Idealism is, to a large extent, an opposite view to scientific and material viewpoints that asserts the

importance of internal individual perceptions. Just because we cannot measure thought, this does not
mean that it does not exist or is not important. For individual people, thought is everything and perception
is filtered to the extent that we are hard-pressed to know what is really 'out there'.
Idealism includes the principles that:
The everyday world of things and people is not the world as it really is but simply as it appears to be.
The best reflection of the world is not found in physical and mathematical categories but in terms of selfaware thought.
Thought is the relation of each experience to that which it expresses, rather than the imposition of readymade answers.

Pragmatism is the Philosophical movement first given systematic expression by Charles Sanders Peirce
and William James and later taken up and transformed by John Dewey.
Pragmatists emphasize the practical function of knowledge as an instrument for adapting to reality and
controlling it. Pragmatism agrees with empiricism in its emphasis on the priority of experience over a priori
reasoning. Whereas truth had traditionally been explained in terms of correspondence with reality or in
terms of coherence (see coherentism), pragmatism holds that truth is to be found in the process of
verification.
Pragmatists interpret ideas as instruments and plans of action rather than as images of reality; more
specifically, they are suggestions and anticipations of possible conduct, hypotheses or forecasts of what
will result from a given action, or ways of organizing behaviour.
Naturalism is the theory that affirms that all beings and events in the universe are natural and therefore
can be fully known by the methods of scientific investigation. Though naturalism has often been equated
with materialism, it is much broader in scope.
Strictly speaking, naturalism has no ontological bias toward any particular set of categories of reality:
dualism and monism, atheism and theism, idealism and materialism are all compatible with it. Naturalism
was most influential in the 1930s and '40s, chiefly in the U.S. among philosophers such as F.J.E.
Woodbridge (1867 1940), Morris R. Cohen (1880 1947), John Dewey, Ernest Nagel (1901 85),
Sidney Hook (1902 89), and W.V.O. Quine.

MAJOR LEGAL BASES

The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)

THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make
such educationaccessible to all.
Section 2. The state shall:
1.

Establish, maintain and support a complete, adequate and integrated system of

education relevant to the needs of the people and society;

2.

Establish and maintain s system of free public education in the elementary and
high school levels. Without limiting the natural rights of parents to rear their
children, elementary education is compulsory for all children of school age;

3.

Establish and maintain a system of scholarship grants, student loan programs,

subsidies and other incentives which shall be available to deserving students in
both public and private schools, especially to the underprivileged;

4.

Encourage non- formal, informal and indigenous learning system, as well as

self- learning independent and out-of-school study programs particularly those
that respond to community needs; and

5.

Provide adult citizens, the disabled and out-of-school youth with training in
civics, vocational efficiency and skills.

Section 3.
1.

All educational institutions shall include the study of the Constitution as part of
the curricula.

2.

They shall inculcate patriotism and nationalism, foster love of humanity,

respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge and promote efficiency.

3.

At the option expressed in writing by the parent or guardians, religion shall be

allowed to be taught to their children or wards in the public elementary and high
schools within the regular class hours by instructors designated or approved by
the religious authorities of the religion to which the children or wards belong,
additional cost to the Government.

Section 4.

1.

The state recognizes the complementary roles of the public and private
institutions in the educational system and shall exercise reasonable supervision
and regulation of all educational institutions.

2.

Educational institutions, other than those established by religious groups and

mission boards, shall be allowed solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which is
owned by such citizens. The Congress may, however, require increased Filipino
equity participation in all educational institutions. The control and
administration of educational institutions shall vested in citizens of the
Philippines. No educational institution shall be established exclusively for aliens
and no group of aliens shall comprise more than one third of the enrollment in
any school. The provisions of this subsection shall not apply to schools
established for foreign diplomatic personnel and their dependents and, unless
otherwise provided by law, for other foreign temporary residents.

3.

All revenues and assets of non- stock, non- profit educational institutions used
actually, directly and exclusively for educational purposes shall be exempt from
taxes and duties. Upon the dissolution or cessation of the corporate existence of
such institutions, their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemptions subject to the limitations provided by
law including restrictions on dividends and provisions for reinvestment.

