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Notes on the Draft Magna Carta for Private School Teachers
David Michael M. San Juan
Public Information Officer, ACT-Private Schools
Associate Professor, De La Salle University-Manila
~~~
Private school teachers are somehow more marginalized than their public school counterparts, as
proven by the lack of a magna carta for the former. While the Magna Carta for Public School Teachers
was enacted in 1966, a magna carta for private school teachers remains a dream that still struggles to be
heard as of this writing.
Progressive lawmakers led by ACT Teachers Partylist have published a DRAFT Magna Carta for Private
School Teachers as early as 2016
1
. This article is a collection of short notes on the said draft, aimed at
stimulating public interest on these issues, and encouraging more lawmakers to support the draft
Magna Carta’s passage.
Rationale of A Separate Magna Carta for Private School Teachers: Protection of Rights and Expansion
of Benefits
Private school teachers need stronger legal protection as the following current bitter realities show:
1) Private school teachers are subjected to a very long probationary period (period of probation or
the time when the employee is being considered for permanency or tenure), lasting to a typical
three-year period, as mandated in the Department of Education’s Revised Manual of
Regulations for Private Schools in Basic Education (MRPS)
2
and the Commission on Higher
Education’s Manual of Regulations for Private Higher Education (MORPHE)
3
. Meanwhile, public
school teachers are technically made permanent or declared tenured upon hiring, except
applicants at state universities and colleges (SUCs) where they are made to suffer the same
three-year probationary period. Worse, some private schools offer merely fixed-term one-year
contracts to new teachers – which allow schools to easily fire the teachers after the contract
expires, or, if it pleases them, convert it to a contract towards probation after the first year of
employment, effectively imposing a de-facto two-tier/two-layered probationary period – rather
than a straight three-year contract to cover the period of probation.
2) Many private school teachers and employees are disproportionately more exposed to illegal
dismissal etc., as proven by the number of Supreme Court decisions that tackle labor cases filed
by teachers against private schools. For example, a cursory check of the Supreme Court’s online
jurisprudence database from 2016-2018, would yield the fact that there were 23 cases involving
labor disputes in private schools, while there are NONE involving public schools
4
. Only 7 of those
cases were losses for the teacher/employee camp. That private school teachers and employees
would have to wait many years – as legal processes drag on – to achieve justice, means that they
really need a stronger first line of defense against unfair management acts, in the form of a
magna carta.
2
3) Related to points 1 and 2, many private schools have mostly varying and unclear standards with
regard to then requirements for tenure/permanency, thereby exposing probationary teachers to
prolonged periods of non-permanent employment.
4) Some private schools, especially colleges and universities, impose stringent requirements for
permanency. For example, while the Commission on Higher Education (CHED) considers a
masteral degree as among the minimum qualifications for tenure in a tertiary level institution (a
standard which most state colleges and universities follow), some private higher education
institutions (HEIs) actually require a PhD degree or PhD units from a faculty member.
5) Related to the aforementioned point, many private colleges and universities seem to prefer
part-time employment for their faculty members. While some faculty members do prefer part-
time employment, it is arguably clear that many long-serving part-time faculty members would
have no qualms of accepting full-time, permanent employment if it is offered. A magna carta
that promotes more full-time, permanent employment for private school teachers will be really
helpful on this matter.
6) Many private schools also lack clear standards with regard to requirements for promotion and
retention of tenured faculty members.
7) Many private schools lack clear standards and mechanisms to protect teachers from unjust
complaints.
8) Private school teachers are also more exposed to displacement, whenever educational reforms
are enacted, as proven by the effects of the implementation of K to 12 which affected many
private school teachers as documented in the case filed by the Suspend K to 12 Alliance in the
Supreme Court
5
.
9) Pensions of many retired private school teachers are drastically typically lower than the
pensions of retired public school teachers (who can expect a monthly pension of something
above their entry-level salary and their salary in their last years before retirement, or an amount
above 20,179 pesos and below 47,037 pesos for classroom teachers, and above 26,494 pesos
and below 73,299 pesos for those holding administrative positions
6
), as most private schools –
with few exceptions – have no other pension schemes for their employees other than the
government Social Security System (SSS). As of 2017, the maximum SSS pension is a pitiful
10,900 pesos though a pending legislative measure may hike it to 20,300 pesos by 2026
7
. Hence,
a number of private school teachers face the horrors of old-age poverty and destitution,
pending the adoption of measures that would provide them with more social protection and
benefits. In contrast, police and military personnel in the Philippines have indexed pensions –
meaning pension benefits “increase alongside the salary hikes being enjoyed by those in active
service.” As of 2018, police and military personnel in the Philippines something between 29,668
pesos (Private and other equivalent ranks) and 121,143 pesos (General and other equivalent
ranks)
8
.
10) Many private school teachers – especially those in basic education units – receive very low
monthly salaries (9,411 to 14,000 pesos, for some schools, as per a 2017 ACT Private Schools
online survey), far below even the clearly insufficient monthly salary for entry-level public school
teachers (20,179 pesos).
3
11) Unionization rates in many private schools are dismal, despite the Constitution’s guarantee on
the right to unionize. In fact, in many private schools, administrators do everything in their
power to quell calls for unionization as the faintest hint of unionization efforts surface. A union
leader in a big private university pointed out that “90% of HEIs in the country have no labor
unions
9
.” Majority (88%) of HEIs in the country are private schools (see table below).
Institution Type
Count
State Universities and
Colleges (SUCs)
112
Local Colleges and Universities
(LCUs)
107
Other Government Schools
(OGS, CSI, Special HEIs)
14
Private HEIs
1,710
Total
1,943
Thus, the anemic unionization rates in the country disproportionately affect private schools too.
Over-all, both the public and private sectors (covering all line of work) have registered very low
unionization rates, with the latter still lagging at 7.8% compared with the former’s 13.3% in
2017
10
.
According to the 2015/2016 Integrated Survey on Labor and Employment, out of 3,362
establishments engaged in private education, and employing 20 or more employees, only 117
(3.5%) have unions
11
. That means that out of 267,343 employees in private education, only
15,418 (5.8%) are unionized
12
. The recent labor disputes in private schools with existing labor
organizations such as – Ateneo de Manila University (2018)
13
, Silliman University (2017)
14
,
University of Santo Tomas (2014)
15
, and Adamson University (2014)
16
– further highlight the
need for a magna carta for private school employees.
