Reviewer for NQESH

I. GENERAL PROVISIONS
Q & A On Governance
For Basic Education
And Regulations
Governing Public
Schools
 I. GENERAL PROVISIONS

Q: What are the constitutional provisions

relevant to public schools in basic
education?
The following are the constitutional provisions
relevant to public schools in basic education:

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.”
 I. GENERAL PROVISIONS

1.1 Q: May a principal of a public elementary

or high school refuse the enrollment of a
pupil/student due to sex, ethnic grouping, or
religion of the child or his parents?

A: No, because such refusal will violate the right of

the pupil/student to have quality education as
provided in Sec. 1 Art. XIV of the 1987 Constitution
and because it will violate his/her constitutional right
to be accorded equal protection of the laws
guaranteed under Sec. 1 Art. III of the 1987
Constitution to all Filipino citizens.
 I. GENERAL PROVISIONS

1.2 Q: May a principal of a public elementary or

high school refuse admission of a pupil/student
for not being a resident of the same barangay
or municipality where the school is located?
A: No, because such refusal will violate the
constitutional right of the child to have quality
education.
 I. GENERAL PROVISIONS

1.3 Q: May a principal limit the enrollment to

sixty (60) pupils/student s per classroom and
give to residents priority over non-residents of
the barangay or municipality where the school
is located?
A. Yes, because limiting the enrollment to sixty (60)
pupils/students per classroom in in consonance with
DepEd Order No. 32 S 2003 provided that the
principal will give assistance to the pupil/student to
enroll in nearby school so as not to deprive him/her
right to education.
 I. GENERAL PROVISIONS

2.1 Q: Shall state establish, maintain and

support only basic education?
A. No, because Sec 2 (2) Art. XIV of the 1987
Constitution mandates that the State shall establish,
maintain and support a complete adequate and
integrated educational system relevant to the needs
of the people and society and because Sec. 1 Art.
XIV of the Constitution provides that the State shall
protect and promote the right of all Filipino Citizens
to quality education at all levels.
 I. GENERAL PROVISIONS

3.1Q: Supposing Mr. P the principal of public

high school issues an order not to enroll
students unless they will pay first the
membership fees for Red Cross, Boys Scout and
Girls Scout. Is the order valid?
A. No. The Order is not valid for being contrary to Sec.
2 (3) Art. XIV of the 1987 Constitution which provides
for a free public elementary and secondary
education and for being in violation of DepEd Order
No. 65 S 2010 which provides that for grade and year
levels beyond grade 4, no collection of any type
should be undertaken during the enrollment period
and the first month of classes and that starting on the
second month of every school year, contributions
may be collected but on a voluntary basis.
 I. GENERAL PROVISIONS

4.1 Q: Does the government provide financial

assistance to students in a public school who
want to enroll in a private high school?

A. Yes, the government provides financial assistance

to public elementary school graduates belonging to
the top fifty percent (50%) of the graduating class
with an annual family income of P100,000.00 or less
who wish to enroll in a private high school.
 I. GENERAL PROVISIONS

4.2 Q: How much is the financial

assistance?
A: The financial assistance is P5,000.00 per student
grantee outside National Capital Region (NCR) and
P10,000.00 within NCR.
 I. GENERAL PROVISIONS

4.3 Q: What is this program that provides

financial assistance to students and teachers in
private education?
A: This program providing for government assistance
to students and teachers in private school is called
GASTPE which is provided by RA 6728 as amended.
 I. GENERAL PROVISIONS

5.1 Q: Is there a need for alternative

learning system in the Philippines?
A: Yes, to provide all Filipinos the chance to have
access to basic education.
 I. GENERAL PROVISIONS

5.2 Q: How is learning provided under this

alternative learning system?
A: Learning may be provided thru the use of modules
or by mobile teachers using books and instructional
materials.
 I. GENERAL PROVISIONS