4.

Subject to conditions prescribed by law, all grants endowments, donations or

contributions used actually, directly and exclusively for educational purposes
shall be exempt from tax.

Section 5.

1.

The State shall take into account regional and sectoral needs and conditions and
shall encourage local planning in the development of educational policies and
programs.

2.

Academic freedom shall be enjoyed in all institutions of higher learning.

3.

Every citizen has a right to select a profession or course of study, subject to fair,
reasonable and equitable admission and academic requirements.

4.

The State shall enhance the right of teachers to professional advancement. Nonteaching academic and non-academic personnel shall enjoy the protection of the
State.

5.

The State shall assign the highest budgetary priority to education and 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.

BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT

OF 1982)
This was an act providing for the establishment and maintenance of an integrated
system of education. In accordance with Section 2, this act shall apply to and govern
both formal and non- formal system in public and private schools in all levels of the
entire educational system.
As provided by this Act, the national development goals are as follows:
1.

To achieve and maintain an accelerating rate of economic development and

social progress.

2.

To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and

3.

To achieve and strengthen national unity and consciousness and preserve,

develop and promote desirable cultural, moral and spiritual values in changing
world.

It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socio- economic status, physical and mental conditions,
racial or ethnic origin, political or other affiliation. The State shall therefore promote
and maintain equality of access to education as well as the benefits of education by all
its citizens.

RIGHTS OF STUDENTS IN SCHOOL (Section 9)

1.

The right to receive competent instruction, relevant quality education.

2.

The right to freely choose their field of study subject to the existing curricula
and continue their course up to graduation, except in cases of academic
deficiency or violations of disciplinary regulations.

3.

The right to school guidance and counseling services.

4.

The right to access to his owns school records and the confidentiality of it.

5.

The right to issuance of official certificates, diplomas, transcript of records,

grades, transfer credentials and similar document within thirty days from
request.

6.

The right to publish a student newspaper and invite resource persons during
symposia, assemblies and other activities.

7.

The right to free expression of opinions and suggestions and to effective

channels of communication with appropriate academic and administrative bodies
of the school or institutions.

8.

The right to form or establish, join and participate in organizations and societies
recognized by the school, or to form, join and maintain organizations and
societies for purposes not contrary to law.

9.

The right to be free from involuntary contributions except those approved by

their organizations and societies.

RIGHT OF ALL SCHOOL PERSONNEL (Section 10)

1.

Free expression of opinions and suggestions.

2.

To be provided with free legal service by the appropriate government office in

case of public school personnel and the school authorities concerned in case of
private school personnel, when charged in administrative, civil and/or criminal
proceedings, by parties other than the school authorities concerned, for actions
committed directly in the lawful discharged of professional duties and/or in
defense of school policies.

3.

Establish join, maintain labor organization of their choice to promote their

welfare and defend their interest.

4.

To be free from involuntary contributions except those imposed by their own

organizations.

SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING

OR ACADEMIC STAFF (Section 11)
1.

Right to be free compulsory assignment not related to their duties defined in

their appointment or employment contracts unless compensated thereof.
(additional compensation Sec. 14 R.A. 4670- at least 25% his regular
remuneration)

2.

Right to intellectual property

3.

Teachers are persons in authority when in lawful discharge of duties and

responsibilities shall therefore be accorded due respect and protection
(Commonwealth Act No. 578)

4.

Teachers shall be given opportunity to choose career alternatives for

advancements.

RIGHTS OF ADMINISTRATORS (Section 12)

1.

School administrators shall be deemed persons in authority while in the lawful

discharge of their duties and responsibilities. Shall be accorded due respect
and protection (Commonwealth Act No. 578)

RIGHTS OF SCHOOLS (Section 13)

1.

The right of their governing boards.to adopt and enforce administrative or

management systems.

2.

The right of institutions of higher learning to determine on academic grounds

who shall be admitted to study, who may teach, and who shall be the subjects of
the study and research.

MAINTENANCE OF QUALITY EDUCATION

1.

Voluntary Accreditation (Section 29)

2.