12) Teachers in private schools owned and/or operated by profit-oriented/stock-listed entities
seldom get a fair share from the fruits of their labor. Many stock-listed schools declare annual
stock or cash dividends for their stockholders, but their teachers are not sufficiently given a
share of the schools’ profits. While the current researcher is personally against the idea of for-
profit/stock-listed schools, it is a fact that such schools exist in the Philippines, and absent a
sweeping overhaul of the country’s general economic framework, teachers in the said for-
profit/stock-listed schools should at the very least have a bigger share of their schools’ profits. It
is hoped that Filipinos would soon start veering away from (if not against) the idea of profit-
oriented private schools that somehow directly contradict the constitutional conceptualization
of education as a public good/public service and State obligation. Simply put, may our
countrymen start thinking out of the box to eventually consider a progressive future where
there will be a total ban on profit-oriented schools. In the meantime, teachers in such schools
should certainly be mandated to have a bigger share in the profits, in the same way progressives
4
support greater share of profits for labor in industries, while envisioning a near future where
workers will own the means of production.
The table below shows information on stock-listed firms classified by the Philippine Stock
Exchange database in the subsector “Education”
17
.
Stock-listed Firm Engaged in
Education
Latest Cash Dividend
Centro Escolar University
August 2018 (0.20 pesos)18
Far Eastern University,
Incorporated
October 2018 (8 pesos)19
STI Education Systems Holdings,
Inc.
December 2018 (0.02 pesos)20
iPeople, inc. (now linked with
Ayala Corporation’s APEC
Schools21 and also owns “owns
the Malayan Education System,
Inc. under the name of Mapúa
University”22)
February 2018 (0.06 pesos)23
Other than the corporations listed in the table, the following entities are also engaged in
education one way or the other
24
:
PHINMA Education (current owner of the rebranded PHINMA Araullo University; PHINMA
Cagayan de Oro College; PHINMA University of Pangasinan; PHINMA University of Iloilo;
Southwestern University PHINMA, and St. Jude College of Manila
25
), a subsidiary of stock-
listed PHINMA Corporation
26
;
Ayala Education (owner of APEC Schools
27
and National Teachers College
28
, co-owner of
University of Nueva Caceres
29
, and a major partner of Arellano University
30
), a company of
the stock-listed Ayala Corporation, that has “executed a Non-Binding term sheet” for a
“potential merger” with the stock-listed iPeople, Inc.
31
;
House of Investments, Inc., a stock-listed entity that “owns a majority stake” in stock-listed
iPeople, inc., “which owns the Malayan Education System, Inc. under the name of Mapúa
University
32
”;
Udenna Corporation (current owner of Enderun Colleges
33
)
First Philippine Holdings Corp. (that “recently launched FIRST School, a senior high school
program that offers vocational training to complement the needs of the locators at First
Philippine Industrial Park Inc.”
34
), a stock-listed firm
35
;
National Book Store (houses the NBS College
36
)
AMA Education System, (“the group that operates and manages” 11 educational institutions
from basic education to college level
37
), that offers “member schools” such as AMA Basic
Education, ACLC College, ACLC, ABE International Business College, and St. Augustine School
of Nursing for franchising
38
;
5
Stock-listed Metrobank Group (a “partner” of Manila Tytana Colleges
39
);
Stock-listed SM Group (owner of National University and operator of Asia-Pacific College
40
).
In view of the aforementioned points, enacting the Magna Carta for Private School Teachers would
ensure that teachers’ constitutional rights are sufficiently protected and upheld, and their existing
benefits expanded, to “ensure that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction and fulfillment” as Article
XIV, Section 5 (5) of the 1987 Philippine Constitution says.
Salient Points of the Draft Magna Carta for Private School Teachers
On the Magna Carta’s Coverage
Section 5 outlines the coverage of the draft Magna Carta: “As used in this Act, “teacher” shall mean all
persons engaged in classroom teaching in any level of instruction on full-time or part-time basis including
guidance counselors, industrial arts or vocational instructors and all other persons performing
supervisory or administrative functions in all private schools, colleges and universities but shall not
include school nurses, school physicians, school dentists and other school employees.” The draft Magna
Carta’s coverage could be subject to further discussion and possible revision, as some currently excluded
school employees may argue that they should also be covered, considering that they offer vital services
to private schools too.
On the Minimum Qualifications of a Private School Teacher
Section 6 of the draft Magna Carta enumerates the minimum qualifications of a private school teacher
per level (from pre-school to graduate level):
“a. Pre-school and elementary. Holder of a bachelor’s degree in elementary education or its equivalent.
Pre-school teachers shall have at least six units of professional subjects relating to pre-primary education
b. Secondary, For Academic Subjects- Holders of a bachelor’s degree in secondary education or its
equivalent or a Bachelor of Arts or Science degree or its equivalent with at least 18 professional units in
education
c. Secondary Vocational And Two Years Technical Courses- Bachelor’s degree in the field of specialization
with at least 18 professional units in education
d. Collegiate Level other than Vocational- Master’s degree with a specific area of specialization except
when there is a lack of applicants with Master’s Degree in which case a bachelor’s degree in specific area
of specialization will suffice subject to Regulation which the CHED will impose.
e. Graduate School Level-Doctor of Philosophy with a specific area of specialization except when there is
a lack of applicants with PhD in which case a master’s degree in specific area of specialization will suffice
subject to Regulation which the CHED will impose.”
6
The minimum requirement for the college level teachers is especially welcome, as this will ensure that
standards are not so stringent. In a consultative assembly of private school teachers held on 2016 at De
La Salle University, where the researcher participated as resource person and facilitator, some teachers
floated the idea of alternative qualifications for non-MA or non-PhD applicants for colleges and
universities. For example, some noted that a law degree and passage in the bar examinations could be
one of the alternative credentials for applicants. Long years of fruitful experience in practicing one’s
profession could also be considered for teacher-applicants at all levels, especially for part-time faculty
members.
On the Probationary Period of Teachers
Section 7 of the draft Magna Carta stipulates these on the probationary period for private school
teachers: “...hired teachers shall be placed under probationary status for a period not exceeding one (1)
academic year provided that the conditions for its satisfactory completion shall be strictly related to
professional competence made known at the time of hiring and stipulated in the contract of
employment.” (emphasis supplied)
During the abovementioned consultative assembly of private school teachers, a number of teachers
expressed their sentiment towards the idea of tenure/permanency upon hiring for private school
teachers, just like what the Department of Education applies to public school teachers. The current
researcher favors such a progressive idea. A middle ground option would be to adopt a 6-month period
of probation, the same standard applied for professionals in non-educational institutions/corporations.
