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Article XIV Education,

Science&Technology, Arts,
Culture and Sports
THE 1987 CONSTITUTION
OF THE
REPUBLIC OF THE PHILIPPINES
ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY,
ARTS,CULTURE AND SPORTSEDUCATIONSection 1. The State shall
protect and promote the right of all citizens to quality education at
all levels, and shall take appropriate steps to make such education
accessible to all.
Section 2. The State shall:chanrobles virtual law library
(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, a 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 under-privileged;
(4) Encourage non-formal, informal, and indigenous learning
systems, as well as self-learning, independent, and out-of-school
study programs particularly those that respond to community needs;
and cralaw
(5) Provide adult citizens, the disabled, and out-of-school youth with
training in civics, vocational efficiency, and other skills.cralaw
Section 3. (1) All educational institutions shall include the study of
the Constitution as part of the curricula.cralaw
(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 vocational efficiency.cralaw
(3) At the option expressed in writing by the parents or guardians,
religion shall be allowed to be taught to their children or wards in
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, without additional
cost to the Government.cralaw
Section 4.(1) The State recognizes the complementary roles of
public and private institutions in the educational system and shall

exercise reasonable supervision and regulation of all educational


institutions.cralaw
(2) Educational institutions, other than those established by religious
groups and mission boards, shall be owned 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.cralaw
The control and administration of educational institutions shall be
vested in citizens of the Philippines.cralaw
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.cralaw
(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.cralaw
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.cralaw

(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.cralaw
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.cralaw
(2) Academic freedom shall be enjoyed in all institutions of higher
learning.cralaw
(3) Every citizen has a right to select a profession or course of study,
subject to fair, reasonable, and equitable admission and academic
requirements.cralaw
(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.cralaw
(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.

April
21, 2004Act
Republic

No. 9293
Republic of the Philippines
Congress of the Philippines
Metro Manila
Twelfth Congress
Third Regular Session

Begun and held in Metro Manila, on Monday, the twenty-eighth day of July,
two thousand three.
[REPUBLIC ACT NO. 9293]
AN ACT AMENDING CERTAIN SECS OF REPUBLIC ACT NUMBERED SEVENTYEIGHT HUNDRED AND THIRTY-SIX (R.A. NO. 7836), OTHERWISE KNOWN AS
THE PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994
Be it enacted by the Senate and House of Representatives of the Philippines
in Congress assembled:
SECTION 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended
as follows:

SEC. 15. Qualification Requirements of Applicants. No applicant shall be


admitted to take the examination unless, on the date of filing of the
application, he shall have complied with the following requirements:
(e) A graduate of a school, college or university recognized by the
government and possesses the minimum educational qualifications, as
follows:
(1) For teachers in preschool, a bachelors degree in early childhood
education (BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelors degree in elementary
education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelors degree in education or
its equivalent with a major and minor, or a bachelor degree in arts and
sciences with at least eighteen (18) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelors
degree in the field of specialization or its equivalent, with at least eighteen
(18) units in professional education.
SEC 2. Section 26 of the same Act is hereby amended to read as follows:
SEC. 26. Registration and Exception. No person shall engage in teaching
and/or act as a professional teacher as defined in this Act, whether in the
preschool, elementary or secondary level, unless the person is a duly
registered professional teacher, and a holder of a valid certificate of
registration and a valid professional license or a holder of a valid
special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the
certificate of registration and professional license as a professional teacher
shall be issued without examination as required in this Act to a qualified
applicant, who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil
Service Commission and the Department of Education, Culture and Sports; or

(b) A registered professional teacher with the National Board for Teachers
under the Department of Education, Culture and Sports (DECS) pursuant to
Presidential Decree No. 1006.
Professional teachers who have not practiced their profession for the past
five (5) years shall take at least twelve (12) units of education courses,
consisting of at least six (6) units of pedagogy and six (6) units of content
courses, or the equivalent training and number of hours, to be chosen from a
list of courses to be provided by the Board and the Department of Education,
before they can be allowed to practice their profession in the country.
Those who have failed the licensure examination for professional teachers,
with a rating of not lower than five percentage points from the passing
general average rating, shall be eligible as para-teachers upon issuance by
the Board of a two-year special permit, renewable for a non-extendible
period of two (2) years. The para-teachers shall be assigned to areas where
there is a shortage or absence of a professional teacher, as identified and
provided by the Department of Education and the Autonomous Region for
Muslim Mindanao (ARMM) education department to the Board for
professional teachers and to the Commission. The special permit shall
indicate the area of assignment of the para-teacher.
A special permit may also be issued by the Board to a person who has
excelled and gained international recognition and is a widely acknowledged
expert in his or her respective field of specialization.
SEC 3. Section 31 of the same Act is hereby amended to read as follows:
SEC. 31. Transitory Provision. Special permits, with a validity of three (3)
and five (5) years, issued to para-teachers by the Board for Professional
Teachers before the effectivity of this Act shall be allowed to expire based on
the period granted therein: Provided, That only special permits with a validity
of three (3) years may be renewed upon expiration for a non-extendible
period of two (2) years.
SEC 4. References to the term Department of Education, Culture and
Sports, in section 4 (a) and section 25, and the term DECS in section 20,
of the same Act, are hereby amended to read as Department of Education
and DepEd, respectively.

SEC 5. Separability Clause. If, for any reason, any section or provision of
this Act or the application of such section or provision to any person or
circumstance is declared unconstitutional or invalid, no other section or
provision of this Act shall be affected thereby.
SEC 6. Repealing Clause. All laws, decrees, circulars, administrative orders,
rules and regulations, and other issuances which are inconsistent with the
provisions of this Act are hereby repealed or modified accordingly.
SEC 7. Effectivity. This Act shall take effect upon approval.
Approved,
(Sgd.) JOSE DE VENECIA JR.
Speaker of the House
of Representatives

(Sgd.) FRANKLIN M. DRILON


President of the Senate

This Act, which is a consolidation of Senate Bill No. 2698 and House Bill No.
5411 was finally passed by the Senate and the House of Representatives on
February 6, 2004 and February 7, 2004, respectively.
(Sgd.) ROBERTO P. NAZARENO
Secretary General
House of Representatives
Approved: APR 21 2004
(Sgd.) GLORIA MACAPAGAL-ARROYO
President of the Philippines
Source: CDAsia

