Ateneo De Davao University

Graduate School

Name: Dennis N. Muñoz, LPT, RM, Subject: NSG 710 Philosophical

RN Foundations of Education
Course: Master’s in Nursing Professor: Dr. Nilda Ginete

Issues in Education

Current Trends in the Philippine Education under the leadership of

President Rodrigo Roa Duterte from 2016 to 2022

“Education is the single most important legacy that we can bestow upon our
youth. It opens doors for countless opportunities that will lead to their further
empowerment, greater success and the realization of their individual aspirations.”

“At present, millions of Filipino youth are still having a hard time finishing
their studies due to poverty. Many poor students are struggling to go to school simply
because they have no money for allowance, transportation, books and projects and for
other miscellaneous expenses,” he added.

Duterte noted that the signing of the MOA “is a crucial step in helping young
Filipinos fulfill their dreams of becoming productive members of our country’s
workforce through academic degrees and technical or vocational training.”

Duterte noted that the signing of the MOA “is a crucial step in helping young
Filipinos fulfill their dreams of becoming productive members of our country’s
workforce through academic degrees and technical or vocational training.”

The President also recognized the valuable efforts of Congress, CHED,

TESDA, and other state universities and colleges, local universities and colleges,
technical vocational institutions, and other partners for making free quality tertiary
education for all a reality.

Aside from broadening the access to tertiary education, the President said that
the government would prioritize improving the quality of education in the country.
 Duterte said encouraging the youth to finish their studies will keep them away
from being involved in crime and illegal drugs.

“One of the reasons why I’m really so passionate in my advocacy sa drugs pati
crime and criminality is my constant — our constant worry about the tomorrow of our
children,” he said.

“This is why we have made it a priority to make quality education affordable

and accessible to all,” he said.

President Rodrigo Roa Duterte witnesses the presentation of the pledge of

commitment signed by the Presidents from the 112 state universities and colleges
(SUCs) and 78 local universities and colleges (LUCs) presented by Philippine of
Association of State Universities and Colleges President Dr. Tirso Ronquillo and
Association of Local Community Colleges and Universities President Dr. Elena
Presnedi during the ceremonial signing of the Memorandum of Agreement (MOA)
between the Commission on Higher Education (CHED) and state and local
universities and colleges at the Malacañan Palace on June 13, 2018.

Out of the 1.3 million students, 300,000 students from the 4Ps program will be
given additional subsidy by the government.

Last August 3, 2017, President Duterte, signed into law RA 10931,

specifically strengthening and mandating the Unified Student Financial Assistance
System for Tertiary Education (UniFast), an agency created under Republic Act No.
10687, to implement all the identified programs stated in RA. No. 10931.

This program and the student loan program under RA. 10931 are expected to
aid around 1.3 million students with an at least P50 billion allocation budget.

Students in state universities and colleges, local universities and colleges and
technical-vocational schools will be exempted from paying tuition fees and
miscellaneous fees. Honoraria of trainers in tech-voc schools are also waived.

I have listed the all the laws signed by president Duterte since the beginning of
his tenure as president of the Republic of the Philippines.
 Date Name of the law
Synopsis
July 27, REPUBLIC ACT NO. 11522
2020 AN ACT DECLARING MAY 18 OF EVERY YEAR AS THE
NATIONAL HIGHER EDUCATION DAY

Duterte, through Republic Act (RA) 11522 inked on Friday, declared

the 18th day of May as “National Higher Education Day” to
commemorate the founding anniversary of the Commission on Higher
Education (CHED).
The CHED, created on May 18, 1994 through the passage of RA 7722,
is the agency tasked to formulate and recommend development plans,
priorities, and programs on higher education.
It is also mandated to set minimum standards for programs and
institutions of higher learning recommended by panels of experts in
the field and subject to a public hearing.
“The CHED shall be the lead agency in charge of the preparation and
implementation of an annual program of activities and advocacy
campaign for the observance of the ‘National Higher Education Day’,”
the newly-signed law read.

It said all higher education institutions (HEIs) shall provide full

support and assistance to the preparation of the annual program of
activities and events to be conducted by CHED in observance of
National Higher Education Day.

