Article I of the Code of Ethics - Scope and Limitations 

Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education for all Filipino citizens, a vision that requires professionally competent teachers committed to is full realization. The provisions of this Code shall apply, therefore, to all teachers in all schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term "teacher" shall include industrial art or vocational teachers and all other persons performing supervisory and/or administrative functions in all 

Article III of the Code of Ethics - The teacher and the state 

Section 1. The schools are the nurseries 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, instill allegiance to the Constitution and respect for all duly constituted authorities, and promote obedience to the laws of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect.

Section 3. In the interest of the State of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit.

Section 4. Every teacher shall possess and actualize full commitment and devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly, or indirectly, solicit, require, collect, or receive any money, service, other valuable material from any person or entity for such purposes.

Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibilities.

Section 7. A teacher shall not use his position or official authority of influence to coerce any other person to follow any political course of action.

Section 8. Every teacher shall enjoy academic freedom and shall have the privilege of sharing the product of his researches and investigations, provided that, if the results are inimical to the declared policies of the State, they shall be drawn to the proper authorities for appropriate remedial action.

Article IV of the Code of Ethics - The Teacher and the Profession

Section 1. Every teacher shall actively help insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling.

Section 2. Every teacher shall uphold the highest possible stan- dards of quality education, shall make the best preparation for the career of teaching, and shall be at his best at all times in the practice of his profession.

Section 3. Every teacher shall participate in the continuing pro-fessional education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive."

Section 4. Every teacher shall help, if duly authorized, to seek support for the school, but shall not make improper misrepresentations through personal advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that makes it a dignified means for earning a decent living.

Article V of the Code of Ethics - The teacher and the teaching community

Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim for work not of his own, and shall give due credit for the work of others which he may use.

Section 3. Before leaving his position, a teacher shall organize and leave to his successor such records and other data as are necessary to carry on the work.

Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which have not yet been officially released, or remove records from the files without official permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. This may be done only if there is incontrovertible evidence for such conduct. 

Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating any right of the individual concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified, provided that he respects the system of selection on the basis of merit and competence, provided, further, that all qualified candidates are given the opportunity to be considered. 

Article VIII of the Code of Ethics - The Teacher and the Learners

Section 1. A teacher has the right and duty to determine the academic marks and the promotion of learners in the subjects they handle. Such determination shall be in accordance with generally accepted producers of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate action, observing the process.

Section 2. A teacher shall recognize that the interest and welfare of learners are his first and foremost concern, and shall handle each learner justly and impartially.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminatory against any learner. 

Section 4. A teacher shall not accept favors or gifts from

learners, their parents or others in their behalf in exchange for requested concessions, especially if under served. 

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner's work on merit and quality of academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip, and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestations of poor scholarship.

Section 9. A teacher shall insure that conditions contributive to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner's problems and difficulties. 

Article IX of the Code of Ethics - The Teacher and Parents

Section 1. A teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. 

Section 2. A teacher shall inform parents, through proper authorities, of the progress or deficiencies of learners under him, exercising utmost candor and tact in pointing out learners' deficiencies and in seeking parent's cooperation for the proper guidance and improvement of learners. .

Section 3. A teacher shall hear parent's complaints with sympathy and understanding, and shall discourage unfair criticism. 

Article X of the Code of Ethics - The Teacher and Business

Section 1. A teacher has a right to engage, directly or indirectly, in legitimate income generation, provided that it does not relate to or adversely affect his work.

Section 2. A teacher shall maintain a good reputation with respect to financial matters such as in the settlement of his just debts, loans and other financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently related to such purchase and disposal, provided that such shall be in accordance with existing regulation.

Article XI of the Code of Ethics - The Teacher as a Person

Section 1. A teacher shall live with dignity in all places at all times.

Section 2. A teacher shall place premium upon self-respect and self-discipline as the principle of personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as model worthy of emulation by learners, peers, and others.

Section 4. A teacher shall always recognize the Almighty God or Being as guide of his own destiny and of the destinies of men and nations. 

