PROFESSIONALIZATION AND MODERNIZATION OF EDUCATION IN THE
PHILIPPINES
The 1987 Constitution is considered as the mother of all the laws in the Philippines. It is
where all other laws are grounded and patterned to be able to create a constitutional and ethical
governance in handling the humanity.
To enable to produce quality and capable citizenry in building the nation, the law placed
high regard in education. It is stipulated in the Article XIV of the Philippine Constitution the
provisions pertaining to cultivating the minds of the people through education.
In order to actualize the notion for quality education are the different amendments and
promulgations made by the lawmakers. Part of the enhancement is the advancement of the
education personnel to level up their potentials and skillsets to cope up with global trends and be
at par with the international standards. It is just one of the many aspects emphasized by the law
so act of professionalism in the country will not just limit on what the person has but much more
on what he can contribute to the progress of the education system.
What is Professionalism?
Professionalization is a process whereby occupations have become, or seek to become,
publicly recognized as professions according to the degree to which they meet the alleged
criteria. Professionalization can be seen as having two strands. One strand is concerned with the
improvement of status. The other strand is concerned with the improvement of the capacity of
members to enhance the quality of service which is provided (Hoyle, 2001).
This idea upholds truthfulness because of the thought that if you are a professional and
upholds the skills of a somebody that the industry is needed, then you can be part of the roster of
individuals that can really contribute to the economic growth of the country. Thus, therefore the
government presses much importance to education.
Because of the demands of the modern world the government also created different laws
to suffice the need of the changing times and still address the free and accessible quality
education among all Filipinos. Therefore, the education system in the country changes over time.
This paper presents how education in the country changes and what are the existing laws
and provisions that supports this change. The means not just on the learners but on the entirety of
what the education sector holds.
EDUCATION ACT OF 1982
This was an act providing for the establishment and maintenance of an integrated system
of education. In accordance with Section 2, this act shall apply to and govern both formal and
non- formal system in public and private schools in all levels of the entire educational system.
As provided by this Act, the national development goals are as follows: (1.) To achieve
and maintain an accelerating rate of economic development and social progress; (2.) To assure
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 changing world.
The aforementioned goals direct us to the idea of building holistic individuals who are
capable of addressing various needs in the different sectors of the government. Allowing the
minds of the citizenry to develop and become a loaded intellectual creates an assurance for the
country to contribute to the uplifting of the country’s economy and be able to enjoy the growth
coming from their own efforts.
It is also stated in Section 3 that the State shall promote the right of every individual to
relevant quality education, regardless of sex, age, creed socio- economic status, physical and
mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore
promote and maintain equality of access to education as well as the benefits of education by all
its citizens. With that notion, it is clearly stipulated in the act the different rights of the different
sectors to meet the demand expected from them.
First are the rights of learners in school (Section 9). Learners, being the primary
, existing curricula and continue their course up to graduation, except in cases of academic
deficiency or violations of disciplinary regulations; (3.) the right to school guidance and
counselling services; (4.) access to his owns school records and the confidentiality of it; (5.) the
issuance of official certificates, diplomas, transcript of records, grades, transfer credentials and
similar document within thirty days from request; (6.) publish a student newspaper and invite
resource persons during symposia, assemblies and other activities; (7.) free expression of
opinions and suggestions and to effective channels of communication with appropriate academic
and administrative bodies of the school or institutions; (8.) form or establish, join, and participate
in organizations and societies recognized by the school…, or to form, join and maintain
organizations and societies for purposes not contrary to law; and (9.) free from involuntary
contributions except those approved by their organizations and societies.
Second in the attribution of rights are all school personnel (Section 10). Being the people
in charge for all the stuffs in the school they are given such rights to: (1.) freely express opinions
and suggestions but with ethical considerations; (2.) be provided with free legal service by the
appropriate government office in case of public school personnel and the school authorities
concerned in case of private school personnel, when charged in administrative, civil and/or
criminal proceedings, by parties other than the school authorities concerned, for actions
committed directly in the lawful discharged of professional duties and/or in defense of school
policies; (3.) establish, join, maintain labor organization of their choice to promote their welfare
and defend their interest; and (4.) be free from involuntary contributions except those imposed
by their own organizations.
