QuestionsQuestions (Republic Act No. 9155)
It is known as the “Governance of Basic Education Act of 2001.”
The State shall protect and promote the right to quality basic education by providing all Filipino children free and compulsory education in the elementary level and free education in the high school level, including alternative learning systems for out-of-school youth and adult learners.
A principle recognizing that every unit in the education bureaucracy has a particular role, task, and responsibility inherent in its office, principally accountable for outcomes, using democratic consultation, and ensuring transparency and accountability with strengthened communication channels.
Governance begins at the national level, and the policy and principles are translated into programs, projects, and services at the regions, divisions, schools, and learning centers (field offices) to fit local needs.
It provides a governance framework setting directions for educational policies and standards; defines roles and responsibilities of field offices and resources for implementation; establishes focused attention for schools and learning centers; encourages local initiatives; and strengthens schools and learning centers as vehicles for quality basic education and community reflection of values.
Basic Education is education intended to meet basic learning needs, including early childhood, elementary and high school education, alternative learning systems for out-of-school youth and adult learners, and education for those with special needs.
A parallel learning system providing a viable alternative to existing formal instruction, encompassing non-formal and informal sources of knowledge and skills.
Formal Education is systematic, deliberate, hierarchically structured sequential learning corresponding to elementary and secondary schooling, usually ending each level with certification for advancement. Non-Formal Education is organized, systematic educational activity outside the formal system to provide selected types of learning to a segment of the population.
The Secretary has overall authority and supervision and is responsible for formulating national educational policies, a national basic education plan, promulgating national standards, monitoring and assessing national learning outcomes, conducting national educational research, enhancing personnel employment/professional competence/welfare, and enhancing learner development through local and national programs/projects.
Among others: defining a regional educational policy framework; developing a regional basic education plan and educational standards; monitoring and assessing learning outcomes; undertaking regionwide research/projects; ensuring compliance with national criteria for staff recruitment/training; formulating the regional budget in coordination with the regional development council; determining division organization components and approving staffing patterns; hiring/placing/evaluating regional office personnel; evaluating superintendents; managing resources and MIS; and approving establishment of schools and learning centers.
Develop and implement division education development plans; manage personnel/physical/fiscal resources and staff development; hire/place/evaluate division supervisors and employees including school heads (subject to the exception noted); monitor utilization of national and LGU funds to schools and learning centers; ensure compliance with quality standards and strengthen division supervisors as subject area specialists; promote awareness/adherence to accreditation standards; supervise operations of public and private schools and learning centers; and perform other assigned functions.
To provide professional and instructional advice and support to school heads and teachers/facilitators; do curriculum supervision; and perform other assigned functions.
Set mission/vision/goals; create an environment conducive to teaching/learning; implement the curriculum and be accountable for higher learning outcomes; develop the school education program and improvement plan; offer equitable programs/projects/services; introduce innovative modes of instruction; manage personnel/physical/fiscal resources; recommend staffing complement; encourage staff development; establish school-community networks and encourage participation of organizations/parents; accept and report donations/grants for specific purposes; and perform other assigned functions.
It requires the creation of promotions boards at appropriate levels to formulate/implement promotion systems; and it specifies that promotion of school heads must be based on educational qualification, merit, and performance rather than the number of teachers/learning facilitators and learners.
The Komisyon ng Wikang Pilipino, National Historical Institute, Record Management and Archives Office, and National Library were attached to the National Commission for Culture and the Arts (NCCA) instead of the Department of Education; the program for school arts and culture remains part of the school curriculum.
All functions/programs/activities of the Department related to sports competition are transferred to the Philippine Sports Commission (PSC); the BPESS is abolished, and its personnel detailed with the PSC are transferred without loss of rank (including plantilla positions). The program for school sports and physical fitness remains part of the basic education curriculum.
The Secretary of Education must promulgate implementing rules within 90 days after approval, and fully implement shared governance within two (2) years after approval of the Act.