What is the Report All About: Introduction 2

Specific Professions; Governance, Financing and Economics

Education; Testing and Measurement of Learning Outcomes;

Special Education; Education of Indigenous People; and,

Language Instruction.

Moreover, media and non-formal education sector were also

solicited data. These include the National Inter-University

Forum on Education (NIUFE), the Federation of Accrediting

Agencies of the Philippines (FAAP), the Philippine

Association of Graduate Education (PAGE), etc.

Review on literatures, such as the former studies conducted,

was also conducted. This is to consider the previous

recommendations to advance the current study. Two of the

important studies were the PCSPE and the SOUTELE.

Statistics were also drawn out from DECS and its bureaus, the

National Economic and Development Authority (NEDA), and

National Statistics Office (NSO). Foreign literatures were also

considered, like data from international publications and

journals (e.g. UNSECO and the World Bank).

All of the gathered data were subjected to comprehensive

analyses through the Panel of Consultants, discussions &

reactions to provide consensus of data, and the general

meetings of the standing committees and the commissioners.

What is the Report All About: Introduction 3

Different studies

and related

literature were

also reviewed.

Previous reports in

the country’s

educational

system were

studied.mm

“

”

EDCOM Findings

In 1991, Philippines is said to have the most expanded school

systems in the world. In that era, our country has the highest

participation rate in elementary, secondary and tertiary levels.

Covering up to 97.78% participation rate in elementary level, it

is said that Philippines is close to the attainment of universal

elementary education. On the other hand, Philippines scored

89% literacy rate though its functional literacy showed only

73%.

The report’s findings revealed a very disturbing result even the

above-cited statement credited recognition on the educational

system. The following is the summarized findings of the report:

1. Too Little Investment in Education

The government is not spending enough for education

as compared with ASEAN countries. Only 1.3% of the

GDP is allotted to the education sector.

2. Disparities in Access in Education

The rich and high income families were favored by the

educational institutions, whether formal and nonformal.

There is a high percentage of incomplete primary and

elementary schools in depressed regions.

3. Low Achievement

Pupils on average learn only 55% or even less of what

must be learned. On the other hand, rich and high

income families got higher achievement records.

What is the Report All About: The Findings 4

Generally, the

findings found to be

very perplexing

and disturbing

upshots.mm

“

”

4. High Drop-out Rate in Less Developed Communities

Drop-out rates in elementary and secondary schools are

highest in rural and less developed communities and

among poor students.

5. Special Needs Neglected

Muslim and cultural communities as well as special

learners suffer from benign neglect.

6. Limited ECE & NFE Services

Only rich families acquired early childhood education

and development. Nonformal education services are

inadequate and found only in developed communities.

7. Schooling Length & Class Interruptions, Less

Quality

Disruptions in regular class schedules and length of

school year correlates with less learning and less

quality.

8. Inadequate science and technology

Science and technology including modern innovations

are inadequate, or if not, unsuited to classroom

instruction.

9. Ineffective VE

Values education in schools is lacking and ineffective.

10. Bilingual Education affects learning

The use of Filipino and English as mode of instruction

distresses the quality of learning.


11. Manpower Mismatched

Incompatibility in the supply and demand for educated

and trained manpower is seen.

12. Irrelevance of Education

Education is found to be insignificant to the individual

and social needs.

13. Incompetent Training & Instruction

Inadequacy of trained and effective teachers was

shown. Graduate studies are mediocre, limited and

underdeveloped.

14. Ineffective and Inefficient Organization

Organizational structure of the educational system is

“ineffective and inefficient”.

The report also showed that same problems were reported since

the Monroe Survey in 1925 up to EDCOM Report of 1991. No

significant improvement in Philippine education is seen for

over 65 years.

Reforms didn’t

Transform – for

over 65 yrs, same

problems were still

reported. No

significant

improvement

were shown – a

situation of

continuous reform

without

change.mm

“

”


Recommendations of EDCOM

Based on the findings, EDCOM recommended the following

reforms:

1. The prioritization of basic education by to ensure the

then Department of Education, Culture and Sports’

(DECS) undivided attention to this sector;

2. The development of alternative learning modes

especially for literacy acquisition;

3. The use of the mother tongue as language of learning

from Grades 1 to 3, with Filipino gradually becoming

the medium of instruction in basic education and

English a subsidiary medium of instruction in later

years;

4. The expansion and enrichment of technical/vocational

education;

5. The strengthening of pre-service teacher education and

provision of incentives to make the rewards of teaching

commensurate to its importance as a career;

6. Professionalization of teachers and teaching with

licensure exams and increase in the basic minimum

wage salary;

7. Support for both public and private education;

8. The facilitation of planning, delivery, and education

financing and training by industry, workers, teachers,

parents and local governments;

9. Greater access of poor children to all levels of

education;

What is the Report All About: EDCOM Recommendations 7

…program focus

is clear and

resources are

allocated

rationally and

plans are realistic

and

attainable.mm

“

”

10. More cost-effective public college and university

education with curricular programs that are relevant to

the communities they serve;

11. The search for new sources of funds (including taxes)

to finance basic education;

12. Strengthening graduate education and research;

13. Creation of Commission on Higher Education (CHED)

to be the main body responsible for colleges and

universities, both private and public.

14. The restructuring of the Department of Education,

Culture and Sports’ (DECS), now Department of

Education (DepEd), to ensure clearer program focus,

rational resource allocation and realistic planning;

With the proposed restructuring of the Philippine Education,

this will ensure that program focus is clear and resources are

allocated rationally and plans are realistic and attainable.

For the final point, the EDCOM commended also that the

government should put all our money in basic education

because it is “all the formal schooling the masses of our people

get”. However, the government must ensure more efficiency

and productivity from our education establishment.