RA 11522 also directs all heads of government agencies and

instrumentalities, public and private educational institutions, private
employers, and industry associations to afford sufficient time and
opportunities for their students or employees to engage and participate
in any activity related to the celebration of National Higher Education
Day.

The law takes effect 15 days after its publication in the Official
Gazette or in at least two newspapers of general circulation, whichever
comes earlier.

RA 11522 was passed by the Senate as Senate Bill 1216 on Aug. 19,
2020 and adopted by the House of Representatives as an amendment
to House Bill 4851 on Nov. 16, 2020.
July 27, REPUBLIC ACT NO. 11510
2020 AN ACT INSTITUTIONALIZING THE ALTERNATIVE
LEARNING SYSTEM IN BASIC EDUCATION FOR OUT-OF-
SCHOOL CHILDREN IN SPECIAL CASES AND ADULTS
AND APPROPRIATING FUNDS THEREFOR

Duterte on December 23 signed Republic Act No. 11510 also known

as the Alternative Learning System Act which aims to provide
adequate, timely, and quality attention and support to the basic
learning needs of out-of-school children in special cases and adults
including indigenous peoples (IPs).

Under the law, the ALS program is expanded and strengthened to

provide increased opportunities for out-of-school children in special
cases and adult learners, including indigenous peoples, to develop
basic and functional literacy and life skills, and pursue an equivalent
pathway to complete basic education."

The law guarantees equitable access for all learners, including those
who reside in the unreached, underserved, conflict-affected
communities, and communities in emergency situations to avail of
systematic, flexible, and appropriate alternative basic education
programs outside of the formal school system.

It also promotes lifelong learning opportunities anchored on the ALS

K to 12 Basic Education Curriculum (BEC) that takes a holistic,
integrated, and intersectoral approach, and provide pathways across
modes of learning that will ensure learners will become caring, self-
reliant, independent, productive, and patriotic citizens by allowing
such learners to pursue further education, after participating in the
ALS program and passing the accreditation and equivalency
assessment or certifications or both required by the Department of
Education (DepEd) or seek employment.

R. A. 11510 aims to hire, capacitate, and develop ALS Teachers,

Community ALS Implementers and Learning Facilitators to deliver a
range of ALS programs especially in far-flung, unserved, underserved,
conflict-affected communities and communities in emergency
situations.

It is also meant to design specialized programs for learners with

disabilities, taking into consideration their different levels of learning
needs and other functional difficulties in the development of
instructional materials and learning resources in an accessible format.
The law aims to develop, integrate, and use nonformal and informal
education approaches and strategies in the delivery of the ALS
programs and the assessment of learning outcomes and competences
of ALS learners by providing flexibility in the duration of learning
programs, learning contents, and delivery strategies, among others.
It is also meant to improve access to education and other learning
opportunities and raise the level of literacy to contribute to an
individual's sustainable future and strengthen non-formal basic
education programs while ensuring support to the policy of the DepEd
that school-age children should be enrolled in formal education, and
that they should be able to return to the formal education system if
they drop out.

Bureau of Alternative Education

The Bureau of Alternative Education (BAE), under the new law, will
be created to serve as the focal office for the ALS programs of the
DepEd. It will be headed by a Director.

The BAE will also be the focal office for the policy formation,
curriculum development, learning program delivery, and learning
materials development for the ALS program.
To ensure the effective implementation of the ALS, the BAE must
establish quality assurance and support systems and undertake regular
learner assessment activities.

The DepEd must strengthen the range of priority NFE programs

including Accreditation and Equivalency (A&E) Programs;
Indigenous Peoples Education Program; Academic-Focused Bridging
Programs; and Functional Education and Literacy Programs.
It may use appropriate, relevant, and responsive learning modalities to
effectively deliver the programs including modular instruction; online,
digital or mobile learning; face-to-face learning sessions and tutorials;
radio or television-based instruction; blended learning or a
combination of various modalities; and workshops, simulations, and
internships to inculcate life skills, work readiness, and
entrepreneurship, and the provision of inclusive and safe learning
environments.

DepEd must also prescribe the appropriate minimum number of

months required for the completion of each of the different ALS
programs to ensure that the learners enrolled are provided with
adequate and quality basic education and skills to complete the
required competencies of the ALS K to 12 BEC.

