Philippines Education Act Assistance PDF

**R.A. 6728** **Government Assistance to Students and Teachers in Private Education Act** **(1-2)** **RA 6728 Section 9: Financial Assistance for Students** The government provides financial assistance to students in private schools through vouchers. This is based on the school\'s tuition fees...

**R.A. 6728** **Government Assistance to Students and Teachers in Private Education Act** **(1-2)** **RA 6728 Section 9: Financial Assistance for Students** The government provides financial assistance to students in private schools through vouchers. This is based on the school\'s tuition fees and the course the student takes. There are limits on tuition fee increases, especially for students enrolled in \"priority courses.\" **Section 10**: Tuition Fee Increase Process Before raising tuition fees, the school must consult with affected parties, such as parents, students, teachers, and alumni. The school must provide an explanation using their financial records. If no agreement is reached, a neutral group will intervene to resolve the dispute. **Section 11**: \"Study Now, Pay Later Plan\" This offers loans to students for tuition, books, food, and other expenses. Repayment begins only two years after securing a job, with interest of up to 12% annually. Additional loans are available through the Social Security System (SSS) for the student\'s family. **Section 12**: Limitations on Benefits Benefits are revoked if the student fails most of their subjects in a year, unless there is a valid reason. Benefits cannot be used if the student transfers to a school outside the region, unless the desired course is unavailable in the region. **Section 13**: Teacher Development Fund Scholarships are provided to teachers to pursue graduate degrees (master's or PhD) or attend seminars. Teachers must serve in their school for three years in exchange for the scholarship. **Section 14**: Program Management The State Assistance Council (SAC) oversees the policies and implementation of the program. This includes representatives from DepEd and other government sectors, as well as teachers, students, and school administrators. **Section 15**: Program Funding The funding will be sourced from the DepEd budget and other sources, such as travel taxes, OFW contributions, and the net income of the Development Bank of the Philippines. The fund was limited to ₱500 million in 1989 and will become part of the national annual budget in subsequent years. **Section 16**: Penalties for Non-Compliance Schools that do not comply with the law may be removed from DepEd programs. Schools must also be transparent and provide financial statements to stakeholders. **Section 17**: Override of Old Laws The new law replaces or modifies older laws that are inconsistent with it. **Section 18**: Validity of Remaining Laws If any part of the law is found unconstitutional, the other provisions will remain in effect. **Section 19**: Effectivity of the Law The law will take effect after being published in major newspapers in English and Filipino. Explanation: This document outlines policies for government financial assistance, fair tuition fees, teacher support, and proper use of education funds. Its goal is to make education in private schools more accessible and organized. **R.A. 8545** **Expanded Government assistance to Students and Teachers in Private Education Act** **(3-4)** **Republic Act 8545 -- Expanded Government Assistance to Students and Teachers in Private Education Act** **Republic Act 8545 -- An Act Amending RA 6728, Otherwise Known as "An Act Providing Assistance to Students and Teachers in Private Education," Establishing a Fund the Purpose of Subsidizing Salaries of Private Schools Teachers** **The criteria for assistance include:** 1\. Tuition fees charged by the schools; 2\. Socio-economic needs of each region giving priority to the Social Reform Agenda; 3\. Over-all performance of the schools; 4\. Academic qualifications and financial needs of the students and teachers; 5.Financial needs of the schools; 6\. Geographic spread and size of student population; and 7\. The students must be enrolled in schools which have accredited programs or applying for accreditation **Section 3** - Preference shall be given to student's whose family income is not more than Seventy. Two thousand pesos (P72,000.00). - Programs of assistance to students and teachers of private post-secondary vocational and technical institutions and higher educational institutions shall likewise be extended to students and teachers of community colleges in degree and non-degree programs - The financial assistance shalt be extended who are citizens of the Philippines. **Sec. 4 -- Forms of Assistance** **The forms of assistance to students in private education are the following:** 1)Tuition fee supplements for students in private high schools, including student in vocational and technical courses; 2)High School Textbook Assistance Fund 3)Expansion of the existing Educational 4)The voucher system of the Private Education Student Financial Assistance Program \[PESFAL) 5)Scholarship grants to students graduating as valedictorians and salutatorians from secondary schools; 6)Tuition fee supplements to students in private colleges and universities; and 7)Education Loan Fund." - "Financial assistance for tuition for students in private high schools shall be provided by the government through a voucher system" - For students enrolled in schools charging an amount as may be determined by the State Assistance Council - The government shall reimburse the vouchers from the schools concerned within one hundred twenty (120) days from the close of the registration period. **Sec. 6 -- High School Textbook Assistance Fund** - The textbook assistance shall be granted only to beneficiaries of tuition fee supplements and educational service contracting scheme in this Act. **Sec. 7 -- Expansion of the Existing Educational Service Contracting (ESC) Scheme** - The Department shall fully pay the subsidized amount to participating school not later than 180 days from the close of the registration period. - An equalization scheme shall be implemented by the State Assistance Council **Sec. 8 -- Assistance to College Freshmen** - The Voucher System of Private Education Student Financial Assistance (PESFA)Program - Tuition Waiver-Shall provide for full or half tuition waiver for 5% of the entering freshmen - Allowance for Valedictorian-Provided they shall enroll in priority courses  - Allowance for other Honorees  **Sec. 10 -- Education Loan Fund** - The Education Loan Fund, managed by CHED and TESDA, supports students through the "Study Now, Pay Later" program. This fund covers educational expenses, including tuition, school fees, books, and board and lodging. - Students repay the loan after completing their course or profession, starting two years after securing employment. The loan will accrue interest at a maximum rate of 6% per year. **Sec. 11 - Education Loan Fund** - The right of any student to avail himself/herself fails for 1 year in the majority of the academic subjects in which he/she has enrolled during courses of his/her study unless such failure is due to some valid cause beyond his/her control. **Sec. 12 - In-service Training Fund Inset Fund)** - Inset Fund shall be available only to the qualified licensed teachers in participating private high school as determined by the State Assistance Council. - Fund shall not exceed that available to public secondary education on per capita basis **Sec. 13 - College Faculty Development Fund** - Fund to provide for scholarship for graduate degree, degree and non-degree workshops or seminars for faculty members in private post-secondary vocational and technical institutions and higher educational institution. **Sec. 14 - Teachers' Salary Subsidy Fund** - A Teachers' Salary Subsidy Fund is hereby established in the DECS to grant government subsidy to teachers in private high schools participating in the programs of assistance provided in this Act: Provided, That the total monthly salary which includes the subsidy to be received by such private high school teachers. **Sec. 15 - Program Administration/Rules and Regulation** - ***State Assistance Council-*** shall be responsible for policy guidance and direction, monitoring and evaluation of new and existing programs, and the promulgation of the rules and regulations. - ***DepEd, TESDA and CHED**-* responsible for day-to-day administration and program implementation. **RA 7877** **Anti Sexual Harassment Act of 1995** **(5-6)** RA 7877 "Anti-Sexual Harassment Act of 1995." SECTION *1. Title. *-- This Act shall be known as the "Anti-Sexual Harassment Act of 1995." - Approved by Fidel V. Ramos on Feb 14, 1995 - Sexual harassment includes unwelcome sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature in the workplace or learning environment SEC. 3*. Work, Education or Training-related Sexual Harassment Defined. *-- Work, education or training-related sexual harassment is committed by an employer, employee, manager, supervisor, agent of the employer, teacher, instructor, professor, coach, Trainor, 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. - Where is sexual harassment committed? --- Workplace --- Education / Training Environment --- Others - Forms of Sexual Harassment 1. Physical sexual harassment which includes unwelcome, unwanted physical contact, including touching, tickling, pinching, patting, brushing