The PH

government must

guarantee

efficiency and

productivity from

our education

investment.mm

“

”

What is the Report All About: EDCOM Recommendations 8

Introduction

The 11-month study conceded its significance, thereby

encouraging the Congress, the Senate and the House, to

consider the study as basis in making legislations with regards

in improving the education in the country. Chaired by Sen.

Edgardo Angara and Co-chair Cong. Carlos Padilla, they urged

their colleagues to use their recommendations as the bases for

educational reforms.

The Congress formed the Congressional Oversight Committee

on Education under the Chairs of the Committee on Education

of both houses of Congress to follow up the necessary

legislations essential to implement the EDCOM

recommendations.

There at least 5 laws passed based in the EDCOM

Recommendation. These are as follows:

2 LAWS ACNHORED IN EDCOM REPORT

...more than ever

that indeed

education is the

fundamental link

to national

progress.mm

“

” EDCOM Letter of

Transmittal to the

Senate President.mm

1. RA 7722: An Act Creating the Commission on Higher

Education. May 18, 1994.

2. RA 7796: An Act Creating the Technical Education and

Skills Development Authority. August 25, 1994.

3. RA 7784: An Act to Strengthen Teacher Education in

the Philippines by Establishing Centers of Excellence

Creating a Teacher Education Council. August 4, 1994.

4. RA 7836: An Act to Strengthen the Regulation and

Supervision of the Practice of the Teaching Profession

and Prescribing a Licensure Examination for Teachers

and for Other Purposes. December 15, 1994.

5. RA 7797: An Act to Lengthen the School Calendar

from 200 Days to not more than 220 Class Days. 1994.

Aside from the Republic Acts authored in the Congress,

administrative and executive reforms recommended by the

EDCOM were also implemented by the DECS (DepEd) and

the government’s executive branch. These are as follows:

1. Reduction of the number of incomplete elementary

schools throughout the country.

2. Increase in the number of high schools in provinces and

towns.

3. Increase in teachers’ salary from Salary Grade 10 to

Salary Grade 17, throughout the annual budget of the

DECS.

4. Flexibility in the use of the Bilingual Policy in the

elementary grades. Teachers are allowed to use the

dominant language of the community as medium of

instruction.

Laws Anchored in EDCOM Report: Introduction 10

RA 7722: Higher Education Act of 1994

Full Title: An Act Creating the Commission on Higher

Education, Appropriating Funds Therefor and for Other

Purposes

Primarily, the State shall ensure the protection and promotion

of the right of all citizens to affordable quality education at all

levels. Likewise, the state shall ensure education that is

accessible to all. In response, the Philippine Government

passed into law the Higher Education Act of 1994 which

primarily creates the Commission on Higher Education

(CHED).

CHED is bestowed with the following powers and functions:

1. Formulate and recommend development plans, policies,

priorities, and programs on higher education and

research;

2. Formulate and recommend development plans, policies,

priorities and programs on research;

3. Recommend to the executive and legislative branches,

priorities and grants on higher education and research;

4. Set minimum standards for programs and institutions of

higher learning recommended by panels of experts in

the field and subject to public hearing, and enforce the

same;

5. Monitor and evaluate the performance of programs and

institutions of higher learning for appropriate incentives

as well as the imposition of sanctions such as, but not

limited to, diminution or withdrawal of subsidy,

Laws Anchored in EDCOM Report: Higher Education Act of 1994 11

EDCOM report

suggested to

establish the

trifocalized system

where higher and

technical

educations will be

a separate

department.mm

“

”

recommendation on the downgrading or withdrawal of

accreditation, program termination or school closure;

6. Identify, support and develop potential centers of

excellence in program areas needed for the

development of world-class scholarship, nation building

and national development;

7. Recommend to the Department of Budget and

Management the budgets of public institutions of higher

learning as well as general guidelines for the use of

their income;

8. Rationalize programs and institutions of higher learning

and set standards, policies and guidelines for the

creation of new ones as well as the conversion or

elevation of schools to institutions of higher learning,

subject to budgetary limitations and the number of

institutions of higher learning in the province or region

where creation, conversion or elevation is sought to be

made;

9. Develop criteria for allocating additional resources such

as research and program development grants,

scholarships, and other similar programs: Provided,

That these shall not detract from the fiscal autonomy

already enjoyed by colleges and universities;

10. Direct or redirect purposive research by institutions of

higher learning to meet the needs of agro-

industrialization and development;

11. Devise and implement resource development schemes;

12. Administer the Higher Education Development Fund,

as described in Section 10 hereunder, which will

promote the purposes of higher education;


The Commission

shall be

independent and

separate from

DECS and

attached to the

Office of the

President for

administrative

purposes only.mm

“

”

13. Review the charters of institutions of higher learning

and state universities and colleges including the

chairmanship and membership of their governing

bodies and recommend appropriate measures as basis

for necessary action;

14. Promulgate such rules and regulations and exercise

such other powers and functions as may be necessary to

carry out effectively the purpose and objectives of this

Act; and,

15. Perform such other functions as may be necessary for

its effective operations and for the continued

enhancement, growth or development of higher

education.

Moreover, CHED is created to address the needs on ensuring

academic freedom, continuing intellectual growth, advancing

of learning & research, developing responsible & effective

leadership, educating high- & middle-level professionals, and

enriching the country’s historical & cultural heritage.

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.mm

“

”


RA 7796: TESDA Act of 1994

Full title: An Act Creating the Technical Education and Skills

Development Authority, Providing for its Powers, Structure

and for Other Purposes

Known also as “Technical Educational and Skills Development

Act of 1994” or the “TESDA Act of 1994.”

