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 DEPED CHILD PROTECTION POLICY

DepEd Order No. 40, s. 2012

Policy and Guidelines on Protecting Children in School from Abuse, Violence,

Exploitation, Discrimination, Bullying and Other Forms of Abuse (DepEd Order

No. 40, s. 2012)

GENERAL PROVISIONS

Section 1. Short Title

This Department Order shall be known as the “DepEd Child Protection Policy.”

Section 2. – Statement of Policy

Pursuant to the 1987 Constitution, the State shall defend the right of children to

assistance, including proper care and nutrition, and special protection from all forms of

neglect, abuse, cruelty, exploitation and other conditions prejudicial to their

development (Article XV, Section 3 [2]).

The Constitution further provides that all educational institutions shall inculcate

patriotism and nationalism, foster love of humanity, respect for human rights,

appreciation of the role of national heroes in the historical development of the country,

teach the rights and duties of citizenship, strengthen ethical and spiritual values,

develop moral character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge, and promote vocational

efficiency. (Article XIV, Section 3 [2]).

The Convention on the Rights of the Child (CRC) aims to protect children from all forms

of physical or mental violence, injury and abuse, neglect or negligent treatment,

maltreatment and exploitation, including sexual abuse. The same Convention

establishes the right of the child to education, and with a view to achieving this right

progressively, and on the basis of equal opportunity, it obliges the government to take

measures to encourage regular attendance in school and reduce dropout rates. Thus, it

is mandated that all appropriate measures be undertaken to ensure that school

discipline is administered in a manner consistent with the child’s human dignity, and in

conformity with the CRC.

Towards this end, the Department of Education (DepEd), in collaboration with its

partners and stakeholders, shall ensure that all schools are conducive to the education

of children. The best interest of the child shall be the paramount consideration in all

decisions and actions involving children, whether undertaken by public or private social

welfare institutions, courts of law, administrative authorities, and legislative bodies,

consistent with the principle of First Call for Children, as enunciated in the CRC.

Teachers and learning facilitators especially in learning centers are their substitute

parents, and are expected to discharge their functions and duties with this in mind. In

this connection, the Family Code empowers the school, its administrators and teachers,

or the individual, entity or institution engaged in child care to exercise the special
parental authority and responsibility over the child, while under their supervision,

instruction or custody.

The Department recognizes that cases of abuse may arise as a result of the difficult

situations faced by teachers and other officials within and outside school.

DepEd has adopted the policy to provide special protection to children who are gravely

threatened or endangered by circumstances which affect their normal development and

over which they have no control, and to assist the concerned agencies in their

rehabilitation.

Furthermore, this Department aims to ensure such special protection from all forms of

abuse and exploitation and care as is necessary for the child’s well-being, taking into

account the primary rights and duties of parents, legal guardians, or other individuals

who are legally responsible and exercise custody over the child. DepEd recognizes the

participatory rights of the child in the formulation and implementation of policies, and in

all proceedings affecting them, whether they be victims or aggressors, either directly, or

through a representative.

Accordingly, this Department reiterates a zero-tolerance policy for any act of child

abuse, exploitation, violence, discrimination, bullying and other forms of abuse, and

hereby promulgates this Department Order.

Section 3. – Definition of Terms

A. “Child” – refers to any person below eighteen (18) years of age or those over but

are unable to fully take care of themselves or protect themselves from abuse, neglect,

cruelty, exploitation or discrimination because of a physical or mental disability or

condition; (RA 7610). For purposes of this Department Order, the term also includes

pupils or students who may be eighteen (18) years of age or older but are in school.

B. “Children in School” – refers to bona fide pupils, students or learners who are

enrolled in the basic education system, whether regular, irregular, transferee or

repeater, including those who have been temporarily out of school, who are in the

school or learning centers premises or participating in school-sanctioned activities.

C. “Pupil, Student or Learner” – means a child who regularly attends classes in any

level of the basic education system, under the supervision and tutelage of a teacher or

facilitator.

D. “School Personnel” – means the persons, singly or collectively, working in a public

or private school. They are classified as follows:

a. “School Head” refers to the chief executive officer or administrator of a public or

private school or learning center.

b. “Other School Officials” include other school officers, including teachers, who are

occupying supervisory positions or positions of responsibility, and are involved in policy

formulation or implementation in a school.

c. “Academic Personnel” includes all school personnel who are formally engaged in

actual teaching service or in research assignments, either on a full-time or a part-time

basis, as well as those who possess certain prescribed academic functions directly
supportive of teaching, such as registrars, librarians, guidance counselors, researchers,

and other similar persons. They may include school officials who are responsible for

academic matters, and other school officials.

d. “Other Personnel” includes all other non-academic personnel in the school,

whatever may be the nature of their appointment and status of employment.

E. “Child Protection” – refers to programs, services, procedures and structures that

are intended to prevent and respond to abuse, neglect, exploitation, discrimination and

violence.

F. “Parents” – refers to biological parents, step-parents, adoptive parents and the

common-law spouse or partner of the parent;

G. “Guardians or Custodians” – refers to legal guardians, foster parents, and other

persons, including relatives or even non-relatives, who have physical custody of the

child.

H. “School Visitor or Guest” – refers to any person who visits the school and has any

official business with the school, and any person who does not have any official

business but is found within the premises of the school. This may include those who are

within the school premises for certain reasons, e.g., student teachers, catechists,

service providers, suppliers, bidders, parents and guardians of other children.

I. “Child Abuse” – refers to the maltreatment of a child, whether habitual or not, which

includes any of the following:

1) psychological or physical abuse, neglect, cruelty, sexual abuse and emotional

maltreatment;
2) any act by deeds or words which debases, degrades or demeans the intrinsic worth

and dignity of a child as a human being;

3) unreasonable deprivation of the child’s basic needs for survival, such as food and

shelter; or

4) failure to immediately give medical treatment to an injured child resulting in serious

impairment of his or her growth and development or in the child’s permanent incapacity

or death (Sec. 3 [b], RA 7610).

J. “Discrimination against children” – refers to an act of exclusion, distinction,

restriction or preference which is based on any ground such as age, ethnicity, sex,

sexual orientation and gender identity, language, religion, political or other opinion,

national or social origin, property, birth, being infected or affected by Human

Immunodeficiency Virus and Acquired Immune Deficiency Syndrome (AIDS), being

pregnant, being a child in conflict with the law, being a child with disability or other

status or condition, and which has the purpose or effect of nullifying or impairing the

recognition, enjoyment or exercise by all persons, on an equal footing, of all rights and

freedoms.

