Module 6

Other Laws Relevant to the Teaching

Profession

In this Module

A. R.A. 6728 – Government Assistance to Students and

Teachers in Private Education Act
B. R.A. 8545 – Expanded Government Assistance to
Students and Teachers in Private
Education Act
C. RA 7877 – Anti Sexual Harassment Act of 1995
D. R.A. 8190 – Granting Priority to Residents of the
Barangay, Municipality or City where the School is
Located, in the Appointment or Assignment of
Classroom Public Schoolteachers
E. RA 9262 – Anti Violence Against Women and their
Children Act of 2004
F. RA 9710 – The Magna Carta of Women
G. RA 8491 – Flag and Heraldic Code of the Philippines
H. RA 10157 – The Kindergarten Education Act
I. R.A. 10533 – Enhanced Basic Education Act of 2013
J. R.A. 10931 – Universal Access to Quality Tertiary
Education Act

Module Overview:

Aside from the Philippine Teachers Professionalization Act of 1994, the Code of Ethics for
Professional Teachers, and the Magna Carta for Public School Teachers, there are other laws
promulgated to help teachers become true professionals. Studying the laws relevant to the teaching
profession is a prerequisite for future teachers like you. Your knowledge and understanding of
these laws will enable you to exercise your duties and responsibilities following the teaching
profession's ethical and moral standards.
In this module, you will explore the laws relevant to the teaching profession in the
Philippines. Specifically, you will study Republic Act No. 6728, Republic Act No. 8545, Republic
Act No. 7877, Republic Act No. 8190, Republic Act No. 9262, Republic Act No. 9710, Republic
Act No. 8491, Republic Act 10157, Republic Act No. 10533, and Republic Act No. 10931. This
module is divided into six (6) lessons intended for two (2) weeks.

Module Outcomes:

At the end of the module the pre-service teacher (PST) can:

Develop understanding of the details and provisions of laws significant to the teaching
profession and how they apply to the teaching profession.

159
 Republic Act No. 6728 - Government Assistance to Students and
Lesson Teachers in Private Education Act
Republic Act No. 8545 - Expanded Government Assistance to
1 Students and Teachers in Private Education Act

Learning Outcomes

At the end of the lesson, the pre – service teachers (PST) can:

determine the different programs of assistance provided by the government; and

explain how and why the government provides support to students and teachers in private
education through Republic Act No. 6728 and Republic Act No. 8545.

Time Frame: 1 hour

Introduction

Private educational institutions play an essential role in providing quality education. In school year
2019 – 2020, more than 4 million or approximately 15% of Filipino children from kindergarten to senior high
school are enrolled in private institutions. Likewise, data shows that 1.6 million or approximately 52% of
college students are enrolled in private HEIs. Indeed, private educational institutions provide invaluable
contributions to the government in making education accessible. In this regard, the government expresses
support to private educational institutions by assisting with scholarship grants, textbook allowance,
educational loans, etc.
In this lesson, you will explore the laws that provide support to students and teachers in private
institutions in the Philippines. Specifically, you are going to study Republic Act No. 6728 (Government
Assistance to Students and Teachers in Private Education Act) and Republic Act No. 6728 (Expanded
Government Assistance to Students and Teachers in Private Education Act). You are asked to read these
laws and complete the provided activities.

Activity (Let’s Get Started)

A. What scholarship grants, educational loans, or any form of educational assistance are available in
your school or locality? Who provides the programs of assistance? Who are qualified to avail?

Provider
List of scholarship grants,
(Example: LGU, NGO,
educational loans, or any form of Qualifications
CHED, DEpEd, TESDA,
educational assistance
etc.)

B. Read Republic Act No. 6728 and Republic Act No. 8545

160
Analysis (Let’s Think About It)

1. How does the government provide assistance to private schools based on Republic Act No. 6728
and Republic Act No. 8545?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What qualifications are required for the applicants of the government’s programs of assistance as
stipulated in Republic Act No. 6728 and Republic Act No. 8545?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What amendments to RA 6728 are made by Republic Act No. 8545?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Considering that some private education institutions are profit – oriented educational institutions,
is it necessary for the government to provide assistance to these institutions?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Abstraction (Let’s Explore)

