NQESH / Principals Test Q & A On

Governance For Basic Education And

Regulations Governing Public Schools
Read: NQESH Principals Test Review Materials

I. GENERAL PROVISIONS
Q: What are the constitutional provisions relevant to public schools in
basic education?
The following are the constitutional provisions relevant to public schools in basic
education:
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.

1.1 Q: May a principal of a public elementary or high school refuse the

enrollment of a pupil/student due to sex, ethnic grouping, or religion of
the child or his parents?
A: No, because such refusal will violate the right of the pupil/student to have quality
education as provided in Sec. 1 Art. XIV of the 1987 Constitution and because it will
violate his/her constitutional right to be accorded equal protection of the laws
guaranteed under Sec. 1 Art. III of the 1987 Constitution to all Filipino citizens.

1.2 Q: May a principal of a public elementary or high school refuse

admission of a pupil/student for not being a resident of the same
barangay or municipality where the school is located?
A: No, because such refusal will violate the constitutional right of the child to have
quality education.

1.3 Q: May a principal limit the enrollment to sixty (60) pupils/student s

per classroom and give to residents priority over non-residents of the
barangay or municipality where the school is located?
A. Yes, because limiting the enrollment to sixty (60) pupils/students per classroom in in
consonance with DepEd Order No. 32 S 2003 provided that the principal will give
assistance to the pupil/student to enroll in nearby school so as not to deprive him/her
right to education.

2.1 Q: Shall state establish, maintain and support only basic

education?
A. No, because Sec 2 (2) Art. XIV of the 1987 Constitution mandates that the State shall
establish, maintain and support a complete adequate and integrated educational system
relevant to the needs of the people and society and because Sec. 1 Art. XIV of the
Constitution provides that the State shall protect and promote the right of all Filipino
Citizens to quality education at all levels.

3.1Q: Supposing Mr. P the principal of public high school issues an

order not to enroll students unless they will pay first the membership
fees for Red Cross, Boys Scout and Girls Scout. Is the order valid?
A. No. The Order is not valid for being contrary to Sec. 2 (3) Art. XIV of the 1987
Constitution which provides for a free public elementary and secondary education and
for being in violation of DepEd Order No. 65 S 2010 which provides that for grade and
year levels beyond grade 4, no collection of any type should be undertaken during the
enrollment period and the first month of classes and that starting on the second month
of every school year, contributions may be collected but on a voluntary basis.

4.1 Q: Does the government provide financial assistance to students

in a public school who want to enroll in a private high school?
A. Yes, the government provides financial assistance to public elementary school
graduates belonging to the top fifty percent (50%) of the graduating class with an annual
family income of P100,000.00 or less who wish to enroll in a private high school.

4.2 Q: How much is the financial assistance?

A: The financial assistance is P5,000.00 per student grantee outside National Capital
Region (NCR) and P10,000.00 within NCR.

4.3 Q: What is this program that provides financial assistance to

students and teachers in private education?
A: This program providing for government assistance to students and teachers in
private school is called GASTPE which is provided by RA 6728 as amended.

5.1 Q: Is there a need for alternative learning system in the

Philippines?
A: Yes, to provide all Filipinos the chance to have access to basic education.

5.2 Q: How is learning provided under this alternative learning

system?
A: Learning may be provided thru the use of modules or by mobile teachers using books
and instructional materials.

6.1 Q: Shall all public and private schools include the study of the
Constitution as part of the curricula?
Yes, because Sec. 3 (1) Art. XIV of the 1987 Constitution mandates that all educational
institutions shall include the study of the constitution as part of their curricula.

7.1 Q: In what subject in basic education are these value of patriotism,

nationalism and other values taught?
A: Values education or edukasyon sa pagpapahalaga.

8.1 Q: How do public and private institutions in the educational system

complement one another?

A: Students may transfer from a public school to a private school and vice versa; both
institutions follow at least the minimum standards and criteria set by the Department
and both are under the reasonable supervision and regulation of the Department.

9.1 Q: Supposing Mr. S the Superintendent Schools appointed Mr. F a

foreigner as the Principal of a public high school. Is the appointment in
order?
A: No, for it is in violation of Sec. 4 (2)Art. XIV of the 1987 Constitution which vests upon
citizens of the Philippines the control and administration of educational institutions.

10.1 Q: In formulating educational policies and programs, what shall

the Department take into account?
A: The Department shall take into account regional and sectoral needs and shall
encourage local planning in the development of educational policies and programs.

