ICT Meaning Strand (Information Communication and Technology)

ICT Meaning Strand

How diverse companies and institutions function is being changed by information and communication technology (ICT). Economic growth is fueled by advancements in communication and technology, which have also changed several aspects of society. With National Certification II from TESDA, the graduates of this ICT strand will thus have the skills and abilities suitable for employment.

Also Read: Brigada Eskwela Program: How to Participate in Your School

Graduates have a good chance of finding employment because of the program’s extensive external connections and wide range of industrial partners, which will help them get on-the-job training.

ICT Meaning Strand

What Is ICT Strand?

The K–12 Technical-Vocational Livelihood (TVL) Track offers the Information Communication and Technology (ICT) Strand as one of its programs. Subjects in the ICT strand aim at teaching information technology concepts as well as abilities to learners. Learners will learn how to create websites and write programs as part of the ICT program. They will also be able to refine their illustration and animation abilities, which will help them excel in the creative industry.

The ICT strand includes medical transcription and telecom installation.

This strand will teach you applicable knowledge and abilities in a variety of fields, including computer programming, web design, and graphics. Whether you’re interested in working in animation, technical drafting, or Java programming, or just want to enhance other skills for work, ICT can surely help you.

The nicest part about this strand is that, if you pass the TESDA tests, you can obtain a National Certificate in each subject. Having a national certificate can help you get a better job later on.

Also Read: List of Attached Agencies under DepEd

Purpose Of ICT Strand

Senior high school ICT learners receive the abilities and expertise required to be eligible for TESDA-backed certificates such as National Certificates (NC) and Certificates of Competence (COC). ICT strand SHS graduates can apply for IT employment straight out after graduating with these ICT strand programs. ICT is widely used in today’s education sector. It comprises portable communication devices including radios, televisions, and projectors, as well as computers and the Internet.

ICT Courses Or Degrees In College

More professions and courses are added to institutions because of the ongoing growth of technology. This gives learners more alternatives, nonetheless, you can start with these common ICT programs:

Bachelor of Science – Computer Engineering (BS – CE) 

Together with programming and technical abilities, computer engineering is a blend of computer science and engineering integrated into one interesting regulation.

In electronics hardware, computer engineers are your go-to specialists.

Careers For BS – CE Graduates 

  • Analysts of Computer Systems
  • Developer of Software Applications
  • Engineer for Computer Software
  • Manager of Computer and Information Systems
  • Systems Developer for Software

Bachelor of Science – Computer Science (BS – CS) 

Studying how computers operate and then using programming to provide them functions is known as computer science. Solvers of puzzles is what computer scientists do. To ensure everyone can use their phone, laptop, or app error-free, they utilize algorithms to both prevent and resolve errors.

Careers For BS – CS Graduates 

  • Analysts of Computer Systems
  • Engineer of Computer Software
  • Professional in Research and Development Computing
  • Specialist in Quality Assurance
  • Specialist in Software Support

Bachelor of Science – Data Science (BS – DS)

Studying data to extract valuable business insights is known as data science. It is an integrative strategy that combines concepts and techniques from computer science, artificial intelligence, mathematics, and statistics to analyze massive amounts of data.

Careers For BS – DS Graduates

  • Analyst for Planning and Decisions
  • Data Analyst
  • Database Programmer
  • Engineer for Business Intelligence
  • Statistician

Bachelor of Science – ESports (BS – E) 

The business or back-end side of esports is the primary objective of the Bachelor of Science in Esports program. Based on the core principles of Esports, the program offers two specializations: Esports Management and Game Design & Development.

Careers for – E Graduates 

  • Agent for Esports
  • Engineer for Animation
  • Graphics or Creative Programmer
  • Owner/Manager of the Team
  • Tester of Games

Bachelor of Science  – Entertainment and Media Computing (BS – EMC)

The study of entertainment and media computing involves using computer science to develop a variety of multimedia content for use in advertising and entertainment.

Careers For BS – EMS Graduates 

  • Engineer for Game Sound
  • Graphics or Creative Programmer
  • Producer of Digital 2D/3D Animation Content
  • Professional Game Quality Assurance
  • Technical Director or Game Designer

Bachelor of Science  – Information Technology (BS – IT) 

The study of integrating hardware and software technologies to produce computing solutions that meet the demands of different users and organizations is known as information technology.

Careers For BS – IT Graduates 

  • Administrator for Information Security
  • Assistant for IT Audits
  • Engineer for Networks
  • Personnel for Systems Integration
  • Web developer and applications

Bachelor of Science  – Information Science (BS – IS)

As future information systems professionals, information scientists teach learners how to build strong analytical, technical, and leadership abilities so they can excel in a global environment.

Careers For BS – IS Graduates

  • Analyst for Computer Systems
  • Analyst for Information Security
  • Information Architect
  • Network Administrator
  • Professionals who support databases

Also Read: EBEIS: Enhanced Basic Education Information System 

Video: 5 things ü need to know in the ICT strand

The ICT (information and communication technology) strand offers a lot of opportunities. YouTuber Kylaaa D outlines the most important 5 ICT-related facts you should be informed of.

Republic Act No. 4670: Magna Carta for Public School Teachers

Magna Carta For Teachers

The public school teachers in the Philippines are extremely valuable and priceless because they have the important task of shaping the thoughts and principles of young Filipino individuals. Furthermore, as civil servants, public school teachers generously devote their time and energy to support both the federal and local governments, especially during election seasons.

That is why Republic Act No. 4670, also referred to as “The Magna Carta for Public School Teachers,” was enacted into law to give our public school teachers professional rights and protections in light of the demands and degree of difficulty of practicing their profession.

Also Read: EBEIS: Enhanced Basic Education Information System 

To create and maintain skilled individuals in the teaching profession, it seeks to improve the living and working conditions, career opportunities, and job security of public school teachers.

Magna Carta For Teachers

What is Magna Carta for Teachers?

The Magna Carta for Public School Teachers (Republic Act No. 4670) hereby declares that its policy is to advocate for and enhance the economic and social status of public school teachers, as well as their working and living conditions, terms of employment, and career prospects, so that they match favorably with opportunities already available in other areas of life. It also aims to attract and retain more individuals with the necessary qualifications in the teaching profession, acknowledging that advancement in education is dependent on the skills and qualifications of the teaching staff and that education is a crucial and productive investment for the country’s economic growth.

The term “teacher” as used in this Act refers to individuals who work full-time as classroom teachers at any level of instruction, including guidance counselors, school librarians, industrial arts as well as vocational instructors, and all other individuals executing administrative or supervisory duties in any of the schools, colleges, or universities run by the government or one of its political subdivisions; school nurses, school doctors, school dentists, and other staff members are not included in this definition of “teacher.”

Also Read: List of Attached Agencies under DepEd

We can better comprehend teachers’ rights thanks to the Magna Carta for Public School Teachers. It defends the rights of teachers, including tenure, academic freedom, and other privileges. Due to a lack of discussion, several teachers are unaware that this policy is in place.

What is the Importance of Magna Carta for Teachers?

The purpose of the Magna Carta for Public School Teachers is to improve and strengthen public school teachers’ standing in society and the economy. It aims to improve their terms of employment, living and working conditions, as well as career opportunities.

Also Read: DepEd Order 2: Immediate Removal of Administrative Tasks of Public School Teachers

Another purpose is to recruit and keep qualified individuals within the teaching field. The policy acknowledges that the country’s economic progress depends on education.