Article XIV, Section 2 (3) of the Philippine Constitution provides: “The State shall 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 underprivileged”.
More so, Republic Act No. 6728, Section 2 states that: “The state recognizes the complementary roles of
public and private educational institutions in educational system and the invaluable contribution that the
private schools have made and will make to education”. These provisions provide the backbone of the
different assistance programs provided by the government to students and teachers in public and private
sectors.
Republic Act No. 6728 also known as “Government Assistance to Students and Teachers in private
Education Act” is an act providing government assistance to students and teachers in private education,
and appropriating funds therefor. This was enacted during the administration of President Corazon P.
Aquino. In this law, the government provides assistance to private schools such as: (1) tuition fee
supplements in private secondary schools; (2) high school textbook assistance fund; (3) educational service
contracting scheme (ESC); (4) private education student financial assistance (PESFA); (5) scholarships
grants to class valedictorians and salutatorians in secondary schools; (6) Tuition fee supplements to
students in private colleges and universities; (7) educational loan fund; and (8) college faculty development
plan.
Republic Act No. 8545 also known as “Expanded Government Assistance to Students and
Teachers in Private Education Act” is an act amending Republic Act No. 6724 otherwise known as “An Act
Providing Government Assistance to Students and Teachers in Private Education and Appropriating Funds
Therefore,” establishing a fund for the purpose of subsidizing salaries of private school teachers, and
appropriating funds therefor. This was enacted at the time of President Fidel V. Ramos. It improves the
criteria for assistance, increases the tuition fee supplements, expands scholarship grants, and extends
assistance provided to private school teachers through in – service training and teacher subsidy funds.

Application (Let’s Do It)

A. Answer with a check or an .

Does RA 6728 or RA 8545 provide:

161
 1. assistance to students and teachers in private schools regardless of
citizenship?
2. programs assistance such as tuition fee supplements, textbook
assistance, voucher system, scholarship grants, educational loan, in –
service training funds, and college development funds?
3. subsidy to teachers in private high schools participating in the programs
of assistance whose total monthly salary does not exceed eighty – five
percent (85%) of the salary of DepEd teachers?
4. textbook assistance per students in private high schools not exceeding
what students in public high schools are provided on a per student
basis?
5. contracts with private schools whereby the government shall shoulder
the tuition fees of high school students who shall enroll in private high
schools under Educational Service Contracting Scheme (ESC)?
6. programs of assistance to all sixteen (16) regions in the country?
7. financial assistance to deserving underprivileged college freshmen who
are selected on the basis of political kinship, family income, geographic
spread, and results of competitive examinations to be given by CHED or
TESDA in coordination with DepEd?
8. “Study Now, Pay Later Plan” known as the Students’ Loan Fund
administered by CHED and TESDA?
9. “Inset Fund” to private school teachers that may exceed the available
fund in public education on a per capita basis?
10. allowance to class valedictorians, salutatorians and other qualified honor
students?

B. Interview a government scholar and answer the following:

1. Scholar’s Profile:
Name
Program Enrolled
Year
Name of School

2. What programs of assistance from the government he/she availed?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What qualifications are required to avail the government assistance program?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. How the program of assistance helped him/her as a student?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. What piece of advice he/she can give to students who struggles financially in supporting their
studies?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

162
Closure

Congratulations for accomplishing the tasks! You may now proceed to the next lesson. Lesson 2
is about the The Magna Carta of Women, Anti Violence Against Women and their Children Act of 2004,
and Anti Sexual Harassment Act of 1995.

163
 Lesson Republic Act No. 9710 – The Magna Carta of Women
Republic Act No. 9262 – Anti Violence Against Women and their Children Act of 2004
2 Republic Act No. 7877 – Anti Sexual Harassment Act of 1995

Learning Outcomes

At the end of the lesson, the pre – service teachers (PST) can:

determine what rights and protections are granted for women and children under Philippine laws;
and
discuss the significant roles of schools in upholding the rights of women and children.

Time Frame: 1 hour

Introduction

Women and children play a vital role in nation building. Their rights must be protected
all times in any setting. As teachers, it is one of our obligations to ensure that we develop
learners who will acknowledge and value women and children's inalienable rights and who will
show intolerance to any form of violence (such as discrimination, abuse, sexual
harassment) incurred by women and children.
In this lesson, you will explore the laws that provide protection for women and children
against violence and discuss the significant roles played by schools in upholding these rights.
You are asked to study these laws and complete the provided activities within sixty (60) minutes.

Activity (Let’s Get Started)

A. What common forms of violence are experienced by women and children in the Philippines?
Use the organizer below for your answer.

https://www.worldpulse.com/comm

B. Read Republic Act No. 9262, Republic Act No. 9710 and Republic Act 7877.

164
Analysis (Let’s Think About It)

1. Should women and children be given equal rights and protection by Philippine laws? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Women and children are considered vulnerable sectors of the society and are prone to violence.
What acts and conditions under Philippine laws constitute violence against women and
children??
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What safeguards are instituted by Philippine laws to protect women and children against
violence?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What functions can schools play in promoting the rights of women and children?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Abstraction (Let’s Explore)

Ensuring that women and children are well protected from any form of violence is an obligation of
the State. In this regard, the Philippine government had enacted several laws and policies granting equal
rights to women and protecting their rights including their children all forms of violence. Among these laws
are as follows:

Republic Act No. 9710, otherwise known as The Magna Carta of Women is an act which is a
consolidation of Senate Bill No. 2396 and House Bill No. 4273. It was passed by the Senate and
the House of Representatives on May 19, 2009 and May 20, 2009, respectively. It was signed into
law by President Gloria Macapagal-Arroyo on August 14, 2009. This law strengthens further the
various existing laws and policies that empower and protect women and ensure equal rights and
opportunities for men and women.

