Republic Act 7836

Republic Act 7836
Philippine Teachers Professionalization Act of 1994

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Republic Act 7836
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.
SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
Sec. 2. Statement of Policy. — The State recognizes the vital role of teachers in nation-
building and development through a responsible and literate citizenry.Towards this end, 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.cralaw
Sec. 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching
profession; and
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. — For purposes of this Act, the following terms shall mean:
(a) "Teaching" — refers to the profession concerned primarily with classroom

instruction, at the elementary and secondary levels in accordance with the curriculum
prescribed by the Department of Education, Culture and Sports, whether on part-time or
full-time basis in the private or public schools.
(b) "Teachers" — 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.
(c) "Board" — refers to the Board for Professional Teachers duly established and
constituted under this Act.
(d) "Commission" — refers to the Professional Regulation Commission.
ARTICLE II BOARD FOR PROFESSIONAL TEACHERS

Sec. 5. Creation and Composition of the Board. — There is hereby created under this
Act a Board for Professional Teachers, hereinafter called the Board, a collegial body under
the general supervision and administrative control of the Professional Regulation
Commission, hereinafter referred to as the Commission, composed of five (5) members who
shall be appointed by the President of the Philippines from among the recommendees
chosen by the Commission.The recommendees shall be chosen from the list of nominees
selected by the accredited association of teachers, who duly possess all the qualifications
prescribed in Section 8 of this Act.
The chairman and the voice-chairman of the Board shall be appointed from these five (5)
members by the President: Provided, That the members of the first Board appointed under
this Act shall be automatically registered as professional teachers and issued with the
certificate of registration and professional license upon payment of the fees for examination,
registration, and other fees prescribed by the Commission.
Sec. 6. Duties and Function of the Board. — The Board shall have the following duties
and functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out
the provisions of this Act in accordance with the charter of the Professional Regulation
Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use
buildings and facilities of public or private schools for examination purposes;
(c) Issue, suspend, or revoke the certificate of registration for the practice of the
teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of
the teaching profession.Such ethical standards, rules and regulations to take effect sixty
(60) days after its publication in the Official Gazette or in any newspaper of general
circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional teachers
in the Philippines;
(h) Adopt an official seal of the Board;cralaw
(i) Look into the conditions affecting the practice of the teaching profession and
whenever necessary, adopt such measures as may be deemed proper for the enhancement
and maintenance of high professional and ethical standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary education
comply with the essential requirements for curricula, faculty and facilities for the elementary
and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and
professional standards for professional teachers as it may come to the knowledge of the
Board, and for this purpose, to issue subpoena and subpoena duces tecum to secure the
appearance of witnesses and the production of documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem necessary
for the practice of the teaching profession and the upgrading, enhancement, development
and growth of education in the Philippines.
Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three
(3) years from the date they assume office: Provided, That the first appointees to the Board
under this Act shall hold office according to the following terms: one (1) member shall serve
for one (1) year; one (1) member for two (2) years; the chairman, vice-chairman, and one
(1) member for three (3) years. Vacancies shall be served for the unexpired term only. No
person who has served for two (2) consecutive terms shall be eligible for
reappointment.Appointment to fill an unexpired term shall be considered an appointment to
a complete term.
The chairman or any member shall take his oath of office prior to the performance of his
duties.
Sec. 8. Qualification of Board Members. — Each Board member must at the time of his
appointment:
(a) Be a citizen and resident of the Philippines;

(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high
moral values in his personal as well as professional conduct and has not been convicted of
any offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and
preferably a holder of a master's or doctorate degree in education, or their equivalents,
from a university, school, college, academy or institute duly constituted, recognized and/or
accredited by the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid professional
license, save those members who shall compose the first Board for Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for at
least ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any
university, college, school, or institution conferring a bachelor's degree in education or its
equivalents for at least three (3) years prior to his appointment, and neither connected with
a review center or with any group or association where review classes or lectures in
preparation for the licensure examination are offered or conducted.
Provided, however,That, the membership to the Board shall be evenly distributed to cover
all levels of education, including equitable representation of the different fields of
specialization.
Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of

the Board shall receive compensation comparable to the compensation received by existing
regulatory boards under the Professional Regulation Commission, computed on the basis of
the number of examinees/candidates.
Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be
under the supervision and control of the Commission. All records, including applications for
examination, examination papers and results, minutes of deliberation, administrative cases
and investigative cases and investigations involving professional teachers shall be kept by
the Commission.
Sec. 11. Secretariat and Support Services. — The Professional Regulation Commission,
through its chairman, shall provide the secretariat and other support services to implement
effectively the provisions of this Act.cralaw
Sec. 12. Removal of a Board Member. — The chairman or any member of the Board may
be removed by the President of the Philippines upon recommendation of the Commission for
neglect of duty, incompetence, unprofessional, unethical, immoral or dishonorable conduct,
commission or toleration of irregularities in the examination, after having been given the
opportunity to defend himself in a proper administrative investigation.
In the course of investigation, the President may preventively suspend the respondent.
ARTICLE III EXAMINATION AND REGISTRATION

Sec. 13. Examination, Registration and License Required. — Except as otherwise
specifically allowed under the provisions of this Act, all applicants for registration as
professional teachers shall be required to undergo a written examination which shall be
given at least once a year in such places and dates as the Board may determine upon
approval by the Commission. A valid certificate of registration and a valid professional
license from the Commission are required before any person is allowed to practice as a
professional teacher in the Philippines, except as otherwise allowed under this Act.
Sec. 14. Scope of Examination. — The examinations for the elementary and secondary
school teachers shall be separate. The examination for teachers in the elementary level
shall consist of two (2) parts, namely: professional education and general education. The
examination for teachers in the secondary level shall consist of three (3) parts, namely:
professional education, general education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to

take the examination unless, on the date of filing of the application, he shall have complied
with the following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral
turpitude;
(e) A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education

(BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary
education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its
equivalent with a major and minor, or a bachelor's degree in arts and sciences with at least
ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in
the field of specialization or its equivalent, with at least eighteen (18) units in professional
education.
Sec. 16. Report of the Results of the Examination. — The Board shall, within one
hundred twenty (120) days after the examination, report the ratings obtained by each
candidate to the Professional Regulation Commission for approval and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. — The

registration of a professional teacher commences from the date his name is enrolled in the
roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this Act shall,
upon payment of the registration fee, be issued a certificate of registration as a professional
teacher bearing the full name of the registrant with serial number and date of issuance
signed by the chairman of the Commission and the chairman, vice-chairman, and members
of the Board, stamped with the official seal, as evidence that the person named therein is
entitled to practice the profession with all the rights and privileges appurtenant thereto. The
certificate shall remain in full force and effect until withdrawn, suspended and/or revoked in
accordance with law.cralaw
A professional license signed by the chairman of the Commission and bearing the
registration number and date of issuance thereof and the month of expiry or renewability
shall likewise be issued to every registrant who has paid the annual registration fees for
three (3) consecutive years. This license shall serve as evidence that the licensee can
lawfully practice his profession until the expiration of its validity.
Sec. 18. Oath Before Practice. — Every registrant shall be required to take his
professional oath before practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing

professional growth and development and to provide additional basis for merit promotion, in
addition to their performance rating, teachers may take an oral and written examination at
least once in five (5) years as basis for merit promotion. In taking this examination, no fee
shall be required.
Sec. 20. Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time. Should
he or she fail to pass the merit examination for the second time, then he or she shall be
required to take a DECS accredited refresher course or program before being allowed to
retake the examination.
Failure of any permanent teacher to pass the merit examination shall not, however, be used
as a ground for his/her dismissal or demotion.
Sec. 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;

(b) Earn merit points for purposes of promotion in salary or to a higher position or grade
level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new methods of
teaching, write a book or books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. — The teaching profession shall be
integrated into one national organization which shall be recognized by the Board and the
Commission as the one and only integrated and accredited association of professional
teachers. Upon registration with the Board, every professional teacher shall be encouraged
to become a member of the integrated national organization. Those who have been
registered with the Board but are not members of the said integrated organization shall be
allowed to register as members of the said integrated organization within three (3) years
after the effectivity of this Act. Membership in the integrated organization shall not be a bar
to membership in other associations of the teaching profession. The professional teachers
shall receive the benefits and privileges appurtenant to their membership in the said
integrated and accredited organization of professional teachers only upon payment of the
required membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice
of the Teaching Profession, and Cancellation of Temporary or Special Permit. — The
Board shall have the power, after due notice and hearing, to suspend or revoke the
certificate of registration of any registrant, to reprimand or to cancel the temporary/special
permit of a holder thereof who is exempt from registration, for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction;

(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or
insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the
practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;cralaw
(g) Violation of any of the provisions of this Act, the rules and regulations and other
policies of the Board and the Commission, and the code of ethical and professional
standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like
or the continuing education program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to the regional
trial court of the place where the Board holds office within fifteen (15) days from receipt of
the said decision or of the denial of the motion for reconsideration filed in due time.
Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be

admitted to the examination, or be given a certificate of registration or be entitled to any of
the rights and privileges provided under this Act; unless the country or state of which he is
a subject permits Filipino professional teachers to practice within its territorial limits on the
same basis as subjects or citizens of said country or state: Provided, that the requirements
of certification of teachers with said foreign state or country are substantially the same as
those required and contemplated under this Act: Provided, further, That the laws of such
state or country grant the same privilege to Filipino professional teachers on the same basis
as the subject or citizens of such foreign country or state.
Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing

the names and addresses of professional teachers, date of registration or issuance of
certificate, and other data which in the opinion of the Board may appear pertinent shall be
maintained. Copies of the roster shall be provided by the Commission to the Board, the
Department of Education, Culture and Sports, and the integrated and accredited
organization of professional teachers.
Sec. 26. Registration and Exception. — Two (2) years after the effectivity of this Act, no
person shall engage in teaching and/or act as a professional teacher as defined in this Act,
whether in the preschool, elementary or secondary level, unless he is a duly registered
professional teacher, and a holder of a valid certificate of registration and a valid
professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who at the time of the approval
of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service

Commission and the Department of Education, Culture and Sports; orcralaw
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006; or
(c) Not qualified under paragraphs one and two but with any of the following
qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a
holder of Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a
holder of a master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for
professional teachers within which to register and be included in the roster of professional
teachers: Provided, further, That those incumbent teachers who are not qualified to register
without examination under this Act or who, albeit qualified, were unable to register within
the two-year period shall be issued a five-year temporary or special permit from the time
the Board is organized within which to register after passing the examination and complying
with the requirements provided this Act and be included in the roster of professional
teachers: Provided, furthermore, That those who have failed the licensure examination for
professional teachers shall be eligible as para-teachers and as such, shall be issued by the
Board a special or temporary permit, and shall be assigned by the Department of Education,
Culture and Sports (DECS) to schools as it may determine under the circumstances.
ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING

PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. — Except as
otherwise allowed under this Act, no person shall practice or offer to practice the teaching
profession in the Philippines or be appointed as teacher to any position calling for a teaching
position without having previously obtained a valid certificate of registration and a valid
professional license from the Commission.
Sec. 28. Penal Provisions. — The following shall be punishable by a fine of not less than
Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the
discretion of the court:cralaw
(a) Any person who practices the teaching profession in the Philippines without being
certified in accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration
that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or
any member thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises
any title or description tending to convey or conveys the impression that he is a teacher
without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this
Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also apply to
any school official who shall cause or be responsible for the commission of any of the above-
enumerated acts.
Sec. 29. Appropriations. — Such sums as may be necessary to carry out the provisions of
this Act shall be included in the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. — The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60)
days of its approval.cralaw
The Board shall submit to both Committees on Education, Arts, and Culture; and the
Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days
after its promulgation.
Any violation of this section shall render the official/s concerned liable under Republic Act
No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for Public
Officials and Employees" and other pertinent administrative and/or penal laws.
Sec. 31. Transitory Provision. — All incumbent teachers in both the public and private
sector not otherwise certified as professional teachers by virtue of this Act, shall be given
(5) years temporary certificates from the time the Board for Professional Teachers is
organized within which to qualify as required by this Act and be included in the roster of
professionals.
Provided, however, That the Professional Board Examination for Teachers (PBET) shall still
be administered by the Civil Service Commission and the Department of Education, Culture
and Sports for the year 1995.cralaw
Sec. 32. Separability Clause. — If, for any reason, any section or provision of this Act or
the application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected
thereby.
Sec. 33. Repealing Clause. — All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed
or modified accordingly.
Sec. 34. Effectivity Clause. — This Act shall take effect after fifteen (15) days following its
complete publication in the Official Gazette or in two (2) newspapers of general circulation.
Signed: December 16, 1994
April 21, 2004

Republic Act No. 9293
Republic of the Philippines

Congress of the Philippines
Metro Manila
Twelfth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-eighth day of July, two thousand
three.
[REPUBLIC ACT NO. 9293]
AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT

HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS THE “PHILIPPINE
TEACHERS PROFESSIONALIZATION ACT OF 1994”
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows:
“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take

the examination unless, on the date of filing of the application, he shall have complied with
the following requirements:
“(e) A graduate of a school, college or university recognized by the government and

possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or
its equivalent;
(2) For teachers in the elementary grades, a bachelor’s degree in elementary education
(BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor’s degree in education or its equivalent
with a major and minor, or a bachelor degree in arts and sciences with at least eighteen (18)
units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field
of specialization or its equivalent, with at least eighteen (18) units in professional education.”
SEC 2. Section 26 of the same Act is hereby amended to read as follows:
“SEC. 26. Registration and Exception. – No person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or
secondary level, unless the person is a duly registered professional teacher, and a holder of
a valid certificate of registration and a valid professional license or a holder of a valid
special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission
and the Department of Education, Culture and Sports; or
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006.
Professional teachers who have not practiced their profession for the past five (5) years shall
take at least twelve (12) units of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of content courses, or the equivalent training and number of
hours, to be chosen from a list of courses to be provided by the Board and the Department of
Education, before they can be allowed to practice their profession in the country.
Those who have failed the licensure examination for professional teachers, with a rating of
not lower than five percentage points from the passing general average rating, shall be
eligible as para-teachers upon issuance by the Board of a two-year special permit, renewable
for a non-extendible period of two (2) years. The para-teachers shall be assigned to areas
where there is a shortage or absence of a professional teacher, as identified and provided by
the Department of Education and the Autonomous Region for Muslim Mindanao (ARMM)
education department to the Board for professional teachers and to the Commission. The
special permit shall indicate the area of assignment of the para-teacher.
A special permit may also be issued by the Board to a person who has excelled and gained
international recognition and is a widely acknowledged expert in his or her respective field
of specialization.”
SEC 3. Section 31 of the same Act is hereby amended to read as follows:
“SEC. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years,
issued to para-teachers by the Board for Professional Teachers before the effectivity of this
Act shall be allowed to expire based on the period granted therein: Provided, That only
special permits with a validity of three (3) years may be renewed upon expiration for a non-
extendible period of two (2) years.”
SEC 4. References to the term “Department of Education, Culture and Sports”, in section 4 (a)
and section 25, and the term “DECS” in section 20, of the same Act, are hereby amended to
read as “Department of Education” and “DepEd”, respectively.
SEC 5. Separability Clause. – If, for any reason, any section or provision of this Act or the
application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.
SEC 6. Repealing Clause. – All laws, decrees, circulars, administrative orders, rules and
regulations, and other issuances which are inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
SEC 7. Effectivity. – This Act shall take effect upon approval.
Approved,
(Sgd.) JOSE DE VENECIA JR.

Speaker of the House (Sgd.) FRANKLIN M. DRILON
of Representatives President of the Senate
This Act, which is a consolidation of Senate Bill No. 2698 and House Bill No. 5411 was finally
passed by the Senate and the House of Representatives on February 6, 2004 and February 7,
2004, respectively.
(Sgd.) ROBERTO P. NAZARENO

Secretary General (Sgd.) OSCAR G. YABES
House of Representatives Secretary of the Senate
Approved: APR 21 2004
(Sgd.) GLORIA MACAPAGAL-ARROYO

President of the Philippines
May 15, 2013
Basahin sa Filipino
S. No. 3286
H. No. 6643
Republic of the Philippines