Republic Act No. 4670 June 18, 1966 – The Magna Carta for Public School Teachers

Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers


Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers

House Bill No. 8384

This bill amends Republic Act No. 4670, which will now be referred to as the expanded Magna Carta for public school teachers, and serves further objectives by improving and broadening the employment rights and employment incentives of public school teachers.

This bill proposes modifying R.A. No 4670 (Magna Carta for Public School Teachers) in many aspects:

a). Recruiting, selecting, and credentials

b). The RQA’s appointment of a replacement teacher

c). Educational background mandatory for a fair promotion process

d). Termination after due process or for a reasonable cause

e). Requirements for approval of transfer

f). Moral code or code of ethics

g). Promotion and recruitment choices based on professional and academic qualifications;

h). Requirements for professional licenses that may be canceled or invalidated

i). Creating a separate research organization to examine instructional strategies;

j). Additional compensation for activities conducted off-campus

k).  Additional compensation for exceptional hardship and health and safety risks

l). Preferred order for salary deductions

m). Wellness, health, and medical benefits  Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers

Magna Carta For Teachers

Video: Magna Carta for Public School Teachers | Sections 1 to 12 | Joie’s Universe City

Watch the video below to know the rights of the teachers – Magna Carta for Public Teachers – by YouTuber Mary Joie Padron.

TVL Strand Courses in the Philippines

TVL Strand Courses

The courses in the Technical Vocational Livelihood (TVL) strand comply closely with TESDA regulations, guaranteeing that learners are prepared for working life. Each TVL strand helps learners in gaining employable skills. With the support of TESDA certifications, including National Certifications (NC) and Certificates of Competency (COC), the TVL not only guarantees employment but also competitive skills.

Also Read: STRAND in Senior High Explained

For those who are interested in starting work as soon as they graduate from senior high school, there is a TVL strand course designed for them. Learners who enroll in these vocational courses get the expertise and skills required to earn the certifications required by their respective industries. If you plan to work as a skilled worker overseas, the TVL strand courses are perfect for you.

TVL Strand Courses

Advantages of the TVL Strand Courses

The objective of TVL strand courses is to help learners gain the skills necessary for professional endeavors and earning a living. It offers courses that match the competency-based assessment of TESDA which consists of a mix of Core Courses and specialized hands-on courses.

The TVL strand courses equip learners with:

  • Acquire professional skills when entering college
  • Certificate of Competency (COC)
  • Easier integration into their chosen field of work
  • Effective training to guarantee future success
  • Excellent career preparation
  • Improving the expertise and skills
  • National Certifications (NC)
  • Preparing prospective OFWs for their future overseas employment
  • Recognized pre-requisites
  • Relevant skills to find employment

List Of TVL Strand Courses

The available TVL strand courses are listed below:

Agri-Fishery Arts

Senior high school learners who wish to concentrate on agriculture and aquaculture can enroll in Agri-Fishery Arts. Taking some of the Agri-fishery courses on your TVL strand could help you enhance your understanding and skills in the areas of forestry, field production, crops, and fisheries.


  • Bachelor of Science in Agriculture – Majoring in Animal Science
  • Bachelor of Science in Agricultural and Biosystems Engineering
  • Bachelor of Science in Agricultural Engineering
  • Bachelor of Science in Fisheries and Aquatic Resources

Career Opportunities

  • Academician
  • Animal quarantine officer
  • Butcher
  • Farm consultant
  • Farm manager
  • Farmer
  • Food processing owner
  • Fruit picker
  • Livestock entrepreneur
  • Livestock manager
  • Meat inspector
  • Meat processing assistant
  • Poultry worker
  • Science research specialist

Home Economics

The creation and growth of livelihoods are the main focus of home economics. It is for learners who like to develop their expertise in food service, wellness, hospitality management, travel, clothing, and fabrics.


  • Bachelor of Arts in Fashion and Merchandising
  • Bachelor of Science in Hospitality Management in Culinary Entrepreneurship
  • Bachelor of Science in Hotel & Restaurant Management
  • Bachelor of Science in Tourism Management

Career Opportunities

  • Business owner
  • Fashion aspirant/staff
  • Fitness and wellness staff
  • Hotel and restaurant staff
  • Leisure coordinator
  • Travel coordinator

Also Read: MARINA Leadership as the Maritime Industry Authority Philippines

Industrial Arts

Senior high school learners interested in improving their technical skills related to the industry sector should take Industrial Arts. Those looking for “skilled jobs” overseas will find the training and specializations offered by this strand particularly beneficial. There are many in-demand careers in the industrial arts both domestically and overseas.


  • Bachelor of Science in Electrical Engineering
  • Bachelor of Science in Industrial Engineering
  • Bachelor of Science in Industrial Technology
  • Bachelor of Science in Mechanical Engineering

Career Opportunities

  • Carpenter
  • Construction worker
  • Design engineer
  • Driver
  • Foreman
  • Licensed engineer
  • Lineman
  • Machine operator
  • Mason
  • Operations research analyst
  • Painter
  • Planning engineer
  • Plumber
  • Productivity consultant
  • Quality engineer
  • System analyst
  • Upholsterer
  • Welder

Information and Communications Technology (ICT)

ICT is for learners who have a strong interest in information technology and computer science. Your tech skills will be enhanced by the ICT vocational courses, which will teach you about web creation, computer programming, animation, and contemporary telecom systems. Of all the industries, the ICT sector offers the greatest salaries for employment.


  • Bachelor of Science in Computer Engineering
  • Bachelor of Science in Computer Science
  • Bachelor of Science in Information Systems
  • Bachelor of Science in Information Technology

Career Opportunities

  • Call center agent
  • Computer programmer
  • Data analyst
  • Game developer
  • Graphic designer
  • IT sales representative
  • Network administrator
  • Quality assurance specialist
  • Software engineer
  • Systems software developer
  • Virtual assistant
  • Web designer


Learners interested in marine transportation and navigation technology should major in maritime. If you want to work as a cruise ship officer, marine expert, or seaman in the future, consider some maritime technical-vocational livelihood courses in your education.


  • Bachelor of Science in International Hospitality Management
  • Bachelor of Science in Marine Engineering
  • Bachelor of Science in Marine Transportation

Career Opportunities

  • Cruise director
  • Cruise ship captain
  • Cruise ship service chief engineer
  • Cruise ship service crew
  • Deck first officer
  • Deck watchkeeper
  • Engine utility
  • Food attendant
  • Housekeeping staff
  • Motorman
  • Navigation first officer
  • Oiler
  • Plumber
  • Staff captain

Also Read: Brigada Pagbasa Program

Video: TVL Track in Senior High School | 10 TRUTHS About TVL | SHS Tips 2020

Learners who desire to learn useful skills for daily life can have an amazing hands-on experience with the TVL strand courses in the senior high school program offered by DepEd. The skills and knowledge you will acquire in TVL will give you a competitive advantage in the real world.

Watch the video below to learn some important facts about the TVL strand in senior high school, as explained by teacher vlogger Marky Ermac.

STRAND in Senior High Explained

STRAND in Senior High

To foster lifelong learners, prepare graduates for postsecondary education, middle-level skill development, employment, and entrepreneurship, and provide ample time for concept and skill mastery, the K–12 Program encompasses Kindergarten and 12 years of basic education, comprising 6 years of primary education, 4 years of Junior High School (JHS), and 2 years of Senior High School (SHS). Key phases in the K–12 Program comprise Kindergarten through Grade 3, Grades 4–6, Grades 7–10 (JHS), and Grades 11–12 (SHS). The program provides a total of 13 years of basic education.

Also Read: CHED: Commission on Higher Education Philippines

Learners who complete the two years of senior high school will be better prepared for the workforce, entrepreneurship, higher education (college), or skill development (more tech-voc training).