11.1 Q: What is academic freedom?

A: The Supreme Court of the United States said that academic freedom means a
university can determine for itself on academic grounds:
Who may teach
What may be taught
How it should be taught
Who may be admitted to study

12.1 Q: At present, the result of the National Career Assessment

Examination (NCAE) being administered every year to all fourth year
high school students in public and private secondary schools only
serve as guide to students for the courses they will take in postsecondary institutions of learning. Supposing a law will be enacted to
make the results of the NCAE a prerequisite for enrollment in
college/university courses or in vocational/technological courses or
other short entrepreneurial courses, will the law be constitutional?

A: The author is of the opinion, that such law will be in consonance on the basis that
making the results of the NCAE a prerequisite for enrollment in college/ university
courses or in vocational/technological courses will be a fair, reasonable and equitable
admission and academic requirement and within the authority of the State to provide
reasonable supervision and regulation of all educational institutions.

13.1 Q: How shall the State enhance the right of teachers to

professional advancement?
A: By providing trainings and seminars to teachers; by providing sabbatical leave to
teachers; by giving scholarship to teachers.

14.1 How will the state insure that teaching will attract and retain its
rightful share of the best available talents?
A: Through adequate remuneration and other means of job satisfaction and fulfillment.

II. BASIC EDUCATION

6.1 Q: What does basic education encompass?
A: Basic Education 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

6.2 Q: What shall be the main programs of basic education?

A: Basic Education shall have five (5) main programs, namely: pre-school, elementary,
secondary, special needs and alternative learning systems.

6.3 Q: What shall the elementary education programs cover?

A: Elementary education programs shall cover at least Grades I to VI; secondary
education programs from First year to Fourth year or a total of ten (10) school years in
the formal school system.

6.4 Q: To ensure proper implementation of the Education For All (EFA)

A: To ensure proper implementation of the Education For All (EFA) policy of the
government, alternative learning systems shall provide for the basic learning needs of
out-of-school children, youth and adults, 15 years old and above.

7 Q: Upon what government agency is the administration of the

educational system and the supervision and regulation of all
educational institutions in basic education vested?
A: The Administration of the educational system and the reasonable supervision and
regulation of all educational institutions in basic education are vested in the Department
without prejudice, however, to the charter of any state university or college.

8.1 Q: What are the levels in Formal Education?

A: Formal Education shall correspond to the following levels in basic education:
a. The first level or Elementary Education involves compulsory, formal education
primarily concerned with providing basic education, and usually corresponds to a
traditional six or seven grade, and in addition, pre-school programs. Such pre-school
education normally consists of kindergarten schooling, but may be cover other
preparatory courses as well.
The second level or Secondary Education is concerned primarily with continuing basic
education of the elementary level and expanding it to include the learning of employable
gainful skills, usually corresponding to four years of high school.

9.1 Q: What shall the curricular programs be?

A: The curricular programs shall be suggestive patterns and models for the guidance of
field officials and teachers. These may be enriched or modified to suit he needs of the
learners and the conditions in the school and community, provided however, that any
radical departure from the specific subjects and curricula shall have the approval of
Secretary of Education.

9.2 Q: What must the curricular programs focus on?

A: The development and organization of the curricular programs must focus on the
learners total development. The curricula shall be based on the fundamental aims of
education set forth in Art. XIV Sec. 2 of the 1987 Philippine Constitution, B.P. Blg. 232
also known as the Education Act of 1982, and other statutes.

10.1 Q: What does Pre-school education or early childhood education

refer?
A: It refers to the educational program/s preparatory to Grade I to develop the child in
all aspects physical, social, emotional, moral and cognitive, so that s/he may be better
prepared to tackle formal school works and cope with the demands of complex life

10.1.1 Q: What do the early Childhood Education (ECE) Learning area

include?
A: The Early Childhood Education (ECE) Learning Areas include activities that develop
in each child communication skills in English and Filipino, numeracy skills, sensory
perceptual skills, socio emotional skills, motor and creative skills.

10.2 Q: What are the objectives of elementary education?

A: Elementary Education Objectives.

To provide knowledge and develop the skills, attitudes and values essential to
personal development and necessary for living in, and contributing to, a
developing and changing social milieu;

To provide learning experiences which shall increase the learners awareness of,
and responsiveness to, the changes and demands of society and prepare him/her
for constructive and effective involvement;

To promote and intensify the learners knowledge of identification with, and love
for the nation and the people to which he/she belongs; and

To promote experiences which develop the learners orientation to the world of

work and creativity and prepare himself/herself to engage in honest and gainful
work.

