R.A.

9155 “GOVERNANCE OF BASIC EDUCATION ACT OF 2001”

I. Objectives:
a. Understand the importance of Republic Act No. 9155
b. Learn the contribution of Republic Act No. 9155 in the Education System in the Philippines

II. Introduction:
Republic Act no. 9155 was enacted to reorganize the Education System in the Philippines.
This Act promote the shared governance that will help improve the quality of education in the
Philippines.

III. Pre-assessment
I. Direction: Identify if the responsibilities stated is National, Regional, Division, District or
School
__1. Setting the mission, vision, goals and objectives of the school
__2. Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department
__3. Ensuring strict compliance with prescribed national criteria for the recruitment, selection
and training of all staff in the region and divisions;
__4. Hiring, placing and evaluating all employees in the regional office, except for the position
of assistant director
__5. Monitoring the utilization of funds provided by the national government and the local
government units to the schools and learning centers

IV. Discussion:

An act Instituting a Framework of Republic Act No. 9155

Governance for Basic Education, Establishing Authority and Accountability, renaming

the Department of Education, Culture and Sports as the Department of Education and
for other purposes.
Section 1. Short Title
This Act shall be known as the “Government of Basic Education of 2001”
Section 2. Declaration of Policy

The school shall be the heart of the formal education system. It is where children learn.
School shall have a single aim of providing the best possible basic education for all
learners.
Section 3. Purposes and Objectives
a. To provide framework for the governance of basic education policies and
standards and establish authority, accountability and responsibility for achieving
higher learning outcomes;
b. To define the roles and responsibilities of, and provide resources to the field
offices which shall implement educational programs, projects and services in
communities they serve;
c. To make schools and learning centers the most important vehicle for the
teaching and learning of national values and for developing in the Filipino
learners love of country and pride in its rich heritage;
d. To ensure that schools and learning centers receive that kind of focused
attention they deserve and that educational programs, projects and services take
into account the interests of all member s of community;
e. To enable the schools and learning centers to reflect the values of the community
by allowing teachers/learning facilitators and other staff to have flexibility to serve
the needs of all learners.
f. To encourage local initiatives for the improvement of schools and learning
centers to provide the means by which these improvement may be achieved and
sustained; and
g. To establish schools and learning centers as facilities where school children are
able to learn a range or core competencies prescribed for elementary and high
school education programs or where the out-of-school youth and adult learners
 are provided alternative learning programs and receive accreditation for at least
the equivalent of a high school education
Section 4. Definition of Terms
(a) Alternative Learning System – is a parallel learning system to provide a viable
alternative to the existing formal education instruction. It encompasses both the non-
formal and informal sources of knowledge and skills;
(b) Basic Education – is the education intended to meet basic learning needs which
lays the foundation on which subsequent learning can be based. It encompasses
early childhood, elementary and high school education as well as alternative
learning systems for out-of-school youth and adult learners and includes education
for those with special needs;
(c) Cluster of Schools – is a group of schools which are geographically contiguous
and brought together to improve the learning outcomes;
(d) Formal Education – is the systematic and deliberate process of hierarchically
structured and sequential learning corresponding to the general concept of
elementary and secondary level of schooling. At the end of each level, the learner
needs a certification in order to enter or advance to the next level;
(e) Informal Education – is a lifelong process of learning by which every person
acquires and accumulates knowledge, skills, attitudes and insights from daily
experiences at home, at work, at play and from life itself;
(f) Integrated Schools – is a school that offers a complete basic education in one
school site and has unified instructional programs;
(g) Learner – is any individual seeking basic literacy skills and functional life skills or
support services for the improvement of the quality of his/her life;
(h) Learning Center – is a physical space to house learning resources and facilities
of a learning program for out-of-school youth and adults. It is a venue for face-to-
face learning activities and other learning opportunities for community development
and improvement of the people’s quality of life;
(i) Learning Facilitator – is the key-learning support person who is responsible for
supervising/facilitating the learning process and activities of the learner;
(j) Non-Formal Education – is any organized, systematic educational activity carried
outside the framework of the formal system to provide selected types of learning to a
segment of the population;
(k) Quality Education – is the appropriateness, relevance and excellence of the
education given to meet the needs and aspirations of an individual and society;
(l) School – is an educational institution, private and public, undertaking educational
operation with a specific age-group of pupils or students pursuing defined studies at
defined levels, receiving instruction from teachers, usually located in a building or a
group of buildings in a particular physical or cyber site; and
(m) School Head – is a person responsible for the administrative and instructional
supervision of the school or cluster of schools.
CHAPTER 1: Governance of Basic Education
Sec. 5. Principles of Shared Governance

(a) Shared governance is a principle which recognizes that every unit in the
education bureaucracy has a particular role, task and responsibility inherent in the
office and for which it is principally accountable for outcomes;

(b) The process of democratic consultation shall be observed in the decision-making

process at appropriate levels. Feedback mechanisms shall be established to ensure
coordination and open communication of the central office with the regional, division
and school levels;

(c) The principles of accountability and transparency shall be operationalized in the

performance of functions and responsibilities at all levels; and

(d) The communication channels of field offices shall be strengthened to facilitate

flow of information and expand linkages with other government agencies, local
government units and nongovernmental organizations for effective governance;
Powers, Duties and Functions.
A. National Level
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;
(4) Monitoring and assessing national learning outcomes;
(5) Undertaking national educational research and studies;

(6) Enhancing the employment status, professional competence, welfare and

working conditions of all personnel of the Department; and
(7) Enhancing the total development of learners through local and national
programs and/or projects.
B. Regional Level