Third on the list specifies on the special rights and privileges of teaching or academic
staff (Section 11). Since they are the working committees that administer instruction to the
learners, they are given the: (1.) right to be free compulsory assignment not related to their duties
defined in their appointment or employment contracts unless compensated thereof. (additional
compensation Sec. 14 R.A. 4670- at least 25% his regular remuneration); (2.) right to intellectual
property…; (3.) authority when in lawful discharge of duties and responsibilities… shall
therefore be accorded due respect and protection (Commonwealth Act No. 578); and (4.)
opportunity to choose career alternatives for advancements.
Fourth is the emphasis on the rights of administrators (Section 12). School administrators
shall be deemed persons in authority while in the lawful discharge of their duties and
responsibilities…. shall be accorded due respect and protection (CommonwealthAct No. 578).
Of course, they shall safeguard themselves with the law to be able to perform their duties and
responsibilities well and appropriate.
Fifth is accorded to rights of schools (Section 13) to: (1.) adopt and enforce
administrative or management systems; and (2.) for the institutions of higher learning to
determine on academic grounds who shall be admitted to study, who may teach, and who shall
be the subjects of the study and research.
Aside from the rights of the different sectors is also the responsibility to maintain the
quality of education across the different levels of the educational ladder. In view to this, the act
requires all learning institutions for a voluntary accreditation (Section 29) where everything is
evaluated and one of these reassessments is the teachers and administrators’ obligations and
qualification (Sections 16 and 17) to meet the standards set by the department or the commission.
This is also the basis for the realignment of the school rules and regulations, school-based plans,
and targets as well as the appropriation of the government financial assistance to private schools
(Section 41) and even the public schools for improvement purposes.
We focus more on the rights, obligations, and giving assistance to all the learning
institutions stipulated in the act in order to meet the constitution’s goal of giving quality
education to all Filipino citizens for free. However, the notion for quality education is still a very
long process and discussion but at least we have the law as our guiding force to withstand the
battle of time. We are just waiting for a transparent implementation of these laws were
everybody can really see its change and impact to humanity.
TEACHERS CODE OF ETHICS
PHILIPPINES
The 1987 Constitution is considered as the mother of all the laws in the Philippines. It is
where all other laws are grounded and patterned to be able to create a constitutional and ethical
governance in handling the humanity.
To enable to produce quality and capable citizenry in building the nation, the law placed
high regard in education. It is stipulated in the Article XIV of the Philippine Constitution the
provisions pertaining to cultivating the minds of the people through education.
In order to actualize the notion for quality education are the different amendments and
promulgations made by the lawmakers. Part of the enhancement is the advancement of the
education personnel to level up their potentials and skillsets to cope up with global trends and be
at par with the international standards. It is just one of the many aspects emphasized by the law
so act of professionalism in the country will not just limit on what the person has but much more
on what he can contribute to the progress of the education system.
What is Professionalism?
Professionalization is a process whereby occupations have become, or seek to become,
publicly recognized as professions according to the degree to which they meet the alleged
criteria. Professionalization can be seen as having two strands. One strand is concerned with the
improvement of status. The other strand is concerned with the improvement of the capacity of
members to enhance the quality of service which is provided (Hoyle, 2001).
This idea upholds truthfulness because of the thought that if you are a professional and
upholds the skills of a somebody that the industry is needed, then you can be part of the roster of
individuals that can really contribute to the economic growth of the country. Thus, therefore the
government presses much importance to education.
Because of the demands of the modern world the government also created different laws
to suffice the need of the changing times and still address the free and accessible quality
education among all Filipinos. Therefore, the education system in the country changes over time.
This paper presents how education in the country changes and what are the existing laws
and provisions that supports this change. The means not just on the learners but on the entirety of
what the education sector holds.
EDUCATION ACT OF 1982
This was an act providing for the establishment and maintenance of an integrated system
of education. In accordance with Section 2, this act shall apply to and govern both formal and
non- formal system in public and private schools in all levels of the entire educational system.
As provided by this Act, the national development goals are as follows: (1.) To achieve
and maintain an accelerating rate of economic development and social progress; (2.) To assure
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 changing world.