Teachers and Administrators obligations and qualification (Sections 176 and

17)

3.

Government Financial Assistance to Private Schools (Section 41)

OTHER LEGAL BASES

1. Act No. 74
This law was enacted on January 21, 1901 by the Philippine Commission, and
provided:
a. establishment of the Department of Public Instruction headed by the General
superintendent
b. the archipelago was divided into school divisions and districts for effective
management of the school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and TradePCAT now known as Technological University of the Philippines), a school of
Agriculture in Negros, a Normal school in Manila (Philippine Normal School)
(Section 18)
Philippine Normal School, however, was renamed Philippine Normal College (PNC)
by virtue of Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the
PNC was converted to Philippine Normal University as provided by Republic Act No.
7168.
2. Act No. 2706
This was known as the Private School Law, enacted on March 10, 1917 by the
Philippine Legislature, which made obligatory the recognition and inspection of

private schools and colleges by the Secretary of Public Instruction so as to maintain a

standard of efficiency in all private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936
which provided that:
The Secretary of Public Instruction was vested with power to supervise, inspect and
regulate said schools and colleges in order to determine the efficiency of instruction
given in the same.
And all private schools come under the supervision and regulation of the Secretary of
DPI, thus eliminating diploma mills and substandard schools.
3. Commonwealth Act No. 1 (Amended by R.A. 9163)
Known as the National Defense Act passed by the Philippine Assembly on
December 21, 1935, which provided in Section 81 that:
Preparatory Military training shall be given with the youth in the elementary grade
school at the age of ten years and shall extend through the remainder of his schooling
into college or post-secondary education.
By virtue of Presidential Decree 1706, issued by the late President Marcos on August
8, 1980, otherwise known as the National Service Law, Commonwealth Act No. 1
was amended, and required all citizens to render, civic welfare service, law
enforcement service and military service.
4. Commonwealth Act No. 80
This law created the Office of Adult Education on October 26, 1936, so as to eliminate
illiteracy and to give vocational and citizenship training to adult citizens of the
country.
5. Commonwealth Act No. 578

Enacted on June 8, 1940, conferred the status of persons in authority upon the
teachers, professors, and persons charged with the supervision of public or duly
recognized private schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one
day to six years and a fine ranging from 500 to 1, 000 pesos upon any person found
guilty of assault upon those teaching personnel.
6. Commonwealth Act No. 586 (Repealed by R.A. 896)
This is known as Education Act of 1940. It was approved on August 7, 1940 by the
Philippine Assembly.
The law provided for the following:
a. reduction of seven- year elementary course to six- year elementary course.
b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in Grade I.
e. introduction of double- single session- one class in the morning and another in the
afternoon under one teacher to accommodate more children.
7. Commonwealth Act No. 589
This law, approved on August 19, 1940, established a school ritual in all public and
private elementary and secondary schools in the Philippines.
The ritual consists of solemn and patriotic ceremonies that include the singing of the
National Anthem and Patriotic Pledges.
8. Republic Act No. 139 (Repealed by R. A. 8047)

Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all
public schools must only use books that are approved by the Board for a period of six
years from the date of their adoption.
The private schools may use books of their choice, provided the Board of Textbooks
has no objections with those books.
9. Republic Act No. 896
Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it
repealed Commonwealth Act 586 and provided for the following:
a. restoration of Grade VII (but never implemented due to lack of funds)
b. abolition of the double- single session and return to the former practice of only one
c. class under one teacher in the primary and three teachers to two classes or five
teachers to three classes in the intermediate level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon attaining seven years
of age.
10. Republic Act No. 1124 (Repealed by R. A. 7722)
Approved on June 16, 1954, this law created the Board of National Education charged
with the duty of formulating general educational policies and directing the educational
interests of the nation.
However, this Board which was later renamed National Board of Education (P.D. No.
1), was abolished bu virtue of the Creation of the board of Higher Education as
stipulated in Batas Pambansa Blg. 232. The Boards function is now assumed by the
commission on Higher Education or CHED by virtue of Republic Act No. 7722.
11. Republic Act No. 1265 (amended by R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag ceremony
shall be compulsory in all educational institutions. This includes the singing of the
Philippine National Anthem.
12. Republic Act No. 1425
It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all
schools, both public and private, from elementary schools to the universities, the life,
works and writings of Jose Rizal especially the Noli Me Tangere and El
Filibusterismo.
13. Republic Act No. 4670
Known as the Magna Carta for Public School Teachers. This was approved on June
18, 1966 to promote and improve the social and economic status of public school
teachers, their living and working conditions, their employment and career prospects.
It also provided the following:
1.