up against, hugging, cornering, kissing, and fondling and forced sexual intercourse or assault; 2. Verbal sexual harassment includes innuendos, suggestive comments, jokes of a sexual nature, sexual propositions, lewd remarks and threats, request for any type of sexual favor (this includes repeated, unwelcome requests for dates), commenting anything about sexual to someone who has made it clear that he/she does not appreciate that behavior, asking personal sexual questions; 3. Non-verbal sexual harassment includes the distribution, display or discussion of any written or graphic material, including calendars, poster and cartoons that are sexually suggestive or show hostility toward an individual or group because of sex, giving favors (more attention, drooping cases, admission, and re-admission) in exchange of sexual favors; SEC. 5. *Liability of the Employer, Head of Office, Educational or Training Institution. *-- The employer or head of office, educational or training institution shall be solidarity liable for damages arising from the acts of sexual harassment committed in the employment, education or training environment if the employer or head of office, educational or training institution is informed of such acts by the offended party and no immediate action is taken thereon. SEC. 6. *Independent Action for Damages. *-- Nothing in this Act shall preclude the victim of work, education or training-related sexual harassment from instituting a separate and independent action for damages and other affirmative relief. SEC 7. *Penalties. -- *Any person who violates the provisions of this Act shall, upon conviction, be penalized by imprisonment of not less than one (1) month nor more than six (6) months, or a fine of not less than Ten thousand pesos (P 10,000) nor more than Twenty thousand pesos (P 20,000), or both such fine and imprisonment at the discretion of the court. **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** **(7-8)** **REPUBLIC ACT NO. 8190** **SECTION 1**. In the appointment or assignment of teachers to public elementary or secondary schools, priority shall be given to bona fide residents of the barangay, municipality, city or province where the school is located: Provided, that the teacher possesses all the minimum qualifications for the position as required by law. Protests regarding the appointment or assignment of classroom public - school teachers shall prescribe in three (3) months upon the issuance of such appointment or assignment. **SECTION. 2.** In the exercise of its disciplinary authority, the Secretary of Education, Culture and Sports shall impose the following administrative sanctions for any willful violation of this Act: (1) first violation - suspension of one (1) month without pay; (2) second violation - suspension of two (2) months without pay; and (3) third violation and subsequent violations hereof -- suspension of six (6) months without pay. **SECTION. 3**. The Department of Education, Culture and Sports (DECS) shall prescribe the rules and regulations necessary to implement this Act. The DECS shall provide the Senate and the House of Representatives a copy of the rules and regulations within ninety (90) days after approval of this Act. **SECTION. 4.** All laws, decrees, executive orders, rules and regulations, or parts thereof inconsistent with this Act are hereby repealed or modified accordingly. **SECTION. 5**. This Act shall take effect fifteen (15) days after its complete publication in the Official Gazette or in at least two (2) newspapers of general circulation. **RA 9262** **Anti Violence Against Women and their Children Act of 2004** **(9-10)** **[Republic Act 9262: THE ANTI-VIOLENCE AGAINST WOMEN AND THEIR CHILDREN ACT OF 2004]** **[What is RA9262 or the Anti-Violence Against Women and Their Children Act of 2004?]** - It is a law that seeks to address the prevalence of violence against women and their children (VAWC) by their intimate partners. Approved by **President Gloria Macapagal-Arroyo** on **March 8, 2004.** **[Acts of Violence Covered Under R.A. 9262]** - **[Physical Violence]** -- acts that include bodily or physical harm (battery). - **[Sexual Violence]** -- the acts which are sexual in nature committed against a woman or her child. [ ] - **[Psychological Violence]** -- Acts or omissions causing or likely to cause mental or emotional suffering of the victim. - **[Economic Abuse]** -- Acts that make or attempt to make a woman financially dependent upon her abuser. **[Battered Woman Syndrome]** - refers to a scientifically defined pattern of psychological and behavioral symptoms found in women living in battering relationships as a result of cumulative abuse. **[Persons protected by R.A. 9262]** - Wife - Former Wife - A woman with whom the offender has or had sexual relations with - A woman with whom the offender has a common child with - The legitimate or illegitimate child of the woman within or without the family abode **[The penalties for committing VAWC]** - Penalties for committing VAWC include imprisonment from 1 month and 1 day to 20 years, payment of ₱100,000 to ₱300,000 in damages, and mandatory psychological counseling or psychiatric treatment for the offender. **[Protection order]** - A protection order prevents violence, supports victims, and helps them regain independence, enforced by law enforcement. **[The kinds of protection orders are:]** 1. **Barangay Protection Order (BPO)** 2. **Temporary Protection Order (TPO** 3. **Permanent Protection Order (PPO** **[Republic Act 9262: THE ANTI-VIOLENCE AGAINST WOMEN AND THEIR CHILDREN ACT OF 2004]** **[What is RA9262 or the Anti-Violence Against Women and Their Children Act of 2004?]** - It is a law that seeks to address the prevalence of violence against women and their children (VAWC) by their intimate partners. Approved by **President Gloria Macapagal-Arroyo** on **March 8, 2004.** **[Acts of Violence Covered Under R.A. 9262]** - **[Physical Violence]** -- acts that include bodily or physical harm (battery). - **[Sexual Violence]** -- the acts which are sexual in nature committed against a woman or her child. [ ] - **[Psychological Violence]** -- Acts or omissions causing or likely to cause mental or emotional suffering of the victim. - **[Economic Abuse]** -- Acts that make or attempt to make a woman financially dependent upon her abuser. **[Battered Woman Syndrome]** - refers to a scientifically defined pattern of psychological and behavioral symptoms found in women living in battering relationships as a result of cumulative abuse. **[Persons protected by R.A. 9262]** - Wife - Former Wife - A woman with whom the offender has or had sexual relations with - A woman with whom the offender has a common child with - The legitimate or illegitimate child of the woman within or without the family abode **[The penalties for committing VAWC]** - Penalties for committing VAWC include imprisonment from 1 month and 1 day to 20 years, payment of ₱100,000 to ₱300,000 in damages, and mandatory psychological counseling or psychiatric treatment for the offender. **[Protection order]** - A protection order prevents violence, supports victims, and helps them regain independence, enforced by law enforcement. **[The kinds of protection orders are:]** 4. **Barangay Protection Order (BPO)** 5. **Temporary Protection Order (TPO** 6. **Permanent Protection Order (PPO)** **RA 9710** **The Magna Carta of Women** **(11-12)** Republic Act 9710 or the Magna Carta of Women 13412 characters The Magna Carta of Women (MCW) is a comprehensive women\'s human rights law that seeks to eliminate discrimination through the recognition, protection, fulfillment, and promotion of the rights of Filipino women, especially those belonging to the marginalized sectors of society. The MCW was approved on August 14, 2009, It is the local translation of the provisions of the Convention on the Elimination of All Forms of Discrimination against Women\'s (CEDAW), particularly in defining gender discrimination, state obligations, substantive equality, and temporary special measures. It also recognizes human rights guaranteed by the International Covenant on Economic, Social, and Cultural Rights (ICESCRI The Magna Carta of Women defines discrimination against women as: any gender-based distinction any act or omission, including by law, policy, administrative measure, or practice, that directly or indirectly excludes or restricts women in the recognition and promotion of their rights and their access to and enjoyment of opportunities, benefits, or privileges The Magna Carta of Women also spells out every woman\'s right to: Protection from all forms of violence, including those committed by the State. Protection and security in times of disaster, calamities and other crisis situations, Equal treatment Equal access and elimination of discrimination against women in education, scholarships and training Equal participation in sports. Non-discrimination in employment in the field of military, police and other similar services. Non-discriminatory and non-derogatory portrayal of women in media and film to Comprehensive health services and health information Republic Act 9710 or the Magna Carta of Women 13412 characters The Magna Carta of Women (MCW) is a comprehensive women\'s human rights law that seeks to eliminate discrimination through the recognition, protection, fulfillment, and promotion of the rights of Filipino women, especially those belonging to the marginalized sectors of society. The