Other Teacher

Related Laws
Sit back and
Relax! 
 Topics:

✘ Article XIV of the

1987 Constitution
✘ RA No. 4670
✘ RA No. 9155
✘ RA No. 7722
✘ RA No. 10912
✘ RA No. 10157
✘ RA No. 10687

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O + ___ Lo + ____

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Documentation

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 1.
Article XIV
EDUCATION, SCIENCE AND
TECHNOLOGY, ARTS,
CULTURE AND SPORTS
 Article XIV

✘ Section 1.

The State shall protect and promote the

right of all citizens to quality education at all
levels, and shall take appropriate steps to make
such education accessible to all.

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 Article XIV
✘ Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and

integrated system of education relevant to the needs of the
people and society;

(2) Establish and maintain, a system of free public education in

the elementary and high school levels. Without limiting the
natural rights of parents to rear their children, elementary
education is compulsory for all children of school age;

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 Article XIV
✘ Section 2. The State shall:

(3) Establish and maintain a system of scholarship grants, student

loan programs, subsidies, and other incentives which shall be
available to deserving students in both public and private schools,
especially to the under-privileged;

(4) Encourage non-formal, informal, and indigenous learning

systems, as well as self-learning, independent, and out-of-school
study programs particularly those that respond to community needs;
and

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 Article XIV
✘ Section 2. The State shall:

(3) Establish and maintain a system of scholarship grants, student

loan programs, subsidies, and other incentives which shall be
available to deserving students in both public and private schools,
especially to the under-privileged;

(4) Encourage non-formal, informal, and indigenous learning

systems, as well as self-learning, independent, and out-of-school
study programs particularly those that respond to community needs;
and

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 Article XIV

✘ Section 2. The State shall:

(5) Provide adult citizens, the disabled, and out-of-

school youth with training in civics, vocational
efficiency, and other skills

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 Article XIV
✘ Section 3.

(1) All educational institutions shall include the study of the

Constitution as part of the curricula.

(2) They 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.

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 Article XIV
✘ Section 3.

(3) At the option expressed in writing by the parents or guardians,

religion shall be allowed to be taught to their children or wards in
public elementary and high schools within the regular class hours by
instructors designated or approved by the religious authorities of the
religion to which the children or wards belong, without additional
cost to the Government.

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 Article XIV
✘ Section 4.

(1) The State recognizes the complementary roles of public and private
institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.

(2) Educational institutions, other than those established by religious groups

and mission boards, shall be owned solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which
is owned by such citizens. The Congress may, however, require increased
Filipino equity participation in all educational institutions.

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 Article XIV
✘ Section 4.

The control and administration of educational institutions shall be

vested in citizens of the Philippines.

No educational institution shall be established exclusively for aliens

and no group of aliens shall comprise more than one-third of the
enrollment in any school. The provisions of this subsection shall not
apply to schools established for foreign diplomatic personnel and their
dependents and, unless otherwise provided by law, for other foreign
temporary residents.

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 Article XIV
✘ Section 4.

(3) All revenues and assets of non-stock, non-profit educational

institutions used actually, directly, and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the dissolution
or cessation of the corporate existence of such institutions, their assets
shall be disposed of in the manner provided by law.

Proprietary educational institutions, including those cooperatively

owned, may likewise be entitled to such exemptions, subject to the
limitations provided by law, including restrictions on dividends and
provisions for reinvestment.

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 Article XIV
✘ Section 4.

(3) All revenues and assets of non-stock, non-profit educational

institutions used actually, directly, and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the dissolution
or cessation of the corporate existence of such institutions, their assets
shall be disposed of in the manner provided by law.

Proprietary educational institutions, including those cooperatively

owned, may likewise be entitled to such exemptions, subject to the
limitations provided by law, including restrictions on dividends and
provisions for reinvestment.

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 Article XIV

✘ Section 4. The State shall:

(4) Subject to conditions prescribed by law, all grants,

endowments, donations, or contributions used actually,
directly, and exclusively for educational purposes shall be
exempt from tax.