TESDA is tasked primarily to provide technical education

towards skills development. Technical education refers to the

education process designed at post-secondary and lower

tertiary levels, officially recognized as non-degree programs

aimed at preparing technicians, para-professionals and other

categories of middle-level workers by providing them with a

broad range of general education, theoretical, scientific and

technological studies, and related job skills training. Skills

development is the process through which learners and workers

are systematically provided with learning opportunities to

acquire or upgrade, or both, their ability, knowledge and

behavior pattern required as qualifications for a job or range of

jobs in a given occupational area.

Furthermore, TESDA, as a product of EDCOM Report of

1991, is tasked to attain the following bestowed objectives:

1. Promote and strengthen the quality of technical

education and skills development programs to attain

international competitiveness;

2. Focus technical education and skills development on

meeting the changing demands for quality middle-level

manpower;

TESDA replaced

and absorbed the

National

Manpower and

Youth Council

(NMYC), the

Bureau of

Technical and

Vocational

Education (BTVE)

and the personnel

and functions

pertaining to

technical-

vocational

education of the

Department of

Education, Culture

and Sports (DECS)

and the

apprenticeship

program of the

Bureau of Local

Employment of

the Department of

Labor and

Employment

(DOLE).mm

“

”

Laws Anchored in EDCOM Report: TESDA Act of 1994 14

3. Encourage critical and creative thinking by

disseminating the scientific and technical knowledge

base of middle-level manpower development programs;

4. Recognize and encourage the complementary roles of

public and private institutions in technical education

and skills development and training systems; and,

5. Inculcate desirable values through the development of

moral character with emphasis on work ethic, self-

discipline, self-reliance and nationalism.

Currently, TESDA is offering numerous skills training and

development courses. They also introduced the “TESDA

Specialista” where they provide specific skills for a particular

workforce, hence, giving a specialized skill to an individual.

National Certificates (NC), ranging levels I-IV, is given to the

trainees who have passed the threshold of the required skill in a

given area. Other private schools and colleges offering

technical training programs are also given the chance for

accreditation and examination for NC. Moreover, Certificate of

Competencies and Diploma is awarded to trainees who

complete the training under such courses.

TESDA is tasked to

give quality

technical

education

towards effective

skills

development.mm

“

”

Laws Anchored in EDCOM Report: TESDA Act of 1994 15

RA 7784: Teacher Education Council Act of 1994

Full Title: 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

The need to address the country’s cry towards a teacher

education system whose mission is to education and train

human engineers with unquestionable integrity and competence

whom are also committed for professional growth as well as

helping their students grow as responsible individual citizen of

the country gave birth to this act. RA 7784 is also notably a

result of EDCOM Report of 1991.

Teacher Education Council is in close collaboration with the

CHED as regards teacher education curriculum and selection of

Centers of Excellence in Teacher Education. It is delegated to

convey policies and standards that shall strengthen and

improve the system of teacher education all over the country.

Also, tt conducts activities in support of DepEd programs and

projects. One of this is the implementation of the 2002 Basic

Education Curriculum (BEC) and now the RA 10533 Enhanced

Basic Education Act of 2013, also known as the K to 12 Basic

Education Act.

Also, the emphasis of the law highlighted the need to have

center of excellence where innovations towards development

and quality standard assurance are set forth. It shall also

address the need towards achieving a quality education for

every Filipino.

RA 7784 points out

“that the teacher

is the key to

effectiveness…”m

m

“ ”

Laws Anchored in EDCOM Report: TEC Act of 1994 16

A center of excellence shall be to:

1. Experiment and try out relevant and innovative pre-

service teacher education/training programs;

2. Organize and coordinate collaborative research on

identified areas for systematic investigation in teacher

education as basis for improving teacher education/

training programs;

3. Serve as teacher resource center for curricular/

instructional materials development;

4. Serve as the center mode for networking specific data;

5. Provide professional assistance to Teacher Education

Institutions (TEIs) that have expressed the need for

such assistance;

6. Encourage mutual support among TEIs in the region for

upgrading their programs; and,

7. Facilitate and help expedite accreditation among TEIs.

On the other hand, the Council is bestowed the functions and

powers to:

1. Identify and designate among existing private and

public schools, teacher education institutions as Centers

of Excellence for Teacher Education, at the national,

regional, and provincial levels;

2. Formulate policies and standards that shall strengthen

and improve the system of teacher education in all

existing public and private schools;

3. Initiate a periodic review of curricula and programs for

teacher education and training through participatory

methods, such as self-assessment by institutions;

4. Adopt an adequate and effective system of incentives

such as scholarship grants, loan programs, subsidies,


Teacher

education shall

foster excellence.

“Excellence”

pertains to the

efficient, effective

and innovative

delivery of

relevant,

functional, and

quality programs

in teacher

education,

training, research

and community

service.mm

“

”

stipends and other similar benefits and incentives, in

order to attract and encourage outstanding high school

graduates whether from public or private schools, to

pursue teacher education;

5. Encourage the establishment of consortia and other

cooperative arrangements among teacher education

schools, public or private, for greater efficiency and

economy in the use of resources;

6. Design collaborative programs or projects that will

enhance pre-service teacher training, in-service

training, re-training orientation and teacher

development;

7. Direct the conduct of relevant studies as may be needed

in the formulation of policies and in the planning and

successful implementation of plans, programs and

projects required in attaining the purposes of this Act;

8. Review existing and recommend new legislation and

policies of the government in order to improve teacher

education and promote the welfare of teachers;

9. Recommend appropriate measures to the President,

Congress, and heads of other government offices and

agencies to improve, enhance and strengthen teacher

education; and,

10. Call upon any department, bureau, office, or

Government Corporation, local government unit and

other concerned agencies for assistance in areas falling

within their mandate.


RA 7836: Philippine Teachers Professionalization

Act of 1994

Full Title: 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

Teachers Professionalization Act, otherwise known as LET

Law, identifies the vital role of teachers in nation-building and

development through a responsible and literate citizenry. 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.

