The Department of Education (DepEd) is the government agency tasked with the implementation of basic education in the Philippines. It falls under the executive branch of the Philippine government and is responsible for ensuring access to education, promoting equality, and enhancing the quality of basic education.What is the Meaning of DepEd – Department of Education
Additionally, the Department of Social Welfare and Development (DSWD) is another government agency in the Philippines. Its primary role is to provide social protection and promote the well-being of individuals, families, and communities. The DSWD is responsible for implementing programs and services that address poverty alleviation, social welfare, and development.
In summary, the Department of Education oversees the country’s basic education system, while the Department of Social Welfare and Development focuses on social welfare and development initiatives in the Philippines. Both agencies play significant roles in the nation’s overall development and welfare.
Overview
The saying, “Education is a form of wealth that can’t be stolen from you,” is deeply ingrained in the beliefs of Filipinos. The government recognizes the value of education and has established a department dedicated to its advancement and improvement. This department is known as the Department of Education (DepEd).
The Department of Education serves as the executive branch of the Philippine government responsible for ensuring that quality basic education is accessible to all Filipinos. It functions as the primary agency in charge of managing and governing the Philippine basic education system, including both primary and secondary schools.
At the helm of the Department of Education is the Secretary of Education, who is appointed by the President of the Philippines and confirmed by the Commission on Appointments. The Secretary holds a position within the Cabinet. Currently, Leonor Briones serves as the Secretary of Education. The department’s main goal is to provide equal and fair access to high-quality basic education, establishing a strong foundation for lifelong learning and service. Education is seen as a vital tool that can lead every Filipino towards success and prosperity.
What is DepEd
DepEd is an abbreviation for the Department of Education.
Purpose of DepEd
The Department of Education (DepEd) primarily focuses on the development, administration, and organization of formal and non-formal basic education policies, plans, programs, and projects. Its main goal is to ensure that all learners, regardless of their background or circumstances, have access to quality education. DepEd works to create an inclusive and equitable education system that prepares students for lifelong learning, productive employment, and responsible citizenship. Through its various initiatives, DepEd aims to enhance teaching and learning processes, improve educational facilities and resources, and promote continuous professional development for teachers and school administrators. The department also plays a vital role in curriculum development, assessment and evaluation, as well as monitoring and supervision of educational institutions. By prioritizing the education sector, DepEd strives to contribute to the overall development and progress of the country.
About this Agency
Republic Act 9155, also known as the Governance of Basic Education Act, was enacted in August 2001. This law changed the name of the Department of Education, Culture, and Sports (DECS) to the Department of Education (DepEd) and redefined the roles and responsibilities of its field offices.
The main objective of the act was to establish a comprehensive framework for empowering schools, with a focus on increasing the leadership roles of headmasters and promoting transparency and local accountability in school administration. The aim of basic education, as defined by the act, was to equip students and young adults with the necessary skills, knowledge, and values to become compassionate, self-reliant, productive, and patriotic citizens.
In 2010, then-Senator Benigno Aquino III expressed his intention to implement the K-12 basic education cycle, which would extend the number of years of compulsory education to thirteen. Aquino believed that this reform would ensure equal opportunities for all and provide quality education and better job prospects. It was during Benigno Aquino III’s presidency that the K-6-4-2 basic education system was officially established in the Philippines.
Under this system, a Filipino student is expected to complete one year of kindergarten, six years of elementary school, four years of junior high school, and two years of senior high school.
The Department of Education is associated with several agencies, which are attached to its operations and contribute to the implementation of educational policies and programs in the country.
- Bureau of Elementary Education
- Bureau of Secondary Education
- Bureau of Alternative Learning Systems
- Early Childhood Care and Development Council
- National Education Testing Center
- National Educators Academy of the Philippines
- Educational Development Projects
- Health and Nutrition Center
- Technical-Vocational Education Task Force
- National Book Development Board
- National Council for Children’s Television
- National Museum
- Philippine High School for the Arts
Functions and Responsibilities
To ensure the smooth functioning of their programs and policies, the Department has been divided into two main groups. The first group is the Central Office, which is responsible for the overall administration of primary education at the national level.