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 Article XIV
✘ Section 5.

(1) the State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development of
educational policies and programs.

(2) Academic freedom shall be enjoyed in all Institutions of higher

learning.

(3) Every citizen has a right to select a profession or course of study,

subject to fair, reasonable, and equitable admission and academic
requirements.

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 Article XIV
✘ Section 5.

(4) The State shall enhance the right of teachers to professional

advancement. Non-teaching academic and non-academic personnel
shall enjoy the protection of the State.

(5) The State shall assign the highest budgetary priority to education
and ensure that teaching will attract and retain its rightful share of
the best available talents through adequate remuneration and other
means of job satisfaction and fulfillment.

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 Inspirational
Quote
Act as if what you do makes a difference.
IT DOES.
-William James-
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PictoWord #2

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Documentation

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 2.
RA 4670
June 18, 1966
The Magna Carta Law For Public
Teachers
 I. Declaration of Policy Coverage
Section I
Declaration Policy

It is hereby declared to be the policy of this Act to promote and

improve the social and economic status of public school teachers,
their living and working conditions, their terms of employment and
career prospects in order that they may compare favorably with
existing opportunities in other walks of life, attract and retain in the
teaching profession more people with the proper qualifications, it
being recognized that advance in education depends on the
qualifications and ability of the teaching staff and that education is
an essential factor in the economic growth of the nation as a
productive investment of vital importance.

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 I. Declaration of Policy Coverage
Section 2
Title Definition
This Act shall be known as the "Magna Carta for Public School
Teachers" and shall apply to all public school teachers except those in the
professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in
classroom teaching, in any level of instruction, on full-time basis, including
guidance counselors, school librarians, industrial arts or vocational
instructors, and all other persons performing supervisory and/or
administrative functions in all schools, colleges and universities operated by
the Government or its political subdivisions; but shall not include school
nurses, school physicians, school dentists, and other school employees.

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 II. Recruitment and Career
Section 3
Recruitment and Qualification

a) For teachers in the kindergarten and elementary grades, Bachelor's degree

in Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or
its equivalent with a major and a minor; or a Bachelor's degree in Arts or
Science with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses,
Bachelor's degree in the field of specialization with at least eighteen
professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational,
master's degree with a specific area of specialization;

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II. Recruitment and Career

Section 4
Probationary Period

Section 5
Tenure of Office

Section 6
Consent for Transfer Expenses

Section 7
Code for Professional Conduct For Teachers

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 II. Recruitment and Career
Section 8.
Safeguards in Disciplinary Procedure.

Every teacher shall enjoy equitable safeguards at each stage of any disciplinary
procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his

choice and/or by his organization, adequate time being given to the teacher
for the preparation of his defense; and

d. the right to appeal to clearly designated authorities.

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II. Recruitment and Career

Section 9.
Administrative Charges.

Section 10
No Discrimination.

Section 11
Married Teachers. 

Section 12
Academic Freedom.

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II. Recruitment and Career

Section 9.
Administrative Charges.

Section 10
No Discrimination.

Section 11
Married Teachers. 

Section 12
Academic Freedom.

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III. Hours of Works and Renumeration

Section 13
Teaching Hours.

Section 14
 Additional Compensation.

Section 15
Criteria for Salaries

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IV. Health Measures and Injury
Benefits

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V. Leave and Retirement
Benefits

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VI. Teacher’s Organization

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 VI. Administration and
Enforcement

https://lawphil.net/statutes/repacts/ra1966/ra_4670_19
66.html

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 3.
RA 9155
Governance of Basic Education
Act of 2001
 Section 4: Definition of Terms
(a)   Alternative Learning System – is a parallel learning system to
provide a viable alternative to the existing formal education
instruction. It encompasses both the non-formal and informal
sources of knowledge and skills;

