7 Reasons Why Physical Education Is Important In School 63102p

7 Reasons Why Physical Education is Important in School Are you looking for information about the importance of physical education in schools and why it should be maintained and emphasized? Do you want a healthy active lifestyle for your kids? Then this article can help you convince your kids thatexercising and participation especially in school PE classes is important. Physical education plays a vital role in the students’ development and growth. According to recent medical studies, physical well being of a student is directly related to his or her performance whether in class or in the office. The article will give you reasons to agree.

1. It’s a link to good health. The value of physical fitness can never be overstated. It’s only in physical educational classrooms that students learn the value of taking care of themselves thru proper grooming, healthy eating and regular exercise. 2. It’s a preventive measure against disease. Many doctors today agree that obesity is a serious health risk. Without any form of diet management and control with the numerous processed food students intake everyday compounded by a sedentary lifestyle, a student’s health can easily be at risk to many diseases like chronic heart disease, hypertension and diabetes. Physical education in school is a preventive measure to teach students the value of regular exercise. 3. It’s a program for muscle strength and fitness. Physical education develops the students’ motor skills and hand-eye coordination. It also develops the upper body muscles through activities like doing push ups as well the lower body muscles through stationary jumping jacks, 3min running and jumping exercises. Programs usually have core training exercises also like doing abdominal crunches. 4. It promotes academic learning. Physical health allows students to function even better in classrooms. A good cardiovascular system developed from regular exercise promotes excellent blood and oxygen circulation. This

means more nutrients circulate through out the body which includes the brain. This circulation produces longer attention span during classes allowing longer concentration and absorption. 5. It builds self esteem. Students who are active in physical activities like basketball, volleyball, martial arts and running just to name a few are more confident with themselves according to most social school studies. It’s probably because of the self discipline and dedication to excel in a sport that brings out the best in students. In school, the physical education program introduces these sport activities to students allowing them to make choices to which sport areas they want to get involved in. 6. It develops cooperation, teamwork and sportsmanship skill. Most physical education programs are holistic. The program allows student to interact together to a common goal and that is to win and excel physically. It brings out the competitive sides of students working both body and mind but also promotes sportsmanship. 7. It promotes a physically active lifestyle. The purpose of physical education is to instill in students, at an early age, the value of self preservation and choosing a lifestyle that is good for both the mind and body.

A STUDY OF PHYSICAL EDUCATION April 1917 [Extracted from an essay published in April 1917 (in Hsin ching-nein) ]

Our nation is wanting in strength. The military spirit has not been encouraged; The physical condition of the population deteriorates daily. This is an extremely disturbing phenomenon. The promoters of physical education have not grasped the essence of the problem, and therefore, their efforts, though prolonged, have not been effective. If this state continues, our

weakness will increase further. To attain our goals and to make our influence felt are external matters, results. The development of our physical strength is an internal matter, a cause. If our bodies are not strong we will be afraid as soon as we see enemy soldiers, and then how can we attain our goals and make ourselves respected? Strength depends on drill, and drill depends on self-awareness. The advocates of physical education have not failed to devise various methods. If their efforts have nevertheless remained fruitless, it is because external forces are insufficient to move the heart.... If we wish to make physical education effective, we must influence people's subjective attitudes and stimulate them to become conscious of physical education. If one becomes conscious of the problem, a programme for physical education will come easily, and we will attain our goals and make our influence felt as a matter of course..

1. AN EXPLANATION OF PHYSICAL EDUCATION. Physical education helps to maintain life. East and West differ in their interpretations of it. Chuang Tzu followed the example of the cook, Confucius drew on the lesson of the archer and the charioteer. In , Physical education has gained the greatest popularity. Fencing has spread all over the country. Japan has bushido. Moreover, recently, following the traditions of our country, judo has developed there to an irable degree. When we examine these examples, we see that they all begin with the study of physiology.