(Sgd.) OSCAR G. YABES


Secretary of the Senate

September
4, 2013
Implementing
Education
Act Rules
of 2013
and

Regulations of the Enhanced Basic

IMPLEMENTING RULES AND REGULATIONS


OF THE ENHANCED BASIC EDUCATION ACT OF 2013
(REPUBLIC ACT NO. 10533)
Pursuant to Section 16 of 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, approved on May 15, 2013, and which took effect on
June 8, 2013, the Department of Education (DepEd), the Commission on
Higher Education (CHED), and the Technical Education and Skills
Development Authority (TESDA), hereby issue the following rules and
regulations to implement the provisions of the Act.
RULE I. GENERAL PROVISIONS
Section 1. Title. These rules and regulations shall be referred to as
the Implementing Rules and Regulations (IRR) of the Enhanced Basic
Education Act of 2013 (Republic Act No. 10533).
Section 2. Scope and Application. The provisions of this IRR shall
primarily apply to all public and private basic educational institutions and
learning centers. This IRR shall also apply to Higher Education Institutions
(HEIs), Technical-Vocational Institutions (TVIs), duly recognized organizations
acting as Teacher Education Institutions (TEIs), and foundations.
Section 3. Declaration of Policy. This IRR shall be interpreted in light of
the Declaration of Policy found in Section 2 of the Act.
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 peoples quality of life.
This may also be referred to as Community Learning Centerauthorized or
recognized by the DepEd.
(c) Learner refers to a pupil or student, or to a learner in the alternative
learning system.
(d) Mother Language or First Language (L1) refers to the language or
languages first learned by a child, which he/she identifies with, is identified
as a native language user of by others, which he/she knows best, or uses
most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech
variety or variety of Filipino sign language existing in a region, area or place.
(e) Non-DepEd Public School refers to a public school offering basic
education operated by an agency of the national government other than the
DepEd, or by a local government unit.
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.

Kindergarten Education is the first stage of compulsory and mandatory


formal education which consists of one (1) year of preparatory education for
children at least five (5) years old as a prerequisite for Grade 1.
Elementary Education refers to the second stage of compulsory basic
education which is composed of six (6) years. The entrant age to this level is
typically six (6) years old.
Secondary Education refers to the third stage of compulsory basic
education. It consists of four (4) years of junior high school education and
two (2) years of senior high school education. The entrant age to the junior
and senior high school levels are typically twelve (12) and sixteen (16) years
old, respectively.
The DepEd may allow private educational institutions flexibility in adopting
the program provided that they comply with the DepEd-prescribed minimum
standards consistent with the Act.
Section 7. Compulsory Basic Education. It shall be compulsory for every
parent or guardian or other persons having custody of a child to enroll such
child in basic education, irrespective of learning delivery modes and systems,
until its completion, as provided for by existing laws, rules and regulations.
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, nonformal, 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 communitys 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.
Section 9. Acceleration. Acceleration of learners in public and private
basic educational institutions shall be allowed, consistent with DepEd rules
and regulations.
RULE II. CURRICULUM
Section 10. Basic Education Curriculum Development. In the
development of the Basic Education Curriculum, the DepEd shall be guided
by the following:
10.1. Formulation and Design. Pursuant to Section 5 of the Act, the
DepEd shall formulate the design and details of the enhanced basic
education curriculum. The DepEd shall work with the CHED and TESDA to
craft harmonized basic, tertiary, and technical-vocational education curricula
for Filipino graduates to be locally and globally competitive.
10.2. Standards and Principles. The DepEd shall adhere to the following
standards and principles, when appropriate, in developing the enhanced
basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally
appropriate;

(b) The curriculum shall be relevant, responsive and research-based;


(c) The curriculum shall be gender- and culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) which starts from where the
learners are and from what they already know proceeding from the known to
the unknown; instructional materials and capable teachers to implement the
MTB-MLE curriculum shall be available. For this purpose, MTB-MLE refers to
formal or non-formal education in which the learners mother tongue and
additional languages are used in the classroom;
(g) The curriculum shall use the spiral progression approach to ensure
mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective
educational and social contexts.
10.3. Production and Development of Materials. The production and
development of locally produced teaching and learning materials shall be
encouraged. The approval of these materials shall be devolved to the
regional and division education unit in accordance with national policies and
standards.
10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and 5 of
the Act, basic education shall be delivered in languages understood by the
learners as language plays a strategic role in shaping the formative years of
learners.
The curriculum shall develop proficiency in Filipino and English, provided that
the first and dominant language of the learners shall serve as the
fundamental language of education. For Kindergarten and the first three
years of elementary education, instruction, teaching materials, and
assessment shall be in the regional or native language of the learners. The
DepEd shall formulate a mother language transition program from the

mother/first language to the subsequent languages of the curriculum that is


appropriate to the language capacity and needs of learners from Grade 4 to
Grade 6. Filipino and English shall be gradually introduced as languages of
instruction until such time when these two (2) languages can become the
primary languages of instruction at the secondary level.
10.5. Stakeholder Participation. To achieve an enhanced and responsive
basic education curriculum, the DepEd shall undertake consultations with
other national government agencies and other stakeholders including, but
not limited to, the Department of Labor and Employment (DOLE), the
Professional Regulation Commission (PRC), private and public schools
associations, national student organizations, national teacher organizations,
parents-teachers associations, chambers of commerce and other industry
associations, on matters affecting the concerned stakeholders.
Section 11. Curriculum Consultative Committee. Pursuant to Section 6
of the Act, a Curriculum Consultative Committee shall be created, to be
chaired by the DepEd Secretary or his/her duly authorized representative,
and with members composed of, but not limited to, a representative each
from the CHED, TESDA, DOLE, PRC, the Department of Science and
Technology (DOST), and a representative from business chambers such as
the Information Technology Business Process Outsourcing (IT-BPO) industry
association. The Consultative Committee shall oversee the review and
evaluation of the implementation of the enhanced basic education
curriculum and may recommend to the DepEd the formulation of necessary
refinements in the curriculum.
RULE III. TEACHER QUALIFICATIONS, TRAINING AND CONTINUING
PROFESSIONAL DEVELOPMENT
Section 12. Teacher Education and Training. To ensure that the
enhanced basic education program meets the demand for quality teachers
and school leaders, the DepEd, CHED, and TESDA shall conduct teacher
education and training programs, in collaboration with relevant partners in
government, academe, industry, and non-governmental organizations. Such
professional development programs shall be initiated, conducted and
evaluated regularly throughout the year to ensure constant upgrading of
teacher skills. Teacher education and training programs shall include, but
shall not be limited to:

12.1. In-service Training on Content and Pedagogy. DepEd teachers


who will implement the enhanced basic education curriculum but have not
undergone pre-service education that is aligned with the enhanced basic
education curriculum shall be trained to meet the content and performance
standards of the enhanced basic education curriculum.
The DepEd shall ensure that private educational institutions shall be given
the opportunity to avail of such training.
12.2. Training of New Teachers. New graduates of the Teacher Education
curriculum not aligned with the enhanced basic education curriculum shall
undergo additional training, upon hiring, to upgrade their competencies and
skills to the content and performance standards of the new curriculum.
Furthermore, the CHED, in coordination with the DepEd and relevant
stakeholders, shall ensure that the Teacher Education curriculum offered in
these TEIs will meet the necessary quality standards for new teachers. Duly
recognized organizations acting as TEIs, in coordination with the DepEd,
CHED, and other relevant stakeholders, shall ensure that the curriculum of
these organizations meets the necessary quality standards for trained
teachers.
For purposes of this subparagraph, the term duly recognized organizations
acting as TEIs refers to organizations, other than schools or HEIs, contracted
out by the DepEd during the transition and for a fixed period, to provide
teacher training for purposes of retooling the graduates of the Teacher
Education curriculum, and only in such areas where there is a shortage of
trained teachers.
12.3. Training of School Leadership. Superintendents, principals, subject
area coordinators, and other instructional school leaders shall likewise
undergo workshops and training to enhance their skills on their roles as
academic, administrative, and community leaders.
12.4. Training of Alternative Learning System (ALS) Coordinators,
Instructional
Managers,
Mobile
Teachers,
and
Learning
Facilitators. ALS coordinators, instructional managers, mobile teachers, and
learning facilitators shall likewise undergo workshops and training to
enhance their skills on their roles as academic, administrative, and
community leaders.

Section 13. Hiring of Other Teachers. Notwithstanding the provisions of


Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the
Philippine Teachers Professionalization Act of 1994, the DepEd and private
educational institutions shall hire, as may be relevant to the particular
subject:
13.1. Graduates of science, mathematics, statistics, engineering, music and
other degree courses needed to teach in their specialized subjects in
elementary and secondary education with shortages in qualified applicants
who have passed the Licensure Examination for Teachers (LET). They shall
also include graduates admitted by foundations duly recognized for their
expertise in the education sector and who satisfactorily complete the
requirements set by these organizations; Provided, That they pass the LET
within five (5) years after their date of hiring; Provided, further, That if such
graduates are willing to teach in basic education on part-time basis, the
provisions of LET shall no longer be required.
The term foundations, as used in this section, refers to non-stock, nonprofit organizations, which are not operating as educational institutions,
contracted out by the DepEd for a fixed period, to provide volunteers to
teach in basic education in areas where there is a shortage of qualified
teachers. The DepEd shall issue the guidelines and procedures for selection
and eligibility of these organizations.
13.2. Graduates of technical-vocational courses to teach in their specialized
subjects in the secondary education; Provided,That these graduates possess
the necessary certification issued by TESDA; Provided, further, That they
undergo appropriate in-service training to be administered by the DepEd or
HEIs at the expense of the DepEd. The DepEd shall provide administrative
support to private educational institutions for the in-service training of their
teachers on the enhanced basic education curriculum.
13.3. Faculty of HEIs to teach in their general education or subject
specialties in secondary education; Provided, That the faculty must be a
holder of a relevant Bachelors degree, and must have satisfactorily served
as a full-time HEI faculty;
13.4. The DepEd and private educational institutions may hire practitioners,
with expertise in the specialized learning areas offered by the enhanced
basic education curriculum, to teach in the secondary level: Provided, That
they teach on part-time basis only. For this purpose, the DepEd, in

coordination with the appropriate government agencies, shall determine the


necessary qualification standards in hiring these experts.
RULE IV. PRIVATE EDUCATIONAL INSTITUTIONS
Section 14. Reasonable Supervision and Regulation. As a matter of
policy laid down in Article XIV, Section 5(1) of the 1987 Philippine
Constitution, the State recognizes the complementary roles of public and
private institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.
Section 15. Issuance and Revocation of Permits and/or Recognition
of Private Senior High Schools. The DepEd shall regulate the offering of
senior high school in private educational institutions. Private educational
institutions may only offer senior high school when so authorized by the
DepEd. The DepEd shall prescribe the guidelines on the issuance and
revocation of permits and/or recognition of senior high schools.
Section 16. Specializations in Private Senior High School. Private
educational institutions may offer specializations in senior high school that
are essential to the economic and social development of the nation, region or
locality. Local planning in the development of educational policies and
programs shall be encouraged consistent with the State policy to take into
account regional and sectoral needs and conditions.
RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY
Section 17. Career Guidance and Counseling Programs. Consistent
with Section 9 of the Act, to properly guide the students towards becoming
productive and contributing individuals through informed career choices, the
DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, industry
associations, professional associations, and other relevant stakeholders, shall
pursue programs that expose students to the world and value of work, and
develop the capability of career counselors and advocates to guide the
students and equip them with the necessary life skills and values.
Section 18. Career Advocacy Activities. Career advocacy activities refer
to activities that will guide secondary level students in choosing the career
tracks that they intend to pursue. Career advocacy activities involve
provision of career information and experiences, advising, coordinating and
making referrals, and may include, but are not limited to, career talks, career