The Republic Act No. 9262 or the “Anti – Violence Against Women and Their Children Act of 2004”
is one of the Philippine government’s initiatives in addressing the issue on violence against women
and their children. Under this act, violence against women and children is classified as a public
crime. It penalizes all forms of abuse and violence within the family and in intimate relationships.

Republic Act No. 7877, or the Anti-Sexual Harassment Act of 1995 (RA 7877), is the governing law
for work, education or training-related sexual harassment. RA 7877 states that “work, education or
training-related sexual harassment is committed by an employer, employee, manager, supervisor,
agent of the employer, teacher, instructor, professor, coach, trainer, or any other person who,
having authority, influence or moral ascendancy over another in a work or training or education
environment, demands, requests or otherwise requires any sexual favor from the other, regardless
of whether the demand, request or requirement for submission is accepted by the object of said
act.” It also contains the obligations of employers, office heads, and other training institutions in
upholding this laws. Penalties and sanctions to people who have violated the law are also specified.

Application (Let’s Do It)

A. Read and answer the following.

165
 Ms. Castro, a Grade 7 teacher in your school, has a reputation of being absent most of the time.
When she reports to school, she often gets late in her first period class. One of your colleagues
noticed that Ms. Castro has bruises on her arms and legs which she hides by wearing a jacket.
Later you learned that she was abused by her husband.
As her colleague, what will you do?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

You have heard that Anna, one of your students, will stop schooling because she was forced by
her father to work in order to help support the family needs including his vices. As an obedient
and hardworking child, Anna does all the chores at home from cooking, washing dishes,
attending to her younger siblings, and even earning extra income by working part time in small
club house where her father works as a security guard. At a very young age she takes the full
responsibility of providing and supporting her family.
Do you consider Anna as an abused child? Why? As Anna’ teacher, what will you do to help
her?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

B. As future teacher, what classroom/school programs will you make in order to help promote the
protection of the rights of women and children against different forms of violence?

Closure

Congratulations for completing this lesson! You may now proceed to the next lesson. Lesson 3
presents the laws on protecting women and children from violence and abuse, providing the rights of
women, and anti - sexual harassment and their application the context of teaching and learning.

166
 Lesson Republic Act No. 8190 – Granting Priority to Residents of the Barangay,
Municipality or City where the School is Located, in the Appointment or
3 Assignment of Classroom Public School Teachers

Learning Outcomes

At the end of the lesson, the pre – service teachers (PST) can:

explain how a teacher becomes a qualified applicant under the Localization Law; and
discuss the sanctions for violating the provisions of the Localization Law.

Time Frame: 1 hour

Introduction

In recent practice, local residents are prioritized in the appointment to any vacant teaching
positions in the Philippines. This gives opportunity for teacher applicants to work close to their
residences and assures that teachers possess better understanding of the context of the school
community where they are working.
In this lesson, you will explore the provisions on Republic Act No. 8190 also known as “An Act
Granting Priority to Residents of the Barangay, Municipality or City where the School is Located, in the
Appointment or Assignment of Classroom Public School Teachers”. You are required to complete the given
activities for sixty (60) minutes.

Activity (Let’s Get Started)

A. Read the given situations.

Maria is a resident of the barangay where she applied for a teaching job.
Situation However, due to the late submission of her documents, a resident from other

#1 barangay was appointed to the position. She protested and filed a case against
the DepEd screening committee because she believes that she deserves to be
hired. Until now she’s waiting for the results of the case she filed. If you were
Maria, will you do the same? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Mr. Castro was a member of the screening committee for all Teacher 1 applicants
Situation in his division. His friend’s daughter, whom he owed so much money, is one of

#2 the applicants. As expression of gratitude, he deliberately gives priority to his

friend’s daughter although she has an issue on her residency. As result, she
ranked 1st among the applicants and was able to get a teaching appointment.
Was Mr. Castro’s action right? Why?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
167
 B. Read Republic Act No. 8190 and DepEd Order No. 3, s. 2013 (Amended Implementing Rules and
Regulations of RA 8190)

Analysis (Let’s Think About It)