Recruitment qualifications for teachers

2.

Code of Professional Conduct for Teachers

3.

Teaching hours- 6 hours of classroom teaching (maximum load)

4.

Additional compensation- 25% of the regular remuneration

5.

Health and injury benefits (thru the GSIS)

6.

One year study leave (sabbatical leave) after seven years of continuous
teaching, the teacher should receive 60% of the monthly salary.

7.

One range salary increase upon retirement (basis computing the retirement fee).

8.

Freedom to form organizations.

14. Republic Act No. 1079

Approved on June 15, 1959, it provided that Civil Service eligibility shall be
permanent and shall have no time limit.
15. Republic Act No. 6655
Known as the Free Public Secondary Education Act of 1988, it was approved on
May 26, 1988 and provided for:
a. Free public secondary education to all qualified citizens and promote quality
education at all level.
b. No tuition or other fees shall be collected except fees related to membership in the
school community such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two consecutive years
could no longer avail of their program.

Overview of Learning Theories

Although there are many different approaches to learning, there are three basic types of
learning theory: behaviorist, cognitive constructivist, and social constructivist. This
section provides a brief introduction to each type of learning theory. The theories are
treated in four parts: a short historical introduction, a discussion of the view of
knowledge presupposed by the theory, an account of how the theory treats learning and
student motivation, and finally, an overview of some of the instructional methods
promoted by the theory is presented.
Behaviorism

Cognitive Constructivism

Social Constructivism

View of

Knowledge is a

Knowledge systems of

Knowledge is

knowledge

repertoire of behavioral

cognitive structures are

constructed within

responses to

actively constructed by

social contexts through

environmental stimuli.

learners based on pre-

interactions with a

existing cognitive

knowledge community.

structures.
View of

Passive absorption of a

Active assimilation and

Integration of students

learning

predefined body of

accommodation of new

into a knowledge

knowledge by the

information to existing

community.

learner. Promoted by

cognitive structures.

Collaborative

repetition and positive

Discovery by learners.

assimilation and

reinforcement.

accommodation of new
information.

View of

Extrinsic, involving

Intrinsic; learners set their

Intrinsic and extrinsic.

motivation

positive and negative

own goals and motivate

Learning goals and

reinforcement.

themselves to learn.

motives are determined

both by learners and
extrinsic rewards
provided by the

knowledge community.
Implication

Correct behavioral

The teacher facilitates

Collaborative learning is

s for

responses are

learning by providing an

facilitated and guided by

Teaching

transmitted by the

environment that promotes

the teacher. Group

teacher and absorbed

discovery and

work.

by the students.

assimilation/accommodatio
n.

Trifocalization of Philippine Education System

(Courtesy of Ms. Sheila F. Jabuena, OPSD, CHED)

Prior to 1994, the Department of Education, Culture and Sports (DECS) had the sole responsibility
for policy formulation, planning, budgeting, program implementation and coordination in all levels
of formal and nonformal education in the Philippines. It also supervised all education institutions in
both the public and the private sectors. During the Aquino administration, Congress created an
Education Committee (EDCOM) which recommended the trifocalization of the organizational
structure in the education sector. Under this policy which took effect in 1994/1995, oversight for the
education sector is now provided by three distinct bodies: the DECS for basic education; the
Technical Education and Skills Development Authority (TESDA) for technical and vocational
education and training; and the Commission on Higher Education (CHED) for higher education.