and job fairs, parents orientations, and seminar-workshops on career


decision-making.
Section 19. Career Advocates. Notwithstanding the provisions of Section
27 of Republic Act No. 9258, otherwise known as theGuidance and
Counseling Act of 2004, career advocates shall be allowed to conduct career
advocacy activities for secondary-level students of the schools where they
are currently employed; Provided, That they undergo appropriate capacity
building programs developed and implemented by the DepEd, in
coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations,
industry associations, guidance and counseling associations, professional
associations, and other relevant stakeholders.
Career advocacy may be conducted by career advocates and peer
facilitators. Consistent with Section 9 of the Act, career advocates refer to
career and employment guidance counselors who are not registered and
licensed guidance counselors. Career advocates include homeroom advisers
and teachers of all learning areas who will implement career advocacy
activities. Peer facilitators are secondary-level students trained to assist
career advocates in implementing career advocacy activities.
Section 20. Role of the DepEd. The DepEd shall:
(a) Integrate career concepts in the curriculum and undertake teaching in
relevant learning areas;
(b) Conduct career assessments;
(c) Conduct regular career advocacy activities;
(d) Conduct continuous professionalization and capacity building of guidance
counselors, career advocates, and peer facilitators;
(e) Develop or accredit training programs on career advocacy;
(f) Establish a career advocacy unit and provide adequate office space in
high schools; and
(g) Designate guidance supervisors at the division level and career
advocates at the school level.

RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING


ARRANGEMENTS WITH PRIVATE EDUCATIONAL INSTITUTIONS AND
NON-DEPED PUBLIC SCHOOLS
Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section
10 of the Act, the DepEd shall develop programs of assistance that will
extend the benefits accorded by Republic Act No. 8545, or the Expanded
Government Assistance for Students and Teachers in Private Education
Act, to qualified students enrolled in senior high school.
Section 22. Criteria for Assistance to Qualified Students. The
programs of assistance shall be made available primarily to students who
completed junior high school in public schools, taking into account the
income background and financial needs of students, available capacities of
public, private and non-DepEd public schools in the locality, socio-economic
needs of regions, overall performance of private and non-DepEd public
schools, as well as geographic spread and size of the student population.
The programs of assistance may also be made available to students who
completed junior high school in private educational institutions, whether
these students are E-GASTPE beneficiaries or not, subject to compliance with
the qualifications and guidelines to be determined by the DepEd.
Section 23. Forms and Amount of Assistance. The forms of assistance
that may be provided by the DepEd may include any of the following:
(a) A voucher system, where government issues a coupon directly to
students to enable them to enroll in eligible private educational institutions
or non-DepEd public schools of their choice under a full or partial tuition or
schooling subsidy;
(b) Education Service Contracting (ESC), where the government enters into
contracts with private educational institutions or non-DepEd public schools to
shoulder the tuition and other fees of high school students who shall enroll in
private high schools under this program;
(c) Management contracts, where government enters into contractual
arrangements with private educational institutions or non-DepEd public
schools to manage the day-to-day operations of public schools under agreed
performance targets;

(d) Forms of assistance provided under Republic Act No. 8545; and
(e) Other forms of financial arrangements consistent with the principles of
public-private partnership.
The DepEd shall take into account the ability of program beneficiaries to
cover tuition differentials, if any, in setting the amount of the voucher, ESC,
or other forms of assistance. The amount of assistance to be given by the
government shall not exceed the determined per student cost in public
schools.
Section 24. Participating Schools. Private educational institutions, nonDepEd public schools, and other potential providers of basic learning needs
that may be authorized to offer senior high school are eligible to participate
in programs of assistance, as may be applicable, under the E-GASTPE
program and other financial arrangements formulated by the DepEd and
DBM based on the principles of public-private partnership. The continued
participation of said providers in the E-GASTPE program and other financial
arrangements is subject to their meeting minimum requirements and
standards, including student performance, as determined by the DepEd.
To promote partnership and greater cooperation between public and private
educational institutions, government will take into account existing and
potential capacities of private educational institutions in expanding public
school capacity.
Section 25. Implementation Mechanisms. The DepEd may enter into
contractual arrangements or establish new mechanisms for the design,
administration, and supervision of programs of assistance or aspects thereof,
subject to the approval of the appropriate government agencies. For this
purpose, the DepEd shall:
(a) Issue the appropriate guidelines for the implementation of the programs
of assistance;
(b) Ensure transparency and accountability in the implementation of the
programs of assistance;
(c) Implement information and advocacy programs to inform the general
public and ensure greater participation and availment of the programs of
assistance; and

(d) Undertake periodic reviews of the program features and make


adjustments, as necessary, to ensure the successful, effective and
sustainable implementation of the program. The program features shall
include, among others, amount of subsidy, number of grantees, eligibility
requirements, and performance of participating schools.
Section 26. Funding Requirement. The budgetary requirement of the
programs under this Rule shall be ensured by the national government.
The DepEd shall encourage private and corporate donors to support the
programs of assistance in this section under the framework of Republic Act
No. 8525, entitled, An Act Establishing An Adopt-A-School Program,
Providing Incentives Therefor, And For Other Purposes, and other relevant
laws and policies.
Section 27. Timeframe. The DepEd shall implement the programs
provided in this Rule no later than the start of School Year 2016-2017.
Section 28. Additional Beneficiaries. The DepEd may develop similar
programs of assistance for kindergarten and elementary pupils and
alternative learning system learners in accordance with specific objectives,
taking into account the need and capacities of public and private educational
institutions.
RULE VII. TRANSITORY PROVISIONS
Section 29. Private Basic Educational Institutions Transition to the
Enhanced Basic Education Program. The DepEd shall ensure the smooth
transition of private elementary and high schools in the country that are not
aligned with the enhanced basic education program. Private educational
institutions or a group thereof shall develop their plans detailing how to
transition from their current basic education system to the enhanced basic
education program. The DepEd shall provide the appropriate guidelines on
the evaluation of the transition plans.
Private educational institutions offering twelve (12) to thirteen (13) years of
basic education prior to the enactment of this Act shall submit to the DepEd
their transition plans within twelve (12) months from the effectivity of this
IRR, subject to the guidelines that will be issued by the DepEd.

