NATURE OF TEACHING AND TEACHING ROLES

Teaching
 Is the profession concerned with classroom instruction at the elementary and
secondary levels in accordance with the curriculum prescribed by the Department of
Education whether on part-time or full-time basis in public or private schools.

1. is an occupation

2. may also mean the myriad of activities associated [with] teaching

 like when one explains, asks, reviews, demonstrates, submits requirements, attends
official meetings, advises students, and checks on attendance.

3. is an act itself

 It involves the common activities in the classroom and the teaching strategies and
techniques, but focuses on the intent to make teaching work to make teaching work
to the full advantage of the learners by effective interaction of teacher and students in
the understanding of a particular subject matter.

"Teaching as an act is construed as the most essential act, without which there is no need
for activities that teachers engage in outside of classroom work, like
Attending seminars, meetings, and conferring with parents. It is like saying there are
activities that teachers do as part of their job but not when they are engaged in the act of
teaching."

4. a process or set of actions to induce learning and eventually to induce learning and
eventually to

 This definition stresses the need for planning for teaching, the process of teaching,
and the achievement aspect, which means teaching is a deliberate process; it does
not just happen.

Teachers...

 Teachers (n.) 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.

The roles of a teacher

The teacher as a person...

 Teachers are more than mere bundles of knowledge, skill, and technique. There is
more to developing as a teacher than learning new skills and behaviors. Teachers
become the teachers [that] they are not just out of habit. Teaching is bound up with
their lives, their biographies, with the kinds of people they have become.
Teachers are people, too...

 You cannot understand the teacher or teaching without understanding the person
that the teacher is. And you cannot change the teacher in fundamental ways, without
changing the person the teacher is, either. This means that meaningful or lasting
change will almost inevitably be slow.
 FOUR PILLARS OF EDUCATION
 The Four pillars of Education all started with the
report entitled "Learning the Treasure Within" of the
International Commission of Education for the
Twenty first Century. It was published by the
UNESCO.
 The report itself provides new insights into
education for the 21st century. It stresses that each
individual must be equipped to seize learning opportunities throughout life, broaden
one's knowledge, skills and attitudes, and adapt to a changing, complex, and
interdependent world
Learning to Know
 Learning to Know involves the acquisition and
development of knowledge and skills that are
needed to function in the world. Examples of
skills under this pillar of learning include
literacy, numeracy, and critical thinking.
 Implies learning how to learn by developing one's
concentration, memory skills and ability to think;
acquiring the instrument of understanding.
 The role of the teacher is as a facilitator, catalyst,
monitor, and evaluator of learning
Learning to do
 Learning to Do involves the acquisition of skills that
would enable individuals to effectively participate in
the global economy and society. These skills are
often linked to occupational success, such as
vocational and technical skills, apprenticeships, and
leadership and management competencies.
 One must learn how to think creatively, critically,
and holistically, and how to deeply understand the
information that is presented.
 Represents the skillful, creative, and discerning
application of knowledge.
 To perform a job or work, the learning to do must be fulfilled. This entails the
acquisition of competence that enables people to deal with a variety of situations and
to work in teams.
Learning to Live Together
 Learning to Live Together involves the
development of social skills and values
such as respect and concern for others,
social and inter-personal skills and an
appreciation of the diversity among people.
These skills would enable individuals and
societies to live in peace and harmony. Vital
in building a genuine and lasting culture of
peace in the world.
 Can be achieved by developing an
understanding of others and their history, traditions and spiritual values, and
appreciation of interdependence.
 Teachers should help the students realize the value of being able to live together, in
their gradually enlarging world: home, school, community, city, town, province,
country, and the world as a global village
Learning to Be
 Learning to Be involves activities that promote
holistic personal development (body, mind and
spirit), for an all- round „complete person.‟ These
include cultivating one‟s self analytical and
socials skills, creativity, personal discovery and
an appreciation of the inherent value provided by
these pursuits. An example under this pillar is a
teacher who participates in training workshops
that will enhance his/her knowledge and skills in the teaching learning process.
 It refers to the role of education in developing all the dimensions of the complete
person: to achieve the physical, intellectual, emotional and ethical integration of
individual into a complete man. It pertains to the overall development of the human
person as individual and as member of the society.
Four pillars of education are defined to be "learning that allows the students to
take a journey from continuous learning throughout life to learning to live together
in peace and harmony in a globalizing world.

