Strengthening Teacher Education, Scholarships

Amendments to Republic Act No. 7784

Section 1 amends Republic Act No. 7784, which is retitled as the “Excellence in Teacher Education Act.”
Section 1 expands teacher education governance and teacher education quality assurance by strengthening the Teacher Education Council functions and institutionalizing the National Educators’ Academy of the Philippines (NEAP).
Section 1 amends the Declaration of Policy to emphasize quality education, equitable access, modern and dynamic systems, and professional growth for teachers and school leaders.
Section 1 amends definitions, coverage, and the Teacher Education-COE system, including review and evaluation cycles.
Section 3 repeals Republic Act No. 7784 and all other inconsistent issuances, to the extent of inconsistency, while the operating provisions effectively govern teacher education under the strengthened framework.

Policy, purpose, and declared State vision

The State declares policy to protect and promote the right of all citizens to quality education and to make such education accessible and relevant.
The State recognizes the teacher as the key to effective teaching-learning processes, drawing out and nurturing learners as human beings and citizens.
The State recognizes school leaders’ role in supporting teachers by fostering an environment for effective teaching and a school culture that develops enthusiastic, independent learners committed to lifelong learning.
The State commits to ensuring and enhancing the quality education and training of teachers nationwide by establishing a scholarship program for deserving students in teacher education degree programs and incentives for teachers and school leaders pursuing graduate degree programs.
The State uses the national leadership of the Teacher Education Council to build teacher and school-leader development rooted in integrity, competence, and continuing professional growth.
The State mandates a coherent link between pre-service and in-service education and training, supported by evidence-based systems and professional standards.

Definitions and core coverage

“Excellence” means the efficient, effective and innovative delivery of relevant, functional, and quality programs in teacher education, training, curriculum development, instruction, research and extension services.
“Formal education” means systematic and deliberate process of hierarchically structured and sequential academic learning from kindergarten to graduate education.
“In-service education” means any professional development training given to education personnel, including formal and informal activities that develop an individual’s skills, knowledge, and expertise in the teaching profession.
“Nonformal education” means any organized and systematic educational activity undertaken outside the formal education system framework to provide selected types of learning to a segment of the population.
“Other teaching-related personnel” refers to those who perform teaching-related functions such as guidance counselors and librarians, and other personnel to be determined by the Council.
“Para-teachers” refers to those who took the licensure examination for teachers but were unable to qualify and were issued by the Board for Professional Teachers a special permit indicating their area of assignment where there is shortage or absence of a professional teacher.
“Pre-service teacher education programs” refers to undergraduate degrees and certificates of teaching covering mandatory curriculum and practicum specifications.
“Pre-service teachers” refers to students enrolled in a teacher education degree program offered by TEIs.
“Professional standards” refers to the standards established and used by DepEd that set expectations of professional practice for teachers and school leaders across their career stages, used as a basis for learning and development programs and as a benchmark for selection and promotion, with Council review after five (5) years from effectivity and every five (5) years thereafter or earlier if the Council deems it necessary.
“School leaders” refers to officials in public and private basic education systems performing managerial and supervisory roles at their respective governance levels, including roles in both public and private systems.
“Teacher” refers to a person qualified to practice teaching under the law and engaged in teaching any subject, including Technical-Vocational (Tech-Voc), at the basic education level in all private or public basic education institutions, including those who may not actually be employed as such.
“Teacher education” refers to formal pre-service and in-service education and training, including graduate education, in various specializations for pre-service teachers and teachers.
“Teacher Education Center of Excellence (Teacher Education-COE)” refers to a public or private college, institute, school or agency (by itself or within a university or college) engaged in providing academic training for formal and nonformal pre-service and continuing education, maintaining an excellent track record in teacher education and other specified capacities and criteria.
“Teacher Education Institutions (TEIs)” refers to higher education institutions recognized by CHED offering teacher education degree programs and certificates in teaching programs (or equivalents), as approved by CHED.
“Teacher education programs” refers to recognized academic programs (undergraduate and graduate degree programs, including certificate of teaching education or equivalent) that enable entry into teaching and strengthen professional practice through knowledge, skills, and practical experience.
“Teacher educators” refers to those in the education sector who educate pre-service and in-service teachers.
The Act applies to teachers and school leaders in all public and private basic education institutions, and to all public and private TEIs.