Republic Act  No. 4670

   - otherwise known as The Magna Carta for Public School Teachers, details the rights, privileges and benefits of teachers such as: 

1) consent for transfer;

2) safeguards in disciplinary procedure; 

3) no discrimination;

4) married couples to be employed in the same locality;

5) academic freedom; 

6) not more than 6 hours of actual classroom teaching;

7) additional compensation for activities outside normal duties; 

8) salaries comparable to other occupations to insure teachers a reasonable standard of life for themselves and their families;

9) salaries appropriated by local governments not to be less than those paid to teachers of the national government; 

10) cost of living allowance; 

11) special hardship allowances; 

12) medical examination free of charge once a year during the teacher's professional life; 

13) prohibition of unauthorized deduction from teachers' salaries;

14) study leave;

15) indefinite leave; 

16) salary increase upon retirement 

17) freedom to establish or join organization of their choice.

Republic Act  No. 7836 Sec. 2 - known as the Philippine Teachers Professionalization Act of 1994, was passed to ... "promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession."

Republic Act  No. 7836 Sec. 23 - The teaching profession is governed by the Code of Ethics for Professional Teachers. Violation of the Code of Ethics for professional teachers is one of the grounds for the revocation of the professional teacher's Certificate of Registration and suspension from the practice of the teaching profession.

1. 1935 CONST. Article XIV Section 5

   Section 5. All educational institutions shall be under the supervision of and subject to regulation by the State. The Government shall establish and   

   maintain a complete and adequate system of public education, and shall provide at least free public primary instruction, and citizenship training to  

   adult citizens.

2. 1973 CONST. Article XV Section 8 (1-8)

  Section 8

1. All educational institutions shall be under the supervision of and subject to regulation by the State. The State shall establish and maintain a complete, adequate, and integrated system of education relevant to goals of national development.

2. All institutions of higher learning shall enjoy academic freedom.

3. The study of the Constitution shall be part of the curricula in all schools.

4. All educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological, and vocational efficiency.

5. The State shall maintain a system of free public elementary education and, in areas where finances permit, establish and maintain a system of free public education at least up to the secondary level.

6. The State shall provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarships for poor and deserving students.

7. Educational institutions, other than those established by religious orders, mission boards, and charitable organizations, shall be owned solely by citizens of the Philippines, or corporations or associations sixty per centum of the capita;l of which is owned by such citizens. The control and administration of educational institutions shall be vested in citizens of the Philippines. No education institution shall be established exclusively for aliens, and no group of aliens shall comprise more than one-third of the enrollment of any school. The provisions of this subsection shall not apply to schools established for foreign diplomatic personnel and their dependents and, unless otherwise provided by law, for other foreign temporary resident.

8. At the option expressed in writing by the parents or guardians, and without cost to them and the government, religion shall be taught to their children or wards in public elementary and high schools as may be provided by law.

3. 1987 CONST. Article XIV Section 1-5 

Section 1. The state shall protect and promote the right of all the citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.

Section 2. The state shall:

1. Establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society;

2. Establish and maintain s system of free public education in the elementary and high school levels. Without limiting the natural rights of parents to rear their children, elementary education is compulsory for all children of school age;

3. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged;

4. Encourage non- formal, informal and indigenous learning system, as well as self- learning independent and out-of-school study programs particularly those that respond to community needs; and

5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and skills.

Section 3.

1. All educational institutions shall include the study of the Constitution as part of the curricula.

2. They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote efficiency.

3. At the option expressed in writing by the parent or guardians, religion shall be allowed to be taught to their children or wards in the public elementary and high schools within the regular class hours by instructors designated or approved by the religious authorities of the religion to which the children or wards belong, additional cost to the Government.

Section 4.

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

2. Educational institutions, other than those established by religious groups and mission boards, shall be allowed solely by citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such citizens. The Congress may, however, require increased Filipino equity participation in all educational institutions. The control and administration of educational institutions shall vested in citizens of the Philippines. No educational institution shall be established exclusively for aliens and no group of aliens shall comprise more than one third of the enrollment in any school. The provisions of this subsection shall not apply to schools established for foreign diplomatic personnel and their dependents and, unless otherwise provided by law, for other foreign temporary residents.

3. All revenues and assets of non- stock, non- profit educational institutions used actually, directly and exclusively for educational purposes shall be exempt from taxes and duties. Upon the dissolution or cessation of the corporate existence of such institutions, their assets shall be disposed of in the manner provided by law. Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to such exemptions subject to the limitations provided by law including restrictions on dividends and provisions for reinvestment.

4. Subject to conditions prescribed by law, all grants endowments, donations or contributions used actually, directly and exclusively for educational purposes shall be exempt from tax.

Section 5.

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

2. Academic freedom shall be enjoyed in all institutions of higher learning.

3. Every citizen has a right to select a profession or course of study, subject to fair, reasonable and equitable admission and academic requirements.