The aforementioned goals direct us to the idea of building holistic individuals who are
capable of addressing various needs in the different sectors of the government. Allowing the
minds of the citizenry to develop and become a loaded intellectual creates an assurance for the
country to contribute to the uplifting of the country’s economy and be able to enjoy the growth
coming from their own efforts.
It is also stated in Section 3 that the State shall promote the right of every individual to
relevant quality education, regardless of sex, age, creed socio- economic status, physical and
mental conditions, racial or ethnic origin, political or other affiliation. The State shall therefore
promote and maintain equality of access to education as well as the benefits of education by all
its citizens. With that notion, it is clearly stipulated in the act the different rights of the different
sectors to meet the demand expected from them.
First are the rights of learners in school (Section 9). Learners, being the primary
, existing curricula and continue their course up to graduation, except in cases of academic
deficiency or violations of disciplinary regulations; (3.) the right to school guidance and
counselling services; (4.) access to his owns school records and the confidentiality of it; (5.) the
issuance of official certificates, diplomas, transcript of records, grades, transfer credentials and
similar document within thirty days from request; (6.) publish a student newspaper and invite
resource persons during symposia, assemblies and other activities; (7.) free expression of
opinions and suggestions and to effective channels of communication with appropriate academic
and administrative bodies of the school or institutions; (8.) form or establish, join, and participate
in organizations and societies recognized by the school…, or to form, join and maintain
organizations and societies for purposes not contrary to law; and (9.) free from involuntary
contributions except those approved by their organizations and societies.
Second in the attribution of rights are all school personnel (Section 10). Being the people
in charge for all the stuffs in the school they are given such rights to: (1.) freely express opinions
and suggestions but with ethical considerations; (2.) be provided with free legal service by the
appropriate government office in case of public school personnel and the school authorities
concerned in case of private school personnel, when charged in administrative, civil and/or
criminal proceedings, by parties other than the school authorities concerned, for actions
committed directly in the lawful discharged of professional duties and/or in defense of school
policies; (3.) establish, join, maintain labor organization of their choice to promote their welfare
and defend their interest; and (4.) be free from involuntary contributions except those imposed
by their own organizations.
Third on the list specifies on the special rights and privileges of teaching or academic
staff (Section 11). Since they are the working committees that administer instruction to the
learners, they are given the: (1.) right to be free compulsory assignment not related to their duties
defined in their appointment or employment contracts unless compensated thereof. (additional
compensation Sec. 14 R.A. 4670- at least 25% his regular remuneration); (2.) right to intellectual
property…; (3.) authority when in lawful discharge of duties and responsibilities… shall
therefore be accorded due respect and protection (Commonwealth Act No. 578); and (4.)
opportunity to choose career alternatives for advancements.
Fourth is the emphasis on the rights of administrators (Section 12). School administrators
shall be deemed persons in authority while in the lawful discharge of their duties and
responsibilities…. shall be accorded due respect and protection (CommonwealthAct No. 578).
Of course, they shall safeguard themselves with the law to be able to perform their duties and
responsibilities well and appropriate.
Fifth is accorded to rights of schools (Section 13) to: (1.) adopt and enforce
administrative or management systems; and (2.) for the institutions of higher learning to
determine on academic grounds who shall be admitted to study, who may teach, and who shall
be the subjects of the study and research.
Aside from the rights of the different sectors is also the responsibility to maintain the
quality of education across the different levels of the educational ladder. In view to this, the act
requires all learning institutions for a voluntary accreditation (Section 29) where everything is
evaluated and one of these reassessments is the teachers and administrators’ obligations and
qualification (Sections 16 and 17) to meet the standards set by the department or the commission.
This is also the basis for the realignment of the school rules and regulations, school-based plans,
and targets as well as the appropriation of the government financial assistance to private schools
(Section 41) and even the public schools for improvement purposes.
We focus more on the rights, obligations, and giving assistance to all the learning
institutions stipulated in the act in order to meet the constitution’s goal of giving quality
education to all Filipino citizens for free. However, the notion for quality education is still a very
long process and discussion but at least we have the law as our guiding force to withstand the
battle of time. We are just waiting for a transparent implementation of these laws were
everybody can really see its change and impact to humanity.
TEACHERS CODE OF ETHICS