At the very least, the current three-year period of probation is certainly not acceptable, and in fact, one-
year probation seems to be the looming consensus in Congress. For example, during the 17th Congress of
the Philippines, House Bills 4933 and 3184
41
were filed to amend the Labor Code of the Philippines
towards instituting “...a shorter probationary period for teachers, librarians, researchers, and other
personnel with prescribed academic functions employed in private schools.”
7
For a quick international comparison that will show how oppressive the typical 3-year probationary
period in Philippine private schools is, see the table below
42
:
Country
Period of Probation
Explanation
Honduras
None
Assumed to apply to
all teachers (AAAT)
Nicaragua
None
AAAT
Senegal
None
AAAT
Colombia
None
Public school teachers
only (PSTO)
Jamaica
3 months
AAAT
Uganda
6-12 months
PSTO
Cuba
120 days
AAAT
Thailand
6 months
AAAT
Indonesia
1 year
PSTO
Barbados
1 year
AAAT
Paraguay
1 year
PSTO
Cameroon
1 year
AAAT
Côte d’Ivoire
1 year
AAAT
Ghana
1 year
AAAT
Madagascar
1-2 years
AAAT
Mali
1-2 years
AAAT
Mauritania
1 year
AAAT
Solomon Islands
1 year
AAAT
Slovak Republic
1 year
AAAT
Sweden
1 year
Applies to All Teachers
(AAT)
France
1 year
AAT
Ireland
1 year
AAT
Italy
1 year
PSTO
Australia
12 months
PSTO
United Kingdom
One Full School Term
Data from a private
school (DFPS)
Guyana
2 years
AAAT
Kenya
2 years
AAAT
Mauritius
2 years
AAAT
Nigeria
2 years
AAAT
Papua New
Guinea
2 years
AAAT
United Republic of
Tanzania
2 years
AAAT
Trinidad and
Tobago
2 years
AAAT
Tunisia
2 years
AAAT
Zimbabwe
2 years
AAAT
United States
2 years
Data on California
8
Only
On Security of Tenure, Transfer, and Discrimination in the Work Place
Section 9 of the draft Magna Carta emphasizes that private school “(t)eachers shall be assured of
stability of employment and security of tenure. No private school teacher shall be dismissed by the school
except for cause and the proper observance of due process.” (emphasis supplied).
The aforementioned provision will certainly strengthen private school teachers’ security of tenure, as
many labor cases are rooted in the lack of mechanisms for due process in dismissing employees in
private schools.
Section 10 of the draft Magna Carta ensures that consent for transfer is the general rule: “Except for
cause and as herein otherwise provided, no teacher shall be transferred without his/her consent from
one branch/station to another. However where the exigencies of the service requires the transfer of a
teacher from one branch to another, such transfer may be effected by the school owner who shall
previously notify the teacher concerned of the transfer and the reason or reasons therefore. If the
teacher believes there is no justification for the transfer, he/she cannot be compelled to transfer to any
branch if such fact will result into additional burden and expense on his/her part.”
Section 11 of the draft Magna Carta laudably protects teachers from forms of discrimination as it states
that “There shall be no discrimination whatsoever in entrance to the teaching profession or during its
exercise or in the termination of service based on consideration other than professional qualifications.”
Such provision will finally prohibit sectarian schools from accepting only applicants with specific
religious/sectarian affiliations. In a multicultural society that thrives on mutual respect and ecumenism,
this is certainly a positive step. However, it is highly probable that big religious organizations with a
number of affiliated private schools will oppose such outright ban on religious discrimination. A possible
compromise is to let sectarian private schools retain the specific religious affiliation requirement for
teachers assigned to subjects that focus on sectarian instruction such as Religion, Catechism etc.
It must be noted that Section 11 of the draft Magna Carta also impliedly covers protection from gender
discrimination – a very progressive move. Broadly conceived, the said provision also protects private
school teachers who a) may sire/bore a child out of wedlock; b) is a solo parent; c) may apply for
marriage annulment or legal separation. Teachers in private schools are aware of anecdotal evidence
that suggests some sectarian schools quietly discriminate against people in such or similar instances.
Quietly, because they can’t actually advertise against applicants who may not qualify as role models as
per their strict adherence to their religious affiliation’s certain doctrines, especially on marriage and
sexuality. In a 2015 decision (G.R. 187226
43
: Cheryll Santos Leus vs. St. Scholastica’s College Westgrove
and/or Sr. Edna Quiambao, OSB), the Supreme Court ruled against “pregnancy out of wedlock
44
” as valid
grounds for dismissal, but anecdotal evidence from the ground suggests that some schools still refrain
from accepting applicants whom they don’t think comply with their very conservative and doctrine-
centric codes of “morality.” This is why the 17th Congress’ House Bill 4982
45
(the so-called “SOGI Act”)
mentions prohibiting “discriminatory practices” relating to “sexual orientation or gender identity or
9
expression, as well as disclosure of sexual orientation, in the criteria for hiring, promotion, transfer,
designation, work assignment, re-assignment, dismissal of workers...” etc.
On Advancement and Promotion, and Faculty Rankings
Section 12 of the draft Magna Carta paves the way for a strictly professional standard on advancement
and promotion: “Subject to necessary qualifications, teachers shall be assured opportunities to move
from one type or classification to a higher level or rank. Promotion shall be based on objective
assessment of the teacher’s qualifications for the new post by reference to strictly professional criteria
laid down in consultation with teacher’s organizations existing within the school.” Thus, the
aforementioned section empowers teacher’s organizations as co-decision makers with regard to
standards for career advancement and promotion.
Section 13 dwells on the matter of ranking of faculty members in higher education: “Faculty members in
higher education shall be assigned academic ranks in accordance with their academic training and
scholarship. Criteria for ranking shall be performance-oriented and determined in collaboration with
teacher’s organizations. A new member of the faculty in the collegiate level shall begin as an instructor,
provided that there shall be opportunities for promotion to a higher rank, if such appointed designation
is warranted by his experience training and scholarship credentials.”