Teacher Education-COEs: designation, criteria, network, review

Teacher Education-COEs must be identified, designated, established or developed in strategic places in each of the regions of the country, assessed and adjudged by the Council.
Certain Teacher Education-COEs at the provincial level may be established, identified, or developed when needed.
At least one (1) TEI from Luzon, Visayas, and Mindanao, and in Metro Manila, Metro Cebu and Metro Davao, must be established as a Teacher Education-COE.
At least one (1) Teacher Education-COE in Special Needs Education must be established in Metro Manila, Metro Cebu and Metro Davao (in addition to the requirement for at least one TEI in each of Luzon, Visayas, and Mindanao).
Teacher Education-COE identification criteria include highly qualified faculty with integrity and best practices; well-selected students; adequate library/research/study facilities; competent administrative/support staff; innovative curriculum/instruction/mentoring/research; adequate student services and development programs; relevant extension/linkage/outreach services; licensure examination pass and teaching-career pursuit percentages; graduate professional leadership outcomes; and other criteria operationalized by the Council.
Teacher Education-COEs must form a national network and must engage with elementary schools and high schools (or a part thereof) for laboratory purposes.
Any designated Teacher Education-COE must be reviewed and evaluated every three (3) years to ensure continuing possession of required criteria.

Teacher Education-COE functions

A Teacher Education-COE must conduct innovative and relevant pre-service and in-service teacher education and training, including alternative delivery programs, to ensure access, continuity of learning, and system resilience while producing teachers for quality education.
A Teacher Education-COE must organize and coordinate collaborative research on identified teacher-education areas to improve teacher education programs, policies, standards, and guidelines.
A Teacher Education-COE must serve as a teacher resource center for the development of curricular and instructional materials.
A Teacher Education-COE must act as the central node for networking specific disciplines in teacher education in the region.
A Teacher Education-COE must provide professional assistance to TEIs, including mentoring them in pathways for quality assurance and expediting accreditation.
A Teacher Education-COE must encourage mutual support among TEIs in the region for program upgrading and improvement.
A Teacher Education-COE must develop high standards of conduct in research and innovation, publish research papers in local or international refereed journals, and facilitate accessibility and dissemination to TEIs and concerned agencies.
A Teacher Education-COE must participate in developing and implementing a national teacher-education research agenda covering priority areas for continuous enhancement, training, and development for local and international research and publication.