Section 30. Implementation Mechanisms and Strategies. Pursuant to


Section 12 of the Act, the DepEd, CHED and TESDA shall formulate the
appropriate strategies and mechanisms needed to ensure smooth transition
from the existing ten (10) years basic education cycle to the enhanced basic
education program. The strategies may cover, among others, changes in
physical infrastructure, human resource, organizational and structural
concerns, bridging models linking secondary education competencies and
the entry requirements of new tertiary curricula, and partnerships between
the government and other entities. Modeling for Senior High School (SHS)
may be implemented in selected schools to simulate the transition process
and provide concrete data for the transition plan following the guidelines set
by the DepEd. The results of the SHS modeling program may be considered
in the nationwide implementation of the SHS program in School Year 20162017.
30.1. Partnerships with HEIs and TVIs. To manage the initial
implementation of the enhanced basic education program and mitigate the
expected multi-year low enrolment turnout for HEIs and TVIs starting School
Year 2016-2017, the DepEd shall engage in partnerships with HEIs and TVIs
for the utilization of the latters human and physical resources, and issue
relevant guidelines on such partnerships. Moreover, the DepEd, CHED,
TESDA, TVIs and HEIs shall coordinate closely with one another to implement
strategies that ensure the academic, physical, financial, and human resource
capabilities of HEIs and TVIs to provide educational and training services for
graduates of the enhanced basic education program to ensure that they are
not adversely affected. The faculty of HEIs and TVIs allowed to teach
students of secondary education under Section 8 of the Act, shall be given
priority in hiring for the duration of the transition period.
30.2. Financing Framework for State Universities and Colleges
During the Transition Period. The CHED and DBM shall review the
financing policy framework for State Universities and Colleges in light of the
Act with the end in view of optimizing the use of government resources for
education, the results of which shall be covered by a joint administrative
issuance.
30.3. Effects of Initial Implementation of the Enhanced Basic
Education Program on Industry Human Resource Requirements. The
DOLE, CHED, DepEd, TESDA and PRC, in coordination with industry
associations and chambers of commerce, shall develop a contingency plan,

not later than the start of School Year 2015-2016, to mitigate the effects of
the enhanced basic education program with respect to a potential reduction
or absence of college graduates to meet the human resource requirements
of industry. The plan shall contain mitigation strategies for industries to
adjust their employment policies as deemed necessary and expedient, and
may include the adoption of other relevant programs or appropriate
qualifications.
Section 31. Labor and Management Rights. In the implementation of
the Act, including the transition period, the rights of labor as provided in the
Constitution, the Civil Service Rules and Regulations, Labor Code of the
Philippines, and existing collective agreements, as well as the prerogatives of
management, shall be respected. The DOLE, DepEd, CHED and TESDA shall
promulgate the appropriate joint administrative issuance, within sixty (60)
days from the effectivity of this IRR, to ensure the sustainability of the
private and public educational institutions, and the promotion and protection
of the rights, interests and welfare of teaching and non-teaching personnel.
For this purpose, the DOLE shall convene a technical panel with
representatives from the DepEd, CHED, TESDA and representatives from
both teaching and non-teaching personnel organizations, and administrators
of the educational institutions.
Section 32. Transition Period. The transition period shall be reckoned
from the date of the approval of this IRR until the end of School Year 20212022.
RULE VIII. JOINT CONGRESSIONAL OVERSIGHT COMMITTEE
Section 33. Joint Congressional Oversight Committee on the
Enhanced Basic Education Program. The Joint Congressional Oversight
Committee created under Section 13 of the Act shall be composed of five (5)
members each from the Senate and from the House, including Chairs of the
Committees on Education, Arts and Culture, and Finance of both Houses. The
membership of the Committee for every House shall have at least two (2)
opposition or minority members.
RULE IX. MANDATORY EVALUATION AND REVIEW
Section 34. Mandatory Evaluation and Review. By the end of School
Year 2014-2015, the DepEd shall conduct a mandatory review and submit a

midterm report to Congress as to the status of implementation of the


Enhanced Basic Education Program in terms of closing the following current
shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets;
(f) other shortages that should be addressed.
The DepEd shall include among others, in this midterm report, the following
key metrics of access to and quality of basic education: (a) participation rate;
(b) retention rate; (c) National Achievement Test results; (d) completion rate;
(e) teachers welfare and training profiles; (f) adequacy of funding
requirements; and (g) other learning facilities including, but not limited to,
computer and science laboratories, libraries and library hubs; and sports,
music and arts.
RULE X. COMMITMENT TO INTERNATIONAL BENCHMARKS
Section 35. Commitment to International Benchmarks. The DepEd
shall endeavor to increase the per capita spending on education towards the
immediate attainment of international benchmarks. Towards this end, the
DepEd shall seek to:
a) engage local government units to efficiently use the special education
fund and other funds to advance and promote basic education;
b) implement programs that will enhance private sector participation and
partnership in basic education; and
c) propose an annual budget allocation in accordance with these goals. The
DepEd shall further develop a multi-year spending plan to ensure that the
UNESCO-prescribed standards on education spending are attained.
RULE XI. FINAL PROVISIONS
Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial
funding for the operationalization of the Enhanced Basic Education Program
shall be charged against the current appropriations of the DepEd. Thereafter,
such sums which shall be necessary for the continued implementation of the
enhanced basic education program shall be included in the annual General
Appropriations Act.

Section 37. Implementing Details. The DepEd, CHED and TESDA may
issue such policies and guidelines as may be necessary to further implement
this IRR.
Section 38. Amendment. Amendments to this IRR shall be jointly
promulgated by the DepEd Secretary, CHED Chairperson, and TESDA
Director-General.
Section 39. Separability Clause. Should any provision of this IRR be
subsequently declared invalid or unconstitutional, the same shall not affect
the validity and effectivity of the other provisions.
Section 40. Repealing Clause. Pursuant to Section 18 of the Act, rules and
regulations implementing the pertinent provisions ofBatas Pambansa Bilang
232 or
the Education
Act
of
1982, Republic
Act
No.
9155 or
the Governance of Basic Education Act of 2001, Republic Act No. 9258,
Republic Act No. 7836, and all other laws, decrees, executive orders and
rules and regulations, contrary to or inconsistent with the provisions of the
Act are deemed repealed or modified accordingly.
Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days
after its publication in the Official Gazette or in two (2) newspapers of
general circulation.
This IRR shall be registered with the Office of the National Administrative
Register at the University of the Philippines Law Center, UP Diliman, Quezon
City.
Done this 4th day of September 2013.
(Sgd.) BR. ARMIN A. LUISTRO FSC

