CREATING A PRESIDENTIAL COMMISSION TO SURVEY PHILIPPINE EDUCATION

EXECUTIVE ORDER NO. 202

WHEREAS, there is need to assess and improve the educational system to make it responsive to the challenge
of modernization and the goals of national development; and

WHEREAS, such improvement to be effective must be based on an educated appraisal of the performance of
the system in general, with emphasis on qualitative shortages as pertain to deficient management structures,
inability of the system to achieve the goals of human resources development, and the lack of mechanism for
channeling resources;

The objectives of the Survey on Philippine Education are:

1. To analyze the performance of the educational system and its relevance to development goals. Emphasis
should be placed on the system’s capacity to meet human resources development goals, including the
manpower requirements of national development. It shall also ascertain means for improving the efficiency of
the system within the limits of available resources;

2. To recommend specific ways of improving the system with particular emphasis on developing policies and
mechanisms for channelling resources, according to priorities for the purposes of achieving improvement in
the system generally and meeting qualitative needs particularly; and

3. To identify critical areas in Philippine education for more detailed research and study.

The Commission shall have the following functions and responsibilities:

a) Adopt and prescribe the guidelines that will govern the survey proper;

b) Avail of the funds that are, under existing laws, available to support the research activities of the
Department of Education;

c) Solicit, when necessary, such assistance from both government and non-government sources as it may
require in the discharge of its functions;

d) Defray all expenses of the survey, including compensation of all the personnel; and

e) Perform such other acts and things as may be necessary and proper for the discharge of its functions and
responsibilities.

The Chairman shall act for the Commission in all administrative matters including the appointment of the
Survey Director and the staff.

Done in the City of Manila, this 24th day of December, in the year of Our Lord, nineteen hundred and sixty-
nine.

(Sgd.) FERDINAND E. MARCOS

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AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED
SYSTEM OF EDUCATION

I. GENERAL PROVISIONS
CHAPTER 1. Preliminary Matters
Section 1. Title – This Act shall be known as the “Education Act of 1982.”
Sec. 2. Coverage – This Act shall apply to and govern both formal and non-formal systems in public and
private schools in all levels of the entire educational system.
CHAPTER 2. Declaration of Basic State Policy and Objectives
Declaration of Basic Policy – It is the policy of the State to established and maintain a complete, adequate and
integrated system of education relevant to the goals of national development. Toward this end, the
government shall ensure, within the context of a free and democratic system, maximum contribution of the
educational system to the attainment of the following national developmental goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To ensure 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 a changing world.
Declaration of Objectives – The educational system aim to:
1. Provide for a broad general education that will assist each individuals in the peculiar ecology of his own
society
2. Train the nation’s manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of knowledge for
improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of educational
planning and evaluation.
II. THE EDUCATIONAL COMMUNITY
“Educational community” refers to those persons or groups of persons as such or associated in institutions
involved in organized teaching and learning systems.
The members and elements of the educational community are:
1. “Parents” or guardians or the head of the institution or foster home which has custody of the pupil or
student.
2. “Students,” or those enrolled in and who regularly attend and educational institution of secondary or higher
level of a person engaged in formal study. “Pupils,” are those who regularly attend a school of elementary
level under the supervision and tutelage of a teacher.
3 “School personnel,” or all persons working for an educational institution, which includes the following:
a. “Teaching or academic staff,” or all persons engaged in actual teaching and/or research assignments, either
on full-time or part-time basis, in all levels of the educational system.
b. “School administrators,” or all persons occupying policy implementing positions having to do with the
functions of the school in all levels.
c. “Academic non-teaching personnel,” or those persons holding some academic qualifications and
performing academic functions directly supportive of teaching, such as registrars, librarians, research
assistants, research aides, and similar staff.
d. “Non-academic personnel,” or all other school personnel not falling under the definition and coverage of
teaching and academic staff, school administrators and academic non-teaching personnel.