10.3 Q: What is Special Needs Education?

A: Special Needs Education refers to the education of persons who are gifted or
talented as well as those who have physical, mental, social or sensory impairment.
Such group may require modifications of the school curricula, programs and special
services and physical facilities to help them develop to their maximum capacity.

Q: What shall be the aim of special education?

A: Special Education (SPED) shall aim to develop the maximum potential of the child
with special needs to enable him to become self-reliant and gears towards providing
him with the opportunities for a full and happy life.

Q: What shall be the ultimate goal of special education?

A: The ultimate goal of special education shall be the integration of learners with
special needs into the regular school system and eventually in the community.

Q: On what is the curriculum for special needs education based and

designed?
A: The curriculum for Special Needs Education shall be based on the curriculum
prescribed for the regular schools by the Department and designed to respond to the
special needs of the following learners.

The Mentally Handicapped

The Hearing Impaired

The Visually Impaired

The Orthopedically Handicapped

The Children with Behavioral Problems

Q: What are the schemes or options that may be adopted for Special
Needs Education Program?
A: The following schemes or options may be adopted for Special Needs Education
program:
Modified curriculum shall be prescribed for regular children with certain adaptations to
meet the needs of special children.
Special curriculum shall be prescribed for children with special needs aimed primarily at
developing adaptive skills to maximize their potentials.

Q: What are the prototypes of special programs and provisions for the
gifted and talented which shall be developed and maintained?
A: Special programs and provisions for the gifted and talented which shall be developed
and maintained may take the following prototypes:
Acceleration shall refer to any administrative practice designed to move gifted learners
through school more rapidly than usual. Administrative practices under acceleration
shall include early admission, grade skipping, advanced placement, telescoping of
grade levels and credits by examination.
1.

Grade Acceleration/Grade Skipping

2.

Grade Telescoping

Ability grouping shall refer to any classification of children for instructional purposes in
terms of capacity for learning and demonstrated achievement. The types of ability
grouping shall be:
1.

Special Class/Self-Contained Classes

2.

Pull-out Program

3.

Enrichment

10.4 Q: What are its objectives?

A: Its objectives are as follows:
To continue to promote the objectives of elementary education
To discover and enhance the different aptitudes and interests of the students so as to
equip him with skills for productive endeavor and/or prepare him for tertiary schooling

10.4.1 Q: What are the curricular offerings of the different types of

secondary education?
A: The curricular offerings of the different types of secondary schools are as follows:
1.

General Secondary School

2.

General Comprehensive High School

3.

Secondary Vocational School

4.

Special Secondary School

Regional Division Science High School (R/DHS)

Science and Technology High School (STHS)

Science High School and Science and Technology School

1.

Mathematics in the fourth year includes Analytical Geometry and Elementary

Calculus

2.

English includes Speech and Drama in the First Year and Technical and Essay
Writing in the Second Year.

3.

Earth Science/Environmental Science and the regular Fourth Year Physics are
subjects in the Third Year Chemistry is a subject in the Fourth Year.

The Special Science Curriculum

School for the Handicap

Boys Town School

The School for Minor Offenders

The Philippine High School for the Arts

10.5 Q: What is Alternative Learning System?

A: Alternative Learning System is a parallel learning system that provides viable
alternative to the existing formal education instruction. It encompasses both the nonformal and informal sources of knowledge and skills.

Policy, Principles and Levels of Governance

for Basic Education
III. GOVERNANCE FOR BASIC EDUCATION
11 Q: What is the State Policy on the right of citizens to quality basic
education?
A: It is hereby declared the policy of the State to protect and promote the right of all
citizens to quality basic education and to make such education accessible to all by
providing all Filipino children a free and compulsory education in the elementary level
and free education in the high school level. Such education shall also include alternative
learning systems for out-of-school youth and adult learners.

Q: What shall be the goal of basic education?

A: It shall be the goal of basic education to provide them with the skills, knowledge and
values they need to become caring, self-reliant, productive and patriotic citizens.

Q: What shall be the heart of the formal education system?

A: The school shall be the heart of the formal education system. It is where children
learn. Schools shall have a single aim of providing the best possible basic education for
all learners.

Q: Where shall governance of basic education begin?

A: Governance of basic education shall begin at the national level.