HISTORICAL FOUNDATIONS OF PHILIPPINE EDUCATION

Pre-colonial Period Structure
• Decentralized, Unstructured, Informal
• Devoid of methods (systems), Oral tradition
• Baybayin-unique writing system
• Alibata- Alphabet (Alif and Bata; Arabic origin)
• Acquisition of knowledge and skills through observation, imitation, practice
• Practical, Hands on
• Teachers-Parents; Tribal Tutors
• Purpose-Survival
Lessons
• Mothers educated their female children in housekeeping, weaving, basket-making
and other agriculture-related activities.
• Fathers trained their male children in hunting, carpentry, agriculture, shipbuilding
and mining. Skills taught would vary on their industries and locations, i.e., whether
highland, lowlands or along seashores.
• Vocational trainings than academics
Spanish Period Structure
• Religion oriented-religious orders
• Education for the elite
• Educational Decree of 1863- one primary school for boys and girls in each town
• supervised by the municipal government (1st education system in Asia)
• Establishment of normal school for male teachers- supervised Jesuits
• Free primary instruction regardless of race and social class, no grade levels
• Inadequate, suppressed, and controlled, not uniformed
 • Teachers Spanish missionaries and friars who studied local languages and the
baybayin
• Lessons 3r‟s-Reading, „riting, religion, Spanish language-compulsory
Doctrina Christinia
• 1590- First book printed in Chinese language version
• 1593- Spanish and Latin version in
Latin and baybayin scripts
 Ilustrados (enlightened ones)- well-
educated middle class led the
Philippine Independence movement
 Used Spanish as their common
language
 Jose Rizal, Graciano Lopez Jaena,
Marcelo H. Del Pilar, Mariano
Ponce,Antonio Luna

First Philippine Republic

• Spanish-American War
• Aguinaldo‟s Republic under a Revolutionary Government (First Philippine Republic)
• August 29, 1898-Schools were closed briefly but reopened in by the Secretary of
Interior
• The Burgos Institute (First law school), Academia Militar (First military academy),
Literary University were established.
• Article 23 of Malolos Convention-Public schools were free and obligatory.

American Period (1898-1946)

Schurman Commission
• improved public school system, which was highly centralized
• Installed by the Philippine Commission in 1901
• Free Primary Education
• Free learning materials
 English became a medium of instruction
 Religion was out, American culture, especially the English language was in
 1000 Thomasites came to the Philippines between 1901-1902
 Barangay schools
 Philippine Normal School (Philippine Normal University)
Three levels of education
 The "elementary" level consisted of four primary years and 3 intermediate years.
 The "secondary" or high school level consisted of four years
 The "college" or tertiary level.
 PHILOSOPHICAL FOUNDATIONS OF EDUCATION

ESSENTIALISM (William C. Bagley)

-teaching basic skills and training the mind

Why teach?
 Essentialist teachers teach learners to acquire basic knowledge, skills, and values.
 They teach “not to radically reshape society.
 They teach to transmit the traditional moral values and intellectual knowledge that
students need to become model citizens.
What to teach?
 Academic content-basic skills or the fundamental r‟s (reading, „riting, „rithmetic,
right conduct)
 Essentialist curriculum-”traditional” disciplines like math, natural science, history,
foreign language, literature
 Little emphasis on students‟ interests
How to teach?
 Teachers are expected to have mastery of subject matter. Teachers have to observe
“core requirements, longer school days, longer academic years…”
 They are seen as fountain of information and as paragon on virtue.
 Prescribed books, drill method, lecture method to cover as much academic content as
possible
 The tools include lecturing, memorization, repetition, practice, and assessment.