(b)   Basic Education – is the education intended to meet basic

learning needs which lays the foundation on which subsequent
learning can be based. It encompasses early childhood, elementary
and high school education as well as alternative learning systems
for out-of-school youth and adult learners and includes education
for those with special needs;

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 Section 4: Definition of Terms
(c)   Cluster of Schools – is a group of schools which are
geographically contiguous and brought together to improve the
learning outcomes;

(d)   Formal Education – is the systematic and deliberate process

of hierarchically structured and sequential learning corresponding
to the general concept of elementary and secondary level of
schooling. At the end of each level, the learner needs a
certification in order to enter or advance to the next level;

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 Section 4: Definition of Terms
(e)   Informal Education – is a lifelong process of learning by
which every person acquires and accumulates knowledge, skills,
attitudes and insights from daily experiences at home, at work, at
play and from life itself;

(f)    Integrated Schools – is a school that offers a complete basic

education in one school site and has unified instructional
programs;

(g) Learner – is any individual seeking basic literacy skills and

functional life skills or support services for the improvement of the
quality of his/her life;

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 Section 4: Definition of Terms

(h) Learning Center – is a physical space to house learning

resources and facilities of a learning program for out-of-school
youth and adults. It is a venue for face-to-face learning activities
and other learning opportunities for community development and
improvement of the people’s quality of life;

(i) Learning Facilitator – is the key-learning support person who

is responsible for supervising/facilitating the learning process and
activities of the learner;

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 Section 4: Definition of Terms

(j) Non-Formal Education – is any organized, systematic

educational activity carried outside the framework of the formal
system to provide selected types of learning to a segment of the
population;

(k) Quality Education – is the appropriateness, relevance and

excellence of the education given to meet the needs and
aspirations of an individual and society;

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 Section 4: Definition of Terms

(l) School – is an educational institution, private and public,

undertaking educational operation with a specific age-group of
pupils or students pursuing defined studies at defined levels,
receiving instruction from teachers, usually located in a building
or a group of buildings in a particular physical or cyber site; and

(m) School Head – is a person responsible for the administrative

and instructional supervision of the school or cluster of schools.

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 Section 4: Definition of Terms

(l) School – is an educational institution, private and public,

undertaking educational operation with a specific age-group of
pupils or students pursuing defined studies at defined levels,
receiving instruction from teachers, usually located in a building
or a group of buildings in a particular physical or cyber site; and

(m) School Head – is a person responsible for the administrative

and instructional supervision of the school or cluster of schools.

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 Other Chapters:

✘ Chapter 1 – Governance of Basic Education

✘ Chapter 2 – Transfer of Cultural Agencies
✘ Chapter 3 – Abolition of the Bureau of Physical
Education and Sports
✘ Chapter 4 – Support and Assistance of Other
Government Agencies
✘ Chapter 5 – Final Provisions

https://www.officialgazette.gov.ph/2001/08/11/republic-a
ct-no-9155/

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Documentation

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 4.
RA 7722
Higher Education Act of 1992
 AN ACT CREATING THE
COMMISSION ON HIGHER
EDUCATION, APPROPRIATING FUNDS
THEREFOR AND FOR OTHER
PURPOSES

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 Section : Creation of CHED

In pursuance of the above mentioned policies, the Commission on

Higher Education is hereby created, hereinafter referred to as the
Commission.

The Commission shall be independent and separate from the

Department of Education, Culture and Sports (DECS), and attached
to the Office of the President for administrative purposes only. Its
coverage shall be both public and private institutions of higher
education as well as degree-granting programs in all post-secondary
educational institutions, public and private.

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 Section 4: Composition of CHED

The Commission shall be composed of five (5) full-time members. During the
transition period which begins upon approval of this Act, the President may
appoint the Secretary of Education, Culture and Sports as ex officio chairman
of the Commission for a maximum period of one (1) year.
Thereafter, the President shall appoint a Chairman of the Commission and four
(4) commissioners, who shall be holders of earned doctorate(s), who have been
actively engaged in higher education for at least ten (10) years, and must not
have been candidates for elective positions in the elections immediately
preceding their appointment.

