Activities 3: Cite important points that a particular law intensifies on specific issues

below:

RA 8980 DO 40 s. DO 32 s. RA 10533 RA 10533

20011 2015

Medium of It shall use Arabic English Mother tongue Mother tongue

instruction  the child’s Language language language is the language is the
first language language of language of
as the instruction from instruction from
medium of kindergarten to kindergarten to
instruction. Grade 3 to attain Grade 3 to attain
mastery of learning mastery of learning
competencies. On competencies. On
the other hand, the other hand,
starting Grade 4 to starting Grade 4 to
Grade 6 teachers Grade 6 teachers
will use English will use English
and Filipino as and Filipino as
their medium of their medium of
instruction. instruction.

Teacher ECCD A. (1) (a) Graduates of (a) Graduates of

Qualification  Service Kindergart Teaching science, science,
Providers en using the mathematics, mathematics,
include the Madrasah Mother
statistics, statistics,
various Tongue
professionals, of an IP engineering, music engineering, music
Kindergart
paraprofessio communit and other degree and other degree
en
nals, and teachers y from courses with courses with
volunteer who are Kindergar shortages in shortages in
caregivers trained in ten to qualified Licensure qualified Licensure
who are Arabic Grade 3. Examination for Examination for
directly reading Teachers (LET) Teachers (LET)
responsible and (2)
for the care Islamic Contextu applicants to teach applicants to teach
and alization in their specialized in their specialized
values can
education of teach the of the subjects in the subjects in the
young Kindergart curriculu elementary and elementary and
children en m for secondary secondary
through the Madrasah. IPEd in education. education.
various They must any level
Qualified LET Qualified LET
center and be able to from
home-based integrate Kindergar applicants shall applicants shall
programs. ten to also include also include
Islamic
They include, values into Grade graduates graduates
but are not the 10. admitted by admitted by
limited to, day activities of foundations duly foundations duly
care workers, the (3)
recognized for recognized for
teachers, learners. Designin
teacher- However, g and their expertise in their expertise in
aides, rural asatidz delivering the education the education
health who pass culturally sector and who sector and who
midwives, the appropria satisfactorily satisfactorily
social QEALIS te complete the complete the
workers, and teaching- requirements set requirements set
community complete learning
by these by these
health the LEaP sessions
workers, may also as guided organizations: organizations:
barangay teach by a Provided, That Provided, That
nutrition Arabic contextua they pass the LET they pass the LET
scholars, language lized within five (5) within five (5)
parent and curriculu years after their years after their
effectiveness Islamic m for IP date of hiring: date of hiring:
service values as learners
Provided, further, Provided, further,
volunteers, separate in any
child learning level from That if such That if such
development areas. Kindergar graduates are graduates are
workers, and ten to willing to teach on willing to teach on
family day B. ALIVE Grade part-time basis, the part-time basis, the
care for Grades 10. provisions of LET provisions of LET
providers. 1 to 6 To shall no longer be shall no longer be
ensure required; required;
quality and
inclusive (b) Graduates of (b) Graduates of
education, technical- technical-
teachers vocational courses vocational courses
or asatidz
must pass to teach in their to teach in their
the specialized specialized
QEALIS subjects in the subjects in the
and secondary secondary
complete education: education:
the LEaP Provided, That Provided, That
to handle
these graduates these graduates
ALIVE
classes. possess the possess the
These necessary necessary
asatidz certification issued certification issued
may (a) be by the TESDA: by the TESDA:
under Provided, further, Provided, further,
contract of That they undergo That they undergo
service appropriate in- appropriate in-
(COS), or service training to service training to
(b) granted
be administered by be administered by
a
permanent the DepED or the DepED or
position. higher education higher education
The institutions (HEIs) institutions (HEIs)
systematic at the expense of at the expense of
selection, the DepED; the DepED;
hiring,
deploymen (c) Faculty of HEIs (c) Faculty of HEIs
t, career be allowed to be allowed to
pathing teach in their teach in their
and
general education general education
continuing
profession or subject or subject
al specialties in the specialties in the
developme secondary secondary
nt of education: education:
Madrasah Provided, That the Provided, That the
education faculty must be a faculty must be a
teachers
holder of a holder of a
or asatidz
must be relevant Bachelor’s relevant Bachelor’s
conducted degree, and must degree, and must
through have satisfactorily have satisfactorily
the served as a full- served as a full-
Schools time HEI faculty; time HEI faculty;
Division
Office (d) The DepED (d) The DepED
(SDO). and private and private
education education
After institutions may
institutions may
passing hire practitioners,
with expertise in hire practitioners,
the
QEALIS, the specialized with expertise in
the asatidz learning areas the specialized
must take offered by the learning areas
the Basic Education offered by the
Language Curriculum, to Basic Education
Enhancem teach in the
Curriculum, to
ent and secondary level;
Provided, That teach in the
Pedagogy
(LEaP) they teach on part- secondary level;
Training time basis only. Provided, That
and Arabic For this purpose, they teach on part-
Emergent the DepED, in time basis only.
Reading coordination with For this purpose,
(AER). the appropriate
the DepED, in
Grants to government
take the agencies, shall coordination with
Accelerate determine the the appropriate
d Teacher necessary government
Education qualification agencies, shall
Program standards in hiring determine the
(ATEP) these experts. necessary
may be
qualification
provided to
enable standards in hiring
them to these experts.
obtain a
Bachelor’s
Degree,
and take
and pass
the
Licensure
Examinatio
n for
Teachers
(LET).