PROGRESSIVISM (John Dewey)

-Learners are taught how to think rather than rely on rote memorization.

Why teach?
 Progressivist teachers teach to develop learners into becoming enlightened and
intelligent citizens of a democratic country.
They prepare students to live to the fullest NOW and to not prepare for their adult life

What to teach?
 Need-based and relevant curriculum-responds to students‟ needs and “relates to
students‟ personal lives and experiences.”
 Educators accept the impermanence of life and the inevitability of change.
 They are more concerned with teaching learners how to cope with change.
 They focus on the teaching of skills and processes in gathering and evaluating
information and problem-solving instead of facts or information which can become
obsolete in the future.
 Natural and social sciences, new scientific, technological, and social developments
How to teach?
 Experiential method-Learning by doing
 Book learning is no substitute for actual learning.
 Problem-solving method/scientific method (problems which learners can encounter
in real life.
 Hands-on-minds-on” teaching methodology (field trips allowing learners to interact
with nature and society)
 Thought-provoking games and puzzles

BEHAVIORISM (B.F. Skinner)

-Modification and shaping of students‟ behavior
-Carrot and Stick concept of reinforcing students‟ behavior

Why teach?
 Learners are a product of their environment.
 Teachers rely on observable behavior.
 Teachers are after students who exhibit desirable behavior in society.
 -Learning is seen as nothing more than the acquisition of new behavior based on
environmental conditions.
What to teach?
 Teachers teach students to respond favorably to various stimuli in the environment.
 rewarding positive behaviors and punishing negative ones
 Examples of positive reinforcements-praising the child in successfully accomplishing
a task on time, a good grade for doing correct answer or a feeling of increased
accomplishment or satisfaction or giving chocolate to a positive response
How to teach?
 Teachers should “arrange environment conditions for students to respond to stimuli.
 Physical variables-light, temperature, arrangement of furniture, size and quantity of
visual aids
 Stimuli-clear and interesting to capture and hold students‟ attention
 Incentives to reinforce positive responses and behavior and punishment to eliminate
negative ones (Trespeces, 1995 as qtd in Serapio)

PERENNIALISM (Mortimer Adler, Jacques Maritain, Robert Hutchins)

 Teacher-centered educational philosophy that focuses on everlasting ideas and
universal truths

Why teach?
 Humans are rational animals.
 School’s role- develop the students‟ moral and rational powers
  Teachers’ role-less concerned with student interest and more concerned with
transferring knowledge from older generations to younger generations.
 Focus of education- “ideas that have lasted for centuries believing the ideas are as
relevant and meaningful today as when they were written”
What to teach?
 All human beings possess the same essential nature.
 Subjects-humanities and general education; not a specialist curriculum
 Less emphasis on vocational and technical education.
 Greek books of ancient and medieval as well as modern times are a repository of
knowledge and wisdom
 Materials-Great books
How to teach?
 Centered around teachers
 Students‟ interests or experiences do not dictate what they teach.
 Creative techniques and other tried and true methods to discipline students‟ minds
 Socratic dialogues, mutual inquiry sessions to understand history‟s most timeless
concepts
EXISTENTIALISM (Jean-Paul Sartre, Soren Kierkegaard)
 focuses on the student‟s freedom and agency to choose their future