4. The State shall enhance the right of teachers to professional advancement. Non- teaching academic and non-academic personnel shall enjoy the protection of the State.

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

This was an act providing for the establishment and maintenance of an integrated system of education. In accordance with Section 2, this act shall apply to and govern both formal and non- formal system in public and private schools in all levels of the entire educational system.

As provided by this Act, the national development goals are as follows:

1. To achieve and maintain an accelerating rate of economic development and social progress.

2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and

3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in changing world.

It is also stated in Section 3 that:

     The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed socio- economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality of access to education as well as the benefits of education by all its citizens.

Rights of Students in School (Section 9)

1. The right to receive competent instruction, relevant quality education.

2. The right to freely choose their field of study subject to the existing curricula and continue their course up to graduation, except in cases of academic deficiency or violations of disciplinary regulations.

3. The right to school guidance and counseling services.

4. The right to access to his owns school records and the confidentiality of it.

5. The right to issuance of official certificates, diplomas, transcript of records, grades, transfer credentials and similar document within thirty days from request.

6. The right to publish a student newspaper and invite resource persons during symposia, assemblies and other activities.

7. The right to free expression of opinions and suggestions and to effective channels of communication with appropriate academic and administrative bodies of the school or institutions.

8. The right to form or establish, join and participate in organizations and societies recognized by the school…, or to form, join and maintain organizations and societies for purposes not contrary to law.

9. The right to be free from involuntary contributions except those approved by their organizations and societies.

Right of All School Personnel (Section 10)

1. Free expression of opinions and suggestions.

2. To be provided with free legal service by the appropriate government office in case of public school personnel and the school authorities concerned in case of private school personnel, when charged in administrative, civil and/or criminal proceedings, by parties other than the school authorities concerned, for actions committed directly in the lawful discharged of professional duties and/or in defense of school policies.

3. Establish join, maintain labor organization of their choice to promote their welfare and defend their interest.

4. o be free from involuntary contributions except those imposed by their own organizations.

Special Rights And/or Privileges of Teaching or Academic Staff (Section 11)

1. Right to be free compulsory assignment not related to their duties defined in their appointment or employment contracts unless compensated thereof. (additional compensation Sec. 14 R.A. 4670- at least 25% his regular remuneration)

2. Right to intellectual property………

3. Teachers are persons in authority when in lawful discharge of duties and responsibilities… shall therefore be accorded due respect and protection (Commonwealth Act No. 578)

4. Teachers shall be given opportunity to choose career alternatives for advancements.

Rights of Administrators (Section 12)

1. School administrators shall be deemed persons in authority while in the lawful discharge of their duties and responsibilities…. Shall be accorded due respect and protection (Commonwealth Act No. 578)

Rights of Schools (Section 13)

1. The right of their governing boards…….to adopt and enforce administrative or management systems.

2. The right of institutions of higher learning to determine on academic grounds who shall be admitted to study, who may teach, and who shall be the subjects of the study and research.

RA 10533 Enhanced Basic Education Act – including ALS and Learners with Special Needs 

SECTION 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be understood as follows: 

(a) Act refers to Republic Act No. 10533, entitled “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,” otherwise known as the “Enhanced Basic Education Act of 2013.” 

(b) Learning Center refers to a physical space to house learning resources and facilities of a learning program for out-of-school youth and adults. It is a venue for face-to-face learning activities and other learning opportunities for community development and improvement of the people’s quality of life. This may also be referred to as “Community Learning Center” authorized or recognized by the DepEd. 

SECTION 5. Basic Education. Pursuant to Section 3 of the Act, basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary, and secondary education as well as alternative learning systems for out-of-school learners and those with special needs under Section 8 of this IRR. 

SECTION 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to Section 4 of the Act, the enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education. The enhanced basic education program may likewise be delivered through the alternative learning system. 

SECTION 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act, inclusiveness of enhanced basic education shall mean the implementation of programs designed to address the physical, intellectual, psychosocial, and cultural needs of learners, which shall include, but shall not be limited to, the following: 

8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for the gifted and talented learners in all levels of basic education. 

8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs designed for learners with disabilities which may be home-, school-, center or community-based. 

8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah curriculum prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos, for Muslim learners in public and private schools.

