Unit Five: The Educational Environment

Learning Objectives:
1. Identify the different offices on the primary school .
Describe ways on how once knowledge on the different offices assist a multigrade teacher.
2. Explain how the local environment can help to assist to the school

Case 5.1: The Organization of a Primary School

Case 5.2: lnformation on the Local Environment
Expectations of Education
National Education Environment
Structure and Role of the National Authorities
Professional Development for Multi-Grade Teachers
Activity 5. I: Information about the Local Environment of Your School

Case 5.2: Information About the Local Environment

The parents of the pupils are mainly subsistence farmers, with a few fields and cattle.
However, in most families, the father, or one of the sons works in the mines and comes home
once a year. Many transfer, some money each month to their homes. The children come from homes where there
is no male head, and often do not come to school because of a lack of funds.
Most parents have had a few years of primary schooling, but few have gone beyond that. In general, they see the
importance of schooling and encourage their children, but they do not fee/sufficiently confident to give an input to
the running of the school. There is no Parent/Teachers’ association, but if the Village Education Committee requests
the parents to cooperate, they do so willingly
The nearest clinic is on the main road, which is two hours away on horseback. At the clinic,
information can be obtained about immunization campaigns, family planning programs, as well as balanced nutrition.
The Hospital is in the Mission.
The nearest Agricultural Information Centre is in the District Headquarters, where the school
inspector is also based. Information about seeds, fertilizer and correct planting procedures, can be found at this
center.
There is a small shop in the village, which sells exercise books, pencils and pens, but for charts,
felt-pens, chalk and chalk-board paint, teachers have to go to a shop at the Mission. Other educational materials
and books can be obtained from the Educational Resource Centre at the Inspector’s office.
Tools and materials for maintenance can only be bought in shops at the District Headquarters.
Parents have been asked to collect cardboard boxes, which can be used as storage, or to make
charts, and plastic bottles. Paints and glue can be made from local plants and soils. Children are asked to collect
stones, bottle tops, plants and sticks, whenever required. The village consists of many scattered clusters of
homesteads. There is a headman for each cluster.
The village is ruled by a Barangay Kapitan, who is assisted by his elders. The Barangay Kapitan is
represented on the Village Education Committee by his younger brother, who is very supportive of the school.
 There is also a Village Development Committee, which is elected by the people. It is responsible for
projects such as roads, water supply and the building of a clinic. Sometimes there are differences of opinion between
the Barangay Kapitan and the village development committee, which negatively affects the school.
The poor financial and educational background of the parents has both negative and positive effects on the
children: The parents wish a better life for their children and see a way out by sending them to school, but they
cannot help them in their schoolwork. They also do not always understand that the students need time and space
to do their homework. They expect them to look after the cattle and collect water.

Case 5.1 The Organization of a Primary School

This three-teacher school is one of the outstations

of the St. Gerard Mission
The Manager of the parish school lives at the
mission, which is about five hours away on
horseback. It can also be reached by bus for two
hour horse ride, the bus passes only twice a day.
The manager collects the mail and salaries of the teachers, which are delivered to the principal at the end of the
month. The manager visits San Juan Mateo Elementary School only twice a year.
A Village Education Committee, with representatives of the and the parents, assists the principal
in the running of the school. Their assistance includes making recommendations on the hiring and firing of teachers,
looking after the budget and use of money, helping with the building and maintenance of the Barangay Kapitan
school, and assisting during celebrations. It also coordinates other uses of the school facilities, such as its use as
a community meeting place.
The Head Teacher teaches grades 6 and 7. She is also the secretary of the Village Education
Committee, and is responsible for timetabling, the acquisition of teaching materials, and the supervision of the work
of the teachers.
The School consists of one building with three classrooms: one room for grades 1 and 2 combined,
one room for grades 3,4 and 5, and one room for grades 6 and 7. All rooms have a chalkboard, a table and a chair
for the teacher, and a trunk in which to keep teaching aids and books. Only grades 6 and 7 have benches for pupils.
The pupils of grades 3, 4 and 5 sit on wooden planks supported by bricks, and those of grades 1 and 2 sit on the
floor. The school has a kitchen and football field, but no office, storeroom, or latrines. It also has no telephone,
electricity or running water A nearby spring is available.
The pupils pay school fees, book fees and maintenance fees. The money is collected by the
principal, but is kept by the manager, who releases the money at the request of the school board.
Records about daily attendance and quarterly tests are kept by each teacher during the year and
handed to the principal at the end of the year for safekeeping. A summary of enrolments is sent at the end of each
year to the Ministry of Education.
The principal also has one record card for each pupil, indicating his/her address, parents or
guardians, date of birth, sex, health record, social behaviour, positions of responsibility and academic record over
the years. The semi-annual report cards are prepared by each teacher and countersigned by the principal.
The school has Rules and Regulations for pupils. They cover school times and dates, wearing of
uniforms, and behaviour in class, and extra-curricular activities.
 Expectations of Education The School’s Intern al Environment