K. “Child exploitation” – refers to the use of children for someone else’s advantage,

gratification or profit often resulting in an unjust, cruel and harmful treatment of the child.

These activities disrupt the child’s normal physical or mental health, education, moral or

social emotional development. It covers situations of manipulation, misuse, abuse,

victimization, oppression or ill-treatment.

There are two (2) main forms of child exploitation that are recognized:

1) Sexual exploitation – refers to the abuse of a position of vulnerability, differential

power, or trust, for sexual purposes. It includes, but it is not limited to forcing a child to

participate in prostitution or the production of pornographic materials, as a result of

being subjected to a threat, deception, coercion, abduction, force, abuse of authority,

debt bondage, fraud or through abuse of a victim’s vulnerability.

2) Economic exploitation – refers to the use of the child in work or other activities for

the benefit of others. Economic exploitation involves a certain gain or profit through the

production, distribution and consumption of goods and services. This includes, but is not

limited to, illegal child labor, as defined in RA 9231.

L. “Violence against children committed in schools” – refers to a single act or a

series of acts committed by school administrators, academic and non-academic

personnel against a child, which result in or is likely to result in physical, sexual,

psychological harm or suffering, or other abuses including threats of such acts, battery,

assault, coercion, harassment or arbitrary deprivation of liberty. It includes, but is not

limited to, the following acts:

1) Physical violence refers to acts that inflict bodily or physical harm. It includes

assigning children to perform tasks which are hazardous to their physical well-being.

2) Sexual violence refers to acts that are sexual in nature. It includes, but is not limited

to:

a) rape, sexual harassment, acts of lasciviousness, making demeaning and sexually

suggestive remarks, physically attacking the sexual parts of the victim’s body;
b) forcing the child to watch obscene publications and indecent shows or forcing the

child to do indecent sexual acts and/or to engage or be involved in, the creation or

distribution of such films, indecent publication or material; and

c) acts causing or attempting to cause the child to engage in any sexual activity by

force, threat of force, physical or other harm or threat of physical or other harm or

coercion, or through inducements, gifts or favors.

3) Psychological violence refers to acts or omissions causing or likely to cause mental

or emotional suffering of the child, such as but not limited to intimidation, harassment,

stalking, damage to property, public ridicule or humiliation, deduction or threat of

deduction from grade or merit as a form of punishment, and repeated verbal abuse.

4) Other acts of violence of a physical, sexual or psychological nature that are

prejudicial to the best interest of the child.

M. “Bullying or Peer Abuse” – refers to willful aggressive behavior that is directed,

towards a particular victim who may be out-numbered, younger, weak, with disability,

less confident, or otherwise vulnerable. More particularly:

1) Bullying – is committed when a student commits an act or a series of acts directed

towards another student, or a series of single acts directed towards several students in

a school setting or a place of learning, which results in physical and mental abuse,

harassment, intimidation, or humiliation. Such acts may consist of any one or more of

the following:

a. Threats to inflict a wrong upon the person, honor or property of the person or on his

or her family;
b. Stalking or constantly following or pursuing a person in his or her daily activities, with

unwanted and obsessive attention;

c. Taking of property;

d. Public humiliation, or public and malicious imputation of a crime or of a vice or defect,

whether real or imaginary, or any act, omission, condition, status, or circumstance

tending to cause dishonor, discredit or expose a person to contempt;

e. Deliberate destruction or defacement of, or damage to the child’s property;

f. Physical violence committed upon a student, which may or may not result to harm or

injury, with or without the aid of a weapon. Such violence may be in the form of mauling,

hitting, punching, kicking, throwing things at the student, pinching, spanking, or other

similar acts;

g. Demanding or requiring sexual or monetary favors, or exacting money or property,

from a pupil or student; and

h. Restraining the liberty and freedom of a pupil or student.

1) Cyber-bullying – is any conduct defined in the preceding paragraph, as resulting in

harassment, intimidation, or humiliation, through electronic means or other technology,

such as, but not limited to texting, email, instant messaging, chatting, internet, social

networking websites or other platforms or formats.

N. “Other acts of abuse by a pupil, student or learner”– refers to other serious acts

of abuse committed by a pupil, student or learner upon another pupil, student or learner

of the same school, not falling under the definition of ‘bullying’ in the preceding

provisions, including but not limited to acts of a physical, sexual or psychological nature.

O. “Corporal Punishment” – refers to a kind of punishment or penalty imposed for an

alleged or actual offense, which is carried out or inflicted, for the purpose of discipline,

training or control, by a teacher, school administrator, an adult, or any other child who

has been given or has assumed authority or responsibility for punishment or discipline.

It includes physical, humiliating or degrading punishment, including, but not limited to

the following:

1) Blows such as, but not limited to, beating, kicking, hitting, slapping, or lashing, of any

part of a child’s body, with or without the use of an instrument such as, but not limited to

a cane, broom, stick, whip or belt;

2) Striking of a child’s face or head, such being declared as a “no contact zone”;

3) Pulling hair, shaking, twisting joints, cutting or piercing skin, dragging, pushing or

throwing of a child;

4) Forcing a child to perform physically painful or damaging acts such as, but not limited

to, holding a weight or weights for an extended period and kneeling on stones, salt,

pebbles or other objects;

5) Deprivation of a child’s physical needs as a form of punishment;

6) Deliberate exposure to fire, ice, water, smoke, sunlight, rain, pepper, alcohol, or

forcing the child to swallow substances, dangerous chemicals, and other materials that

can cause discomfort or threaten the child’s health, safety and sense of security such

as, but not limited to bleach or insecticides, excrement or urine;

7) Tying up a child;

8) Confinement, imprisonment or depriving the liberty of a child;

9) Verbal abuse or assaults, including intimidation or threat of bodily harm, swearing or

cursing, ridiculing or denigrating the child;

10) Forcing a child to wear a sign, to undress or disrobe, or to put on anything that will

make a child look or feel foolish, which belittles or humiliates the child in front of others;

11) Permanent confiscation of personal property of pupils, students or learners, except

when such pieces of property pose a danger to the child or to others; and

12) Other analogous acts.

P. “Positive and Non-Violent Discipline of Children” -is a way of thinking and a

holistic, constructive and pro-active approach to teaching that helps children develop

appropriate thinking and behavior in the short and long-term and fosters self-discipline.