6.1 Q: Shall all public and private schools

include the study of the Constitution as part of
the curricula?
Yes, because Sec. 3 (1) Art. XIV of the 1987
Constitution mandates that all educational
institutions shall include the study of the constitution
as part of their curricula.
 I. GENERAL PROVISIONS

7.1 Q: In what subject in basic education are

these value of patriotism, nationalism and other
values taught?
A: Values education or edukasyon sa
pagpapahalaga.
 I. GENERAL PROVISIONS

8.1 Q: How do public and private institutions in

the educational system complement one
another?
A: Students may transfer from a public school to a
private school and vice versa; both institutions follow
at least the minimum standards and criteria set by the
Department and both are under the reasonable
supervision and regulation of the Department.
 I. GENERAL PROVISIONS

9.1 Q: Supposing Mr. S the Superintendent

Schools appointed Mr. F a foreigner as the
Principal of a public high school. Is the
appointment in order?
A: No, for it is in violation of Sec. 4 (2)Art. XIV of the
1987 Constitution which vests upon citizens of the
Philippines the control and administration of
educational institutions.
 I. GENERAL PROVISIONS

10.1 Q: In formulating educational policies and

programs, what shall the Department take into
account?
A: The Department shall take into account regional
and sectoral needs and shall encourage local
planning in the development of educational policies
and programs.
 I. GENERAL PROVISIONS

11.1 Q: What is academic freedom?

A: The Supreme Court of the United States said that
academic freedom means a university can
“determine for itself on academic grounds:
1. Who may teach
2. What may be taught
3. How it should be taught
4. Who may be admitted to study”
 I. GENERAL PROVISIONS

12.1 Q: At present, the result of the National

Career Assessment Examination (NCAE) being
administered every year to all fourth year high
school students in public and private secondary
schools only serve as guide to students for the
courses they will take in post-secondary
institutions of learning. Supposing a law will be
enacted to make the results of the NCAE a
prerequisite for enrollment in college/university
courses or in vocational/technological courses
or other short entrepreneurial courses, will the
law be constitutional?
 I. GENERAL PROVISIONS

A: The author is of the opinion, that such law will be in

consonance on the basis that making the results of
the NCAE a prerequisite for enrollment in college/
university courses or in vocational/technological
courses will be a fair, reasonable and equitable
admission and academic requirement and within the
authority of the State to provide reasonable
supervision and regulation of all educational
institutions.
 I. GENERAL PROVISIONS

13.1 Q: How shall the State enhance the right

of teachers to professional advancement?
A: By providing trainings and seminars to teachers;
by providing sabbatical leave to teachers; by giving
scholarship to teachers.
 I. GENERAL PROVISIONS

14.1 How will the state insure that teaching will

attract and retain its rightful share of the best
available talents?
A: Through adequate remuneration and other
means of job satisfaction and fulfillment.
 II. BASIC EDUCATION
Q & A On Governance
For Basic Education
And Regulations
Governing Public
Schools
 II. BASIC EDUCATION

6.1 Q: What does basic education

encompass?
A: “Basic Education encompasses early
childhood, elementary and high school
education as well as alternative learning
systems for out-of-school youth and adult
learners and includes education for those
with special needs”
 II. BASIC EDUCATION

6.2 Q: What shall be the main

programs of basic education?
A: “Basic Education shall have five (5) main
programs, namely: pre-school, elementary,
secondary, special needs and alternative
learning systems.”
 II. BASIC EDUCATION

6.3 Q: What shall the elementary

education programs cover?
A: “Elementary education programs shall
cover at least Grades I to VI; secondary
education programs from First year to
Fourth year or a total of ten (10) school
years in the formal school system.”
 II. BASIC EDUCATION

6.4 Q: To ensure proper implementation of

the Education For All (EFA)
A: “To ensure proper implementation of the
Education For All (EFA) policy of the government,
alternative learning systems shall provide for the
basic learning needs of out-of-school children, youth
and adults, 15 years old and above.”
 II. BASIC EDUCATION