This section can actually be further improved in favor of teachers who may have
credentials/qualifications beyond the minimum required for the instructor rank. For example, a veteran
teacher from basic education with a PhD degree and long years of professional experience and an
impressive research and/or publication experience, or a young MA graduate with a very prolific
publication record and some years of quality teaching as per excellent student evaluation, and other
similarly highly qualified and/or experienced applicants should be considered for automatic entry-level
promotion beyond the instructor-level rankings, as what some institutions now grant (albeit while
applying very high standards). Section 11 of former Senator Jinggoy Ejercito Estrada’s Senate Bill 435 in
the 15th Congress
46
could provide a model for this particular matter: “A NEW MEMBER OF THE FACULTY
IN THE COLLEGIATE LEVEL SHALL BEGIN AS IN INSTRUCTION: PROVIDED, HOWEVER, THAT HE MAY BE
APPOINTED AS ASSISTANT PROFESSOR, ASSOCIATE PROFESSIONAL, OR PROFESSIONAL OR ANY OTHER
HIGHER RANK, IF SUCH APPOINTMENT/DESIGNATION IS WARRANTED BY HIS EXPERIENCE, TRAINING
AND SCHOLARSHIP CREDENTIALS.”
On Academic Freedom
The draft Magna Carta emulates the Magna Carta for Public School Teachers in strongly upholding
academic freedom for teachers, as mentioned in Section 14: “Academic Freedom. Teachers shall enjoy
academic freedom in the discharge of their professional duties, particularly with regard to teaching and
classroom methods.” It is hoped that this will protect private school teachers who are very vulnerable to
dismissal for acts which are arguably encompassed by their academic freedom, as portrayed in Jerrold
Tarog’s short film “Faculty.
47
”
10
As basis for improving the aforementioned provision on academic freedom, Section 12 of former
Senator Ejercito Estrada’s Senate Bill 435 in the 15th Congress
48
could be instructive: “IN PARTICULAR,
THE CONCEPT OF TEACHERS' ACADEMIC FREEDOM SHALL CONSIST OF THE FOLLOWING RIGHTS:
A. THE TEACHER'S FREEDOM IN THE EXPOSITION OF HIS OWN SUBJECT IN THE CLASSROOM OR IN
SPEECHES AND PUBLICATIONS;
B. THE TECHER'S FREEDOM IN THE CHOICE OF SUBJECTS OF RESEARCH AND INVESTIGATION
UNDERTAKEN ON HIS OWN INITIATIVE;
C. THE SCHOOL AUTHORITIES' RECOGNITION THAT WHENEVER THE TEACHER IS SPEAKING OR WRITING
OUTSIDE OF HIS FIELD OF STUDY HE SHALL BE ENTITLED TO THE SAME RESPONSIBILITY AS ATTACHED TO
ALL OTHER CITIZENS;
AND D. THE TEACHERS' RIGHT TO CHOOSE TEXTBOOKS AND OTHER REFERENCE SUPPLEMENTARY
INSTRUCTIONAL MATERIALS DEEMED FIT FOR A PARTICULAR SUBJECT OR DISCIPLINE.”
On Hours of Work, Remuneration, and Criteria for Salaries
Section 15 of the draft Magna Carta limits the number of teaching hours per day and provides for
additional payment for teaching hours beyond the mandatory maximum: “Actual classroom teaching in
basic education which shall be so scheduled as to give teachers time for the preparation and correction
of exercises and other work incidental to normal teaching duties, shall not be more than six (6) hours a
day. Provided, however, that where the exigencies of the service so require, teachers may be required to
render more than six hours but not exceeding eight hours of actual classroom teaching a day upon
payment of additional compensation at the same rate as his regular remuneration plus at least twenty
five percent of the basic pay.” (emphasis supplied)
The 6-hour daily maximum actual classroom teaching under the draft Magna Carta is still in the upper
limit of what is commonly practiced in many developed countries. According to a 2014 OECD report
49
,
“(i)n most countries with available data, teachers are required to teach between 3 and 6 hours a day.
The exceptions are Chile, France and the United States, where teachers teach slightly more than 6 hours
per day.” (emphasis supplied) The 6-hour limit on actual classroom teaching is also implemented in
Philippine public schools as per DepEd Order No. 16, Series of 2009
50
. Considering that public school
teachers still/also – rightly – complain about being overworked
51
and that there are countries where a 3-
hour work load is the daily norm, the draft Magna Carta could be revised to further lower the maximum
daily work load for teachers in the Philippines.
The last segment of the draft Magna Carta’s Section 15 also mandates a limit to the work load of college
teachers: “For a faculty member in higher education, his regular full time load shall be twelve (12) hours
per week with two preparations in line with the teacher’s major subject except as otherwise provided
herein. However, said teaching load may be reduced in case a member of the faculty is occupied either in
research, creative writing, or other productive scholarship or is assigned to perform administrative or
committee work in which case the dean or director may recommend the appropriate teaching load.
11
Provided, however, that the total working hours spent on both teaching and administrative or other
duties shall not exceed fifteen (15) hours per week.”
As in the case of public and private basic education teachers, while a 12-hour weekly teaching load
seems to be good enough (especially that even some big private universities like University of Santo
Tomas mandates 21 units of teaching load per week as of 2014
52
), it must be noted that college teachers
also perform time-consuming academic tasks beyond teaching (preparing lessons/presentations which
entail a lot of research, preparation of examinations, grading examinations, consultation with students
etc.). On the aforementioned point, John Ziker’s 2014 US study reflects the situation of most private
school teachers in the Philippines: “On average, faculty participants reported working 61 hours per week
– more than 50 percent over the traditional 40-hour work week. They worked 10 hours per day Monday
to Friday and about that much on Saturday and Sunday combined.
53
” Hence, college teachers would
certainly welcome a further reduction of the weekly teaching load, especially in trimestral and
quarterly
54
institutions where teachers technically handle more classes per school year, as compared
with those at semestral institutions. Filipinos should also start considering moving away from the
burdensome 40-hour working week and towards more progressive alternatives such as what is
implemented in some industries in Germany (28-hour working week
55
) and in France (35-hour working
week
56
).
Section 16 of the draft Magna Carta calls for additional compensation for non-teaching activities:
“Notwithstanding any provision of existing law to the contrary, teachers who undertake co-curricular
and off-campus activities, and any other activities beyond their normal duties that will make them work
longer than their regular workload shall be paid the regular compensation for the actual hours worked
plus an additional compensation of at least twenty five percent (25%) of their regular remuneration.”
Section 17 of the draft Magna Carta provides for “hardship allowances”: “In areas where teachers are
exposed to hardship peculiar to the place of employment such as difficulty in commuting to the place of
work or other hazards, they shall be compensated with special hardship equivalent to at least twenty five
percent of their monthly salary.”