8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports education initiatives undertaken through formal, non-formal, and informal modalities with emphasis on any of, but not limited to, the key areas of: Indigenous Knowledge Systems and Practices and community history; indigenous languages; Indigenous Learning System (ILS) and community life cycle-based curriculum and assessment; educational goals, aspirations, and competencies specific to the Indigenous Cultural Community (ICC); engagement of elders and other community members in the teaching-learning process, assessment, and management of the initiative, recognition and continuing practice of the community’s ILS; and the rights and responsibilities of ICCs. 

8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and responsive programs for learners under difficult circumstances, such as, but not limited to: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement, or disasters; child abuse and child labor practices.

RA 8371 INDIGENEOUS PEOPLE'S RIGHT ACT 

Indigenous Cultural Communities/Indigenous Peoples — refer to a group of people or homogenous societies identified by self-ascription and ascription by others, who have continuously lived as organized community on communally bounded and defined territory, and who have, under claims of ownership since time immemorial, occupied, possessed and utilized such territories, sharing common bonds of language, customs, traditions and other distinctive cultural traits, or who have, through resistance to political, social and cultural inroads of colonization, non-indigenous religions and cultures, became historically differentiated from the majority of Filipinos. Indigenous Political Structures — refer to organizational and cultural leadership systems, institutions, relationships, patterns and processes for decision-making and participation, identified by ICCs/IPs such as, but not limited to, Council of Elders, Council of Timuays, Bodong Holders, or any other tribunal or body of similar nature; 

PD 603 

Art. 3. Rights of the Child. - All children shall be entitled to the rights herein set forth without distinction as to legitimacy or illegitimacy, sex, social status, religion, political antecedents, and other factors. 

A 7610 Special Protection Against Child Abuse and Exploitation Special Protection of Children Against Abuse, Exploitation and Discrimination Act

 An act providing for stronger deterrence and special protection against child abuse, exploitation and discrimination, providing penalties for its violation and for other purposes. 

ARTICLE I Title, Policy, Principles and Definitions of Terms

 SECTION 1. Title. - This Act shall be known as the "Special Protection of Children Against Abuse, Exploitation and Discrimination Act."

  SECTION 2.   Declaration of State Policy and Principles. 

RA 9344 Juvenile Justice and Welfare Act 

 SECTION 5. Rights of the Child in Conflict with the Law. – Every child in conflict with the law shall have the following rights, including but not limited to:

RA 9442 Magna Carta for Disabled Persons 

RA 9442 – An Act Amending Republic Act No. 7277, Otherwise Known As The “Magna Carta For Disabled Persons, And For Other Purposes” 

SECTION 1. a new chapter, to be denominated as “Chapter 8. Other privileges and Incentives” is hereby added to Title Two of Republic Act No. 7277, otherwise known as the “Magna Carta for Disabled Persons”, with new Sections 32 and 33, to read as follows: 

RA 10665 Open High School System Act 

An act establishing the open high school system in the Philippines and appropriating funds therefore.

RA 7277 Rehabilitation, and Integration of Disabled Persons in Mainstream Society

RA 7277 – An Act Providing For the Rehabilitation, Self-Development And Self-reliance Of Disabled Person And Their Integration Into The Mainstream Of Society And For Other Purposes. 

SECTION 1. Title This Act shall be known and cited as the Magna Carta for Disabled Persons’.

SECTION 2. Declaration of Polity The grant of the rights and privileges for disabled persons shall be guided by the following principles: 

1. ACT NO. 74

This law was enacted on January 21, 1901 by the Philippine Commission, and provided:

a. establishment of the Department of Public Instruction headed by the General superintendent
b. the archipelago was divided into school divisions and districts for effective management of the school system.

c. English was made as medium of instruction in all levels of schooling

d. optional religious instructions in all schools (Section 16)

    e. establishment of a Trade school in Manila (Philippine College of Arts and Trade- PCAT now known as Technological University of the Philippines), a school of Agriculture in Negros, a Normal school in Manila (Philippine Normal School) (Section 18).

Philippine Normal School, however, was renamed Philippine Normal College (PNC) by virtue of Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC was converted to Philippine Normal University as provided by Republic Act No. 7168.

2. ACT NO. 2706

This was known as the “Private School Law”, enacted on March 10, 1917 by the Philippine Legislature, which made obligatory the recognition and inspection of private schools and colleges by the Secretary of Public Instruction so as to maintain a standard of efficiency in all private schools and colleges in the country. 