1. Based on RA 8190, is Maria’s action correct? Why?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What does Maria need to possess to become a qualified applicant of DepEd?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Is Mr. Castro’s action justified by the provisions in RA 8190? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. Will Mr. Castro be sanctioned if he is found to have violated the provisions of RA 8190? What are
the sanctions?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Abstraction (Let’s Explore)

Republic Act No. 8190 or Localization Law was passed into law during the term of President Fidel
V. Ramos and Br. Armin A. Luistro as Secretary of the Department of Education. This law provides that in
the appointment or assignment of teachers to public schools and other learning centers with vacant
teaching positions, priority shall be given to bona fide residents of the barangay, municipality, city or
province where the school is located, in no particular order provided that the teachers possess all the
qualifications for the position as required by law and DepEd Orders. Interested applicants in DepEd
teaching positions must submit their application letter and essential documents including the proof of
residence. The school head will verify the authenticity of the documents submitted and will forward such
documents to the Office of the Schools Division Superintendent.
In case of protest, the applicant filing for protest must have subscribed and sworn to in a form of
letter – complaint to proper authorities. Government agencies assigned to address the protest shall act
upon it accordingly. Any person found guilty of the provisions of RA 8190 shall be charged administratively
pursuant to RA 713 and other relevant laws. Administrative sanction will be one (1) to six (6) months
suspension without pay.

For further readings, refer to:

Localization Law for Public School Teachers Explained. Retrieved from
https://www.teacherph.com/localization-law/
Revised Guidelines on the Transfer of Teachers from One Station to Another. Retrieved from
https://www.deped.gov.ph/2013/04/17/do-22-s-2013-revised-guidelines-on-the-transfer-of-teachers-from-one-station-
to-another/

Application (Let’s Do It)

168
A. Answer the following questions. Encircle the letter of your answer.
1. You are not a bona fide resident of the barangay, municipality, city or province where you wish to
apply for a teaching position. What will you do to qualify for the position?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What will you do if you found out that a non – resident of your locality was hired for a teaching
position?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

B. Interview an official of DepEd who is part of the screening committee for new applicants and answer
the following:
1. Resource Person’s Profile
Name
Position or Appointment
Bachelor’s Degree
Highest Educational Attainment
Length of Service (in DepEd)

2. What are the qualifications required for Teacher 1 applicants?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Are there instances in which a non – resident of barangay, municipality or city where the school is
located was appointed? If yes, what are the conditions of the appointment?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Closure

Congratulations! You have just completed the activities in this lesson! You may now proceed to the
next lesson. Lesson 4 is about Republic Act No. 8491 or the Flag and Heraldic Code of the Philippines.

169
 Lesson Republic Act No. 8491 – Flag and Heraldic Code of the Philippines
4

Learning Outcomes:

At the end of the lesson, the pre – service teachers (PST) can:

explore the provisions of Republic Act No. 8491 or the Flag and Heraldic Code of the Philippines;
and
discuss how one can contribute in the enforcement of the law.

Time Frame: 1 hour

Introduction

Article V, Section 1 of the Philippine Constitution states that: “It shall be the duty of the citizen to
be loyal to the Republic and to honor the Philippine flag, to defend the State and contribute to its
development and welfare, to uphold the Constitution and obey the laws, and to cooperate with the duly
constituted authorities in the attainment and preservation of a just and orderly society.” It is therefore our
obligation as Filipinos to treat with utmost reverence and affection everything that defines our national
identity and act in accordance to what is mandated by the laws.
In this lesson, you will explore the provisions of Republic Act No. 8491, the act prescribing the code
of the national flag, anthem, motto, coat – of – arms and other heraldic items and devices of the Philippines
and discuss how you can contribute as teachers in the implementation of this law.

Activity (Let’s Get Started!)

A B

A. Say something about the pictures.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

B. Read Republic Act No. 8491 – Flag and Heraldic Code of the Philippines

Analysis (Let’s Think About it!)

170
 1. Which of the pictures above shows respect to our national symbol? Which one shows disrespect?
Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. Why should every Filipino treat with reverence and respect our national symbols?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. How can we help develop among our students their love and respect for our national symbols?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Abstraction (Let’s Explore!)

Every Filipino is duty bound to respect every object that exemplifies our national identity. Republic
Act No. 8491 also known as the “Flag and Heraldic Code of the Philippines”, mandates that the national
flag and anthem, national motto, and other heraldic items and devices shall at all times be accorded with
reverence and respect. This law also contains the proper ways of handling and using of the different national
symbols which represent our ideals and traditions and express our principle of sovereignty and national
identity. Any act of disrespect to these national symbols shall be dealt according based on the provisions
of this law.
As Filipino teachers, it is part of our duty to help instil in the minds and hearts of our learners the
value of nationalism and patriotism. As stated in Article II, Section 1 of the Code of Ethics for Professional
Teachers: “The schools are nurseries of the of the 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, instil allegiance to
the Constitution and respect for all duly constituted authorities, and promote obedience to the laws of the
state.” Indeed, teaching our students to respect our national symbols and love our country is our
responsibility.

