System Study of DepEd Davao Del Sur

8/15/2019 System Study of DepEd Davao Del Sur

1/10

System Study of DepEd Davao del Sur, Finance Unit

In Partial Fulllment

Of the Requirements for the ourse

!achelor of Science in !usiness "dministration#a$or in

Financial #ana%ement & Practicum

Su'mitted to(

#rs) #erla ") *ampipi, P", #!"

Faculty "dviser

or +esu olle%e

Division of !usiness and "ccountancySacred eart "venue, Di%os ity

-ri..a R) !atoto

!S!"/F# 0

#ay 12, 1342


2/10

I) ompany !ac5%round4) ompany istory

(a) Historical Perspective of the Philippine Educational System

Education in the Philippines has under%one several sta%es of development from the pre/Spanish times to the present) In meetin% the needs of the society, education serves as focus

of emphases6priorities of the leadership at certain periods6epochs in our national stru%%le

as a race)

"s early as in pre/#a%ellanic times, education 7as informal, unstructured, and devoid of

methods) hildren 7ere provided more vocational trainin% and less academics 80 Rs9 'y

their parents and in the houses of tri'al tutors)

*he pre/Spanish system of education under7ent ma$or chan%es durin% the Spanish

coloni.ation) *he tri'al tutors 7ere replaced 'y the Spanish #issionaries) Education 7as

reli%ion/oriented) It 7as for the elite, especially in the early years of Spanish coloni.ation)

"ccess to education 'y the Filipinos 7as later li'erali.ed throu%h the enactment of the

Educational Decree of 4:20 7hich provided for the esta'lishment of at least one primary

school for 'oys and %irls in each to7n under the responsi'ility of the municipal

%overnment; and the esta'lishment of a normal school for male teachers under the

supervision of the +esuits) Primary instruction 7as free and the teachin% of Spanish 7as

compulsory) Education durin% that period 7as inadequate, suppressed, and controlled)

*he defeat of Spain 'y "merican forces paved the 7ay for "%uinaldo


3/10

"n adequate seculari.ed and free pu'lic school system durin% the rst decade of

"merican rule 7as esta'lished upon the recommendation of the Schurman ommission)

Free primary instruction that trained the people for the duties of citi.enship and avocation

7as enforced 'y the *aft ommission per instructions of President #c-inley) haplains and

non/commissioned o@icers 7ere assi%ned to teach usin% En%lish as the medium of

instruction)

" hi%hly centrali.ed pu'lic school system 7as installed in 4>34 'y the Philippine

ommission 'y virtue of "ct Ao) BC) *he implementation of this "ct created a heavy

shorta%e of teachers so the Philippine ommission authori.ed the Secretary of Pu'lic

Instruction to 'rin% to the Philippines 233 teachers from the U)S)") *hey 7ere the

*homasites)

Year Oicial Name of

Department

Oicial

Titular

Head

e!al "ases

4:20 Superior ommission of

Primary Instruction

hairman Educational Decree of 4:20

4>34/

4>42

Department of Pu'lic

Instruction

=eneral

Superintende

nt

"ct) Ao) BC of the Philippine

ommission, +an) 14, 4>34

4>42/

4>C1


Instruction

Secretary Or%anic "ct ?a7 of 4>42 8+ones ?a79

4>C1/

4>CC

Department of Education,

ealth and Pu'lic

elfare

ommissione

r

Renamed 'y the +apanese Eecutive

ommission, +une 44, 4>C1

4>CC Department of Education,

ealth and Pu'lic

elfare

#inister Renamed 'y +apanese Sponsored

Philippine Repu'lic

4>CC Department of Pu'lic

Instruction

Secretary Renamed 'y +apanese Sponsored

Philippine Repu'lic

4>C/

4>C2


Instruction and

Information

Secretary Renamed 'y the ommon7ealth

=overnment


4/10

Year Oicial Name of

Department

Oicial

Titular

Head

e!al "ases

4>C2/

4>CB

Department of

Instruction

Secretary Renamed 'y the ommon7ealth

=overnment

4>CB/

4>B

Department of Education Secretary E)O) Ao) >C Octo'er 4>CB

8Reor%ani.ation "ct of 4>CB9

4>B/

4>B:

Department of Education

and ulture

Secretary Proc) Ao) 43:4, Septem'er 1C, 4>B1

4>B:/

4>:C

#inistry of Education

and ulture

#inister P)D) Ao) 40>B, +une 1, 4>B:

4>:C/4>:2

#inistry of Education,ulture and Sports

#inister Education "ct of 4>:1

4>:B/

4>>C


ulture and Sports

Secretary E)O) Ao) 44B) +anuary 03, 4>:B

4>>C/

1334


ulture and Sports

Secretary R" BB11 and R" BB>2, 4>>C

*rifocali.ation of Education

#ana%ement

1334 /

present

Department of Education Secretary R" >4, "u%ust 1334 8=overnance of

!asic Education "ct9

*he hi%h school system supported 'y provincial %overnments, special educational

institutions, school of arts and trades, an a%ricultural school, and commerce and marine

institutes 7ere esta'lished in 4>31 'y the Philippine ommission) In 4>3:, the Philippine

?e%islature approved "ct Ao) 4:B3 7hich created the University of the Philippines)

*he Reor%ani.ation "ct of 4>42 provided the Filipini.ation of all department secretaries

ecept the Secretary of Pu'lic Instruction)

+apanese educational policies 7ere em'odied in #ilitary Order Ao) 1 in 4>C1) *he

Philippine Eecutive ommission esta'lished the ommission of Education, ealth and

Pu'lic elfare and schools 7ere reopened in +une 4>C1) On Octo'er 4C, 4>C0, the +apanese

/ sponsored Repu'lic created the #inistry of Education) Under the +apanese re%ime, the

teachin% of *a%alo%, Philippine istory, and haracter Education 7as reserved for

Filipinos) ?ove for 7or5 and di%nity of la'or 7as emphasi.ed) On Fe'ruary 1B, 4>C, the

Department of Instruction 7as made part of the Department of Pu'lic Instruction)


5/10

In 4>CB, 'y virtue of Eecutive Order Ao) >C, the Department of Instruction 7as

chan%ed to Department of Education) Durin% this period, the re%ulation and supervision of

pu'lic and private schools 'elon%ed to the !ureau of Pu'lic and Private Schools)

In 4>B1, it 'ecame the Department of Education and ulture 'y virtue of Proclamation

43:4 and the #inistry of Education and ulture in 4>B: y virtue of P)D) Ao) 40>B) *hirteen

re%ional o@ices 7ere created and ma$or or%ani.ational chan%es 7ere implemented in the

educational system)

*he Education "ct of 4>:1 created the #inistry of Education, ulture and Sports 7hich

later 'ecame the Department of Education, ulture and Sports in 4>:B 'y virtue of

Eecutive Order Ao) 44B) *he structure of DES as em'odied in EO Ao) 44B has practicallyremained unchan%ed until 4>>C 7hen the ommission on i%her Education 8ED9, and

4>> 7hen the *echnical Education and S5ills Development "uthority 8*ESD"9 7ere

esta'lished to supervise tertiary de%ree pro%rams and non/de%ree technical/vocational

pro%rams, respectively)

*he on%ressional ommission on Education 8EDO#9 report provided the impetus for

on%ress to pass R" BB11 and R" BB>2 in 4>>C creatin% the ommission on i%her

Education 8ED9 and the *echnical Education and S5ills Development "uthority 8*ESD"9,

respectively)

*he trifocal education system refocused DESG mandate to 'asic education 7hich

covers elementary, secondary and nonformal education, includin% culture and sports)

*ESD" no7 administers the post/secondary, middle/level manpo7er trainin% and

development 7hile ED is responsi'le for hi%her education)

In "u%ust 1334, Repu'lic "ct >4, other7ise called the =overnance of !asic Education "ct, 7as passed transformin% the name of the Department of Education, ulture and