(Sgd.) DR. PATRICIA B. LICUANAN

Secretary

Chairperson

Department of Education

Commission on Higher Education

(Sgd.) SEC. EMMANUEL JOEL J. VILLANUEVA


Director General
Technical Education and Skills Development Authority

RESOURCES
[PDF] IRR Republic Act No. 10533, September 4, 2013

http://www.pcw.gov.ph/law/republic-act-7836

Republic Act 7836


Philippine Teachers Professionalization Act of 1994
Files:

Republic Act 7836

AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE


OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE
EXAMINATION FOR TEACHERS AND FOR OTHER PURPOSES.
SECTION 1. Short Title. This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."
Sec. 2. Statement of Policy. The State recognizes the vital role of teachers in nationbuilding and development through a responsible and literate citizenry.Towards this end, the
State shall ensure and promote quality education by proper supervision and regulation of
the licensure examination and professionalization of the practice of the teaching
profession.cralaw
Sec. 3. Objectives. This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching
profession; and
(b) The supervision and regulation of the licensure examination.
Sec. 4. Definition of Terms. For purposes of this Act, the following terms shall mean:

(a) "Teaching" refers to the profession concerned primarily with classroom


instruction, at the elementary and secondary levels in accordance with the curriculum
prescribed by the Department of Education, Culture and Sports, whether on part-time or
full-time basis in the private or public schools.
(b) "Teachers" refers to all persons engaged in teaching at the elementary and
secondary levels, whether on full-time or part-time basis, including industrial arts or
vocational teachers and all other persons performing supervisory and/or administrative
functions in all schools in the aforesaid levels and qualified to practice teaching under this
Act.
(c) "Board" refers to the Board for Professional Teachers duly established and
constituted under this Act.
(d) "Commission" refers to the Professional Regulation Commission.
ARTICLE II BOARD FOR PROFESSIONAL TEACHERS
Sec. 5. Creation and Composition of the Board. There is hereby created under this
Act a Board for Professional Teachers, hereinafter called the Board, a collegial body under
the general supervision and administrative control of the Professional Regulation
Commission, hereinafter referred to as the Commission, composed of five (5) members who
shall be appointed by the President of the Philippines from among the recommendees
chosen by the Commission.The recommendees shall be chosen from the list of nominees
selected by the accredited association of teachers, who duly possess all the qualifications
prescribed in Section 8 of this Act.
The chairman and the voice-chairman of the Board shall be appointed from these five (5)
members by the President: Provided, That the members of the first Board appointed under
this Act shall be automatically registered as professional teachers and issued with the
certificate of registration and professional license upon payment of the fees for examination,
registration, and other fees prescribed by the Commission.
Sec. 6. Duties and Function of the Board. The Board shall have the following duties
and functions:
(a) Promulgate, administer and enforce rules and regulations necessary for carrying out
the provisions of this Act in accordance with the charter of the Professional Regulation
Commission;
(b) Determine and fix the frequency, dates, and places of examination, appoint
supervisors, proctors, and other personnel as needed who shall be entitled to a daily
allowance to be fixed by the Board for every examination day actually attended, use

buildings and facilities of public or private schools for examination purposes;


(c) Issue, suspend, or revoke the certificate of registration for the practice of the
teaching profession;
(d) Prescribe and collect examination and other fees as it may deem proper;
(e) Prescribe and/or adopt a code of ethical and professional standards for the practice of
the teaching profession.Such ethical standards, rules and regulations to take effect sixty
(60) days after its publication in the Official Gazette or in any newspaper of general
circulation;
(f) Administer oaths in connection with the administration of this Act;
(g) Supervise and regulate the registration, licensure and practice of professional teachers
in the Philippines;
(h) Adopt an official seal of the Board;cralaw
(i) Look into the conditions affecting the practice of the teaching profession and whenever
necessary, adopt such measures as may be deemed proper for the enhancement and
maintenance of high professional and ethical standards of the profession;
(j) Ensure that all educational institutions offering elementary and secondary education
comply with the essential requirements for curricula, faculty and facilities for the elementary
and secondary levels;
(k) Investigate such violations of this Act, the rules and the code of ethical and
professional standards for professional teachers as it may come to the knowledge of the
Board, and for this purpose, to issue subpoena and subpoena duces tecum to secure the
appearance of witnesses and the production of documents in connection therewith; and
(l) Discharge such other powers, duties and functions as the Board may deem necessary
for the practice of the teaching profession and the upgrading, enhancement, development
and growth of education in the Philippines.
Sec. 7. Term of Office. The members of the Board shall hold office for a term of three
(3) years from the date they assume office: Provided, That the first appointees to the Board
under this Act shall hold office according to the following terms: one (1) member shall serve
for one (1) year; one (1) member for two (2) years; the chairman, vice-chairman, and one
(1) member for three (3) years. Vacancies shall be served for the unexpired term only. No
person who has served for two (2) consecutive terms shall be eligible for
reappointment.Appointment to fill an unexpired term shall be considered an appointment to
a complete term.
The chairman or any member shall take his oath of office prior to the performance of his
duties.
Sec. 8. Qualification of Board Members. Each Board member must at the time of his
appointment:

(a) Be a citizen and resident of the Philippines;