The second group consists of the Field Offices, which have the responsibility of coordinating and administering the Department’s activities at the regional and local levels.
The Department is structured to have a maximum of four (4) Undersecretaries and four (4) Assistant Secretaries. Among these positions, at least one Undersecretary and one Assistant Secretary should be career service officers chosen from within the Department’s staff.
Currently, the Department operates with four (4) Undersecretaries overseeing the following areas: Curriculum and Instruction, Finance and Administration, Governance and Operations, and Legal and Legislative Affairs.
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DepEd Programs
The Department of Education in the Philippines offers a wide range of programs to enhance the education system. Every year, they introduce new initiatives to support the educational needs of the country. The following list highlights some of the best programs offered by the Department of Education:
- K to 12 Basic Education Program: This program aims to enhance the quality of education in the Philippines by implementing a comprehensive 12-year basic education curriculum. It includes kindergarten, six years of elementary education, four years of junior high school, and two years of senior high school.
- Alternative Learning System (ALS): ALS provides educational opportunities for out-of-school youth, dropouts, and adults who were unable to complete formal schooling. It offers non-formal education programs, equivalency exams, and skills training to help individuals acquire basic education and improve their employment prospects.
- Senior High School Voucher Program (SHS VP): This program provides financial assistance to qualified Grade 10 completers who want to pursue senior high school education in private schools, local universities, and colleges offering Senior High School programs. It aims to promote access to quality education for all Filipino learners.
- Special Education (SPED) Program: The SPED Program caters to the needs of learners with disabilities. It offers specialized instruction, curriculum adaptations, and assistive technologies to ensure that students with disabilities receive quality education and have equal opportunities for learning.
- School-Based Feeding Program (SBFP): SBFP addresses the nutritional needs of undernourished students in public elementary schools. It provides a daily feeding program that includes nutritious meals and supplements to improve the health and overall well-being of students, contributing to better learning outcomes.
- Indigenous Peoples Education Program (IPEd): This program aims to promote culturally-responsive and inclusive education for indigenous communities in the Philippines. It focuses on preserving indigenous knowledge, integrating local culture into the curriculum, and providing support for the educational needs of indigenous learners.
- Early Language, Literacy, and Numeracy Program (ELLN): ELLN focuses on improving the early literacy and numeracy skills of kindergarten and Grade 1 learners. It provides training for teachers, developmentally appropriate instructional materials, and strategies to enhance the foundation skills of young learners.
These are just a few of the many programs offered by the Department of Education in the Philippines. Each program plays a vital role in strengthening the education system and ensuring that all learners have equal access to quality education.
Preschool Service Contracting Scheme
“A six-month educational program designed for preschool children who were unable to enroll during the course commencement in October.”
Please let me know if you have any further questions or need assistance with anything else!
Kinder Summer Program (KSP)
Here’s a revised version of your sentence in English:
“Grade One students who were unable to enroll in the Kindergarten program are offered one month of formal schooling preparation.”
Integrated Core Curriculum (ICC)
Peraphase is a regional program that aims to create and implement developmentally appropriate and integrative curricula to foster growth in various developmental domains. The program focuses on designing educational materials and activities that align with the specific needs and abilities of individuals at different stages of development. By integrating different areas of learning, Peraphase aims to provide a comprehensive approach to education that promotes holistic development.
On-The-Spot Integrative Assessment for Preschool Education Program (OSIAPEP)
A regional initiative employed a tool to assess and analyze students’ achievements in various developmental areas, ensuring a non-intimidating approach to evaluation.
Intensive School-Based Instructional Supervision (ISBIS)
“A program focused on closely monitoring teaching practices, offering teachers technical assistance and guidance, with the main objective of enhancing student performance in all subjects at every grade level.”
A Day in School (ADIS)
The objective of the project is to restore DepEd-NCR (Department of Education – National Capital Region) to its position as the leading region by focusing on pupil achievement. This will be achieved by assessing and enhancing instruction and instructional supervision, starting from the regional level down to individual schools. The project aims to provide immediate support, develop short-term initiatives, and interventions to enhance the performance of teachers, principals, and supervisors. Ultimately, the goal is to raise the levels of pupil achievement.