7 Q: Upon what government agency is the

administration of the educational system and
the supervision and regulation of all educational
institutions in basic education vested?
A: “The Administration of the educational system
and the reasonable supervision and regulation of all
educational institutions in basic education are
vested in the Department without prejudice,
however, to the charter of any state university or
college.
 II. BASIC EDUCATION

8.1 Q: What are the levels in Formal

Education?
A: “Formal Education shall correspond to the
following levels in basic education:

a. The first level or Elementary Education involves

compulsory, formal education primarily concerned
with providing basic education, and usually
corresponds to a traditional six or seven grade, and
in addition, pre-school programs. Such pre-school
education normally consists of kindergarten
schooling, but may be cover other preparatory
courses as well.
 II. BASIC EDUCATION

The second level or Secondary Education is

concerned primarily with continuing basic education
of the elementary level and expanding it to include
the learning of employable gainful skills, usually
corresponding to four years of high school.”
 II. BASIC EDUCATION

9.1 Q: What shall the curricular programs

be?
A: “The curricular programs shall be
suggestive patterns and models for the
guidance of field officials and teachers.
These may be enriched or modified to suit
he needs of the learners and the conditions
in the school and community, provided
however, that any radical departure from
the specific subjects and curricula shall
have the approval of Secretary of
Education.”
 II. BASIC EDUCATION

9.2 Q: What must the curricular

programs focus on?
A: “The development and organization of the
curricular programs must focus on the learner’s total
development. The curricula shall be based on the
fundamental aims of education set forth in Art. XIV
Sec. 2 of the 1987 Philippine Constitution, B.P. Blg. 232
also known as the Education Act of 1982, and other
statutes.”
 II. BASIC EDUCATION

10.1 Q: What does Pre-school education

or early childhood education refer?
A: ‘It refers to the educational program/s preparatory
to Grade I to develop the child in all aspects
physical, social, emotional, moral and cognitive, so
that s/he may be better prepared to tackle formal
school works and cope with the demands of
complex life”
 II. BASIC EDUCATION

10.1.1 Q: What do the early Childhood

Education (ECE) Learning area include?
A: The Early Childhood Education (ECE) Learning Areas
include activities that develop in each child
communication skills in English and Filipino, numeracy
skills, sensory perceptual skills, socio emotional skills,
motor and creative skills.”
 II. BASIC EDUCATION

10.2 Q: What are the objectives of

elementary education?
A: “Elementary Education Objectives.
a. To provide knowledge and develop the skills,
attitudes and values essential to personal
development and necessary for living in, and
contributing to, a developing and changing social
milieu;
 II. BASIC EDUCATION

b. To provide learning experiences which shall

increase the learner’s awareness of, and
responsiveness to, the changes and demands of
society and prepare him/her for constructive and
effective involvement;

c. To promote and intensify the learner’s knowledge

of identification with, and love for the nation and the
people to which he/she belongs; and

d. To promote experiences which develop the

learner’s orientation to the world of work and
creativity and prepare himself/herself to engage in
honest and gainful work.”
 II. BASIC EDUCATION

10.3 Q: What is Special Needs

Education?
A: Special Needs Education refers to the education
of persons who are gifted or talented as well as
those who have physical, mental, social or sensory
impairment. Such group may require modifications
of the school curricula, programs and special
services and physical facilities to help them develop
to their maximum capacity.
 II. BASIC EDUCATION

Q: What shall be the aim of special

education?
A: “Special Education (SPED) shall aim to
develop the maximum potential of the child
with special needs to enable him to
become self-reliant and gears towards
providing him with the opportunities for a full
and happy life.”
 II. BASIC EDUCATION

Q: What shall be the ultimate goal of

special education?
A: “The ultimate goal of special education
shall be the integration of learners with
special needs into the regular school system
and eventually in the community.”
 II. BASIC EDUCATION