Section 18 of the draft Magna Carta impressively lays down clear criteria for teacher’s salaries in private
schools, which, if fully implemented, ensures decent salaries for private education sector employees:
“Teacher’s salaries shall:
1. Reflect the importance to society of the teaching function and hence the importance of teachers as
well as the responsibilities of all kinds which fall upon them from the time of their entry into the service;
2. Compare favorably with salaries paid in other occupations requiring similar or equivalent
qualifications, training and abilities;
3. Provide teacher with the means to ensure a reasonable standard of life for themselves and their
families as well as to invest in further education or in the pursuit of cultural activities, thus enhancing
their professional qualification;
12
4. Take account of the fact that certain posts require higher qualifications and experience and carry
greater responsibilities;
5. Be paid regularly and on time;
6. Be reviewed periodically to take into action such factors as a rise in the cost of living, increased
productivity leading to higher standards of life, or a general upward movement in wage or salary levels.
At this time, teacher’s salaries still lag behind many occupations/professions that require similar or
equivalent qualifications (e.g. passing a licensure examination and/or having a graduate degree) as can
be seen in the table below.
Profession/Occupation
Average Monthly
Salary57 (in pesos)
in 2016
Licensure/Certification
Examination as
Requirement
Graduate Degree as
Requirement for
Entry-Level
Employment
College, University and Higher
Education Teaching
Professionals
25,453
No
Yes
Technical and Vocational
Instructors/Trainers
18,244
Yes
No
General Secondary Education
Teaching Professionals
15,344
Yes
No
General Elementary Education
Teaching Professionals
15,634
Yes
No
Pre-Elementary Education
Teaching Professionals
15,406
Yes
No
Medical Doctors
35,640
Yes
Yes
Computer Engineers (in Call
Centers)
49,335
No
No
Civil Engineers (in Water
Collection, Treatment and
Supply Industries)
68,957
Yes
No
Chemical Engineers (in
Manufacture of Chemicals and
Chemical Products Industries)
30,005
Yes
No
Accountants and Auditors (in
Financial Service Activities
except Insurance, Pension
Funding and Central Banking)
47,756
Yes
No
Economists (in Financial Service
Activities except Insurance,
Pension Funding and Central
Banking)
40,865
No
No
Securities and Finance Dealers
and Brokers (in Financial Service
Activities except Insurance,
89,831
Yes
No
13
Pension Funding and Central
Banking)
Architects
27,463
Yes
No
Electrical Engineers (in
Electricity, Gas, Steam and Air
Conditioning Supply)
36,019
Yes
No
Section 19 to 21 of the draft Magna Carta provides details on schedule of salary payments, annual salary
adjustments, and prohibitions on deductions: “Salaries of teachers shall be paid on monthly basis for a
period of twelve (12) months regardless of semestral or summer vacations. For purposes of this Section,
monthly basis shall mean that teachers shall be considered paid for all the days of the month including
rest days and holidays. Teachers who are required to work during semestral or summer vacations shall
be paid an additional compensation pro rata...Salary scales of teachers shall be adjusted upward
annually, upon consultation with teachers’ organizations, to mitigate the effects of inflation as
measured by the consumer price index... No person shall make any deduction from the salaries of
teachers except under specific laws authorizing such deductions.” (emphasis supplied)
Section 19 contains a laudably very pro-teacher provision which requires schools to pay all private
school teachers even during semestral or summer vacations, regardless of status. Some big private
schools like Colegio San Agustin (Makati) and De La Salle University (Manila) do pay all full-time
teachers (including probationary employees) during semestral or summer vacations, but these are
exceptions at this point, rather than the rule, especially that the Department of Education’s Revised
Manual of Regulations for Private Schools in Basic Education (MRPS)
58
and the Commission on Higher
Education’s Manual of Regulations for Private Higher Education (MORPHE)
59
are both silent on this
matter. Furthermore, virtually all part-time faculty members in private schools receive no pay during
semestral or summer vacations. In contrast, based on the researcher’s conversations with some
teachers familiar with the matter, some state universities and colleges do pay partial compensation to
their part-time faculty members during semestral breaks, especially on days/weeks during the breaks
that they are required to report in school for tasks such as syllabi making, department workshops and
the like. This could serve as an initial model for private schools to emulate, pending the passage of the
draft Magna Carta.
On Leave Privileges and Retirement Benefits
Sections 22 and 23 contains provisions on the sick leave and vacation leave: “Full-time teachers in the
elementary and secondary schools shall be entitled to an annual sick leave with pay of fifteen (15)
working days. Part-time teachers in the elementary and secondary schools shall be entitled to sick leave
with pay on pro-rated basis. Faculty members in the collegiate level, whether full-time or part-time,
shall enjoy sick leave with pay of fifteen (15) working days. Unused sick leave shall be accumulated to
not more than sixty (60) days and the same shall be converted to cash upon resignation or retirement of
the teacher concerned... Full-time teachers shall be entitled to an annual vacation leave with full pay of
fifteen (15) days.”
14
The draft Magna Carta’s leave privileges for private teachers are certainly generous, as compared with
the Department of Education’s Revised Manual of Regulations for Private Schools in Basic
Education/MRPS
60
(which mentions only study leave), and the Commission on Higher Education’s
Manual of Regulations for Private Higher Education/MORPHE
61
(which is entirely silent on the matter of
leave privileges for teachers). The succeeding sections on other leave privileges establish the draft
Magna Carta as milestone document that goes far beyond current policy formulations.
Section 24 echoes past legislations on maternity and paternity leaves (which must be updated to reflect
the recent expansion of maternity leave as stated in Republic Act): “Teachers shall be entitled to
maternity and paternity leaves in accordance with Republic Act 8282, as amended and Republic Act
8187, respectively. Provided, however, that the maternity leave shall not be less than ninety (98) days, in
accordance to the 2000 Maternity Protection Convention 183.”
Meanwhile, Sections 25 and 26 lays down provisions on indefinite and emergency leaves: “An indefinite
sick leave of absence shall be granted to teachers when the nature of the illness demands a long
treatment that will exceed one year at the least...In case of calamities where a teacher becomes a victim,
or in the event of death in his or her immediate family or any serious accident befalling him or her or a
dependent, he or she shall be entitled to an emergency leave with pay of not exceeding five (5) days per
year.”
