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Enhancing Efficiency Through Delegated Authority – DepEd’s Revised Signing Policy for Foreign Travel

The Department of Education (DepEd) continues to streamline its administrative functions with the release of DepEd Order No. 018, s. 2024 , dated December 13, 2024. This order addresses the delegation of signing authority for foreign travel —a move aimed at improving operational efficiency and ensuring the seamless execution of DepEd’s mandates. Why Delegate Authority? In large organizations like DepEd, efficiency is key. The Revised Administrative Code and Republic Act No. 9155 empower the Secretary of Education to delegate authority to department officials. This framework allows the Department to: Optimize decision-making processes. Ensure swift approval of essential matters. Focus the Secretary’s attention on high-level priorities. The revised order updates the roles and responsibilities outlined in earlier directives, such as DepEd Order No. 1, s. 2023, and DepEd Order No. 15, s. 2024. Key Changes Introduced in the Order Delegation to Specific Officials by Hierarchy The order assig...
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The Educational Decree of 1863

The Educational Decree of 1863: A Landmark in Philippine Education

Education in the Philippines has a rich and complex history, shaped by various colonial powers and local influences. One pivotal moment in this journey was the Educational Decree of 1863, which laid the groundwork for the modern educational system. Let’s delve into the significance of this decree and its impact on the spread of public schools and language acquisition.

The Educational Decree of 1863

Background

Pre-Spanish Times

Before the arrival of the Spanish colonizers, education in the Philippines was informal and decentralized. Children received vocational training from their parents and tribal tutors, focusing more on practical skills than academics.

Spanish Colonization and Changes

The Spanish missionaries replaced tribal tutors, and education became religion-oriented. Initially, education was accessible only to the elite. However, in 1863, significant changes occurred with the enactment of the Educational Decree.

The Educational Decree of 1863

Key Provisions

  1. Primary Schools: The decree mandated the establishment of at least one primary school for boys and girls in each town. These schools were the responsibility of the municipal government.

  2. Normal School: A normal school for male teachers was established under the supervision of the Jesuits. This institution aimed to train competent educators.

  3. Compulsory Spanish: The teaching of Spanish became compulsory in primary instruction. This move aimed to promote literacy and facilitate communication.

Impact and Challenges

The decree significantly expanded access to education, but challenges remained. Primary instruction was free, but the quality varied. Moreover, the curriculum was limited, and resources were scarce.

Legacy and Evolution

The Educational Decree of 1863 set the stage for subsequent reforms. It paved the way for a secularized and free public school system during American rule. The Thomasites, American teachers, played a crucial role in shaping education in the early 20th century.

Conclusion

The Educational Decree of 1863 was a milestone in Philippine education. It democratized access to learning, laying the foundation for the inclusive and diverse educational system we have today. As we reflect on our past, let us appreciate the vision and efforts of those who championed education during a pivotal era in our history.

References:

  1. Department of Education. (n.d.). History. Retrieved from here
  2. Hardacker, E. P. (2012-2013). The Impact of Spain’s 1863 Educational Decree on the Spread of Philippine Public Schools and Language Acquisition. European Education, 44(4), 8-30. Read more
  3. Wikipedia. (n.d.). Education in the Philippines during Spanish rule. Retrieved from here
YearOfficial Name of DepartmentOfficial Titular HeadLegal Bases
1863Superior Commission of Primary InstructionChairmanEducational Decree of 1863
1901-1916Department of Public InstructionGeneral SuperintendentAct. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942Department of Public InstructionSecretaryOrganic Act Law of 1916 (Jones Law)
1942-1944Department of Education, Health and Public WelfareCommissionerRenamed by the Japanese Executive Commission, June 11, 1942
1944Department of Education, Health and Public WelfareMinisterRenamed by Japanese Sponsored Philippine Republic
1944Department of Public InstructionSecretaryRenamed by Japanese Sponsored Philippine Republic
1945-1946Department of Public Instruction and InformationSecretaryRenamed by the Commonwealth Government
1946-1947Department of InstructionSecretaryRenamed by the Commonwealth Government
1947-1975Department of EducationSecretaryE.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978Department of Education and CultureSecretaryProc. No. 1081, September 24, 1972
1978-1984Ministry of Education and CultureMinisterP.D. No. 1397, June 2, 1978
1984-1986Ministry of Education, Culture and SportsMinisterEducation Act of 1982
1987-1994Department of Education, Culture and SportsSecretaryE.O. No. 117. January 30, 1987
1994-2001Department of Education, Culture and SportsSecretaryRA 7722 and RA 7796, 1994 Trifocalization of Education Management
2001 – presentDepartment of EducationSecretaryRA 9155, August 2001 (Governance of Basic Education Act)

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