STRAND in Senior High

STRAND in Senior High

Two years of specialized upper secondary education make up Senior High School (SHS), where learners may choose a specialization based on their skills, interests, and what is available in the institution. The subjects that a learner will take in SHS will depend on their chosen career track. There are four tracks available to SHS learners: Academic, Technical-Vocational-Livelihood (TVL), Sports, and Arts and Design.

There are four strands in the academic track: Accountancy, Business and Management (ABM) Strand, Science, Technology, Humanities and Social Science (HUMSS), Strand Engineering, and Mathematics (STEM) Strand, and General Academic Strand (GAS)

Accountancy, Business and Management (ABM) Strand

The ABM Strand is geared for individuals who aspire to pursue professions in business, entrepreneurship, or other similar fields, or who aspire to enroll in business-related courses in postsecondary education.

ABM Strand Subjects

  • Applied Economics
  • Business Ethics and Social Responsibility
  • Business Finance
  • Fundamentals of Accountancy, Business, and Management 1
  • Fundamentals of Accountancy, Business and Management 2
  • Organization and Management
  • Principles of Marketing
  • Research
  • Work Immersion

Humanities and Social Science (HUMSS) Strand

The Humanities and Social Sciences (HUMSS) Strand is an additional academic track strand designed for learners who aspire to pursue such subjects at the university level.

HUMMS Strand Subjects

  • Community Engagement, Solidarity, and Citizenship
  • Creative Nonfiction
  • Creative Writing/ Malikhaing Pagsulat
  • Disciplines & Ideas in Applied Social Sciences
  • Disciplines & Ideas in Social Sciences
  • Introduction to World Religions and Belief Systems
  • Philippine Politics and Governance
  • Critical Thinking, Trends, and Networks in the 21st Century
  • Work Immersion / Culminating Activity

Science, Technology, Engineering, and Mathematics (STEM) Strand

The Science, Technology, Engineering, and Mathematics (STEM) Strand is offered to SHS learners who have an interest in or skill for math, science, or engineering subjects.

STEM Strand Subject

  • Disaster Readiness and Risk Reduction
  • Earth Science
  • General Biology 1
  • General Biology 2
  • General Chemistry 1
  • General Chemistry 2
  • General Physics 1
  • General Physics 2
  • Pre-Calculus
  • Research
  • Work Immersion

General Academic Strand (GAS)

The General Academic Strand, the fourth strand in the Academic Track, consists of subjects chosen from the other strands. Learners who are still unsure about their specialization should take this strand.

GAS Strand Subjects

  • Applied Economics Organization and Management
  • Disaster Readiness and Risk Reduction
  • Elective 1
  • Elective 2
  • Humanities 1
  • Humanities 2
  • Research
  • Social Science 1
  • Work Immersion

There are four strands in the Technical-Vocational-Livelihood (TVL) track:

Also Read: Republic Act 10533: Enhanced Basic Education Act of 2013

Agri-Fishery Arts (AFA)

The Agri-Fishery strand was developed to facilitate practical learning and skill development in aquaculture and agribusiness. Learners will be taking a range of subjects related to other occupations, such as landscape installation, animal husbandry, rubber manufacturing, and food processing.

AFA Strand Subjects


  • Agricultural Crops Production
  • Fish Wharf Operation


  • Agricultural Crops Production
  • Artificial Insemination (Large Ruminants)
  • Animal Production (Large Ruminants)
  • Animal Production (Poultry-Chicken)
  • Animal Production (Swine)
  • Aquaculture
  • Fish Capture
  • Fishing Gear Repair and Maintenance
  • Fish-Products Packaging
  • Food Processing
  • Landscape Installation and Maintenance
  • Organic Agriculture
  • Pest Management
  • Rice Machinery Operations
  • Rubber Processing
  • Rubber Production
  • Slaughtering Operations (Hog/Swine/Pig)


  • Animal Health Care Management
  • Horticulture

Home Economics (HE)

A range of specializations related to home-based livelihood projects are available within the HE strands. The goal of this strand is to equip the learner with employable skills that will enable them to get the right job.

HE Strand Subjects


  • Handicraft (Basketry, Macrame)
  • Handicraft (Fashion Accessories, Paper Craft)
  • Handicraft (Needlecraft)
  • Handicraft (Woodcraft, Leathercraft)


  • Theme Parks Operations and Attractions with Ecotourism
  • Barbering
  • Bartending
  • Beauty/Nail Care
  • Bread and Pastry Production
  • Caregiving
  • Cookery
  • Dressmaking
  • Food and Beverage Services
  • Front Office Services
  • Hairdressing
  • Housekeeping
  • Local Guiding Services
  • Tailoring
  • Tourism Promotion Services
  • Travel Services
  • Wellness Massage


  • Commercial Cooking
  • Events Management Services
  • Fashion Design (Apparel)
  • Hairdressing

Industrial Arts (IA)

Learners’ skills and expertise in carpentry, driving, automotive maintenance, electronics repair, electrical installation, welding, plumbing, and tile setting will all be taught in the IA strand.

IA Strand Subjects


  • Automotive Servicing
  • Machining
  • Plumbing
  • Shielded Metal Arc Welding


  • Automotive Servicing
  • Carpentry
  • Construction Painting
  • Domestic Refrigeration and Air-conditioning (DOMRAC) Servicing
  • Driving
  • Electrical Installation and Maintenance
  • Electric Power Distribution Line Construction
  • Electronic Products Assembly and Servicing
  • Furniture Making (Finishing)
  • Instrumentation and Control Servicing
  • Gas Metal Arc Welding (GMAW)
  • Gas Tungsten Arc Welding (GTAW)
  • Machining
  • Masonry
  • Mechatronics Servicing
  • Motorcycle/Small Engine Servicing
  • Plumbing
  • Shielded Metal Arc Welding
  • Tile Setting
  • Transmission Line Installation and Maintenance


  • Carpentry
  • Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit [PACU] / Commercial Refrigeration Equipment [CRE]) Servicing

Information and Communications Technology (ICT)Learners’ career in information and communication technology can be trained by taking the ICT strand. Learners will gain extensive knowledge of computer systems, programming, web page creation, and basic animation from it.

ICT Strand Subjects


  • Animation
  • Broadband Installation (Fixed Wireless Systems)
  • Computer Systems Servicing
  • Contact Center Services
  • Illustration
  • Medical Transcription
  • Technical Drafting
  • Telecom OSP & Subscriber Line Installation (POTS / Copper Cable and DSL)
  • Telecom OSP Installation (Fiber Optic Cable)


  • Computer Programming (.Net Technology)
  • Computer Programming (Java)
  • Computer Programming (Oracle Database)

Also Read: TESDA: Technical Education and Skills Development Authority Philippines


Senior High School equips learners with the global skills, competencies, and information necessary to pursue successful professional pathways in the future, consequently preparing them for college life. To learn about the tracks and strands associated with the subjects for incoming Senior High School (SHS) Learners, watch the video below.

How to Write a Letter of Intent for Teachers

Letter Of Intent For Teacher

As requested by the employer, you must submit all the required documents while applying for positions. A few businesses and professions have unique application criteria. One such document is a letter of intent, which is commonly used to apply for teaching employment.

Also Read: Thank You Letter for Teache: English and Tagalog Samples

A letter of intent declaring an applicant’s interest in teaching at a certain school is called an application for a teaching position. They give their employment history, education, and skill set as proof of how they think the school should hire them. Typically, the letter will be written in an official yet intimate tone, including the teacher’s goals for the classroom, motivation, and style of teaching. An interview may be possible after reading the letter of intent for teacher, which may serve as the administration’s first impression of them.