Why teach?
 “Help students understand and appreciate themselves as unique individuals who
accept complete responsibility for their thoughts, feelings, and actions.”
 “Experience precedes essence”
 Teachers‟ Role-help students define their own existence by exposing them to various
paths they take in life and by creating an environment in which they freely choose
their own preferred way.
 Education of the whole person not just the mind (feelings not divorced from reason
What to teach?
 Students are given wide variety of options.
 They can choose the subject matter, but humanities are emphasized to provide
students with vicarious experiences that will help unleash their own creativity and
self-expression.
 E.g. rather than focusing on historical events, existentialists focus upon the actions of
historical individuals (models for students‟ own behavior)
 Vocational Education-teaching students about themselves and their potential than
earning a livelihood.
 Arts encourages individual creativity and imagination more than copying and
imitating established models.
 OTHER LAWS RELEVANT TO TEACHING PROFESSION

Republic Act No. 6728

SECTION 1: Government Assistance To Students and Teachers In Private Education

Act

SECTION 2: Declaration of Policy

-to promote and make quality education accessible to all Filipino citizens.

-recognizes the complementary roles of public and private educational institutions in the
educational system and the invaluable contribution that the private schools have made and
will make to education.

-provide the mechanisms to improve quality in private education by maximizing the use of
existing resources of private education, recognizing in the process the
governmentresponsibility to provide basic elementary and secondary education as having
priority over its function to provide for higher education.

SECTION 3. Criteria for Assistance

-tuition fees charged by the schools,

-the socio-economic needs of each region,

-overall performance of the schools,

-the academic qualifications and the financial needs of the students,

-the geographic spread and size of student population.

-family income is not more than thirty six thousand pesos (P36,000) or such amount as
may be determined by the Council, as defined hereinafter.

-students who are citizens of the Philippines.

SECTION 4. Forms of Assistance.

- Assistance to private education shall consist of:

(1) Tuition fee supplements for students in private high schools, including

students in vocational and technical courses;

(2) High School Textbook Assistance Fund: Provided, That students in public

schools shall be provided a comprehensive textbook program under the

Secondary Education Development Program (SEDP);

(3) Expansion of the existing Educational Service Contracting (ESC) Scheme;

(4) The voucher system of the Private Education Student Financial Assistance
Program (PESFA);

(5) Scholarship grants to students graduating as valedictorians and salutatorians

from secondary schools;

(6) Tuition fee supplements to students in private colleges and universities;

(7) Education Loan Fund; and

(8) College Faculty Development Fund.

SECTION 12. Limitation.

- The right of any student to avail himself of the benefits under this Act shall not apply:

(a) If he fails for one (1) schoolyear in the majority of the academic subjects in which he has
enrolled during the course of his study unless such failure is due to some valid cause
beyond his control; and

(b) If he enrolls for the first time, or transfers, outside of the region where he is domiciled
unless the course he wants to pursue is a priority course as determined by the Department
of Education, Culture and Sports and is not offered in any private school in his region.

Republic Act No. 8545 February 24, 1998

AN ACT AMENDING REPUBLIC ACT NO. 6728, OTHERWISE KNOWN AS "AN ACT
PROVIDING GOVERNMENT ASSISTANCE TO STUDENTS AND TEACHERS IN PRIVATE
EDUCATION AND APPROPRIATING FUNDS THEREFOR," ESTABLISHING A FUND FOR
THE PURPOSE OF SUBSIDIZING SALARIES OF PRIVATE SCHOOL TEACHERS, AND
APPROPRIATING FUNDS THEREFOR

Title: Expanded Government Assistance to Students and Teachers in Private

Education Act

Preference shall be given to students whose family income is not more than Seventy-two
thousand pesos [P72,000.00] or such amounts as may be determined by the respective
councils, as defined hereinafter.

REMOVED IN RA 8545

SECTION 10. Consultation.

- In any proposed increase in the rate of tuition fee, there shall be appropriate
consultations conducted by the school administration with the duly organized parents and
teachers associations and faculty associations with respect to secondary schools, and with
students governments or councils, alumni and faculty associations with respect to colleges.
For this purpose, audited financial statements shall be made available to authorized
representatives of these sectors. Every effort shall be exerted to reconcile possible
differences. In case of disagreement, the alumni association of the school or any other
impartial body of their choosing shall act as arbitrator.

