Vision, Mission, Core Values, and Mandate

The DepEd Vision

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for
effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for developing
life-long learners.

Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

Our Mandate
The Department of Education was established through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization
efforts in the 20th century in order to better define its purpose vis a vis the changing administrations and
charters. The present day Department of Education was eventually mandated through Republic Act 9155,
otherwise known as the Governance of Basic Education act of 2001 which establishes the mandate of this
agency.
 The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and
projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary
education institutions, including alternative learning systems, both public and private; and provides for the
establishment and maintenance of a complete, adequate, and integrated system of basic education relevant to
the goals of national development.

Features K-12
Strengthening Early Childhood Education (Universal Kindergarten)

Every Filipino child now has access to early childhood education through Universal Kindergarten. At 5 years
old, children start schooling and are given the means to slowly adjust to formal education.
Research shows that children who underwent Kindergarten have better completion rates than those who did
not. Children who complete a standards-based Kindergarten program are better prepared, for primary
education. Education for children in the early years lays the foundation for lifelong learning and for the total
development of a child. The early years of a human being, from 0 to 6 years, are the most critical period when
the brain grows to at least 60-70 percent of adult size.
In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in
their Mother Tongue.

Making the Curriculum Relevant to Learners (Contextualization and Enhancements)

Examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality.
This makes the lessons relevant to the learners and easy to understand.
Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency across all
levels and subjects.
Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and Information &
Communication Technology (ICT) are included in the enhanced curriculum.

Building Proficiency (Mother Tongue-Based Multilingual Education)

In Kindergarten to Grade 3, the child's dominant language is used as the language of learning.
Filipino and English language proficiency is developed from Kindergarten to Grade 3 but very gradually.
Mother Tongue is used in instruction and learning materials of other learning areas.
The learners retain their ethnic identity, culture, heritage and values.
Children learn better and are more active in class and learn a second language even faster when they are first
taught in a language they understand.

Ensuring Intergrated and Seamless Learning (Spiral Progression)

Basic concepts/general concepts are first learned.

 More complex and sophisticated version of the basic/general concepts are then rediscovered in the succeeding
grades.
This strengthens retention and enhances mastery of topics and skills as they are revisited and consolidated time
and again.
This also allows learners to learn topics and skills approriate to their developmental and cognitive skills.

Ensuring College Readiness

Working with CHED to:

Ensure alignment of Core and Applied Subjects to the College Readiness Standards (CRS) and new General Education (GE) Cu
Develop appropriate Specialization Subjects for the Academic, Sports, Arts and Design, and Technical Vocational Livelihood T

Strengthening TVET Integration in SHS

Working with CHED to:

Integrate TVET skills, competencies and qualifications in TLE in JHS and Technical Vocational Livelihood (TVL) track in SH
Ensure that any Grade 10 finisher and all Grade 12 TVL graduates are eligible for TESDA competency/qualifications assessme
II)
Prepare learning resources that are consitent with promulgated Training Regulations.
Develop appropriate INSET and certification programs for TLE teachers.

Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills)

After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a specialized Senior High
graduate will be ready to go into different paths may it be further education, employment, or entrepreneurship.

Every graduate will be equipped with:

Information, media and technology skills,

Learning and innovation skills,
Effective communication skills, and
Life and career skills.

History
Historical Perspective of the Philippine Educational System
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the
present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership
at certain periods/epochs in our national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children
were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal
tutors.
 The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal
tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite,
especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized
through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one
primary school for boys and girls in each town under the responsibility of the municipal government; and the
establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction
was free and the teaching of Spanish was compulsory. Education during that period was inadequate,
suppressed, and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a Revolutionary
Government. The schools maintained by Spain for more than three centuries were closed for the time being but
were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military
Academy of Malolos, and the Literary University of the Philippines were established. A system of free and
compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of American rule was
established upon the recommendation of the Schurman Commission. Free primary instruction that trained the
people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of
President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the
medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act
No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission
authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They
were the Thomasites.