Two noteworthy objectives are identified in the said law. First

is the promotion, development and professionalization of

teachers and the teaching profession; and the supervision and

regulation of the licensure examination.

Under the said law, the Board for Professional Teachers is also

formed. The Board is a collegial body under the general

supervision and administrative control of the Professional

Regulation Commission. Also, a Licensure Examination for

Teachers (LET) is mandated by the act. A LET passer shall

receive a Certificate of Registration as a professional and a

professional license. Otherwise, a non-LET (or PBET) passer

shall not be allowed to teach under the Department of

Education as a regular permanent teacher.

RA 7836 paved way

to teacher’s

professionalization.

Important

milestones include

giving birth to

Board of

Professional

Teachers and the

Licensure

Examination for

Teachers.mm

“

”

Laws Anchored in EDCOM Report: Teachers Professionalization Act of 1994 19

The Code of Ethics for Professional Teachers is also

promulgated under Resolution No. 434 in response with the

professionalization of teachers. The Code contains all needed

knowledge on how a professional teacher thinks, speak and act.

In 2004, Former President Gloria Arroyo signed RA 9293

which amended certain sections of RA 7836. Summarized as

follows are the certain amendments on the said act:

1. Qualifications of requirement of an applicant where

non-education graduates shall have 18 units of

Professional Education courses before taking up the

examination (Sec. 1, Sec. 15, e, 3);

2. Registration and exception where only professional

teachers are allowed to teach or given permanent

teaching position in DepEd (Sec. 2, Sec. 26);

3. Professionals who have not practiced teaching shall

have a 12-unit refresher course;

4. Hiring para-teachers (with rating not lower than 5% of

the passing rate) with 2 years permit in ARMM (Sec. 2,

Sec. 26); and,

5. Transitory provisions with regards to issuing permits to

para-teachers (Sec. 3, Sec. 31).

CHED Memorandum Order No. 11 of 2009 further refined and

updated the content of RA 7836, where they required non-

education graduates not only 18 units of Professional

Education courses but also an additional 12 units of

Experiential Learning Courses (6 units of Field Study courses

and 6 units of Practice Teaching).

RA 9293

amended certain

sections in RA

7836. CMO No.

11 of 2004 further

refined the

qualifications of

an

examinee.mm

“

”

Laws Anchored in EDCOM Report: Teachers Professionalization Act of 1994 20

RA 7797: Lengthening School Calendar Act of

1994

Full Title: An Act to Lengthen the School Calendar from Two

Hundred (200) Days to not More than Two Hundred Twenty

(220) Class Days

Adding 20 days from the former regular length of schooling is

the main feature of this act. The start of first day of class shall

be the first Monday of June but not later than the last day of

August. Also, no additional pay for teachers is stressed since

teachers are receiving their salary all-round year, except for

those number of hours basis payment system. The Education

Secretary shall formulate the necessary rules and regulations in

answer with this act forwarding to both Houses of the

Congress.

RA 7797

changed the

number of school

days from 200 to

220.mm

“

”

Laws Anchored in EDCOM Report: Lengthening School Calendar Act of 1994 21

Introduction

This section discusses the strengths and weaknesses of the laws

passed. These laws are anchored with the recommendation of

the EDCOM Report of 2001. The analysis will be divided

according to the following themes:

1. Responsiveness to global market;

2. Attainment of national objectives; and,

3. Quality of output and competitiveness.

Each law were dealt for both intensive and extensive treatment.

It may look simple but the message given is clear and concise.

The themes will also be discussed before the analysis. Thus, it

would be very difficult to analyze strengths and weaknesses if

there’s no prior knowledge on the given themes. Related

literatures and studies are the primary bases for the discussion.

3 ANALYSIS OF

STRENGTHS & WEAKNESSES OF

THE ENACTED LAWS

Laws for the liberal

education of youth,

especially for the

lower classes of

people, are so

extremely wise and

useful that to a

humane and

generous mind, no

expense for this

purpose would be

thought

extravagant.mm

“

” John Adams (1735-1826)

2nd President of the USA

Responsiveness to Global Market

The birth of globalization established the need of education on

being responsive to international standards. It is a process of

closer integration and exchange between different countries

and peoples worldwide. Hence, every minute is getting

complex where standards are getting high. Philippine

education, per se, must compete against the set standards.

Rothaermel (2013) in his book Global Strategy: Completing

Around the World expounded four Global Strategies which can

respond to the demands of global market.

1. International strategy

Leveraging home-based core competencies

Giving the same services in both domestic and

foreign markets

2. Localization (product differentiation) strategy

Maximize local responsiveness via a multi-domestic

strategy

Consumers will perceive them to be domestic

companies

3. Global standardization (cost leadership) strategy

Economies of scale and location economies

Pursuing a global division of labor based on best-of-

class capabilities reside at the lowest cost

4. Transnational strategy

Combination of localization strategy (high

responsiveness) with global standardization strategy

(lowest cost position attainable)

Strategies

responsive to

global market

includes

internationalizing,

localizing, global

standardizing, and

transnationalizing.

mm

“

”

Analysis of Strengths & Weaknesses of the Laws Passed: Responsive to Global Market 23

It seems to be that the cited four strategies are suited for the

business industry, but in reality, these strategies are also seen in

the educational set-up. These strategies are said to be

responsive with global education.

Attainment of National Objectives

Batas Pambansa Bilang 232, also known as Education Act of

1982, defined the national development goals of the State.

These are as follows:

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.

Moreover, in achieving the cited objectives, the state shall

maintain and establish a complete, adequate and integrated

system of education relevant to the goals of national

development. The government’s role in achieving this is to

ensure, within the context of a free and democratic system,

maximum attribution of the educational system towards the set

objectives. Hence, the citizens are encourage to participate in

full effort to achieve the above-cited objectives.