    This law was amended by Commonwealth Act No. 180 passed on November 13, 1936 which provided that:

• The Secretary of Public Instruction was vested with power to “supervise, inspect and regulate said schools and colleges in order to determine the efficiency of instruction given in the same.”

• And all private schools come under the supervision and regulation of the Secretary of DPI, thus eliminating “diploma mills” and substandard schools.

3. COMMONWEALTH ACT NO. 1 (AMENDED BY R.A. 9163)

Known as the “National Defense Act” passed by the Philippine Assembly on December 21, 1935, which provided in Section 81 that:

“Preparatory Military training shall be given with the youth in the elementary grade school at the age of ten years and shall extend through the remainder of his schooling into college or post-secondary education. By virtue of Presidential Decree 1706, issued by the late President Marcos on August 8, 1980, otherwise known as the “National Service Law”, Commonwealth Act No. 1 was amended, and required all citizens to render, civic welfare service, law enforcement service and military service. 

4. COMMONWEALTH ACT NO. 80

This law created the Office of Adult Education on October 26, 1936, so as to eliminate illiteracy and to give vocational and citizenship training to adult citizens of the country.

5. COMMONWEALTH ACT NO. 578

Enacted on June 8, 1940, conferred the status of “persons in authority” upon the teachers, professors, and persons charged with the supervision of public or duly recognized private schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one day to six years and a fine ranging from 500 to 1, 000 pesos upon any person found guilty of assault upon those teaching personnel.

6. COMMONWEALTH ACT NO. 586 (REPEALED BY R.A. 896)

This is known as Education Act of 1940. It was approved on August 7, 1940 by the Philippine Assembly.

The law provided for the following:

a. reduction of seven- year elementary course to six- year elementary course.
b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in Grade I.
e. introduction of double- single session- one class in the morning and another in the afternoon under one teacher to accommodate more children.

7. COMMONWEALTH ACT NO. 589

This law, approved on August 19, 1940, established a school ritual in all public and private elementary and secondary schools in the Philippines. The ritual consists of solemn and patriotic ceremonies that include the singing of the National Anthem and Patriotic Pledges.

8. REPUBLIC ACT NO. 139 (REPEALED BY R. A. 8047)

Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all public schools must only use books that are approved by the Board for a period of six years from the date of their adoption. The private schools may use books of their choice, provided the Board of Textbooks has no objections with those books.

9. REPUBLIC ACT NO. 896

Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it repealed Commonwealth Act 586 and provided for the following:

a. restoration of Grade VII (but never implemented due to lack of funds)
b. abolition of the double- single session and return to the former practice of only one
c. class under one teacher in the primary and three teachers to two classes or five teachers to three classes in the intermediate level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon attaining seven years of age.

10. REPUBLIC ACT NO. 1124 (REPEALED BY R. A. 7722)

Approved on June 16, 1954, this law created the Board of National Education charged with the duty of formulating general educational policies and directing the educational interests of the nation.

However, this Board which was later renamed National Board of Education (P.D. No. 1), was abolished bu virtue of the Creation of the board of Higher Education as stipulated in Batas Pambansa Blg. 232. The Board’s function is now assumed by the commission on Higher Education or CHED by virtue of Republic Act No. 7722.

11. REPUBLIC ACT NO. 1265 (AMENDED BY R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag ceremony shall be compulsory in all educational institutions. 

This includes the singing of the Philippine National Anthem.

12. REPUBLIC ACT NO. 1425

It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all schools, both public and private, from elementary schools to the universities, the life, works and writings of Jose Rizal especially the Noli Me Tangere and El Filibusterismo.

13. REPUBLIC ACT NO. 4670

Known as the “Magna Carta for Public School Teachers”. This was approved on June 18, 1966 to promote and improve the social and economic status of public school teachers, their living and working conditions, their employment and career prospects.

14. REPUBLIC ACT NO. 1079

Approved on June 15, 1959, it provided that Civil Service eligibility shall be permanent and shall have no time limit.

15. REPUBLIC ACT NO. 6655

Known as the “Free Public Secondary Education Act of 1988”, it was approved on May 26, 1988 and provided for:

a. Free public secondary education to all qualified citizens and promote quality education at all level.
b. No tuition or other fees shall be collected except fees related to membership in the school community such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two consecutive years could no longer avail of their program.

16. EDUCATIONAL DECREE OF 1863

The decree provided for the establishment of primary school for boys and girls in each town of the country.