The draft Magna Carta could also be revised to include study leave privileges for private school teachers,
just like what is contained in Section 10 of a slimmer yet still laudable (and pioneering) Magna Carta for
Private School Teachers or Senate Bill No. 1548
62
filed by former Senator Miguel Zubiri during the 14th
Congress in 2007: “In addition to the leave privileges now enjoyed by teachers in the private schools,
they shall be entitled to study leave not exceeding one school year after ten years of service. During the
period of such leave the teachers shall be entitled to at least sixty percent of their monthly salary.”
Currently, a number of colleges and universities already offer relatively more generous study leave
privileges, but it is very uncommon in private elementary and high schools. Hence, there is a need to
include it in the draft Magna Carta.
Granting sabbatical leave privileges could also be included in the draft Magna Carta, considering that at
this point, it is mostly tertiary level institutions that offer this benefit despite the obvious fact that
elementary and high school teachers will certainly be rejuvenated personally and professionally with
such a nice privilege.
Section 27 provides details on retirement matters: “Teachers having fulfilled the age and service
requirements of applicable retirement laws shall be granted one range salary increase upon retirement,
which shall be the basis of the computation of the lump sum of the retirement pay and the corresponding
benefit thereafter. Provided however, that the retirement benefit shall not be less than one month
salary for every year of service.” (emphasis supplied) Again, whereas the Department of Education’s
Revised Manual of Regulations for Private Schools in Basic Education (MRPS)
63
and the Commission on
Higher Education’s Manual of Regulations for Private Higher Education (MORPHE)
64
are both silent on
15
the matter of retirement benefits, the draft Magna Carta clearly outlines a good deal for private school
teachers.
Section 28 mentions details on gratuity benefit: “Teachers who choose to retire before reaching the
compulsory retirement age and have rendered not less than two (2) years services shall be granted
gratuity benefit equivalent to one month pay for every year of services. In accordance with immediately
preceding section, the computation of his gratuity benefit shall be based on the salary scale of one step
higher than his position at the end he opted for optional retirement.” This de-facto early retirement
provision is another pro-teacher innovation that is not contained in DepEd’s MRPS and CHED’s MORPHE.
On Health Measures and Injury Benefits
Section 29 provides details on health measures and injury benefits which are also not mentioned in
DepEd’s MRPS and CHED’s MORPHE: “Compulsory medical examination shall be provided free for all
teachers before their employment and annually thereafter. Where medical examination shows that
medical treatment and/or hospitalization is necessary for infectious diseases or injuries suffered not only
during teaching or on-campus activities but also when engaged in school related activities away from the
school premises or off-campus, same shall be provided free by the school concerned. In regions where
there is scarcity of medical facilities, teacher may obtain elsewhere the necessary medical care with the
right to be reimbursed for their travelling expenses by the private school management concerned.”
Section 30 echoes past legislation on specific compensation for injuries: “Teachers shall be protected
against the consequences of employment injuries in accordance with existing laws. The effects of the
physical and nervous strain on the teacher’s health shall be recognized as a compensable disease in
accordance with existing laws.”
Meanwhile, Section 31 provides for the minimum social security standards for private schools: “The
standards of social security provided for teachers shall be in accordance with those set out in relevant
instruments of the International Labor Organization (ILO) and in particular the Social Security Convention
of 1952.” On this regard, the draft Magna Carta proves to be a really milestone document, considering
that the aforementioned ILO Social Security Convention of 1952 contains many progressive general
provisions which current Philippine laws are yet to fully fulfill (e.g. unemployment benefits).
On Teacher’s Organizations, Teacher’s Participation in Policy-making, and Labor Actions
While DepEd’s MRPS and CHED’s MORPHE paid only lip service to the teacher’s right to organize
themselves (both providing only short sentences on labor/teacher’s organizations in schools, to echo
current legislation), the draft Magna Carta clearly promotes, upholds, and protects the teacher’s right to
organize themselves as stated in Sections 32 to 33: “Private school teachers shall have the right, freely
and without previous authorization to establish and to join organizations of their choosing, whether local
or national, to further defend their interest...It shall be unlawful for any person to commit any act of
discrimination against teachers which are calculated:
16
(a) To make the employment of the teacher subject to the condition that he or she shall not join an
organization, or shall relinquish membership in an organization;
(b) To cause the dismissal of, or otherwise prejudice a teacher by reason of membership in an
organization activities outside school hours, or with the consent of the proper school authorities within
school hours; and
(c) To prevent him from carrying out the duties imposed upon him by his position in the organization, or
to penalize him for an action undertaken in that capacity.”
Section 34 provides support for mechanisms that will encourage teacher’s participation in policy making,
thereby cementing their role as co-decision makers, rather than being mere employees of school
administrators: “Teachers shall have the right to be actively represented in the Boards of Regents of their
respective schools, colleges and universities and shall be consulted in the formulation of professional
standards, educational policies and other rules affecting their rights and welfare.” This section could be
further finetuned to reflect particularities of mechanisms per level of education.
Meanwhile, Section 35 guarantees protection for labor actions such as strikes, picketing and other
concerted activities: “The right of teachers and their organizations to conduct strikes, pickets and other
concerted activities shall not be impaired in any manner, nor their exercise prejudice any teacher or
teachers’ organization.” This legislative protection is another milestone which current DepEd and CHED
documents are yet to match.
On Mandatory Teaching of Magna Carta for Teacher Education Institutions
Section 36 requires teacher education institutions (TEIs) to teach the contents of the Magna Carta for
Private School Teachers: “The teaching of this Act shall be compulsory in all schools offering courses in
education.” This will ensure that student-teachers are well aware of their rights as future professional
teachers.
Sections 38 and 39 ensures compliance with the Magna Carta, by outlining a penal provision and
administrative sanctions for would-be violators: “A person who willfully interferes with, restrains or
coerces any teacher in the exercise of his rights guaranteed by this Act or who in any manner violates any
provision of this Act or the rules duly issued hereunder shall be punished with a fine of not less than five
thousand pesos or by imprisonment for not more than one year, or both, in the discretion of the
court...The implementing Rules and Regulations shall include therein the appropriate rules for the
imposition of administrative sanctions upon private schools that will violate any of the foregoing
rights of a private school teacher.” (emphasis supplied)
Challenges to the Passage of the Magna Carta for Private School Teachers
Just like the passage of most progressive legislative pieces, current moves to legislate the draft Magna
Carta for Private School Teachers face some challenges which need to be overcome:
17
1) Lack of Champions in the Senate (and in the Palace)
As mentioned, as of this writing, there is no pending Senate counterpart bill for ACT Teachers
Partylist’s draft Magna Carta for Private School Teachers. Hence, there is an urgent need for
private school teachers to directly request senators to file a parallel bill in the Upper House.