2. THE PLACE OF PHYSICAL EDUCATION IN OUR LIFE

Physical education complements education in virtue and knowledge. Moreover, both virtue and knowledge reside in the body. Without the body there would be neither virtue nor knowledge. Those who understand this are rare. People stress either knowledge or morality. Knowledge is certainly valuable, for it distinguishes man from animals. But wherein is knowledge contained? Morality, too, is valuable; it is the basis of the social order and of equality between ourselves and others. But where does virtue reside? It is the body that contains knowledge and houses virtue. It contains knowledge like a chariot and houses morality like a chamber. The body is the chariot that contains knowledge, the chamber that houses virtue. Children enter primary school when they reach the proper age. In primary school, particular attention should be paid to the development of the body; progress in knowledge and moral training are of secondary importance. Nourishment and care should be primary, teaching and discipline complementary. At present, most people do not know this, and the result is that children become ill, or even die young, because of studying. In middle and higher schools, stress should be placed equally on all three aspects of education. At present, most people overemphasize knowledge. During the years of middle school, the development of the body is not yet completed. Since today the factors favouring physical development are few, and those deterring it numerous, won't physical development tend to cease? In the educational system of our country, required courses are as thick as the hairs on a cow . Even an adult with a tough, strong body could not stand it let alone those who have not reached adulthood, or those who are weak. Speculating on the intentions of the educators, one is led to wonder whether they did not design such an unwieldy curriculum in order to exhaust the students, to trample on their bodies and ruin their lives.... How stupid! The only calamity that can befall a man is not to have a body. What else is there to worry about? If one seeks to improve one's body other things will follow automatically. For the improvement of the body, nothing is

more effective than physical education. Physical education really occupies the first place in our lives. When the body is strong, then one can advance speedily in Knowledge and morality, and reap far-reaching advantages. It should be regarded as an important part of our study. Learning has its essential and its accessory parts, and affairs have their end and their beginning. To know what is first and what is last will bring one closer to the proper way. [From 'The Great Learning', one of the four Confucian classics]. This is exactly what I intend to say.

3. PREVIOUS ABUSES OF PHYSICAL EDUCATION AND MY METHOD FOR REMIDYING THEM The three forms of education are equally important; students hitherto have paid much attention to moral and intellectual education but have neglected physical education. The unfortunate consequence has been that they bend their backs and bow their heads; they have 'white and slender hands' [from Nineteen old Poems, a famous collection of poems of the Han dynasty ]; when they climb a hill they are short of breath, and when they walk in water they get cramps in their feet. That is why Yen Tzu had a short life, and Chia I died young. As for Wang Po and Lu Chao-lin, the one died young, and the other became a paralytic. All these were men of high attainments in morality and knowledge. But there comes a day when the body cannot be preserved. and then morality and wisdom are destroyed along with it. Only the men of the North are able 'to lie under arms and meet death without regret'. [From The Doctrine of the Mean, one of the Confucian classics]. In the regions of Yen and Chao there were many heroes, and martyrs and warriors often came from Liangchow. At the beginning of the Ch'ing dynasty, Yen Hsi-chai and Li Kangchu practiced both the literary and military arts. Yen Hsi-chai travelled over a

thousand li (about 0.5 km.) to the north of the Great Wall to learn the art of fencing. He contended with brave soldiers and won. Hence he said: 'If one lacks either the literary or the military arts, is this the true way?'... As far as we, students are concerned, the installation of a school and the instruction given by its teachers are only the external and objective aspect. We also have the internal, the subjective aspect. When one's decision is made in his heart, then all parts of the body obey its orders. Fortune and misfortune are of our own seeking. 'I wish to be virtuous, and lo, virtue is at hand.' [From the Confucian Analects.] How much more this is true of physical education! If we do not have the will to act, then even though the exterior and the objective are perfect, they still cannot benefit us. Hence, when we speak of physical education, we should begin with individual initiative.

