THE ADMINISTRATIVE AND SUPERVISORY ORGANIZATION

OF THE BUREAU OF SECONDARY EDUCATION

REORGANIZATION PLAN OF 1972, BASED ON PRESIDENTIAL DECREE NO. 1

abolished the Bureau of Vocational Education and created the Bureau of Secondary Education.

BUREAU OF VOCATIONAL EDUCATION

was created by Republic Act 3742 Aim:To strengthen, promote, coordinate and

expand the program of vocational education.

To enhance the socio economic program of the government through the development of skilled manpower in agriculture, trade and industry, fishing and other vocational courses.

BUREAU OF SECONDARY EDUCATION

Aim:To formulate and develop policies, plans,

programs and standard for the secondary-level including adult education.

It will provide working guide-training to pre-university preparation and to skills training for employment adequately met.

It will take charge of the academic and vocational education at secondary level.

ORGANIZATION OF BUREAU OF SECONDARY EDUCATION

DIRECTORASSISTANT DIRECTOR

STAFF DEVELOPMEN

T STAFF

CURRICULUM DEVELOPMEN

T STAFF

PHYSICAL FACILITIES DIVISION

ADMINISTRATIVE STAFF

FUNCTION OF THE DIFFERENT DIVISIONFUNCTION OF THE CURRICULUM DEVELOPMENT DIVISION

a. Formulate policies, plans, and programs for the preparation and production of curricula for the different subject areas in all secondary schools including objectives, instructional methods and materials, and instruments to evaluate the results of instruction in all secondary school;

b. Develop minimum educational standards in the subject areas which require skills proficiency.

c. Undertake researches and studies on the curriculum and make appropriate proposals for improvement and upgrading;

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

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

f. Perform such other functions as may provided by law.

FUNCTION OF STAFF DEVELOPMENT DIVISIONa. Develop plans, and programs upgrade and

improve the quality of teaching and non-teaching staff at the secondary level;

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

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

d. Perform such other functions as may provided by the law.

FUNCTION OF THE PHYSICAL FACILITIES DIVISIONa. Formulate and recommend, plans, programs,

and projects to upgrade school plant and equipment for secondary schools.

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

c. Formulate standard regarding the quality and quantity of physical facilities and equipment for the use at the secondary level; and

d. Perform such other functions as may be provided by law.

ADMINISTRATION AND SUPERVISION OF THE BUREAU OF SECONDARY EDUCATION

Administrative and supervisory organization of Bureau of Secondary education follows the line and staff pattern of school organization.

Line officer or school administrator- issue executive order to all employees under his control and direction.

Staff- consists of technical adviser without authority and issue no orders.

- serve as consultants to the line officers.• the final authority and responsibility are placed in a

single individual to bring unity, coherence, and integration of school programs and other activities.

Leadership in this school organization is simply an expression of two principles;

a. Principles of authorityb. Principles of obedience

Democratic administration and supervision should utilize the following principles:

a) Providing all teaching and staff personnel the opportunity to participate in all enterprises that concern them.

b) The leadership is the function of everybody and should be encouraged.

c) Group process should be utilized or the principle of cooperation.

d) Group responsibility should be recognized rather than with one individual.

Administration and supervision of school system , the whole Philippines was divided into (11) eleven supervisory regions-

Region 1-Ilocos Region 2- Cagayan Valley Region 3- Central Luzon Region 4- Southern Tagalog Region 5- Bicol Region 6- Western Visayas Region 7- Central Visayas Region 8- Eastern Visayas Region 9- Western Mindanao Region 10- Northern Mindanao Region 11- Southern Mindanao

DUTIES AND RESPONSIBILITIES SECONDARY SCHOOL PRINCIPAL

Each high school is headed by a principal who is directly responsible to the Division Superintendent of school in the province in which it is located, through him, to the Regional Director.

Principal is appointed by the Secretary of Education and Culture upon the recommendation of the Director of the Bureau of Secondary Education.

To be a secondary school principal, one must be a holder of B.S.E. And M.A. in Education degrees, and must have a successful teaching experience in the secondary school and eligibility in teacher examination.