Meanwhile, current chief occupants of the major educational agencies are seemingly oblivious,
if not actually apathetic to the needs and interest of private school teachers. Thus, there is also
a need to directly engage the Office of the President, to hopefully secure the president’s
inclusion of the draft Magna Carta into the list of bills certified as urgent.
2) Difficulty of Conducting Consultative Assemblies in Private Schools
As of this writing, advocates have been able to conduct consultative assemblies on the draft
Magna Carta in De La Salle University, Manila and Ateneo de Manila University. A number of
schools are hesitant in providing venues for consultative assemblies (as some administrators are
somehow reluctant to even consider discussing some of the provisions of the draft Magna
Carta). Advocates need all the help that they can get from faculty associations, unions, and
federations on this regard. Only a wider discussion on the draft Magna Carta can effectively and
swiftly propel this progressive legislative piece into the public sphere. Forums and assemblies on
this matter should be held nationwide. Those who will be reached by this paper are encouraged
to contact ACT Teachers Partylist and ACT Private Schools, if they wish to conduct their own
consultative assemblies on the draft Magna Carta.
3) Opposition from Private School Owners/Management
Because many provisions of the draft Magna Carta would entail additional costs for private
school owners/management, their opposition to the bill is to be expected. Certainly, the
opposition could be softened by an informational campaign on the contents of the draft Magna
Carta, which will strengthen public support for the bill and at the same time compel school
owners/management to lay down their suggestions rather than merely oppose the bill. On a
practical level, there is also a need to start discussions on the financial aspects of implementing
the provisions of the Magna Carta for Private School Teachers.
*07 January 2019*
1
Available at https://clubmanila.files.wordpress.com/2016/05/draft-actteacherspartylist-magna-carta-for-private-
school-teachers.pdf
2
DepEd Order (DO) No. 88, Series of 2010. http://www.deped.gov.ph/2010/06/24/do-88-s-2010-2010-revised-
manual-of-regulations-for-private-schools-in-basic-education-amended-by/
3
https://ched.gov.ph/wp-content/uploads/2017/07/Manual-of-Regulations-for-Private-Higher-Education.pdf
4
The researcher sifted through data from every month of 2016-2018 in this database:
http://sc.judiciary.gov.ph/jurisprudence/
5
See numbers 135-136 in the petition filed by the Suspend K to 12 Alliance:
https://www.academia.edu/12666794/Suspend_K_to_12_Alliance_Supreme_Court_Petition_to_Stop_K_to_12_R
A_10533
6
Rough estimate is based on January 2018 salary scale available at https://governmentph.com/deped-teachers-
salary-grade-ssl-third-tranche-2018/ and https://www.dbm.gov.ph/wp-
content/uploads/Issuances/2018/National%20Budget%20Circular/NBC-No572.pdf; and details on computing the
monthly pension for public school retirees provided in this link: http://www.deped.gov.ph/2001/06/22/do-27-s-
18
2001-basic-information-on-the-different-retirement-schemes-provided-for-under-ra-1616-ra-660-pd-1146-and-ra-
8291-amended-by-do-33-s-2001-corrigendum-to-decs-order-no-27-s-2001-ba/. Supposedly, a new salary scale
should take effect on January 2019, but it will depend of the budgetary decisions of the national government.
Rates in the new salary scale is also available in the first of the aforementioned links.
7
See https://www.sunstar.com.ph/article/170702
8
See https://www.dbm.gov.ph/wp-content/uploads/Issuances/2018/National%20Budget%20Circular/NBC-
No574.pdf. Neoliberals in the government have recently stepped up efforts to “reform” the pension system for
police and military personnel. See: https://business.inquirer.net/246017/new-pension-plan-soldiers-cops-set.
House Bill 5673 filed by Rep. Francisco Jose F. Matugas II of the 17th Congress intends to abolish the indexation of
police and military pension by mandating that their pension “shall not be subject to automatic adjustments based
on the prevailing scale of base pay of active uniformed personnel.” The text of this house bill is available in this
link: http://www.congress.gov.ph/legisdocs/basic_17/HB05673.pdf
9
Geronimo, Jee. 2014. “College professors fear massive retrenchment due to K to 12.”
https://www.rappler.com/nation/60428-college-professors-fear-massive-retrenchment-k12
10
See https://blr.dole.gov.ph/wp-content/uploads/2014/12/LR-Overview-2017.pdf
11
See https://psa.gov.ph/sites/default/files/TABLE%201_2.pdf
12
See https://psa.gov.ph/sites/default/files/TABLE%204_3.pdf
13
See https://www.rappler.com/nation/192834-ateneo-employees-strike-increase-wage
14
See http://gwhs-stg01.i.gov.ph/~s1ncmbgov/2018/06/21/3-day-strike-settled-at-silliman-university/
15
See https://varsitarian.net/news/20140228/cba_dispute_throwback_to_80s_labor_strikes
16
See https://hronlineph.com/2014/12/21/statement-appeal-for-urgent-solidarity-action-for-the-adamson-
university-faculty-and-employees-association-bmp/
17
Click Sector “All” and then Subsector “Education” in this link:
http://edge.pse.com.ph/companyDirectory/form.do
18
See http://edge.pse.com.ph/companyPage/dividends_and_rights_form.do?cmpy_id=223
19
See http://edge.pse.com.ph/companyPage/dividends_and_rights_form.do?cmpy_id=25
20
See http://edge.pse.com.ph/companyPage/dividends_and_rights_form.do?cmpy_id=222
21
See https://www.apecschools.edu.ph/announcement-merger/
22
See http://edge.pse.com.ph/companyInformation/form.do?cmpy_id=82
23
See http://edge.pse.com.ph/companyPage/dividends_and_rights_form.do?cmpy_id=85
24
The University of the East was never listed because there are no references to clearly indicate that it is owned by
the tycoon Lucio Tan. This article mentions him as the head of UE since 1990:
https://www.entrepreneur.com.ph/run-and-grow/philippines-richest-school-owners-a746-20160607-lfrm. In UE’s
website, Tan is referred to as a “benefactor” and then, chairman of the board and CEO of UE:
https://www.ue.edu.ph/manila/main.html?page=about&link=story. For other entities and schools, the
connections are clearer and more explicit.