ADDED TO RA 8545

SEC. 12. In-service Training Fund [Inset Fund]

SEC. 14. Teachers' Salary Subsidy Fund.

SEC. 16. Appropriations.

– The amount needed to implement these programs shall be provided for in the annual
General Appropriations Act for the year 1998. The appropriation of One billion pesos
(P1,000,000,000.00) already appropriated under the General Appropriations Act of 1998
shall be used for this purpose.

"All funds appropriated for this purpose shall be constituted as a trust fund to be
administered by the State Assistance Council, which shall be directly and
automatically released to the different regional offices of the DECS.

Republic Act No. 8491 February 12, 1998

AN ACT PRESCRIBING THE CODE OF THE NATIONAL FLAG, ANTHEM, MOTTO, COAT-
OF-ARMS AND OTHER HERALDIC ITEMS AND DEVICES OF THE PHILIPPINES

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

assembled:

SECTION 1. Short title. – This Act shall be known as the "Flag and Heraldic Code of

the Philippines."

SECTION 2. Declaration of policy.

– Reverence and respect shall at all times be accorded the flag, the anthem, and other
national symbols which embody the national ideals and traditions and which express the
principles of sovereignty and national solidarity. The heraldic items and devices shall seek
to manifest the national virtues and to inculcate in the minds and hearts of our people a
just pride in their native land, fitting respect and affection for the national flag and anthem,
and the proper use of the national motto, coat-of-arms and other heraldic items and
devices.
 INTRODUCTION TO RA 7877

ANTI-SEXUAL HARASSMENT ACT -BING VIDEO

REPUBLIC ACT NO. 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 SCHOOLTEACHERS

SECTION 1.

In the appointment or assignment of teachers to public elementary or secondary

schools, priority shall be given to bona fide residents of the barangay, municipality, city or
province where the school is located: provided, that the teacher possesses all the minimum
qualifications for the position as required by law.

Protests regarding the appointment or assignment of classroom public schoolteachers

shall prescribe in three (3) months upon the issuance of such appointments or assignment.

Republic Act No. 9262 March 08, 2004

AN ACT DEFINING VIOLENCE AGAINST WOMEN AND THEIR CHILDREN, PROVIDING

FOR PROTECTIVE MEASURES FOR VICTIMS, PRESCRIBING PENALTIES
THEREFORE, AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippine Congress

Assembled:

SECTION 1. Short Title.- This Act shall be known as the "Anti-Violence Against
Women and Their Children Act of 2004".

SECTION 2. Declaration of Policy.

- It is hereby declared that the State values the dignity of women and children and
guarantees full respect for human rights. The State also recognizes the need to protect the

family and its members particularly women and children, from violence and threats to their
personal safety and security.

Towards this end, the State shall exert efforts to address violence committed against
women and children in keeping with the fundamental freedoms guaranteed under the
Constitution and the Provisions of the Universal Declaration of Human Rights, the
convention on the Elimination of all forms of discrimination Against Women, Convention on
the Rights of the Child and other international human rights instruments of which the
Philippines is a party.
SECTION 3. Definition of Terms.

- As used in this Act,

(a) "Violence against women and their children" refers to any act or a series of acts
committed by any person against a woman who is his wife, former wife, or against a woman
with whom the person has or had a sexual or dating relationship, or with whom he has a
common child, or against her child whether legitimate or illegitimate, within or without the
family abode, which result in or is likely to result in physical, sexual, psychological harm or
suffering, or economic abuse including threats of such acts, battery, assault, coercion,
harassment or arbitrary deprivation of liberty. It includes, but is not limited to, the
following acts:

A. "Physical Violence" refers to acts that include bodily or physical

harm;