Letter Of Intent For Teacher

How Do I Write A Letter Of Intent (LOI) For Teachers?

To ensure that your letter of intent for a teaching position contains every necessary information and showcases your unique personality, adhere to the following guidelines:

Part 1: Write It To A Certain Individual

Instead of writing “To Whom It May Concern” or “Hiring Manager,” your letter of intent should be sent to a specific individual. Since most schools provide information about their administrative personnel online, you should be able to find the appropriate contact for your application. To find out who is in charge of hiring new teachers, you can also get in touch with the school.

Part 2: Start With An Overview 

Start your letter of intent by giving an overview of yourself and the kind of teaching position you are interested in. This is the part where you should explain your desire to become a teacher and the qualities of your character and experience that make you a great fit for this kind of position. Give the reader a brief overview of yourself so they can decide whether or not to accept you into the organization.

Part 3: Describe Your Educational Background

Your background in education should be described in the parts that follow the area of your letter of intent. It is a good idea to mention the necessary certification and degree even though it is usually assumed that someone applying for a teaching position has these. This is just in case. In the education portion of your letter, please also include any distinctions or awards you have earned while in college. It could be helpful to explain how your interest in teaching developed, particularly if it did so during your time in college.

Part 4: Emphasize Professional Experiences 

If you have never taught before, think about what professional experience would have equipped you for a position like this. For instance, you may describe your experience with training staff in a business environment and highlight your desire to teach and inspire others around you. In this part, highlight all of your relevant professional experience with an emphasis on your most appreciative achievements.

Part 5: Explain Your Teaching Values And Styles 

It conveys more about your character as a teacher when you outline your preferred teaching values and style. Provide details about how you came to hold the values you adhere to when you teach a group of students. You could share an employment experience history or an anecdote about a student who influenced your teaching style. You might also include a quick summary of some of your strongest qualities as an applicant for teaching, such as enthusiasm or patience. Include the details of your teaching style in this part as well, if you have one that might be useful to the readers of the letter. Here is where you may additionally choose to ask for a face-to-face interview.

Also Read: DepEd Uniforms for Male and Female Teaching and Non-Teaching Personnel

Part 6: Finish With A Kind And Positive Remark 

Thank the reader for considering you as a potential applicant for the position by ending your letter of intent in a kind and positive manner. Tell the hiring manager how you want to follow up, including if you want to send an email or give them a call. Your letter’s last line should catch readers’ attention and provide a succinct summary of your skills and experience that highlights your eligibility for the position.

Sample Letter of Intent For Teacher


Insert Region

Insert Division

Insert District

Insert School

Dean XXX
XXX National High School


Greetings of peace and prosperity.

I am [insert your name], writing to express my interest in applying for teaching at the [insert teaching level] level for the school year [insert school year] in [insert school]. I am a licensed teacher passing the Licensure Examination for Teachers (LET) conducted last [insert date and year] with a passing rate of [insert passing rate].

I have a strong intent to be a [insert subject] teacher in your school. I finished my bachelor’s degree in [insert school] in [insert date and year] and had previously served as a [insert subject] teacher in [insert school] for [insert years] years.

I am certain that my professional experience, education, and skills will help your school achieve its goals. I honed my skills as a teacher in the discipline I have chosen through the training and seminars I attended during my college years and my teaching experiences. My years of expertise helped me to nurture the minds of the students entrusted to my care to the best of my ability.

I have delivered well-composed and student-centered lesson plans, engaging activities, efficient classroom management, thorough student evaluations, and well-balanced instructional delivery throughout [insert teaching years] years. In the school I attended, I received recognition and awards for my dedication. Although those were undoubtedly the most difficult years of my life, I was really satisfied with my students’ progress. To keep my skilled students engaged without intimidating the less proficient ones, I conducted engaging but equally challenging activities.

My curriculum vitae is attached to this letter, along with the phone numbers of my previous supervisors, for your review.

Seeking a role where my experience will greatly enhance my abilities to be a dynamic and caring teacher who will add value to your school and the community where it belongs is my ultimate goal. I look forward to speaking with you for an interview and hope you will give this application a positive review.


[insert your full name]

Also Read: TESDA: Technical Education and Skills Development Authority Philippines


Watch the video below from Teacher-YouTuber Binibining Titser Eiya to learn how to write letter of intent for retention of previous ranking points.

Teacher’s Day in the Philippines: When and How to Celebrate

Teacher's Day in the Philippines

The United Nations Education, Scientific and Cultural Organization (UNESCO) declared that teachers play a vital role in helping students of all ages navigate the journey of lifelong learning. This is why we celebrate “World Teachers’ Day” on October 5 each year. Teachers, professors, instructors, and even those who take the classroom outside are outstanding people who help shape the minds of the next generation. We take a moment on this day to honor our teachers as unsung heroes who have contributed to our personal growth and ability to navigate a difficult world.

Although we express appreciation to them, teachers still have to go about their everyday lives. They have to get up early, get ready for class, carry heavy books and papers, supervise students in the classroom, make sure the teachings are retained, and so on.

Also Read: Thank You Letter for Teacher: English and Tagalog Samples

Given their dedication, commitment, and role in educating the next generation of leaders and citizens, we contend that they should be honored with a unique holiday once a year. The Senate has proposed that October 5th be observed as National Teachers’ Day in the Philippines and that all teachers be granted a paid day off from work.

Teachers need to take breaks even if they seem to work nonstop—a tiny compensation for all the time they spend educating the students, the next generation.

Teacher's Day in the Philippines

What is Teacher’s Day?

Teachers are honored on Teacher’s Day, which is a special day that may involve events honoring them for their outstanding contributions to the community’s educational environment or a particular field of study.

Students and society as a whole use this day to show their gratitude and admiration for teachers who have devoted their lives to educating the intellectual capacities of the next generation.

Teachers, the school, and the majority of the students create games, programs, and occasionally raffle prizes. Some of the students write their teacher a sincere letter of gratitude, at times including a gift.

Furthermore, some businesses and establishments grant every teacher discounts. By doing this, they express their respect for the outstanding work of all Filipino teachers. There are discounts for all establishments in connection with the use of services in hotels and similar lodging facilities, restaurants, and recreation centers; discounts on admission fees charged by theaters, movie theaters, concert halls, circuses, carnivals, and other similar places of culture, leisure, and amusement; discounts on domestic air and sea travel tickets; discounts on public transportation (such as skyways, trains, and buses); discounts on rice and other goods; and many more.

Teachers can take advantage of the discounts offered by businesses and establishments on Teacher’s Day by presenting their teacher identity cards.

Also Read: List of DepEd Offices in the Philippines

Senate Bill No. 2058

Senator Paolo Benigno “Bam” Aquino IV introduced Senate Bill No. 2058, a bill that declares October 5 of each year as National Teachers Day.

The Commission on Higher Education (CHED), the Technical Education Skills and Development Authority (TESDA), and the Department of Education (DepEd) are tasked to develop the Act’s implementing rules and regulations.

The State acknowledges that teachers play a vital part in educating the next generation. Hence, it is only appropriate that the government make sure that teaching draws the best and the brightest by providing excellent wages and benefits to teachers.

All Filipino teachers will take advantage of October 5 of each year as a non-working holiday, provided that they receive their regular wage on that day.

How to Celebrate Teacher’s Day?

There are several ways to celebrate Teacher’s Day. Here are a few ideas:

Express Gratitude

Students can compose a poem, make artwork, or give their teacher a teacher’s day card or present. The secret is to use as much creativity as you can to surprise your teachers with something wonderful!