It is based on the fundamental principle that children are full human beings with basic

human rights. Positive discipline begins with setting the long-term goals or impacts that
teachers want to have on their students’ adult lives, and using everyday situations and

challenges as opportunities to teach life-long skills and values to students.

DUTIES AND RESPONSIBILITIES

Section 4. Central Office

The DepEd Central Office shall have the following duties and responsibilities:

A. Develop a policy and guidelines for the prevention of violence against children in

schools and make these available to all schools;

B. Conduct a nationwide information dissemination and campaign on violence

prevention programs for children and research based best practices for teachers, which

are intended to promote new techniques, methodologies and research related to

teaching, classroom management, child development, positive and non-violent

discipline;

C. Devise programs, campaigns and activities through the Offices of the Undersecretary

for Programs and Projects and Regional Operations, to raise consciousness, mobilize

and educate the students, parents, teachers, community, local government units and

other stakeholders in addressing child abuse, exploitation, violence, discrimination and

bullying; and

D. Formulate a system of standard reporting, prescribe standards and procedures for

monitoring and evaluation, and maintain the central repository of Regional Reports

(Annex “A”) on incidents and cases of child abuse, exploitation, violence, discrimination,
bullying and other acts of abuse, through the Office of the Undersecretary for Legal and

Legislative Affairs.

The data on the number and types of reports made under these guidelines, the results

of investigations undertaken to verify the details made in the complaints, the sanctions

imposed, the action taken and the interventions adopted, are to be maintained on an

annual aggregated basis.

E. The Secretary shall exercise disciplinary jurisdiction, where appropriate, pursuant to

the Revised Rules of Procedure of the Department of Education in Administrative Cases

and other existing laws, rules and regulations.

Section 5. Regional Offices

The Regional Offices shall have the following duties and responsibilities:

A. Encourage and support advocacy campaigns and capability building activities on the

prevention of child abuse, violence, exploitation, discrimination, bullying and other forms

of abuse, promotion of positive and non-violent discipline, conflict resolution and peer

mediation;

B. Consolidate reports on incidents and cases of the Division Offices within the Region

and submit a Regional Report (Annex “A”) to the Undersecretary for Legal and

Legislative Affairs;
C. Monitor and evaluate the implementation and enforcement of this Department Order

by the Schools Division Offices and such other related laws and regulations relative to

abuse, exploitation, violence and discrimination of children;

D. Exercise disciplinary jurisdiction, where appropriate, pursuant to the Revised Rules

of Procedure of the Department of Education in Administrative Cases and other existing

laws, rules and regulations; and

E. Give recommendations to the Central Office on the policies, programs, and services,

to address and prevent cases of child abuse, exploitation, violence and discrimination,

bullying and other acts of abuses, consistent with this Department Order.

Section 6. Division Offices

The Division Offices shall have the following duties and responsibilities:

A. Conduct the information-dissemination activities and in-service training for teachers

on the protection of children in school from abuse, violence, exploitation, discrimination,

bullying or peer abuse and other related cases;

B. Undertake advocacy campaigns and capability building activities to enable the

schools to do the following:

 Apply positive and non-violent discipline,

  Formulate and implement guidelines and procedures to emphasize the role of all

stakeholders and other persons in the prevention and reporting of cases of

bullying, and

 Provide conflict resolution or peer mediation, including referral to appropriate

service providers, if needed;

C. Organize and conduct the capacity building activities for members of the Child

Protection Committee and Guidance Counselors/Teachers; including, but not limited to

the identification of students who may be suffering from significant harm based on any

physical, emotional or behavioral signs;

D. Develop strategies to address the risk factors that contribute to the commission of

acts of abuse, violence, exploitation, discrimination, and bullying;

E. Consolidate the reports on incidents and cases of all schools and submit a Division

Report (Annex “A”) to the Regional Office;

F. Monitor and evaluate the implementation and enforcement by public and private

schools of this Department Order and such other related laws and regulations relative to

abuse, exploitation, violence and discrimination of children;

G. Exercise disciplinary jurisdiction, where appropriate, pursuant to the Revised Rules

of Procedure of the Department of Education in Administrative Cases and other existing

laws, rules and regulations;

H. Give recommendations to the Regional Office and devise measures to address and

prohibit abuse, exploitation, violence and discrimination, and bullying or peer abuse of

children, consistent with this Department Order;

I. Utilize resources, coordinate with appropriate offices and other agency or

instrumentality for such assistance as it may require in the performance of its functions;

J. Encourage and support activities and campaigns initiated by stakeholders; and

K. Perform such other functions, as may be assigned by the Secretary or the Regional

Director.

Section 7. – Schools

The School Heads shall have the following duties and responsibilities:

A. Ensure the institution of effective child protection policies and procedures, and

monitor compliance thereof;

B. Ensure that the school adopts a child protection policy;

C. Ensure that all pupils, students or learners, school personnel, parents, guardians or

custodians, and visitors and guests are made aware of child protection policy (Annex

“C”).

D. Organize and convene the Child Protection Committee for the school;
E. Conduct the capacity building activities for the members of the Child Protection

Committee and Guidance Counselors/Teachers;

F. Conduct disciplinary proceedings in cases of offenses committed by pupils, students

or learners;

G. Ensure that the participatory and other rights of children are respected and upheld in

all matters and procedures affecting their welfare;

H. Maintain a record of all proceedings related to bullying or peer abuse and submit

after each school year to the Division Office the report and a copy of the intake form

(Annex’s “A” & “B”, respectively);

I. Conduct the appropriate training and capability building activities on child protection

measures and protocols;

J. Ensure that the school adopts a student Code of Conduct to be followed by every

pupil, student or learner while on school grounds, or when traveling to and from school,

or during a school-sponsored activity, and during lunch period, whether on or off

campus;

K. Adopt such conflict resolution mechanisms that respect the rights of indigenous

peoples, provided that they conform to this Department Order and they uphold the rights

of the child;
L. Coordinate with the appropriate offices and other agency or instrumentality for

appropriate assistance and intervention, as may be required in the performance of its

functions;

M. Coordinate with the Department of Social Welfare and Development or, the

appropriate government agencies or non-governmental organizations on a Child

Protection Hotline for reporting abuse, violence, exploitation, discrimination, bullying and

other similar acts and for counseling;

N. Ensure that all incidents of abuse, violence, exploitation, discrimination, bullying and

other similar acts are addressed in accordance with the provisions of this Department

Order.

