What Is The Main Aim Of Basic Education
Teaching in basic education The aim of basic education is to teach skills and knowledge that are important in life and to secure a foundation of equal education for everyone. Further aims are to support students’ humanistic growth and their growth as ethically responsible members of society, and to promote education and equality in society.

Basic education consists of general education lasting nine years. It is free and affords everyone the same eligibility for further studies. Basic education in Finland is prescribed by law, in the Basic Education Act and Decree. The aims and contents of teaching are defined in the national curriculum basics.

Basic education teachers are either classroom teachers or subject teachers. Special needs teaching and guidance counselling are provided by special needs teachers, special needs classroom teachers and guidance counsellors. Basic education schools may also have preschool groups.
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What is the main aim of basic education in the Philippines?

Aims/ Objectives of Philippine Education – The general characteristics and purposes of education in any particular society is best understood in the historical context. Even during the prehistoric times, man was determined to acquire knowledge and skills needed for survival in rather inhospitable environment.

As he developed more wants, he learned to adapt to his environment and conquer the forces of nature to conform to his biddings. Modern man’s search for more knowledge has transcended the knowledge for survival; now man searches for more wealth, more power, and more prestige. The aims and objectives of education vary from one country to another.

Historically, the school, as part of the society’s superstructure, is the established institution to transmit and maintain its traditional culture. The primary goals is education is to socialized the young along society’s beliefs, values, social norms, skills and knowledge for the preservation of the existing social order.

  1. It cannot be otherwise; for throughout history, the school has been used as an ideological apparatus to legitimize and support the dominant minority group or class.
  2. Under the present global dispensation, the school is the ideological tool of the capitalists, the minority elite class, and the small group in the upper echelons of the military hierarchy.

The school has always been used for the benefit of the groups that hold power. In the Philippines, the aims and objectives of education vary from one historical epoch to another. During the pre-Spanish period, education was through apprenticeship, imitation and rituals (ceremonials).

The aim of informal education carried on by the family and the community’s witchdoctors, shamans, or priests was to train the youth develop the knowledge and skills for survival and for their adult roles in the community. Many scholars believed that a system of syllabic writing, the Alibata and Sanskrito, had existed before the coming of the Spaniards.

One of the aims of education then was to develop literate members of the community. The Spanish and American colonizers influenced greatly the objectives of Philippine education. During the Spanish regime, the aim of education was the Hispanization of the Filipinos and the propagation of the Christian religion.

  1. The objectives of education during the American colonial period shifted to the institution of popular education, liberal democracy, training for citizenship and eventual self-governance of the Filipinos.
  2. English was imposed as the medium of instruction.
  3. During the short-lived Japanese regime and Japanese-sponsored puppet government, the aim of Philippine education was the transmission of Japanese culture and ideology under their vision of East-Asia Co-prosperity Sphere.

While Niponggo was taught in school, Filipino and the vernacular were used as the medium of instruction. The aims/objectives of education during the regimes of the various colonial warlords were clearly the reflections and representatives of the ideologies and cultures of these foreign colonial masters.

In the 1935 Constitution of the Philippines up to the 1977 Constitution before its revision in 1986, the aims/objectives of Philippine education is “to develop moral character, personal discipline, civic-consciousness, love of country, vocational efficiency and to teach the duties of citizenship.” Article XIV, Sec.3 Sub.

par. (2) of the New Philippine Constitution states the following Constitutional aims of education: “All educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the 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 vocational efficiency.” Furthermore, Section 5, sub-paragraph (5) states: “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 fulfilment.” This constitutional provision is hardly applied.

  • The foreign debt servicing and the military continue to receive the highest budgetary allocation.
  • Unless the people who run the reigns of government manifest the political will to apply this constitutional provision, our dream of quality teachers and quality education for the Filipino youth will remain an elusive illusion.

Unless and until our teachers are adequately remunerated and not overburdened by non-teaching tasks, job dissatisfaction and frustrations shall continue to hamper teacher’s motivation and productivity. : Importance Of Education In The Philippines
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What is the goal of basic education according to RA 9155?


Short Title. – This Act shall be known as the “Governance of Basic Education Act of 2001.” SEC.2. Declaration of Policy. – It is hereby declared the policy of the State to protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing all Filipino children a free and compulsory education in the elementary level and free education in the high school level.