As indicated before, the multi- grade school frequently has extremely limited resources. The
classrooms tend to be poorly lit and are incapable of being divided. Often the teacher has no staff room or personal
bathroom facilities. There tend to be no lunch or snack facilities. Often the school is located on a hill, or in a valley, and
is only accessible on foot or on horseback.
Suggestions for overcoming these difficulties are to divide the classroom with chalkboards and use
skylights. It is important, therefore, that discipline is maintained in classrooms separated by chalkboards. Teachers
should, speak as quietly as possible, so that students have to be quiet to hear them.

The Surrounding Environment

The quality of a school’s environment has a significant impact on the learning in school. For the school
to provide effective education, there must be close links between the school and its environment. You must know the
environment surrounding your school, so that you can identify the resources you may use as means of learning, and
the mechanisms which can support you as a multi-grade teacher.
The external environment comprises the Department of Education the opportunities for teacher
development, and the structure of the National Government. The local environment includes the school environment,
which refers to the entire school system (including the Village Education Committee), and the community environment,
(including the socio-economic and cultural systems and the Parent Teachers’ Association/Home School Association).

Aims of Education
This may relate to the status of students, when they graduate with a secondary level education; it may
be the achievement of a certain degree of literacy and numeracy over a given period of time; or it may be the
empowerment of students, so that they can function independently in the working world in a socially acceptable manner.
For example, it might be the aim that all students should have access to data and information through the information
super-highway, and that all classes are student-centered, rather than teacher-centered. The aims of education provides
the broad guidelines for all teachers and schools, and creates the environment within which what is acceptable, and
what is not, is determined. The aim of education according to the Constitution of 1987: Establish and maintain a system
of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear
their children, elementary education is compulsory for all children of school age.

Current Educational Priorities and Concerns

In recent years, the DepEd has pursued several development programms and projects through funding and
overseas economic co-operation both multilateral and bilateral. The strategies to improve education include
overall review of elementary and secondary education, universal access to and quality of education
(notably by emphasizing teaching English, science, technology and mathematics), provision of alternative
delivery schemes (such as multigrade teaching, mobile teaching, and instructional management by parents,
community and teachers in disaster areas), management training for principals and school administrators
development of research, improvement of school libraries and teachers welfare. Technical and vocational
education was also revised in an effort to cope with rapid technological advancements and to provide
young people with more meaningful preparation for their future employment, The strategies include
curriculum development, improvement of pre- and in-service education of teachers in both public and
private schools, updated instructional materials in various fields, and upgrading of equipment for both public
and private institutions. (World Education Data 6th Ed., 2006)
Curriculum and Needs
The extent to which the curriculum reflects the needs of the local and national communities will
determine the level of adaptation required at the community level. The greater the adaptation, the more the risks are
increased in ensuring that the national goals are meet..
Budgetary Provisions
The Department of Education is responsible for paying teachers and providing educational materials.
Community groups may assume responsibility for a school-feeding program, and for providing books for the library and
their use in the schools. The Teachers may also be responsible for raising funds; for this he/she would have to mobilize
community personnel and work closely with the Parent/ Teachers’ Association/Home School Association. Budgetary
provisions may therefore assist in determining the extent of the teachers, and schools, involvement in fund-raising
activities.
Training
Training may be pre- or in-service. This training may be provided by the Department of Education
on an ongoing basis, during the summer months when schools tend to be on vacation. There may be an agency within
the Department of Education, which is responsible for training, or training may be provided through scholarships or
fellowships, through visits to other schools. Some education systems may be arranged in such a way that teachers
from school clusters can either share each other’s experiences periodically or can meet in training workshops on a
regular basis. Other options are visits to designated demonstration schools, and (in cases where there are master-
teachers) master and teacher exchanges.
Gender and other Differences
Gender differences frequently arise as a result of the socialization process, or the way in which
boys and girls are raised. Traditionally girls are expected to assume responsibility for domestic chores at an earlier
age, and, in addition, it has been shown that girls tend to develop psychologically, at a faster rate than boys. These
experiences tend to lead to a need for gender differentiation in teaching strategies. Many societies are not
homogeneous culturally, regardless of racial orientation. Finally in many schools, there are students who are physically
and mentally challenged. In recent times national policies are designed to reflect these differences, to stress the need
for balance and justice in the provision of education for all and make allowances for these differences in training
programs.
Rationale of the Organizational Structures of Department of Education
The rationalized organizational structures and staffing patterns were a result of the thorough study
of the DepEd Change Management Team (CMT) on the current structures, functions and staffing complement of the
DepEd offices vis-à-vis the long-term education reforms, requirements of the learners and the changing environment,
and national government policies.