MCW was approved on August 14, 2009, It is the local translation of the provisions of the Convention on the Elimination of All Forms of Discrimination against Women\'s (CEDAW), particularly in defining gender discrimination, state obligations, substantive equality, and temporary special measures. It also recognizes human rights guaranteed by the International Covenant on Economic, Social, and Cultural Rights (ICESCRI The Magna Carta of Women defines discrimination against women as: any gender-based distinction any act or omission, including by law, policy, administrative measure, or practice, that directly or indirectly excludes or restricts women in the recognition and promotion of their rights and their access to and enjoyment of opportunities, benefits, or privileges The Magna Carta of Women also spells out every woman\'s right to: Protection from all forms of violence, including those committed by the State. Protection and security in times of disaster, calamities and other crisis situations, Equal treatment Equal access and elimination of discrimination against women in education, scholarships and training Equal participation in sports. Non-discrimination in employment in the field of military, police and other similar services. Non-discriminatory and non-derogatory portrayal of women in media and film to Comprehensive health services and health information **RA 8491** **Flag and Heraldic Code of the Philippines** **(13-14)** REPUBLIC ACT NO. 8491 \" FLAG AND HERALDIC CODE OF THE PHILIPPINES\" An act prescribing the National Flag, Anthem, Motto, Coat-of-arms and other Heraldic items and devices of the Philippines \* Signed by the Former President Fidel V. Ramos on February 22,1998 Section 1. Flag and Heraldic Code of the Philippines Section 2. Declaration of Policy Section 3. Definition of Terms a\. Military b\. Festoon c\. Flag d\. Fly e\. Symbol f\. National Anthem g\. Institute Section 6. The Flag shall be permanently hoisted day and night throughout the year in front of the following, at \*Malacañang Palace \* Congress of the Philippines \* Supreme Court Building Section 7. The Flag shall also be displayed in private buildings and residences or raised in open flag-staffs in front of the said buildings. Section 7. All Government agencies and instrumentalities, and local government offices. Section 10. The Flagpole staff must be straight and slightly tapering at the top. Section 25. The Pledge of Allegiance to the Philippine Flag Section 36. The National Anthem Section 50. The Penalties **RA 10157** **The Kindergarten Education Act** **(15-16)** Republic Act No. 10157 (kindergarten Education Act) **Kinder education** The title of R.A. No.10157 is \"institutionalizing the kindergarten\" Education to the Basic Education System and Appropriating Funds Therefor. It is otherwise known as the \"Kindergarten Education Act\" In short, it defines the operationalization of the free, mandatory and compulsory public kindergarten education in the country. Section 2 of the Act provides that the Act shall apply to the elementary school system being the first stage of compulsory and mandatory formal education. Thus, the kindergarten will now be an integral part of the basic education system of the country. It must be noted that prior to the passage of this Act. kindergarten was not free and compulsory to enter grade 1.Institutionalization of kindergarten means making it as part of basic education. It was partiality implemented in school year 2011-2012 and thereafter, it was made mandatory and compulsory for entrance to Grade 1. **Mother Tongue-Based Multilingual Education (MTB-MLE)** SEC. 5 of R.A. No. 10157 declares that \"the State shall 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.\"Moreover, the same Section of the Act specifies that exceptions to the use of MTB-MLE shall be made to the following cases: a\. When the learners 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; andd. When teachers are not yet trained how to use the MTB-MLE program.In such exceptional cases, the primary medium of instruction shall be determined by the DepEd aligned with the framework being used at the elementary level, including teacher training and production of local resources and materials under DepEd Order No. 74, series of 2009. **R.A. 10533** **Enhanced Basic Education Act of 2013** **(17-18)** REPUBLIC ACT NO. 10533- ENCHANCED BASIC EDUCATION ACT OF 2013 \- 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 \- K to 12 \*Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013, significantly reformed the Philippine education system by extending the basic education program to 12 years and strengthening its curriculum. This act, commonly referred to as the K to 12 programs, aimed to produce graduates who are globally competitive, equipped with the necessary skills and values for lifelong learning and employment. This act introduced several key changes to the Philippine education system: Expansion of Basic Education \- The Enhanced Basic Education Program encompasses a minimum of one year of kindergarten education, six years of elementary education, and six years of secondary education \[1\]\[2\]\[3\]\[4\]. \- Secondary education is divided into four years of junior high school and two years of senior high school \[1\]\[2\]\[3\]\[4\]. \- Kindergarten education is a prerequisite for Grade 1 and is intended for children at least five years old \[1\]\[2\]\[3\]\[4\]. Curriculum Development \- The Department of Education (DepEd) is responsible for formulating the enhanced basic education curriculum \[1\]\[2\]\[3\]\[4\]. \- The curriculum is designed to be learner-centered, inclusive, developmentally appropriate, relevant, responsive, research-based, culture-sensitive, contextualized, and global \[1\]\[2\]\[3\]\[4\]. \- The curriculum adheres to the principles of Mother Tongue-Based Multilingual Education (MTB-MLE), starting instruction in the learners\' regional or native language \[1\]\[2\]\[3\]\[4\]. Teacher Education and Training \- The DepEd and the Commission on Higher Education (CHED) collaborate to conduct teacher education and training programs to meet the demand for qualified teachers\[1\]\[2\]\[3\]\[4\]. \- In-service training is provided to current DepEd teachers to ensure they meet the standards of the new curriculum\[1\]\[2\]\[3\]\[4\]. \- New teachers undergo additional training upon hiring to upgrade their skills\[1\]\[2\]\[3\]\[4\]. Hiring of Specialists \- The act allows for the hiring of graduates of science, mathematics, statistics, engineering, music, and other degree courses to teach their specialized subjects in elementary and secondary education, even if they haven\'t passed the Licensure Examination for Teachers (LET). \- Graduates of technical-vocational courses can teach their specialized subjects in secondary education with the necessary TESDA certification. \- Higher education institution (HEI) faculty can teach their general education or subject specialties in secondary education. Career Guidance and Counseling \- The DepEd, in coordination with the Department of Labor and Employment (DOLE), TESDA, and CHED, conducts career advocacy activities for secondary level students\[1\]\[2\]\[3\]\[4\]. \- Career and employment guidance counselors who are not registered and licensed can conduct career advocacy activities in their schools, provided they undergo a training program\[1\]\[2\]\[3\]\[4\]. Expansion of Government Assistance \- The Expanded Government Assistance to Students and Teachers in Private Education Act (RA 8545) benefits are extended to qualified students enrolled in the enhanced basic education program \- The DepEd engages private education institutions and non-DepEd schools offering senior high school through programs under RA 8545 and other financial arrangements. Impact and Implications \*The K to 12 programs has had a significant impact on the Philippine education system. It has: \- Increased the number of years of basic education, providing students with more time to develop their skills and knowledge. \- Strengthened the curriculum, aligning it with global standards and emphasizing 21st-century skills. \- Improved the quality of teachers through enhanced training and development programs. \- Expanded access to education by offering more career tracks and pathways. \- Prepared students for the workforce by providing them with technical and vocational skills. \*However, the implementation of the program has also faced challenges, including: \- Insufficient funding for infrastructure, teacher training, and learning materials. \- Lack of preparedness among teachers and schools to implement the new curriculum. \- Concerns about the quality of senior high school programs. \- Limited opportunities for students to pursue higher education due to the increased cost of education. **R.A. 10931** **Universal Access to Quality Tertiary Education Act** **(19-20)** **Republic Act : 10931** **Section 2:** [Government Policy] The State upholds quality education as an inalienable right of all Filipinos and commits to ensuring access at all levels. It recognizes the complementary roles of public and private higher education institutions, as well as technical-vocational schools, in the educational system. **Section 4:**[Free Higher Education in State Universities] The law mandates free tuition and other school fees for all Filipino students enrolled in state universities and colleges (SUCs) and local universities and colleges (LUCs) pursuing bachelor\'s, certificate, or similar undergraduate degrees, provided they meet admission and retention requirements. **Section 5:** [Free Technical Vocational Education and Training (TVET) in Post-Secondary Technical Vocational Institutions (TVIs)] The Act mandates free tuition and other school fees for Filipino students enrolled in post-secondary TVET programs in state-run TVIs under TESDA. State-run TVIs must provide a mechanism for financially capable students to opt out or voluntarily contribute, and report these payments. **Section 6:** [Students Ineligible for Free Tertiary Education] In SUCs and LUCs, free education does not apply to students who already hold a bachelor\'s degree, fail to meet admission or retention policies, or exceed the prescribed program duration by more than a year. Similarly, in state-run TVIs, students who already have a bachelor\'s degree, a technical-vocational certificate equivalent to NC III or higher, or fail any course during their program are ineligible. **Section 7:** [Tertiary Education Subsidy (TES) for Filipino Students] The Tertiary Education Subsidy (TES) provides financial support for Filipino students enrolled in undergraduate or post-secondary programs in SUCs, LUCs, private HEIs, and TVIs. Administered by the UniFAST Board, the TES is funded through CHED and TESDA budgets. Priority is given to students from households listed in Listahanan 2.0 or those with low per capita income based on submitted proof. However, this prioritization does not apply to students in areas without SUC or LUC campuses. **Section 8:** [Student Loan Program for Tertiary Education] The Student Loan Program for Tertiary Education, administered by the UniFAST Board, provides loans to Filipino students enrolled in state universities and colleges (SUCs), local universities and colleges (LUCs), private higher education institutions (HEIs), and technical-vocational programs (TVET) registered under TESDA. Loans can cover undergraduate, graduate, medicine, law studies, and licensure review expenses, with repayment commencing upon gainful employment and earnings meeting the Compulsory Repayment Threshold (CRT). **Section 9:** [Requirements for SUCs and LUCS] 1. Established a learner information system in accordance with the guidelines to be developed by the CHED in order to facilitate the tracking of students and their performance; 2. Submit relevant information as determined by the CHED on school quality and performance; and 3. Formulate and submit to the CHED and to the Joint Congressional Oversight Committee on Universal Access to Tertiary Education\..., a detailed SUC development plan update every ten (10) years, which shall include plans for facilities and infrastructure development and expansion.\" **Republic Act : 10931** **Section 10:**[Quality Standards for SUC and LUC Budgets, TES, and Student Loan Programs] The CHED and TESDA must ensure quality standards when reviewing and endorsing budgets for SUCs, LUCs, and state-run TVIs. Similarly, the design of TES and student loan programs must meet quality indicators set by the UniFAST Board. **The 21st Century Teacher** **(21- 22)** **THE 21^ST^ CENTURY TEACHERS** Most educators suggest that classrooms nowadays must be 21st century classrooms. What Most educators suggest that classrooms nowadays must be 21st century classrooms. What are 21st century classrooms? These are classrooms where 21st century students learn and interact with 21st century teachers. In here, students and teachers' study and work collaboratively to develop 21st century skills, known as 4Cs, namely, communication, collaboration, critical thinking and creativity. These are essential skills that must be developed among the learners to prepare them for the challenges of their future career as well as in combating the challenges of life. The 21st century teachers are not only knowledgeable in teaching concepts and theories but they should be armored with necessary skills that would help them develop and mold learners to become better individuals. In this lesson, we shall study the different skills that you need to develop to become 21st century teachers in the future. This will help you create and design 21st century classrooms wherein the 21st century skills would be developed among the learners. What are the qualities of 21st century teachers? The 21st century teachers need to possess the 21st century skills. These are the common qualities: 1. **Flexible and Adaptive** The 21st century teachers willingly embrace changes to suit the present classroom conditions. They adapt new teaching strategies and approaches, new modes of learning, and even devise new set of instructional materials to meet the existing conditions just like the changes brought about by the pandemic. Also, they are flexible as they can endure and get back easily from difficult situations. They have the courage and strength to face whatever problems that arise inside the classrooms or anything that concerns students. 2. **Life-long learner** Teachers who are not getting tired in learning new concepts and ideas, developing their skills continually and doing all their best to become better teacher are the 21st century teachers. They attend seminars, workshops and trainings, read variety of materials and even want to go back to school to upgrade themselves. They do not want to be left behind for they always want to learn something new so that they could deliver the best lessons to their students. 3. **Proficient in the Use of Technology** Nowadays, the capability of using technology is a must to all teachers because of the new mode of teaching\-- online teaching. Teachers use computers in delivering their lessons either synchronously or asynchronously. Those who are proficient in the use of technology tend to be more effective teachers as they have the ability to present interesting and challenging activities to their students. Their ability to incorporate media literacy in their classrooms would help them develop fully the skills of the students. 4. **Leader and Facilitator** The 21st century teachers are facilitators and collaborators for they establish learner- centered classrooms wherein their roles are to guide, instruct and direct the learners in accomplishing learning tasks. They work collaboratively with the learners in doing learning activities. They are not the sole discussants of the lessons where learners are only mere listeners but they should be active participants, and responsible for their own learning. 5. **Creative and Innovative** Teachers who create something new and different and share up to date and genuine ideas are the 21st century teachers. They employ their creativity in crafting instructional materials which are totally different from the usual materials used by other teachers. They make learning materials such as workbooks, module, worksheets, maps, diagrams and many more incorporating new ideas thus making the teaching-learning process meaningful on the part of the learners. 6. **Role Model** Teachers are living examples for they are worthy to be appreciated. They display the necessary skills, knowledge and values which can be imitated by the students. Because of their rich experiences, they have the ability to influence and motivate others. **The 21st century skills can be presented simply using the 4C\'s.** 1\. **Communication** The ability to communicate well is essential to all learners as is guarantees good performance in school. 2\. **Collaboration** In the classroom, learners must work collaborative and with others in finishing task. 3**. Critical Thinking** They have the ability to handle difficult situation and overcome the challenges of learning. 4\. **Creativity** When the teachers give the same activities to students, their presentation and outputs would be different. - DepEd order no. 21 series of 2019 specify the four 21st century skills that must be developed among learners and these are: **1. INFORMATION, MEDIA AND TECHNOLOGY SKILLS** -tools for working -visual information literacies -media literacies -scientific, economic and technological literacies -multicultural literacy -global awareness 2**. LEARNER AND INNOVATION SKILLS** \- ways of thinking -creativity -curiosity -critical thinking -problem solving -adaptability -managing complexity -self-direction -sound reasoning skills. 3\. **COMMUNICATION SKILLS** \- ways of working enable learners to easily adapt to present and future challenges and opportunities. -teaming -collaboration -interpersonal skills -interactive communication 4\. **LIFE AND CAREER SKILLS** \- ways of living in the world -flexibility and adaptability -initiative and self-direction -social and cross-cultural skills -productivity and accountability -leadership and responsibility **Transformative Education** **(23- 24)** **WHAT IS TRANSFORMATIVE EDUCATION?