legal foundation.pptx

7/25/2019 LEGAL FOUNDATION.pptx

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Mandate, Goals,

Objective of Education

LEGAL

FOUNDATION


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Education in the Philippines evolvedfrom early settlers to the present.Education in the country is in greatimportance because it is theprimary avenue for upward social

and economic mobility. Philippineeducational system has a very deephistory from the past in which it has

undergone several stage of


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Mandate+

The present dayepartment of Educationwas eventually mandatedthrough epublic -ct !//,

otherwise known as the0overnance of 1asicEducation -ct of ())!


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Mandate

The epartment of

Education formulates,implements, coordinates

policies, plans, programsand pro2ects in the areasof formal and non3formal


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Mandates

It supervises all elementary andsecondary education institutions,including alternative learningsystems, both public and private,and provides for the

establishment and maintenanceof a complete, ade4uate, andintegrated system of basic

education relevant to the goals of


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Goals andObjectives of

Education


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5e dream of 6ilipinos

5ho passionately love their country

-nd whose values and competenciesenable them to reali'e their fullpotential

-nd contribute meaningfully to buildingthe nation.

-s a learner3centered public institution,

THE DEPED I!ION


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To protect andpromote the right of

every 6ilipino to4uality, e4uitable,

culture3based, andcomplete basic

THE DEPED MI!!ION


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!tudentslearn in a child3friendly, gendersensitive, safe, and motivatingenvironment

Teac"e#sfacilitate learning andconstantly nurture every learner

Ad$inist#ato#s and sta%, as stewards

of the institution, ensure an enabling andsupportive environment for eectivelearning to happen

Fa$il&, co$$unit&, and ot"e#


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Philippine education system aims to7 Provide abroad general education that will assist eachindividual in society to attain his8her potential as ahuman being, and enhance the range and 4uality ofthe individual and the group9 :elp the individualparticipate in the basic functions of society andac4uire the essential educational foundation forhis8her development into a productive and versatileciti'en. Train the nation;s manpower in the middle3

level skills re4uired for national development9evelop the high level professions that will provideleadership for the nation, advance knowledgethrough research, and apply new knowledge for

improving the 4uality of human life9 espondeectivel to chan in needs and conditions


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6ilipinos have deep regardto for education. Education

occupies a central place inPhilippine political,economic social andcultural life. It has alwaysbeen strongly viewed as a

pillar of national


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- clear evidence of the valueplaced on education is theproportion of the nationalgovernment budget going to thesector. The epartment ofEducation


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The !"> &onstitution likewiseguarantees the right to

education of every 6ilipino. Itprovided that, ?The %tate shallprotect and promote the right

of all citi'ens to 4ualityeducation at all levels and

shall take appropriate steps to


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The right of every 6ilipino to 4uality basiceducation is further emphasi'ed in epublic

-ct !// or the 0overnance of 1asic Education

-ct of ())!. -long with epublic -ct ##// orthe 6ree %econdary Education -ct, these lawsreairm the policy of the %tate to protect andpromote the rights of all 6ilipinos by providing

children free and compulsory education in theelementary and high school level. This pertainsto six years of free tuition fees for childrenaged # to !!, and free four years of secondary

schooling for those aged !( to !/.


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-long with ?Education for -ll@, thePhilippines is also committed topursue eight timebound and

speci*c targets under theAillennium eclaration. Theeclaration, in general, aims toreduce poverty by half in ()!/


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5ith the adoption of the eclaration, thePhilippines likewise airmed its commitmentto the Aillennium evelopment 0oals


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:owever, despite the legal mechanisms,budget prioriti'ation and increased access,Philippine education has been dogged with

issues. -mong the issues that needs to beresolved but have improved lately include thehigh dropout rates, high number of repeaters,low passing grades, lack of particular

language skills, failure to ade4uately respondand address the needs of people with specialneeds, overcrowded classrooms and poorteacher performances. These problems in turn

resulted to a considerable number of illiterate


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The Philippine education systemincludes both formal and non3formaleducation. The formal education is a

se4uential progression of academicschooling at three levels7 elementary


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1asic education pertains tooptional preschool at age $ to /,

then six years of elementaryschooling for aged # to !!, andfour years of secondary schooling

for aged !( to !/. Excluding earlychildhood care and development


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1asic education is being handled bythe epEd while college is under the

&ommission on :igher Education


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epEd also handles the alternativelearning system


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The 0overnance of 1asic Education -ct of ())!


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The Third Elementary Education Pro2ectpiloted the direct provision of school3basedresources, especially to selected elementaryschools. -t present, only a few publicelementary schools are directly receivingtheir maintenance and other operating

expenses allocation from the nationalgovernment. epEd;s current policy is for the%chools ivision %uperintendents to decidewhether to release the budget to elementary

schools either in cash or in kind. In mostcases, schools receive their respectiveallocation in kind which may not even be theitems they actually need. Dn the other hand,ma2ority of the public secondary schools are


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egional oices were not included when theTEEP started in the mid3)s, because at that timethere was no clear policy on the speci*c roles of

the regional oices insofar as decentrali'ation isconcerned. There was even a proposal to dissolvethe regional oices. - !//, however,speci*cally provides that the main function of the

regional oices is 4uality assurance. They aremandated to monitor and evaluate theperformance of all schools within their

2urisdiction and provide technical support to

divisions and selected schools which are laggingbehind in key outcome indicators. Together withthe pro2ect 1asic Education -ssistance forAindanao TEEP and the %econdary

Education evelopment and Improvement Pro2ectrovided interventions that aim to develo and


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The support of the TEEP, %econdaryEducation evelopment and ImprovementPro2ect and 1E-A paved the way for the

application of %chool31ased Aanagement ina number of schools nationwide as well asthe strengthening of basic educationmanagement systems in selected divisions.1ut full decentrali'ation has yet to eect.%ystemic approach is called for so that thewhole epEd, including the regional and

central oices will be supportive of thereform. &urrently, the capacity of the entireepEd system to support fulldecentrali'ation is perceived to be weak as

it still lacks human, material and *nancial

I f * i E6- h i


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In terms of *nancing E6-, worth notingis the substantial contributions of otherbasic education stakeholders inimplementing various basic educationprograms8pro2ects8initiatives. The%pecial Education 6und of the 0s and

the resources of the private sectorthrough the -dopt -3%chool Programare making a dierence in terms of

improving learning outcomes in selectedschools. :owever, there is still much tobe desired in the appropriate use of

resources particularly the %pecial

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