Q: Where shall the policy and principle for the governance of basic
education be translated into programs, projects, and services to fit
local needs?
A: It is at the regions, divisions, schools, and learning centers referred to as the field
offices where the policy and principle for the governance of basic education be
translated into programs, projects and services developed, adapted and offered to fit
local needs.

Q: To improve the quality of basic education, whom shall be the State

encourage?
A: The State shall encourage local initiatives for improving the quality of basic
education.

12. Q: What is the principle of shared governance?

A: Shared governance is a principle which recognizes the every unit in the education
Bureaucracy has a particular role, task and responsibilities inherent in the office and for
which it is principally accountable for outcomes.

Q: What shall be observed in the decision making process at

appropriate levels?
A: The process of democratic consultation.

Q: What shall be established to ensure coordination and open

communication for the central office with the regional, division and
school levels?
A: Feedback mechanism.

Q: What shall be operationalized in the performance of functions and

responsibilities at all levels?
A: The principles of accountability and transparency.

Q: What shall be strengthened to facilitate the flow of information and

expand linkages with other government agencies, local government
units, non-governmental organization for effective governance?
A: The communication channels of field officers.

13.1 Q: What is the Department of Education vested with for ensuring

access to, promoting equity in, and improving the quality of basic
education?
A: The Department of Education is vested with authority, accountability and
responsibility for ensuring access to, promoting equity in, and improving the quality of
basic education.

13.2 Q: What are the structural components of the department?

A: The Central Office and Field Offices

13.2 Q: What are the major services of the DepEd Central Office and
their respective functions?
A: The major services of DepEd Central Office and their respective functions are the
following:
1. Administrative

Office of the Director

General Services Division

Dental Clinic

Medical

Radio Communication Network Unit

Security Service Unit

Records Division

Property Division

Teachers Camp

2. Financial Management Service

Budget Division

Payroll Services Division

Systems Division

Management Division

Cash Division

3. Human Resource Development

Personnel Division
Project
Employees Welfare and Benefits Division
Staff Development Division

 Special Programs
Programs
4. Planning

Project Development and Evaluation Division

Research and Statistics Division (RSD) and Database Management Unit (DBMU)

Physical Facilities Schools and Engineering Division

5. Technical Service

Materials Production and Division Publication Division

Educational Information Division

Audio-Visual Division

Educational Technology Unit

6. Legal

13.4 Q: What are the Bureaus of the Department and their respective
functions?
A: The Bureaus of the Department comprise of the following:
1.

Bureau of Elementary Education

2.

Bureau of Secondary Education

3.

Bureau of Alternative Learning System (BALS)

13.5 Q: What do the Centers of the Department compromise of and

what are their functions?

A: The Centers of the Department each headed by a Director comprise of the following
with their respective functions:
1.

The National Education Testing and Research Center (NETRC)

2.

Schools Health and Nutrition Center ( SHNC)

3.

Educational Development Projects Implementing Task Force (EDPITAF)

4.

National Science Testing Instrumentation Center (NSTIC)

5.

Instructional Materials Council Secretariat (IMCS)

6.

National Educators Academy of the Philippines (NEAP)

13.6 Q: What are the Field Offices of DepEd?

A: DepEd Field Offices consist of Regional Offices, Division Offices and Public School
and Learning Centers.

14.1 Q: What shall the Secretary exercise over the operation of the
Department?
A: Overall authority and supervision over the operation of the Department.

Q: What are the powers, duties and responsibilities of the Secretary?

A: In addition to his/her powers under existing laws, the Secretary of Education shall
have authority, accountability and responsibility for the following:
1.

Formulating national educational policies;

2.

Formulating a national basic education plan;

3.

Promulgating national educational Standards

4.

Monitoring & 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.

Q: How many undersecretaries and assistant secretaries shall assist

the Secretary?
A: The Secretary of Education shall be assisted by not more than four (4)
undersecretaries and not more than four (4) assistant secretaries whose assignments
duties and responsibilities shall be governed by law.

Q: Are the powers of the Secretary limited to those enumerated in

Sec. 7A of RA 9155?
A: No. Because Sec. 7A of RA9155 expressly provides that the powers enumerated
therein are only in addition to his/her powers under existing laws.

14.2 Q: Is there a limit to the number of regional offices?

A: No. Because there shall be as many regional offices maybe provided by law.

Q: How are regional offices created?

A: By Law.

Q: What is the composition of a regional office and where are they

located?
A: It is composed of provincial and city schools divisions and it has a Director, an
Assistant Director and an office staff for programs, promotion and support, planning,
administrative and fiscal services.