Year Official Name of Department Official Titular Head Legal Bases

863 Superior Commission of Primary Chairman Educational Decree of 1863

Instruction

901-1916 Department of Public Instruction General Act. No. 74 of the Philippine Commission, Jan. 21,
Superintendent 1901

916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)

942-1944 Department of Education, Health and Commissioner Renamed by the Japanese Executive Commission,
Public Welfare June 11, 1942

944 Department of Education, Health and Minister Renamed by Japanese Sponsored Philippine Republic
Public Welfare

944 Department of Public Instruction Secretary Renamed by Japanese Sponsored Philippine Republic
Year Official Name of Department Official Titular Head Legal Bases

945-1946 Department of Public Instruction and Secretary Renamed by the Commonwealth Government
Information

946-1947 Department of Instruction Secretary Renamed by the Commonwealth Government

947-1975 Department of Education Secretary E.O. No. 94 October 1947 (Reorganization Act of
1947)

975-1978 Department of Education and Culture Secretary Proc. No. 1081, September 24, 1972

978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978

984-1986 Ministry of Education, Culture and Minister Education Act of 1982

Sports

987-1994 Department of Education, Culture and Secretary E.O. No. 117. January 30, 1987
Sports

994-2001 Department of Education, Culture and Secretary RA 7722 and RA 7796, 1994 Trifocalization of
Sports Education Management

001 - present Department of Education Secretary RA 9155, August 2001 (Governance of Basic Educatio
Act)

The high school system supported by provincial governments, special educational institutions, school of arts
and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the
Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the
University of the Philippines.

The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary
of Public Instruction.

Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive
Commission established the Commission of Education, Health and Public Welfare and schools were reopened
in June 1942. On October 14, 1943, the Japanese - sponsored Republic created the Ministry of Education.
Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved
for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the Department of
Instruction was made part of the Department of Public Instruction.

In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of
Education. During this period, the regulation and supervision of public and private schools belonged to the
Bureau of Public and Private Schools.
 In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry
of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major
organizational changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the
Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of
DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on
Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority
(TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational
programs, respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA
7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical
Education and Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS mandate to basic education which covers elementary,
secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary,
middle-level manpower training and development while CHED is responsible for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed
transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices
and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening
their leadership roles and (ii) school-based management within the context of transparency and local
accountability. The goal of basic education is to provide the school age population and young adults with
skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.

DepEd Management Structure

To carry out its mandates and objectives, the Department is organized into two major structural components.
The Central Office maintains the overall administration of basic education at the national level. The Field
Offices are responsible for the regional and local coordination and administration of the Departments
mandate. RA 9155 provides that the Department should have no more than four (4) Undersecretaries and
four (4) Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career
service officers chosen among the staff of the Department.

In 2015, the Department underwent a restructuring of its office functions and staffing. The result of which was
the Rationalization Plan for the new organizational structure. Details of the new structure are further explained
in DepEd Order No. 52, s. 2015, also known as the New Organizational Structures of the Central, Regional,
and Schools Division Offices of the Department of Education.

At present, the Department operates with four (4) Undersecretaries in the following areas:

Curriculum and Instruction

Finance and Administration
Governance and Operations
Legal and Legislative Affairs

Four (4) Assistant Secretaries are assigned in the following areas:

 Curriculum and Instruction
Finance and Administration
Governance and Operations
Legal and Legislative Affairs

Supporting the Office of the Secretary (OSEC) at the Central Office are the different strands, services, bureaus,
and divisions.

There are five (5) strands under OSEC:

Curriculum and Instruction

Finance and Administration
Governance and Operations
Legal and Legislative Affairs
Strategic Management

Five (5) attached agencies:

Early Childhood Care and Development (ECCD) Council

National Book Development Board (NBDB)
National Council for Children's Television (NCCT)
National Museum
Philippine High School for the Arts

Three (3) coordinating councils:

Adopt-a-School Program (ASP) Coordinating Council

Literacy Coordinating Council (LCC)
Teacher Education Council (TEC)

At the sub-national level, the Field Offices consist of the following:

Seventeen (17) Regional Offices, and the Autonomous Region in Muslim Mindanao (ARMM*), each headed
by a Regional Director (a Regional Secretary in the case of ARMM).
Two hundred twenty-one (221) Provincial and City Schools Divisions, each headed by a Schools Division
Superintendent. Assisting the Schools Division Offices are 2,602 School Districts, each headed by a District
Supervisor.

Under the supervision of the Schools Division Offices are 62,605 schools, broken down as follows:

49,209 elementary schools (38,648 public and 10,561 private)

13,396 secondary schools (7,976 public and 5,420 private)

*ARMM is included in the budget of the Department on the following:

Creation of teaching and non-teaching positions;
Funding for newly-legislated high schools;
Regular School Building Program; and
Certain foreign-assisted and locally-funded programs and projects.