Use Social Media To Share Your Gratitude

Teachers can be honored with virtual town halls hosted by students and their families, or they can make films thanking them and share them on social media.

Show Them Love And Respect

Sincerely express to them how they’ve helped you succeed and be a better person.

Make A Board Decoration

Another option is to make a board just for this special day. A Teachers’ Day board includes photographs of the teachers you have together with notes from each student.

Have Direct Conversations With Them

Think about getting in touch with your best teachers and telling them how much their influence has shaped your life and professional path. Tell your teacher why their teaching has been so important to you.

Find Out Whether The Teachers Need Your Assistance

Make an effort to assist them as much as you can. They will be pleased by it.

Celebrate With Them

Teachers can also be honored by parents organizing an exclusive party or celebration at the local school.

Organize a Role-Reversal Game

Students may organize a role reversal activity for their teachers. They can pretend to teach like their favorite teachers and take on the role of teacher for a while.

Organize Decorations For Teacher Appreciation Week

Celebrate an entire week of celebration rather than just Teachers’ Day. Some ideas for Teacher Appreciation Week include: – Hang posters, banners, and imaginative displays that honor teachers and their efforts in classrooms or common spaces; these decorations can symbolize teachers’ day.

Students Exhibit

Organize a student exhibition event where students can thank their teachers by exhibiting their accomplishments, projects, or talents. How rewarding it is for them to see the results of all their hard work.

Prepare A Teacher Awards

Make amusing awards that showcase the special traits and dedication of teachers. Highlighting the values that teachers uphold is a wonderful way to honor them.

Also Read: Brigada Pagbasa Program

Video: Teacher’s Day Celebration in the Philippines 🎉

Watch the YouTube video by Rae Xel Diaries to get a glimpse of how Teacher’s Day is celebrated in the Philippines.

DepEd Order 9: An Order Updating the Multi-Year Implementing Guidelines on the Conduct of the K to 12 Basic Education Program End-of-School-Year Rites

Deped Order 9 Guidelines on the Conduct of the K to 12 Basic Education Program

Every year, schools are busy conducting rites for learners who have completed Kindergarten, Grade 6, Grade 10, and Grade 12. Schools all over the Philippines prepare for graduation or moving-up rites, which are solemn ceremonies that acknowledge learners who have completed curricular requirements. These ceremonies mark the transition period in their academic life and a milestone to celebrate. Hence, the Department of Education (DepEd) ensures the proper conduct of these rites by issuing the DepEd Order 9, series 2023.

Also Read: Brigada Eskwela Program: How to Participate in Your School

This policy enclosed the implementing guidelines that schools nationwide should follow when conducting the End-of-School-Year (EOSY) Rites for the K to 12 Basic Education Program. It includes procedures, dress codes, and other policies that to follow. Through this order, schools and their personnel can fully implement a proper ceremony for learners and their parents, ensuring strict adherence to DepEd’s mandate and mission.

Deped Order 9 Guidelines on the Conduct of the K to 12 Basic Education Program

What is DepEd Order 9

Issued by the Department of Education (DepEd) on March 28, 2023, DepEd Order (DO) 9, series (s.) 2023, titled “An Order Updating the Multi-Year Implementing Guidelines on the Conduct of the K to 12 Basic Education Program End-of-School-Year (EOSY) Rites” is an amendment and reissuance of DepEd Order (DO) 2, s. 2022 or the Multi-Year Implementing Guidelines on the Conduct of the K to 12 Basic Education Program End-of-School-Year Rites. DO 2, s. 2022, guides public and private elementary and secondary schools throughout the Philippines in the annual conduct of EOSY Rites.

An Order Updating the Multi-Year Implementing Guidelines on the Conduct of the K to 12 Basic Education Program End-of-School-Year Rites


This order will serve as DepEd’s standing policy in providing guidelines for conducting the annual K to 12 EOSY rites. The guidelines enclosed in DepEd Order 9, series 2023, apply to public and private elementary and secondary schools nationwide.


Here are the procedures under this policy:

1. The DepEd should implement the annual full face-to-face conduct of the following K to 12 Basic Education EOSY Rites:

DepEd Order 9

2. While conducting the annual full in-person EOSY rites, observance of physical distancing is no longer mandatory.

3. During the ceremonies, wearing face masks is no longer required and should be left to the discretion of learners and their parents.

Use the DepEd Memorandum to publish the upcoming annual themes for these ceremonies.

DepEd reiterates the following policies:

  • Graduation and Moving Up Ceremonies should be simple and meaningful. While these rites mark a milestone in the lives of the learners, perform these ceremonies without excessive spending, extravagant attire, or extraordinary venues.
  • Non-academic projects articulated in DO No. 66, s. 2017, titled “Implementing Guidelines on the Conduct of Off-Campus Activities,” such as attendance to field trips, film showings, JS Promenade, and other school events should not be imposed as requirements for graduation or completion.
  • The format of the certificate of completion and diploma must conform with Enclosure 1, pages 44 to 46 of DO No. 31, s. 2019, titled “The Department of Education Service Marks and Visual Identity Manual.”


DepEd Order 9

  • Guidelines on awarding honors to learners from Grades 1 to 12 as specified in DO No. 36, s. 2016, titled “Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program,” should be followed.
  • Moving up or graduating rites should be conducted in a proper ceremony ideal for the graduating students and their families. Also, it should not be utilized as a political forum, strictly adhering to DO No. 48, s. 2018, titled “Prohibition of Electioneering and Partisan Political Activity.
  • No DepEd personnel should be permitted to collect any contribution or graduation/moving-up fee.

4. For Public Schools – All expenses related to the activity should be charged on the school’s Maintenance and Other Operating Expenses (MOOE). Meanwhile, Alternative Learning System (ALS) may charge the incurred expenses for conducting the activity to the Calendar Year 2023 ALS Program Support Funds.

5. For Private Schools, Higher Education Institutions (HEIs), Technical Vocational Institutions (TVIs), State Universities and Colleges (SUCs), and Local Universities and Colleges (LUCs) – Private schools, HEIs, TVIs, SUCs, and LUCs that offer basic education or any grade levels, may choose to adopt the provision of this policy as the basis in conducting their graduation/moving up ceremonies.

6. Casual/formal wear or school uniform should remain the recommended moving up/graduation attire, and Toga (sablay) as an additional garb.

Also Read: Philippine High School for the Arts (PHSA)

Monitoring and Evaluation

The School Heads should supervise the implementation of guidelines specified in this policy in their respective schools to guarantee that concerned stakeholders in the school community know about the provisions. Meanwhile, the Regional Offices and Schools Division Offices should monitor the compliance of educational institutions with this policy. Through the Office of the Director IV of the Bureau of Learning Delivery (BLD), submit feedback to the DepEd for evaluating the policy to improve its design and implementation.

Effectivity/Transitory Provisions

Upon approval, DepEd Order 9, series 2023, should take immediate effect and remain in force throughout the K-to-12 Basic Education Program unless amended, repealed, or rescinded. Document this order using certified copies with the University of the Philippines Law Center-Office of the National Administrative Register (UPLC-ONAR), UP Diliman, Quezon City. On the other hand, all DepEd Orders, Memoranda, and other issuances, rules, regulations, and provisions that conflict with these guidelines are herewith modified, repealed, or rescinded appropriately.

DepEd Order 9 Full Memo Download

To access and download the complete PDF of DepEd Order No. 9, series of 2023, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 9 in PDF format.