The approved organizational structures are consistent with the provisions of RA 9155 in applying the
principles of decentralization and shared governance to ensure accountability and relevance to the context, and
development needs of the learners and stakeholders of the various organizational levels.

Overview of the organizational structure of the Department’s Central Office. A more detailed chart
can be viewed at DepEd Order No. 52, s. 2015.
 Education is very important in everyone, but not all has the opportunity to finish and earn
their diplomas. To the Filipino, knowledge is acquired through education. Although they generally agree that
education can be obtained inside and outside school, they believe that the primary sources of knowledge are the
schools. Thus, building a strong foundation when it comes to education the government always there to set a law to
make it effective for everyone.
The constitution provides the legal bases of education in the Philippines by Constitutional mandate,
all education institutions are under the supervision of, and subject to regulation by the state. The DECS, CHED and
TESDA are charge with the administration of the school system. Other major laws are the Education Decree of 1972
also known as P.D. 6A and the Education Act of 1982. Previous to the promulgation of the Philippine Constitution
Act No.74, which may be considered as the Magna Carta of the Philippines Education constituted the legal basis of
education. The Constitution of 1987 now gives the direction of the Philippine Education. Another important document
is Magna Carta for Public School Teachers very recently, the Magna Carta for student has been filed in congress.
The government might have realized that necessary steps must be taken in order to improve the
education system in the country, leading them to make and consider some changes to keep up with other countries.
The heads of DepEd, CHED and TESDA has agreed that CHED will design the academic portion
of the curriculum of Grades 11 & 12 and TESDA will design the technical portion. DepEd will focus on decongesting
and updating the curriculum for K to Grade 10. And TESDA has a mechanism for certifying competences on required
levels for employment, it is rational that they be involved in the determination of technical curricula for Career
Academy.
The collaboration of the agencies makes our educational system has been assailed by various
sectors of the society for its deficiencies, which have allegedly led to the deterioration quality. The quality of
education that the students get can based upon their surroundings. Quality education does not take place under a
tree, but in a conducive environment with the basic components of schooling such as classroom, textbooks, desks
and chairs.
DepEd, CHED and TESDA are hand in hand to produce a quality education and productive people
to make standards and we have the ability to compete with other foreign countries. Its a happy thing that the heads
of DepEd, CHED, and TESDA are coordinating to each other on implementing K to 12. The government makes our
education system foundation strong by the helps of these agencies to provide duality, adequate and appropriate
education to everyone.

Legal Bases of Philippine Educational System

MAJOR LEGAL BASES
The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)
THE 1987 CONSTITUTIONS
Constitutional Basis of Philippine Education
There are three Articles in the Philippine Constitution of 1987 that deals, directly or indirectly, with the educational
system in the Philippines.
These are:
Article II – Declaration of the State
Article XIV- Education, Science and Technology, Culture and Sports
Article XV Provision on the Family and Education of Children

ARTICLE II, Sec tions 11, 12, 13,and 17

The State declares that:
1. it values the dignity of every human person and guarantees full respect for human rights;
2. it shall strengthen the family as a basic, self governing social unit and protect the life of the mother and the life of
the unborn from conception;
3. it shall provide support to parents in the rearing of their children for civic efficiency and the development of moral
character;
4. it recognizes the vital role of the youth in the country's development;
5. it shall promote and protect the physical, moral, spiritual, intellectual and social well-being of the youth;
6. it makes education, science and technology, arts, culture and sports a priority of the State.

The kind of education that is envisioned in the Constitution is "quality education," a "complete, adequate, and
integrated system of education education relevant to the needs of the people and people and society," and the State
must ensure that ensure that all citizens can access this envisioned system of education.
To achieve these goals, the Constitution provides the following legal bases under ARTICLE XIV EDUCATION,
SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS
ARTICLE XIV EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS
Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall
take appropriate steps to make such education accessible to all.