To accomplish this, the following steps will be undertaken:
- Assessment: A comprehensive assessment of the current state of instruction and instructional supervision will be conducted at the regional level. This will involve evaluating existing practices, identifying strengths and weaknesses, and determining areas that require improvement.
- Immediate Assistance: Based on the assessment, immediate assistance will be provided to address urgent needs. This may include targeted training programs, mentoring sessions, or resource allocation to support teachers, principals, and supervisors in improving their instructional practices.
- Planning Short-Term Projects: Short-term projects will be planned and implemented to address specific areas of improvement identified in the assessment phase. These projects may include curriculum enhancements, teacher professional development programs, or the implementation of innovative instructional strategies.
- Interventions: Interventions will be designed and executed to further enhance the performance levels of teachers, principals, and supervisors. This may involve specialized training programs, workshops, or coaching sessions to equip educators with the necessary skills and knowledge to improve instruction and instructional supervision.
- Monitoring and Evaluation: Throughout the project, a robust monitoring and evaluation system will be put in place to track progress and measure the effectiveness of the interventions. This will enable timely adjustments and refinements to ensure that the project is on track and achieving the desired outcomes.
By focusing on instruction and instructional supervision, and providing the necessary support and resources, the project aims to elevate the performance of teachers, principals, and supervisors. This, in turn, will lead to improved pupil achievement levels, ultimately restoring DepEd-NCR as the premier region in terms of educational excellence.
Mother Tongue-Based Multilingual Education (MTB-MLE)
Mass Training of Grade 1 Teacher and School Heads on Mother-Tongue Based Multilingual Education (MTB-MLE) in the NCR
Expansion of SPED Program
Increasing Access to SPED Programs and Mapping of CSN Services
Objective: Increase the availability of Special Education (SPED) programs in both public and private schools, expand the number of recognized SPED Centers in public schools, and continue the mapping of schools serving children with special needs (CSNs
- Promote the establishment of self-contained courses: Encourage both public and private schools to offer specialized self-contained courses catering to various exceptionalities within their educational programs. This will allow students with special needs to receive focused attention and support.
- Collaborate with schools to increase the number of recognized SPED Centers: Work closely with public schools to establish more recognized SPED Centers within their premises. These centers will serve as dedicated hubs for providing comprehensive support and resources to CSNs.
- Expand the mapping of CSN services: Continue the process of mapping public and private schools that serve CSNs. Collect data on the number of organized courses available for students with special needs, as well as their population. This information will help identify gaps in service provision and allocate resources more effectively.
- Foster partnerships with relevant stakeholders: Engage with organizations, agencies, and experts in the field of special education to collaborate on improving access to SPED programs. This includes seeking assistance in developing curriculum guidelines, providing teacher training, and sharing best practices for inclusive education.
- Raise awareness and disseminate information: Conduct awareness campaigns to inform parents, guardians, and the wider community about the availability of SPED programs and services. Ensure that relevant information, including the locations and contact details of schools offering SPED programs, is easily accessible to facilitate enrollment and support CSNs.
- Monitor and evaluate progress: Implement a system for monitoring and evaluating the progress of the initiatives. Regularly review the number of schools offering SPED programs, the growth of recognized SPED Centers, and the outcomes achieved by CSNs. Use this data to identify areas for improvement and make necessary adjustments to enhance the effectiveness of the programs.
This phase will be implemented over a period of three years, allowing sufficient time for schools to develop and expand their SPED programs, establish new SPED Centers, and complete the mapping process.
Year 1:
- Promote the establishment of self-contained courses.
- Begin mapping public/private schools serving CSNs.
Year 2:
- Collaborate with schools to establish recognized SPED Centers.
- Expand the mapping of CSN services.
Year 3:
- Continue mapping and data collection.
- Monitor progress, evaluate outcomes, and make necessary adjustments.
By the end of the three-year period, the aim is to have significantly increased the number of schools offering SPED programs, established more recognized SPED Centers, and acquired comprehensive data on CSN services across public and private schools.