Q: On what is the curriculum for special

needs education based and designed?
A: The curriculum for Special Needs
Education shall be based on the curriculum
prescribed for the regular schools by the
Department and designed to respond to the
special needs of the following learners.
1. The Mentally Handicapped
2. The Hearing Impaired
3. The Visually Impaired
4. The Orthopedically Handicapped
5. The Children with Behavioral Problems
 II. BASIC EDUCATION

Q: What are the schemes or options that

may be adopted for Special Needs
Education Program?
A: The following schemes or options may be
adopted for Special Needs Education
program:
1. Modified curriculum shall be prescribed for
regular children with certain adaptations
to meet the needs of special children.
2. Special curriculum shall be prescribed for
children with special needs aimed
primarily at developing adaptive skills to
maximize their potentials.
 II. BASIC EDUCATION

Q: What are the prototypes of special

programs and provisions for the gifted
and talented which shall be developed
and maintained?
A: Special programs and provisions for the
gifted and talented which shall be
developed and maintained may take the
following prototypes:
 II. BASIC EDUCATION

 Acceleration shall refer to any administrative

practice designed to move gifted learners through
school more rapidly than usual. Administrative
practices under acceleration shall include early
admission, grade skipping, advanced placement,
telescoping of grade levels and credits by
examination.
1. Grade Acceleration/Grade Skipping
2. Grade Telescoping
 II. BASIC EDUCATION

 Abilitygrouping shall refer to any classification of

children for instructional purposes in terms of
capacity for learning and demonstrated
achievement. The types of ability grouping shall
be:
1. Special Class/Self-Contained Classes
2. Pull-out Program
3. Enrichment
 II. BASIC EDUCATION

10.4 Q: What are its objectives?

A: Its objectives are as follows:
• To continue to promote the objectives of
elementary education
• To discover and enhance the different aptitudes
and interests of the students so as to equip him with
skills for productive endeavor and/or prepare him
for tertiary schooling
 II. BASIC EDUCATION

10.4.1 Q: What are the curricular

offerings of the different types of
secondary education?
A: The curricular offerings of the different
types of secondary schools are as follows:
a. General Secondary School
b. General Comprehensive High School
c. Secondary Vocational School
d. Special Secondary School
 II. BASIC EDUCATION

• Regional Division Science High School (R/DHS)

• Science and Technology High School (STHS)
• Science High School and Science and Technology
School
a. Mathematics in the fourth year includes
Analytical Geometry and Elementary Calculus
b. English includes Speech and Drama in the
First Year and Technical and Essay Writing in the
Second Year.
c. Earth Science/Environmental Science and
the regular Fourth Year Physics are subjects in the
Third Year Chemistry is a subject in the Fourth Year.
 II. BASIC EDUCATION

• The Special Science Curriculum

• School for the Handicap
• Boys’ Town School
• The School for Minor Offenders
• The Philippine High School for the Arts
 II. BASIC EDUCATION

10.5 Q: What is Alternative Learning

System?
A: Alternative Learning System is a parallel
learning system that provides viable
alternative to the existing formal education
instruction. It encompasses both the non-
formal and informal sources of knowledge
and skills.
III. GOVERNANCE FOR BASIC
EDUCATION

Policy, Principles
and Levels of
Governance for
Basic Education
 III. GOVERNANCE FOR
BASIC EDUCATION

11 Q: What is the State Policy on the right of

citizens to quality basic education?
A: It is hereby declared the policy of the State to
protect and promote the right of all citizens to quality
basic education and to make such education
accessible to all by providing all Filipino children a
free and compulsory education in the elementary
level and free education in the high school level.
Such education shall also include alternative learning
systems for out-of-school youth and adult learners.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: What shall be the goal of basic

education?
A: It shall be the goal of basic education to
provide them with the skills, knowledge and
values they need to become caring, self-
reliant, productive and patriotic citizens.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: What shall be the heart of the

formal education system?
A: The school shall be the heart of the
formal education system. It is where
children learn. Schools shall have a single
aim of providing the best possible basic
education for all learners.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: Where shall governance of basic

education begin?
A: Governance of basic education shall
begin at the national level.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: Where shall the policy and principle

for the governance of basic education
be translated into programs, projects,
and services to fit local needs?
A: It is at the regions, divisions, schools, and
learning centers referred to as the field
offices where the policy and principle for
the governance of basic education be
translated into programs, projects and
services developed, adapted and offered
to fit local needs.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: To improve the quality of basic

education, whom shall be the State
encourage?
A: The State shall encourage local initiatives
for improving the quality of basic
education.
 III. GOVERNANCE FOR
BASIC EDUCATION