Region IV-A is composed of 14 divisions

1.

Calamba City

2.

Cavite City

3.

Cavite

4.

Laguna

5.

Lucena City

6.

Lipa City

7.

Quezon

8.

Antipolo City

9.

Sta. Rosa City

10. Rizal
11. Batangas Province
12. Batangas City
13. Tanauan City
14. San Pablo City

Q: What shall be the authority, accountability and responsibilities of

the regional directors?
A: Consistent with the national educational policies, plans and standards, the regional
director shall have authority, accountability and responsibility for the following:

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 bench-marking

for international competitiveness

4.

Monitoring, evaluating and assessing regional learning outcomes.

5. Undertaking research projects and developing and managing region wide

projects which may be funded through official development assistance and/or
other finding agencies.
5. Ensuring strict compliance with prescribed national criteria for the recruitment.
5. 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.
5. 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.
9. Evaluating all schools division superintendents and assistant division
superintendents in the region.
9. Planning and managing the effective and efficient use of all personnel, physical
and fiscal resources of the regional office, including professional staff
development.
9. Managing the database and management information system of the region.

9. Approving the establishment of public and private elementary and high schools
and learning centers
9. Performing such other functions as may be assigned by proper authorities.

Q: How shall the regional directors exercise authority over employees

in the regional office?
A: By hiring, placing and evaluating all employees in the regional office except for the
position of assistant director.

Q: Does the regional director have the authority to hire a public school
teacher in his region? Why or why not?
A: No. Because the power to hire, place and evaluate all employees in the division both
teaching and non teaching personnel except for the assistant division superintendent is
expressly vested upon the schools division superintendent.

Q: Who is the one vested by law with the power to approve the
establishment of public and private elementary and high schools and
learning centers?
A: The regional director.

14.3 Q: What shall a division consist of?

A: A division shall consist of province or a city which shall have a schools division
superintendent, at least one assistant schools division superintendent and an office staff
for programs promotion, planning, administrative, fiscal, legal, ancillary and other
support services.

Q: What shall be the authority, accountability and responsibility of

schools division superintendent?

A: Consistent with the national educational policies plans and standards, the school
division superintendents shall have authority, accountability and responsibility for the
following:
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 nonteaching personnel, including school heads, except for the assistant division
superintendent.
3. Monitoring the utilization of funds provided by the national government units to the
schools and learning centers.
3. 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.
6. Supervising the operations of all public and private elementary, secondary and
integrated schools and learning centers.
6. Performing such other functions as may be assigned by proper authorities.

Q: Who is the one vested with the authority to supervise the operation
of all public and private elementary, secondary and integrated schools
and learning centers.
A: The Schools Division Superintendent.

Q: Shall the Division Superintendent have the power to hire, place or

evaluate an assistant division superintendent?
A: No. Because, Sec 7C (3) of Ra 9155 expressly excludes from an authority of the
superintendent the power to hire an assistant division superintendent.

14.4 Q: How many additional schools districts be established within a

schools division?
A: Upon the recommendation of the schools division superintendents, the regional
director may establish additional schools districts within a schools division.

Q: What shall a schools district have?

A: A Schools District shall have a schools district supervisor and an office staff for
program promotion

Q: What shall be done about the schools districts already existing at

the time of the passage of RA 9155?
A: Schools District already existing at the time of the passage of RA 9155 shall be
maintained.
Q: What shall be the authority, accountability and responsibility of the Schools District
Supervisor?
A: The schools district supervisor shall be responsible for:
1.

Providing professional and instructional advice and support to the school heads
and teachers/facilitators of schools and community learning centers in the district
or cluster thereof.

2.

Curricula supervision.

3.

Undertaking advocacy work directed at encouraging local government units

(LGUs) and non-government organizations (NGOs) to implement ALS programs.

4.

Assisting in the identification of community-based NGOs which could be tapped

as service providers for the basic literacy, accreditation and equivalency programs
and other community development efforts.

5.

Supervising the organization of ALS programs in collaboration with LGUs, NGOs

and other government agencies and monitor implementation

6.

Monitoring the formulation of school improvement plans and consolidate funding

requirements of programs and projects to be presented to the Municipal School
Board

7.

Providing technical support to school heads in expenditures documentation and

liquidation of cash advances.

8.

Coordinating data gathering efforts of schools and community learning centers in

the district.

9.

Undertaking data verification in coordination with the division planning unit

10. Performing such other functions as may be assigned by proper authorities.