Section 8. Duties and Responsibilities of School Personnel

Article 218 of the Family Code of the Philippines provides the following responsibilities

of school administrators, teachers, academic and nonacademic and other personnel:

A. Exercise special parental authority and responsibility over the child while under their

supervision, instruction and custody. Authority and responsibility shall apply to all

authorized activities whether inside or outside the premises of the school, entity or

institution.

Articles 220 and 233 of the Family Code of the Philippines, Presidential Decree No.

603, and other related laws enumerated the following duties and responsibilities of the
abovementioned persons and personnel over the children under their supervision,

instruction and custody:

B. Keep them in their company and support, educate and instruct them by right precept

and good example;

C. Give them love and affection, advice and counsel, companionship and

understanding;

D. Enhance, protect, preserve and maintain their physical and mental health at all times;

E. Furnish them with good and wholesome educational materials, supervise their

activities, recreation and association with others, protect them from bad company and

prevent them from acquiring habits detrimental to their health, studies and morals;

F. Represent them in all matters affecting their interests;

G. Inculcate the value of respect and obedience;

H. Practice positive and non-violent discipline, as may be required under the

circumstances; provided, that in no case shall corporal punishment be inflicted upon

them;

I. Perform such other duties as are imposed by law upon them, as substitute parents or

guardians; and
J. School personnel shall also strictly comply with the school’s child protection policy.

Section 9. Duties and Responsibilities of Pupils, Students and Learners

Pupils, students and learners shall have the following duties and responsibilities:

A. Comply with the school’s regulations, as long as they are in harmony with their best

interests. Pupils, students and learners shall refrain from:

i. Engaging in discrimination, or leading a group of pupils or students to discriminate

another, with reference to one’s physical appearance, weaknesses and status of any

sort;

ii. Doing any act that is inappropriate or sexually provocative;

iii. Participating in behavior of other students that is illegal, unsafe or abusive;

iv. Marking or damaging school property, including books, in any way;

v. Engaging in fights or any aggressive behavior;

vi. Introducing into the school premises or otherwise possessing prohibited articles,

such as deadly weapons, drugs, alcohol, toxic and noxious substances, cigarettes and

pornographic material; and

vii. Performing other similar acts that cause damage or injury to another.
An allegation that any of these acts has been committed shall not be used to curtail the

child’s basic rights, or interpreted to defeat the objectives of this Department Order.

B. Conduct themselves in accordance with their levels of development, maturity, and

demonstrated capabilities, with a proper regard for the rights and welfare of other

persons;

C. Respect another person’s rights regardless of opinion, status, gender, ethnicity,

religion, as well as everyone’s moral and physical integrity; and

D. Observe the Code of Conduct for pupils, students and learners.

Section 10. Establishment of Child Protection Committee

All public and private elementary and secondary schools shall establish a Child

Protection Committee (CPC).

A. The CPC shall be composed of the following:

1. School Head/Administrator – Chairperson

2. Guidance Counselor/ Teacher – Vice Chairperson

3. Representative of the Teachers as designated by the Faculty Club

4. Representative of the Parents as designated by the Parents-Teachers

Association

5. Representative of pupils, students and learners as designated by the

Supreme Student Council

 6. Representative from the Community as designated by the Punong

Barangay, preferably a member of the Barangay Council for the Protection

of Children (BCPC).

B. The CPC shall perform the following functions:

1. Draft a school child protection policy with a code of conduct and a plan to

ensure child protection and safety, which shall be reviewed every three (3)

years. The template for the school child protection policy is attached as

Annex “C”;

2. Initiate information dissemination programs and organize activities for the

protection of children from abuse, exploitation, violence, discrimination

and bullying or peer abuse;

3. Develop and implement a school-based referral and monitoring system.

The template for the referral system is attached as Annex “D”;

4. Establish a system for identifying students who may be suffering from

significant harm based on any physical, emotional or behavioral signs;

5. Identify, refer and, if appropriate, report to the appropriate offices cases

involving child abuse, exploitation, violence, discrimination and bullying;

6. Give assistance to parents or guardians, whenever necessary in securing

expert guidance counseling from the appropriate offices or institutions;

7. Coordinate closely with the Women and Child Protection Desks of the

Philippine National Police (PNP), the Local Social Welfare and

Development Office (LSWDO), other government agencies, and non-

governmental organizations (NGOs), as may be appropriate;

 8. Monitor the implementation of positive measures and effective procedures

in providing the necessary support for the child and for those who care for

the child; and

9. Ensure that the children’s right to be heard are respected and upheld in all

matters and procedures affecting their welfare.

PREVENTIVE MEASURES TO ADDRESS CHILD ABUSE, EXPLOITATION,

VIOLENCE, DISCRIMINATION AND BULLYING AND OTHER ACTS OF ABUSE

Section 11. Capacity Building of School Officials, Personnel, Parents and Students

All public and private elementary and secondary schools shall build the capacities of

school personnel, pupils, students and learners, parents and guardians to understand

and deal with child abuse, exploitation, violence and discrimination cases, bullying and

peer violence by conducting sessions, trainings and seminars on positive peer

relationships and enhancement of social and emotional competence.

They shall use training modules which include positive and nonviolent discipline in

classroom management, anger and stress management and gender sensitivity. They

shall likewise employ means which enhance the skills and pedagogy in integrating and

teaching children’s rights in the classroom.

The programs that are intended to promote Positive and Non-Violent Discipline include,

but are not limited to, the following:

1. Integration of education sessions on corporal punishment and positive

discipline in the initiatives of the Parent-Teachers Associations (PTAs);

2. Capacity-building programs for school administrators, teachers and non-

academic personnel focused on children’s rights, child development and

positive and nonviolent approaches in teaching and classroom

management, to enable them to incorporate positive discipline messages

in parent-teacher conferences and family counseling, and integrate

messages on children’s rights and corporal punishment in classroom

discussions;

3. Encouraging and supporting the formation and initiatives of support

groups among teaching and non-teaching staff, and parents and

caregivers;

4. Implementing specific parenting orientation sessions with parents and

caregivers and other activities;

5. Implementing school activities or events that raise awareness on

children’s rights, corporal punishment and positive discipline, fostering the

active involvement of and providing venues for bringing together parents,

families and children;

6. Encouraging and supporting student-led initiatives to raise awareness on

children’s rights, corporal punishment and positive discipline; and

7. Setting up child-friendly mechanisms for obtaining children’s views and

participation in the formulation, monitoring and assessment of school rules

and policies related to student discipline.