 Complete, adequate, and integrated system of education relevant to the needs of the society (2.1)
 Free public education in the elementary and high school without limiting the natural right and duty of the
parents to rear their children for civic efficiency and development of moral character. Elementary education
is compulsory for all children of school age.
 Scholarship grants, loans, subsidies and other incentives to deserving students in both private and public
schools. (2.3);
 Non-formal, formal, and indigenous learning systems as well as self-learning, independent, and out-ofschool
study programs, especially those that respond to community needs (2.4);
 and Civic, vocational and other skills training for adults, disabled citizens, and out- of -school youth (2.5)
Section 3 – General Curricular Provision
All educational institutions shall include the study of the Constitution as part of the curricula (3.1).

 Inculcation of values (3.2).

 Patriotism
 Nationalism
 Love of humanity
 Respect of human rights
 Appreciation of the role of the national heroes
 Strengthen ethical and spiritual values
 Moral character and personal discipline
 Critical and creative thinking Scientific and technological knowledge
 Vocational efficiency

 Optional religious instruction in public schools (3.3)

Section 4- Supervision and Regulation of Schools

 The State recognizes the complementary roles of public and private institutions in the educational system
and shall exercise reasonable supervision and regulation of all educational institutions (4.1).
 Educational institutions, other than those established by religious groups and mission boards, shall be
owned solely by citizens of the Philippines or corporations or associations of which at least sixty percent of
the capital is owned by such citizen (4.2a)
  The control and administration of educational institutions shall be vested in citizens of the Philippines. (4.2b)
 No educational institution shall be established exclusively for aliens and no group of aliens shall comprise
more than one third of the enrollment in any school. The provisions of this subsection shall not apply to
schools established for foreign diplomatic personnel and their dependents and, unless otherwise provided
by law, for other foreign temporary residents. (4.2c)
 All revenues and assets of non- stock, non- profit educational institutions used actually, directly and
exclusively for educational purposes shall be exempt from taxes and duties. Proprietary educational
institutions, including those cooperatively owned, may likewise be entitled to such exemptions subject to the
limitations provided by law including restrictions on dividends and provisions for reinvestment. (4.3)
 Subject to conditions prescribed by law, all grants endowments, donations or contributions used actually,
directly and exclusively for educational purposes shall be exempt from tax. (4.4)

Section 5 state the following provision

 Take into account regional and sectoral needs and conditions; encourage local planning in the
development of educational policies and programs. (5.1)
 Academic freedom shall be enjoyed in all institutions of higher learning. (5.2)
 Every citizen has a right to select a profession or course of study, subject to fair, reasonable and
equitable admission and academic requirements. (5.3)
 Enhance the right of teachers to professional advancement. Non- teaching academic and non-academic
personnel shall enjoy the protection of the State.
 The State shall assign the highest budgetary priority to education and ensure that teaching will attract
and retain its rightful share of the best available talents through adequate remuneration and other means
of job satisfaction and fulfillment.

LANGUAGE
Section 6-9
 Filipino is the national language of the state and subject to provisions of law and as the Congress may deem
appropriate, the Government shall take steps to initiate and sustain the use of Filipino as the medium of
communication and language of instruction in the educational system (Sec. 6).
 For purposes of communication and instruction, the official languages of the Philippines are Filipino, and,
until otherwise provided by law, English;
 Regional languages are auxiliary official languages and shall serve as auxiliary media of instruction therein.
(Sec. 7)

SCIENCE AND TECHNOLOGY

 The State shall give priority to research and development, invention, innovation, and their utilization; and to
science and technology education, training, and services. It shall support indigenous, appropriate, and self-
reliant scientific and technological capabilities, and their application to the country’s productive systems and
national life. (Sec. 10)
 Scholarships, grants-in-aid, or other forms of incentives shall be provided to deserving science students,
researchers, scientists, inventors, technologists, and specially gifted citizens. (Sec. 11)
 The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other gifted
citizens to their intellectual property and creations, particularly when beneficial to the people, for such period
as may be provided by law. (Sec. 13)
ARTS AND CULTURE
 preserve and enrich the Filipino national culture based on the principles of unity in diversity and free
expression; (Sec. 14)
 designates the State as patron of the arts and letters. The State shall conserve, promote, and popularize the
nation’s historical and cultural heritage and resources, as well as artistic creations; (Sec. 15)
 Protect the country’s artistic and historic wealth (Sec. 16)
 protect the rights of indigenous cultural communities and to use these rights as inputs for national plans and
policies (Sec. 17)
 requires the State to support researches and studies on the arts and culture; (Sec. 18)

SPORTS (Section 19)

 promote physical education and sports programs in order to instill self-discipline and foster teamwork and
excellence for the development of a healthy and alert citizenry. (Sec. 19.1)
 All educational institutions shall undertake regular sports activities throughout the country in cooperation
with athletic clubs and other sectors. (Sec. 19.2)