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 Section 4: Composition of CHED

They shall be academicians known for their high degree of

professionalism and integrity who have distinguished themselves as
authorities in their chosen fields of learning. The members of the
Commission shall belong to different academic specializations.

In no case shall any and all of the Commissioners appoint

representatives to act on their behalf.

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 Section 7: Board of Advisers

a. the Secretary of Education, Culture and Sports, as chairman;

b. the Director-General of the National Economic and Development

Authority, as co-chairman;

c. the Secretary of Science and Technology;

d. the Secretary of Trade and Industry;

e. the Secretary of Labor and Employment;

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 Section 7: Board of Advisers

f. The President of the Federation of Accrediting Associations of the

Philippines (FAAP); and

g. The President of Fund for Assistance to Private Education

(FAPE).

Two additional members of the Board of Advisers may be appointed

may be appointed by the President upon recommendation of the
Commission.

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 Section 7: Board of Advisers

f. The President of the Federation of Accrediting Associations of the

Philippines (FAAP); and

g. The President of Fund for Assistance to Private Education

(FAPE).

Two additional members of the Board of Advisers may be appointed

may be appointed by the President upon recommendation of the
Commission.

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 Section 7: Board of Advisers

f. The President of the Federation of Accrediting Associations of the

Philippines (FAAP); and

g. The President of Fund for Assistance to Private Education

(FAPE).

Two additional members of the Board of Advisers may be appointed

may be appointed by the President upon recommendation of the
Commission.

https://lawphil.net/statutes/repacts/ra1994/ra_7722_19
94.html

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 5.
RA 10912
Continuing Professional Act of 2016
 An Act Mandating and Strengthening the
Continuing Professional Development Program for
All Regulated Professions, Creating Continuing
Professional Development Council, and
Appropriating Funds Therefor, and for Other
Related Purposes

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 Section 3: Definition of Terms
(a) Accreditation refers to the formal or official approval granted to a person, a
program or an organization, upon meeting essential requirements of achievement
standards, including qualifications or unit(s) of a qualification, usually for a
particular period of time, as defined by an accrediting agency;

(e) Competence refers to an ability that extends beyond the possession of knowledge
and skills, which include cognitive, functional, personal and ethical competence;

(f) Continuing Professional Development or CPD refers to the inculcation of

advanced knowledge, skills and ethical values in a post-licensure specialization or in
an inter- or multidisciplinary field of study, for assimilation into professional
practice, self-directed research and/or lifelong learning;

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 Section 3: Definition of Terms
(h) CPD credit unit refers to the value of an amount of learning that can be
transferred to a qualification achieved from formal, informal or nonformal learning
setting, wherein credits can be accumulated to predetermined levels for the award of
a qualification;

(i) CPD Program refers to a set of learning activities accredited by the CPD Council
such as seminars, workshops, technical lectures or subject matter meetings,
nondegree training lectures and scientific meetings, modules, tours and visits, which
equip the professionals with advanced knowledge, skills and values in specialized or
in an inter- or multidisciplinary field of study, self-directed research and/or lifelong
learning;

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 Section 3: Definition of Terms
(k) Formal learning refers to educational arrangements such as curricular
qualifications and teaching-learning requirements that take place in education and
training institutions recognized by relevant national authorities, and which lead to
diplomas and qualifications;

(l) Informal learning refers to learning that occurs in daily life assessed, through the
recognition, validation and accreditation process, and which can contribute to a
qualification;

(m) Learning outcomes refer to what a learner can be expected to know, understand
and/or demonstrate as a result of a learning experience;

(n) Lifelong learning refers to learning activities undertaken throughout life for the
development of competencies and qualifications of the professional;