Analysis of Strengths & Weaknesses of the Laws Passed: Attainment of National Objectives 24

…the state shall

maintain and

establish a

complete,

adequate and

integrated system

of education

relevant to the

goals of national

development.mm

“

”

In this act, education shall be the right of every individual. This

right must be exercised attaining full quality education. It is

inclusive – regardless of sex, age, creed, socio-economic status,

physical and mental conditions, ethnic origin, political or other

affiliations. Hence, the State shall ensure, promote and

maintain equality of access to education and the enjoyment of

the benefits of education as well.

Along with equality and inclusiveness in education, the State

shall also promote the right of the nation’s cultural

communities in the exercise of our right to develop ourselves

within the context of our cultures, customs, traditions, interest

and belief, and recognizes education as an instrument for our

maximum participation in national development and in

ensuring their involvement in achieving national unity.

The State, with this law, is bestowed to achieve the following

objectives for the educational system in the country:

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;

c. acquire the essential educational foundation of his

development into a productive and versatile citizen;

2. Train the nation's manpower in the middle-level skills

for national development;

3. Develop the profession that will provide leadership for

the nation in the advancement of knowledge for

improving the quality of human life; and,

Analysis of Strengths & Weaknesses of the Laws Passed: Attainment of National Objectives 25

The state shall

ensure a free and

inclusive

education to all

Filipino

citezens.mm

“

”

4. Respond effectively to changing needs and conditions

of the nation through a system of educational planning

and evaluation.

The above-mentioned 4 objectives are necessary in the

attainment of national development goals.

Quality of Output and Competitiveness

Ensuring quality education is a primary function of the State.

EFA Global Monitoring Report of 2005 has specified what

quality education needs to be, considering factors and elements

affecting it. The framework below shows what it is.

Figure 1

A Framework for Understanding Education Quality

In the quest towards high quality of output and competitiveness

in education, there is a need to have well-trained teachers,

Analysis of Strengths & Weaknesses of the Laws Passed: Quality of Output and Competitiveness 26

Quality of output

and

competitiveness is

determined by

how high quality

education is

achieved .mm

“

”

sufficient learning resources, and the likes. The framework

shown in Figure 1 best describes how a quality education

should work.

Moreover, Moyle (2004) in his study provides the needed

characteristics on how to produce quality outcomes. First and

foremost, he identified the key which lies on the educators. The

following are the gist of his findings:

1. Understands cultural and cross-cultural settings;

2. Demonstrates high level of communication skills;

3. Shows ability to work in and within a community;

4. Illustrates the ability to work on a broader collegial

network;

5. Possesses high level of professionalism and integrity;

and,

6. Exemplifies high level of self and professional

awareness.

With these, it is assured accordingly that good outcomes will

follow.

Different ideas and notions with regards to quality of output

and effectiveness are defined in such unique way which grants

itself to achieve one.

On the other hand, Amanchukwu (2011) made point on the role

of the government in enhancing the education of the country.

She stressed that “The type of education given to the people of

a nation determines the type of government that might exist in

that country”.

The type of

education given

to the people of a

nation determines

the type of

government that

might exist in that

country.mm

“

”

Analysis of Strengths & Weaknesses of the Laws Passed: Quality of Output and Competitiveness 27

Strengths and Weaknesses: An Analysis

Five notable laws are passed in consonance with the findings

and recommendations of EDCOM Report of 1991. These are as

follows:

1. RA 7722: Higher Education Act of 1994;

2. RA 7796: TESDA Act of 1994;

3. RA 7784: Teacher Education Act of 1994;

4. RA 7836: LET Law of 1994; and,

5. RA 7797: Lengthening of School Calendar Act of 1994.

These laws were subjected for a review considering the

following themes:

1. Responsiveness to global market;

2. Attainment of national objectives; and,

3. Quality of output and competitiveness.

On RA 7722: Higher Education Act of 1994


The Philippine government tries to keep in pace with

the international developments and standards. Hence,

we can consider that through CHED, colleges and

universities will be at its place for competing against

global standards.

Though the government’s educational sector tried to

compete with the said standards (e.g. Bologna Accord,

Washington Accord), there must be a systematized plan

& investment in the fulfilment of it.


Basically, the law is enacted to carry out the realization

of achieving the national development goals. Through

Laws derived from

EDCOM Report

shall at least

address the need

on international

standards, quality

and the

attainment of the

States’

objectives.mm

“

”

Analysis of Strengths & Weaknesses of the Laws Passed 28

CHED, national objectives are the ultimate threshold of

output and outcome of every education endeavors.


Students graduated in our country, who typically

receives education from our HEIs, is not considered to

be having the same competencies compared to what

they have. For instance, common scenarios (not in all

situation) include medicine graduates who are supposed

to be doctors are only categorized as nurses in USA.

Other cases in some places in Europe include having

PhD or EdD holders being classified as only MA/MS

graduates. The Bologna Accord and Washington

Accord are the primary cause of these results.

Strength: Through CHED, setting standards for competencies

is seen. Also, Higher Education Institutions (HEIs) had foster

competency in overcoming the three complex and more

formidable context of global trends, which are as follows: the

massification of higher education; corporatization of

educational institutions; and, globalization.

Weakness: The organization itself, CHED, is always criticized

to be practicing the jurassic role tradition, where the

commission acts as if they hold HEIs’ operations and services

(practicing the job of the then Bureau of Higher Education

under DECS). Critics commented “it should not be” rather by

helping HEIs carry out their true purpose of existence.

The commission is also criticized annually be militant groups

and student sectors on its power in controlling increased

Tuition and Other Fees Increases (TOFIs).

…there must be a

systematized plan

& investment in

the fulfilment of

it.mm

“

”


RA 7796: TESDA Act of 1994


TESDA graduates are recognized in the global market

because of its training programs that mold skills

development. Through its National Competency

certificates, graduates are not only accepted here in our

country but also in abroad. Blue collar jobs trained by

TESDA are oftentimes earning much compared to

white collar workers.