12. Q: What is the principle of shared

governance?
A: Shared governance is a principle which
recognizes the every unit in the education
Bureaucracy has a particular role, task and
responsibilities inherent in the office and for
which it is principally accountable for
outcomes.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: What shall be observed in the

decision making process at appropriate
levels?
A: The process of democratic consultation.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: What shall be established to ensure

coordination and open communication
for the central office with the regional,
division and school levels?
A: Feedback mechanism.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: What shall be operationalized in

the performance of functions and
responsibilities at all levels?
A: The principles of accountability and
transparency.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: What shall be strengthened to

facilitate the flow of information and
expand linkages with other government
agencies, local government units, non-
governmental organization for effective
governance?

A: The communication channels of field

officers.
 III. GOVERNANCE FOR
BASIC EDUCATION

13.1 Q: What is the Department of

Education vested with for ensuring
access to, promoting equity in, and
improving the quality of basic
education?
A: The Department of Education is vested
with authority, accountability and
responsibility for ensuring access to,
promoting equity in, and improving the
quality of basic education.
 III. GOVERNANCE FOR
BASIC EDUCATION

13.2 Q: What are the structural

components of the department?
A: The Central Office and Field Offices
 III. GOVERNANCE FOR
BASIC EDUCATION
13.2 Q: What are the major services of the
DepEd Central Office and their respective
functions?
A: The major services of DepEd Central Office and
their respective functions are the following:
1. Administrative
• Office of the Director
• General Services Division
• Dental Clinic
• Medical
• Radio Communication Network Unit
• Security Service Unit
• Records Division
• Property Division
• Teachers Camp
 III. GOVERNANCE FOR
BASIC EDUCATION
2. Financial Management Service
• Budget Division
• Payroll Services Division
• Systems Division
• Management Division
• Cash Division
3. Human Resource Development
• Personnel Division
- Project
- Employees Welfare and Benefits Division
- Staff Development Division
- Special Programs
- Programs
 III. GOVERNANCE FOR
BASIC EDUCATION

4. Planning
• Project Development and Evaluation Division
• Research and Statistics Division (RSD) and Database
Management Unit (DBMU)
• Physical Facilities Schools and Engineering Division
5. Technical Service
• Materials Production and Division Publication Division
• Educational Information Division
• Audio-Visual Division
• Educational Technology Unit
6. Legal
 III. GOVERNANCE FOR
BASIC EDUCATION

13.4 Q: What are the Bureaus of the

Department and their respective
functions?
A: The Bureaus of the Department comprise
of the following:
1. Bureau of Elementary Education
2. Bureau of Secondary Education
3. Bureau of Alternative Learning System
(BALS)
 III. GOVERNANCE FOR
BASIC EDUCATION
13.5 Q: What do the Centers of the Department
compromise of and what are their functions?
A: The Centers of the Department each headed by a
Director comprise of the following with their
respective functions:
1. The National Education Testing and Research
Center (NETRC)
2. Schools Health and Nutrition Center ( SHNC)
3. Educational Development Projects Implementing
Task Force (EDPITAF)
4. National Science Testing Instrumentation Center
(NSTIC)
5. Instructional Materials Council Secretariat (IMCS)
6. National Educators Academy of the Philippines
(NEAP)
 III. GOVERNANCE FOR
BASIC EDUCATION

13.6 Q: What are the Field Offices of

DepEd?
A: DepEd Field Offices consist of Regional
Offices, Division Offices and Public School
and Learning Centers.
 III. GOVERNANCE FOR
BASIC EDUCATION