PROTECTIVE AND REMEDIAL MEASURES TO ADDRESS CHILD ABUSE,

EXPLOITATION, VIOLENCE, DISCRIMINATION, BULLYING AND OTHER ACTS OF

ABUSE

Section 12. Procedures in Handling Bullying Incidents in Schools.

A complaint for bullying or peer abuse shall be acted upon by the School Head following

the procedures herein set forth:

a. Bullying – Upon the filing of a complaint or upon notice by a school personnel or

official of any bullying or peer abuse incident, the same shall be immediately reported to

the School Head, who shall inform the parents or guardian of the victim and the

offending child, in a meeting called for the purpose. The victim and the offending child

shall be referred to the Child Protection Committee for counseling and other

interventions. The penalty of reprimand, if warranted, may be imposed by the School

Head in the presence of the parents or guardians.

If bullying is committed for a second or subsequent time, after the offending child has

received counseling or other interventions, the penalty of suspension for not more than

one (1) week may be imposed by the School Head, if such is warranted. During the

period of suspension, the offending child and the parents or guardians may be required

to attend further seminars and counseling. The School Head shall likewise ensure that

the appropriate interventions, counseling and other services, are provided for the victim

or victims of bullying.
b. Bullying that results in serious physical injuries or death – If the bullying or peer

abuse resulted in serious physical injuries or death, whenever appropriate, the case

shall be dealt with in accordance with the provisions of Republic Act 9344 and its

Implementing Rules and Regulations.

c. Procedure – In all cases where the imposable penalty on the offending child is

suspension, exclusion or expulsion, the following minimum requirements of due process

shall be complied with:

(1) The child and the parents or guardians must be informed of the complaint in writing;

(2) The child shall be given the opportunity to answer the complaint in writing, with the

assistance of the parents or guardian;

(3) The decision of the school head must be in writing, stating the facts and the reasons

for the decision;

(4) The decision of the school head may be appealed, as provided in existing rules of

the Department.

Section 13. Implementation of Non-punitive Measures.

Depending on the gravity of the bullying committed by any pupil, student or learner, the

school may impose other non-punitive measures, in lieu of punitive measures, in

accordance with the principles of Positive and Non-Violent Discipline.

Section 14. Other acts of violence or abuse.

Other serious acts of violence or abuse committed by a pupil, student or learner upon

another pupil, student or learner of the same school, shall, and whenever appropriate,

be dealt with in accordance with the provisions of Republic Act 9344 and its

Implementing Rules and Regulations.

RULES AND PROCEDURES IN HANDLING CHILD ABUSE, EXPLOITATION,

VIOLENCE AND DISCRIMINATION CASES

Section 15. – Prohibited Acts

The following acts, as defined in Section 3 of this Order, are hereby prohibited and shall

be penalized in administrative proceedings as Grave or Simple Misconduct depending

on the gravity of the act and its consequences, under existing laws, rules and

regulations:

1. Child abuse;

2. Discrimination against children;

3. Child Exploitation;

4. Violence Against Children in School;

5. Corporal Punishment;

6. Any analogous or similar acts.

Section 16. Investigation and Reporting.

The conduct of investigation and reporting of cases of child abuse, exploitation, violence

or discrimination, shall be done expeditiously, as herein provided.

A. PUBLIC SCHOOLS

A. The School Head or the Schools Division Superintendent, upon receipt of the

Complaint, shall forward the same, within forty-eight (48) hours, to the Disciplining

Authority, who shall then issue an Order for the conduct of a fact-finding investigation,

not later than seventy-two (72) hours from submission. These periods shall be strictly

observed, except when justified by circumstances beyond their control; Provided, that, if

the person complained of is nonteaching personnel, the Schools Division

Superintendent shall cause the conduct of a fact-finding investigation within the same

period.

B. If a complaint is not sufficient in form, the concerned School Head, Schools Division

Superintendent, or Disciplining Authority shall immediately inform the complainant of the

requirements of a formal complaint. Upon the filing of the formal complaint, the same

shall be acted upon pursuant to the preceding paragraphs.

C. The conduct of a fact-finding investigation shall be in accordance with the Revised

Rules of Procedure of the Department of Education in Administrative Cases. Pending

investigation, upon referral of the School Principal or Guidance Counselor/Teacher, the

Local Social Welfare and Development Officer (LSWDO) of the concerned local
government unit shall assess the child and provide psychosocial intervention to help the

child victim recover from whatever trauma he or she has experienced as a result of the

abuse. The offender shall likewise undergo psychosocial intervention, if such is

warranted.

If a prima facie case exists based on the Investigation Report and the records, a Formal

Charge shall be issued by the Disciplining Authority, which may be the basis for the

issuance of an Order of Preventive Suspension or as an alternative, reassignment of

the offending party, as may be warranted. The respondent may be placed under

preventive suspension pending investigation, for a period of ninety (90) days, if the

injury or abuse committed against a child is so grave, as to render the child unable to

attend his or her classes. The respondent may also be preventively suspended to

preclude the possibility of influencing or intimidating witnesses.

The respondent may file a Motion for Reconsideration with the Disciplining Authority or

may elevate the same to the Civil Service Commission by way of an Appeal within

fifteen (15) days from receipt thereof.

D. The Revised Rules of Procedure of the Department of Education in Administrative

Cases shall apply in all other aspects.

E. A complaint for education-related sexual harassment as defined under Resolution

No. 01-0940 of the Civil Service Commission, must be in writing, signed and sworn to

by the complainant. It shall contain the following:

 1. the full name and address of the complainant;

2. the full name, address, and position of the respondent;

3. a brief statement of the relevant facts;

4. evidence, in support of the complainant, if any;

5. a certification of non-forum shopping.

E.1. The Complaint shall be referred to the Committee on Decorum and Investigation.

Upon receipt of the complaint, the Committee shall require the person complained of to

submit his or her Counter-Affidavit/Comment, which shall be under oath, not later than

three (3) days from receipt of the notice, furnishing the complainant a copy thereof,

otherwise the Counter-Affidavit or Comment shall be considered as not filed.

E.2. The procedure for the conduct of an investigation and all other related incidents,

shall be in accordance with the rules under Resolution No. 01-0940 of the Civil Service

Commission; Provided, that, if the respondent is a teacher, the composition of the

Formal Investigating Committee shall be in accordance with Section 9 of R.A. 4670.