Teacher Education Council: composition and powers

The Teacher Education Council (Council) is composed of nine (9) members.
The Council and its Secretariat are attached to DepEd solely for budgetary coordination and related purposes.
The Council has ex officio members: the Secretary of the DepEd (Chairperson); the Chairperson of the CHED (Vice-Chairperson); the Director-General of TESDA; the Executive Director of NCCA; and the Chairperson of PRC.
The Council has regular members appointed by the President based on integrity, willingness to serve, and education-sector expertise: one teacher representative from a public basic education institution; one representative from an organization of deans of colleges of education/professional teachers/educators; one representative from a national organization of private basic education institutions; and one representative from an organization composed of school leaders in public or private basic education institutions.
Council members serve without any compensation but are reimbursed for actual and necessary expenses incurred in carrying out duties under the Act.
The Council must meet at least four (4) times a year, and may meet at the call of the Chairperson or upon call by a majority of members.
Regular Council members serve for three (3) years and may be reappointed once for another three (3) years.
The Council must implement the Act and exercise these key powers and functions:
- Establish a roadmap for teacher education and submit it to CHED for inclusion in the national higher education roadmap.
- Strengthen the link between pre-service and in-service programs through collaboration with relevant agencies and stakeholders, including NEAP.
- Set and mandate basic requirements for teacher education programs, monitor and quality assure compliance, ensure implementation through CHED, and maintain a link to professional standards, research, and international best practices.
- Identify and designate Teacher Education-COEs among existing TEIs for CHED supervision, monitoring, and regulation; and formulate a strategic plan to develop Teacher Education-COEs in every region and province.
- Uphold professional standards integrity through evidence-based policies and standards for teacher education and training, including prescribing a national examination for eligibility for admission into recognized TEI pre-service programs and any successive pre-qualifying examination to determine knowledge, skills, and readiness before licensure.
- Establish policies implementing career-stage recognition affirming professional standards, including maintaining a pool of national assessors.
- Set and monitor systematic requirements for quality and uniformity of career-stage recognition processes and link professional standards across professional life.
- Establish a policy for incentives (scholarships, grants-in-aid, loan programs, subsidies, stipends, and similar benefits) to be implemented by the UniFAST Board to attract outstanding basic education graduates from public/private schools and tertiary students in non-education programs to pursue teacher education and to encourage teachers to pursue graduate degrees; applicants who benefited from other incentives under existing laws are ineligible to avail incentives under this Act.
- Systematically monitor, evaluate, and report on implementation of professional standards, including professional development programs offered by NEAP or other providers, to promote exemplary practices.
- Ensure that teacher professionalization aligns with professional standards and the Philippine Qualifications Framework; incorporate stakeholder feedback mechanisms for enhancing pre-service teacher education in TEIs; and conduct comprehensive analysis of factors affecting graduates’ performance.
- Guarantee transparency of licensure examinations by requiring PRC to release the most recent licensure examination questions and corresponding answers immediately after administration, and to release item analyses and other relevant test statistics to the Council.
- Recommend to TEIs and HEIs strategies to implement Republic Act No. 10647 (Ladderized Education Act of 2014) for educational and career advancement, including for para-teachers and learning support aides (persons who work with teachers and contribute to learning opportunities promoting achievement and progression).
- Recommend to DepEd and CHED strategies and policies to attract and recruit outstanding high school graduates into education degrees and ensure seamless transition from higher education to teaching employment; allow recruitment of other qualified professionals from different fields subject to existing laws, rules, and regulations.
- Undertake and share teaching and school leadership research as a central repository of literature on teacher education, and conduct relevant studies (directly or through third parties) for policy formulation and for successful implementation of plans, programs, and projects under the Act.
- Create, reorganize, or abolish Secretariat offices and form committees for advice or assistance related to Council functions.
- Encourage consortia and cooperative arrangements among TEIs for efficiency and economy in resource use.
- Review existing policies and recommend new legislation and policies to continuously improve teacher education and promote welfare of teachers and school leaders.
- Call upon departments, bureaus, offices, government corporations, LGUs, and other concerned agencies for assistance in matters within their mandates.
- Maintain a list of all TEIs in coordination with CHED.
- Promulgate rules and regulations and exercise other necessary powers to carry out Act purposes.

Advisor, Secretariat, scholarships, incentives

The Philippine Normal University (the designated National Center for Teacher Education under Republic Act No. 9647) serves as advisor to the Council by providing research-based, strategic, innovative recommendations and technical support on teacher education.
The Secretariat assists the Council in executing policies and programs and provides administrative and technical support.
The Secretariat is headed by an Executive Director with general supervision and control over technical and administrative personnel of Secretariat offices, and assisted by a Deputy Executive Director coordinating and overseeing regional operations.
The Council fixes the Secretariat staffing pattern and determines qualifications, functions, and compensation schemes, and prepares the budget for operationalization.
The Secretariat initially has these offices:
- Quality Pre-service Teacher Education Office: coordinate resource-sharing and best practices with TEIs; conduct study and evaluation for intelligent assessment of the licensure examination content for teachers; and perform other assigned functions.
- Quality Teaching Office: ensure fair and consistent application of professional standards; recommend policies for a National Career Assessment Program; assist in evaluation of teacher proficiency and certification of career stages; coordinate research studies and development of proficiency-enhancing materials; and perform other assigned functions.
- Finance and Administration Office: oversee finance and operations and human-resources functions, and perform other assigned functions.
A Teacher Education Scholarship Program (TESP) must be established under the Act for deserving basic education graduates (public and private) and tertiary students to pursue undergraduate teacher education degree programs in all Teacher Education-COEs, implemented by the UniFAST Board.
The TESP financial assistance includes, depending on student needs:
- Free tuition and other school fees
- Allowance for prescribed books, supplies and learning materials
- Research support grant
- Clothing or uniform allowance
- Allowance for dormitory or boarding house accommodation
- Transportation allowance
- Thesis/dissertation/project allowance
- Research publication fee, if applicable
- Licensure examination review fees
- Licensure fees
- Other education-related miscellaneous subsistence or living allowances
The Council must incorporate into its incentive policy the TESP eligibility criteria and conditions for acceptance and disqualification, in addition to UniFAST Board minimum requirements and conditions.
TESP scholars must be prevented from availing of incentives under existing laws; grantees of other incentives under existing laws are prohibited from availing incentives under the TESP.
A Student Incentives Support Office must be established to attract and encourage top students to the teaching profession and to establish a scholarship program for qualified students implemented by the UniFAST Board.
The Student Incentives Support Office must:
- In coordination with DepEd, develop an annual implementation plan including teacher demand analysis and a recruitment campaign for incoming undergraduate students and program shifters to take teaching education programs.
- Establish annual career talks through partnerships with private and public basic education schools to orient and encourage top-caliber students to join the teaching profession.
- Provide screening guidelines for highly competent faculty and professionals from TEIs as mentors for pre-service teachers.
- Establish and maintain a scholarship program for deserving students pursuing undergraduate teacher education degree programs, including:
  - Developing and conducting an annual competitive examination and qualification standards for incoming undergraduate students to grant full benefits of the TESP.
  - Monitoring and ensuring TESP scholars complete courses only in private or public TEIs designated as COEs.
  - Coordinating with regional offices to ensure regional support and coordination in TESP implementation.
  - Ensuring TESP scholars are mentored by highly competent faculty and professionals throughout their study.
  - Promulgating and periodically reviewing for Council approval the qualification criteria for scholars and mentors.

