Title
IRR of RA 11713 on Excellence in Teacher Education
Law
Irr Of Republic Act No. 11713
Decision Date
May 26, 2023
The Implementing Rules and Regulations (IRR) of Republic Act No. 11713 establishes a comprehensive framework for the implementation of the Excellence in Teacher Education Act, including the creation of a Teacher Education Council, Teacher Education Centers of Excellence, and the National Educators' Academy of the Philippines, as well as provisions for scholarships, appointment processes, policy review, and reporting requirements.
teacher education
teacher education council
scholarship program
A

Legal basis and declared policy

  • The IRR implement RA No. 11713 and institutionalize a system for excellence in teacher education through the Teacher Education Council and related programs and structures.
  • RA No. 11713 is framed as strengthening teacher education by enhancing the Teacher Education Council, establishing a Teacher Education Scholarship Program, institutionalizing the National Educators Academy of the Philippines, and appropriating funds, while amending Republic Act No. 7784.
  • The declared policy is to protect and promote the right of all citizens to quality education at all levels and to make education accessible and relevant to all.
  • The policy recognizes that teachers are key to effective teaching-learning processes and that school leaders support teachers by fostering a culture for enthusiastic, independent learners committed to lifelong learning.
  • The State shall ensure and enhance quality education and training of teachers nationwide by establishing a scholarship program for deserving teacher education students and for teachers and school leaders pursuing graduate degrees.

Key definitions for teacher education governance

  • “Council” means the Teacher Education Council institutionalized in RA No. 11713.
  • “Teacher” means a qualified person to practice teaching under the law and engaged in teaching any subject, including technical-vocational (Tech-Voc) at the basic education level in public or private basic education institutions; this may include teachers who may not actually be employed as such.
  • “Teacher Education” means formal pre-service and in-service education and training, including graduate education, undertaken by pre-service teachers and teachers in various specialization areas.
  • “Teacher Education Institutions (TEIs)” are higher education institutions recognized by the CHED offering teacher education degree programs and certificates in teaching programs (or their equivalent), as approved by CHED.
  • “Teacher Education Programs” are recognized academic programs (including undergraduate/graduate degrees and certificate of teaching education or its equivalent) enabling pre-service teachers to meet entry requirements into teaching and providing in-service teachers knowledge, skills, and practical experience.
  • “Teacher Education-COE” means a public or private college, institution, school, or agency satisfying the criteria for Centers of Excellence, engaged in providing academic training for formal and nonformal pre-service and continuing education, with an excellent track record in teacher education and other specified factors.
  • “In-service Education” covers professional development training given to education personnel, including formal and informal activities developing skills, knowledge, and expertise in teaching.
  • “Pre-Service Teacher Education Programs” refer to undergraduate degrees and certificates of teaching with mandatory curriculum and practicum specifications.
  • “Administration of Licensure Examination” covers the preparatory, conduct, and post-activity phases required by PRC, including creation of Table of Specifications (TOS), test question formulation, peer review and editing, encoding, random extraction, conduct, correction, item analysis, rating, and release of results.
  • “Professional Standards” are the set of standards established by DepEd and other standards setting expectations for teachers and school leaders across career stages; the Council ensures integrity through rigorous reviews after five (5) years from effectivity of the Act and every five (5) years thereafter or within a shorter period as deemed necessary.
  • “School Leaders” cover specified public and private school managerial and supervisory positions, including head teachers, department heads, principals and assistant principals, regional and division supervisors/superintendents/directors and equivalents in the private system.