It will also be in charge of regularly conducting ALS and A&E

assessments and certifications as a means to measure and certify
competencies of ALS program completers and other learners who opt
to secure elementary and secondary-level certifications. It must also
conduct micro-certification of subsets of competencies drawn from the
ALS K to 12 BEC.

ALS Teachers
To reach more out-of-school children in special cases and adults and to
accommodate learners with disabilities, the ALS Teachers program
will be strengthened.

The DepEd, in consultation with the Department of Budget and

Management and the Civil Service Commission, must create teaching
positions and allocate the corresponding salary grades.

It may also engage the services of Community ALS Implementers to

augment the needed human resource requirements for the delivery of
ALS programs, provided that three years after the effectivity of this
act, the DepEd will hire only ALS Teachers.
ALS Teachers are entitled to promotion to the next higher levels based
on the qualification standards of the CSC. The DepEd must ensure
equal opportunities and standard implementation on the promotion and
compensation of ALS Teachers.

The DepEd, in coordination with other partners in government,

academe, and the private sector, must develop and conduct regular
training programs and workshops for ALS Teachers, Community ALS
Implementers, and Learning Facilitators to ensure that they have the
necessary knowledge and capacity to carry out the programs under the
ALS curriculum as well as enhance their skills on their roles as
academic, administrative, and community leaders.

The same benefits and professional development packages awarded to

regular teachers in terms of fellowships, scholarships, and training
opportunities in all learning areas of the basic education curriculum
must also be given to ALS Teachers.

The DepEd or the LGUs or both must provide at least one ALS
Community Learning Center (CLC) in every municipality and city
throughout the country to facilitate a learning environment for the
ALS K to 12 BEC and other ALS programs.

Priority should be given to areas where there is limited access to

formal basic education or a higher concentration of out-of-school
children in special cases, or adults lacking basic literacy skills or have
dropped out of formal school or both.

To augment the number of existing ALS CLCs and those provided

under this act, the facilities of all DepEd schools throughout the
country must likewise be used as learning centers during no class days
and after regular class hours during class days.

Guidelines must be developed by the BAE in collaboration with the

strands of operations and administration of the DepEd on the use of
facilities of public schools for the delivery of ALS programs.
Each ALS CLC must be constructed in accordance with the
specifications, criteria, and other details provided and approved by the
DepEd in consultation with the municipal or city mayor or duly
authorized LGU representative to ensure the orderly implementation
of the ALS programs.

To ensure that every learner has equitable access to ALS programs,

every CLC must be open and operational seven days a week and be
provided with adequate learning resources and facilities, including a
space for childcare for parents attending ALS classes.

The Local Schools Boards must be authorized to set aside a portion of

the proceeds of the Special Education Fund for the delivery of ALS
programs within the LGUs' respective areas of jurisdiction, including,
 but not limited to, the hiring of additional Community ALS
Implementers within the LGU's area of jurisdiction.

Meanwhile, the DepEd, in partnership with LGUs and the private

sector, must conduct a mandatory annual review of the ALS program
and submit such annual report to Congress to measure its effectiveness
and ensure its proper implementation.

An evaluation system must be established to assess the impact of the

ALS program and the progress of the learners who have completed the
program. 

July 22, REPUBLIC ACT NO. 11476

2019
AN ACT INSTITUTIONALIZING GOOD MANNERS AND
RIGHT CONDUCT AND VALUES EDUCATION IN THE K TO
12 CURRICULUM, APPROPRIATING FUNDS THEREFOR,
AND FOR OTHER PURPOSES

President Rodrigo Duterte has signed a law institutionalizing Good

Manners and Right Conduct (GMRC) and Values Education as core
subjects in the K to 12 curriculum both in public and private schools.

Under Republic Act (RA) 11476 inked by Duterte on June 25, GMRC
and Values Education replace the existing Edukasyon sa Pagpapakatao
(ESP) subject.

GMRC will be taught from Grades 1 to 6 as a separate subject and will

also be integrated into the daily learning activities of Kindergarten
students.

“The Department of Education (DepEd) shall introduce GMRC

through clear, distinct, specific, and concrete character building
activities such as role playing in the classroom, community immersion
activities, teacher-parent collaborative learning activities, school-
initiated values formation activities, simulated activities, and other
forms of experiential learning,” the law read.