Asatidz
under
COS are
required to
render at
least 20
hours per
week
inclusive of
the
instruction
al
preparatio
ns.
However,
in the
exigency
of service,
the asatidz
may
render
beyond 20
hours. The
schedule
of ALIVE
classes
shall be
determine
d by the
school
head,
based on
the
availability
of asatidz
and other
resource
needs.
They shall
be
assessed
in terms of
their
teaching
performan
ce and
they must
undergo a
year-end
evaluation
process to
be
conducted
by the
teacher
monitor or
subject
coordinato
r (when
applicable)
with the
approval of
the school
head.
Also, the
renewal of
contract of
the COS
Asatidz
shall be
based on
the results
of teacher
performan
ce
appraisals.

Asatidz
with
permanent
positions
handle the
ALIVE
classes
and may
teach
additional
K to 12
subjects,
depending
on the
need of
the school
where the
teachers
are
deployed.

The school
head shall
ensure a
collegial
and
inclusive
working
environme
nt for all
teachers
and staff.
Asatidz will
participate
in all other
school
learning
activities
so their
involveme
nt with the
school will
not be
limited to
the ALIVE
program.

C. ALIVE
in the
Alternative
Learning
System
(ALS)

Regular
ALS
mobile
teachers
who have
had
training in
ALIVE
shall teach
the ALS
component
, as well as
Islamic
values.
However,
the Arabic
language
component
shall be
taught by
asatidz
who
 qualified in
the
QEALIS,
completed
the LEaP
training
and
attended
other
teacher
trainings
such as
INSET and
AER.
Madrash 8980, DO 40, s. The Pursuant to the Pursuant to the
Education otherwise 2011 continuou 1987 Philippine 1987 Philippine
known as the Amendme s process Constitution, and Constitution, and
ECCD Act of Republic Act (RA)
nts to Republic Act (RA)
defines the communit 10533, or the
rights of DepEd y Enhanced Basic 10533, or the
children to order to engagem Education Act of Enhanced Basic
survival, No. 51, s. ent and 2013, basic Education Act of
development 2004 refineme education shall be 2013, basic
and special (Standard nt of the made “learner- education shall be
protection Curriculum IPEd oriented and made “learner-
with full Curriculu responsive to the
for oriented and
recognition of m at the needs, cognitive
the nature of Elementar school and cultural responsive to the
childhood y Public communit capacity, the needs, cognitive
and its Schools y level circumstances and and cultural
special needs and actualize diversity of capacity, the
and to Private s the learners, schools, circumstances and
support Madaris). Departme and communities.” diversity of
parents in nt’s
As an learners, schools,
their roles as commitm
primary amendme ent to the and communities.”
caregivers nt to attainmen
and as their DepEd t of the
children's first Order No. aboveme
teachers. 51, s. 2004 ntioned
entitled right of
(i) To improve indigenou
“Standard
the quality s peoples
standards of Curriculum to
public and for education
private ECCD Elementar . In this
programs y Public regard,
through, but Schools for
not limited to, and schools
a registration and
Private
and learning
credential Madaris”, programs
system for all public serving
ECCD schools indigenou
service with a s
providers. significant learners,
number of the aims
(2) Home- of the K
Muslim
based to 12
programs, students Program
such as the and private are
neighborhood Madaris realized
-based play that use through
groups, the IPEd
family day Standard
care
Madrasah
programs,
parent Curriculum
education are
and home required to
visiting use the
programs. Refined
Elementar
y
Madrasah
Curriculum
(REMC).
The goals
of the
Refined
Elementar
y
Madrasah
Curriculum
(REMC) is
to
establish a
smooth
transition
of Muslim
students
from
recipient
private
Madrasah
to public
schools
with the
ALIVE
Program
or vice
versa; to
unify the
long
history of
educationa
l
dichotomy
among
Muslims;
and to
improve
the quality
of
education
for
Muslims,
and
promoting
the Filipino
national
identity
while also
preserving
the cultural
heritage of
Filipino
Muslims.
-
Madrasah
Education
Program is
a
comprehe
nsive
program in
public and
private
schools
that aims
to provide
appropriat
e and
relevant
educationa
l
opportuniti
es within
the context
of Muslim
culture,
customs,
traditions,
and
interests
through
the
integration
of the
Arabic
Language
and
Islamic
Values
Education
(ALIVE) in
the basic
 education
curriculum.