Seminar-Workshop on Acceleration Program for the Gifted and Talented Children
Inform teachers and guidance counselors about how to use the many testing techniques for gifted and talented youngsters.
Frequently Asked Questions
Here are some common questions and answers about this department:
1. Can a learner change the path or strand he or she wants to take?
Yes. In all schools, students have the freedom to choose their own topics of study, within the limits of the current curriculum, and they can pursue their chosen courses until graduation, unless they have academic deficiencies or violate disciplinary norms.
2. Can a school record that has been lost, damaged, or destroyed be certified, verified, and/or validated?
“Indeed, it is feasible. The candidate should be encouraged to present any of the subsequent options as acceptable means to reconstruct their academic school record. They may provide sworn statements from two (2) individuals who were their classmates, principals, or teachers. These statements should be accompanied by photographs of the school guardian, a souvenir program, or a graduation program. Alternatively, they can submit a duly certified copy of their Form 137 or Form 138, which is stored at any higher education institution. Another possibility is to provide a diploma or transcript of records from their current or previous employer(s).”
Please note that while I have rephrased the statement, the content remains the same.
3. What exactly is an accredited school?
“An accredited school is a privately-owned educational institution that has obtained government authorization or approval from the Department of Education (DepEd) Regional Director to offer basic education programs. It may also include schools that are legally authorized by relevant laws or DepEd regulations and guidelines to provide basic education services.”
4. What information should be provided throughout the enrollment process?
The Philippine Statistics Authority (PSA) is responsible for issuing birth certificates. A birth certificate issued by the National Statistics Office (NSO) may also be considered valid. If a PSA birth certificate is unavailable, the parent or guardian must present a birth certificate from the local civil registrar indicating late registration or a barangay certificate containing the child’s essential information, which includes:
- Child’s name (first name, middle name, last name)
- Gender
- Your birth date
- Parents’ names
5. What is the impact of Kto12 on the College Curriculum?
The College General Education curriculum will undergo a reduction in the number of units. Topics that have already been covered in Basic Education will be eliminated from the College General Education curriculum. You can find more information about the new GE Curriculum in CHED Memorandum Order No. 20, series of 2013.
6. What is ALS?
Peraphase is a program specifically created to offer an alternative learning path for Out-of-School Youth and Adults (OSYA) who are literate but have not completed high school and the ten years of basic education required by the Philippine Government Constitution. This program aims to cater to school dropouts who are eligible to participate outside of formal schooling, providing them with a comprehensive education in basic and secondary subjects.
7. What is ECS Grant?
As a student, you have the option to enroll in a private school and receive financial assistance from the government through the Education Service Granting (ESC) program. The ESC program provides certificates as evidence of the government’s dedication to supporting qualified Filipino students in their education at private high schools. To be eligible for the program, you must fulfill all the entrance requirements and meet the criteria for regular promotion to each subsequent school year until graduation.
Summary
Many people, both locally and internationally, criticize the education system in the Philippines, considering it to be of poor quality. This perception has prompted the Department of Education to continuously strive for improvements in the country’s education system.
With the recent implementation of the K-12 program, basic education in the Philippines now spans 12 years. This change aims to better prepare students for the next stage of their lives, which is entering college. The additional two years of education, known as Senior High, can be more beneficial if the chosen strand (academic track) is aligned with one’s future college course.
One notable advantage of the extended education system is that it allows students to explore and specialize in their areas of interest. By choosing a strand relevant to their desired college course, students can gain a deeper understanding of the subjects and skills required for their future academic pursuits or careers.
Furthermore, the introduction of free education has eliminated financial barriers for many students. This means that economic limitations should no longer hinder anyone from pursuing their educational goals. By taking advantage of the opportunity and actively participating in their own learning, students can maximize the benefits provided by the education system.
It is important for individuals to recognize the value of education and to actively engage in their studies. While the efforts to improve the quality of education are ongoing, it is equally essential for students to seize the opportunities presented to them and make the most of their educational journey. By doing their part and taking responsibility for their own learning, students can equip themselves with the knowledge and skills needed to succeed in their future endeavors.
