Documentos de Académico
Documentos de Profesional
Documentos de Cultura
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Adults Learners These are learners who are aged 25 years old and above
who are illiterates or neo-literates who have either no access to formal education
or have reverted to illiteracy.
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Regional Director He/she can direct the establishment of another new district
upon the recommendation of the Schools Division Superintendent.
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Regional Director He/she can exercise disciplinary action over the teaching
personnel only.
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Republic Act 9155 An act that renamed the DECS into DepEd abolished the
BPESS (Bureau of Physical Education and School Sports) and the transfer of the
Komisyon ng Wikang Pilipino, national Historical Institute, Records Management
and Archives to the National Commission for Culture and Arts (NCCA).
10. Republic Act 9155 Known as the Governance of Education Act of 2001
11. Republic Act 8980 Known as the Early Childhood Care and Development Act
56. Participation Rate It is the ratio between the enrolments in the school age
range to the total population of that range.
57. Growth Enrolment Rate It refers to the total enrolment in a given level of
education as a percentage of a population which according to national regulations
should be enrolled at this level. It is the measure of the capacity of a regional
elementary and secondary school.
58. Cohort Survival Rate It is the proportion of enrollees at the beginning grade or
year who reach the final grade or year at the end of the required number of years
of study.
59. Completion Rate It is the percentage of first year entrants in a level of
education who completes/finishes the level of accordance with the required
number of year of study.
60. Drop-out Rate It is the proportion of pupils who leave the school during the
year as well as those who complete the grade/year level but fail to enroll in the
next grade/year following the school year to the total number of pupils during the
previous school year.
61. Transition Rate It is the percentage of pupils who graduate from one level of
education and none on the higher next level.
62. Achievement Rate It refers to the degree of performance in different study
areas in various levels of education.
63. Mean Performance Score (MPS) It indicates the ratio between the number of
correctly answered items and the total number of test questions or the percentage
of correctly answered item in a test.
64. Teacher-Pupil Ratio It is the proportion of enrolment at a certain level of
education in a given school year to the number of authorized nationally-paid
positions.
76. Potential This takes into account the employees capability not only to perform
the duties and assume the responsibilities of the position to be filled but also to
those of higher and more responsible positions.
77. School Climate It refers to the sum of all values, cultures, safety practices and
organizational structures within a school that cause it to function and react in
particular ways.
78. Alternative Learning System (ALS) It is a parallel learning system to provide a
viable alternative to the existing formal education.
79. Quality Education It is an appropriateness, relevance and excellence of the
education given to meet the needs and aspirations of an individual in a society.
80. DepEd Subsidized Program It is known as the pre-school education funded
by the PTA and other organizations.
81. Principle of Shared Governance It is the principle which recognizes that
every unit in the education bureaucracy has a particular role, task and
responsibility inherent in the office.
82. Inferring It the process of reading between the lines or drawing of implications.
83. School-Based Management It enables and empowers stakeholders to
manage their own affairs for improved delivery of educational services in a
sustainable manner.
84. Accountability Mechanism It is the criteria and quality dimensions of the
school-based management that includes resourcing, classroom structuring and
pupil/student achievement.
85. Crisis Management It is a term generally applied to critical situation, a turning
point characterized by a sense of urgency.
86. Threat An element of crisis management which is a potential hindrance to
some state of goal desired by an organization or individual.
87. Decision This element of crisis management refers to time in short when the
situation will be altered in the near future after which no decision can be made
only under less favorable circumstances.
88. Surprise The element of crisis management which refers to lack of selfawareness by those affected by the crisis, is likely to occur, but is not equated with
the lack of planned response to the situation.
89. Brainstorming It involves the spontaneous identification of alternatives by
individuals interacting in an unrestrained setting.
90. Synectics This is a creativity technique that involves the identification of novel
alternatives through the joining together of different and apparently irrelevant
elements.
91. Normal Grouping It is the identification of alternatives through a highly
structured procedure that purposely attempts to restrict verbal interaction.
92. School Plant It refers to the school facilities of the school consisting of the site,
buildings and other structures.
93. Republic Act 9155, Section 14 It refers to the implementing rules and
regulations known as Authority, Responsibility and Accountability (AuRA).
94. Technical Competencies This refers to the development of the curriculum and
supervision to ensure the full implementation of the curriculum.
95. Human Resource Competencies This refers to the role of the principal on the
collaborative method which is complex and it involves many variables; issues deal
with human factor affecting the staff, attitudes and perception of the staffs, climate
conducive to productive work and emphasis on interpersonal issues.
96. Political Competencies It is a role which refers to limited resources, principals
will either have to use for some resources; the principal develops ways to
collaborate and cooperate in sharing those resources.
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.
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.
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.
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.
A: Basic Education shall have five (5) main programs, namely: pre-school, elementary,
secondary, special needs and alternative learning systems.
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.
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;
To provide learning experiences which shall increase the learners awareness of,
and responsiveness to, the changes and demands of society and prepare him/her
for constructive and effective involvement;
To promote and intensify the learners knowledge of identification with, and love
for the nation and the people to which he/she belongs; and
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:
Modified curriculum shall be prescribed for regular children with certain adaptations to
meet the needs of special children.
Special curriculum shall be prescribed for children with special needs aimed primarily at
developing adaptive skills to maximize their potentials.
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:
Acceleration shall refer to any administrative practice designed to move gifted learners
through school more rapidly than usual. Administrative practices under acceleration
2.
Grade Telescoping
Ability grouping 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:
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Pull-out Program
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Enrichment
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English includes Speech and Drama in the First Year and Technical and Essay
Writing in the Second Year.
3.
Earth Science/Environmental Science and the regular Fourth Year Physics are
subjects in the Third Year Chemistry is a subject in the Fourth Year.
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.
A: The State shall encourage local initiatives for improving the quality of 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
Dental Clinic
Medical
Records Division
Property Division
Teachers Camp
Budget Division
Systems Division
Management Division
Cash Division
Research and Statistics Division (RSD) and Database Management Unit (DBMU)
5. Technical Service
Audio-Visual Division
6. Legal
13.4 Q: What are the Bureaus of the Department and their respective
functions?
A: The Bureaus of the Department comprise of the following:
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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.
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Enhancing the total development of learners through local and national programs
and/or projects.
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.
Calamba City
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Cavite City
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Cavite
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Laguna
5.
Lucena City
6.
Lipa City
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Quezon
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Antipolo City
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10. Rizal
11. Batangas Province
12. Batangas City
13. Tanauan City
14. San Pablo City
Defining a regional educational policy framework which reflects the values, needs
and expectations of the communities they serve.
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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.
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.
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Planning and managing the effective and efficient use of all personnel, physical
and fiscal resources of the division, including professional staff development.
3. Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and nonteaching personnel, including school heads, except for the assistant division
superintendent.
3. Monitoring the utilization of funds provided by the national government units to the
schools and learning centers.
3. Ensuring compliance of quality standards for basic education programs and for
this purpose strengthening the role of division supervisors as subject area
specialists.
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: 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.
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Curricula supervision.
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