4. THE UTILITY OF PHYSICAL EDUCATION Because man is an animal, movement is most important for him. And because he is a rational animal, his movements must have a reason. But why is movement deserving of esteem? Why is rational movement deserving of esteem? To say that movement helps in earning a living is trivial. To say that movement protects the nation is lofty. Yet neither is the basic reason. The object of movement is simply to preserve our life and gladden our hearts. Chu Hsi stresses respect, and Lu Chiuyuan stresses tranquillity. Tranquillity is tranquil, and respect is not action; it is merely tranquil. Lao Tzu said that immobility was the ultimate goal; the Buddha sought quiet and methods of contemplation. The art of contemplation is esteemed by the disciples of Chu and Lu. Recently there have been those who, following these masters, have spoken of methods of contemplation, boasted about the effectiveness of their methods, and expressed contempt for those who exercise, thereby ruining

their own bodies. This is perhaps one way, but I would not venture to imitate it. In my humble opinion, there is only movement in heaven and on earth.... One often hears it said that the mind and the body cannot both be perfect at the same time, that those who use their minds are deficient in physical health and those with a robust body are generally deficient in mental capacities. This kind of talk is also absurd and applies only to those who are weak in will and feeble in action, which is generally not the case of superior men. Confucius died at the age of seventy-two, and I have not heard that his body was not healthy. The Buddha travelled continually, preaching his doctrine, and he died at an old age. Jesus had the misfortune to die unjustly. As for Mohammed, he subjugated the world holding the Koran in his left hand and a sword in his right. All these men were called sages and are among the greatest thinkers... Physical education not only strengthens the body but also enhances our knowledge. There is a saying: Civilize the mind and make savage the body. This is an apt saying. In order to civilize the mind one must first make savage the body. If the body is made savage, then the civilized mind will follow. Knowledge consists in knowing the things in the world, and in discerning their laws. In this matter we must rely on our body, because direct observation depends on the ears and eyes, and reflection depends on the brain. The ears and eyes, as well as the brain, may be considered parts of the body. When the body is perfect, then knowledge is also perfect. Hence one can say that knowledge is acquired indirectly through physical education. Physical strength is required to undertake the study of the numerous modern sciences, whether in school or through independent study. He who is equal to this is the man with a strong body; he who is not equal to it is the man with a weak body. The division between the strong and the weak determines the area of responsibilities each can assume.

Physical education not only enhances knowledge. it also harmonizes the sentiments. The power of the sentiments is extremely great. The ancients endeavoured to discipline them with reason. Hence they asked. 'Is the master [i.e.. reason] always alert?' They also said: 'One should discipline the heart with reason.' But reason proceeds from the heart. and the heart resides in the body. We often observe that the weak are enslaved by their sentiments and are incapable of mastering them. Those whose senses are imperfect or whose limbs are defective are often enslaved by excessive ion, and reason is incapable of saving them. Hence it may be called an invariable law that when the body is perfect and healthy, the sentiments are also correct …. Physical education not only harmonizes the emotions, it also strengthens the will. The great utility of physical education lies precisely in this. The principal aim of physical education is military heroism. Such objects of military heroism as courage, dauntlessness, audacity, and perseverance are all matters of will. Let me explain this with an. example. To wash our feet in ice water makes us acquire courage and dauntlessness, as well as audacity. In general, any form of exercise, if pursued continuously. will help to train us in perseverance. Longdistance running is particularly good training in perseverance. 'My strength uprooted mountains. my energy dominated the world' [from a poem attributed to Hsiang Yu] — this is courage. 'If I don't behead the Lou Lan, I swear I will not return'— this is dauntlessness. To replace the family with the nation — this is audacity. ' [Yu] was away from his home for eight years, and though he thrice ed the door of it, he did not enter' [ reference to Mencius ] — this is perseverance. All these can be accomplished merely on the basis of daily physical education. The will is the antecedent of a man's career. Those whose bodies are small and frail are flippant in their behaviour. Those whose skin is flabby are soft and dull in will.

Thus does the body influence the mind. The purpose of physical education is to strengthen: the muscles and the bones; as a result, knowledge is enhanced, the sentiments are harmonized, and the will is strengthened. The muscles and the bones belong to our body; knowledge sentiments, and will belong to our heart. When both the body and the heart are at ease, one may speak of perfect harmony. Hence, physical education is nothing else but the nourishing of our lives and the gladdening of our hearts.