Congress of the Philippines
Metro Manila
Fifteenth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand
twelve.
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

assembled:
SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of
2013”.
SEC. 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.
SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which
provides the foundation on which subsequent learning can be based. It encompasses
kindergarten, elementary and secondary education as well as alternative learning systems
for out-of-school learners and those with special needs.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program
encompasses at least one (1) year of kindergarten education, six (6) years of elementary
education, and six (6) years of secondary education, in that sequence. Secondary education
includes four (4) years of junior high school and two (2) years of senior high school
education.
Kindergarten education shall mean one (1) year of preparatory education for children at
least five (5) years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is
composed of six (6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of
four (4) years of junior high school education and two (2) years of senior high school
education. The entrant age to the junior and senior high school levels are typically twelve
(12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language
plays a strategic role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching
materials and assessment shall be in the regional or native language of the learners. The
Department of Education (DepED) shall formulate a mother language transition program
from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as
languages of instruction until such time when these two (2) languages can become the
primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or
languages first learned by a child, which he/she identifies with, is identified as a native
language user of by others, which he/she knows best, or uses most. This includes Filipino
sign language used by individuals with pertinent disabilities. The regional or native language
refers to the traditional speech variety or variety of Filipino sign language existing in a
region, area or place.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the
enhanced basic education curriculum. It shall work with the Commission on Higher
Education (CHED) to craft harmonized basic and tertiary curricula for the global
competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and
duplication of basic education subjects, the DepED shall coordinate with the CHED and the
Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake
consultations with other national government agencies and other stakeholders including,
but not limited to, the Department of Labor and Employment (DOLE), the Professional
Regulation Commission (PRC), the private and public schools associations, the national
student organizations, the national teacher organizations, the parents-teachers associations
and the chambers of commerce on matters affecting the concerned stakeholders.
The DepED shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already knew proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize
and enhance the same based on their respective educational and social contexts. The
production and development of locally produced teaching materials shall be encouraged and
approval of these materials shall devolve to the regional and division education units.
SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum

consultative committee chaired by the DepED Secretary or his/her duly authorized
representative and with members composed of, but not limited to, a representative each
from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology
(DOST), and a representative from the business chambers such as the Information
Technology – Business Process Outsourcing (IT-BPO) industry association. The consultative
committee shall oversee the review and evaluation on the implementation of the basic
education curriculum and may recommend to the DepED the formulation of necessary
refinements in the curriculum.
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education
program meets the demand for quality teachers and school leaders, the DepED and the
CHED, in collaboration with relevant partners in government, academe, industry, and
nongovernmental organizations, shall conduct teacher education and training programs, as
specified:
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be
retrained to meet the content and performance standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to
avail of such training.
(b) Training of New Teachers. — New graduates of the current Teacher Education
curriculum shall undergo additional training, upon hiring, to upgrade their skills to the
content standards of the new curriculum. Furthermore, the CHED, in coordination with the
DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum
offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards
for new teachers. Duly recognized organizations acting as TEIs, in coordination with the
DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these
organizations meet the necessary quality standards for trained teachers.
(c) Training of School Leadership. — Superintendents, principals, subject area coordinators

and other instructional school leaders shall likewise undergo workshops and training to
enhance their skills on their role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated
and conducted regularly throughout the school year to ensure constant upgrading of teacher
skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other

Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses
and Higher Education Institution Faculty. — Notwithstanding the provisions of Sections 26,
27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers
Professionalization Act of 1994”, the DepED and private education institutions shall hire, as
may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music and other degree
courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to
teach in their specialized subjects in the elementary and secondary education. Qualified LET
applicants shall also include graduates admitted by foundations duly recognized for their
expertise in the education sector and who satisfactorily complete the requirements set by
these organizations: Provided, That they pass the LET within five (5) years after their date of
hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the
provisions of LET shall no longer be required;
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the

secondary education: Provided, That these graduates possess the necessary certification
issued by the TESDA: Provided, further, That they undergo appropriate in-service training to
be administered by the DepED or higher education institutions (HEIs) at the expense of the
DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the
secondary education: Provided,That the faculty must be a holder of a relevant Bachelor’s
degree, and must have satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in
the specialized learning areas offered by the Basic Education Curriculum, to teach in the
secondary level; Provided, That they teach on part-time basis only. For this purpose, the
DepED, in coordination with the appropriate government agencies, shall determine the
necessary qualification standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in
choosing the career tracks that they intend to pursue, the DepED, in coordination with the
DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for
secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No.
9258, otherwise known as the “Guidance and Counselling Act of 2004”, career and
employment guidance counsellors, who are not registered and licensed guidance
counsellors, shall be allowed to conduct career advocacy activities to secondary level
students of the school where they are currently employed; Provided, That they undergo a
training program to be developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No.
8545, or the “Expanded Government Assistance to Students and Teachers in Private
Education Act”, shall be extended to qualified students enrolled under the enhanced basic
education.
The DepED shall engage the services of private education institutions and non-DepED
schools offering senior high school through the programs under Republic Act No. 8545, and
other financial arrangements formulated by the DepED and the Department of Budget and
Management (DBM) based on the principles of public-private partnership.
SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s
program the operationalization of the enhanced basic education program, the initial funding
of which shall be charged against the current appropriations of the DepED. Thereafter, the
amount necessary for the continued implementation of the enhanced basic education
program shall be included in the annual General Appropriations Act.
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the
appropriate strategies and mechanisms needed to ensure smooth transition from the
existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle.
The strategies may cover changes in physical infrastructure, manpower, organizational and
structural concerns, bridging models linking grade 10 competencies and the entry
requirements of new tertiary curricula, and partnerships between the government and other
entities. Modeling for senior high school may be implemented in selected schools to simulate
the transition process and provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate
the expected multi-year low enrolment turnout for HEIs and Technical Vocational
Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships
with HEIs and TVIs for the utilization of the latter’s human and physical resources. Moreover,
the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely with one
another to implement strategies that ensure the academic, physical, financial, and human
resource capabilities of HEIs and TVIs to provide educational and training services for
graduates of the enhanced basic education program to ensure that they are not adversely
affected. The faculty of HEIs and TVIs allowed to teach students of secondary education
under Section 8 hereof, shall be given priority in hiring for the duration of the transition
period. For this purpose, the transition period shall be provided for in the implementing
rules and regulations (IRR).
SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program
(K to 12 Program). — There is hereby created a Joint Oversight Committee to oversee,
monitor and evaluate the implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and
from the House of Representatives, including Chairs of the Committees on Education, Arts
and Culture, and Finance of both Houses. The membership of the Committee for every House
shall have at least two (2) opposition or minority members.
SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the
DepED shall conduct a mandatory review and submit a midterm report to Congress as to the
status of implementation of the K to 12 program in terms of closing the following current
shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other
shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of
access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National
Achievement Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f)
adequacy of funding requirements; and (g) other learning facilities including, but not limited
to, computer and science laboratories, libraries and library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase
the per capita spending on education towards the immediate attainment of international
benchmarks.
SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity
of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General
shall promulgate the rules and regulations needed for the implementation of this Act.
SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional,
the same shall not affect the validity and effectivity of the other provisions hereof.
SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the
“Education Act of 1982”, Republic Act No. 9155 or the “Governance of Basic Education.
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees,
executive orders and rules and regulations contrary to or inconsistent with the provisions of
this Act are hereby repealed or modified accordingly.
SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication
in the Official Gazette or in two (2) newspapers of general circulation.
Approved,
(Sgd.) FELICIANO BELMONTE JR. (Sgd.) JUAN PONCE ENRILE