(b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high
moral values in his personal as well as professional conduct and has not been convicted of
any offense involving moral turpitude;
(c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and
preferably a holder of a master's or doctorate degree in education, or their equivalents,
from a university, school, college, academy or institute duly constituted, recognized and/or
accredited by the Philippine government;
(d) Be a professional teacher with a valid certificate of registration and valid professional
license, save those members who shall compose the first Board for Professional Teachers;
(e) Has been a professional teacher in the active practice of the teaching profession for at
least ten (10) years in the elementary and secondary level; and
(f) Not be an official or member of the faculty of, nor have pecuniary interest in any
university, college, school, or institution conferring a bachelor's degree in education or its
equivalents for at least three (3) years prior to his appointment, and neither connected with
a review center or with any group or association where review classes or lectures in
preparation for the licensure examination are offered or conducted.
Provided, however,That, the membership to the Board shall be evenly distributed to cover
all levels of education, including equitable representation of the different fields of
specialization.
Sec. 9. Compensation of the Board. The chairman, vice-chairman, and members of
the Board shall receive compensation comparable to the compensation received by existing
regulatory boards under the Professional Regulation Commission, computed on the basis of
the number of examinees/candidates.
Sec. 10. Supervision of the Board and Custodian of its Records. The Board shall be
under the supervision and control of the Commission. All records, including applications for
examination, examination papers and results, minutes of deliberation, administrative cases
and investigative cases and investigations involving professional teachers shall be kept by
the Commission.
Sec. 11. Secretariat and Support Services. The Professional Regulation Commission,
through its chairman, shall provide the secretariat and other support services to implement
effectively the provisions of this Act.cralaw
Sec. 12. Removal of a Board Member. The chairman or any member of the Board may
be removed by the President of the Philippines upon recommendation of the Commission for

neglect of duty, incompetence, unprofessional, unethical, immoral or dishonorable conduct,


commission or toleration of irregularities in the examination, after having been given the
opportunity to defend himself in a proper administrative investigation.
In the course of investigation, the President may preventively suspend the respondent.
ARTICLE III EXAMINATION AND REGISTRATION
Sec. 13. Examination, Registration and License Required. Except as otherwise
specifically allowed under the provisions of this Act, all applicants for registration as
professional teachers shall be required to undergo a written examination which shall be
given at least once a year in such places and dates as the Board may determine upon
approval by the Commission. A valid certificate of registration and a valid professional
license from the Commission are required before any person is allowed to practice as a
professional teacher in the Philippines, except as otherwise allowed under this Act.
Sec. 14. Scope of Examination. The examinations for the elementary and secondary
school teachers shall be separate. The examination for teachers in the elementary level shall
consist of two (2) parts, namely: professional education and general education. The
examination for teachers in the secondary level shall consist of three (3) parts, namely:
professional education, general education, and field of specialization.
Sec. 15. Qualification Requirements of Applicants. No applicant shall be admitted to
take the examination unless, on the date of filing of the application, he shall have complied
with the following requirements:
(a) A citizen of the Philippines or an alien whose country has reciprocity with the
Philippines in the practice of the teaching profession;
(b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
(d) Has not been convicted by final judgment by a court for an offense involving moral
turpitude;
(e) A graduate of a school, college or university recognized by the government and
possesses the minimum educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education
(BECED) or its equivalent;
(2) For teachers in the elementary grades, a bachelor's degree in elementary
education (BSEED) or its equivalent;
(3) For teachers in the secondary grades, a bachelor's degree in education or its

equivalent with a major and minor, or a bachelor's degree in arts and sciences with at least
ten (10) units in professional education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in
the field of specialization or its equivalent, with at least eighteen (18) units in professional
education.
Sec. 16. Report of the Results of the Examination. The Board shall, within one
hundred twenty (120) days after the examination, report the ratings obtained by each
candidate to the Professional Regulation Commission for approval and appropriate action.
Sec. 17. Issuance of Certificate of Registration and Professional License. The
registration of a professional teacher commences from the date his name is enrolled in the
roster of professional teachers.
Every registrant who has satisfactorily met all the requirements specified in this Act shall,
upon payment of the registration fee, be issued a certificate of registration as a professional
teacher bearing the full name of the registrant with serial number and date of issuance
signed by the chairman of the Commission and the chairman, vice-chairman, and members
of the Board, stamped with the official seal, as evidence that the person named therein is
entitled to practice the profession with all the rights and privileges appurtenant thereto. The
certificate shall remain in full force and effect until withdrawn, suspended and/or revoked in
accordance with law.cralaw
A professional license signed by the chairman of the Commission and bearing the
registration number and date of issuance thereof and the month of expiry or renewability
shall likewise be issued to every registrant who has paid the annual registration fees for
three (3) consecutive years. This license shall serve as evidence that the licensee can
lawfully practice his profession until the expiration of its validity.
Sec. 18. Oath Before Practice. Every registrant shall be required to take his
professional oath before practicing as a professional teacher.
Sec. 19. Periodic Merit Examination of Teachers. To encourage continuing
professional growth and development and to provide additional basis for merit promotion, in
addition to their performance rating, teachers may take an oral and written examination at
least once in five (5) years as basis for merit promotion. In taking this examination, no fee
shall be required.

Sec. 20. Failure to Pass the Merit Examination. If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time. Should
he or she fail to pass the merit examination for the second time, then he or she shall be
required to take a DECS accredited refresher course or program before being allowed to
retake the examination.
Failure of any permanent teacher to pass the merit examination shall not, however, be used
as a ground for his/her dismissal or demotion.
Sec. 21. Incentives. Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;
(b) Earn merit points for purposes of promotion in salary or to a higher position or grade
level;
(c) Be placed in the priority list for government scholarship; and
(d) Enjoy such other benefits as may be promulgated by the Board.
Similar incentives shall be given to teachers who make inventions, develop new methods of
teaching, write a book or books and create works of artistic merit.
Sec. 22. Integration of the Teaching Profession. The teaching profession shall be
integrated into one national organization which shall be recognized by the Board and the
Commission as the one and only integrated and accredited association of professional
teachers. Upon registration with the Board, every professional teacher shall be encouraged
to become a member of the integrated national organization. Those who have been
registered with the Board but are not members of the said integrated organization shall be
allowed to register as members of the said integrated organization within three (3) years
after the effectivity of this Act. Membership in the integrated organization shall not be a bar
to membership in other associations of the teaching profession. The professional teachers
shall receive the benefits and privileges appurtenant to their membership in the said
integrated and accredited organization of professional teachers only upon payment of the
required membership fees and dues.
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice
of the Teaching Profession, and Cancellation of Temporary or Special Permit. The
Board shall have the power, after due notice and hearing, to suspend or revoke the
certificate of registration of any registrant, to reprimand or to cancel the temporary/special
permit of a holder thereof who is exempt from registration, for any of the following causes:

(a) Conviction for any criminal offense by a court of competent jurisdiction;