B. "Sexual violence" refers to an act which is sexual in nature, committed against a

woman or her child. It includes, but is not limited to:

a) rape, sexual harassment, acts of lasciviousness, treating a woman or her child as a sex
object, making demeaning and sexually suggestive remarks, physically attacking the sexual
parts of the victim's body, forcing her/him to watch obscene publications and indecent
shows or forcing the woman or her child to do indecent acts and/or make films thereof,
forcing the wife and mistress/lover to live in the conjugal home or sleep together in the
same room with the abuser;

b) acts causing or attempting to cause the victim to engage in any sexual activity by force,
threat of force, physical or other harm or threat of physical or other harm or coercion;

c) Prostituting the woman or child.

C. "Psychological violence" refers to acts or omissions causing or likely to cause mental or

emotional suffering of the victim such as but not limited to intimidation, harassment,
stalking, damage to property, public ridicule or humiliation, repeated verbal abuse and
mental infidelity. It includes causing or allowing the victim to witness the physical, sexual
or psychological abuse of a member of the family to which the victim belongs, or to witness
pornography in any form or to witness abusive injury to pets or to unlawful or unwanted
deprivation of the right to custody and/or visitation of common children.

D. "Economic abuse" refers to acts that make or attempt to make a woman financially
dependent which includes, but is not limited to the following:

1. withdrawal of financial support or preventing the victim from engaging in any legitimate
profession, occupation, business or activity, except in cases wherein the other
spouse/partner objects on valid, serious and moral grounds as defined in Article 73 of the
Family Code;
2. deprivation or threat of deprivation of financial resources and the right to the use and
enjoyment of the conjugal, community or property owned in common;

3. destroying household property;

4. controlling the victims' own money or properties or solely controlling the conjugal money
or properties.

(b) "Battery" refers to an act of inflicting physical harm upon the woman or her child
resulting to the physical and psychological or emotional distress.

(c) "Battered Woman Syndrome" refers to a scientifically defined pattern of psychological

and behavioral symptoms found in women living in battering relationships as a result of
cumulative abuse.

(d) "Stalking" refers to an intentional act committed by a person who, knowingly and
without lawful justification follows the woman or her child or places the woman or her child
under surveillance directly or indirectly or a combination thereof.

(e) "Dating relationship" refers to a situation wherein the parties live as husband and wife
without the benefit of marriage or are romantically involved over time and on a continuing
basis during the course of the relationship. A casual acquaintance or ordinary socialization
between two individuals in a business or social context is not a dating relationship.

(f) "Sexual relations" refers to a single sexual act which may or may not result in the
bearing of a common child.

(g) "Safe place or shelter" refers to any home or institution maintained or managed by the
Department of Social Welfare and Development (DSWD) or by any other agency or voluntary
organization accredited by the DSWD for the purposes of this Act or any other suitable
place the resident of which is willing temporarily to receive the victim.

(h) "Children" refers to those below eighteen (18) years of age or older but are incapable of
taking care of themselves as defined under Republic Act No. 7610. As used in this Act, it
includes the biological children of the victim and other children under her care.

REPUBLIC ACT No. 9710 August 14, 2009

AN ACT PROVIDING FOR THE MAGNA CARTA OF WOMEN

Be it enacted by the Senate and House of Representatives of thePhilippines in Congress

assembled:

SECTION 1. Short Title. - This Act shall be known as "The Magna Carta of Women".
SECTION 2. Declaration of Policy.

- Recognizing that the economic, political, and sociocultural realities affect women's current
condition, the State affirms the role of women in nation building and ensures the
substantive equality of women and men. It shall promote empowerment of women and
pursue equal opportunities for women and men and ensure equal access to resources and
to development results and outcome. Further, the State realizes that equality of men and
women entails the abolition of the unequal structures and practices that perpetuate
discrimination and inequality. To realize this, the State shall endeavor to develop plans,
policies, programs measures, and mechanisms to address discrimination and inequality in
the economic, political, social, and cultural life of women and men.