F. The Regional Directors shall periodically monitor and keep a record of all reported

child abuse cases, and submit a final consolidated regional report (Annex “A) to the

Office of the Undersecretary for Legal and Legislative Affairs and the Undersecretary for

Regional Operations.

G. Failure to submit an incident report or to render a decision involving the case within

the prescribed period, without justifiable cause, shall be a ground for administrative

action for neglect of duty against the responsible official.

H. The Office of the Undersecretary for Legal and Legislative Affairs shall compile the

regional reports and submit an annual report to the Secretary.

Section 17. Jurisdiction.

Complaints of child abuse, violence, discrimination, exploitation, bullying and other acts

of abuse under this Department Order shall be within the exclusive jurisdiction of the

Department, and shall not be brought for amicable settlement before the Barangay,

subject to existing laws, rules and regulations. Complaints for acts committed by

persons not under the jurisdiction of the Disciplinary Authority of the Department shall

be referred to the appropriate authorities.

Section 18. Confidentiality.

In child abuse, violence, discrimination, exploitation, bullying or peer abuse and other

acts of abuse by a pupil, student or learners, the identity or other information that may

reasonably identify the pupil, student or learner, whether victim or offender, shall be

withheld from the public to protect his or her privacy.

On the other hand, the Magna Carta for Public School Teachers protects the rights of

teachers and no publicity shall be given to any disciplinary action against a teacher

during the pendency of his or her case.

Section 19. Criminal and Civil Liability. Criminal and civil liability arising from child

abuse, discrimination, exploitation, and other acts of abuse are separate and distinct,

and shall not be a bar to the filing of an administrative case under these guidelines.
B. Private Schools

Section 20. Complaint against school personnel or official.

A complaint for child abuse, violence, exploitation or discrimination in a private school

shall be filed with the School Head/Chief Executive Officer and shall be acted upon

pursuant to the school’s rules of procedures on administrative cases. The penalty shall

be that which is provided by the rules of the school, subject to the requirements of due

process. The administrative case shall be without prejudice to any civil or criminal case

that may be filed.

Section 21. The private school shall submit the report (Annex “A”) to the Division Office

after each school year.

REFERRAL AND ASSESSMENT OF VICTIMS AND OFFENDERS AND OTHER

CHILDREN

Section 22. Referral and Assessment.

In all cases involving child abuse, violence, exploitation, discrimination, bullying and

other acts of abuse, the CPC shall accomplish the Intake Sheet (Annex “B”). The

School Head may refer the victims and offenders in cases involving child abuse,

exploitation, discrimination, bullying or peer abuse and other acts of abuse, to the

LSWDO for assessment. The LSWDO shall determine the appropriate intervention.
The School Head, with the aid of the assigned Guidance Counselor/Teacher, and in

coordination with the LSWDO, shall immediately remove the victim, or in appropriate

cases the offender, from the place of the incident, if the victim is determined to be at

risk. The child’s family shall be informed of any action taken.

The School Head may also refer to the LSWDO other pupils, students or learners who

are victims of abuse at home, children at risk, children in especially difficult

circumstances, children with special needs or at risk, children facing difficult situations,

or those who are exhibiting signs of aggressive behavior, with a view to obtaining

professional assessment, appropriate interventions and assistance from competent

service providers.

MISCELLANEOUS PROVISIONS

Section 23. Duties of Private Schools

Private Schools shall be responsible for promulgating a school child protection policy,

including a policy on bullying, a protocol for reporting and procedures for handling and

management of cases, consistent with these policies and guidelines.

Section 24. – Separability Clause

Any part or provision of this Department Order which may be held invalid or

unconstitutional shall not affect the validity and effectivity of the other provisions.
Section 25. Repealing Clause

All prior Department Orders or other issuances, or provisions thereof, which are

inconsistent with this Department Order are hereby repealed, revised or modified

accordingly.

Section 26. – Effectivity

This Department Order shall take effect immediately upon issuance.

ANTI-BULLYING ACT

REPUBLIC ACT NO. 10627

AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO ADOPT

POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING IN THEIR

INSTITUTIONS

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

Congress assembled:

Section 1. Short Title. – This Act shall be known as the "Anti-Bullying Act of 2013".

Section 2. Acts of Bullying. – For purposes of this Act, "bullying" shall refer to any

severe or repeated use by one or more students of a written, verbal or electronic

expression, or a physical act or gesture, or any combination thereof, directed at another

student that has the effect of actually causing or placing the latter in reasonable fear of

physical or emotional harm or damage to his property; creating a hostile environment at

school for the other student; infringing on the rights of the other student at school; or

materially and substantially disrupting the education process or the orderly operation of

a school; such as, but not limited to, the following:

a. Any unwanted physical contact between the bully and the victim like punching,

pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing,

fighting and the use of available objects as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional well-being;
c. Any slanderous statement or accusation that causes the victim undue emotional

distress like directing foul language or profanity at the target, name-calling, tormenting

and commenting negatively on victim’s looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any electronic

means.

Section 3. Adoption of Anti-Bullying Policies. – All elementary and secondary schools

are hereby directed to adopt policies to address the existence of bullying in their

respective institutions. Such policies shall be regularly updated and, at a minimum, shall

include provisions which:

(a) Prohibit the following acts:

(1) Bullying on school grounds; property immediately adjacent to school grounds; at

school-sponsored or school-related activities, functions or programs whether on or off

school grounds; at school bus stops; on school buses or other vehicles owned, leased

or used by a school; or through the use of technology or an electronic device owned,

leased or used by a school;

(2) Bullying at a location, activity, function or program that is not school-related and

through the use of technology or an electronic device that is not owned, leased or used

by a school if the act or acts in question create a hostile environment at school for the

victim, infringe on the rights of the victim at school, or materially and substantially

disrupt the education process or the orderly operation of a school; and

(3) Retaliation against a person who reports bullying, who provides information during

an investigation of bullying, or who is a witness to or has reliable information about

bullying;

(b) Identify the range of disciplinary administrative actions that may be taken against a

perpetrator for bullying or retaliation which shall be commensurate with the nature and

gravity of the offense: Provided, That, in addition to the disciplinary sanctions imposed

upon a perpetrator of bullying or retaliation, he/she shall also be required to undergo a

rehabilitation program which shall be administered by the institution concerned. The

parents of the said perpetrator shall be encouraged by the said institution to join the

rehabilitation program;