Multiple Intelligences

Howard Gardner of Harvard has identified seven distinct intelligences. This

theory has emerged from recent cognitive research and "documents the
extent to which students possess different kinds of minds and therefore learn,
remember, perform, and understand in different ways," according to Gardner
(1991). According to thistheory, "we are all able to know the world through
language, logical-mathematical analysis, spatial representation, musical
thinking, the use of the body to solve problems or to make things, an
understanding of other individuals, and an understanding of ourselves. Where
individuals differ is in the strength of these intelligences - the so-called profile
of intelligences -and in the ways in which such intelligences are invoked and
combined to carry out different tasks, solve diverse problems, and progress in
various domains."
Gardner says that these differences "challenge an educational system that
assumes that everyone can learn the same materials in the same way and
that a uniform, universal measure suffices to test student learning. Indeed, as
currently constituted, our educational system is heavily biased toward
linguistic modes of instruction and assessment and, to a somewhat lesser
degree, toward logical-quantitative modes as well." Gardner argues that "a
contrasting set of assumptions is more likely to be educationally effective.

Students learn in ways that are identifiably distinctive. The broad spectrum of
students - and perhaps the society as a whole - would be better served if
disciplines could be presented in a numbers of ways and learning could be
assessed through a variety of means." The learning styles are as follows:
Visual-Spatial - think in terms of physical space, as do architects and sailors.
Very aware of their environments. They like to draw, do jigsaw puzzles, read
maps, daydream. They can be taught through drawings, verbal and physical
imagery. Tools include models, graphics, charts, photographs, drawings, 3-D
modeling, video, videoconferencing, television, multimedia, texts with
pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon.
Keen sense of body awareness. They like movement, making things,
touching. They communicate well through body language and be taught
through physical activity, hands-on learning, acting out, role playing. Tools
include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are
also sensitive to sounds in their environments. They may study better with
music in the background. They can be taught by turning lessons into lyrics,
speaking rhythmically, tapping out time. Tools include musical instruments,
music, radio, stereo, CD-ROM, multimedia.
Interpersonal - understanding, interacting with others. These students learn
through interaction. They have many friends, empathy for others, street
smarts. They can be taught through group activities, seminars, dialogues.
Tools include the telephone, audio conferencing, time and attention from the
instructor, video conferencing, writing, computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners
tend to shy away from others. They're in tune with their inner feelings; they
have wisdom, intuition and motivation, as well as a strong will, confidence and
opinions. They can be taught through independent study and introspection.
Tools include books, creative materials, diaries, privacy and time. They are the
most independent of the learners.

Linguistic - using words effectively. These learners have highly developed

auditory skills and often think in words. They like reading, playing word
games, making up poetry or stories. They can be taught by encouraging them
to say and see words, read books together. Tools include computers, games,
multimedia, books, tape recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly
and are able to see and explore patterns and relationships. They like to
experiment, solve puzzles, ask cosmic questions. They can be taught through
logic games, investigations, mysteries. They need to learn and form concepts
before they can deal with details.
At first, it may seem impossible to teach to all learning styles. However, as we
move into using a mix of media or multimedia, it becomes easier. As we
understand learning styles, it becomes apparent why multimedia appeals to
learners and why a mix of media is more effective. It satisfies the many types
of learning preferences that one person may embody or that a class
embodies. A review of the literature shows that a variety of decisions must be
made when choosing media that is appropriate to learning style.
Visuals: Visual media help students acquire concrete concepts, such as
object identification, spatial relationship, or motor skills where words alone are
inefficient.
Printed words: There is disagreement about audio's superiority to print for
affective objectives; several models do not recommend verbal sound if it is not
part of the task to be learned.
Sound: A distinction is drawn between verbal sound and non-verbal sound
such as music. Sound media are necessary to present a stimulus for recall or
sound recognition. Audio narration is recommended for poor readers.
Motion: Models force decisions among still, limited movement, and full
movement visuals. Motion is used to depict human performance so that
learners can copy the movement. Several models assert that motion may be
unnecessary and provides decision aid questions based upon objectives.
Visual media which portray motion are best to show psychomotor or cognitive