(b) Immoral, unprofessional or dishonorable conduct;
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the
practice of the teaching profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of
registration, professional license or special/temporary permit;
(f) Chronic inebriety or habitual use of drugs;cralaw
(g) Violation of any of the provisions of this Act, the rules and regulations and other
policies of the Board and the Commission, and the code of ethical and professional
standards for professional teachers; and
(h) Unjustified or willful failure to attend seminars, workshops, conferences and the like
or the continuing education program prescribed by the Board and the Commission.
The decision of the Board to revoke or suspend a certificate may be appealed to the regional
trial court of the place where the Board holds office within fifteen (15) days from receipt of
the said decision or of the denial of the motion for reconsideration filed in due time.
Sec. 24. Registration by Reciprocity. No teacher of a foreign nationality shall be
admitted to the examination, or be given a certificate of registration or be entitled to any of
the rights and privileges provided under this Act; unless the country or state of which he is
a subject permits Filipino professional teachers to practice within its territorial limits on the
same basis as subjects or citizens of said country or state: Provided, that the requirements
of certification of teachers with said foreign state or country are substantially the same as
those required and contemplated under this Act: Provided, further, That the laws of such
state or country grant the same privilege to Filipino professional teachers on the same basis
as the subject or citizens of such foreign country or state.
Sec. 25. Roster of Professional Teachers. A roster of professional teachers containing
the names and addresses of professional teachers, date of registration or issuance of
certificate, and other data which in the opinion of the Board may appear pertinent shall be
maintained. Copies of the roster shall be provided by the Commission to the Board, the
Department of Education, Culture and Sports, and the integrated and accredited
organization of professional teachers.
Sec. 26. Registration and Exception. Two (2) years after the effectivity of this Act, no
person shall engage in teaching and/or act as a professional teacher as defined in this Act,
whether in the preschool, elementary or secondary level, unless he is a duly registered

professional teacher, and a holder of a valid certificate of registration and a valid


professional license or a holder of a valid special/temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who at the time of the approval
of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service
Commission and the Department of Education, Culture and Sports; orcralaw
(b) A registered professional teacher with the National Board for Teachers under the
Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No.
1006; or
(c) Not qualified under paragraphs one and two but with any of the following
qualifications. to wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a
holder of Bachelor of Science in Education or its equivalent; or
(2) An elementary or secondary teacher for three (3) years in good standing and a
holder of a master's degree in education or its equivalent.
Provided, That they shall be given two (2) years from the organization of the Board for
professional teachers within which to register and be included in the roster of professional
teachers: Provided, further, That those incumbent teachers who are not qualified to register
without examination under this Act or who, albeit qualified, were unable to register within
the two-year period shall be issued a five-year temporary or special permit from the time
the Board is organized within which to register after passing the examination and complying
with the requirements provided this Act and be included in the roster of professional
teachers: Provided, furthermore, That those who have failed the licensure examination for
professional teachers shall be eligible as para-teachers and as such, shall be issued by the
Board a special or temporary permit, and shall be assigned by the Department of Education,
Culture and Sports (DECS) to schools as it may determine under the circumstances.
ARTICLE IV PROVISIONS RELATIVE TO THE PRACTICE OF THE TEACHING
PROFESSION
Sec. 27. Inhibition Against the Practice of the Teaching Profession. Except as
otherwise allowed under this Act, no person shall practice or offer to practice the teaching
profession in the Philippines or be appointed as teacher to any position calling for a teaching

position without having previously obtained a valid certificate of registration and a valid
professional license from the Commission.
Sec. 28. Penal Provisions. The following shall be punishable by a fine of not less than
Five thousand pesos (P5,000.00) nor more than Twenty thousand pesos (P20,000.00) or
imprisonment of nor less than six (6) months nor more than five (5) years, or both, at the
discretion of the court:cralaw
(a) Any person who practices the teaching profession in the Philippines without being
certified in accordance with the provisions of this Act;
(b) Any person who represents or attempts to use as his own certificate of registration
that of another;
(c) Any person who gives any false, or fraudulent evidence of any kind to the Board or
any member thereof in obtaining a certificate of registration as teacher;
(d) Any person who impersonates any registrant of the same or different name;
(e) Any person who uses a revoked or suspended certificate of registration;
(f) Any person who, in connection with his name, otherwise assumes, uses or advertises
any title or description tending to convey or conveys the impression that he is a teacher
without holding a valid certificate; and
(g) Any person who violates or who abets the violation of any of the provisions of this
Act.
The penalty of fine or imprisonment or both, as provided in this section, shall also apply to
any school official who shall cause or be responsible for the commission of any of the aboveenumerated acts.
Sec. 29. Appropriations. Such sums as may be necessary to carry out the provisions of
this Act shall be included in the 1996 General Appropriations Act and thereafter.
Sec. 30. Implementing Guidelines. The Board shall formulate and adopt the necessary
guidelines for the effective implementation of the provisions of this Act within sixty (60)
days of its approval.cralaw
The Board shall submit to both Committees on Education, Arts, and Culture; and the
Committees on Civil Service and Professional Regulation of the Senate and House of
Representatives, copies of the implementing rules and guidelines within thirty (30) days
after its promulgation.

Any violation of this section shall render the official/s concerned liable under Republic Act
No. 6713, otherwise known as the "Code of Conduct and Ethical Standards for Public
Officials and Employees" and other pertinent administrative and/or penal laws.
Sec. 31. Transitory Provision. All incumbent teachers in both the public and private
sector not otherwise certified as professional teachers by virtue of this Act, shall be given
(5) years temporary certificates from the time the Board for Professional Teachers is
organized within which to qualify as required by this Act and be included in the roster of
professionals.
Provided, however, That the Professional Board Examination for Teachers (PBET) shall still
be administered by the Civil Service Commission and the Department of Education, Culture
and Sports for the year 1995.cralaw
Sec. 32. Separability Clause. If, for any reason, any section or provision of this Act or
the application of such section or provision to any person or circumstance is declared
unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.
Sec. 33. Repealing Clause. All laws, presidential decrees, executive orders, rules and
regulations or parts thereof inconsistent with the provisions of this Act are hereby repealed
or modified accordingly.
Sec. 34. Effectivity Clause. This Act shall take effect after fifteen (15) days following its
complete publication in the Official Gazette or in two (2) newspapers of general circulation.
Signed: December 16, 1994

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