Appointments, review, coordination, and LGU participation

The Executive Director of the Secretariat is appointed by the Chairperson of the Council upon concurrence of members.
The Executive Director has a fixed term of five (5) years, unless sooner removed by concurrence of the Council, and is ineligible for reappointment.
The Executive Director must have at least ten (10) years of teaching practice, at least a master’s degree in education or related field, and must have contributed to improvement of teacher quality or teacher education.
The Executive Director has the rank, privileges, and emoluments of an Executive Director V.
The selection of the Deputy Executive Director and Directors is done by the Council under Civil Service career executive services rules, standards, and procedures on selection and classification, and follows the Compensation and Position Classification System subject to DBM review and approval.
The Secretary of DepEd, the Chairperson of CHED, and the President of the NEAP must conduct a comprehensive review and assessment of DepEd and CHED teacher education policy implementation every five (5) years.
The Council must closely coordinate with key agencies through annual reporting obligations:
- DepEd provides annual reports on learner development and needs, competencies/learning areas requiring attention, international assessment performance, hiring and performance of teachers, training and career development of teachers, evaluation of professional learning course quality, and other information the Council needs.
- CHED provides annual reports on TEI status and performance, teacher education curriculum development, TEI admissions and student performance, potential TEIs for COE designation, faculty performance, researches conducted and published, institutions applying for recognition, non-performing TEIs, and other matters for Council attention.
- PRC provides annual reports and analysis of professionalization, including licensure exam content and results, periodic merit exam results for teachers, TEI passing rates, and other requested matters relevant to teacher education improvement and development.
- TESDA provides annual reports on Tech-Voc program development and Tech-Voc industries, status and performance of public and private TESDA-accredited institutions, employability and performance of senior high learners in the Tech-Voc track, and other required information.
- NCCA provides annual reports on development in creative industries, indigenous industries, and matters relevant to social sciences/history/national heritage/creative arts.
- UniFAST Board, in coordination with CHED and the Council, implements TESP, and provides annual reports on scholarships and other financial assistance, number of beneficiaries and Teacher Education-COEs involved, and other relevant information required by the Council.
Local government units must include in their plans, programs, and projects development and improvement of teacher education through Teacher Education-COEs in their respective regions.