25
See https://www.phinma.edu.ph/our-story
26
http://edge.pse.com.ph/companyInformation/form.do?cmpy_id=107
27
https://www.apecschools.edu.ph/
28
https://business.inquirer.net/250080/ayala-takes-national-teachers-college
29
https://www.apecschools.edu.ph/ayala-education-invests-in-university-of-nueva-caceres/
30
https://www.arellano.edu.ph/news-and-articles/ayala-enters-academe-arellano-university
31
http://ayalaeducation.com/blog/announcement-alfredo-ayala-president-unc-joint-press-statement-ayala-
corporation-house-investments/
32
http://edge.pse.com.ph/companyInformation/form.do?cmpy_id=82
33
https://udenna.enderuncolleges.com/udenna-seals-acquisition-of-enderun-colleges/
34
https://www.philstar.com/business/2018/05/29/1819478/lopez-firm-branching-out-academe-health-sectors
35
http://edge.pse.com.ph/companyInformation/form.do?cmpy_id=197
36
https://blog.nationalbookstore.com/advocacy-feature-nbs-college/
37
http://www.amaes.edu.ph/
38
http://amafranchise.amaes.edu.ph/
19
39
http://www.mtc.edu.ph/tytana/
40
http://www.bworldonline.com/content.php?section=Corporate&title=sm-plans-further-expansion-in-
education&id=137911
41
See http://congress.gov.ph/press/details.php?pressid=10637
42
Sources that the researcher used to produce this table include the following:
Ratteree, Bill. 2015. “Changing employment relationships in the teaching profession.” Joint ILO –UNESCO
Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (CEART), Paris
and Geneva. http://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---
sector/documents/meetingdocument/wcms_364838.pdf
Department of Education of Victoria, Australia. 2018. “Probation Guidelines: Teaching Service.”
http://www.education.vic.gov.au/hrweb/Documents/Probation-Guidelines-Teaching-Service.docx
Indoshi, Francis. 2003. “Teachers’ Experiences of the Probation Period of Teaching in Kenya: Implications for
Teacher Induction Policies and Programmes.” Journal of In-service Education, Volume 29, Number 3.
https://www.tandfonline.com/doi/pdf/10.1080/13674580300200218
Hanson Academy. 2018. “Hanson Policy for School Staff: A Whole School Policy Providing Guidance on
Probationary Periods.” http://www.hansonacademy.org.uk/wp-content/uploads/2018/07/Hanson-Guidance-on-
Probationary-Periods-Policy-Teachers.pdf
Brunner, Eric and Jennifer Imazeki. 2010. “Probation Length and Teacher Salaries: Does Waiting Pay Off ?”
Industrial and Labor Relations Review, Vol. 64, No. 1 (October 2010), pp. 164-180.
https://www.jstor.org/stable/20789060
International Labour Office. 1991. Teachers in Developing Countries: A Survey of Employment Conditions. Geneva.
OECD. 2013. Teachers for the 21st Century Using Evaluation to Improve Teaching. https://www.oecd-
ilibrary.org/docserver/9789264193864-
en.pdf?expires=1546487564&id=id&accname=guest&checksum=FB59E1D4A1B8464600D34C9E353ADDD3
43
https://www.lawphil.net/judjuris/juri2015/jan2015/gr_187226_2015.html
44
https://newsinfo.inquirer.net/675008/pregnancy-out-of-wedlock-not-grounds-for-dismissal-says-sc
45
Contained in Committee Report No. 101: http://www.congress.gov.ph/legisdocs/first_17/CR00101.pdf. It is yet
to be passed on final reading as of this writing,
46
https://www.senate.gov.ph/lisdata/78626695!.pdf
47
https://www.youtube.com/watch?v=T3K4VSYRzNo
48
https://www.senate.gov.ph/lisdata/78626695!.pdf
49
See p. 476 of this report: http://www.oecd.org/education/EAG2014-Indicator%20D4%20(eng).pdf
50
http://www.deped.gov.ph/2009/02/24/do-16-s-2009-addendum-to-deped-memorandum-no-291-s-2008-
guidelines-for-the-implementation-of-csc-resolution-no-080096-on-working-hours-for-public-school-teachers/
51
See https://news.mb.com.ph/2018/08/02/deped-urged-to-reduce-teachers-workload/ and
https://www.rappler.com/nation/212802-teachers-call-out-excessive-workload-deped-says-legal-necessary
52
It used to be 24 units. See: https://varsitarian.net/news/20140325/ust_faculty_union_ratifies_new_cba
53
See https://www.insidehighered.com/news/2014/04/09/research-shows-professors-work-long-hours-and-
spend-much-day-meetings
54
At this point, Mapua University is the only quarterly institution in the country. See:
https://www.mapua.edu.ph/Admissions/Admission%20Guidelines/The%20Quarterm.aspx
55
https://www.telegraph.co.uk/news/2018/02/07/german-workers-win-right-28-hour-working-week/
56
http://www.cftc-fmm.com/french-labour-laws-working-time-and-leave.html. It must be pointed out, however,
that the current Macron government in France is attempting to extend the hours of working week as of this
writing.
57
Data culled from https://psa.gov.ph/sites/default/files/attachments/ird/pressrelease/Table%201_2.pdf
58
DepEd Order (DO) No. 88, Series of 2010. http://www.deped.gov.ph/2010/06/24/do-88-s-2010-2010-revised-
manual-of-regulations-for-private-schools-in-basic-education-amended-by/
59
https://ched.gov.ph/wp-content/uploads/2017/07/Manual-of-Regulations-for-Private-Higher-Education.pdf
60
DepEd Order (DO) No. 88, Series of 2010. http://www.deped.gov.ph/2010/06/24/do-88-s-2010-2010-revised-
manual-of-regulations-for-private-schools-in-basic-education-amended-by/
20
61
https://ched.gov.ph/wp-content/uploads/2017/07/Manual-of-Regulations-for-Private-Higher-Education.pdf
62
Sen. Zubiri’s draft Magna Carta was stuck at the committee level in 2007, and as of today, to the best of the
researcher’s knowledge, no senator in the current Congress filed any similar bill. The draft bill is available at
https://www.senate.gov.ph/lisdata/58595221!.pdf
63
DepEd Order (DO) No. 88, Series of 2010. http://www.deped.gov.ph/2010/06/24/do-88-s-2010-2010-revised-
manual-of-regulations-for-private-schools-in-basic-education-amended-by/
64
https://ched.gov.ph/wp-content/uploads/2017/07/Manual-of-Regulations-for-Private-Higher-Education.pdf