Values Education, on the other hand, will be taught as separate subject

from Grades 7 to 10 and will also be integrated into current subjects in
Grades 11 to 12 under the K to 12 basic education curriculum.

According to RA 11476, Values Education will encompass “universal

human, ethical, and moral values, among others.”

“It (Values Education) shall inculcate among our students the basic
tenets of the observance of respect for oneself, others, and our elders,
intercultural diversity, gender equity, ecology and integrity of creation,
peace and justice, obedience to the law, nationalism and global
citizenship, as well as the values of patience, perseverance, industry,
 honesty and integrity, and good faith in dealing with other human
beings along with all other universal values,” it said.

The new law mandates DepEd to carry out appropriate training for
teachers and educators on GMRC and Values Education, as well as to
provide them with adequate and relevant instructional materials to
develop their capacity to teach the subject.

To ensure the effective institutionalization of GMRC and Values

Education in the K to 12 curriculum, a whole school approach will be
adopted to facilitate the collaborative action in and by school
community and other stakeholders to foster parental involvement and
develop home and school partnerships for an inclusive values
education framework.

DepEd, as the lead agency tasked to implement RA 11476, is also

directed to conduct an annual review to ensure the proper
implementation of the law.

The report should be submitted to the committees on basic education

of both the Senate and the House of Representatives.

The initial funding for the implementation of the new law will be
taken from DepEd’s current appropriation, the law states.

The amount necessary for the continuous implementation of the law

will be includes in the annual General Appropriations Act.

RA 11476 also orders Deped to issue the necessary rules and

regulations and consult relevant stakeholders to ensure the effective
implementation of the law.

“The State shall inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and civic affairs,” the law read

June 17, EXECUTIVE ORDER NO. 83

2019
APPROVING AND ADOPTING THE NATIONAL TECHNICAL
EDUCATION AND SKILLS DEVELOPMENT PLAN 2018-2022

President Rodrigo R. Duterte signed an executive order approving the

National Technical Education and Skills Development Plan
(NTESDP) 2018-2022.

In Executive Order No. 83 signed by Duterte on June 17 but released

to the media on Thursday (June 20), he ordered for the adoption of the
NTESDP 2018-2022 which envisions a vibrant and quality technical
education program in the country aimed at producing employment and
reducing poverty.
 "The NTESDP 2018-2022 shall serve as a blueprint of the TVET
(Technical Vocational Education and Training) sector in coming up
with responsive policies and implementing programs in support of the
broader goals and objectives of the national government," the order
read.

In the same EO, Duterte encouraged all national government agencies

and local government units to adopt, disseminate, and support the
NTESDP 2018-2022.

The President also directed the Technical Education and Skills

Development Authority (TESDA) to facilitate the implementation,
coordination, and monitoring of the NTESDP 2018-2022.

The Order mandated TESDA to ensure that all skills development

programs and schemes conform with the objectives of the NTESDP
2018-2022 and all skills trainings and development should be aligned
with the Philippine Qualifications Framework and all instituted
standards.

The TESDA is also required to submit a semi-annual report on the

implementation of the NTESDP 2018-2022 to the Office of the
President, through the Department of Trade and Industry.

The TESDA adopted Resolution 2018-12 on April 25, 2018,

approving the fourth cycle NTESDP 2018-2022 which was anchored
on the national goals priorities enunciated in the Philippine
Development Plan (PDP) 2018-2022 and the “Ambisyon Natin 2040”
pursuant to Duterte’s “10-Point Socio-Economic Agenda”.

Malacañang has promised to work harder to reduce poverty in the

country after recent Social Weather Stations (SWS) survey showed
that fewer Filipinos consider themselves poor.

“Poverty reduction efforts, particularly those designed for the lowest

rung of society, remains on track,” Presidential Spokesperson Salvador
Panelo said in a statement on Wednesday (June 19).

Results of the SWS survey conducted from March 28 to 31, 2019,

showed a record-low 38 percent (or an estimated 9.5 million) of
families who consider themselves poor.

