Administration & Supervision

A Power Point Presentation Of

Mr. Kenneth June S. Potot English Teacher

G. Jurado Foundation School Inc.

 

The Administrative and Supervisory Organization of the Department of

the Education and Culture

Article XV, Section 8 of the New Constitution (1973), states “All educational institution shall be under the supervision of and subject to regulation of the state.” The Department of Education and Culture was created to carry out this constitutional mandate.

The Department was originally created by Act No. 74 of the Philippine Commission on January 21, 1901. When the Jones Law was passed in 1916, this department became one of the administrative departments of the Insular Government and was placed under the control and supervision of the Vice-Governor General.

The Department of Education and Culture

Upon the reorganization of the National Government as embodied in the Executive Order No. 94. The Department of Public Instruction was renamed the Department of Education headed by the Secretary of Education.

The President ordered the reorganization of the government structure and functions, and with it the Department of Education underwent a number of changes. Its name was changed to Department of Education and Culture to stress its major role in economic and cultural development.

The Presidential Order of 1972, based on Presidential Decree No. 1 abolished the Bureau of Public Schools, Bureau of Private Schools, and the Bureau of Vocational Education. The function of the three Bureaus were transferred to the newly created bureaus under Department of Education and Culture.

Under this Presidential Order, an Institute of Arts and Letters is to be created and be placed under the Department of Education and Culture. Likewise, the name of the Board of National Education was changed to the National Board of Education.

The present organization of the Department of Education and Culture consists of the Department proper composed of the immediate Office of the Secretary, the Planning Service, the Financial and Management Service, Information and Publication Service, and Administrative Service.

The newly organized Department of Education and Culture will be responsible for developing and implementing programs of education and culture based on the general objectives and policies formulated by the National Board of Education. The Secretary of Education and Culture is the supreme authority in education and culture. He is assisted by the Under-Secretary. The ten divisions in the Department have been reduced to four services, namely: 1. Planning, 2. Financial and Management, 3. Administrative, 4. Information and Public Service

The Department Head shall have the power to promulgate, whenever he may see fit to do so, regulations, orders, circulars, memoranda, and other instruction not contrary to law, necessary to regulate the proper working and harmonious and efficient administration of each and all the offices and dependencies of his Department and for the strict enforcement and proper execution of the laws relative to the matters under the jurisdiction of said Department.

The Department shall have direct control, direction, and supervision overall business affairs under his jurisdiction and may, notwithstanding any provision of existing law to the contrary, repeal or modify the decisions of the chief of said Bureaus or offices when advisable in the public interest.

Besides exercising general executive supervision over all the bureaus and offices under the department, the Secretary

performs certain duties specially prescribed by law. Section 78B-79D of the Revised Administrative Code gives the

following as the powers of the Department Head:

The Department Head may order the investigation of any act or conduct of any person in the service of any bureau or office under the department and in the connection therewith, may appoint a committee or designate an official or person who shall conduct such investigation; and such committee, official, or person may summon witnesses by subpoena and subpoena “Ducestecum”, administer oaths and takes testimony relevant to the investigation.

The Department Head, upon the recommendation of the chief of the bureau or office concerned, shall have the power to appoint all subordinate officers and employees whose appointments are not expressly vested by law, and remove or punish them except as specially provided otherwise, in accordance with the Civil Service Law.

Functions of the Secretary of the Department of Education and

Culture

Beside exercising general executive supervision overall the bureau and offices under the Department, the Secretary performs certain duties specially prescribed by the Presidential Decree NO. 1 Section 8,1 states the following as the functions of the Secretary of Education and Culture:

Advise the President in the promulgation of executive orders, regulations, and decrees relative to matters under jurisdiction of the Department;

Establishes the policies and standards for the operation of the Department pursuant to the President’s program of government;

Promulgate rules and regulations necessary to carry out department objectives, policies, and functions;

Exercise supervision and control over all bureaus and offices under the Department;

Delegate authority for the performance of any function to officers and employees under his direction ; and

Exercise general supervision over chartered state colleges and universities.

Section 8.2 of the Presidential Decree No. 1 gives the following as the functions of the Undersecretary of the Department of Education and Culture:

Advice and assist the Secretary in the formulation and implementation of department objectives and policies;

Oversee all the operational activities of the Department for which he shall be responsible for the secretary;

Coordinate the programs and projects of the Department and be responsible for its economical, efficient, and effective administration;

Serve as deputy to the Secretary in all matters relating to the operations of the department ; and

Perform such other function as may be provided by law.

