DepEd Order DO 40 & 32, 2011 & 2015 PDF

DO 40, s. 2011- Amendment to DepEd Order No.51, s. 2004 (Standard Curriculum for Elementary Public Schools and Private Madaris) Prepared by: Maylene Nazareno  STANDARD CURRICULUM FOR ELEMENTARY PUBLIC SCHOOLS AND PRIVATE MADARIS...

DO 40, s. 2011- Amendment to DepEd Order No.51, s. 2004 (Standard Curriculum for Elementary Public Schools and Private Madaris) Prepared by: Maylene Nazareno  STANDARD CURRICULUM FOR ELEMENTARY PUBLIC SCHOOLS AND PRIVATE MADARIS Started school year (SY) 2011-2012, all public schools with substantial number of Muslims enrollees and private Madaris adopting the Standard Madrasah Curriculum are enjoined to implement the Refined Elementary Madrasah Curriculum (REMC) as amendment to DepEd Order NO.51, s. 2004 entitled "Standard Curriculum for Elementary Public Schools and Private Madaris." 1. The said DepEd Order has been adopted by DepEd Administrative Region for Muslim Mindanao (ARMM) Order (EO) No.13-A of the ARMM Regional Governor. 2. The outcome of the review is the Refined Elementary Madrasah Curriculum (REMC) with two models: a. The REMC for Public Schools coined as Arabic Language and Islamic Values Education(ALIVE); and b. The Refined Standard Madrasah Curriculum (RSMC) for Private Madaris. Both models contain learning area expectations for Grades I-VI. 3. The REMC aims to: a. Establish a smooth transfer of Muslims pupils from recipient private Madrasah to public schools with ALIVE Program or vice versa; b. Unify the long history of dichotomy of education among Muslims; and  c. promote the Filipino national identity; at the same time, preserve the Filipino Muslims' cultural heritage. 4. All elementary public schools with at least 15 Muslims pupils and recipient private Madaris are enjoined to implement the REMC contained in the enclosure. DO 32, s. 2015 – Adopting the Indigenous Peoples Education Curriculum Framework 1. Pursuant to DepEd Order No. 62, s. 2011 entitled "Adopting the National Indigenous Peoples Education (IPED) Policy Framework" and DepEd Order No. 43,s. 2013 entitled "Implementing Rules and Regulations of Republic Act No. 10533 otherwise known as adopting the enclosed INDIGENOUS PEOPLES EDUCATION CURICULUM FRAMEWORK. 2. Recognizing the right of the indigenous peoples to basic education that is culturally rooted and responsive, the IPED Curriculum Framework seeks to provide guidance to schools and other education programs, both public and private, as they engage with the indigenous communities in localizing, indigenizing, and enhancing the k to 12 Curriculum based on their respective educational and social context. 3. Fundamental to IPED is establishing institutionalized partnership between indigenous communities and the respective schools/learning programs which serve them. 4. The continuous process of community engagement and refinement of the IPED Curriculum at the school community level actualizes the Department's commitment to the attainment of the above mentioned right of indigenous peoples to education. 5. The IPED Curriculum Framework was formulated based on inputs from a series of consultations conducted by the DepEd – Indigenous Peoples Education Office (IPsEO) with the community elders, leaders, and implementers of community based IPED initiatives. 6. Immediate dissemination of and strict compliance with this Order is directed. REPUBLIC ACT 10931 – UNIVERSAL ACESS TO QUALITY TERTIARY EDUCATION ACT Sec. 2- Government Policy The Philippine government "declared that quality education is an inalienable right of all Filipinos and it is the policy of the state to protect and promote the rights of all students to quality education at all levels. The State shall: 1. Provide adequate funding and such other mechanisms to increase the participation rate among all socioeconomic classes in tertiary education; 2. Provide all Filipinos with equal opportunity to quality tertiary education in both private and public educational institutions; 3. Give priority to students who are academically able and who come from poor families; 4. Ensure the optimized utilization of government resources in education. 5. Provide adequate guidance and incentives in channeling young Filipinos in their career choices and toward the proper development an utilization of human resources; and 6. Recognized the complementary roles of public and private institutions in tertiary educational systems.  Sec. 4 – FREE HIGHER EDUCATION IN STATE UNIVERSITIES "All Filipinos students who are either currently enrolled in courses in pursuance of a bachelor's degree, certificate degree, or any comparable undergraduate degree in any SUC and LUC shall be exempt from paying tuition and other school fees for units enrolled in..." THE CONDITIONS ARE: 1. They pass the entrance examination and other admission and retention requirements of the SUCs and LUCs. 2. All SUCs and LCUs shall create a mechanism to enable students with the financial capacity to pay their education in the SUC and LUC to voluntarily opt out of the tuition and the other school fees subsidy or make a contribution to the school. 