Speaker of the House President of the Senate
of Representatives
This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally
passed by the Senate and the House of Representatives on January 30, 2013.
(Sgd.) MARILYN BARUA-YAP (Sgd.) EDWIN B. BELEN

Secretary General Acting Senate Secretary
House of Representatives
Approved: MAY 15 2013
(Sgd.) BENIGNO S. AQUINO III

January 20, 2012
CONGRESS IN THE
METRO PHILIPPINES
MANILA
Fifteenth Congress
Begun and held in Metro Manila, on Monday, the twenty-fifth day of July, two thousand
eleven.
AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC

EDUCATION SYSTEM AND APPROPRIATING FUNDS THEREFOR

assembled:
SECTION 1. Short Title. – This Act shall be known as the “Kindergarten Education Act”.
SEC. 2. Declaration of Policy. – In consonance with the Millennium Development Goals on

achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of the
State to provide equal opportunities for all children to avail of accessible mandatory and
compulsory kindergarten education that effectively promotes physical, social, intellectual,
emotional and skills stimulation and values formation to sufficiently prepare them for formal
elementary schooling. This Act shall apply to elementary school system being the first stage
of compulsory and mandatory formal education. Thus, kindergarten will now be an integral
part of the basic education system of the country.
Kindergarten education is vital to the academic and technical development of the Filipino
child for it is the period when the young mind’s absorptive capacity for learning is at its
sharpest. It is also the policy of the State to 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.
SEC. 3. Definition of Terms. – The terms used in this Act are defined as follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean one (1) year of
preparatory education for children at least five (5) years old as a prerequisite for Grade I;
and
(d) Mother tongue refers to the language first learned by a child.

SEC. 4. Institutionalization of Kindergarten Education. – Kindergarten education is hereby
institutionalized as part of basic education and for school year 2011-2012 shall be
implemented partially, and thereafter, it shall be made mandatory and compulsory for
entrance to Grade 1.
SEC. 5. Medium of Instruction. – The State shall hereby adopt the mother tongue-based
multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the
primary medium of instruction for teaching and learning in the kindergarten level. However,
exceptions shall be made to the following cases:
(a) When the pupils in the kindergarten classroom have different mother tongues or when
some of them speak another mother tongue;
(b) When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.
In such exceptional cases, the primary medium of instruction shall be determined by the
DepEd aligned with the framework being used in the elementary level including teacher
training and production of local resources and materials under DepEd Order No. 74, series
of 2009.
The DepEd, in coordination with the Commission on Filipino Language and in close
collaboration with academic and research institutions concerned with education, shall
formulate a mother tongue-based multilingual framework for teaching and
learning: Provided, That the DepEd will include teaching strategies as defined in Section 7(c)
which aims to introduce and eventually strengthen the child’s understanding of English,
which is the official language.
SEC. 6. Implementing Agency. – The authority to regulate the organization, operation and/or
implementation of the kindergarten education program of both public and private schools
shall be vested upon the DepEd, through the creation of a new Division under the BEE and
other necessary support to achieve successful implementation of kindergarten education to
include, but not limited to, increasing the number of kindergarten teacher positions with the
required salaries and benefits, enhancing teacher training in early education, and providing
the necessary allocations for classrooms and chairs, facilities and equipment, and textbooks.
SEC. 7. Duties, Powers and Functions. – The DepEd, through the BEE, shall exercise the
following powers and functions:
(a) Oversee and supervise the organization, operation and implementation of the
kindergarten education program;
(b) Develop the curriculum for kindergarten education consistent with the universally
accepted norms and standards, including values formation all of which shall be
developmentally appropriate, and use of the MTB-MLE as a medium of instruction and to
periodically review such for purposes of upgrading;
(c) Develop teaching strategies using the unique feature of the MTB-MLE which shall include,
but not limited to, the following:
(1) The two-track method (storytelling and reading, listening story, oral communication
activities);
(2) Interactive strategies;
(3) Use of manipulative games; and
(4) Experiential, small group discussions and total physical response (TPR) among others.
The learning development materials shall consist of the following at the minimum:
(i) Listening story;
(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing professional development program for
kindergarten teachers to ensure constant updating of their knowledge in current trends,
pedagogy, methodologies and concepts on early childhood education;
(b) Prescribe the necessary qualifications for the hiring and accreditation of teachers who
will handle the kindergarten education program;
(c) Exercise authority over the operation of private kindergarten institutions;
(d) Supervise the establishment of various venues for early childhood education which may
be institution-based, home-based, hospital-based or community-based, and which shall be
duly accredited by the DepEd; and
(e) Introduce innovative programs in kindergarten that shall include educational