Functions of the Undersecretary of the Department of Education and Culture

Functions of the Different Boards under the Department

1. The Professional Boards- are composed of the Board of Medical Education, Council of Dental Education, and Council of Medical Technology. The Professional Boards shall have uniform powers and functions in prescribing policies, and regulations formulated by these Boards are subject to the concurrence of the Secretary of Education and Culture. The main function of the different Boards is to prescribe minimum requirements for their respective professional courses.

2. The textbook Board-the members of the Board are required to have at least a Master’s degree. The function of Textbook Board shall be limited only to the selection and approval of suitable textbooks to be used in both public and private elementary and secondary schools. In other words, its functions are limited to books for use in the elementary and secondary schools, both public and private schools of elementary and secondary levels.

3. Planning Service-The planning Service was created in the Department of Education and Culture for educational planning. The planning Service will be responsible for providing the Department of Education and Culture with economical, efficient, and effective services relating to planning, programming; and project development. In other words, the Planning Service shall be responsible for planning, research, project development and education and culture. To accomplish the said major functions, the Planning Service shall have a Planning and Programming Division, a Project Development and Evaluation Division, and Research and Statistics Division with corresponding duties and responsibilities.

4. Financial and Management Service- shall be responsible for providing the Department of Education and Culture with staff advice and assistance on budgetary, financial, and management improvement matters. The Financial and Management Service shall have a Budget and Accounting Division, a Management Division, and a Special Education Fund Division with corresponding duties and responsibilities.

5. Administrative Service-shall be responsible for providing the Department of Education and Culture with Economical, efficient, and effective services relating to personnel, legal assistance, records, supplies, equipment, collection, disbursements, security, and custodial work. In other words, the Administrative Service shall have charge of personnel, supplies and equipment, and records. To carry on these functions the Personnel Division, a Legal Division, a General Service Division, and a Teacher Examination and Certification Division were created with corresponding duties and responsibilities.

6. Information and Publication Service-according to Section 12, the Information and Publication Service will implement programs and projects designed to disseminate proper information on the activities of the Department of Education and Culture to the public and to all other concerned agencies, both local and foreign. In other words, the Information and Publication Service will be responsible for the production instructional materials and the program of information.

7. The Board of Higher Education-is contemplated by the Presidential Survey Commission. The Board formulates and evaluates programs and scholarships and establish standards at the tertiary level of education. It will also help the National Board of Education and the Board of Examiners by providing them with secretarial service.

8. The National Board of Education-Republic Act No. 1124 created the Board of National Education with 15 members representing different interests. According to Section 5 of this law, the Board “shall be the exclusive agency of the government for the implementation of educational policies and the direction of the educational interests of the nation, subject only to the constitutional authority of the President of the Republic over executive departments, bureaus, and offices.”

The National Council on Education- is the highest policy-making body in education, with the Secretary of Education and Culture as Chairman and the experts and representatives of various sectors of the community as members.

The University of the Philippines- was created by Act No. 1870, passed on June 18, 1908, by the Philippine Legislature.

The Philippine Normal University-was organized under the provision of Section 17 of Act No. 74 of the Philippine Commission. It was later converted into a college by the Republic Act No. 921.

Central Luzon State University- was formerly the Central Luzon Agricultural School and was converted into a college by Executive Order No. 393, dated December 31, 1950. It was later on converted into university status by Republic Act No. 4062

Other Government Educational Agencies Where the Secretary of Education and

Culture is Connected

The Philippine College of Commerce- was converted into a college by Republic Act No. 778.

Mindanao State University- was created by Republic Act No, 1387

University of Eastern Philippines- was formerly the Samar Institute of Technology which was established in the municipality of Catarman, province of Samar.

Central Mindanao State University- was formerly the Mindanao Agricultural College in the province of Bukidnon.

Office of the Director and Assistant Director

The Bureau of Elementary Education is headed by a Director who is appointed by the President of the Philippines. Section 910 of the Revised Administrative Code of the Philippines (Act No. 2711) states the following as the duties and powers of the Director of the Bureau of the Public Schools, now the Bureau of Elementary Education. He shall establish primary schools in every town

in the Philippines, where practicable. He shall have authority to establish night schools. He shall fix the salaries of the teachers within the

limits established by law. He shall fix the curricula for all schools under his

jurisdiction.

He shall prescribed the authority to be exercised by the principal teacher of each school over teachers, if any, and his duties as teacher actually engaged in the work of instruction and in the caring of schoolhouses and school property.