5. THE REASONS FOR DISLIKING EXERCISE Exercise is the most important part of physical education. Nowadays students generally dislike exercise. There are four reasons for this: (1) They do not have self-awareness. If a thing is to be put into practice, one must first take pleasure in it. One must understand in detail the whys and the wherefores. To know in detail the whys and the wherefores is self-awareness. People generally do not know the interrelation between exercise and themselves — or they may know it in general but not intimately.... (2) They cannot change their long-established habits. Our country has always stressed literary accomplishment. People blush to wear short clothes. [The mode of dress of the swordsmen of King Wen of Chao, according to a chapter of the Taoist classic Chuang Tzu.] Hence there is the common saying, 'A good man does not become a soldier'.... (3) Exercise has not been propagated forcefully... (4) Students feel that exercise is shameful. According to my humble observation, this is really their major reason for disliking exercise. Flowing garments, a slow gait, a grave, calm gaze — these constitute a fine deportment, respected by society. Why should one suddenly extend an arm or expose a leg, stretch and bend down? Is this not strange? Hence there are those who know well that their body needs exercise and, moreover, wish very much to do

so, but they cannot. There are those who can exercise only with a group, not by themselves, and those who can exercise in privacy but not in public. In short, all this is due to feelings of shame. All four of these are reasons for disliking exercise. The first and the fourth are subjective, and changing them depends on ourselves; the second and third are objective, and changing them depends on others: 'What the superior man seeks is in himself '[Analects], that which depends on others is of lesser importance.

6. THE METHDS OF EXERCISE SHOULD BE FEW Tseng Wen-cheng washed his feet before going to bed and walked a thousand steps after meals, benefiting greatly from this method. There was an eighty-year-old man who was stiI1 healthy. On being asked how he maintained his health, he replied, ' I don't eat hearty meals, that's all.' Nowadays the methods of exercise are very diverse, more than I can count. But although there may be several score or even several hundred, 'A branch in the forest is sufficient for the bird to lodge in, and if it drinks at the river it does not drink more than what its stomach can hold. ' [From Chuang Tzu] We have only this body and only these senses, bones, viscera, and veins. Even though there are several hundred methods of exercise all of them are aimed at improving the circulation of the blood. If one method can accomplish this, the result of a hundred methods is the same as that of one. Therefore the other ninety-nine methods can be dispensed with. 'Our eyes can see only one thing at a time; our ears can hear only one sound at a time.' [From Hsun Tzu, a Confucian 'realist']. To employ a hundred different methods to train the muscles and the bones only disturbs them....

7. THE POINTS TO WHICH WE MUST PAY ATTENTION WHEN WE EXERCISE. We should have perseverance in all things. Exercise is no exception. Suppose there are two men who exercise. One practices and then stops, the other is unremitting in his practice. There will certainly be a difference in the results. First of all, perseverance in exercise creates interest. In general, that which is at rest cannot set itself in motion; there must be something to move it. And this something can only be interest.... Interest arises from unremitting daily exercise. The best way is to exercise twice a day — on getting up and before going to bed — in the nude; the next best way is to wear light clothes. Too much clothing impedes movement. If one does this daily, the idea of exercise is continually present and never interrupted. Today's exercise is a continuation of yesterday's exercise and thus leads to tomorrow's exercise. The individual exercise periods need not be long; thirty minutes are sufficient. In this way, a certain interest will naturally arise. Secondly, perseverance in exercise can create pleasure. Exercise over a long time can produce great results and give rise to a feeling of personal value. As a result, we will be able to study with joy, and every day will see some progress in our virtue. Our heart is filled with boundless joy because we have persevered and obtained a result. Pleasure and interest are distinct. Interest is the origin of exercise, andpleasure its consequence. Interest arises from the action, and pleasure from the result. The two are naturally different. Perseverance without concentration of mind can hardly produce results. If we look at flowers from a galloping horse, even though we may look daily, it is like not having seen them at all. If one person's heart follows a swan in the sky, he cannot