Full PDF DepEd 9 memo file: https://www.deped.gov.ph/wp-content/uploads/DO_s2023_009.pdf

Video: DepEd Order No. 9, s. 2023

As discussed in the video, the DepEd Order 9, series 2023, updates the implementing guidelines on the annual conduct of the K to 12 Basic Education Program End-of-School-Year (EOSY) Rites. It adheres to the Matatag Agenda of DepEd to continually improve the K to 12 Basic Education Program and bolster the values of Filipinos.

This order provides an updated procedure for conducting the EOSY rites for Kindergarten, Grade 6, Grade 10, and Grade 12 learners who completed the curriculum requirements at the end of the school year. Hence, schools should follow these guidelines when conducting EOSY rites in the upcoming years.


In short, all concerned stakeholders should learn about the implementing guidelines specified in DepEd Order 9, series 2023. It will guide public and private elementary and secondary schools to conduct the annual EOSY rites appropriately. Moreover, this policy encloses other rules to follow before and during the moving up/graduation ceremonies to remain uniform with other schools. Therefore, teaching and non-teaching staff from all over the Philippines, whether private or public, elementary and secondary schools should conform to this policy.

DepEd Order 46: Amendments to DepEd Order No. 043, 2022

deped order 46 Omnibus Travel Guidelines for All Personnel of the Department of Education

The Department of Education issued its Omnibus Travel Guidelines for All Personnel, enclosed in the DepEd Order 43, series 2022. In this order, DepEd provided the processes and requirements for DepEd personnel requesting authority to travel, whether local or foreign and for personal or official purposes. It contains guidelines and regulations for all DepEd officials and personnel from all offices, governance levels, and its attached agencies. Additionally, the department issued the DepEd Order 46, series 2022, to amend the guidelines specified in the initial policy.

Also Read: About DepEd Partnerships Database System (DPDS)

Under DepEd Order 46, the department stipulated supplementary provisions regarding official foreign and local travel. The order also contains the recommending and approving officers for issuing travel authority to DepEd personnel and its attached agencies. In addition, this order species general guidelines about personal travel and pre-departure modification. Thus, all concerned should disseminate and strictly adhere to this order.

deped order 46 Omnibus Travel Guidelines for All Personnel of the Department of Education

What is DepEd Order 46

On October 17, 2022, the Department of Education circulated the DepEd Order (DO) 46, series (s.) 2022, titled the Amendments to DepEd Order No. 043, 2022 (Omnibus Travel Guidelines for All Personnel of the Department of Education). Nevertheless, Omnibus Travel Guidelines require flexibility to deal with all the possible circumstances that may come to light throughout DepEd operations. Considering the escalating concerns in explaining some provisions in DO 43, s 2022, the department released a clarification and amendment in this order.

Also Read: Brigada Eskwela Program: How to Participate in Your School

Similarly, DepEd Order 46, series 2022, conforms with the DepEd Secretary’s directive, resulting in the preparation and circulation of internal guidelines on local and foreign travels within the department and its attached agencies. This order aims to provide supplementary protection and safety measures, which are most applicable to agency conditions and distinctive characteristics and guarantee the rational utilization of public funds.

Amendments to DepEd Order No. 043, 2022 (Omnibus Travel Guidelines for All Personnel of the Department of Education)

Recommending and Approving Authorities for Foreign and Local Official Travel

This order updates and clarifies the following provisions under DO 43, s 2022, or the Omnibus Travel Guidelines regarding the Recommending and Approving Authorities for Foreign and Local Official Travel, namely:

A. For Official Foreign Travel

The provisions of Item IV(B)(4)(b) and its table of recommending and approving authorities for foreign travel read as follows:

  • The table below indicates the recommending and approving officers for the circulation of official foreign travel authority to DepEd officers, employees, and its attached agencies:

DepEd Order 46

B. For Official Local Travel

The provisions of Item IV(B)(4)(b) and its table of recommending and approving authorities for official local travel read as follows:

  • The table below specifies the recommending and approving officers for the issuance of official foreign travel authority to DepEd officers, employees, and its attached agencies:

DepEd Order 46

C. Use of Locator Slips

The following clarified and amended provisions of Item IV.C.2.b regarding the utilization of Locator Slips for such day trips:

  • For activities, errands, events, or performance of a designated task that requires a DepEd official/employee to be outside of their permanent station/workplace during office hours within a day/for an entire day/for a period not exceeding one (1) day, a Locator Slip (Revised Annex E), duly approved by the Head of Office/Authorized Representative and signed/certified by the authorized personnel from the visited office/place, may be utilized as authority to travel.
  • As a substitute for the signature/certification of the person, obtain a Certificate of Appearance from the office visited.
  • The signed and accomplished Locator Slip will serve as the authority to travel. Furthermore, utilization of the Locator Slip is only for actual transportation expenses reimbursement and never for personal business.

The image below shows the Revised Annex E (DepEd’s Locator Slip):

DepEd Order 46

Personal Travel

The provisions of Item V of DO 43, s 2022, or the Omnibus Travel Guidelines on Personal Travel, its table of recommending and approving authorities for foreign personal travel, are simplified to read as follows:

General Guidelines

  • Authorized Personal Foreign Travel – No DepEd official or employee should be permitted to leave for any personal foreign travel except if they have duly accomplished the necessary leave forms and secured travel authorization. However, the Approving authority should only grant the travel authorization once proven that the absence of the requesting official or employee will not delay or slow down the operational efficiency in their respective office.
  • Recommending and Approving Authority for Personal Foreign Travel – The recommending and approving offices for the issuance of personal foreign travel authority to DepEd offices, employees, and its attached agencies are specified in the table below:

DepEd Order 46

  • Before applying for authority to travel, DepEd officials or employees who have obtained and pursued scholarships/training and other related activities in their own capacity should inform their immediate supervisor or head of the office.
  • Personal Local Travel – The concerned DepEd official or employee should complete the necessary leave form from the approving authority.

Supplementary Amendments

  • The 2nd and 3rd paragraph of Item IV(BX2) on Pre-Departure is revised to read as follows:

DepEd Order 46

  • Consultants or those involved under the Contract of Service by DepEd should not qualify for foreign travel authorities and are not entitled to government funding for such trips unless in highly commendable conditions (such as unavailability of qualified employees in extremely technical or specialized fields) and following submission of written justification to the authorized approving officials. Nonetheless, local travel authorizations may be contractually specified/permitted by law or regulation.
  • DepEd Order 46 should not prevent the Secretary of Education from signing documents, if required, in the interest of service and from exercising her authority and mandate under Republic Act (RA) No. 9155, Executive Order No. 292, s 1987, and other prevailing laws.

Also Read: List of Attached Agencies under DepEd

DepEd Order 46 Full Memo Download

To access and download the complete PDF of DepEd Order No. 46, series of 2022, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 46 in PDF format.

Full PDF DepEd 46 memo file: https://www.deped.gov.ph/wp-content/uploads/2022/10/DO_s2022_046.pdf

Video: DepEd Teacher Travel Abroad? Madali nalang this 2023 (DepEd Order#46,s. 2022)

As discussed in the video, DepEd teaching and non-teaching personnel should complete the requirements and apply for travel authority whenever traveling abroad. The DepEd Order 46, series 2022, enclosed the amendments to DO 43, s 2022, titled the Omnibus Travel Guidelines for All Personnel of the Department of Education. If personally traveling abroad, DepEd personnel should ask permission via a letter from the immediate head/school head and School division Superintendent. Once approved, submit the approval letter to the Division HR in charge of travel abroad.