(1) Defining a regional educational policy framework which reflects the values,
needs and expectations of the communities they serve;
(2) Developing a regional basic education plan;

(3) Developing regional educational standards with a view towards benchmarking

for international competitiveness;
(4) Monitoring, evaluating and assessing regional learning outcomes;

(5) Undertaking research projects and developing and managing regionwide

projects which may be funded through official development assistance and/or other
funding agencies;

(6) Ensuring strict compliance with prescribed national criteria for the recruitment,
selection and training of all staff in the region and divisions;

(7) Formulating, in coordination with the regional development council, the budget
to support the regional educational plan which shall take into account the
educational plans of the divisions and districts;

(8) Determining the organization component of the divisions and districts and
approving the proposed staffing pattern of all employees in the divisions and
districts;
(9) Hiring, placing and evaluating all employees in the regional office, except for the
position of assistant director;

(10) Evaluating all schools division superintendents and assistant division

superintendents in the region;

(11) Planning and managing the effective and efficient use of all personnel,
physical and fiscal resources of the regional office, including professional staff
development;
(12) Managing the database and management information system of the region;

(13) Approving the establishment of public and private elementary and high schools
and learning centers; and
(14) Performing such other functions as may be assigned by proper authorities.
C. Division Level
(1) Developing and implementing division education development plans;

(2) Planning and managing the effective and efficient use of all personnel, physical
and fiscal resources of the division, including professional staff development;

(3) Hiring, placing and evaluating all division supervisors and schools district
supervisors as well as all employees in the division, both teaching and non-teaching
personnel, including school heads, except for the assistant division superintendent;
(4) Monitoring the utilization of funds provided by the national government and the
local government units to the schools and learning centers;

(5) Ensuring compliance of quality standards for basic education programs and for
this purpose strengthening the role of division supervisors as subject area
specialists;

(6) Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education;

(7) Supervising the operations of all public and private elementary, secondary and
integrated schools, and learning centers; and
(8) Performing such other functions as may be assigned by proper authorities.
D. Schools District Level

(1) Providing professional and instructional advice and support to the school heads
and teachers/facilitators of schools and learning centers in the district or cluster
thereof;
(2) Curricula supervision; and
(3) Performing such other functions as may be assigned by proper authorities.
E. School Level
(1) Setting the mission, vision, goals and objectives of the school;

(2) Creating an environment within the school that is conducive to teaching and
learning;

(3) Implementing the school curriculum and being accountable for higher learning
outcomes;
(4) Developing the school education program and school improvement plan;

(5) Offering educational programs, projects and services which provide equitable
opportunities for all learners in the community;
 (6) Introducing new and innovative modes of instruction to achieve higher learning
outcomes;

(7) Administering and managing all personnel, physical and fiscal resources of the
school;
(8) Recommending the staffing complement of the school based on its needs;
(9) Encouraging staff development;

(10) Establishing school and community networks and encouraging the active
participation of teachers organizations, non-academic personnel of public schools,
and parents-teachers-community associations;
(11) Accepting donations, gifts, bequests and grants for the purpose of upgrading
teachers’/learning facilitators’ competencies, improving and expanding school
facilities and providing instructional materials and equipment. Such donations or
grants must be reported to the appropriate district supervisors and division
superintendents; and
(12) Performing such other functions as may be assigned by proper authorities.

CHAPTER 2. Transfer of Cultural Agencies

Sec. 8. Cultural Agencies.

Sec. 9. Abolition of BPESS. (Bureau of Physical Education and School Sports)

CHAPTER 4: Support and Assistance of Other Government Agencies

V. Evaluation:
Matching Type: Match column A to column B. Write the letter of the correct answer on the
space provided for each number.
A B
1. It is the education intended to meet A. Integrated Schools
basic learning needs which lays the
foundation on which subsequent
learning can be based.
2. is the systematic and deliberate B. Basic Education
process of hierarchically structured
and sequential learning corresponding
to the general concept of elementary
and secondary level of schooling.
3. is a school that offers a complete C. Formal Education
basic education in one school site and
has unified instructional programs;
4. is any organized, systematic D. School Head
educational activity carried outside the
framework of the formal system to
provide selected types of learning to a
segment of the population;
5. It is an educational institution, private E. Alternative Learning System
and public, undertaking educational
operation with a specific age-group of
pupils or students pursuing defined
studies at defined levels, receiving
instruction from teachers, usually
located in a building or a group of
buildings in a particular physical or
cyber site
6. The person responsible for the F. Non-Formal Education
administrative and instructional
supervision of the school or cluster of
schools
7. It is the key-learning support person G. Learner
who is responsible for
supervising/facilitating the learning
process and activities of the learner
8. It is a parallel learning system to H. School
provide a viable alternative to the
existing formal education instruction.
It encompasses both the non-formal
and informal sources of knowledge
and skills;
9. It is a lifelong process of learning by I. Informal Education
which every person acquires and
accumulates knowledge, skills,
attitudes and insights from daily
experiences at home, at work, at play
and from life itself
10. An individual seeking basic literacy J. Learning Facilitator
skills and functional life skills or
support services for the improvement
of the quality of his/her life;
VI. References:
https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/

https://www.slideshare.net/juviehayo/republic-act-9155

Prepared by:

John Vince M. Buenconsejo

MAED- EDUCATIONAL MANAGEMENT

Presented to:
Dr. Gerolyn B. Javier
Professor IV

Answer Key
Pre-assessment
1. School
2. National
3. Regional
4. Regional
5. Division
Post-assessment
1. B
2. C
3. A
4. F
5. H
6. D
7. J
8. E
9. I
10. G