Teacher Education COEs and their operations

  • The Council shall identify, designate, establish, or develop one or more Teacher Education-COEs in strategic places for each region of the country, based on the Act’s criteria and assessed and adjudged by the Council.
  • Additional Teacher Education-COEs may be established at the provincial level if the need arises.
  • At least one (1) TEI each in Luzon, Visayas, and Mindanao, and in Metro Manila, Metro Cebu and Metro Davao, shall be established as a Center of Excellence in Special Needs Education.
  • Teacher Education-COEs are evaluated using criteria including: qualified and experienced faculty with integrity and excellence; well-selected students manifesting talent and commitment for teaching; adequate library/research/study facilities; competent administrative/support staff; innovative curriculum development/instruction/mentoring/research; adequate student services and development programs; relevant extension services/linkages/outreach; and measurable outcomes such as pass rates in licensure examinations for teachers and career pursuit in teaching and education leadership.
  • Each designated Teacher Education-COE shall be reviewed and evaluated every three (3) years to ensure continued possession of prescribed criteria.
  • The Council shall form a Teacher Education-COEs national network, engaging elementary schools and high schools and/or parts thereof for laboratory school purposes while developing shared vision, commitment, and mutual respect.
  • A Teacher Education-COE shall conduct innovative and relevant pre-service and in-service teacher education and/or NEAP-recognized training programs, including alternative delivery programs, to produce teachers who provide quality education to learners.
  • A Teacher Education-COE shall also coordinate collaborative research in identified areas, serve as a teacher resource center for curricular/instructional materials, act as a central learning hub in the region, provide professional assistance to TEIs (including mentoring for quality assurance pathways and accreditation acceleration), encourage mutual support among TEIs, and promote research standards and publication practices using ISSN-bearing local or international refereed/indexed journals.

Teacher Education Council: composition and powers

  • The Teacher Education Council has nine (9) members.
  • The Council and its Secretariat are attached to the DepEd solely for budgetary coordination and related purposes.
  • The Council includes ex officio members: the Secretary of the DepEd (Chairperson), the Chairperson of CHED (Vice-Chairperson), the Director-General of TESDA, the Executive Director of NCCA, and the Chairperson of the PRC.
  • The Council includes regular members appointed by the President based on integrity, willingness to serve, and relevant education-sector expertise, consisting of representatives from: (1) a national teacher representative from a public basic education institution; (2) an organization of deans of colleges of education, professional teachers and educators; (3) a national organization of private basic education institutions; and (4) a national organization composed of school leaders from public or private basic education institutions.
  • Council members serve without compensation but are reimbursed for actual and necessary expenses incurred in performing duties.
  • The Council meets at least four (4) times a year, and additional meetings may be called by the Chairperson or by a majority of Council members.
  • Ex officio members may designate authorized representatives to attend quarterly meetings at least at Undersecretary level (or equivalent).
  • Regular members hold office for three (3) years and may be reappointed once for another three (3) years.
  • The Council shall implement the Act and exercise powers and functions including establishing a roadmap for teacher education, submitting it to CHED for inclusion in the national higher education roadmap.
  • The Council shall strengthen the link between pre-service and in-service education programs by collaborating with government agencies and stakeholders, including NEAP.
  • The Council shall set and mandate basic requirements for teacher education programs, monitor and quality assure compliance, and ensure minimum requirements are implemented by CHED through TEIs.
  • TEIs must train Pre-Service Teachers (PSTs) on Professional Standards before graduating.
  • The Council shall identify and designate among existing public and private TEIs those that will serve as Teacher Education-COEs for CHED supervision, monitoring, and regulation.
  • The Council shall uphold integrity of professional standards by formulating evidence-based policies and standards and prescribing a national examination to determine eligibility for admission into recognized TEI pre-service programs and any successive pre-qualifying examination to check knowledge, skills, and readiness prior to the licensure examination for teachers.
  • The Council shall formulate guidelines ensuring validity of incorporating professional standards into national screening for teachers and school leaders, including filing/submission requirements, schedules, and fees.
  • In collaboration with TESDA, practice teaching of pre-service teachers under Tech-Voc programs may be conducted in Technical Vocational Institutions (TVI) to develop necessary skills.
  • The Council shall establish recognition policies affirming career stages of teachers and school leaders based on professional standards and maintain a pool of national assessors for such recognition.
  • The Council shall set and monitor systematic requirements for quality and uniformity in career-stage recognition and link professional standards across professional life.
  • The Council shall establish a national incentive policy system—implemented by the UniFAST Board—in the form of scholarships, grants-in-aid, loan programs, subsidies, stipends, and other similar benefits to attract outstanding basic education graduates and tertiary students (including those outside education progr
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