domain expectations by showing the skill as a model against which students

can measure their performance.
Color: Decisions on color display are required if an object's color is relevant to
what is being learned.
Realia: Realia are tangible, real objects which are not models and are useful
to teach motor and cognitive skills involving unfamiliar objects. Realia are
appropriate for use with individuals or groups and may be situation based.
Realia may be used to present information realistically but it may be equally
important that the presentation corresponds with the way learner's represent
information internally.
Instructional Setting: Design should cover whether the materials are to be
used in a home or instructional setting and consider the size what is to be
learned. Print instruction should be delivered in an individualized mode which
allows the learner to set the learning pace. The ability to provide corrective
feedback for individual learners is important but any medium can provide
corrective feedback by stating the correct answer to allow comparison of the
two answers.
Learner Characteristics: Most models consider learner characteristics as
media may be differentially effective for different learners. Although research
has had limited success in identifying the media most suitable for types of
learners several models are based on this method.
Reading ability: Pictures facilitate learning for poor readers who benefit more
from speaking than from writing because they understand spoken words; selfdirected good readers can control the pace; and print allows easier review.
Categories of Learning Outcomes: Categories ranged from three to eleven
and most include some or all of Gagne's (1977) learning categories;
intellectual skills, verbal information, motor skills, attitudes, and cognitive
strategies. Several models suggest a procedure which categorizes learning
outcomes, plans instructional events to teach objectives, identifies the type of
stimuli to present events, and media capable of presenting the stimuli.

Events of Instruction: The external events which support internal learning

processes are called events of instruction. The events of instruction are
planned before selecting the media to present it.
Performance: Many models discuss eliciting performance where the student
practices the task which sets the stage for reinforcement. Several models
indicate that the elicited performance should be categorized by type; overt,
covert, motor, verbal, constructed, and select. Media should be selected which
is best able to elicit these responses and the response frequency. One model
advocates a behavioral approach so that media is chosen to elicit responses
for practice. To provide feedback about the student's response, an interactive
medium might be chosen, but any medium can provide feedback. Learner
characteristics such as error proneness and anxiety should influence media
selection.
Testing which traditionally is accomplished through print, may be handled by
electronic media. Media are better able to assess learners' visual skills than
are print media and can be used to assess learner performance in realistic
situations.
from "The Distance Learning Technology Resource Guide," by Carla Lane

LESSON 14.. ACADEMIC FREEDOM IN THE PHILIPPINE

PHILOSOPHY OF EDUCATION

LESSON 14..

ACADEMIC FREEDOM IN THE PHILIPPINE PHILOSOPHY OF EDUCATION

THE PROVISION OF ARTICLE XIV, SECTION 1 OF THE 1987 PHILIPPINE

CONSITITUTION GUARANTEES THE PROTECTION AND PROMOTION OF THE RIGHT OF ALL
CITIZENS TO QUALITY EDUCATION AT ALL LEVELS AND THE TAKING OF APPROPRIATE
STEPS TO MAKE SUCH EDUCATION ACCESIBLE TO ALL. THE DEMOCRATIZATION OF
ACCESS TO QUALITY EDUCATION REFFERED TO IN THIS PROVISION AND THE RIGHT TO
SELECT A PROFESSION IS SUBJECT TO FAIR, REASONABLE, AND EQUITABLE ADMISSION
AND ACADEMIC REQUIREMENTS. ARTICLE XIV, SECTION 5 NO. (2) PROVIDES; ACADEMIC
FREEDOM SHALL ENJOYED IN ALL INSTITUTION OF HIGHER LEARNING ACADEMIC
FREEDOM IN INSTITUTIONS OF HIGHER LEARNING GIVES THE INSTITUTIONS THE RIGHT
TO DETERMINE WHOM TO ADMIT AND TO SET STANDARDS OF ADMISSION.

DIFFERENT

VIEWS

ON

ACADEMIC

FREEDOM

OF

AUTHORITIES

AND

PROFESSIONAL ORGANIZATIONS ARE PRESENTED IN THIS MODULE FOR ANALYSIS AND

COMPARISON. THE VIEWS WILL GUIDE THE LEARNERS IN EVALUATING THE APPLICATION
AND/OR ABSENCE OF ACADEMIC FREEDOM IN THE UNIVERSITY.