“We aim to reduce poverty from 21.6 percent in 2015 to 14 percent in

2022, which is equivalent to lifting about 6 million Filipinos out of
poverty by the end of the President's term. And we will grind daily to
reach this goal,” Panelo said

July 23, REPUBLIC ACT NO. 11313

2018
 AN ACT DEFINING GENDER-BASED SEXUAL
HARASSMENT IN STREETS, PUBLIC SPACES, ONLINE,
WORKPLACES, AND EDUCATIONAL OR TRAINING
INSTITUTIONS, PROVIDING PROTECTIVE MEASURES
AND PRESCRIBING PENALTIES THEREFOR

The law supplements the existing Anti-Sexual Harassment Act of 1995

by broadening the crime of sexual harassment in the workplace to
include the following:
 Any act involving any unwelcome sexual advances, requests,
or demands for sexual favors or any act of a sexual nature,
whether done verbally, physically, or through the use of
technology, that has or could have a detrimental effect on the
conditions of an individual’s employment, job performance, or
opportunities
 Any conduct of a sexual nature or other conduct based on sex
affecting the dignity of a person, which is unwelcome,
unreasonable, and offensive to the recipient
 Any conduct that is unwelcome and pervasive and creates an
intimidating, hostile, or humiliating environment for the
recipient
In addition, the law explicitly provides that the crime of gender-based
sexual harassment may also be committed between peers, by a
subordinate to a superior officer, or by a trainee to a trainer. This
widens the scope from that set out in the Anti-Sexual Harassment Act
of 1995, which required that for any act to be considered harassment,
the offender had to be more senior than the person who was harassed.
Duties of Employers
The law imposes a duty on employers and any other person of
authority, influence, or moral ascendancy in the workplace to prevent,
deter, or punish acts of gender-based sexual harassment in the
workplace. This duty entails disseminating to all persons or posting in
a conspicuous place a copy of the applicable law in the workplace,
providing measures to prevent gender-based sexual harassment in the
workplace, creating an independent internal mechanism or a
committee on decorum and investigation to investigate and address
complaints, and providing and disseminating a code of conduct or
workplace policy. To ensure compliance, the Department of Labor and
Employment shall conduct random inspections every year.
Acts of gender-based sexual harassment are punishable by
administrative sanctions, without prejudice to other applicable laws.
Employers that fail to comply with their duties, including taking action
on reported acts of gender-based sexual harassment committed in the
workplace, are subject to fines.
July 23, REPUBLIC ACT NO. 11230
2018
AN ACT INSTITUTING A PHILIPPINE LABOR FORCE
COMPETENCIES COMPETITIVENESS PROGRAM AND
FREE ACCESS TO TECHNICAL-VOCATIONAL EDUCATION
AND TRAINING (TVET), AND APPROPRIATING FUNDS
 THEREFOR

The law institutes the Philippine Labor Force Competencies

Competitiveness Program that assesses the prevailing requirement of
industries, with the help of the Department of Labor and Employment.

A Tulong Trabaho Fund will also be established to provide qualified

recipients free access to TVET selected training programs (STPs) to be
determined by the Technical Education and Skills Development
Authority Board.Schools and training centers as well as industry
boards can avail of the Tulong Trabaho fund by submitting list of
possible beneficiaries, he added, subject to qualification criteria.

Qualified recipients of the Tulong Trabaho fund include individuals

who are at least 15 years of age, unemployed, not in education and not
in training; and employed workers who intend to develop and expand
their current skills and training.
July 2, 2018 REPUBLIC ACT NO. 11448

AN ACT EXPANDING ACCESS TO EDUCATIONAL

SERVICES THROUGH THE ESTABLISHMENT AND
ADMINISTRATION OF TRANSNATIONAL HIGHER
EDUCATION, AND APPROPRIATING FUNDS THEREFOR

Under the law, "the State shall endeavor to modernize the Philippine
higher education sector and bring international quality standards and
expertise into the country with a view to making higher education
globally competitive, attracting a flow of talented students, faculty,
and staff and improving the country's human resource base.”

"The State shall actively encourage, promote, and accelerate the

establishment of transnational higher education programs, the
internationalization of higher education in the country, and the
development of the transnational higher education sector,” the law
read.

The law refers to TNHE as “all types and modes of delivery of higher
education study programs, sets of courses of study, or educational
services, including distance education and study-abroad programs,
which involve education systems of a State different from the State
where a TNHE provider operates or programs which may operate
independently of any national education system where the learners are
located in a country different from the one where the awarding
institution is based.”