compete with the person who has meanwhile been studying carefully. Hence one should concentrate all one's effort on exercise. During exercise, the mind should be on the exercise. Idle and confused thoughts should all be put aside….. The superior man's deportment is cultivated and agreeable, but one cannot say this about exercise. Exercise should be savage and rude. To be able to leap on horseback and to shoot at the same time; to go from battle to battle; to shake the mountains by one' s cries, and the colours of the sky by one's roars of anger; to have the strength to uproot mountains like Hsiang Yu and the audacity to pierce the mark like Yu Chi — all this is savage and rude and has nothing to do with delicacy. In order to progress in exercise, one must be savage. If one is savage, one will have great vigour and strong muscles and bones. The method of exercise should be rude; then one can apply oneself seriously and it will be easy to exercise. These two things are especially important for beginners. There are three things to which we must pay attention in exercise: (1) perseverance, (2) concentration of all our strength, and (3) that it be savage and rude. There are many other things that require attention. Here I have merely indicated the most important ones.....

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Official Gazette PH Republic Act No. 10533 Published: May 15, 2013. Latest update: May 16, 2013.

S. No. 3286 H. No. 6643 Republic of the Philippines Congress of the Philippines Metro Manila Fifteenth Congress Third Regular Session Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve. [REPUBLIC ACT NO. 10533] AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Short Title. — This Act shall be known as the ―Enhanced Basic Education Act of 2013″. SEC. 2. Declaration of Policy. — The State shall establish, maintain and a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large. Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self. For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall: (a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards; (b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource. SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning can be based. It encomes kindergarten, elementary and secondary education as well as alternative learning systems for out-of-school learners and those with special needs. SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encomes at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education. Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I. Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old. Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively. Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners. For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level. For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place. SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA). To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the parents-teachers associations and the chambers of commerce on matters affecting the concerned stakeholders. The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; (b) The curriculum shall be relevant, responsive and research-based; (c) The curriculum shall be culture-sensitive; (d) The curriculum shall be contextualized and global; (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available; (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and (h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units. SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative committee chaired by the DepED Secretary or his/her duly authorized representative and with composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The consultative committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to the DepED the formulation of necessary refinements in the curriculum. SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs, as specified: (a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet the content and performance standards of the new K to 12 curriculum. The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training. (b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic, istrative and community leaders. Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school year to ensure constant upgrading of teacher skills. SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the ―Philippine Teachers Professionalization Act of 1994″, the DepED and private education institutions shall hire, as may be relevant to the particular subject: (a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education. Qualified LET applicants shall also include graduates itted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations: Provided, That they the LET within five (5) years after their date of hiring:Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required; (b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be istered by the DepED or higher education institutions (HEIs) at the expense of the DepED; (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty; (d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That they teach on parttime basis only. For this purpose, the DepED, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts. SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the ―Guidance and Counselling Act of 2004″, career and employment guidance counsellors, who are not ed and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepED. SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or the ―Expanded Government Assistance to Students and Teachers in Private Education Act‖, shall be extended to qualified students enrolled under the enhanced basic education. The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the programs under Republic Act No. 8545, and other financial arrangements formulated by the DepED and the Department of Budget and Management (DBM) based on the principles of public-private partnership.

SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s program the operationalization of the enhanced basic education program, the initial funding of which shall be charged against the current appropriations of the DepED. Thereafter, the amount necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act. SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for senior high school may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan. To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRK). SEC. 13. t Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program). — There is hereby created a t Oversight Committee to oversee, monitor and evaluate the implementation of this Act. The Oversight Committee shall be composed of five (5) each from the Senate and from the House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses. The hip of the Committee for every House shall have at least two (2) opposition or minority . SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the K to 12 program in of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed. The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts. SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per capita spending on education towards the immediate attainment of international benchmarks. SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act. SEC. 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same shall not affect the validity and effectivity of the other provisions hereof.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the ―Education Act of 1982″, Republic Act No. 9155 or the ―Governance of Basic Education. Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly. SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of general circulation. Approved,

(Sgd.) FELICIANO BELMONTE JR. Speaker of the House of Representatives

(Sgd.) JUAN PONCE ENRILE President of the Senate

This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643 was finally ed by the Senate and the House of Representatives on January 30, 2013.