3. The amount required to implement the free tuition and other school fees in SUCs and LUCs shall be determined by the perspective governing boards of SUCs and LUCs based on the projected number of enrollees for each academic  SEC. 5 – FREE VOCATIONAL EDUCATION AND TRAINING (TVET) IN POST-SECONDARY TECHNICAL VOCATIONAL "All Filipino students who are currently enrolled INSTITUTIONS at any time thereafter in any(TVIS) post-secondary TVET leading to non-degree certificate or diploma programs offered by any state-run TVI under the TESDA shall be exempt from paying tuition and other school fees. According to sec.6, there are students who is not eligible to avail of the free tertiary education: 1. "In SUCs and LUCs; a. Students who have already attained a bachelor's degree or comparable undergraduate degree from any HEI, whether public or private; b. Students who fail to comply with the admission and retention policies of the SUC or LUC; c. Students who fail to complete their bachelor's degree or comparable undergraduate degree within a year after the period prescribed in their program, and 2. In State-Run TVIs: a. Students who have obtained a bachelor's degree, as well as those who have received a certificate or diploma for a technical-vocational course equivalent to at least National Certificate III above: b. Students who fail in any course enrolled in during the course of the program Students ineligible to avail of the free tertiary education shall be charged the tuition and other school fees. Sec. 7- TERTIARY EDUCATION SUBSIDY (TES) FOR FILIPINO STUDENTS " To support the cost of tertiary education or any part or portion thereof, who shall enroll in undergraduate post-secondary programs of SUCs, LUCs, private HEIs and all TVIs. 1. Students who are part of household included in the Listahanan 2.0, ranked according to the estimated per capita household income; and 2. Student are not part of the Listahanan 2.0, ranked according to the estimated per capita household income based on submitted documentation of proof of income to be determined by board. The TES may, among others and to support the cost of tertiary education or any part or portion thereof, cover the following: 1. Tuition and other school fees in private HEIs and private LGU-operated TVIs, which shall be equivalent to the tuition and other school fees of the nearest SUC or state-run TVI in their respective areas; 2. An allowance for books, supplies transportation and miscellaneous personal expenses including a reasonable allowance for the documented rental or purchase of a laptop and other education- related expenses; 3. An allowance for room and board costs incurred by the student; 4. For a student with a dissability an allowance for expenses related to the students dissability; and 5. For a student in a program requiring proffesional license or certification the one time costs of obtaining the first proffesional credentials or qualifications.  Sec. 8- Student loan Program for tertiary Education ''To support further the cost of tertiary education or any part or portion thereof, a student can loan program for tertiary education is hereby likewise establish for all Filipino students under the TESDA. The loan program shall be administered by the UniFAST board included in the budget of CHED and the TESDA, provid that: 1. The UniFAST may offer short-term or long-term loans; 2. Those who availed of the loan during their undergraduate degree may still avail of another cycle of students loan for their pursuit of grade studies including medicine and law after they have fully paid the previos availed loan; 3. Those who did not avail of the loan program during their undergraduate studies may avail of it to pursue graduate studies including medicines and law; 4. Those who did not avail of the loan program during their undergraduate studies may avail of the loan program for their review expenses for licensure examinations administrated by the Professional Regulation Commision (PRC)  Sec. 9- Requirements for SUCs and LUCs ''SUCs and LUCs are hereby mandated to: 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 Acess to Tertiary Education.  Sec. 10- Quality Standards for SUC and LUC Budgets, TES, and Students Loan Programs "The CHED and the TESDA shall ensure quality standards in the review and consequent endorsement of the budget of the SUCs, LUCs and state-run TVIs, respectively. The detailed design of the TES and student loan programs shall also be subject to similar quality indications defined by the UniFAST Board.''  R.A. 10687- UNIFIED STUDENTS FINANCIAL ASSISTANCE SYSTEM FOR TERTIARY EDUCATION (UNIFAST) ACT Sec. 5- Scope and Coverage of the UniFAST The UNIFIED STUDENT FINANCIAL ASSISTANCE SYSTEM FOR TERTIARY EDUCATION (UniFAST) shall consist of all existing modalities of StuFAPs for Tertiary Education and Special Purpose Education Assistance in both public and private institutions, including Scholarships, Grants-in-Aid, Student Loans and government programs in partnership with other stakeholders. Sec. 6- Scholarship Scholarship- A unified, improved and expanded government-funded Scholarship program shall be instituted to promote an environment conducive for the development of bright and talented students to serve the public good and enlarge the pool of world class Filipino researchers, artists, innovators, thinkers, and leaders.  Sec.7- Grant-in-aid To improve equity and facilitate democratic access to quality education given income poverty and inequity, Grants-in-Aid shall be made available to students belonging to poor families and marginalized sectors. Sec. 8- National Student Loan Programs The Board shall pursue a long-term plan for the development of a self- sustaining National Students Loan Program (NSLP) which shall provide qualified student short-term and long-term financial assistance for Tertiary Education.