Such education shall also include alternative learning systems for out-of-school youth and adult learners. It shall be the goal of basic education to provide them with the skills, knowledge and values they need to become caring, self- reliant, productive and patriotic citizens.

The school shall be the heart of the formal education system. It is where children learn. Schools shall have a single aim of providing the best possible basic education for all learners. Governance of basic education shall begin at the national level. It is at the regions, divisions, schools and learning centers — herein referred to as the field offices — where the policy and principle for the governance of basic education shall be translated into programs, projects and services developed, adapted and offered to fit local needs.

The State shall encourage local initiatives for improving the quality of basic education. The State shall ensure that the values, needs and aspirations of a school community are reflected in the program of education for the children, out-of-school youth and adult learners.

Schools and learning centers shall be empowered to make decisions on what is best for the learners they serve. SEC.3. Purposes and Objectives. – The purposes and objectives of this Act are: (a) To provide the framework for the governance of basic education which shall set the general directions for educational policies and standards and establish authority, accountability and responsibility for achieving higher learning outcomes; (b) To define the roles and responsibilities of, and provide resources to, the field offices which shall implement educational programs, projects and services in communities they serve; (c) To make schools and learning centers the most important vehicle for the teaching and learning of national values and for developing in the Filipino learners love of country and pride in its rich heritage; (d) To ensure that schools and learning centers receive the kind of focused attention they deserve and that educational programs, projects and services take into account the interests of all members of the community; (e) To enable the schools and learning centers to reflect the values of the community by allowing teachers/learning facilitators and other staff to have the flexibility to serve the needs of all learners; (f) To encourage local initiatives for the improvement of schools and learning centers and to provide the means by which these improvements may be achieved and sustained; and (g) To establish schools and learning centers as facilities where schoolchildren are able to learn a range of core competencies prescribed for elementary and high school education programs or where the out-of-school youth and adult learners are provided alternative learning programs and receive accreditation for at least the equivalent of a high school education.

Sec.4. Definition of Terms. – For purposes of this Act, the terms or phrases used shall mean or be understood as follows: (a) Alternative Learning System – is a parallel learning system to provide a viable alternative to the existing formal education instruction.

It encompasses both the non-formal and informal sources of knowledge and skills; (b) Basic Education – is the education intended to meet basic learning needs which lays the foundation on which subsequent learning can be based. It encompasses early childhood, elementary and high school education as well as alternative learning systems for out-of-school youth and adult learners and includes education for those with special needs; (c) Cluster of Schools – is a group of schools which are geographically contiguous and brought together to improve the learning outcomes; (d) Formal Education – is the systematic and deliberate process of hierarchically structured and sequential learning corresponding to the general concept of elementary and secondary level of schooling.

At the end of each level, the learner needs a certification in order to enter or advance to the next level; (e) Informal Education – is a lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes and insights from daily experiences at home, at work, at play and from life itself; (f) Integrated Schools – is a school that offers a complete basic education in one school site and has unified instructional programs; (g) Learner – is any individual seeking basic literacy skills and functional life skills or support services for the improvement of the quality of his/her life; (h) Learning Center – is a physical space to house learning resources and facilities of a learning program for out-of-school youth and adults.

It is a venue for face-to-face learning activities and other learning opportunities for community development and improvement of the people’s quality of life; (i) Learning Facilitator – is the key-learning support person who is responsible for supervising/facilitating the learning process and activities of the learner; (j) Non-Formal Education – is any organized, systematic educational activity carried outside the framework of the formal system to provide selected types of learning to a segment of the population; (k) Quality Education – is the appropriateness, relevance and excellence of the education given to meet the needs and aspirations of an individual and society; (l) School – is an educational institution, private and public, undertaking educational operation with a specific age-group of pupils or students pursuing defined studies at defined levels, receiving instruction from teachers, usually located in a building or a group of buildings in a particular physical or cyber site; and (m) School Head – is a person responsible for the administrative and instructional supervision of the school or cluster of schools.

CHAPTER 1 Governance of Basic Education Sec.5. Principles of Shared Governance. – (a) Shared governance is a principle which recognizes that every unit in the education bureaucracy has a particular role, task and responsibility inherent in the office and for which it is principally accountable for outcomes; (b) The process of democratic consultation shall be observed in the decision-making process at appropriate levels.