Article XV - Provisions for the Family and Filipino Children In addition to all of these, the State is also
mandated to protect and defend the "right of children to assistance, including proper care and nutrition, and special
protection from all forms of all forms of neglect, abuse, cruelty, exploitation, and other other conditions prejudicial to
their development" as well as the well as the "right of families or family associations to participate in the planning and
implementation of policies and programs that programs that affect them“ (Article XV, Section 3, Sub-sections 3 and
4)

The Organization of a School

Purpose: This activity will familiarize you with the organization of your school and will help you determine how you
may utilize the information to assist you.
Questions:
1. How is your school managed?
2. What is the role of the principal?
3. What facilities are there in your school?
4. How are finances managed?
5. How are records kept?
6. What are the rules and regulations?
7. How does information about the organization of your school help you?

Possible Response
Information on the Environment
This information will vary depending upon the environment. The main source of income in the community is significant
- it may be large-scale or subsistence level farming, mining, fishing. Are there any community organizations? These
would include Citizens’ Associations ,Fishermen’s, Farming or other cooperative, Parent Teachers’ Association,
Home/School Association, or religious groups. How active are these groups? Do Service Clubs operate in the
community? What types of materials are available in the community?

Are there opportunities for such activities as nature walks, visits to environmentally important places, such as rivers,
springs, or hills?
What is the major cultural activity? Are there any businesses or private sector groups operating in the community?
Who are the main community leaders, and what socio-economic groups do the students represent? From which
government organizations can this information be gained? This information can be gained by answering the
questions below.
1. Are all parents part of the Parent Teachers’ Association?
2. What are the sources of information (Health, Agriculture, etc.)?
3. Where can appropriate materials be obtained?
4. Are there shops, resource centers, etc.?
5. Can parents collect resource materials, such as cardboard boxes, stones, dyes, etc.?
6. Who are the Village Authorities and community leaders?
7. What are the students’ social and educational backgrounds?

Information about the Local Environment of Your School

Purpose: This activity will familiarize you with the local environment of your school, and will help you determine how
you may utilize the information to assist you.

Questions:
1. Describe the parents and the parent/teachers’ association.
2. What are the sources of additional information which would help you to prepare for your classes?
3. Where can you obtain materials to make teaching and learning aids?
4. Identify the shops and resource centers.
5. What materials can be found in your local environment?
6. Describe the village level authorities. Who are they? How can they participate in improving the school?
7. Describe the pupils’ social and educational backgrounds.
8. How can information about the local environment of your school help you to improve the educational opportunities
of your pupils?

Possible Responses
Constraints to, and strategies to enhance multi-grade practice
Constrains Strategies
Poverty and lack Build partnerships at all levels especially
of integration between between education, health and economic
education and health development. Train teachers to be multi skilled persons
programs with enhanced competencies
in health promotion, agriculture and microfinance.
Ensure schools have facilities
for the safe disposal of faucets, clean water
for drinking, and water for handwashing.
Training lacks relevance to real teaching Learn in real contexts.
situation. All theory, no practice. Bring the training to the teachers.
Provide more practical training in real contexts.
Encourage teachers to become active learners,
problem solvers
Teachers are working in personal and Reach and support the most isolated teachers.
professional isolation. Provide continuous (ongoing) teacher
development to enable teachers to reflect
on their practice and make changes.
Explore the possibility of providing distance
education materials for developing areas of
 professional practice and/or for in-service
upgrading of qualifications.
The absence of a literate environment to support Provide remote schools with resource
learning boxes for making teaching aids and include
children’s games.
Provide a small rotating library with picture
books, comics and newspapers.
Lack of local relevance in the curriculum. Help teachers to develop the 15 per cent
‘window’, and encourage them to involve
parents.
Lack of resources including teaching aids and learning Provide teachers with scissors, paper, crayons and
materials. glue.
Train and encourage teachers to produce
and use local resources.
Recognize that teaching aids can be made
from materials such as sticks, stones, bottles
and tins.
Recognize that human resources are also
available including children as well as adults.
The poor condition and small size of some Ensure that classrooms have a minimum
classrooms. of basic conditions such as waterproof roofs
and walls.
The very poor conditions for children living in Strengthen partnership with parents and
semi-boarding schools provide additional support so that children
are not cold and hungry and left without
care and supervision.
Provide funding for Village Education Communities.

Summary
There are several external influences that have an impact upon the multi-grade school. In this unit the influences that
have been examined relate to the national education environment, including the basis of the Philippine Educational
System, the local education environment, as well as the schools’ non-education environment, including the
community and the physical surroundings.

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