The recent report on responsive to the needs of the

global market of World Economic Forum (WEF) in

September 2011 ranks Philippines at number 65 out of

144 economies. This is a good leap from no.75 to its

present rank. One of the major causes is because

Philippines, so far, is improving its education and

training development.


Primarily, TESDA’s goals are anchored with the

national development goals. The institution promotes

and strengthens the quality of technical education and

skills development programs in the country to build a

competitive citizen who can attain go with international

standards.

Five strategies are also implemented by TESDA in

order to achieve the said desired goal. These strategies

are currently implemented to address the real need of

the technical education and training of the nation. These

five are as follows: institutional capability building;

technical education and skills development program;

initiation of training programs; entrepreneurship

PH ranked 65th out

of 144 economies

in 2011 according

to WEF. This is

because of the

drive towards

instructional

improvement.mm

“

”


programs; and, provision of employment opportunities

for trained manpower.


According to the World Competitiveness Yearbook,

conducted by the Switzerland-based Institute for

Management Development (IMD) in partnership with

the Asian Institute of Management (AIM)-Policy

Center, Philippines ranked 40th

among the 49 countries

covered. Though our country ranked in the bottom

(compared to our neighboring Asian nations),

Philippines has improved performance in different

aspects. Philippines scored high on having high on the

quality of human resource. This means that the labor

force, which comprised mostly of trained individuals,

receives quality training that leads to quality output.

TESDA’s initiative and innovations are much clearly

seen. On the contrary, the workforce of the country will

be much great if the government invested on its quality

training and education. IMD quoted that “the

Philippines' failure to improve labor productivity and

infrastructure prevented it from improving its overall

competitiveness ranking”.

Strength: Much has been said about the three themes which

fall under its strength. TESDA’s major attribute is the prime

mover of technical training and skills development in the

country, which some of its programs are recognized

internationally. TESDA Specialista innovates the sleeping

program of the previous years through the initiative of the new

administrators. Standards are also set by TESDA which other

tech-voc institutions must comply.

On a positive

note, the survey

cited that the

country's strength

is on the quality of

human

resources.mm

“

”


Weakness: One attribute of TESDA before is that “it is only

for those who couldn’t afford the degree programs”. Thus,

making a cruel impression in the said institution. The previous

administrations didn’t change any but remain stagnant. Now, it

is no longer the same sleeping giant as before.

RA 7784: Teacher Education Act of 1994


In partnership with the education sector, TEC is

designed to gear up with the international standards.

Hence, the law creates center of excellence and identify

institutions suited to receive one. Specific standard,

which is much cruel and strict, sees if an institution is

qualified to be a center of excellence. For example,

Philippine Normal University is granted as the Center

of Excellence in Teacher Education.

Standards set forth by the council made our educational

sector keep in pace with the global market.


The objectives of creating center of excellence and the

council is geared toward the attainment of our national

objectives. Both have ensured the quality that will be

observed and scrutinized towards the attainment of it.

Programs and innovations are also seen developed by

the council and centers.


In result, identified institutions as center of excellence

have brought their maximum performance to achieve a

quality output and competence. Rumors have said that

others are struggling to compete with the said standard.

Education in the

country must also

address global

calling on quality

standards.mm

“

”


Still, the point is towards the attainment of a quality

output and competence.

Strength: Sole and foremost feature of this act is the

establishment of centers of excellence. Identifying such

institutions promotes a high quality perspective. Other who

was not identified will be geared to include them to be one.

Hence, standards are getting high and services will be aligned

to the set criteria.

The created Council in the law is also a strength where it sees

how TEIs perform and set standards in their institutions.

Weakness: Though the law is geared toward high quality and

competence, Philippines is not yet aligned with the

international standards. The top universities of the country,

Ateneo De Manila and University of the Philippines, ranked

beyond the 200 spot according to the THES-QS World

University Rankings from the last five years.

RA 7836: LET Law of 1994


Essentially, making teaching practice as a professional

work is an answer towards the call on a quality

education. One attribute of a nation being responsive to

the global demands is achieving high quality education.

Thus, making teachers a part and parcel of this

development.


No question herein with regards to professionalizing

teachers and achieving national objectives. If an

individual is competent enough, then there is a high

significant correlation that the said objectives will be

achieved.

Still, PH higher

education is left

behind competing

with international

standards.mm

“

”


Through the board examination, teachers are qualified

into the practice in the teaching profession. The board

exam assesses the readiness of the teachers in terms of

its knowledge on liberal arts, pedagogy, and its field of

specialization.

With the formed Code of Conduct of Teachers, the

State is guaranteed that teachers will be morally and

professionally upright in the practice.


With the introduction of LET in the country, it is said

that teachers are competing against the standards. If an

individual passed the test, he/she is said to be passed

the threshold of standard of being a teacher.

Atleast, teachers without the so called “competence”

will be filtered among others, thus, delivering

significant instruction to the students.

Strength: LET is one of the factors that influences the overall

quality of teachers and teaching. This factor is the primary

trigger towards steering the attainment of quality education.

Much has been said with the discussions of the themes with

regards to the strength of the act. Moreover, the creation of the

Board for Professional Teachers adds up with the monitoring

and standardizing of criteria of quality together with the

academe.

Weakness: As can be seen, the R.A. 7836 is not a solution that

guarantees quality teachers. The government-funded LET only

legitimizes even those who lack teaching skills (Dela Cruz,

2013). TEIs must have the drive to improve their programs and

faculty since they are the source of unqualified graduates.