17. ACT NO. 74 OF 1901

Enacted into law by the Philippine Commission, the Act created the Department of Public Instruction, laid the foundations of the public school system in the Philippines, provided for the establishment of the Philippine Normal School in Manila and made English as the medium of instruction. (In 1949, the Philippine Normal School was made a teachers' college by virtue of RA 416  and, in 1991, it became a full-pledge university by virtue of RA 7168.)

18. ACT NO. 1870 OF 1908

The law served as the legal basis for the creation of the University of the Philippines.

19. VOCATIONAL ACT OF1927

Also known as Act No. 3377, the Vocational Act as amended by other acts laid the foundations of vocational education in public schools and made provisions for its support.

19. EDUCATION ACT OF 1940:

Also known as Commonwealth Act No. 586, the Education Act laid the foundations for the present six-year elementary course and made provisions for its support.

20. REORGANIZATION ACT OF 1947:

The Act placed public and private schools under the supervision and control of the Bureau of Public and Private Schools.

21. REPUBLIC ACT 5250 OF 1966

The Act provided the legal basis for the implementation of a ten-year teacher education program in special education.

22. DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 25 OF 1974

Popularly known as the Bilingual Education Program of 1974, the Order required the use of English as medium of instruction for science and mathematics subjects and the use of Filipino as medium of instruction for all other subjects in the elementary and high school levels.

23. PRESIDENTIAL DECREE NO. 1006 OF 1976

The Decree was a legal and formal recognition of teachers as professionals and teaching as a profession.

24. REPUBLIC ACT NO. 5698 

The Act created the Legal Education Board whose task was to regulate and improve the quality of law schools in the Philippines in order to stop the increasing number of examinees who fail to pass the bar examinations given every year.

25. REPUBLIC ACT 6655 OF 1988

Popularly known as the Free Public Secondary Education Act of 1988, the Act created a system of free education in public high schools.

26. DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 49 OF 1992

This Order serves as the guideline for the selection of honor students in all public and private high schools. All these schools were required to choose one (1) "valedictorian"  and one (1) "salutatorian,"  and to set the limit of the number of "honorable mention" to one percent of the graduating students. The "eligibility requirements" for becoming an honor student are the following: 

1) No grade below 80 in any subject and no failing grade in any subject in the first two curriculum years;  

2) Completed third and fourth year studies in the same secondary school;  

3) Completed the high school curriculum within the prescribed year;  

4) Active membership in two clubs during the third and fourth years in high school;  and 

5) Conformed to school rules and policies.

27. DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 1 OF 1994

This Order increased the number of school days to 200 days (42 calendar weeks) inclusive of examination days for public and private schools. (This department order is similar to RA 7791 which increased the number of school days from 185 to 200 days.

28. DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 37 OF 1994

The Order required all grade VI elementary students to take the National Elementary Assessment Test (NEAT) that is given on the 13th Tuesday following the opening of the school year. The assessment test consists of a battery of tests of the multiple choice type. There are four subject areas: English, mathematics, science and heograpiya/kasaysayan/sibika (geography/history/civics).

29. DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 38 OF 1994

The Order required all senior high school students to take the National Secondary Assessment Test (NSAT) that is given on the 13th Friday following the opening of the school year, or three days after the NEAT has been given. The assessment test consists of a battery of tests and there are four subject areas: English and Filipino proficiencies, mathematics, vocational aptitude  and science & technology. (The test is not a requirement for college admission.)

30. REPUBLIC ACT NO. 7731

The Act abolished the National College Entrance Examinations or NCEE to give the marginalized students a greater chance to gain access to college education.

31. REPUBLIC ACT NO. 7722 

Also known as the Higher Education Act of 1994, the Act created the Commission on Higher Education (CHED) whose main task is to regulate and develop tertiary education in the Philippines.

32. REPUBLIC ACT NO. 7796

Also known as the Technical Education and Skills Development Act (TESDA) of 1994, the Act's objective was to provide relevant and quality technical education that is accessible to all  and to create the agency that will manage technical education and skills development in the Philippines.

33. REPUBLIC ACT NO. 7836 OF 1994

Known as the Philippine Teachers Professionalization Act of 1994, the Act made it mandatory for people pursuing a career in teaching to take the licensure examinations that are administered and regulated by the Professional Regulatory Commission.

34. DEPARTMENT OF EDUCATION (DEPED) ORDER NO. 34 OF 2001

The Order required all public elementary and high school students to read at least one book in the vernacular and one book in English per year before they can be promoted to the next higher level.