He shall prescribe rules for construction of schoolhouses to be built by municipalities or provinces, and fix the area or size of and required in each.

He shall prescribe the rules of hygiene to be observed in connection with the schools of the islands.

He shall have the power to determine the towns in which teachers are to be paid out of National Treasury; shall teach; and he may exercise this discretion in favor of those towns which shall construct and maintain suitable schoolhouses by local taxation and contribution.

He shall maintain in Manila, or elsewhere in the Philippine islands, classes to furnish superior instruction to teachers, as may by law, be allowed or established.

Aside from the above-mentioned duties and responsibilities of the Director of the Bureau of Public Schools, the Director has the power to assign any school superintendent or teacher to any division or branch of the bureau as the exigencies of the service may require.

The Service Manual of the Bureau of Public Schools (1927) states the duties of the Assistant Director as follows: Confers with the Director in the major policies of the

Bureau, such as instruction, curricula, measurement and research, and other promotional activities.

Inspect public schools throughout the Philippines. Takes charge of the Bureau in the absence of the

Director.

Beside the duties stated in the previous slide, the Assistant Director is in charge of the promotional activities of the General Office as head of the Promotional Staff. He may perform some of the powers and duties also of the Director which may be delegated him.

Next in line to the Assistant Director is the Administrative Officer who is appointed by the Secretary of Education and Culture upon the recommendation of the Director of the Bureau of Public Schools, now the Bureau of Elementary Education. The Administrative Division is under his direct supervision. Likewise, he handles mainly the administrative matters of the General Office which do not involve policy.

1. Curriculum Development Division: Formulate policies, plans, and programs for the preparation and

production of curricula inculcating objectives, instructional methods and materials, and instrument to evaluate the result of instruction in pre-elementary, elementary, and special education;

Undertakes researches and studies on the curriculum and make appropriate proposals for improvement and upgrading;

Provide technical assistance on the use of the educational media, audio-visual aids, and other forms of instructional technology;

Design and propose the undertaking of pilot-type projects in the elementary level on teaching techniques, classroom materials, and other curricular innovations; and

Perform such other functions as may be provided by law

Functions of the Different Divisions in the Bureau of Elementary Education

2. Staff Development Division: Develop plans and programs to upgrade and improve the quality

of teaching and non-teaching staff at the pre-elementary and elementary level and in special schools;

Undertake a continuing assessment and evaluation of ongoing staff development programs and make appropriate recommendations;

Provide expert assistance or consultative services for the undertaking of seminars, workshops, and conference for upgrading purposes; and

Perform such other functions as may be provided by law.

3. Physical Facilities Division: Formulate and recommend plans, programs, and projects to

upgrade school plant and equipment for pre-elementary, elementary, and special schools;

Conduct studies and make proposals to improve the utilization and insure the proper maintenance of school plant and equipment;

Formulate standards regarding the quality and quantity of physical facilities and equipment for use at the elementary level; and

Perform such other functions as may be provided by law.

Our elementary school consists of Grades I to VII. This organization plan was shorten to six years by Educational Act of 1940 which eliminated Grade VII. Grade VII was restored by the Educational Act of 1953, based on the Republic Act No. 896 Elementary schools are also classified into primary grades (I-IV) and intermediate grades (V-VII). Elementary schools are also classified to two types, one type offering a general education curricula and the other type offering a farming curricula. Republic Act No. 896, known as the Educational Act of 1953, makes elementary education compulsory up to the completion of Grade VII. This policy gives every Filipino child an opportunity to acquire a complete elementary education.

Elementary Education Defined

The Elementary School Principal

Like the division superintendent, the principal teacher is an administrator and a supervisor. The administrative duties of the elementary school principal cover the following: planning the school programs, systemizing the office work, maintenance of school discipline, care of school grounds and buildings, care of school property, making reports, filing forms, and attending to correspondence. His administration of the school covers also the enforcement of school polices, classroom observation, conferences with teachers, test and measurement, teacher’s meetings, demonstration classes, in-service training, direction of school government, custody over pupil’s funds, opening and closing schools, and eliminating hazards. They are the key government officials that initiate, plan, and execute community-assemblies and other public projects, and help organize and vitalize parent-teacher associations, community councils, and other civic organizations that work so hard in making community life more livable and progressive.

An elementary school principal may be either national (Insular) or national (municipal). The national (municipal), as well as the national (city) elementary principal is appointed by the Superintendent by authority of the Secretary of Education upon the recommendation of the Director of Bureau of Public Schools. The national elementary school principal is under the direct supervision of the district supervisor. The city elementary school principal is appointed by the superintendent by authority of the Secretary of Education with the prior approval of the Director.