DepEd personnel should also complete the list of requirements, such as the approved letter, CSC Form 6 (approved), Division Clearance, Certificate of No Pending Case, Teacher’s Clearance (School Level), Out of Undertaking Duly Notarized, Travel Order, GSIS SOA,  Leave Form, and other relevant clearances applicable to the requester’s position. Also, ensure that all signatories approve the documentary requirements. Hence, DepEd teachers and non-teaching staff can travel abroad for personal reasons, given they comply with the requirements.


To sum up, DepEd Order 46, series 2022, provides clarification and amendments regarding the Omnibus Travel Guidelines for All Personnel of the Department of Education. With this policy, DepEd officers and personnel, including its attached agencies, will have clear guidelines about the process and conditions for obtaining authority to travel. Therefore, we advise all officers, teaching, and non-teaching staff of DepEd to comply with this order.

DepEd Order 31 s2022 Child Rights Policy: Adopting the Rights-Based Education (RBE) Framework in Philippine Basic Education

Deped Order 31 Adopting the Rights-Based Education Framework in Philippine

With its primary objective to educate and nurture well-rounded, bright, and happy children, the Department of Education visualizes that all personnel and leaders in all governance levels participate in promoting, protecting, respecting, and fulfilling children’s rights. With that said, the department issued the DepEd Order 31, series 2022, to realize and uphold all children’s rights and access to quality education, whether in its offices, learning environment, or community.

Also Read: Early Childhood Care And Development Council (ECCD Council)

It led to the creation of Rights-Based Education (RBE) to ensure children’s best interests, respect their views, survival, and development free from discrimination. As duty-bearers, implementing the policy framework will bolster the department’s actualization and accountability of its task to ensure the rights of a child to quality education. That’s why DepEd offices in all governance levels and other stakeholders should promulgate and enact this policy.

Deped Order 31 Adopting the Rights-Based Education Framework in Philippine

What is DepEd Order 31

On June 27, 2022, the Department of Education circulated the DepEd Order (DO) 31, series (s.) 2022. This policy enclosed the “Child Rights Policy: Adopting the Rights-Based Education (RBE) Framework in Philippine Basic Education.” It will guide DepEd and other stakeholders tasked to promote, respect, protect, and fulfill all children’s rights to and in education. In addition, this policy confirms with DO 3, s. 2021, titled the “Creation of the Child Protection Unit and the Child Rights in Education Desk (CREDe) in the Department of Education.”

 The CREDe utilizes the rights and legal lens of a child. It is authorized to form and reinforce the framework, which will help realize children’s rights in and throughout the department. Thus, CREDe established the RBE Framework of the Department of Education (RBE-DepEd). This framework will acknowledge that children have rights and actively participate in their education, from its design, development, and management. In short, children are not passive recipients of education services. Hence, adults must uphold the education rights of children.

Child Rights Policy: Adopting the Rights-Based Education Framework in Philippine Basic Education


DepEd Order 31 provides a comprehensive framework to help realize children’s rights in education and through the department. All governance levels of DepEd should adhere to this policy, including the Central Office, Regional Offices, School Division Offices, public schools, community learning centers, and other stakeholders collaborating with the department. Meanwhile, DepEd encouraged private schools to follow and apply the RBE framework policy by aligning it with their plans, activities, programs, and processes.

The Rights-Based Education Framework of the Department of Education (RBE-DepEd)

RBE-DepEd provides a united and integrated framework and lens to guide DepEd and other stakeholders in formulating, implementing, monitoring, evaluating, reviewing, and organizing policies, activities, plans, and programs that will promote, respect, protect, and fulfill the three substantive dimension of rights in education. Hence, this policy applies the following child rights approach:

  • Consider children as active agents of education services and not passive recipients
  • Promote the realization of children’s rights as stated in the 1987 Constitution and other domestic and international rules and laws
  • Use child rights standards and principles from the 1987 Constitution and other domestic and international laws and rules

A. Three Substantive Dimensions of RBE-DepEd

Right to access education

Every child has the right to an education that is accessible, available, and inclusive for all children. As stated in the 1987 Constitution, RA 10533, RA 9155, and CRC (Article 28), stakeholders should proactively follow various measures to realize the right to access education. This dimension has the following elements:

  •  Education throughout all stages of childhood and beyond
  • Availability and accessibility of education
  • Equality of opportunity

Right to quality education

As decreed in the 1987 Constitution, RA 10533, RA 9155, and CRC (Article 28), all children have the right to access quality education that will empower them to achieve their fullest potential. It will also help children develop life skills and find employment, entrepreneurship, technical education, and higher education opportunities. Additionally, education should be learner and child-centered with the following elements:

  •  Embrace a relevant, inclusive, and extensive curriculum
  • Rights-based Learning and Assessment
  • Appropriate quality learning resources

Right to respect and well-being in the learning environment

This dimension involves all children’s rights within basic education. It promotes the child’s best interest in a learning environment, aiming for optimum development. Children have the right to respect their fundamental worth and dignity with the following elements:

  • Respect for identity
  • Right to participation
  • Right to integrity of body and mind in a safe, healthy, and child-friendly learning environment

Also Read: Physical Education (PE) in Schools and Its Importance

B. RBE-DepEd and Its Experiential Components

With the RBE-DepEd, children will learn, experience, and enjoy their rights in four (4) experiential components, which show how to provide education to every child, including:

  • Learning as a right – This component refers to the RBE dimension on the right to access education. It involves the provision of compulsory, available, and free kindergarten, elementary, and secondary education. The other rights in the basic education system won’t be beneficial if the child does not enroll.
  • Learning about rights – This component covers all three (3) dimensions of RBE. Child rights and human rights education must have a space in the curriculum for children, enabling them to learn about it in a structured and guided environment. Concurrently, children should experience their rights in co-curricular and extra-curricular programs.
  • Learning through rights – It pertains to the two (2) dimensions of the right to quality education, respect, and well-being in the learning environment. This component refers to learning environment transformation and ensures children learn in schools and community learning centers regarding the rights to respect and uphold. Children learn rights through experience, knowledge, and values and by exercising them.
  • Learning for rights – This component is about learning rights through rights in learning for rights. It means children actively claim their rights and promote respect for the rights of others within and beyond the learning environment. Thus, it will alter the domestic and global environment to achieve a sustainable future.

Figure 1. RBE-DepEd Substantive Dimensions and Experiential Components

DepEd Order 31

C. Implementation of RBE-DepEd

The measures to implement the RBE-DepEd policy should include, but not be limited to, the following:

  • Incorporation of RBE-DepEd in all policies, programs, activities, and projects
  • Capacity-building of all personnel
  • Human and child rights education
  • Child participation in basic education management and development processes
  • Creation or strengthening of Rights-Upholding Learning Environments (RULE), including Rights-Upholding Schools (RUS) and Rights-Upholding Community Learning Centers (RUCLC)

Also Read: Brigada Eskwela Program: How to Participate in Your School

DepEd Order 31 Full Memo Download

To access and download the complete PDF of DepEd Order No. 31, series of 2022, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 31 in PDF format.

Full PDF DepEd 31 memo file: https://www.deped.gov.ph/wp-content/uploads/2022/06/DO_s2022_031.pdf

Video: Rights-Based Education (RBE) Framework for Philippine Basic Education DO 31 s. 2022

As discussed in the video, DepEd Order 31 is about the Child Rights Policy, where the Philippines’ basic education system adopts the Rights-Based Education (RBE) framework. DepEd issued this policy to promote, protect, respect, and fulfill all children’s rights, from education and within the department. The policy also includes other DepEd Orders that cited the implementation of the rights-based approach. Therefore, this policy will acknowledge, promote, and guarantee children’s rights and well-being.