Application (Let’s Do It!)

A. Read the following news excerpts and answer the given questions.

Christian Bautista missed a few lines while singing the Philippine National Anthem (Lupang
Hinirang) at an exhibition match between reigning world bantamweight champion Gerry
Peñalosa and NABF bantamweight champion Bernabe Concepcion at Metropolis Mall in
Alabang last September 16, 2007. Later, he apologized for what he considered as an
unforgivable lapse of memory when he forgot the lyrics “Buhay ay langit sa piling mo / Aming
ligaya na ‘pag may mang-aapi” making the song appeared short cut. (Source: Christian Baustista sorry
for RP anthem memory lapse, https://www.gmanetwork.com/news/showbiz/content/60952/christian-bautista-sorry-for-
rp-anthem-memory-lapse/story/)

Do you consider the above incident acceptable? Why?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Around 34 movie-goers learned this lesson in Lemery town in Batangas after cops arrested them
for not standing up when "Lupang Hinirang" was played before the 2:00PM movie screening

171
 at Cinema 2 in Xentro Mall on September 5, 2018. (Source: Inquirer.Net -
https://newsinfo.inquirer.net/1028995/34-arrested-for-not-standing-up-for-lupang-hinirang-in-batangas-cinema)

Do you agree with the arrest? Why?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

B. State Five (5) DOs and DON’Ts that you will implement in your classroom regarding the
observance of the provisions of Republic Act No. 8491.

DOs DON’Ts

Closure

Mabuhay! You have successfully accomplished the activities in this lesson. You may now to
proceed to the next lesson. Lesson 5 is about Republic Act No. 10157 also known as the “Kindergarten
Education Act”.

172
 Lesson Republic Act No. 10533 – Enhanced Basic Education Act of 2013
Republic Act No. 10157 – Kindergarten Education Act
5

Learning Outcomes

At the end of the lesson, the PSTs can:

explore the important provisions of the Kindergarten Education Act and salient features of the
Philippine K to 12 program;
solicit opinions from different stakeholders regarding the implementation of the Kindergarten
Education Act and the Enhanced Basic Education Act of 2013; and
compare the Philippine K to 12 program with other countries around the world.

Time Frame: 1 hour

Introduction:

One of the most debated reforms in Philippine education is the enactment of Republic Act No.
10533 also known as the “Enhanced Basic Education Act of 2013”. Prior to its implementation, the
Philippines is among the three remaining countries in the world and the only in Southeast Asian region with
a ten – year basic education program. In spite of the huge number of criticisms received by this reform, it
has successfully marked its first senior high school graduation in March 2018. The government, through
the Department of Education, continues to addressed the needs to improve the delivery of the new
educational reform.
In this lesson, you are going to deepen your knowledge and understanding of the law that provides
the backbone of our new educational system. As future teacher, it is necessary that you become fully aware
of this educational reform so that you can function synchronously with the aims and goals of Philippine
education.

Activity (Let’s Get Started!)

Let’s do a pre – assessment of your knowledge about Republic Act No. 10533 “Enhanced Basic
Education Act of 2013” and Republic Act 10157 “Kindergarten Education Act”. Write YES if you agree
with the statement or NO if you disagree.

The Republic Act No. 10533 and Republic Act No. 10157:

Answer Statement
1. requires all learners to undergo kindergarten education as pre-requisite to
Grade 1.
2. requires the use of native language for teaching and assessing learners in all
levels of elementary education.
3. includes one (1) year kindergarten education, six (6) years of elementary
education, four (4) years of secondary education.
4. mandates the use of spiral progression approach to ensure mastery of
knowledge and skills after each level.

173
 5. allows non – LET passers to teach in specialized subjects where there is
shortage of teachers particularly in senior high school.
6. provides financial assistance to private schools offering senior high school
through a voucher.
7. requires a curriculum that is learner – centered, inclusive, and
developmentally appropriate.
8. adds four (4) years in secondary education.
9. offers different academic and non – academic tracks to prepare learners for
college education and for future work.
10. discourages localization and indigenization and favors globalization to prepare
learners for international employment.

Analysis (Let’s Think About It!)

Refer your answers to Republic Act No. 10533 and Republic Act No. 10157. Read carefully the provisions
of this legal documents as you check your responses in the previous activity.

Abstraction (Let’s Explore!)