Secondary schools of general type and those of vocational secondary schools are paid from national funds.

Principal is responsible for the administration and supervision or control and operation of his school.

Additional duties and responsibilities:

1) To assign teachers and prepare the school program at the opening of the school.

2) To supervise methods of instruction in his own school.

3) To supervise pupil’s fund to avoid any irregularities or unwise expenditures.

4) To participate in civic parades, celebration and movements.

5) To improve the living conditions of his teachers and pupils.

6) To maintain good public relations with provincial authorities.

THE NATURE OF SECONDARY EDUCATION It is the function of secondary schools in the

Philippines, “to continue on a higher place the integrating functions of education and at the same time to provide opportunity for the development of special abilities through the exploration and discovery of students’ interests, abilities, and aptitudes by offering a wide variety of worth while courses and guiding the students in the choice of, and in training them in their vocational and professional course, with emphasis in agriculture and industrial life.”

Revise Educational Program of 19572-2 plan for secondary school

By this plan the high school students were given a choice, upon completion of the second year, between college preparatory curriculum and vocational curriculum. Vocational curriculum is offered to those students who have the vocational aptitude but cannot afford to go on college.

ARTICULATION OF ELEMENTARY AND SECONDARY PROGRAMS Elementary and secondary schools had

independent function and origin but have the same educational objectives.

Articulation denotes a vertical-tie-up of a course to an earlier or later course.

Articulation implies the close coupling of course and educational experiences in sequential manner for the purpose of obtaining continually of student development.

Articulation of elementary and secondary school curricula calls for the proper guidance in both units of our school system. Guidance is a part of the whole educational process. The concept of guidance as a distinct aspect of the educative process comes from the philosophy of secondary school, but the practice of individual has always been an essential part of good teaching in the elementary grades.

Since there is no difference between guidance and teaching, functional integration of guidance and teaching is necessary in any school.

The chief function of guidance is to provide for the individual a full life and the ability to make effective contribution to society.

The education of elementary and secondary pupils should be planned as to help them attain progress according to their different learning rate.

To make guidance effective as an educative process, the following points are suggested:

1. The teacher should study the nature of each pupil, his interest, abilities, aptitudes and personal needs. His physical maturity must also

be taken into consideration.2. The teacher must keep a cumulative record

of each pupil and such record should be passed to another teacher under whom the pupil studies.

3. The teacher must avoid unnecessary requirements that might create a hindrance to enrolment in course which are adapted to the interests, abilities, aptitudes, and personal needs of the learners.

4. The teacher must give variety to the content of the curriculum to meet the needs of the pupils who will not go to college or who may drop out before graduation.

School guidance in the elementary and secondary schools places the teacher in the central position of counselor.

The teacher should assume the role of a leader whose chief aims are to help the pupils understand himself and his needs, to guide the pupil through worthy experiences, and to help him develop the ability to live creatively and effectively in the society.

SECONDARY EDUCATION IN THE NEW SOCIETY Educational Development Decree of

1972, based on the Presidential Decree No. 6-A, was adopted with the aim to make secondary education more relevant to the needs of the New Society

To make secondary education more relevant to the needs of the New Society, the curriculum in secondary school is being reoriented in both contents and methods, as well as the position of language in school.

National Board of Education has approved the use of Filipino and English as medium of instruction in schools.

Proclamation No. 1081-school administrators, supervisors, classroom teachers, and the student are encouraged to help build the New Society.

FUNCTION:1. To develop a balance between academic

learning and work experiences.2. To ensure a greater recognition of the

importance and value of hard, honest work in life.

3. To help accelerate economic growth, promote social progress and remove inequalities among people.

4. To give manpower training that will meet the needs of the industry and fits into the framework of the economic development.

5. To cultivate of personal discipline, cultural values and civic conscience and the strengthening and inculcating moral values.

6. To help enlighten the people about the major problem of the government.

AIM: Accelerating rate of economic development

and social progress, the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth and the strengthening of national consciousness, desirable cultural values in a changing world.