In summary, the department’s personnel from all governance levels should comply with DepEd Order 31 from the Central Office, Regional Offices, and School Division Offices. Officers and employees of public schools and community learning centers should observe this policy, as well as other stakeholders working with DepEd. Furthermore, this policy will promote, protect, fulfill, and allow children to enjoy accessible quality education and respect their well-being in the learning environment. Thus, all DepEd personnel and stakeholders in education are encouraged to conform and implement this policy.

DepEd Order 30: “DepEd Manual of Style (DMOS), 2018 Edition.”

Deped Order 30 the Department of Education manual of style

The Department of Education (DepEd) – Philippines oversees and regulates the basic education system. Its primary mandate is to promote accessible, equal, and quality basic education. DepEd also releases issuances regarding various rules, standards, and guidelines, which should be adhered to and implemented by the officials and personnel of the department and educational institutions. To avoid uncertainty and promote uniformity, the department issued the DepEd Order 30, series 2019, aiming to standardize issuances and official documents.

Also Read: EBEIS: Enhanced Basic Education Information System 

The order enclosed a Manual of Style that the department and schools from all levels, including the central, regional, and division offices of DepEd, should utilize. It contains in-depth guidelines about the Principles of Effective Business Writing, from abbreviations, acronyms, and capitalization to formatting, language usage, references, and spelling. In addition, the DepEd Manual of Style (DMOS) contains guidelines for creating official issuances and letters and operational procedures.

Deped Order 30 the Department of Education manual of style

What is DepEd Order 30

On October 18, 2019, the Department of Education released the DepEd Order (DO) 30, series (s.) 2019, entitled “DepEd Manual of Style (DMOS), 2018 Edition.” Based on The Chicago Manual of Style, 17th Edition, the DMOS specifies recent language style, format, and usage. The Manual also incorporates the DepEd House Style or the common usage within the department. It contains a set of rules and standards that the department’s personnel will use as a guide in the style and format for developing DepEd issuances and other official documents.

 Furthermore, it aims to instill excellence in Filipino learners by delivering accessible, relevant, and quality education. Hence, DepEd encourages all officials and personnel from the central, regional, division offices, and school levels to participate in promoting DMOS. It will help DepEd establish credibility and promote a unified identity to its partners, stakeholders, and the public. DepEd will also organize a National Orientation and Workshop on the Use of DMOS for all personnel preparing official documents to ensure its implementation.

Guidelines on the Use of the Department of Education Manual of Style (DMOS)


This order applies to all officials and personnel from DepEd operating units from the central, regional, and division offices and public schools. All stakeholders should use the standard style, grammar usage, and unique styles stated in DMOS when preparing DepEd issuances and official documents.

Also Read: Physical Education (PE) in Schools and Its Importance

Procedures, Roles, & Responsibilities

In this section, the department specified the procedures, roles, and responsibilities of all officials, offices, and personnel involved in preparing DepEd issuances and other official documents to ensure the implementation of DMOS.

A. Central Office

The PAS-PD Editorial should perform the following:

  • Revise DMOS based on the latest DepEd House Style and Formatting Standards, approved by the Secretary of Education
  • Reform the current Edition of DMOS based on the latest progress of the Chicago Manual of Style
  • Impose and enact guidelines and standards about formatting and styling DepEd issuances
  • Offer technical assistance on formatting and styling DepEd issuances to Central Office (CO) operating units and field offices if requested
  • Perform the National Orientation and Workshop on the Use of DMOS (NOWU-DMOS) for regional information officers (RIOs), division information officers (DIOs), and other personnel responsible for preparing DepEd issuances and official documents
  • Offer NOWU-DMOS participants PDF and hard copies of the Manual
  • Request help from the Bureau of Human Resource and Organization Development on drafting the NOWU-DMOS training design

B. Regional Office

Meanwhile, the RIOs of the Public Affairs Unit (PAU) at the regional level should perform the following:

  •  Actively partake and enhance an action plant for NOWU-DMOS
  • Share the action plan for Regional Orientation and Workshop on the Use of the DMOS (ROWU-DMOS) with other PAU personnel
  • Mobilize core teams comprising administrative officers and personnel involved in NOWU-DMOS
  • Instruct core teams in facilitating sessions for ROWU-DMOS
  • Offer DMOS participants a PDF copy before commencing ROWU-DMOS
  • Develop workshop activities for officers and personnel responsible for preparing DepEd regional issuances and official documents
  • Monitor and evaluate core team members who will enact DMOS in their place of work
  • Discuss DMOS principles, rules, and standards with the resource person
  • Establish core group leaders (CGLs) who will guide core group members (CGMs) who are unable to attend the ROWU-DMOS
  • Provide orientation to CGLs regarding the DMOS and Monitoring and Content Evaluation (M&CE) Form
  • Collect the schedule of CGs to perform Focus Group Discussions (FGDs) depending on their availability

C. Schools Division Office

Officers and personnel assigned as DIOs and involved in preparing official documents who partake in the orientation and workshop should perform the following:

  •  Establish Division Core Groups (DCGs), which consist of those unable to participate in any NOWU-DMOS
  • Establish Division Core Group Members (DCGMs), consisting of personnel unable to attend any NOWU-DMOS
  • Utilize DMOS with the Monitoring and Evaluation Form (DMOS M&E Form)
  • Collect responses to DMOS M&E accomplished forms and merge them before submitting them to RIOs

Principles on DepEd Issuances and Official Documents Preparation

Aside from that, the PAS-PD Editorial Staff should enact the following principles when styling and formatting draft DepEd issuances asked by CO operating units to deliver comprehensive official documents:

  •  Clarity – clear and straightforward provisions
  • Conciseness – brief and precise
  • Concreteness – no vague terms, language, figures of speech, and idiomatic expressions
  • Consistency – items or provisions must be consistent in spelling, grammar, punctuation, capitalization, hyphenation, abbreviation, and typeface
  • Coherence – language items or provisions must conform to logical sequences
  • Courtesy – must include courteous and polite terms to establish goodwill

Also Read: Brigada Eskwela Program: How to Participate in Your School

DepEd Order 30 Full Memo Download

To access and download the complete PDF of DepEd Order No. 30, series of 2019, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 30 in PDF format.

Full PDF DepEd 30 memo file: https://www.deped.gov.ph/wp-content/uploads/2019/10/DO_s2019_030-2.pdf

Video: DepEd Manual of Style DO 30 s2019

As shown in the video, DepEd Order 30, series 2019, features the Department of Education Manual of Style (DMOS), 2018 Edition. It contains rules regarding the usage of abbreviations, such as names of organizations, articles, capitalization, acronyms, countries, educational degrees, footnotes, governments, issuances, headings, and titles. Moreover, it features standard use of capitalization, currencies, exchange rates, and dates.

DMOS also contains guidelines about formatting, language usage, numbers, world-class, punctuation, references, spelling, organization terms, and abbreviations. These standards should apply in all DepEd issuances and official documents to establish the department’s identity. Thus, all officials and personnel should know this Manual and its guidelines.


Overall, the DepEd Order 30, series 2019, established clear and comprehensive guidelines about the DepEd Manual of Style (DMOS). All DepEd officials and personnel can use the Manual as a reference when drafting DepEd issuances and official documents. These guidelines will help them create documents with DepEd’s identity, preventing confusion during the promulgation of issuances, memorandums, amendments, and other announcements from the department. Therefore, all stakeholders involved in preparing DepEd documents are encouraged to promote and implement the usage of DMOS.

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