** - Transformative education requires a "shift away" from current educational practices such as: - Predominantly focus on the ability and need for students to gain skills and knowledge - Content is discipline -- focused and top-down transmission of fact and messages - Focus on rigid, pre-defined learning outcomes; and - Transformative learning-transfer of information to learner. **DIFFERENCES OF TRANSMISSIVE AND TRANSFORMATIVE EDUCATION** **TRANSFORMATIVE** - Instructive - Insrumental - Training - Teaching - Communication of message - Information - Focus central - Control product - Oriented problem - Solving facts and skills **TRANSFORMATIVE** - Constructive - Intrinsic - Education - Learning - Constructive - Meaning - Appropriate knowledge - Local ownership - Process oriented - Problem reframing - Concepts and capacity building **THE KEY CHARACTERISTICS OF TRANSFORMATIVE EDUCATION ARE:** - Creative, solution-focused learning - Self-directly team work - Learning by doing commonly "live" project. - Iterative refinement and reflection - Drawing from a range of discipline: eg mechanics ;electronics: manufacturing: marketing: sociology: ergonomics and history to inform the outputs the emerge as a result of design-based activity. **TRANSFORMATIVE EDUCATION FOCUSES ON ACTIVE LEARNING STRATEGIES** - Group discussions -- dyads, panel discussion - Education games -- crossword puzzles - Field trip, interactives exhibits - Debate-gather data/logical arguments - Role playing of real-life situation - Brainstorming -- carousel exercise - Demonstrations -- construct meaning based on observation and first hand experience - Concept mapping- link together important ideas - Simulation -- structured to feel like real experience **INSTRUCTIONAL TO TRANSFORMATIVE LEADERSHIP** - In the 21^st^ century, educational leadership is shifting from instructional to transformative leadership. This shift is necessary to adapt to the school administration is more effective. Transformational leadership focuses on using facilitative power to make second-order changes in schools, empowering participants and fostering hope and optimism. On the other hand, transactional leadership involves an exchange of services for rewards, which can help people recognize necessary actions and increase confidence and motivation. Both transformational and transactional leadership practices are often considered complementary. **ESSENTIALS OF TRANSFORMATIVE LEADERSHIP** - Dr. Cresencio Peralta emphasized the importance of educational leadership in determining and implementing educational policies. Goodland (1977) described the eras in Educational Administration, referring to the third era depended on overcoming the excitement of constant motion and moving beyond crisis management. **THE LEADER AS A PROFESSIONAL** - Int the Philippines, professionalism is a common term in careers and workplace, with titles like Professional Teacher and Professional Soldier, Professionalism involves exhibiting exemplary technical skills, adhering to high ethical standards, and excelling in the professional. Professionalism is a fundamental underpinning factor in educational organizations. - **SYNOPSIS** - Transformative in the guiding principle in educational endeavor, focusing on life -skills and critical analytical skills its contextualizes education in the broader community, requiring a safe, supportive environment for organic learning. Transformational of relationships between learners, teachers, institutions, and stakeholders. - **Qualifications Frameworks** **(25- 26)** **Qualifications Frameworks** **PHILIPPINE QUALIFICATION FRAMEWORK (PQR)** **ASEAN QUALIFICATIONS FREAMEWORK (AQRF)** \"\... ngayon pa lang, nagtatagpo na ang kaisipan ng DOLE, CHED, TESDA at DepEd upang tugunan and isyu ng job mismatch. Susuriin ang mga curriculum para maituon sa mga industriyang naghahanap ng empleyado at gagabayan ang inga estudyante sa pagpili ng mga kursong hitik sa bakanteng trabaho.\" **Former Pres. Benigno Aquino III** **Origin and Development (PQR)** It started with the TVET sector in 2004-2005. EO No. 83, Oct. 1, 2012 National Coordinating Committee (NCC) Sec 2. of EO 83 s. 2012 hu AS Creation of Working Groups Most read Qualifications Register Pathways and Equivalencies Information and Guidelines International Alignment **Origin and Development (AQRF)** - ASEAN Framework Agreement on Services (1995) - Economic Cooperation Plan in 2007 - ASEAN Charter signed by the ten ASEAN leaders in Singapore on 20 November 2007, to become a single entity: ASEAN Community was reinforced; develop human resources for the empowerment of the peoples of ASEAN for the strengthening of the ASEAN Community - MRAs-engineering (2005), nursing (2006) **Origin and Development (AQRF)** - MRAS - architecture, surveying, medical and dental practitioners, accountancy (2007 and 2009) - Initial draft of concept proposal developed through Australian New Zealand Free Trade Agreement Economic Cooperation Work Programme (AANZFTA ECWP), May 2010. Manila - AANZFTA Qualifications Framework Forum 2011 **What is a Qualification?** Package of competencies describing a particular or job role existing in functional economic sector. It covers the work activities required to undertake a particular job role. **What is the Philippine Qualifications Framework (PQF)?** It is a national policy that describes the levels of educational qualifications and the set standards for qualification outcomes. A quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of a certain. **Benefits of the PQF:** **FOR THE PERSON** Encourages lifelong learning allowing the person to start at the level that suits him and then build-up his qualifications as his needs and interests develop and change over time Certificates and licenses recognized by government **FOR THE EMPLOYERS** Assures that standards and qualifications are consistent to job. Requirements/demand Provides common understanding on standards, qualifications and levels. **What is ASEAN Qualifications Framework?** The ASEAN Qualifications Reference Framework (AQRF) is a common reference framework that enables comparisons of education qualifications across participating ASEAN Member States (AMS). **The objectives of AQRF include:** - Support recognition of qualifications. - Encourage the development of qualifications frameworks that can facilitate lifelong learning. - Encourage the development of national approaches to validating learning gained outside formal education. - Promote and encourage education and learner mobility. - Support worker mobility. - Improve understanding of qualifications systems. - Promote higher quality qualifications systems. - Improved understanding of qualifications - Promotes mobility - Recognizes qualifications - Encourages lifelong learning - Strengthens the ASEAN economic community - Promotes a regional identity - **How does AQRF support NQF?** **The National Competency- Based Teacher Standards (NCBTS)** **(27-28)** **\"NCBTS (THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS\"** **STATEMENT OF PRINCIPLE TEACHERS IN ALL** \> Philippine schools are committed to and accountable for providing classroom instruction with results that are manifested in high performance levels in terms of student learning outcomes. Teachers are dedicated to the well-being of the students and communities they serve, taking into account their cultural diversity, group aspirations and what is valued in education. **Domain 1: Social Regard for Learning** ** **Acts as a positive role model for students **Domain 2:** **The Learning Environment** ** **Creates an environment that promotes fairness Makes the physical environment safe and conducive to leaming Communicates higher learning expectations to each learner Establishes and maintains consistent standards of learners\' behavior **Domain 3: Diversity of Learners** Is familiar with learner\'s background knowledge and experiences Demonstrates concern for holistic development of learners **Domain 4: Curriculum** Demonstrates mastery of the subject Communicates clear learning goals for the lessons that are appropriate for learners Makes good use of allotted instructional time Selects teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson **Domain 5: Planning, Assessing and Reporting** Communicates promptly and clearly to learners, parents, and supériors about the progress of learners Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning Monitors regularly and provides feedback on learners understanding of content **Domain 6: Community Linkages** Establishes learning environments that respond to the aspirations of the community. **Domain 7: Personal Growth and Professional Development** Takes pride in the nobility of teaching as a profession Builds professional links with colleagues to enrich teaching practice Reflects on the extent of the attainment of learning goals **The Philippine Professional Standards for Teachers (PPST)** **(29- 30)** **Teachers (PPST) Philippine Professional Standards for Teachers (PPST)** **DepEd Order 42, s. 2017** **The Department of Education (DepEd) has issued a crucial order that mandates the adoption and implementation of the Philippine Professional Standards for Teachers (PPST) nationwide. This order underscores the significance of professional standards in the continuous growth and development of teachers, emphasizing the principle of lifelong learning.** **DepEd firmly believes that high-quality teaching is indispensable for achieving student success and ultimately contributing to the long-term progress of the nation. Recognizing that the educational landscape is constantly evolving, influenced by factors such as the K to 12 Reform, ASEAN Integration, globalization, and the changing needs of today\'s learners** **The DepEd deemed it necessary to update the existing National Competency-Based Teacher Standards (NCBTS). The development of the PPST is a direct response to this need, aiming to equip teachers with the necessary competencies to effectively navigate and excel in the modern educational context.