• Pen and paper

• chalkboards,

• workbooks,

• Radio programs

• Hands-on materials like manipulatives.

(June 18, 1964)

AN ACT AMENDING SECTION SIXTEEN HUNDRED EIGHTY-SIX OF THE REVISED ADMINISTRATIVE CODE, AS AMENDED BY REPUBLIC ACT NUMBERED TWELVE HUNDRED SEVENTY-SEVEN.

-It addresses the civil service system, its principles and regulations have important implications for the education sector, especially in terms of professional standards, merit-based hiring, and the protection of employee rights.

(June 18, 1966)

Magna Carta for Public School Teachers

-Its purpose is to provide programs for the promotion and improvement of the well-being and economic status of public school teachers.

Republic Act No. 6054

(August 4, 1969)

Barrio High School Charter

-Equalizing opportunity of education for all children in the Philippines regardless of the place of birth or economic status.

PRESIDENTIAL DECREE No. 6-A

(September 29, 1972)

Educational Development Decree of 1972

-Intended to support and advance the educational system in the Philippines by setting up a structured approach to managing and funding educational development projects.

(September 11, 1982)

Education Act of 1982

-An act providing for establishment and maintenance of an integrated system of education

-Aims to improve and systematize the Philippine education system, ensuring that it effectively meets the educational needs of its citizens and contributes to national development.

Republic Act No. 7836

(December 16, 1994)

Philippine Teachers Professionalization Act of 1994

-An act to strengthen the regulation and supervision of the practice of teaching in the Philippines and prescribing a licensure examination for teaches and for other purposes.

-It has 3 important provisions:

• Creation of the Board for Professional Teachers composed of 5 commissioners under PRC;

• Replacement of PBET by LET (Licensure Examination for Teachers);

• Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC, and The formulation, adoption, and promulgation of the Code of Ethical and Professional standards for Professional Teachers.

-This law aims to enhance the quality of teaching in the Philippines by establishing a more regulated and professionalized framework for the practice of teaching.

(August 11, 2001)

Governance of Basic Education Act of 2001

-This Act aims to improve the management and governance of basic education in the Philippines by instituting a framework that enhances authority, accountability, and effectiveness in the education sector

• renaming the Department of Education, Culture, and Sports (DECS) to the Department of Education (DepEd)

• focusing on decentralization and school-based management.

Republic Act No. 10157

(January 20, 2012)

Kindergarten Education Act

-This Act institutionalizes kindergarten as part of the basic education system, making it a mandatory level of education before entering Grade 1

(May 15, 2013)

Enhanced Basic Education Act of 2013

-This Act institutionalizes the K to 12 education program, extending the basic education cycle to 12 years (including kindergarten). It aims to provide a more comprehensive education, enhance student preparedness, and align with international education standards.

Republic Act No. 10647

(December 11, 2014)

Ladderized Education Act of 2014

-This law aims to enhance the regulation and licensing of professionals in the Philippines

Republic Act No. 10687

(October 15, 2015)

Unified Student Financial Assistance System for Tertiary Education (UniFAST) Act

-This Act provides for a unified system of student financial assistance for higher education, including scholarships and grants, to help students from low-income families afford tertiary education.

Republic Act No. 10912

(July 21, 2016)

Continuing Professional Development Act of 2016

-The Act mandates the establishment of a Continuing Professional Development (CPD) program for all regulated professions. This is to ensure that professionals continue to develop their skills and knowledge to stay current in their respective fields.

Republic Act No. 11510

(December 11, 2020)

Alternative Learning System Act

-This Act strengthens and expands the Alternative Learning System (ALS), which provides non-formal education opportunities for out-of-school youth and adults.

1. Strict and Authoritarian: Often seen as demanding and inflexible, adhering to traditional teaching methods.

2. No-Nonsense Approach: Known for their direct and straightforward communication style.

3. Knowledge-Focused: Prioritizing academic achievement and standardized tests.

Students:

1. Conformist: Often seen as following traditional societal norms and expectations.

2. Competitive: Known for their drive to succeed and achieve academic excellence.

3. Respectful of Authority: Generally considered to be obedient and deferential to teachers and other authority figures.

1. Independent and Resourceful: Seen as self-sufficient and capable of adapting to changing educational environments.

2.Technology-Savvy: More likely to incorporate technology into their teaching methods.

3. Skeptical of Authority: May challenge traditional educational practices and institutions.

Students:

1. Independent: Seen as self-reliant and capable of taking initiative.

2. Cynical: May be perceived as skeptical and questioning of authority.

3. Technology-Savvy: More likely to be comfortable with technology and its applications.

1. Creative and Collaborative: Often seen as innovative and open to new ideas.

2. Tech-Native: Highly proficient in using technology for teaching and learning.

3. Work-Life Balance Oriented: May prioritize personal well-being and professional development.

Students:

1. Entitlement: Sometimes stereotyped as expecting things to be handed to them without much effort.

2. Tech-Native: Highly proficient in using technology for learning and communication.

3. Socially Conscious: Often seen as concerned with social and environmental issues.

1. Diverse and Inclusive: More likely to embrace diversity and promote inclusivity in the classroom.

2. Digitally Native: Completely comfortable with technology and its applications in education.

3. Purpose-Driven: May seek meaningful work and emphasize social and environmental issues.

Students:

1. Pragmatic: Generation Z is often described as being more pragmatic and less idealistic than previous generations.

2. Digitally Native: Completely comfortable with technology and its applications.

3. Short Attention Span: May be perceived as having difficulty focusing on tasks for extended periods.

1. Tech-Savvy and Adaptable: Given their digital-native upbringing, teachers in this generation are likely to be highly proficient with technology and able to adapt their teaching methods to suit the needs of digital-first learners.

2. Personalized and Collaborative: They may prioritize personalized learning experiences and foster collaborative learning environments.

3. Socially Conscious: Generation Alpha teachers might be more likely to incorporate social and environmental issues into their curriculum.

Students:

1. Digitally Native: Generation Alpha students will have grown up with technology, making them highly proficient with digital tools.

2. Creative and Innovative: They may be more creative and innovative thinkers due to their early exposure to technology and digital media.

3. Short Attention Spans: Some may have shorter attention spans due to their constant exposure to fast-paced digital content.