technologies, whenever applicable.
SEC. 8. Appropriations. – The DepEd shall immediately include in the program of the
Department the operationalization of the free, mandatory and compulsory public
kindergarten education, the initial funding of which shall be charged against the current
appropriations for kindergarten education of the DepEd. Thereafter, such sums which shall
be necessary for the continued implementation of the free public kindergarten education
program shall be charged to the General Fund and included in the annual General
Appropriations Act.
SEC. 9. Implementing Rules and Regulations. – Within ninety (90) days after the effectivity of
this Act, the DepEd, in consultation with the Department of Budget and Management, shall
promulgate the rules and regulations needed for the implementation of this Act.
SEC. 10. Separability Clause. – If any provision of this Act is held invalid or unconstitutional,
the same shall not affect the validity and effectivity of the other provisions hereof.
SEC. 11. Repealing Clause. – Pertinent provisions of all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are
hereby repealed or modified accordingly.
SEC. 12. Effectivity Clause. – This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.
Approved,
(SGD.) FELICIANO BELMONTE JR.
Speaker of the House of Representatives
This Act which originated in the House of Representatives was finally passed by the House
of Representatives and the Senate on November 23, 2011 and November 21, 2011,
respectively.
(SGD.) EMMA LIRIO-REYES (SGD.) MARILYN B. BARUA-YAP
Secretary of the Senate Secretary General House of Representatives
Approved: JAN 20 2012

RPMS-PPST: Helping teachers improve
delivery of quality basic education
 YOU ARE HERE:
 PRESS RELEASES ›
 RPMS-PPST: HELPING TEACHERS IMPROVE DELIVERY OF QUALITY BASIC EDUCATION
PASIG CITY, September 21, 2018 – The Department of Education (DepEd)

underscored anew the importance of the Results-Based Performance Management
System (RPMS) that is aligned with the Philippine Professional Standards for Teachers
(PPST) in ensuring the delivery of quality, accessible, relevant, and liberating basic
education in the country.
Understanding RPMS, PPST

The RPMS is being implemented in consonance with the Civil Service Commission’s
(CSC) Strategic Performance Management System (SPMS). It follows the four-phase
cycle of SPMS prescribed in CSC Memorandum Circular No. 6, s. 2012 and aims to
ensure that both teaching and non-teaching personnel focus work efforts toward
achieving the Department’s vision, mission, values, and strategic priorities. As stipulated
in DepEd Order No. 2, s. 2015 (Guidelines on the Establishment and Implementation of
RPMS in DepEd), RPMS is a systemic mechanism to manage, monitor and measure
performance, and identify human resource and organizational development needs to
enable continuous work improvement and individual growth.
Furthermore, the changes introduced by various national and global frameworks such
as the K to 12 law, ASEAN integration, globalization, and other changing character of
the 21st century learners necessitate the improvements and call for the rethinking of the
National Competency-Based Teacher Standards (NCBTS) which resulted in the
development of the PPST. This is enclosed in the DepEd Order No. 42, s. 2017,
otherwise known as National Adoption and Implementation of the Philippine
Professional Standards for Teachers.
Over 10,000 pre- and in-service teachers, principals, supervisors, regional directors and
educators, and representatives from government agencies and non-government
organizations were consulted and involved in the development and validation of the
PPST.
The PPST outlines the required skills and competencies of quality teachers, enabling
them to cope with the emerging global frameworks. If the required skills and
competencies are not met, various professional development interventions will be given
to them. PPST helps assure parents and guardians that their children receive quality
basic education from qualified professionals whose competencies are abreast with
changes and advancements in the information age.
APRIL 1, 2015 DO 8, S. 2015 – POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR
THE K TO 12 BASIC EDUCATION PROGRAM
April 1, 2015
DO 8, s. 2015
Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public Elementary and Secondary Schools
All Others Concerned
1. In line with the implementation of the Enhanced Basic Education Act of 2013 (Republic
Act No. 10533), the Department of Education is adopting the enclosed Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
2. Classroom Assessment is an integral part of curriculum implementation. It allows the
teachers to track and measure learners’ progress and to adjust instruction accordingly.
Classroom assessment informs the learners, as well as their parents and guardians, of
their progress.
3. Effective School Year (SY) 2015-2016, the Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program shall be implemented in public elementary and
secondary schools nationwide.
4. Non-DepEd schools are urged to implement these policy guidelines as well. Non-DepEd
schools are permitted to modify these policy guidelines according to their school’s
Philosophy, Vision, and Mission with the approval of the appropriate DepEd Regional
Office.
5. Special programs may further issue supplementary guidelines in relation to the
program’s specific assessment concerns.
6. These guidelines will remain in force and in effect for the duration of the program, unless
sooner repealed, amended, or rescinded. All existing Orders and Memoranda that are
inconsistent with this Order are rescinded.
7. Immediate dissemination of and strict compliance with this Order is directed.
(Sgd.) BR. ARMIN A. LUISTRO FSC