14.1 Q: What shall the Secretary exercise

over the operation of the Department?
A: Overall authority and supervision over the
operation of the Department.
 III. GOVERNANCE FOR
BASIC EDUCATION
Q: What are the powers, duties and
responsibilities of the Secretary?
A: In addition to his/her powers under existing laws, the
Secretary of Education shall have authority, accountability
and responsibility for the following:
1. Formulating national educational policies;
2. Formulating a national basic education plan;
3. Promulgating national educational Standards
4. Monitoring & Assessing national learning outcomes;
5. Undertaking national educational research and studies;
6. Enhancing the employment status, professional
competence, welfare and working conditions of all
personnel of the Department; and
7. Enhancing the total development of learners through
local and national programs and/or projects.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: How many undersecretaries and assistant

secretaries shall assist the Secretary?

A: The Secretary of Education shall be assisted by not

more than four (4) undersecretaries and not more
than four (4) assistant secretaries whose assignments
duties and responsibilities shall be governed by law.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: Are the powers of the Secretary limited to

those enumerated in Sec. 7A of RA 9155?
A: No. Because Sec. 7A of RA9155 expressly provides
that the powers enumerated therein are only in
addition to his/her powers under existing laws.
 III. GOVERNANCE FOR
BASIC EDUCATION

14.2 Q: Is there a limit to the number

of regional offices?
A: No. Because “there shall be as many
regional offices maybe provided by law.”

Q: How are regional offices created?

A: By Law.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: What is the composition of a regional

office and where are they located?
A: It is composed of provincial and city
schools divisions and it has a Director, an
Assistant Director and an office staff for
programs, promotion and support,
planning, administrative and fiscal services.
 III. GOVERNANCE FOR
BASIC EDUCATION

Region IV-A is composed of 14 divisions

1. Calamba City
2. Cavite City
3. Cavite
4. Laguna
5. Lucena City
6. Lipa City
7. Quezon
8. Antipolo City
9. Sta. Rosa City
10. Riza
11. Batangas Province
12. Batangas City
13. Tanauan City
14. San Pablo City
 III. GOVERNANCE FOR
BASIC EDUCATION
Q: What shall be the authority, accountability
and responsibilities of the regional directors?
A: Consistent with the national educational policies,
plans and standards, the regional director shall have
authority, accountability and responsibility for the
following:
1. Defining a regional educational policy framework
which reflects the values, needs and expectations
of the communities they serve.
2. Developing a regional basic education plan;
3. Developing regional educational standards with a
view towards bench-marking for international
competitiveness
4. Monitoring, evaluating and assessing regional
learning outcomes.
 III. GOVERNANCE FOR
BASIC EDUCATION

5. Undertaking research projects and developing and

managing region wide projects which may be funded
through official development assistance and/or other
finding agencies.
6. Ensuring strict compliance with prescribed national
criteria for the recruitment.
7. Formulating, in coordination with the regional
development council, the budget to support the
regional educational plan which shall take into
account the educational plans of the divisions and
districts.
8. Determining the organization component of the
divisions and districts and approving the proposed
staffing pattern of all employees in the divisions and
districts.
 III. GOVERNANCE FOR
BASIC EDUCATION

9. Hiring, placing and evaluating all employees in the

regional office, except for the position of assistant
director.
10. Evaluating all schools division superintendents and
assistant division superintendents in the region.
11. Planning and managing the effective and efficient
use of all personnel, physical and fiscal resources of
the regional office, including professional staff
development.
12. Managing the database and management
information system of the region.
13. Approving the establishment of public and private
elementary and high schools and learning centers
14. Performing such other functions as may be
assigned by proper authorities.
 III. GOVERNANCE FOR
BASIC EDUCATION
Q: How shall the regional directors exercise
authority over employees in the regional office?

A: By hiring, placing and evaluating all employees in

the regional office except for the position of assistant
director.