Republic Act No. 10533 also known as the “Enhanced Basic Education Act of 2013” was approved
by President Benigno S. Aquino III on May 15, 2013 and became effective on June 4, 2013. The law in its
full name stands as “An Act Enhancing the Philippine Basic Education System by Strengthening its
Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for
Other Purposes”. It institutionalizes the K to 12 Program which covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and two years of Senior
High School [SHS]).
The K to 12 Basic Education Reform Agenda is closely linked to the Philippine EFA Plan of Action
2015 Critical Task No. 5 which mandates the expansion of basic education from 10 to 12 years. Through
the K to 12 program, the Philippine government is seeking to realize its international commitment on
Education for All (EFA) which solidifies the inherent value of basic education not only for individual
development but also for the overall social development of any nation. By keeping abreast with the
requirements of the 21st century, the K to 12 program is deemed necessary to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.

The salient features of the K to 12 Program are as follows:

1. Strengthening Early Childhood Education (Universal Kindergarten)

Kindergarten education has become a prerequisite to entering Grade 1 among Filipino
learners. At age five (2), children start schooling and are given the opportunity to slowly adjust to
formal education. It is believed that children who underwent Kindergarten education have higher
completion rate than those who did not.

2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

Learning activities are contextualized and indigenized to make lessons relevant to learners.
Local culture, history, and reality are integrated in the curriculum. In this case, learning will become
easy for children.

3. Building Proficiency through Language (Mother Tongue – Based Multilingual Education)

Mother tongue is used as medium of instruction from Grades 1 to 3. Teaching and learning
using the mother tongue lays the foundation for learners to learn Filipino and English.

4. Ensuring Integrated and Seamless Learning (Spiral Progression)

174
 To ensure mastery of knowledge and skills, subjects such as Biology, Geometry, Earth
Science, Chemistry, and Algebra are taught from simplest concepts to more complicated concepts
through grade levels. This approach is called spiral progression.

5. Gearing Up for the Future (Senior High School)

Additional two years making up the upper secondary education or Senior High School was
established. Based on their interest and aptitude, each senior high school students may choose
among four (4) tracks namely: Academic; Technical – Vocational – Livelihood; Sports; and Arts and
Design. The academic track has the following strands: Science, Technology, Engineering and
Mathematics (STEM); Accountancy, Business and Management (ABM); Humanities and Social
Sciences (HUMMS); and General Academic (GAS).

6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21 st

Century Skills)
Every graduate of the K to 12 Program will be equipped with the following:
information, media and technology skills;
learning and innovation skills;
effective communication skills;
life and career skills.
(For further reading, visit https://www.officialgazette.gov.ph/k-12/)

Republic Act No. 10157 or the “Kindergarten Education Act” was approved on January 20, 2012
by President Benigno S. Aquino III. Some of the highlights of this law are as follows:
(a) Institutionalization of kindergarten education as part of the basic education and compulsory for
entering Grade 1;
(b) Adoption of Mother Tongue – Based Mulitligual Education (MTB – MLE) method; and
(c) Creation of Bureau of Elementary Education (BEE).

Application (Let’s Do It!)

A. Sunday Adelaja said: “If you don’t like to change, you become obsolete.” How will you relate this
statement to the Philippine K to 12 Educational Reform?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
B. Interview a student, parent, teacher and school administrator regarding their experiences of the
implementation of the Kindergarten Education Act and Enhanced Basic Education Act of 2013. Use
the guide questions below.

1. What challenges you have experienced in the implementation of the Kindergarten Education
Act and Enhanced Basic Education Act of 2013?
Student Parent Teacher Administrator

2. Do you consider the implementation of the Kindergarten Education Act and Enhanced Basic
Education Act of 2013 important? Why?
Student
Teacher: Parent Teacher Administrator

175
 C. Using a diagram, compare the Philippine K to 12 program with its old ten - year basic education
program.

D. Compare the Philippine K to 12 program with the educational system of any country around the
world. Use a graphic organizer in presenting your work.

Closure

You have done an excellent job! You have successfully accomplished the tasks given in this lesson.
You are now ready to proceed to the last lesson in this Module.

176
 Lesson Republic Act No. 10931 – “Universal Access to Quality Tertiary
Education Act”
6

Learning Outcomes

At the end of the lesson, the PSTs can:

discuss the government subsidies provided in Republic Act No. 10931; and
discover the impact government subsidies to its beneficiaries.

Time Frame: 1 hour

Introduction:

Article II, Section 13 of the 1987 Philippine Constitution states that: “The State recognizes the vital
role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual,
and social well-being. It shall inculcate in the youth patriotism and nationalism, and encourage their
involvement in public and civic affairs.” In the same way also, Article I, Section 1 of our Constitution states
that: “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.” These provisions mandate the
government to provide support to the youth and ensure that they become competent members of the State
by giving them opportunities to develop themselves physically, socially, and intellectually. In this regard,
providing financial support to qualified youth for their education is indeed an obligation of the State.
In this lesson, you are going to discuss the provisions of the new enacted law that provides
educational assistance to students in tertiary level. Likewise, you will explore the impact brought by this law
to its beneficiaries. You are expected to complete all the tasks given in sixty (60) minutes.