The State condemns discrimination against women in all its forms and pursues by all
appropriate means and without delay the policy of eliminating discrimination against
women in keeping with the Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW) and other international instruments consistent with Philippine
law. The State shall accord women the rights, protection, and opportunities available to
every member of society.

The State affirms women's rights as human rights and shall intensify its efforts to fulfill its
duties under international and domestic law to recognize, respect, protect, fulfill, and
promote all human rights and fundamental freedoms of women, especially marginalized
women, in the economic, social, political, cultural, and other fields without distinction or
discrimination on account of class, age, sex, gender, language, ethnicity, religion, ideology,
disability, education, and status.

The State shall provide the necessary mechanisms to enforce women's rights and adopt and
undertake all legal measures necessary to foster and promote the equal opportunity for
women to participate in and contribute to the development of the political, economic, social,
and cultural realms.

The State, in ensuring the full integration of women's concerns in the mainstream of
development, shall provide ample opportunities to enhance and develop their skills, acquire
productive employment and contribute to their families and communities to the fullest of
their capabilities.

In pursuance of this policy, the State reaffirms the right of women in all sectors to
participate in policy formulation. planning, organization, implementation, management,
monitoring, and evaluation of all programs, projects, and services. It shall support policies,
researches, technology, and training programs and other support services such as
financing, production, and marketing to encourage active participation of women in
national development.

SECTION 3. Principles of Human Rights of Women.

- Human rights are universal and inalienable. All people in the world are entitled to them.
The universality of human rights is encompassed in the words of Article 1 of the Universal
Declaration of Human Rights, which states that all human beings are free and equal in
dignity and rights.

Human rights are indivisible. Human rights are inherent to the dignity of every human
being whether they relate to civil, cultural, economic, political, or social issues.

Human rights are interdependent and interrelated. The fulfillment of one right often
depends, wholly or in part, upon the fulfillment of others.

All individuals are equal as human beings by virtue of the inherent dignity of each human
person. No one, therefore, should suffer discrimination on the basis of ethnicity, gender,
age, language, sexual orientation, race, color, religion, political, or other opinion, national,
social, or geographical origin, disability, property, birth, or other status as established by
human rights standards.

All people have the right to participate in and access information relating to the decision-
making processes that affect their lives and well-being. Rights-based approaches require a
high degree of participation by communities, civil society, minorities, women, young people,
indigenous peoples, and other identified groups.

States and other duty-bearers are answerable for the observance of human rights. They
have to comply with the legal norms and standards enshrined in international human
rights instruments in accordance with the Philippine Constitution. Where they fail to do so,
aggrieved rights-holders are entitled to institute proceedings for appropriate redress before
a competent court or other adjudicator in accordance with the rules and procedures
provided by law.
The State condemns discrimination against women in all its forms and pursues by all
appropriate means and without delay the policy of eliminating discrimination against
women in keeping with the Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW) and other international instruments consistent with Philippine
law. The State shall accord women the rights, protection, and opportunities available to
every member of society.

The State affirms women's rights as human rights and shall intensify its efforts to fulfill its
duties under international and domestic law to recognize, respect, protect, fulfill, and
promote all human rights and fundamental freedoms of women, especially marginalized
women, in the economic, social, political, cultural, and other fields without distinction or
discrimination on account of class, age, sex, gender, language, ethnicity, religion, ideology,
disability, education, and status.

The State shall provide the necessary mechanisms to enforce women's rights and adopt and
undertake all legal measures necessary to foster and promote the equal opportunity for
women to participate in and contribute to the development of the political, economic, social,
and cultural realms.

The State, in ensuring the full integration of women's concerns in the mainstream of
development, shall provide ample opportunities to enhance and develop their skills, acquire
productive employment and contribute to their families and communities to the fullest of
their capabilities.