Q: Does the regional director have the authority

to hire a public school teacher in his region?
Why or why not?
A: No. Because the power to hire, place and evaluate
all employees in the division both teaching and non
teaching personnel except for the assistant division
superintendent is expressly vested upon the schools
division superintendent.
 III. GOVERNANCE FOR
BASIC EDUCATION

Q: Who is the one vested by law with the

power to approve the establishment of
public and private elementary and high
schools and learning centers?
A: The regional director.
 III. GOVERNANCE FOR
BASIC EDUCATION

14.3 Q: What shall a division consist of?

A: A division shall consist of province or a city which
shall have a schools division superintendent, at least
one assistant schools division superintendent and an
office staff for programs promotion, planning,
administrative, fiscal, legal, ancillary and other
support services.
 III. GOVERNANCE FOR
BASIC EDUCATION
Q: What shall be the authority, accountability
and responsibility of schools division
superintendent?
A: Consistent with the national educational policies
plans and standards, the school division
superintendents shall have authority, accountability
and responsibility for the following:
1. Developing and implementing division education
development plans
2. Planning and managing the effective and
efficient use of all personnel, physical and fiscal
resources of the division, including professional
staff development.
 III. GOVERNANCE FOR
BASIC EDUCATION
3. Hiring, placing and evaluating all division
supervisors and schools district supervisors as
well as all employees in the division, both
teaching and non-teaching personnel,
including school heads, except for the
assistant division superintendent.
4. Monitoring the utilization of funds provided
by the national government units to the
schools and learning centers.
5. Ensuring compliance of quality standards
for basic education programs and for this
purpose strengthening the role of division
supervisors as subject area specialists.
 III. GOVERNANCE FOR
BASIC EDUCATION

6. Promoting awareness of and adherence by

all schools and learning centers to
accreditation standards prescribed by the
Secretary of Education.
7. Supervising the operations of all public and
private elementary, secondary and
integrated schools and learning centers.
8. Performing such other functions as may be
assigned by proper authorities.
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Q: Who is the one vested with the authority to

supervise the operation of all public and private
elementary, secondary and integrated schools
and learning centers.
A: The Schools Division Superintendent.

Q: Shall the Division Superintendent have the

power to hire, place or evaluate an assistant
division superintendent?
A: No. Because, Sec 7C (3) of Ra 9155 expressly
excludes from an authority of the superintendent
the power to hire an assistant division
superintendent.
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14.4 Q: How many additional schools districts be

established within a school’s division?
A: Upon the recommendation of the schools division
superintendents, the regional director may establish
additional schools districts within a schools division.

Q: What shall a schools district have?

A: A Schools District shall have a schools district
supervisor and an office staff for program promotion

Q: What shall be done about the schools districts already

existing at the time of the passage of RA 9155?

A: Schools District already existing at the time of the

passage of RA 9155 shall be maintained.
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Q: What shall be the authority, accountability
and responsibility of the Schools District
Supervisor?
A: The schools district supervisor shall be responsible for:
1. Providing professional and instructional advice and
support to the school heads and
teachers/facilitators of schools and community
learning centers in the district or cluster thereof.
2. Curricula supervision.
3. Undertaking advocacy work directed at
encouraging local government units (LGUs) and
non-government organizations (NGOs) to
implement ALS programs.
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4. Assisting in the identification of community-based

NGOs which could be tapped as service providers for
the basic literacy, accreditation and equivalency
programs and other community development efforts.
5. Supervising the organization of ALS programs in
collaboration with LGUs, NGOs and other
government agencies and monitor implementation
6. Monitoring the formulation of school improvement
plans and consolidate funding requirements of
programs and projects to be presented to the
Municipal School Board
7. Providing technical support to school heads in
expenditures documentation and liquidation of cash
advances.
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8. Coordinating data gathering efforts of schools and

community learning centers in the district.
9. Undertaking data verification in coordination with
the division planning unit
10. Performing such other functions as may be
assigned by proper authorities.
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