Conversely, CHED must gradually make the education

curriculum in pace with quality standards to ensure quality

…professionalization,

through certification,

does not mean

anything if the bulk

of LET takers are not

the best among the

best of the country’s

population.mm

“

” Prof. Rolando Dela Cruz

Award-winning Educator


graduates. It must be responsible, too, in immediately

abolishing the education programs of schools that consistently

failed to produce LET passers.

RA 7797: Lengthening of School Calendar Act of 1994

This act is passed to add 20 days to the former 200 school days

in the school year. No other significant matters are described

from the law. However, the ultimate aim is to achieve quality

education through receiving quality services from the DepEd.

Hence, it is implied that through adding of school days,

responsiveness to global standards and the attainment of

national development goals are much achievable.

Strength: Adding 20 days is parallel to receiving more

instruction and learning experiences.

Weaknesses: No assurance is guaranteed that learning would

be more meaningful and achievable if more time is added. Still,

perennial problems such as shortage of teachers, lack of

teachers’ competence, problems on adequate rooms & related

things, quality instructional materials, and the likes are

blocking the way towards a quality education. Hence, no

attribution is seen towards learning effectiveness and additional

time for learning if the said problems still exist.

The perennial

problems in the

educational system

still exist. Laws and

the State must

address this

problems.mm

“

”


R E F E R E N C E S

Batas Pambansa Bilang 232. Education Act of 1982.

CHED Memorandum Order No. 11.

De Jesus, E. C. (2011). Philippine higher education

challenges. Asian Institute of Management.

Dela Cruz, R. S. (2013). The Licensure Examination for

Teachers: Solution or anomaly? Manila Bulletin

(M.B.com.ph). Retrieved from

http://www.mb.com.ph/article.php?aid=10095&sid=22

&subid=72#.UaarXdJS3pd.

United Nations (2005). EFA global monitoring report.

Higher Education in the Philippines (2011). Wikipedia.

Retrieved from

http://en.wikipedia.org/wiki/Commission_on_Higher_

Education_(Philippines).

Llagas, A. T. (2008). Educational laws and surveys programs

and projects of the DepEd. Teacher Education Council,

DepEd: Pasig City.

Miralo, V. A. & Braid, F. R. (2000). Philippine educational

system. Quezon City: Katha Publishing Co., Inc.

Module 7 (n.d.). The role of Technical Education and Skills

Development Authority (TESDA) to Philippine

Development. Taguig City.

Republic Act No. 7722. An Act Creating the Commission on

Higher Education of 1994.

Republic Act No. 7796. An Act Creating the Technical

Education and Skills Development Authority of 1994.

Republic Act No. 7784. An Act to Strengthen Teacher

Education in the Philippines by Establishing Centers of

Excellence Creating a Teacher Education Council of

1994.

Republic Act No. 7836. An Act to Strengthen the Regulation

and Supervision of the Practice of the Teaching

Profession and Prescribing a Licensure Examination for

Teachers of 1994.

Republic Act No. 7797. An Act to Lengthen the School

Calendar from 200 Days to not more than 220 Class

Days of 1994.

Republic Act No. 9293. Ammendments to Certain Sections of

RA No. 7836.

Rothaermel, F. T. (2013). Global strategy: Competing around

the world. New York, USA: McGraw-Hill Companies,

Inc.

The Global Competitiveness Report (2012). Labor Market

Intelligence Report & Technical Education and Skills

Development Authority.

A P P E N D I C E S

Relevant Laws in School Legislation

1. RA 7662, Providing Reform on Legal Education;

2. RA 7722, Commission on Higher Education (CHED);

3. RA 7731, Abolishing NCEE;

4. RA 7743, Establishment of Congressional Cities,

Municipal Libraries and Barangay Reading Centers in the

Philippines

5. RA 7784, Teachers’ Education Council and

Establishment of Centers for Excellence for Teachers’

Education

6. RA 7796, Creating the TESDA;

7. RA 7797, Lengthening School Calendar to 220 school

days;

8. RA 7798, Establishment of Stock Educational

Cooperatives;

9. RA 7836, strengthening of the Regulation of the Practice

Teaching in the Philippines and prescribing a Licensure

Examination for Teachers

10. RA 7889, Establishing UP in Mindanao;

11. RA 8047, Book Publishing Industry Development Act;

12. RA 8190, Granting Priority Appointment or Assignment

to Public School Teachers Who Reside in a Barangay,

Municipality or City near the school;

13. RA 8292, Providing for Uniform Composition, Powers of

the Governing Board, Manner of Appointment and Term

of Office of the President of Chartered SUC’s;

14. RA 8491, Prescribing the Code of National Flag,

Anthem, Motto, Coat of Arm and other Heraldic Items

and Devices;

15. RA 8492, Establishing a National Museum and providing

for its Permanent Home;

16. RA 8496, Establishing the Philippine Science High

School System;

17. RA 8525, Establishing Adopt a School Program;

18. RA 8545, Providing Government Assistance to Students

and Teachers in Private Education; and

19. RA 8557, establishing the Philippine Judicial Academy

that shall serve as a Training School for Justices, Lawyers

and Court Personnel.

20. RA 4670, the Magna Carta for Public School Teachers.

21. R.A. 1265 and DECS Ruling #8: Penalizing all educational

institutions which do not observe the flag ceremony.

Supreme Court resolution declares that all school children

cannot be compelled to salute and pledge allegiance to the

flag if their religious beliefs ban them from doing so.

22. R.A. 6728: Government Assistance to Students and Teachers

of Private Education (GASTPE).

23. R.A. 8445: amending R.A. 6728: An Act providing

government assistance to students and teachers of private

education”, Expanded Government Assistance to Students

and Teachers in Private Education Act.

24. R.A. 8187: Paternity Leave Act of 1996 – grants paternity

leave of seven (7) days with full payment to married male

employees for the first four deliveries of the legitimate

spouse with whom he is cohabiting; such leave is not

cumulative and non-convertible to cash.