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4. “Schools,” or institutions recognized by the State which undertake educational operations.
CHAPTER 2
Rights of Parents – In addition to other rights under existing laws, all parents who have children enrolled in a
school have the following rights:
1. The right to organize by themselves and/or with teachers for the purpose of providing a forum for the
discussion of matters relating to the total school program, and for ensuring the full cooperation of parents
and teachers in the formulation and efficient implementation of such programs.
2. The right to access to any official record directly relating to the children who are under their parental
responsibility.
Right of Students in School – In addition to other rights, and subject to the limitation prescribed by law and
regulations, and student and pupils in all schools shall enjoy the following rights:
1. The right to receive, primarily through competent instruction, relevant quality education in line with
national goals and conducive to their full development as person with human dignity.
2. The right to freely choose their field of study subject to existing curricula and to continue their course
therein up to graduation, except in cases of academic deficiency, or violation of disciplinary regulations.
3. The right to school guidance and counseling services for decisions and selecting the alternatives in fields of
work suited to his potentialities.
4. The right of access to his own school records, the confidentiality of which the school shall maintain and
preserve.
5. The right to the issuance of official certificates, diplomas, transcript of records, grades, transfer credentials
and other similar documents within thirty days from request.
6. The right to publish a student newspaper and similar publications, as well as the right to invite resource
persons during assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective channels of communication with
appropriate academic channels and administrative bodies of the school or institution.
8. The right to form, establish, join and participate in organizations and societies recognized by the school to
foster their intellectual, cultural, spiritual and physical growth and development, or to form, establish, 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 own he organizations or
societies.
Rights of all School Personnel – In addition to other rights provided for by law, the following rights shall be
enjoyed by all school personnel:
1. The right to free expression of opinion and suggestions, and to effective channels of communication with
appropriate academic and administrative bodies of the school or institution.
2. The right to establish, join and maintain labor organizations and/or professional and self-regulating
organizations of their choice to promote their welfare and defend their interests.
3. The right to be free from involuntary contributions except those imposed by their own organizations.
Special Rights and/or Privileges of Teaching or Academic Staff – Further to the rights mentioned in the
preceding Section, every member of the teaching or academic staff shall enjoy the following rights and/or
privileges:
1. The right to be free from compulsory assignments not related to their duties as defined in their
appointments or employment contracts, unless compensated therefor, conformably to existing law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge of lawful duties and responsibilities,
and shall, therefore, be accorded due respect and protection.

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4. Teachers shall be accorded the opportunity to choose alternative career lines either in school
administration, in classroom teaching, or others, for purposes of career advancement.
CHAPTER 3
Duties and Obligations
Duties of Parents. – In addition to those provided for under existing laws, all parents shall have the following
duties and obligations:
1. Parents, individually or collectively, through the school systems, shall help carry out the educational
objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and shall strive to enable
them to obtain secondary and higher education in the pursuance of the right formation of the youth.
3. Parents shall cooperate with the school in the implementation of the school program curricular and co-
curricular.
Duties and Responsibilities of Students – In addition to those provided for under existing laws, every student
shall:
1. Exert his utmost to develop his potentialities for service, particularly by undergoing an education suited to
his abilities, in order that he may become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and abide by the
rules and regulations governing his academic responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by observing the rules and discipline, and by
exerting efforts to attain harmonious relationships with fellow students, the teaching and academic staff
and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in the social,
economic and cultural development of his community and in the attainment of a just, compassionate and
orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement or violation of
the public welfare and of the rights of others.
Teacher’s Obligations – Every teacher shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy,
goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning objectives in pursuance of
national development goals within the limits of available school resources.
3. Render regular reports on performance of each student and to the latter and the latter’s parents and
guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement and maintain
professionalism in his behavior at all times.
5. Refrain from making deductions in students’ scholastic rating for acts that are clearly not manifestations of
poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual, cultural and political change in
his school and the community within the context of national policies.
School Administrators’ Obligations – Every school administrator shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals
and objectives of the school.
2. Be accountable for the efficient and effective administration and management of the school.

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 3. Develop and maintain a healthy school atmosphere conducive to the promotion and preservation of
academic freedom and effective teaching and learning, and to harmonious and progressive school-
personnel relationship.
4. Assume and maintain professional behavior in his work and in dealing with students, teachers, academic
non-teaching personnel, administrative staff, and parents or guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and non-academic staff on their
actual performance in relation to their expected performance and counsel them on ways of improving the
same.
6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in disciplining his
teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry of Education, Culture and Sports.
III. THE EDUCATIONAL SYSTEMS
CHAPTER 1
Formal Education
Formal Education” refers to the hierarchically structured and chronologically graded learning organized and
provided by the formal school system and for which certification is required in order for the learner to
progress through the grades or move to higher levels.
CHAPTER 2
Non-Education and Specialized Educational Services
Specialized Educational Service – The State further recognizes its responsibility to provide, within the context
of the formal education system, services to meet special needs of certain clientele. These specific types, which
shall be guided by the basic policies of the State embodied in the General Provisions of this Act, include:
1. “Work Education,” or “Practical Arts,” as a program of basic education which aims to develop the right
attitudes towards work; and “technical-vocational education,” post-secondary but non-degree programs
leading to one, two, or three year certificates in preparation for a group of middle-level occupations.
2. “Special Education,” the education of persons who are physically, mentally, emotionally, socially, or
culturally different from the so-called “normal” individuals that they require modification of school
practices/services to develop them to their maximum capacity; and
3. “Non-formal Education,” any organized school-based educational activities undertaken by the Ministry of
Education, Culture and Sports and other agencies aimed at attaining specific learning objectives for a
particular clientele, especially the illiterates and the out-of-school youth and adults, distinct from and outside
the regular offerings of the formal school system.
CHAPTER 3
Establishment of Schools
Establishment of Schools – All schools shall be established in accordance with law. The establishment of new
national schools and the conversion of existing schools from elementary to national secondary or tertiary
schools shall be by law: Provided, that any private school proposed to be established must incorporate as an
non-stock educational corporation in accordance with the provisions of the Corporation Code of the Philippines.
Definition of Terms – The terms used in this Chapter are defined as follows:
1. “Schools” are duly established institutions of learning or educational institutions.
2. “Public Schools” are educational institutions established and administered by the government.
3. “Private Schools” are educational institutions maintained and administered by private individuals or
groups.