** **The PPST aims to:** **a. set out clear expectations of teachers along well-defined career stages of professional development from beginning to distinguished practice;** **b. engage teachers to actively embrace a continuing effort in attaining proficiency; and** **c. apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development.** **The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.** Domain 1, Content Knowledge and Pedagogy, is composed of seven strands: 1. Content knowledge and its application within and across curriculum areas 2. Research-based knowledge and principles of teaching and learning 3. Positive use of ICT 4. Strategies for promoting literacy and numeracy 5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills 6. Mother Tongue, Filipino and English in teaching and learning 7. Classroom communication strategies Domain 2, Learning Environment, consists of six strands: 1. Learner safety and security 2. Fair learning environment 3. Management of classroom structure and activities 4. Support for learner participation 5. Promotion of purposive learning 6. Management of learner behavior Domain 3, Diversity of Learners, consists of five strands: 1. Learners' gender, needs, strengths, interests and experiences 2. Learners' linguistic, cultural, socio-economic and religious backgrounds 3. Learners with disabilities, giftedness and talents 4. Learners in difficult circumstances 5. Learners from indigenous groups Domain 4, Curriculum and Planning, includes five strands: 1. Planning and management of teaching and learning process 2. Learning outcomes aligned with learning competencies 3. Relevance and responsiveness of learning programs 4. Professional collaboration to enrich teaching practice 5. Teaching and learning resources including ICT Domain 5, Assessment and Reporting, is composed of five strands: 1. Design, selection, organization and utilization of assessment strategies 2. Monitoring and evaluation of learner progress and achievement 3. Feedback to improve learning 4. Communication of learner needs, progress and achievement to key stakeholders 5. Use of assessment data to enhance teaching and learning practices and programs Domain 6, Community Linkages and Professional Engagement, consists of four strands: 1. Establishment of learning environments that are responsive to community contexts 2. Engagement of parents and the wider school community in the educative process 3. Professional ethics 4. School policies and procedures Domain 7, Personal Growth and Professional Development, contains five strands: 1. Philosophy of teaching 2. Dignity of teaching as a profession 3. Professional links with colleagues 4. Professional reflection and learning to improve practice 5. Professional development goals **Career stages** Teacher professional development happens in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms. The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the 21st century. They comprise descriptors that have been informed by teachers' understandings of what is required at each of the four Career Stages. The descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers. **Career Stage 1 or Beginning Teachers** have gained the qualifications recognized for entry into the teaching profession. They have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills and values that support the teaching and learning process. They manage learning programs and have strategies that promote learning based on the learning needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice. **Career Stage 2 or Proficient Teachers** are professionally independent in the application of skills vital to the teaching and learning process. They provide focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing learning programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement. They are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers. **Career Stage 3 or Highly Proficient Teachers** consistently display a high level of performance in their teaching practice. They manifest an in-depth and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and **Global and Glocal Teachers: A Differentiation** **(31-32-33)** Global and Glocal Teachers **Definition of Terms** Oxford English dictionary (2010), \"glocal\" first appeared in the 1980s and refers to a concept that is \"both global and local\" Roland Robertson (1992) - Glocal may mean a global outlook adapted to the local condition or a local outlook adapted to the global condition \"Think globally, but act locally\" or \"think local but act global. Cambridge Dictionary, \"Global\" defines it as relating to the whole world. **Global Teacher**- is a competent teacher who is armed with enough skills, appropriate attitude and universal values to teach students with both time and tested as well as modern technologies education any place in the world. He she is someone who thinks and acts both locally and globally with worldwide perspectives, right in the communities where he or she situated **Glocal Teachers** - The glocal teacher. \"Glocalization\" is a process whereby a product or service is specifically adapted to each locality or cultures in which it occurs, it describes new outcomes of local conditions towards global pressures **The Difference between Global and Glocal Teachers** **Global Teachers** - Emphasize international perspectives, best practices and global issues - Often have international teaching experience - Adapt to diverse educational systems. - Emphasize exchange cultural diversity and **Glocal Teachers** - Balance global perspectives with local context, culture and relevance - Have a deep understanding of local educational context - Tailor instruction to local students\' needs. - Focus on cultural responsiveness and local relevance **Continuing Professional Development (CPD) Act of 2016** **(34-35-36)** **Continuing Professional Development (CPD) Act of 2016** **REPUBLIC ACT NO. 10912, July 21, 2016- AN ACT MANDATING AND STRENGTHENING THE CONTINUING PROFESSIONAL DEVELOPMENT PROGRAM FOR ALL REGULATED PROFESSIONS, CREATING THE CONTINUING PROFESSIONAL DEVELOPMENT COUNCIL, AND APPROPRIATING FUNDS THEREFOR, AND FOR OTHER RELATED PURPOSES.** ARTICLE I- TITLE, POLICY AND DEFINITION OF TERMS SECTION 1. Title SECTION 2. Declaration of Policy SECTION 3. Definition of Terms \(a) Accreditation (b) AIPO/APO (c) ASEAN Qualifications Reference Framework or AQRF \(d) ASEAN Mutual Recognition Arrangement or ASEANMRA (e) Continuing Professional Development or CPD (f) CPD Council (g) CPD credit (h) CPD Program (i) Philippine Qualifications Framework or PQF ARTICLE II- CPD PROGRAMS, COUNCILS AND SECRETARIAT SEC. 4. Strengthening the CPD Program SEC. 5. Nature of CPD Programs. a\) Formal learning; \(b) Nonformal learning; \(c) Informal learning; \(d) Self-directed learning; \(e) Online learning activities; and \(f) Professional work experience. SEC. 6. Powers, Functions and Responsibilities of the PRC and the Professional Regulatory Boards (PRBs). SEC. 7. CPD Council. SEC. 8. Powers, Functions and Responsibilities of the CPD Council. SEC. 9. Secretariat. ARTICLE III- CPD PROGRAM IMPLEMENTATION AND MONITORING SEC. 10. CPD as Mandatory Requirement in the Renewal of Professional License and Accreditation System for the Practice of Professions. SEC. 11. Recognition of Credit Units. SEC. 12. Career Progression and Specialization. SEC. 13. Role of Concerned Government Agencies and the Private Sector. ARTICLE IV- FINAL PROVISIONS SEC. 14. Funding. SEC. 15. Implementing Rules and Regulations. SEC. 16. Fraud Relating to CPD. SEC. 17. Separability Clause. SEC. 18. Repealing Clause. SEC. 19. Effectivity. A. **Morality and the Foundational Moral** B. **Teachers as Persons of Good Moral Character** C. **Value Formation** **(37-38-39)** **TEACHER AS A PERSON IN SOCIETY** *Lesson 1:* **MORALITY AND THE FOUNDATIONAL MORAL PRINCIPLE** - Teachers are often seen as someone who is morally upright. They are the models of the students and someone who is oftenly looked up to. - According to Dr. Gillian R. Rosenberg, \"teaching morally means that teachers conduct themselves in ways that are moral and ethical and that they infuse their practice with moral values of fairness, honesty, kindness, responsibility, courage, trust, and respect, to name but a few. - Teaching morality means that teachers impart moral messages and lessons to students, by way of furthering students\' moral growth and development\" In this lesson, we shall look more into the importance of morality and why we should uphold it. ***What is Morality?*** - There does not seem to be much reason to think that a single definition of morality will be applicable to all moral discussions. **One reason for this is that \"morality\" seems to be used in two distinct broad senses: a descriptive sense and a normative sense.** More particularly, the term \"morality\" can be used either descriptively to refer to certain codes of conduct put forward by a society or a group (such as a religion), or accepted by an individual for her own behavior, or normatively to refer to a code of conduct that, given specified conditions, would be put forward by all rational people. - Which of these two senses of \"morality\" a moral philosopher is using plays a crucial, although sometimes unacknowledged, role in the development of an ethical theory. If one uses \"morality\" in its descriptive sense, and therefore uses it to refer to codes of conduct actually put forward by distinct groups or societies, one will almost certainly deny that there is a universal morality that applies to all human beings. **The descriptive use of \"morality\" is the one used by anthropologists when they report on the morality of the societies that they study.