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 Section 3: Definition of Terms
(o) Nonformal learning refers to learning that has been acquired in addition or
alternatively to formal learning, which may be structured and made more flexible
according to educational and training arrangements;

(p) Online learning activities refer to structured or unstructured learning initiatives,

which make use of the internet and other web-based Information and
Communications Technology solutions;

(q) Pathways and Equivalencies refer to mechanisms that provide access to

qualifications and assist professionals to move easily and readily between the
different education and training sectors, and between these sectors, and the labor
market, through the Philippine Credit Transfer System;

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 Section 3: Definition of Terms
(s) Prior learning refers to a person’s skills, knowledge and competencies that have
been acquired through work experience, training, independent study, volunteer
activities and hobbies, that may be applied for academic credit, as a requirement of a
training program or for occupational certification;

(t) Professional refers to a person who is registered and licensed to practice a

regulated profession in the Philippines and who holds a valid Certificate of
Registration and Professional Identification Card (PIC) from the Professional
Regulation Commission (PRC);

(u) Qualification refers to a status gained after a person has been assessed to have
achieved learning outcomes or competencies in accordance with the standard
specified for a qualification title, and is proven by a document issued by a
recognized agency or body;

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 Section 3: Definition of Terms

(v) Quality assurance refers to planned and systematic processes that

provide confidence in the design, delivery and award of qualifications
within an education and training system, and is a component of quality
management that is focused on ensuring that quality requirements will be
fulfilled; and

(w) Self-directed learning refers to learning activities such as online

training, local/international seminars/nondegree courses,
institution/company-sponsored training programs, and the like, which did
not undergo CPD accreditation but may be applied for and awarded CPD
units by the respective CPD Council.
https://www.lawphil.net/statutes/repacts/ra2016/ra_109
12_2016.html

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 6.
RA 10157
Kindergarten Education Act
 AN ACT INSTITUTIONALIZING THE
KINDERGARTEN EDUCATION INTO THE BASIC
EDUCATION SYSTEM AND APPROPRIATING
FUNDS THEREFOR

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 Section 3: Definition of Terms

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

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

(c) Kindergarten education shall be understood in this Act to mean one (1)
year of preparatory education for children at least five (5) years old as a
prerequisite for Grade I; and

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

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 Section 5: Medium of Instruction
The State shall hereby adopt the mother tongue-based multilingual education
(MTB-MLE) method. The mother tongue of the learner shall be the primary
medium of instruction for teaching and learning in the kindergarten level.
However, exceptions shall be made to the following cases:

(a) When the pupils in the kindergarten classroom have different mother tongues
or when some of them speak another mother tongue;
(b) When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet
available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.

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https://lawphil.net/statutes/repacts/ra2012/ra_10157_2012.html

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 7.
RA 10687
Unified Student Financial Assistance
System for Tertiary Education
(UniFAST) Act
 Section 3: Objectives
(a) To allocate and utilize properly all government resources intended for students through
effective beneficiary-targeting;

(b) To ensure consistency, continuity, and efficient coordination of student financial assistance
policies and programs;

(c) To ensure regional, equity in the distribution of student financial assistance slots;

(d) To produce a pool of highly qualified graduates and technical experts who will contribute to
the country’s high-level labor force through merit and talent-based Scholarships;

(e) To facilitate access to quality education through Grants-in-Aid for students belonging to
marginalized sectors; and

(f) To assist students with liquidity issues through Student Loans.

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 Section 4: Definition of Terms
(a) To allocate and utilize properly all government resources intended for students through
effective beneficiary-targeting;

(b) To ensure consistency, continuity, and efficient coordination of student financial assistance
policies and programs;

(c) To ensure regional, equity in the distribution of student financial assistance slots;

(d) To produce a pool of highly qualified graduates and technical experts who will contribute to
the country’s high-level labor force through merit and talent-based Scholarships;

(e) To facilitate access to quality education through Grants-in-Aid for students belonging to
marginalized sectors; and

(f) To assist students with liquidity issues through Student Loans.

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