(Sgd.) MARILYN BARUA-YAP Secretary General House of Representatives

(Sgd.) EDWIN B. BELEN Acting Senate Secretary

Approved: MAY 15 2013 (Sgd.) BENIGNO S. AQUINO III President of the Philippines

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Republic Act No. 10185 Republic Act No. 10282 Republic Act No. 10368 Republic Act No. 5446

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(REPUBLIC ACT NO. 4670, June 18, 1966) THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS I. DECLARATION OF POLICY COVERAGE Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social and economic status of public school teachers, their living and working conditions, their of employment and career prospects in order that they may compare favorably with existing opportunities in other walks of life, attract and retain in the teaching profession more people with the proper qualifications, it being recognized that advance in education depends on the qualifications and ability of the teaching staff and that education is an essential factor in the economic growth of the nation as a productive investment of vital importance. Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all public school teachers except those in the professorial staff of state colleges and universities. As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and all other persons performing supervisory and/or istrative functions in all schools, colleges and universities operated by the Government or its political subdivisions; but shall not include school nurses, school physicians, school dentists, and other school employees. II. RECRUITMENT AND CAREER Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of teachers shall be clearly defined by the Department of Education: Provided, however, That effective upon the approval of this Act, the following shall constitute the minimum educational qualifications for teacher-

applicants: (a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education (B.S.E.ED.); (b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units in Education. © For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of specialization with at least eighteen professional units in education; (d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of specialization; Provided, further, That in the absence of applicants who possess the minimum educational qualifications as hereinabove provided, the school superintendent may appoint, under a temporary status, applicants who do not meet the minimum qualifications: Provided, further, That should teacher-applicants, whether they possess the minimum educational qualifications or not, be required to take competitive examinations, preference in making appointments shall be in the order of their respective ranks in said competitive examinations: And provided, finally, That the results of the examinations shall be made public and every applicant shall be furnished with his score and rank in said examinations. Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional preparation in any school recognized by the Government, no probationary period preceding regular appointment shall be imposed if the teacher possesses the appropriate civil service eligibility: Provided, however, That where, due to the exigencies of the service, it is necessary to employ as teacher a person who possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil service eligibility, such person shall be appointed on a provisional status and shall undergo a period of probation for not less than one year from and after the date of his provisional appointment. Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as provided under existing laws. Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary civil service eligibility shall be extended permanent appointment for the position he is holding after having rendered at least ten years of continuous, efficient and faithful service in such position. Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no teacher shall be transferred without his consent from

one station to another. Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may be effected by the school superintendent who shall previously notify the teacher concerned of the transfer and the reason or reasons therefor. If the teacher believes there is no justification for the transfer, he may appeal his case to the Director of Public Schools or the Director of Vocational Education, as the case may be. Pending his appeal and the decision thereon, his transfer shall be held in abeyance: Provided, however, That no transfers whatever shall be made three months before any local or national election. Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is finally approved. Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers. A copy of the Code shall be furnished each teacher: Provided, however, That where this is not possible by reason of inadequate fiscal resources of the Department of Education, at least three copies of the same Code shall be deposited with the office of the school principal or head teacher where they may be accessible for use by the teachers. Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedure and shall have: a. the right to be informed, in writing, of the charges; b. the right to full access to the evidence in the case; c. the right to defend himself and to be defended by a representative of his choice and/or by his organization, adequate time being given to the teacher for the preparation of his defense; and d. the right to appeal to clearly designated authorities. No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case. Sec. 9. istrative Charges. istrative charges against a teacher shall be heard initially by a committee composed of the corresponding School Superintendent of the Division or a duly authorized representative who should at least have the rank of a division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its absence, any existing provincial or national teacher's organization and a supervisor of the Division, the last two to be designated by the Director of Public Schools. The committee shall submit its findings and recommendations to the Director of Public Schools within thirty days from the termination of the hearings:

Provided, however, That where the school superintendent is the complainant or an interested party, all the of the committee shall be appointed by the Secretary of Education. Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or during its exercise, or in the termination of services, based on other than professional consideration. Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married couples, both of whom are public school teachers, to be employed in the same locality. Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties, particularly with regard to teaching and classroom methods. III. HOURS OF WORK AND REMUNERATION Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give him time for the preparation and correction of exercises and other work incidental to his normal teaching duties: Provided, however, That where the exigencies of the service so require, any teacher may be required to render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his basic pay. Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricula and out of school activities and any other activities outside of what is defined as normal duties of any teacher shall be paid an additional compensation of at least twenty-five per cent of his regular remuneration after the teacher has completed at least six hours of actual classroom teaching a day. In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed in excess of eight hours a day shall be paid an additional compensation of at least twenty-five per cent of their regular remuneration. The agencies utilizing the services of teachers shall pay the additional compensation required under this section. Education authorities shall refuse to allow the rendition of services of teachers for other government agencies without the assurance that the teachers shall be paid the remuneration provided for under this section. Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:

(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications, training and abilities; (b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families; and © they shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater responsibility than others: Provided, however, That the general salary scale shall be such that the relation between the lowest and highest salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary scales relative to the upper end. Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum salary by means of regular increments, granted automatically after three years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend over a period of ten years. Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city, municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the National Government. Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of living by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living index. The Secretary of Education shall, in consultation with the proper government entities, recommend to Congress, at least annually, the appropriation of the necessary funds for the cost-ofliving allowances of teachers employed by the National Government. The determination of the cost-of-living allowances by the Secretary of Education shall, upon approval of the President of the Philippines, be binding on the city, municipal or provincial government, for the purposes of calculating the cost-of-living allowances of teachers under its employ. Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they shall be compensated special hardship allowances equivalent to at least twentyfive per cent of their monthly salary. Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the Philippines or its equivalent in checks or treasury warrants. Provided, however, That such checks or treasury warrants shall be cashable in any national, provincial, city or municipal treasurer's office or any banking institutions operating under the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers except under specific authority of law authorizing such deductions: Provided, however, That upon written authority executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers Association, and (2) s properly due on insurance policies, shall be considered deductible. IV. HEALTH MEASURES AND INJURY BENEFITS Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge for all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's professional life. Where medical examination show that medical treatment and/or hospitalization is necessary, same shall be provided free by the government entity paying the salary of the teachers. In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care with the right to be reimbursed for their traveling expenses by the government entity concerned in the first paragraph of this Section. Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of employment injuries in accordance with existing laws. The effects of the physical and nervous strain on the teacher's health shall be recognized as a compensable occupational disease in accordance with existing laws. V. LEAVE AND RETIREMENT BENEFITS Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a schedule set by the Department of Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of their monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than one year study leave, unless he needs an additional semester to finish his thesis for a graduate study in education or allied courses: Provided, further, That no compensation shall be due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for seniority and pension purposes. The compensation allowed for one year study leave as herein provided shall be subject to the condition that the teacher takes the regular study load and es at least seventy-five per cent of his courses. Study leave of more than one year may be permitted by the Secretary of Education but without compensation. Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the illness demands a long treatment that will exceed

one year at the least. Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of the applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation of the lump sum of the retirement pay and the monthly benefits thereafter. VI. TEACHER'S ORGANIZATION Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous authorization both to establish and to organizations of their choosing, whether local or national to further and defend their interests. Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any person to commit any acts of discrimination against teachers which are calculated to (a) make the employment of a teacher subject to the condition that he shall not an organization, or shall relinquish hip in an organization, (b) to cause the dismissal of or otherwise prejudice a teacher by reason of his hip in an organization or because of participation in organization activities outside school hours, or with the consent of the proper school authorities, within school hours, and © to prevent him from carrying out the duties laid upon him by his position in the organization, or to penalize him for an action undertaken in that capacity. Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the formulation of national educational policies and professional standards, and in the formulation of national policies governing the social security of the teachers. VII. ISTRATION AND ENFORCEMENT Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary rules and regulations to implement the provisions of this Act. Rules and regulations issued pursuant to this Section shall take effect thirty days after publication in a newspaper of general circulation and by such other means as the Secretary of Education deems reasonably sufficient to give interested parties general notice of such issuance. Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein granted to public school teachers under the employ of the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than one hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the court. If the offender is a public official, the court shall order his dismissal from the Government service. Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly. Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or any provisions not affected thereby shall remain in force and in effect. Sec. 35. This Act shall take effect upon its approval. Approved: June 18, 1966