** - **In the normative sense, \"morality\" refers to a code of conduct that would be accepted by anyone who meets certain intellectual and volitional conditions, almost always including the condition of being rational.** That a person meets these conditions is typically expressed by saying that the person counts as a moral agent. ***What is the source of morality?*** We have what we call the Foundational Moral Principle. The word Principle comes from the Latin word \"princeps\" which means a beginning, a source. This is the fundamental basis of all. On the other hand, Ethics in Law Enforcement by Steve McCartney and Rick Parent listed five reasons to be moral and integral, regardless of occupation. These are: - **Make society better :** When we help make society better, we are rewarded with also making our own lives and the lives of our families and friends. Without moral conduct, society would be a miserable place. - **Treat everyone equally :** Equality is a cornerstone of most Western democracies, where all individuals are afforded the same rights. This is not possible without the majority of citizens behaving in a moral manner. - **Secure meaningful employment :** Often employers will look at a person\' past behavior as a predictor of future behavior. Someone who has a history of immoral behavior will have difficulty securing employment in a meaningful job, as that person may not be trusted. - **Succeed at business :** If you are employed in an occupation in which you must rely on others, your moral conduct will determine the degree of goodwill that you receive from others. - **Lessen stress :** When we make immoral decisions, we tend to feel uncomfortable and concerned about our decision making. Making the right moral decision, or taking a principled perspective on an issue, reduces stress. ***Lesson 2:* TEACHERS AS PERSONS OF GOOD MORAL CHARACTER** Teachers hold the esteemed role of being role models. They inspire students to become better versions of themselves. Teachers are not only teachers inside the classroom, but also, they are teachers in the community. Whatever we are feeling as teachers, we must leave it all behind when we enter the classroom because children have high expectations of us as their role model and their greatest hope. Teachers have an impact on students\' lives and their future. To deal with such demands, you must build a foundation of moral and ethical ideas that will serve as your guide throughout your teaching career. **What is the source of morality?** The Foundational Moral Principle is the source of morality. The principle is derived from the Latin word \"princeps,\" which means \"origin\" or \"source.\" It is the foundation, genesis, and inception of something. Foundational Moral Principle is the universal norm upon which all other principles on the rightness or wrongness of an action are based. **For the Catholics, it\'s following the Eight Beatitudes and 10 Commandments.** According to Mary Fairchild (2020) in an uploaded article in Learn Religions website, the Eight Beatitudes depict the ideal heart condition of a citizen of God\'s kingdom. St. Gregory of Nyssa, described the Beatitudes this way, \"Beatitude is a possession of all things held to be good, from which nothing is absent that a good heart may desire. Perhaps the meaning of beatitude may become clearer to us if it is compared with its opposite. Now the opposite of beatitude is misery. Misery means being afflicted unwillingly with painful sufferings.\" **In this idyllic state, the believer experiences abundant spiritual blessings. The beatitudes are found in Matthew 5:3-10.** 1. Blessed are the poor in spirit. for theirs is the kingdom of heaven. 2. Blessed are those who mourn, for they will be comforted. 3. Blessed are the meek, for they will inherit the earth. 4. Blessed are those who hunger and thirst for righteousness, for they will be filled. 5. Blessed are the merciful, for they will be shown mercy. 6. Blessed are the pure in heart. for they will see God. 7. Blessed are the peacemakers, for they will be called sons of God. 8. Blessed are those who are persecuted because of righteousness, for theirs is the kingdom of 9. heaven. **According to the Loyola Press, the Ten Commandments guide us in making choices that help us to live as God wants us to live. The first three commandments tell us how to love God; the other seven tell us how to love our neighbor.** 1. I am the Lord your God: you shall not have strange gods before me. 2. You shall not take the name of the Lord your God in vain. 3. Remember to keep holy the Lord\'s Day. 4. Honor your father and your mother. 5. You shall not kill. 6. You shall not commit adultery. 7. You shall not steal. 8. You shall not bear false witness against your neighbor. 9. You shall not covet your neighbor\'s wife. 10. You shall not covet your neighbor\'s goods. The Metropolitan Museum of Art in its website, gave a brief but substantial description of the Five Pillars of Islam, which are considered the core beliefs and practices of Islam. **1.** **Profession of Faith (shahada).** The belief that \"There is no god but God, and Muhammad is the Messenger of God\" is central to Islam. This phrase, written in Arabic, is often prominently featured in architecture and a range of objects, including the Qur\'an. Islam\'s holy book of divine revelations. One becomes a Muslim by reciting this phrase with conviction. **2.** **Prayer (salat).** Muslims pray facing Mecca five times a day: at dawn, noon, mid-afternoon, sunset, and after dark. Prayer includes a recitation of the opening chapter (sura) of the Qur'an and is sometimes performed on a small rug or mat used expressly for this purpose (see image 24). Muslims can pray individually at any location (fig. 1) or together in a mosque, where a leader in prayer (imam) guides the congregation. Men gather in the mosque for the noonday prayer on Friday; women are welcome but not obliged to participate. After the prayer, a sermon focuses on a passage from the Qur\'an, followed by prayers by the imam and a discussion of a particular religious topic. **3. Alms (zakat).** In accordance with Islamic law, Muslims donate a fixed portion of their income to community members in need. Many rulers and wealthy Muslims build mosques. drinking fountains, hospitals, schools, and other institutions both as a religious duty and to secure the blessings associated with charity. **4.** **Fasting (sawm).** During the daylight hours of Ramadan, the ninth month of the Islamic calendar, all healthy adult Muslims are required to abstain from food and drink. Through this temporary deprivation, they renew their awareness of and gratitude for everything God has provided in their lives including the Qur\'an, which was first revealed during this month. During Ramadan they share the hunger and thirst of the needy as a reminder of the religious duty to help those less fortunate. **5. Pilgrimage (hajj).** Every Muslim whose health and finances permit must make at least one visit to the holy city of Mecca, in present-day Saudi Arabia. The Ka\'ba, a cubical structure covered in black embroidered hangings, is at the center of the Haram Mosque in Mecca (fig. 2). Muslims believe that it is the house Abraham (Ibrahim in Arabic) built for God, and face in its direction (qibla) when they pray. Since the time of the Prophet Muhammad, believers from all over the world have gathered around the Ka\'ba in Mecca on the eighth and twelfth days of the final month of the Islamic calendar. **For Buddhists, it is stated in the Eight-Fold Path which are Buddha\'s practical instructions to reach the end of suffering.** 1. Strive to know the truth. 2. Resolve to resist evil 3. Say nothing to hurt others 4. Respect for life, morality and property 5. Engage in a job that does not injure others 6. Strive to free their mind of evil 7. Control your feelings and thoughts; and 8. Practice proper forms of concentration. For the followers of Hinduism, they believe in the concept of Karma, according to Professor Gavin Flood, \"Karma is a Sanskrit word whose literal meaning is \'action\'. It refers to the law that every action has an equal reaction either immediately or at some point in the future. Good or virtuous actions, actions in harmony with dharma, will have good reactions or responses and bad actions, actions against dharma, will have the opposite effect. In Hinduism karma operates not only in this lifetime but across lifetimes: the results of an action might only be experienced after the present life in a new life. Hindus believe that human beings can create good or bad consequences for their actions and might reap the consequences of bad action in this life, in the future human rebirth or reap the rewards of good action in a heavenly or hell realm in which the self is reborn for a period\". There are also other religions who have different beliefs and credos. But even if we may differ in religion, doing good over evil is a universal truth across all. ***Lesson 3:*** **VALUES FORMATION** - Your values are the things that are essential to you in your daily life and job. They (should) set your priorities, and they\'re probably the indicators you use to determine whether or not your life is going the way you want it to. - Life is usually good - you\'re contented and content - when the things you do and the way you behave reflect your ideals. When these do not mess with your personal ideals, however, things start to feel off. This can be a major source of dissatisfaction. **Value formation** Values can develop through individual, social, or social- ecological processes. Developing values is important because it helps shape a person\'s character and behavior. ***1. Cognitive, affective and psychomotor dimensions*** The cognitive, affective, and psychomotor dimensions are three domains of learning that represent different areas of human development: - **Cognitive** : The intellectual side of learning, which includes knowledge, comprehension, and critical thinking. In this domain, students process new information, store knowledge, and apply it to new situations. - **Affective** : The emotional arena, which includes emotions, values, attitudes, and social skills. Student motivation and engagement are tied to the affective domain. - **Psychomotor** : The physical side of learning, which includes motor skills and coordination. In this domain, activities improve fine motor, gross motor, or perceptual skills. **Educators use these domains to:** - Determine learning objectives - Plan, implement, and evaluate teaching-learning processes - Assess student learning outcomes - These domains are also known as educational taxonomies, which are classifications that proceed from simpler to more complex levels. - Dr. Benjamin Bloom and his team of researchers identified the cognitive and affective domains, but other theorists explored the psychomotor domain. **2. Training the intellect and will** Training the intellect and will is the process of developing values, which involves understanding, feel- ing, and acting on them. The intel- lect is responsible for discerning what is right and wrong, while the will is responsible for acting on those values. Here are some details about training the intellect and will: - ***Intellect*** : The intellect is responsible for forming ideas, making judgments, and reasoning. It specifies what the will chooses, but the will is the one that explains the choice. - ***Will*** : The will is responsible for desiring and acting on what is valued. - ***Cognitive, affective, and behavioral dimensions :*** Values have cognitive, affective, and behavioral dimensions. The cognitive dimension involves understanding, the affective dimension involves feeling, and the behavioral dimension involves acting on values. **3. Max Scheler\'s Hierarchy of Values** Max Scheler, a German philosopher, believed in an objective ranking of values from \"lower\" to \"higher,\" or from more superficial to deeper. His hierarchy of values, from lowest to highest, is: - Pleasure: Values related to the pleasant versus the unpleasant - Utility: Values related to usefulness - Vitality: Values related to the wellbeing of an individual or community - Culture: Values related to the mind - Holiness: Values related to absolute objects that inspire belief, adoration, and bliss Scheler also outlined five principles for ranking values, including: - The longer a value lasts, the higher the value - The fewer other values it depends on, the higher the value - The greater the satisfaction from its realization, the higher the value - The less related it is to any carrier\'s existence, the higher the value **4. Values Hierarchy** A value hierarchy is a personal rank- ing of values, where some values are considered more important than others. It\'s a system that helps people understand their motivations, make decisions, and live a more au- thentic life. Here are some things to know about value hierarchies: - ***Structure*** : Value hierarchies are often structured as pyramids, with the most important values at the top. However, this isn\'t always the case. For example, in the Consumer Value Pyramid, the top values are less tangible or achievable than the ones below. - ***Factors*** : Cultural background, personal experiences, and social influences can all affect a person\'s value hierarchy. - ***Decision***-***making*** : People often make choices based on whether an option aligns with their most important values. - ***Legal*** ***analysis*** : In US legal analysis, a value hierarchy is an ordered list of social values that influence judicial decision-making. - ***Marketplaces*** : In marketplaces, consumers establish value hierarchies among brands, products, or experiences. - ***Creating*** ***a*** ***value*** ***hierarchy*** : To create a value hierarchy, you can rank concrete values within a given category. For example, you might rank your companions in order of how much time you\'ll spend with them. **Teaching as the Noblest Profession Teaching as a Vocation, Mission, and Profession** **(40-41-42)** ***Teaching as a Vocation, Mission, and Profession*** **Teaching as your vocation** Vocation comes from the Latin word "vocare" which means to call. Based on the etymology of the word, vocation means a call. If there is a call, there must be a caller and someone who is called. There must also be a response. Teaching is a vocation. For theists, it is a calling from God worthy of our response. For atheists, it is a calling without a vertical dimension. The fact that you are now in the College of Education signifies that you positively responded to the call to teach. Teacher Mark is treated as a teacher for teaching his students the lessons every day. He teaches everything he knows, showing off his mastery of the subject, but not even considering the feelings of his students towards difficult topics. On the other hand, a volunteer named Joy is addressed as a teacher for teaching and serving the children of a far rural community. The main difference lies in their dedication to the service. When someone practices teaching as a vocation, they teach with dedication. In summary, vocation is only for some who are really dedicated not just to work but also to serve other people. **Teaching as your mission** Teaching is also a mission. The word mission comes from the Latin word "misio" which means "to send." You are called to be a teacher and sent into the world to accomplish a mission, to teach. Teaching is your mission means it is the task entrusted to you in this world. If it is your assigned task then naturally you've got to prepare yourself for it. Your four years of pre-service preparation will equip you with the knowledge, skills, and attitude to become an effective teacher. However, never commit the mistake of culminating your mission preparation at the end of the four-year pre-service education.\ \ **Teaching: Mission and/or Job**?\ \ If you are doing it only because you are paid for it, it\'s a job; If you are doing it not only for the pay but also for service, it\'s a mission. If you quit because your boss or colleague criticized you, it\'s a job; If you keep on teaching out of love, it\'s a mission. If you teach because it does not interfere with your other activities, it\'s a job; If you are committed to teaching even if it means letting go of other activities, it\'s a mission. If you quit because no one praises you or thanks you for what you do, it\'s a job; If you remain teaching even though nobody recognizes your efforts, it\'s a mission. It\'s hard to get excited about a teaching job; It\'s almost impossible not to get excited about a mission. If our concern is success, it\'s a job; If our concern is success plus faithfulness, it\'s a mission. An average school is filled by teachers doing their teaching job; A great school is filled with teachers involved in a mission of teaching. Your unique and most significant contribution to the humanization of life on earth is in the field where you are prepared for -- teaching. To teach is to influence every child entrusted in your care to become better and happier because life becomes more meaningful. **Teaching as a profession** Teaching like engineering, nursing, accounting, and the like is a profession. A teacher, like an engineer, a nurse, and an accountant, is a professional. The term professional denotes long and arduous years of preparation, a striving for excellence, a dedication to the public interest, and commitment to moral and ethical values. For us to be able to give more (service), which is the end goal of a profession, continuing professional education is a must. Our service to the public as a professional turns out to be dedicated when our moral, ethical, and religious values serve as our bedrock foundation. Striving for excellence -- another element of profession. This element brings us to the issue of "pwede na". "Pwede na" is inimical to excellence. It is expressed in other ways like "talagang ganyan 'yan", "wala na tayong magagawa", etc. All of these are indicators of defeatism and mediocrity. If we stick to this complacent mentality, excellence would not be within reach. In the world of work whether here or abroad, only the beast and the brightest make it **Teaching and a life of meaning** Want to give your life a meaning? Want to live a purpose-driven life? Spend it passionately in teaching, the most noble profession. Teaching may not be a lucrative position. It cannot guarantee financial security. It even means investing your personal time, energy, and resources. But touching the hearts of people and opening the minds of children can give you joy and contentment which money could not buy. These are the moments I teach for. These are the moments I live for.