25. R.A. 7192: An Act Promoting the Integration of Women as

Full Partners of Men in Development and Nation Building

and for Other Purposes.

26. Educational Assistance Act of 1976: Study Now Pay Later

Plan

27. P.D. 176: Ownership, Control and Administration of

Educational Institutions

28. R.A. 6655 and DECS Order # 44, s. 1988: An Act

Establishing and Providing for A Free Public Secondary

Education and for Other Purposes; otherwise known as

“Free Public Secondary Act of 1988”

29. R.A. # 4090: Provides for State Scholarship in Science,

Arts and Letters for the poor but deserving students;

creating a State Scholarship Council to integrate,

systematize, administer, and Implement all program

scholarships and appropriating funds thereof.

30. R.A. 5447: Creation of a Special Education Fund Act

enacted in 1968 (to be constituted from the proceeds of

an additional real property tax and certain portion of taxes

in Virginia type cigarettes and duties imposed on

imported tobacco leaf. Activities shall be limited to:

31. organization and extension of classes

32. construction and repair of school buildings (aiding

provincial, municipal, city and barrio schools)

acquisition of school sites.

33. R.A. 1124 created 15 members of the Board of National

Education and reduced the membership of the Board to

eight (8). The highest policy making body in formulating

educational policies and direction and interests.

34. R.A. 6139: regulated the sectarian schools/private schools

in charging higher tuition fees.

35. R.A. 5698: Legal Education Board was created to

improve the quality of law schools.

36. R.A. 7687: an Act instituting/establishing scholarship

program for courses that will encourage the students to

pursue careers in science and technology. (Science and

Technology Scholarship Act of 1994)

37. R.A. 7743 : Establishment of city and municipal libraries.

38. R.A 7880: An Act providing for the fair and equitable

allocation of the DECS’ Budget for the Capital Outlay

(Fair and Equitable Access to Education Act).

39. R.A. 8292: Higher Education Modernization Act of 1997;

establish and maintain and support a complete, adequate,

and integrated system of education relevant to the needs

of the people and society.

40. R.A. 6850: An Act To Grant Civil Service Eligibility

Under Certain Conditions To Government Employees

Appointed Under Provisional or Temporary Status Who

Have Rendered a Total of Seven (7) Years of Efficient

Service.

41. R.A.8525: 1998 Act Establishing “Adopt-A-School

Program”; allowing private companies to assist/support in

upgrade and modernization of public schools particularly

those in poverty-stricken provinces.

42. R.A. 8491 : Prescribing the code of the national flag,

anthem, motto, coat of arms and other heraldic items and

devices of the Philippines (Flag and Heraldic Code of the

Philippines)

43. R.A. 7686: an Act to Strengthen the Manpower

Education and Training in the Philippines by

institutionalizing the Dual Training System as An

Instructional Delivery System of Technical, and

Vocational Education and Training; otherwise known as

“Dual Training System Act of 1994”

44. R.A. 7797: an Act To Lengthen the School Calendar

From Two Hundred Days to Not More Than Two

Hundred Twenty (220) class days

45. R.A. 8190: An Act Granting Priority to Residents of the

Barangay, Municipality or City Where the School is

Located in the Appointment or Assignment of Classroom

Public School Teachers.

46. R.A. 6972: an Act Establishing A Day Care Center in

Every Barangay, Instituting Therein A Total

Development and Protection of Children Program,

Appropriating Funds Thereof, and for Other Purposes.

47. R.A. 7624: An Act Integrating Drug Prevention and

Control in the intermediate and Secondary Curricula As

Well As In the Non-formal, Informal and Indigenous

Learning System and for Other Purposes

48. R.A. 7165: An Act Creating The Literacy Coordinating

Council, Defining Its Powers and Functions,

Appropriating Thereof, and for Other Purposes

49. R.A. 7743: An Act Providing For the Establishment of

Congressional City, and Municipal Libraries and

Barangay Reading Centers Throughout The Philippines

50. R.A. 7877: Anti-Sexual Harassment Act of 1995

51. R.A. 9163: National Service Training Program (NSTP) of

2001

52. R.A. 6139: An Act to Regulate Tuition and Other School

Fees of Private Educational Institutions.

53. RA 10533 Enhanced Basic Education Act of 2013, also

known as the K to 12 Basic Education Act

1987 Philippine Constitution Excerpt from Article XIV, 1987 Philippine Constitution

(Education, Science & Technology, Arts, Culture & Sports) –

This is the very fundamental legal basis of education the

Philippines. It stipulates the following:

the right of all citizens to quality education of all levels

provision for complete, adequate and integrated system of

education

free public education in the elementary and secondary

levels

availability of scholarship grants, loan programs, subsides

and other incentives for deserving students in the public

and private schools

provision for non-formal, informal and indigenous

learning systems

inclusion of the study of Constitution in the curriculum

education to put emphasis on the inculcation of

nationalism & patriotism as well as other values deemed

important in developing better persons and responsible

citizens

supervision and regulation of all educational institutions

by the State

sole ownership of educational institutions by at least 60%

of the capital from Filipino citizens

tax exemptions for non-stock and non-profit educational

institutions

enjoyment of academic freedom (teachers, students,

institutions) in all institutions of higher learning

State’s protection for academic, non-academic and non-

teaching personnel

Highest budgetary allocation for education

Filipino as the national language; Filipino and English as

official languages for use in communication and

instruction

creation of National Language Commission

promotion of science and technology

preservation and enrichment of Filipino culture

promotion of physical education and other related

programs

The cover design for this project was

first used in the lay-outing of the

Mother Tongue-Based Multilingual

Education Learner’s Material for Grade

2. This is the second version of the

cover, collaboratively crafted by

Raymar Francia and Rejulios Villenes.

EDCOM Report of 1991

Education

Transcript of EDCOM Report of 1991