In pursuance of this policy, the State reaffirms the right of women in all sectors to
participate in policy formulation. planning, organization, implementation, management,
monitoring, and evaluation of all programs, projects, and services. It shall support policies,
researches, technology, and training programs and other support services such as
financing, production, and marketing to encourage active participation of women in
national development.
REPUBLIC ACT NO. 10157

AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC

EDUCATION SYSTEM AND APPROPRIATING FUNDS THEREFOR

Be it enacted by the Senate and House of Representatives of the Philippine Congress

Assembled:

SECTION 1. Short Title. - This Act shall be known as the "Kindergarten Education
Act".

REPUBLIC ACT NO. 10533

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR
BASIC 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. Short Title. — This Act shall be known as the "Enhanced Basic Education
Act of 2013″.

SECTION 2. Declaration of Policy.

- The State shall establish, maintain and support a complete, adequate, and integrated
system of education relevant to the needs of the people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic education
shall be an empowered individual who has learned, through a program that is rooted on
sound educational principles and geared towards excellence, the foundations for learning
throughout life, the competence to engage in work and be productive, the ability to coexist
in fruitful harmony with local and global communities, the capability to engage in
autonomous, creative, and critical thinking, and the capacity and willingness to transform
others and one‟s self.

For this purpose, the State shall create a functional basic education system that will
develop productive and responsible citizens equipped with the essential competencies,
skills and values for both life-long learning and employment. In order to achieve this, the
State shall:

(a) Give every student an opportunity to receive quality education that is globally
competitive based on a pedagogically sound curriculum that is at par with international
standards;

(b) Broaden the goals of high school education for college preparation, vocational and
technical career opportunities as well as creative arts, sports and entrepreneurial
employment in a rapidly changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities through
the appropriate languages of teaching and learning, including mother tongue as a learning

resource.

SEVENTEENTH CONGRESS

First Regular Session

Begun and held in Metro Manila, on Monday, the twenty-fifth day of July, two thousand

sixteen.

REPUBLIC ACT NO. 10931

AN ACT PROMOTING UNIVERSAL ACCESS TO QUALITY TERTIARY EDUCATION BY

PROVIDING FOR FREE TUITION AND OTHER SCHOOL FEES IN STATE UNIVERSITIES
AND COLLEGES, LOCAL UNIVERSITIES AND COLLEGES AND STATE-RUN
TECHNICAL-VOCATIONAL INSTITUTIONS, ESTABLISHING THE TERTIARY
EDUCATION SUBSIDY AND STUDENT LOAN PROGRAM, STRENGTHENING THE
UNIFIED STUDENT FINANCIAL ASSISTANCE SYSTEM FOR TERTIARY EDUCATION,
AND APPROPRIATING FUND THEREFOR

Be it enacted by the Senate House of Representatives of Philippines in Congress assembled:

SECTION 1. Short Title. - This Act shall be known as the "Universal Access to Quality

Tertiary Education Act".

Section 2. Declaration of Policy. - It is hereby declared that quality education is an

inalienable right of all Filipinos and it is the policy of the State to protect and promote the
rights of all students to quality education at all levels. Therefore, the State shall take
appropriate steps to make such education accessible to all.

Likewise, the State hereby recognizes the complementary roles of public and private higher
education institutions and technical-vocational institutions in the educational system and
the invaluable contribution that the private tertiary schools have made and will make to
education. For these intents, the State shall:

(a) Provide adequate funding and such other mechanisms to increase the participation rate

among all socioeconomic classes in tertiary education;

(b) Provide all Filipinos with equal opportunity to quality tertiary education in both the

private and public educational institutions;

(c) Give priority to students who are academically able and who come from poor families;

(d) Ensure the optimized utilization of government resources in education;

(e) Provide adequate guidance and incentives in channeling young Filipinos in their career

choices and towards the proper development and utilization of human resources; and

(f) Recognize the complementary roles of public and private institutions in tertiary

educational system.