Activity (Let’s Get Started!)

A. According to a survey in 2017, only 23% of Filipinos finished college (Philippine News Agency,
2017).
Give at least (5) possible reasons why only few Filipinos are able to earn a college degree. Rank
them into 1 – as MOST COMMON and 5 – as LEAST COMMON.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________

B. Read Republic Act No. 10931 – Universal Access to Quality Tertiary Education Act

Analysis (Let’s Think About It!)

1. With reasons you have listed above, can you say that earning a college degree in the Philippines
is difficult for most Filipinos? Why?

177
 _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What actions should government take to help improve college completion in the Philippines?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. The government had just implemented Republic Act No. 10931. How did this law help alleviate
the problem of limited access to college education in the country?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Abstraction (Let’s Explore!)

RA 10931, or Universal Access to Quality Tertiary Education was signed by President Rodrigo R.
Duterte on August 3, 2017 as his administration’s commitment to ensure that quality and affordable
education is accessible for all. This law which stands in its full title “An Act Promoting Universal Access to
Quality Tertiary Education by Providing for Free Tuition and Other School Fees in State Universities and
College, Local Universities and Colleges and State – Run Technical – Vocational Institutions Establishing
the Tertiary Education Subsidy and Student Loan Program Strengthening the Unified Student Financial
Assistance System for Tertiary Education and Appropriating Funds Therefor”, has started to be
implemented in school year 2018–2019 in state universities and colleges (SUCs), local universities and
colleges (LUCs), and technical-vocational institutions (TVIs) across the Philippines. The programs under
RA 10931 include Free Higher Education, Free Tech – Voch Education and Training, Tertiary Education
Subsidy, and Student Loan Program.
The programs cover all Filipino students who are either currently enrolled or shall enroll in any
SUCs and LUCs in the Philippines as long as they qualify the admissions and retention requirements of the
school. The priority beneficiaries for the Tertiary Education Subsidy (TES) are continuing ESGP-PA
scholars in the SUCs effective AY 2018-2019; students who are part of households included in the
Listahanan 2.0, ranked according to the estimated per capita household income; and students not part of
the Listahanan 2.0, ranked according to an estimated per capita household income based on submitted
documentation of proof of income to be determined by the UniFAST Board. Provided, further, that such
prioritization shall not apply to Filipino students in cities and municipalities with no existing SUC or LUC
campus.
On the other hand, students who have already obtained a bachelor’s degree or comparable
undergraduate degree from any public or private higher education institutions (HEIs), who fail to comply
with the admission and/or retention policies of the SUCs and LUCs, who fail to complete their bachelor’s
degree or comparable undergraduate degree within a year after the period prescribed in their program, and
who voluntarily opt out of the free higher education provision are indelible to free education. Qualified
students will enjoy free tuition and miscellaneous which includes library fees, computer fees, laboratory
fees, school ID fees, Athletic fees, admission fees, handbook fees, registration fees, medical and dental
fees, cultural fees, and other school and similar or related fees.
The Tertiary Education Subsidy (TES) in its first year of implementation, alongside other
scholarships and programs under the Universal Access to Quality Tertiary Education Act which amounts to
over Php40 billion.
Php15.851 billion for tertiary education subsidy (TES)
Php16 billion for free higher education
Php7 billion for free tech-voc education
Php1 billion for student loan program
Php11 million for the Tertiary Education Tracking and Reporting System
Php11 million for the administrative cost of Unifast 2018

178
Application (Let’s Do It!)

A. Interview at least three (3) Tertiary Education Subsidy (TES) beneficiaries from your school. Ask
them the following questions. Present a consolidated result of their responses.
1. How did the TES help you as a student?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Is the TES enough to support your expenses as student? Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

B. Research about the state subsidies provided by foreign governments to students. Choose one (1)
Asian country and one (1) non – Asian country. Use the organizer below.

Asian Country Non – Asian Country

Name of Name of
the the
Country Country
Subsidies Subsidies
for college for college
students students

Closure

Congratulations! You have completed the last lesson in this module. May it be instilled in your mind
and heart all important lessons you’ve learned from this module.