Feedback mechanisms shall be established to ensure coordination and open communication of the central office with the regional, division and school levels; (c) The principles of accountability and transparency shall be operationalized in the performance of functions and responsibilities at all levels; and (d) The communication channels of field offices shall be strengthened to facilitate flow of information and expand linkages with other government agencies, local government units and nongovernmental organizations for effective governance; Sec.6.

Governance, – The Department of Education, Culture and Sports shall henceforth be called the Department of Education. It shall be vested with authority, accountability and responsibility for ensuring access to, promoting equity in, and improving the quality of basic education.

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Arts, culture and sports shall be as provided for in Sections 8 and 9 hereof. Sec.7. Powers, Duties and Functions. – The Secretary of the Department of Education shall exercise overall authority and supervision over the operations of the Department.A. National Level In addition to his/her powers under existing laws, the Secretary of Education shall have authority, accountability and responsibility for the following: (1) Formulating national educational policies; (2) Formulating a national basic education plan; (3) Promulgating national educational standards; (4) Monitoring and assessing national learning outcomes; (5) Undertaking national educational research and studies; (6) Enhancing the employment status, professional competence, welfare and working conditions of all personnel of the Department; and (7) Enhancing the total development of learners through local and national programs and/or projects.

The Secretary of Education shall be assisted by not more than four (4) undersecretaries and not more than four (4) assistant secretaries whose assignments, duties and responsibilities shall be governed by law. There shall be at least one undersecretary and one assistant secretary who shall be career executive service officers chosen from among the staff of the Department.B.

  1. Regional Level There shall be as many regional offices as may be provided by law.
  2. Each regional office shall have a director, an assistant director and an office staff for program promotion and support, planning, administrative and fiscal services.
  3. Consistent with the national educational policies, plans and standards, the regional director shall have authority, accountability and responsibility for the following: (1) Defining a regional educational policy framework which reflects the values, needs and expectations of the communities they serve; (2) Developing a regional basic education plan; (3) Developing regional educational standards with a view towards benchmarking for international competitiveness; (4) Monitoring, evaluating and assessing regional learning outcomes; (5) Undertaking research projects and developing and managing regionwide projects which may be funded through official development assistance and/or other funding agencies; (6) Ensuring strict compliance with prescribed national criteria for the recruitment, selection and training of all staff in the region and divisions; (7) Formulating, in coordination with the regional development council, the budget to support the regional educational plan which shall take into account the educational plans of the divisions and districts; (8) Determining the organization component of the divisions and districts and approving the proposed staffing pattern of all employees in the divisions and districts; (9) Hiring, placing and evaluating all employees in the regional office, except for the position of assistant director; (10) Evaluating all schools division superintendents and assistant division superintendents in the region; (11) Planning and managing the effective and efficient use of all personnel, physical and fiscal resources of the regional office, including professional staff development; (12) Managing the database and management information system of the region; (13) Approving the establishment of public and private elementary and high schools and learning centers; and (14) Performing such other functions as may be assigned by proper authorities.C.

Division Level A division shall consist of a province or a city which shall have a schools division superintendent, at least one assistant schools division superintendent and an office staff for programs promotion, planning, administrative, fiscal, legal, ancillary and other support services.

Consistent with the national educational policies, plans and standards, the schools division superintendents shall have authority, accountability and responsibility for the following: (1) Developing and implementing division education development plans; (2) Planning and managing the effective and efficient use of all personnel, physical and fiscal resources of the division, including professional staff development; (3) Hiring, placing and evaluating all division supervisors and schools district supervisors as well as all employees in the division, both teaching and non-teaching personnel, including school heads, except for the assistant division superintendent; (4) Monitoring the utilization of funds provided by the national government and the local government units to the schools and learning centers; (5) Ensuring compliance of quality standards for basic education programs and for this purpose strengthening the role of division supervisors as subject area specialists; (6) Promoting awareness of and adherence by all schools and learning centers to accreditation standards prescribed by the Secretary of Education; (7) Supervising the operations of all public and private elementary, secondary and integrated schools, and learning centers; and (8) Performing such other functions as may be assigned by proper authorities.D.

Schools District Level Upon the recommendation of the schools division superintendents, the regional director may establish additional schools district within a schools division. Schools districts already existing at the time of the passage of this law shall be maintained.