NEAP institutionalization and functions

NEAP is institutionalized to provide quality professional development programs on teacher education to in-service teachers, school leaders, and other teaching-related personnel in all public and private basic education institutions, using a world-class evidence- and research-based approach.
NEAP is a component unit of DepEd and is headed by an Executive Director appointed by the President upon recommendation of the Secretary of DepEd.
The Secretary of DepEd establishes NEAP’s organizational structure, fixes the staffing pattern, and determines qualifications, functions, and compensation for positions to be created.
NEAP must collaborate with the Council to promote coherence and continuity between pre-service and in-service education and training.
NEAP must design and implement professional development programs that improve teaching expertise and effective school leadership across a career in accordance with professional standards.
NEAP must coordinate, oversee, and monitor NEAP-recognized courses, seminars, workshops, and other professional development programs provided by DepEd units and public or private universities, colleges, and training institutions.
NEAP must conduct research and evaluation on effectiveness of professional development programs it provides under its coordination and recognition functions.
NEAP must ensure equitable access to professional development programs for teachers and school leaders.
NEAP must provide scholarships and fellowships for in-service teachers, school leaders, and other teaching-related personnel in public basic education institutions to pursue advanced studies in specialized fields, subject to corresponding service obligations.
NEAP must ensure an effective link between professional development and career progression by developing and maintaining a professional development information system containing recognized programs, providers, and the list of eligible personnel attending with corresponding professional development credit units earned.
NEAP must strengthen collaboration with learning service providers and other stakeholders in providing professional development programs.
NEAP must coordinate with PRC for recognition or accreditation of its programs in compliance with continuing professional development requirements.
NEAP must collaborate with TEIs in delivering professional development programs.
NEAP must charge reasonable fees for use of its facilities and for participation in professional development programs not adequately funded from DepEd’s budget.
NEAP must receive in trust legacies, gifts, and donations of real and personal properties of all kinds, and must record these in a special account or fund other than the general fund known as the NEAP Fund, administered exclusively for NEAP benefit or for aid to teachers and other teaching-related personnel for in-service professional development, subject to DepEd guidelines and applicable rules or regulations.
NEAP must manage the amount received from DepEd’s appropriated budget necessary for objectives, functions, operations, improvement, programs, projects, and activities.
NEAP must exercise other powers and functions necessary to implement Act purposes and objectives.
NEAP must provide access to professional development programs for private school teachers and school leaders and other teaching-related personnel, and may extend scholarships and fellowships as it deems necessary.

Oversight, reports, appropriations, IRR, separability, and repeal

The Council must submit to Congress on or before the fifteenth day of June every year a report on the status and progress of teacher education and teacher quality in the country and recommendations to promote quality education through teacher education.
The annual report must include roadmap progress, issues and problems with solutions provided by the Council, and professionalization of teaching plus Council initiatives.
The annual report submission under this section commences three (3) years from the constitution of the Council.
A Joint Congressional Oversight Committee (JCOC) on Teacher Education is created to oversee, monitor, and evaluate implementation of the Act.
The JCOC is composed of five (5) members each from the Senate and the House, with the Chairpersons of Basic Education Committees as Co-Chairpersons.
The Chairpersons of the Higher and Technical Education Committees in both Houses must also be designated as members of the JCOC.
The Speaker of the House and the President of the Senate each designate the remaining three (3) members from among Basic Education Committee members, including one (1) from the Minority.
The Secretary of Education must immediately include in the DepEd budget the amount necessary for effective implementation.
On the second year of implementation and thereafter, the Council and its Secretariat must have their own budget in the annual General Appropriations Act as an attached agency of DepEd.
NEAP’s budget continues as part of DepEd’s budget.
Within sixty (60) days after effectivity, DepEd, CHED, TESDA, and PRC must issue the necessary IRR in consultation with stakeholders.
The IRR takes effect thirty (30) days after publication in a newspaper of general circulation.
Copies of the IRR as published must be transmitted to Congress through the Chairpersons of the Senate Committee on Basic Education, Arts and Culture and the House of Representatives Committee on Basic Education and Culture, within three (3) months after effectivity.
The Act contains a separability clause: invalid or unconstitutional provisions do not affect remaining parts that stay in full force and effect.
The Act includes a repealing clause: Republic Act No. 7784 and all inconsistent laws, executive orders, presidential decrees, administrative orders, rules and regulations, and issuances are repealed or amended accordingly.

Transitory provisions and new items

Existing Council personnel must continue in holdover capacity until the Secretariat’s organizational structure and staffing pattern are approved, with the preparation and approval respecting security of tenure and seniority rights of affected government employees as far as practicable.
Within three (3) months after effectivity, the President must appoint regular Council members in consultation with the Secretary of DepEd; existing Council members serve in holdover capacity until a full permanent Council is constituted and functioning.
Within three (3) months after appointment of regular members, the Council Chairperson must appoint the Executive Director of the Secretariat upon concurrence of other members.
Within three (3) months after effectivity, the Council must submit the Secretariat’s organizational structure, staffing pattern, and compensation schedule to DBM for funding.
Existing NEAP personnel must be transitioned to the Secretary of DepEd’s created organizational structure, and new items must be created to augment NEAP personnel complement in coordination with DBM.
Recruitment, selection, and hiring of new personnel must follow Civil Service Commission rules and regulations on personnel action.