Module Summary

Module 6 presented the different laws – related to the teaching profession in the Philippines. It
highlighted the following laws: Republic Act No. 6728 (Government Assistance to Students and Teachers
in Private Education Act), Republic Act No. 8545 (Expanded Government Assistance to Students and
Teachers in Private Education Act), Republic Act No. 7877 (Anti – Sexual Harassment Act of 1995),
Republic Act No. 8190 (Granting Priority to Residents of the Barangay, Municipality or City Where the
School is Located in Appointment or Assignment of Classroom Public School Teachers), Republic Act No.
9262 (Anti – Violence Against Women and Their Children Act of 2004), Republic Act No. 9710 (The Magna
Carta for Women), Republic Act no. 8491 (Flag and Heraldic Code of the Philippines), Republic Act No.
10157 (The Kindergarten Education Act), Republic Act No. 10533 (The Enhanced Basic Education Act of
2013), and Republic Act No. 10931 (Universal Access to Quality Tertiary Education Act). Aside from the
laws discussed in Module 5, these laws help establish the legal foundation of the teaching profession in the
Philippines. These laws will be the reference of all teachers in the exercise of their profession.
You may have observed that there is a limited selection of laws presented in this module. You may
enrich your knowledge by reading other laws – related to teaching in the Philippines.

179
References

300K college students to get PhP40k or PhP60k subsidy from CHED. Retrieved from
https://www.thesummitexpress.com/2018/12/300k-poor-college-students-to-get-php40k-or-php60k-
subsidy-from-ched.html

34 arresred for not standing up for “Lupang Hinirang’ in Batangas cinema. Retrieved from
https://newsinfo.inquirer.net/1028995/34-arrested-for-not-standing-up-for-lupang-hinirang-in-batangas-
cinema

Christian Baustista sorry for RP anthem memory lapse. Retrieved from

https://www.gmanetwork.com/news/showbiz/content/60952/christian-bautista-sorry-for-rp-anthem-
memory-lapse/story/

Commission on Higher Education (2020). Higher Education Indicators 2019. Retrieved from
https://ched.gov.ph/higher-education-indicators-2019/

Higher Education Enrolment by Sex and Institution Type: AY 2018 – 2019. Retrieved from
https://ched.gov.ph/higher-education-enrollment-by-sex-and-institution-type-ay-2018-19/

Implementing Rules and Regulations of Republic Act No. 10931, known as the “Universal Access to
Quality Tertiary Education Act of 2017”. Retrieved from
https://wmsu.edu.ph/_resources/IRR%20for%20Distribution%20032218.pdf

K to 12 Education in Southeast Asia: Regional Comparison of the Structure, Content, Organization, and
Adequacy of Basic Education. Retrieved from https://www.seameo-innotech.org/iknow/wp-
content/uploads/2018/10/Brief04-K-to-12_FINAL.pdf

Llego, M.A., (2020). DepEd Basic Education Statistics for School Year 2019 – 2020. Retrieved from
https://www.teacherph.com/deped-basic-education-statistics-school-year-2019-2020/)

Localization Law for Public School Teachers Explained. Retrieved from

https://www.teacherph.com/localization-law/

Magna Carta of Women (R.A. 9710). Retrieved from http://www.csc.gov.ph/2014-02-21-08-16-56/2014-

02-21-08-19-19/magna-carta-of-women-r-a-9710.html#:~:text=Women%20(R.A.%209710)-
,Magna%20Carta%20of%20Women%20(R.A.,The%20Magna%20Carta%20of%20Women.

Philippine News Agency (2017). Only 23% Filipinos finished college. Retrieved from
https://businessmirror.com.ph/2017/04/27/only-23-of-filipinos-finish-college-survey/

Republic Act No. 10157. Retrieved from https://www.officialgazette.gov.ph/2012/01/20/republic-act-no-

10157/

Republic Act No. 10533. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-

10533/

Republic Act No. 10931. Retrieved from https://www.officialgazette.gov.ph/2017/08/03/republic-act-no-

10931/

180
Republic Act No. 6728. Retrieved from https://www.officialgazette.gov.ph/1989/06/10/republic-act-no-
6728-2/

Republic Act No. 8190 – Granting Priority to Residents of the Barangay, Municipality or City where the
School is Located, in the Appointment or Assignment of Classroom Public School Teachers. Retrieved
from https://laws.chanrobles.com/republicacts/82_republicacts.php?id=8146

Republic Act No. 8491. Retrieved from https://www.officialgazette.gov.ph/1998/02/12/republic-act-no-8491/

Republic Act No. 8545. Retrieved from https://www.officialgazette.gov.ph/1998/02/24/republic-act-no-

8545/

The 1987 Constitution of the Republic of the Philippines. Retrieved from

https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-
philippines/the-1987-constitution-of-the-republic-of-the-philippines-article/
.
The K to 12 Basic Education Program. Retrieved from https://www.officialgazette.gov.ph/k-12/

181