ECCD 1. The Recognizing the Recognizing the

Indigenous Curriculum re review and Indigenou right of indigenous right of indigenous
knowledge fers to the refinement s peoples to basic peoples to basic
system and age- of the said education that is education that is
Knowledg
practices appropriate curriculum culturally rooted culturally rooted
e
and were and responsive, and responsive,
Systems
development undertake the IPEd the IPEd
ally n in 2010 and Curriculum Curriculum
appropriate by the Practices Framework seeks Framework seeks
educational SEAMEO- (IKSPs) to provide to provide
objectives, INNOTEC are guidance to guidance to
program of H as systems, schools and other schools and other
activities, service institution education education
organized provider, programs, both programs, both
s,
learning together public and private, public and private,
experiences with mechanis as they engage as they engage
and Muslim ms, and with indigenous with indigenous
recommende experts in technolog communities in communities in
d learning Arabic ies localizing, localizing,
materials for Language comprisin indigenizing, and indigenizing, and
children that and g a enhancing the K to enhancing the K to
are Islamic 12 Curriculum 12 Curriculum
unique
implemented Studies, based on their based on their
by service and body of respective respective
providers curriculum knowledg educational and educational and
through experts of e evolved social contexts. social contexts.
center and the Bureau through
home-based of time that Fundamental to Fundamental to
programs. It Elementar IPEd is IPEd is
embody
shall consist y establishing establishing
of national Education patterns institutionalized institutionalized
program (BEE). The of partnership partnership
goals and reviewed relationsh between between
guidelines, curriculum ips indigenous indigenous
instructional was between communities and communities and
objectives, submitted and the respective the respective
and content for further schools/learning schools/learning
among
outlines evaluation programs which programs which
integrating by another peoples, serve them. This is serve them. This is
local learning set of their to be pursued to be pursued
experiences Muslim lands and through through
and experts in resource sustainable sustainable
indigenous Arabic environm community community
learning Language ent engagement which engagement which
materials. and (Section guarantees the guarantees the
Islamic meaningful meaningful
6(f) ,
Studies participation of participation of
including National indigenous indigenous
local Commissi communities in the communities in the
stakeholde on on inclusion of their inclusion of their
rs. Indigenou Indigenous Indigenous
2. s Peoples Knowledge Knowledge
Establish a Administr Systems and Systems and
smooth Practices (IKSPs) Practices (IKSPs)
ative
transfer of and Indigenous and Indigenous
Muslim Order No. Learning Systems Learning Systems
pupils from 1, s. (ILS) in the Basic (ILS) in the Basic
recipient 2012, Education Education
private The Curriculum. Curriculum.
Madrasah Indigenou
to public s The continuous The continuous
schools process of process of
Knowledg
with ALIVE community community
Program e engagement and engagement and
or vice Systems refinement of the refinement of the
versa; and IPEd Curriculum at IPEd Curriculum at
Practices the school the school
3. unify the (IKSPs) community level community level
long and actualizes the actualizes the
history of Department’s Department’s
dichotomy Customar commitment to the commitment to the
of y Laws attainment of the attainment of the
education (CLs) abovementioned abovementioned
among Research right of indigenous right of indigenous
Muslims; and peoples to peoples to
and Documen education. In this education. In this
promote regard, for schools regard, for schools
tation
the Filipino and learning and learning
national Guideline programs serving programs serving
identity at s of indigenous indigenous
the same 2012). learners, the aims learners, the aims
time of the K to 12 of the K to 12
preserve Knowledg Program are Program are
the Filipino e realized through realized through
Muslims’ Systems IPEd. IPEd.
cultural and
heritage Practices The IPEd The IPEd
(IKSPs) Curriculum Curriculum
are
systems, Framework was Framework was
institution formulated based formulated based
s, on inputs from a on inputs from a
mechanis series of series of
ms, and consultations consultations
technolog conducted by the conducted by the
ies DepEd – DepEd –
comprisin Indigenous Indigenous
g a Peoples Education Peoples Education
unique Office (IPsEO) with Office (IPsEO) with
body of community elders, community elders,
knowledg leaders, and leaders, and
e evolved implementers of implementers of
through community-based community-based
time that IPEd initiatives. IPEd initiatives.
embody
patterns
of
relationsh
ips
between
and
among
peoples,
their
lands and
resource
environm
ent
(Section
6(f) ,
National
Commissi
on on
Indigenou
s Peoples
Administr
ative
Order No.
1, s.
2012,
The
Indigenou
s
Knowledg
e
 Systems
and
Practices
(IKSPs)
and
Customar
y Laws
(CLs)
Research
and
Documen
tation
Guideline
s of
2012).
Mandatory
and
Compulsory
Early
Childhood
Education

Spiral
Curriculum

Career track
advising

Teacher’s
Academic
Specialization
for SHS