The Service Manual of the Bureau of Public Schools (3rd revision, 1959), gives the following duties of the principal teacher: He is the administrator, organizer, supervisor, and leader of

the school. He makes friendly contacts with the municipal officials and

the school patrons. He creates, on the part of the public and local officials, strong

support for public education

Observation of the Teaching-Learning Situation

Conferences with Teachers Demonstration Classes Conducting Teacher’s Meeting Acting as Civic Leader Plant Management

Some of the supervisory activities of the principal teacher in the Philippine public and

private schools are the following:

To be eligible for appointment as an elementary school principal, one must be a graduate of the Bureau of Public Schools’ normal school on the collegiate level, or a graduate of the College of Education of the University of the Philippines with an elementary teacher’s certificate or a graduate of any other school offering equivalent courses, with at least two years’ experience as an elementary classroom teacher. A graduate of a normal school on the secondary level with at least four years’ experience as an elementary classroom teacher is also qualified for appointment.

Line-and Staff School Organization Can Be Democratized

The line-and-staff school organization, by its very nature, violates the basic principle of democracy. A democratic form of administration and supervision would give the students, teachers, parents, and all others involved in carrying on education in the schools, opportunity to help make plans and decisions, to evaluate what has been done, and to make necessary changes in curricula, procedures, and policies.

To democratize the line-and-staff school organization, any of the following practices can be

used:

While policies are set up by the General Office, local officials should be given leeway to adopt such as actual needs and conditions demand their implementation.

Permit the supervisors and teachers to experiment. Encourage them to use method expressive of their philosophy which they have developed through study and practical experience. This will give them practice in using their initiative, judgement, and constructive power.

Encourage the supervisors and teachers to make their own time schedule, and use it flexibly. Help them to use it intelligently and scientifically.

Encourage the supervisors and teachers to study children’s individual needs. Help them overcome the idea that subject matter as such is sacred and must be mastered. Eliminate office-made-test or examinations and authoritative demands to what should be covered.

Call on supervisors and teachers together when any question of policy arises. Encourage them to present a course of study, procedures, and policies; and ask for suggestions and help. Accept their suggestion and encourage every effort for growth and development.

Do not expect all teachers to change at the same tempo. Some will always demand on others for suggestions and will resent having to think and work –as they feel harder than before.

In other words, school administration and supervision will have to abandon its autocratic position and re-orient its line-and-staff organization in favour of the democratic organization which emphasizes respect for human personality, shared responsibility, common understanding, joint concern, local initiative, and integrated action. The teachers should take part in planning and execution of any school project as well as in the evaluation of its result.

1. To facilitate the continuous growth of individual and social personalities by providing all persons with opportunities to participate actively in all enterprises that concern them.

2. To recognize that leadership is a function of every individual, and to encourage the exercise of leadership by each person in accordance with his interest, needs and abilities.

3. To provide means by which persons can plan together, share their experiences, and cooperatively evaluate their achievement.

4. To place the responsibility for making decisions that affect the total enterprise with the group rather than with one or a few individuals.

5. To advise flexibility of organization to the end that necessary adjustments can readily be made.

Democracy in its full meaning involves sharing responsibility whenever authority is shared. Many school administrators sincerely wish to be democratic, but are unwilling to share the authority and at the same time bear the burden of all the responsibility.

G.R. Koofman, A. Miel, and P. Misner suggest that democratic administration should seek

the following priciples:

Roadblocks to Democratic School Administration and Supervision

Centralized School System Lack of professionally-trained administrators and supervisors Attitude of teachers toward administration and supervision Lack of professionally-trained teachers Lack of time for administration and supervision Attitude of the public toward education Desire for power by some administrators and supervisors Social and economic Patterns of Society Indifference of administrators and supervisors to democratic

practices The apathy of the teaching personnel toward democratic

practices

Some of the roadblocks to democratic school administration and supervision in this

country are the following:

Article XV, Section 8 of the New Constitution (1973) requires all public and private schools in the country to pursue, in the development of every child the following general aims:

“All educational institutions shall aim to inculcate love of country, teach the duties of the citizenship, and to develop moral character, personal discipline, and scientific, technological, and vocational efficiency.

The study of Constitution shall be a part of the curricula.

Elementary Education in the New Society

Love of Country Citizenship training Development of moral character Personal discipline Scientific, technological, and vocational

efficiency

The following discussion is based on the general aims of education outlined

in our New Constitution:

Thank you for your endulgence