A schools district shall have a schools district supervisor and an office staff for program promotion. The schools district supervisor shall be responsible for: (1) Providing professional and instructional advice and support to the school heads and teachers/facilitators of schools and learning centers in the district or cluster thereof; (2) Curricula supervision; and (3) Performing such other functions as may be assigned by proper authorities.E.

School Level There shall be a school head for all public elementary schools and public high schools or a cluster thereof. The establishment of integrated schools from existing public elementary and public high schools shall be encouraged. The school head, who may be assisted by an assistant school head, shall be both an instructional leader and administrative manager.

The school head shall form a team with the school teachers/learning facilitators for delivery of quality educational programs, projects and services. A core of non-teaching staff shall handle the school’s administrative, fiscal and auxiliary services. Consistent with the national educational policies, plans and standards, the school heads shall have authority, accountability and responsibility for the following: (1) Setting the mission, vision, goals and objectives of the school; (2) Creating an environment within the school that is conducive to teaching and learning; (3) Implementing the school curriculum and being accountable for higher learning outcomes; (4) Developing the school education program and school improvement plan; (5) Offering educational programs, projects and services which provide equitable opportunities for all learners in the community; (6) Introducing new and innovative modes of instruction to achieve higher learning outcomes; (7) Administering and managing all personnel, physical and fiscal resources of the school; (8) Recommending the staffing complement of the school based on its needs; (9) Encouraging staff development; (10) Establishing school and community networks and encouraging the active participation of teachers organizations, non-academic personnel of public schools, and parents-teachers-community associations; (11) Accepting donations, gifts, bequests and grants for the purpose of upgrading teachers’/learning facilitators’ competencies, improving and expanding school facilities and providing instructional materials and equipment.

Such donations or grants must be reported to the appropriate district supervisors and division superintendents; and (12) Performing such other functions as may be assigned by proper authorities. The Secretary of Education shall create a promotions board, at the appropriate levels, which shall formulate and implement a system of promotion for schools division supervisors, schools district supervisors, and school heads.

  1. Promotion of school heads shall be based on educational qualification, merit and performance rather than on the number of teachers/learning facilitators and learners in the school.
  2. The qualifications, salary grade, status of employment and welfare and benefits of school heads shall be the same for public elementary, secondary and integrated schools.

No appointment to the positions of regional directors, assistant regional directors, schools division superintendents and assistant schools division superintendents shall be made unless the appointee is a career executive service officer who preferably shall have risen from the ranks.

CHAPTER 2 Transfer of Cultural Agencies Sec.8. Cultural Agencies. – The Komisyon ng Wikang Pilipino, National Historical Institute, Record Management and Archives Office and the National Library shall now be administratively attached to the National Commission for Culture and the Arts (NCCA) and no longer with the Department of Education.

The program for school arts and culture shall remain part of the school curriculum. CHAPTER 3 Abolition of the Bureau of Physical Education and School Sports Sec.9. Abolition of BPESS. – All functions, programs and activities of the Department of Education related to sports competition shall be transferred to the Philippine Sports Commission (PSC).

The program for school sports and physical fitness shall remain part of the basic education curriculum. The Bureau of Physical Education and School Sports (BPESS) is hereby abolished. The personnel of the BPESS, presently detailed with the PSC, are hereby transferred to the PSC without loss of rank, including the plantilla positions they occupy.

All other BPESS personnel shall be retained by the Department. CHAPTER 4 Support and Assistance of Other Government Agencies Sec.10. The Secretary of Education and the Secretary of Budget and Management shall, within ninety (90) days from the approval of this Act, jointly promulgate the guidelines on the allocation, distribution and utilization of resources provided by the national government for the field offices, taking into consideration the uniqueness of the working conditions of the teaching service.

The Secretary of the Department of Education shall ensure that resources appropriated for the field offices are adequate and that resources for school personnel, school desks and textbooks and other instructional materials intended are allocated directly and released immediately by the Department of Budget and Management to said offices.

Sec.11. The Secretary of the Department of Education, subject to civil service laws and regulations, shall issue appropriate personnel policy rules and regulations that will best meet the requirements of the teaching profession taking into consideration the uniqueness of the working conditions of the teaching service.