(c) Establish clear procedures and strategies for:

(1) Reporting acts of bullying or retaliation;

(2) Responding promptly to and investigating reports of bullying or retaliation;

(3) Restoring a sense of safety for a victim and assessing the student’s need for

protection;

(4) Protecting from bullying or retaliation of a person who reports acts of bullying,

provides information during an investigation of bullying, or is witness to or has reliable

information about an act of bullying; and

(5) Providing counseling or referral to appropriate services for perpetrators, victims and

appropriate family members of said students;

(d) Enable students to anonymously report bullying or retaliation: Provided, however,

that no disciplinary administrative action shall be taken against a perpetrator solely on

the basis of an anonymous report;

(e) Subject a student who knowingly makes a false accusation of bullying to disciplinary

administrative action;

(f) Educate students on the dynamics of bullying, the anti-bullying policies of the school

as well as the mechanisms of such school for the anonymous reporting of acts of

bullying or retaliation;

(g) Educate parents and guardians about the dynamics of bullying, the anti-bullying

policies of the school and how parents and guardians can provide support and reinforce

such policies at home; and

(h) Maintain a public record of relevant information and statistics on acts of bullying or

retaliation in school: Provided, That the names of students who committed acts of

bullying or retaliation shall be strictly confidential and only made available to the school

administration, teachers directly responsible for the said students and parents or

guardians of students who are or have been victims of acts of bullying or retaliation.

All elementary and secondary schools shall provide students and their parents or

guardians a copy of the anti-bullying policies being adopted by the school. Such policies

shall likewise be included in the school’s student and/or employee handbook and shall

be conspicuously posted on the school walls and website, if there is any.

The Department of Education (DepED) shall include in its training programs, courses or

activities which shall provide opportunities for school administrators, teachers and other

employees to develop their knowledge and skills in preventing or responding to any

bullying act.

Section 4. Mechanisms to Address Bullying. – The school principal or any person who

holds a comparable role shall be responsible for the implementation and oversight of

policies intended to address bullying.

Any member of the school administration, student, parent or volunteer shall immediately

report any instance of bullying or act of retaliation witnessed, or that has come to one’s

attention, to the school principal or school officer or person so designated by the

principal to handle such issues, or both. Upon receipt of such a report, the school

principal or the designated school officer or person shall promptly investigate. If it is

determined that bullying or retaliation has occurred, the school principal or the

designated school officer or person shall:

(a) Notify the law enforcement agency if the school principal or designee believes that

criminal charges under the Revised Penal Code may be pursued against the

perpetrator;

(b) Take appropriate disciplinary administrative action;

(c) Notify the parents or guardians of the perpetrator; and

(d) Notify the parents or guardians of the victim regarding the action taken to prevent

any further acts of bullying or retaliation.

If an incident of bullying or retaliation involves students from more than one school, the

school first informed of the bullying or retaliation shall promptly notify the appropriate

administrator of the other school so that both may take appropriate action.

Section 5. Reporting Requirement. – All schools shall inform their respective schools

division superintendents in writing about the anti-bullying policies formulated within six

(6) months from the effectivity of this Act. Such notification shall likewise be an

administrative requirement prior to the operation of new schools.

Beginning with the school year after the effectivity of this Act, and every first week of the

start of the school year thereafter, schools shall submit a report to their respective

school’s division superintendents all relevant information and statistics on acts of

bullying or retaliation. The school’s division superintendents shall compile these data

and report the same to the Secretary of the DepED who shall likewise formally transmit

a comprehensive report to the Committee on Basic Education of both the House of

Representatives and the Senate.

Section 6. Sanction for Noncompliance. – In the rules and regulations to be

implemented pursuant to this Act, the Secretary of the DepED shall prescribe the

appropriate administrative sanctions on school administrators who shall fail to comply

with the requirements under this Act. In addition, thereto, erring private schools shall

likewise suffer the penalty of suspension of their permits to operate.1âwphi1

Section 7. Implementing Rules and Regulations. – Within ninety (90) days from the

effectivity of this Act, the DepED shall promulgate the necessary rules and regulations

to implement the provisions of this Act.

Section 8. Separability Clause. – If, for any reason, any provision of this Act is declared

to be unconstitutional or invalid, the other sections or provisions hereof which are not

affected thereby shall continue to be in full force or effect.

Section 9. Repealing Clause. – All laws, decrees, orders, rules and regulations or parts

thereof which are inconsistent with or contrary to the provisions of this Act are hereby

repealed, amended or modified accordingly.

Section 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication

in at least two (2) national newspapers of general circulation.

 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836,
otherwise known as the Philippine Professionalization Act of 1994 and Paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby
adopts the Code of Ethics for Professional Teachers.

PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation
with high moral values as well as technical and professional competence in the practice
of their noble profession, they strictly adhere to, observe, and practice this set of ethical
and moral principles, standards, and values.

ARTICLE I
SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institution
shall offer quality education for all competent teachers committed of its full realization.
The provision of this Code shall apply, therefore, to all teachers in schools in the
Philippines.
Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary, and secondary levels
whether academic, vocational, special, technical or non-formal. The term “teacher” shall
include industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all school at the aforesaid levels, whether
on full time or part-time basis.

ARTICLE II
THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state; each
teacher is a trustee of the cultural and educational heritage of the nation and is under
obligation to transmit to learners such heritage as well as to elevate national morality,
promote national pride, cultivate love of country, instill allegiance to the constitution and
for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the
declared policies of the state, and shall take an oath to this effect.
 Section 3. In the interest of the state and of the Filipino people as much as of his
own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and
devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious,
or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or entity for
such purpose.
Section 6. Every teacher shall vote and shall exercise all other constitutional
rights and responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to
coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege
of expounding the product of his researches and investigations; provide that, if the
results are inimical to the declared policies of the State, they shall be brought to the
proper authorities for appropriate remedial action.

ARTICLE III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the
youth; he shall, therefore, render the best service by providing an environment
conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic and civic
betterment.
Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain for such activities
as gambling, smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall,
therefore, study and understand local customs and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as it needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leadership when needed,
to extend counseling services, as appropriate, and to actively be involved in matters
affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the people,
individually or collectively.
Section 8. A teacher possess freedom to attend church and worships as
appropriate, but shall not use his positions and influence to proselyte others.