Sports 8DES9 to the Department of Education 8DepEd9 and redenin% the role of eld

o@ices 8re%ional o@ices, division o@ices, district o@ices and schools9) R" >4 provides the

overall frame7or5 for 8i9 school head empo7erment 'y stren%thenin% their leadership roles

and 8ii9 school/'ased mana%ement 7ithin the contet of transparency and local

accounta'ility) *he %oal of 'asic education is to provide the school a%e population and

youn% adults 7ith s5ills, 5no7led%e, and values to 'ecome carin%, self/reliant, productive

and patriotic citi.ens)


6/10

(#) DepEd $ana!ement Structure

*o carry out its mandates and o'$ectives, the Department is or%ani.ed into

t7o ma$or structural components) *he entral O@ice maintains the overall

administration of 'asic education at the national level) *he Field O@ices are

responsi'le for the re%ional and local coordination and administration of the

DepartmentGs mandate) R" >4 provides that the Department should have no more

than four 8C9 Undersecretaries and four 8C9 "ssistant Secretaries 7ith at least one

Undersecretary and one "ssistant Secretary 7ho are career service o@icers chosen

amon% the sta@ of the Department)

In 134, the Department under7ent a restructurin% of its o@ice functions and

sta@in%) *he result of 7hich 7as the Rationali.ation Plan for the ne7 or%ani.ational

structure) Details of the ne7 structure are further eplained in DepEd Order Ao) 1,

s) 134, also 5no7n as the New Organizational Structures of the Central, Regional,

and Schools Division Oices of the Department of Education)

"t present, the Department operates 7ith four 8C9 Undersecretaries in

the follo7in% areas(

• urriculum and Instruction

• Finance and "dministration

• =overnance and Operations

• ?e%al and ?e%islative "@airs

Four 8C9 "ssistant Secretaries are assi%ned in the follo7in% areas(





Supportin% the O@ice of the Secretary 8OSE9 at the entral O@ice are the

di@erent strands, services, 'ureaus, and divisions)

*here are ve 89 strands under OSE(

http://www.deped.gov.ph/orders/do-52-s-2015http://www.deped.gov.ph/orders/do-52-s-2015http://www.deped.gov.ph/orders/do-52-s-2015http://www.deped.gov.ph/orders/do-52-s-2015


7/10





• Strate%ic #ana%ement

Five 89 attached a%encies(

• Early hildhood are and Development 8ED9 ouncil

• Aational !oo5 Development !oard 8A!D!9

• Aational ouncil for hildren


8/10

• C>,13> elementary schools 80:,2C: pu'lic and 43,24 private9

• 40,0>2 secondary schools 8B,>B2 pu'lic and ,C13 private9

*R!! is included in the "udget of the

Department on the following#

Creation of teaching and non$teaching positions%

&unding for newl'$legislated high schools%

Regular School (uilding )rogram% and

Certain foreign$assisted and locall'$funded

programs and proects+

Source# http#www+deped+gov+phhistor'

1) ision, #ission and ore alue

DepEd ision

e dream of Filipinos

7ho passionately love their country

and 7hose values and competencies

ena'le them to reali.e their full potential

and contri'ute meanin%fully to 'uildin% the nation)

"s a learner/centered pu'lic institution,

the Department of Education

continuously improves itself

to 'etter serve its sta5eholders)

DepEd #ission

*o protect and promote the ri%ht of every Filipino to quality,

equita'le, culture/'ased, and complete 'asic education 7here(

Students learn in a child/friendly, %ender/sensitive, safe, and

motivatin% environment)


9/10

Teachers facilitate learnin% and constantly nurture every

learner)

%dministrators and sta , as ste7ards of the institution,

ensure an ena'lin% and supportive environment for e@ective

learnin% to happen)

&amily' community' and other staeholders are actively

en%a%ed and share responsi'ility for developin% life/lon%

learners)

DepEdCore -alues

!a.a$Di'os !a.a$tao

!a.a.ali.asan

!a.a"ansa

0) Or%ani.ational hart 8Davao del Sur9


10/10

School Learnin Centers

System Study of DepEd Davao Del Sur

Documents

Transcript of System Study of DepEd Davao Del Sur