Secretary
Encl.: As stated
Reference: DepEd Order No. 73, s. 2012
To be indicated in the Perpetual Index under the following subjects:
ASSESSMENT
ELEMENTARY EDUCATION
POLICY
PROGRAM
SCHOOLS
SECONDARY EDUCATION
TEACHERS
DO_s2015_08
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and
improve the social and economic status of public school teachers, their living and working
conditions, their terms of employment and career prospects in order that they may compare
favorably with existing opportunities in other walks of life, attract and retain in the teaching
profession more people with the proper qualifications, it being recognized that advance in education
depends on the qualifications and ability of the teaching staff and that education is an essential
factor in the economic growth of the nation as a productive investment of vital importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers"
and shall apply to all public school teachers except those in the professorial staff of state colleges
and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any
level of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts
or vocational instructors, and all other persons performing supervisory and/or administrative
functions in all schools, colleges and universities operated by the Government or its political
subdivisions; but shall not include school nurses, school physicians, school dentists, and other
school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary
Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a
major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units
in Education.
(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the
field of specialization with at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a
specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum educational
qualifications as hereinabove provided, the school superintendent may appoint, under a temporary
status, applicants who do not meet the minimum qualifications: Provided, further, That should
teacher-applicants, whether they possess the minimum educational qualifications or not, be required
to take competitive examinations, preference in making appointments shall be in the order of their
respective ranks in said competitive examinations: And provided, finally, That the results of the
examinations shall be made public and every applicant shall be furnished with his score and rank in
said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no probationary period preceding regular
appointment shall be imposed if the teacher possesses the appropriate civil service
eligibility: Provided, however, That where, due to the exigencies of the service, it is necessary to
employ as teacher a person who possesses the minimum educational qualifications herein above
set forth but lacks the appropriate civil service eligibility, such person shall be appointed on a
provisional status and shall undergo a period of probation for not less than one year from and after
the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the
teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack
of necessary civil service eligibility shall be extended permanent appointment for the position he is
holding after having rendered at least ten years of continuous, efficient and faithful service in such
position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise
provided, no teacher shall be transferred without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another,
such transfer may be effected by the school superintendent who shall previously notify the teacher
concerned of the transfer and the reason or reasons therefor. If the teacher believes there is no
justification for the transfer, he may appeal his case to the Director of Public Schools or the Director
of Vocational Education, as the case may be. Pending his appeal and the decision thereon, his
transfer shall be held in abeyance: Provided, however, That no transfers whatever shall be made
three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his
transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act,
the Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public
School Teachers. A copy of the Code shall be furnished each teacher: Provided, however, That
where this is not possible by reason of inadequate fiscal resources of the Department of Education,
at least three copies of the same Code shall be deposited with the office of the school principal or
head teacher where they may be accessible for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at
each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher during the
pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a
committee composed of the corresponding School Superintendent of the Division or a duly
authorized representative who should at least have the rank of a division supervisor, where the
teacher belongs, as chairman, a representative of the local or, in its absence, any existing provincial
or national teacher's organization and a supervisor of the Division, the last two to be designated by
the Director of Public Schools. The committee shall submit its findings and recommendations to the
Director of Public Schools within thirty days from the termination of the hearings: Provided, however,
That where the school superintendent is the complainant or an interested party, all the members of
the committee shall be appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services, based on other than professional
consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable
married couples, both of whom are public school teachers, to be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required
to render more than six hours of actual classroom teaching a day, which shall be so scheduled as to
give him time for the preparation and correction of exercises and other work incidental to his normal
teaching duties: Provided, however, That where the exigencies of the service so require, any teacher
may be required to render more than six hours but not exceeding eight hours of actual classroom
teaching a day upon payment of additional compensation at the same rate as his regular
remuneration plus at least twenty-five per cent of his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-
curricula and out of school activities and any other activities outside of what is defined as normal
duties of any teacher shall be paid an additional compensation of at least twenty-five per cent of his
regular remuneration after the teacher has completed at least six hours of actual classroom teaching
a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any
work performed in excess of eight hours a day shall be paid an additional compensation of at least
twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under
this section. Education authorities shall refuse to allow the rendition of services of teachers for other
government agencies without the assurance that the teachers shall be paid the remuneration
provided for under this section.
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar
qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general salary
scale shall be such that the relation between the lowest and highest salaries paid in the profession
will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end
of the salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted automatically after three
years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The
progression from the minimum to the maximum of the salary scale shall not extend over a period of
ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by
a city, municipal, municipal district, or provincial government, shall not be less than those provided
for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise
in the cost of living by the payment of a cost-of-living allowance which shall automatically follow
changes in a cost-of-living index. The Secretary of Education shall, in consultation with the proper
government entities, recommend to Congress, at least annually, the appropriation of the necessary
funds for the cost-of-living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall, upon approval of
the President of the Philippines, be binding on the city, municipal or provincial government, for the
purposes of calculating the cost-of-living allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as
difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as
determined by the Secretary of Education, they shall be compensated special hardship allowances
equivalent to at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the
Philippines or its equivalent in checks or treasury warrants. Provided, however, That such checks or
treasury warrants shall be cashable in any national, provincial, city or municipal treasurer's office or
any banking institutions operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries
of teachers except under specific authority of law authorizing such deductions: Provided, however,
That upon written authority executed by the teacher concerned, (1) lawful dues and fees owing to
the Philippine Public School Teachers Association, and (2) premiums properly due on insurance
policies, shall be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided
free of charge for all teachers before they take up teaching, and shall be repeated not less than once
a year during the teacher's professional life. Where medical examination show that medical
treatment and/or hospitalization is necessary, same shall be provided free by the government entity
paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary
medical care with the right to be reimbursed for their traveling expenses by the government entity
concerned in the first paragraph of this Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of
employment injuries in accordance with existing laws. The effects of the physical and nervous strain
on the teacher's health shall be recognized as a compensable occupational disease in accordance
with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public
schools, they shall be entitled to study leave not exceeding one school year after seven years of
service. Such leave shall be granted in accordance with a schedule set by the Department of
Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of
their monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than
one year study leave, unless he needs an additional semester to finish his thesis for a graduate
study in education or allied courses: Provided, further, That no compensation shall be due the
teacher after the first year of such leave. In all cases, the study leave period shall be counted for
seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the
condition that the teacher takes the regular study load and passes at least seventy-five per cent of
his courses. Study leave of more than one year may be permitted by the Secretary of Education but
without compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the
nature of the illness demands a long treatment that will exceed one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and
service requirements of the applicable retirement laws shall be given one range salary raise upon
retirement, which shall be the basis of the computation of the lump sum of the retirement pay and
the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without
previous authorization both to establish and to join organizations of their choosing, whether local or
national to further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately
preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any
person to commit any acts of discrimination against teachers which are calculated to (a) make the
employment of a teacher subject to the condition that he shall not join an organization, or shall
relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or with the
consent of the proper school authorities, within school hours, and (c) to prevent him from carrying
out the duties laid upon him by his position in the organization, or to penalize him for an action
undertaken in that capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the
formulation of national educational policies and professional standards, and in the formulation of
national policies governing the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the
necessary rules and regulations to implement the provisions of this Act. Rules and regulations
issued pursuant to this Section shall take effect thirty days after publication in a newspaper of
general circulation and by such other means as the Secretary of Education deems reasonably
sufficient to give interested parties general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the
necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein
granted to public school teachers under the employ of the National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in
the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to
defeat any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than
one hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the
court.
If the offender is a public official, the court shall order his dismissal from the Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules
inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act
or any provisions not affected thereby shall remain in force and in effect.
Sec. 35. This Act shall take effect upon its approval.
Approved: June 18, 1966
\ DO 42, S. 2017 – NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE

PROFESSIONAL STANDARDS FOR TEACHERS
August 11, 2017
DO 42, s. 2017
National Adoption and Implementation of the Philippine Professional Standards for Teachers
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the new professional standards for teachers, the Department of
Education (DepEd), through the Teacher Education Council (TEC), issues this
DepEd Order entitled National Adoption and Implementation of the
Philippine Professional Standards for Teachers (PPST).
2. The DepEd recognizes the importance of professional standards in the
continuing professional development and advancement of teachers based on the
principle of lifelong learning. It is committed to supporting teachers, and taking
cognizance of unequivocal evidence that good teachers are vital to raising
student achievement. Quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long term
and sustainable nation building.
3. The changes brought about by various national and global frameworks such as
the K to 12 Reform, ASEAN Integration, globalization, and the changing
character of the 21st century learners necessitate the improvements and call for
the rethinking of the National Competency-Based Teacher Standards (NCBTS);
hence, the development of the PPST.
4. The PPST aims to:
1. set out clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice;
2. engage teachers to actively embrace a continuing effort in attaining proficiency;
and
3. apply a uniform measure to assess teacher performance, identify needs, and
provide support for professional development.
5. The PPST shall be used as a basis for all learning and development programs
for teachers to ensure that teachers are properly equipped to effectively
implement the K to 12 Program. It can also be used for the selection and
promotion of teachers. All performance appraisals for teachers shall be based on
this set of standards.
6. The regional offices shall be supported by their training and development
personnel to organize and orient all the schools divisions within their jurisdiction
for the PPST. In addition, it shall take charge of the monitoring and evaluation at
the division level implementation. The schools division office shall have the same
functions and responsibilities in the school districts and secondary schools.
7. Reporting of the orientation and related activities shall be done by the regional
office to the Office of the Secretary through the Teacher Education Council.
8. Immediate dissemination of and strict compliance with this Order is directed.

Republic Act 7836

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Republic Act 7836

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Republic Act 7836

Philippine Teachers Professionalization Act of 1994

Republic Act 7836

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE

Sec. 3. Objectives. — This Act has the herein objectives:

(a) "Teaching" — refers to the profession concerned primarily with classroom

ARTICLE II BOARD FOR PROFESSIONAL TEACHERS

(a) Be a citizen and resident of the Philippines;

Sec. 9. Compensation of the Board. — The chairman, vice-chairman, and members of

ARTICLE III EXAMINATION AND REGISTRATION

Sec. 15. Qualification Requirements of Applicants. — No applicant shall be admitted to

(1) For teachers in preschool, a bachelor's degree in early childhood education

Sec. 17. Issuance of Certificate of Registration and Professional License. — The

Sec. 19. Periodic Merit Examination of Teachers. — To encourage continuing

(a) Be awarded a diploma of merit by the Board;

(a) Conviction for any criminal offense by a court of competent jurisdiction;

Sec. 24. Registration by Reciprocity. — No teacher of a foreign nationality shall be

Sec. 25. Roster of Professional Teachers. — A roster of professional teachers containing

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service

ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING

Signed: December 16, 1994

April 21, 2004

Republic of the Philippines

Third Regular Session

[REPUBLIC ACT NO. 9293]

AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTY-EIGHT

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

“SEC. 15. Qualification Requirements of Applicants. – No applicant shall be admitted to take

“(e) A graduate of a school, college or university recognized by the government and

SEC 2. Section 26 of the same Act is hereby amended to read as follows:

SEC 3. Section 31 of the same Act is hereby amended to read as follows:

SEC 7. Effectivity. – This Act shall take effect upon approval.

(Sgd.) JOSE DE VENECIA JR.

(Sgd.) ROBERTO P. NAZARENO

Approved: APR 21 2004

(Sgd.) GLORIA MACAPAGAL-ARROYO

Republic of the Philippines

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

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

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum

(c) Training of School Leadership. — Superintendents, principals, subject area coordinators

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the

(Sgd.) FELICIANO BELMONTE JR. (Sgd.) JUAN PONCE ENRILE

(Sgd.) MARILYN BARUA-YAP (Sgd.) EDWIN B. BELEN

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III

[REPUBLIC ACT NO. 10157]

AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC

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

SEC. 2. Declaration of Policy. – In consonance with the Millennium Development Goals on

(a) DepEd shall refer to the Department of Education;

(b) BEE shall refer to the Bureau of Elementary Education;

(d) Mother tongue refers to the language first learned by a child.

(2) Interactive strategies;

(3) Use of manipulative games; and

(i) Listening story;

(ii) Small books;

(iii) Big books;

(iv) Experience story;

(v) Primer lessons; and