ARTICLE IV
A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively ensure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a noble
calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and shall be at
his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional
Education (CPE) program of the Professional Regulations Commission, and shall
pursue such other studies as will improve his efficiency, enhance the prestige of the
profession, and strengthen his competence, virtues, and productivity in order to be
nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the
school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that
makes it dignified means for earning a decent living.

ARTICLE V
THE TEACHERS AND THE PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good,
and full cooperation with colleagues. When the best interest of the learners, the school,
or the profession is at stake in any controversy, teacher shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and
shall give due credit for the work of others which he may use.
 Section 3. Before leaving his position, a teacher shall organize for whoever
assumes the position such records and other data as are necessary to carry on the
work.
Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has not
been officially released, or remove records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for
what he may appear to be an unprofessional and unethical conduct of any associates.
However, this may be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating the right of the individual
concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified;
provided that he respects the system of selection on the basis of merit and competence;
provided, further, that all qualified candidates are given the opportunity to be
considered.

ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to
understand and support the legitimate policies of the school and the administration
regardless of personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he should
present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when special conditions
are advocated but are opposed by immediate superiors, in which case, the teacher shall
appeal directly to he appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right tp seek
redress against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so, they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made to only on the basis of merit and needed
in the interest of the service.
 Section 6. A teacher who accepts a position assumes a contractual obligation to
live up to his contract, assuming full knowledge of employment terms and conditions.

ARTICLE VII
SCHOOL OFFICIALS, TEACERS AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices being
standards of effective school supervision, dignified administration, responsible
leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important changes in
the systems at all levels.
Section 3. School officials shall encourage and attend the professional growth of
all teachers under them such as recommending them for promotions, giving them due
recognition for meritorious performance, and allowing them to participate in conferences
in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher
or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers
are employed in accordance with pertinent civil service rules, and private school
teachers are issued contracts specifying the terms and conditions of their work;
provided that they are given, if qualified, subsequent permanent tenure, in accordance
with existing laws.

ARTICLE VIII
THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and
the promotion of learners in the subject or grades he handles; such determination shall
be in accordance with generally accepted procedures of evaluation and measurement.
In case of any complaint, teachers concerned shall immediately take appropriate
actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are
of first and foremost concerns, and shall deal justifiably and impartially with each of
them.
 Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated
against by the learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit
and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop
between teacher and learner, the teacher shall exercise utmost professional discretion
to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners
nor make deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.

ARTICLE IX
THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with
parents, and shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact in
pointing out learners’ deficiencies and in seeking parent’s cooperation for the proper
guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.

ARTICLE X
THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate
income generation; provided that it does not relate to or adversely affect his work as a
teacher.
 Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further, that
members of duly recognized teachers cooperatives may participate in the distribution of
and sale of such commodities.

ARTICLE XI
THE TEACHER AS A PERSON
Section 1. A teacher is, above all, human being endowed with life for which it is
the highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self- discipline as the primary
principles of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his
own destiny of the destinies of men and nations.

ARTICLE XII
DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground
for the imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836,
and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.
 ARTICLE XIII
EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its publication in the official
Gazette or any newspaper of general circulation, whichever is earlier.
 TEACHER’S CREED
I am a teacher.

I accept the challenge to be sagacious and tenacious in teaching student,

Because I believe every student can learn.

I accept the responsibility to create a learning environment conducive to optimum

Achievement academically, socially and emotionally.

I actively pursue excellence for my students and myself.

I provide a model decorum and respect that guides my students as well as honors

them.

I affirm superlative expectations for my students and myself.

I cherish every student.

I am a teacher.

I change the world one student at a time.

 GOLDEN HERITAGE POLYTECHNIC COLLEGE
(Brief History)

Golden Heritage Polytechnic College, formerly Northern Mindanao Polytechnic

School, is a dream came true of the spouses, Captain Tito P. Dichosa and Netty D.

Dichosa. They felt the need to establish a school which is quality in operation and

affordable to cater students of families with incomes below par.

Having granted government recognition in 1987 by the Department of Education,

Culture and Sports now Department of Education, the school had its maiden course

courses offered namely, Two-year Hotel and Restaurant Management, Two-year Office

Management, Two-year Automotive Technician and 10 Months Seafarer. The venue of

the school at that time was in Executive Centrum Building occupying the second, third

and fourth floors of the building.

Realizing the need to meet the increasing number of students, the school was

transferred to the new site which is located at Vamenta Boulevard, Carmen, Cagayan

de Oro City. Several buildings were constructed like Administration, Classrooms,

Library, and Laboratories.

In 1994, complete Elementary and Secondary Education including Kinder 1and 2

offered upon issuance of their respective government recognition numbers from the

Department of Education, Culture and Sports, Region 10

To keep the curricular programs responsive to the diverse educational needs of

the students, the school continued to expand its offerings by applying Baccalaureate
Degree programs from the Commission on Higher Education (CHED). There were

collegiate courses approved such as Bachelor of Science in Office Management

(BSOM), Bachelor of Secondary Education (BSED), Bachelor of Elementary Education

(BEED), and Bachelor of Science in Business Administration (BSBA).

Another breakthrough which brought pride to the school in Region 10 was the

opening of the Sunday High School. The purpose of which is to help the out-of-school

youth and working students to continue their studies in secondary education. Through

the years, the school keeps maximizing the development of human and non-human

resources by upgrading them within the parameter of relevancy and urgency.

 Golden Heritage Polytechnic College Vision

The Golden Heritage Polytechnic College (GHPC) is a forerunner of all the educational

pursuits that cater to the total development f the person’s inherent potentialities, thereby

capable to withstand the challenges of a conflicting society.

Golden Heritage Polytechnic College Mission

As a human being endowed with distinctive talents and personality, this College expects

everyone concerned to:

1. Enhance basic knowledge by keeping abreast with instructional excellence;

2. Instill the love of work as needed in skills development: and

3. To abide by the school’s rules and regulations manifesting a well-disciplined person

at all times.
Golden Heritage Polytechnic College Alma Mater Song

Golden Heritage Polytechnic College

Dispels all the darkness
In our hearts and our minds
Its gray and white portals
Sure fill us with pride
With strength and with courage
The will to do right

We vow to be honest and loyal and true

In the classroom, the sports field
We learn to follow every rules
Our founders, our teachers
We honor and cheer
Their pains for our welfare
In the lands have no fear

Golden Heritage
Stands up for the truth
Like a city sets high
In the service of youth
Our gray and white banner
An inspiring site
Our glorious motto
Is lead kindly light.