EDCOM stands for the Congressional Commission on Education to Review and Assess Philippine
Education. It was created by a Joint Resolution of the Eight Philippine Congress on the 17th of June in 1990.

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 The Commission dwelled on both intensive and extensive research studies to identify the real situation of the
education in the country. They utilized both qualitative and quantitative method of research to gather
necessary data and information. They consulted every components of the stakeholders group, involving
parents, teachers, school administrators, Department of Education, Culture and Sports (DECS) officials,
business sector, and Local Government Units (LGUs), up to Non-government organizations, civic
organizations, religious leaders, workers and the marginalized sectors (e.g. farmers). The aim was to elicit
common concerns and issues about the current educational set-up, participants’ assessment of the school’s
performance, quality of educational programs & services, and their suggestions to revolutionize the system.

EDCOM recommended the following reforms:

1. The prioritization of basic education by to ensure the then Department of Education, Culture and Sports’
(DECS) undivided attention to this sector;

2. The development of alternative learning modes especially for literacy acquisition;

3. The use of the mother tongue as language of learning from Grades 1 to 3, with Filipino gradually becoming
the medium of instruction in basic education and English a subsidiary medium of instruction in later years;

4. The expansion and enrichment of technical/vocational education;

5. The strengthening of pre-service teacher education and provision of incentives to make the rewards of
teaching commensurate to its importance as a career;

6. Professionalization of teachers and teaching with licensure exams and increase in the basic minimum wage
salary;

7. Support for both public and private education;

8. The facilitation of planning, delivery, and education financing and training by industry, workers, teachers,
parents and local governments;

9. Greater access of poor children to all levels of education;

10. More cost-effective public college and university education with curricular programs that are relevant to
the communities they serve;

11. The search for new sources of funds (including taxes) to finance basic education;

12. Strengthening graduate education and research;

13. Creation of Commission on Higher Education (CHED) to be the main body

14. The restructuring of the Department of Education, Culture and Sports’ (DECS), now Department of
Education (DepEd), to ensure clearer program focus, rational resource allocation and realistic planning.

PRESIDENTIAL COMMISSION ON EDUCATIONAL REFORM (PCER)

WHEREAS, in the early 1990's, the Congressional Commission on Education (EDCOM) submitted its
findings to the Philippine Congress on the education system and made several policy recommendations.
Most of those policy recommendations have been translated into educational laws but other important
recommendations remain to be acted upon;
WHEREAS, it has been more than five years since the EDCOM's report and recommendation, and
many important changes have taken place since then in education, culture and science;
WHEREAS, the PCER is a multi-sectoral body comprised of representatives from government line
agencies, public and private schools at all levels, teachers, private industry, NGOs, and other concerned
sectors;

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Section 1. Presidential Commission on Educational Reform (PCER)

There is hereby established the Presidential Commission on Educational Reform (PCER), under the
Office of the President, which shall be a multi-sectoral body comprised of representatives from
government line agencies, the University of the Philippines, the Open University - University of the
Philippines; public and private schools at all levels; teachers; the agriculture and industry sectors; the
information technology sector; state colleges and universities; and other concerned sectors.

Sec. 2. Structure
a. The Commission will be chaired by a person with outstanding record in education and of
proven integrity appointed by the President for the duration of the life of the Commission.

b. There will be a Secretariat, headed by a full-time Executive Director for the purpose, housed
within DECS, and staffed by individuals seconded by DECS, CHED and TESDA.

c. There will be a working committee to assist the Executive Director in the design and conduct of
the education sector analysis composed of a senior representative of concerned Departments, agencies
and private sector constituencies.

Sec. 3. Coverage
The Commission shall be given one year to define a comprehensive and a budget-feasible program of
reform in the following areas:

1. Curricula, teaching methods, instructional media, education technologies, textbooks, language

2. Modernization of science laboratories, improvement of science and mathematics education and the
feasibility of establishing regional centers of excellence in science education.

3. Upgrading of computer classrooms, computing facilities and internet access in all schools that
meet eligibility standards for administering such programs.

4. Expansion, modernization and standardization of our vocational and technical institutions,

5. Distance learning and continuing education programs, especially for adults and out-of-school
youth, with a view towards possible eventual accreditation.

6. Tuition financing schemes intended to bring the effective purchasing power of students in line
with the real costs of tertiary education.

7. Other priority areas of concern in education that arise from the research and consultations
conducted by the Commission.

References:

Reyes, Vicente (2016) Mapping the Terrain of Educational Reform. The Head Foundation. ISBN: 978-1-138-80699-3

Mendoza, Ronald (2019) Budget Reform in the Philippines: Making the budget a tool for National Transformation. Anvil
Publishing.

Presented by: Estrellado, Carie Justine P.

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