Sec.12. The Commission on Audit, in the issuance of audit rules and regulations that will govern the utilization of all resources as well as the liquidation, recording and reporting thereof, shall take into account the different characteristics and distinct features of the department’s field offices, its organizational set-up as well as the nature of the operations of schools and learning centers.

CHAPTER 5 Final Provisions Sec.13. Governance in the ARMM. – The Regional Education Secretary for the Autonomous Region in Muslim Mindanao (ARMM) shall exercise similar governance authority over the divisions, districts, schools and learning centers in the region as may be provided in the Organic Act without prejudice to the provisions of Republic Act No.9054, entitled “An Act to Strengthen and Expand the Organic Act for the Autonomous Region in Muslim Mindanao, Amending for the Purpose Republic Act No.6734, entitled ‘An Act Providing for the Autonomous Region in Muslim Mindanao, as amended.'” Sec.14.

Rules and Regulations. – The Secretary of Education shall promulgate the implementing rules and regulations within ninety (90) days after the approval of this Act: Provided, That, the Secretary of Education shall fully implement the principle of shared governance within two (2) years after the approval of this Act.

Sec.15. Separability Clause. – If for any reason, any portion or provision of this Act shall be declared unconstitutional, other parts or provisions hereof which are not affected thereby shall continue to be in full force and effect. Sec.16. Repealing Clause.

  1. All laws, decrees, executive orders, rules and regulations, part or parts thereof, inconsistent with the provisions of this Act, are hereby repealed or modified accordingly. Sec.17.
  2. Effectivity Clause.
  3. This Act shall take effect fifteen (15) days following its publication in at least two (2) newspapers of general circulation.
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Lapsed into law on August 11, 2001 without the President’s signature, pursuant to Sec.27(1), Article VI of the Constitution.
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What is basic education answer?

Noun. (in India) education in which all teaching is correlated with the learning of a craft.
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Why is it called basic education?

Basic education is related to the basic needs and interest of the education for the development of a child. The aim of Gandhiji’s basic education was to educate the students on crafts which would enable them to solve the problems of their livelihood and at the same time develop qualities of good citizenship.
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What are the aims of K to 12 basic education?

SKILL COMPETENCY IN THE GLOBAL JOB MARKET – The K to 12 system aims to improve Filipino students’ skills in mathematics, science, and linguistics to further exhibit competence in the global job market. With the new curriculum, the Department of Education promises to offer higher quality education through the strands.
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What is the focus of basic education curriculum?

To: Undersecretaries Assistant Secretaries Heads of Bureau/Centers/Offices Regional Directors Schools Division Superintendents Public Elementary and Secondary School Principals/Head Teachers/TICs Public School Teachers 1. The Department of Education is implementing this school opening the 2002 Basic Education Curriculum (BEC).2.

It is the product of 16 years of study conducted under the various DepEd secretaries (Lourdes Quisumbing, Isidro Cariño, and Bro. Andrew Gonzalez). Starting 1995, intensive consultations were held with various stakeholders – the schools, parents, students, business, trade and industry, NGOs and the people in the Education Department who administer the education system on ground level.3.

Almost immediately after assuming the post, the undersigned continued the consultations starting March 2001. The DepEd people consulted included experts, public and private school teachers, the 16 regional directors, 145 superintendents, at least 20,000 principals, and representative teachers of the different subject areas in different and year levels.4.

  • The Philippine Commission on Educational Reforms (PCER), created on Dec.7, 1998 through Executive Order No.46, recommended the adoption of the restructured BEC and its implementation starting 2002.5.
  • The BEC focuses on the basics of reading, writing, arithmetic, science and patriotism.
  • Values is integral to all the subject areas.

Students can then be ready for lifelong learning. It seeks to cure the inability of students who cannot read with comprehension at grade 3 and worse, at grade 6.6. The BEC decongests the overcrowded curriculum.7. Integrative and interactive teaching-learning approaches are stressed.

  1. These are characterized by group learning and sharing of knowledge and experiences between teachers, between teachers and students and among students.
  2. For instance, under the old curriculum, English teachers prepared lesson plans for English and values teachers prepared for values education.
  3. Under the BEC, the English and Values Education teachers work together on their lesson plans.8.

High school math shifts from the spiral system which introduced all math subjects in every level to the linear, sequential approach where only Elementary Algebra is taught in 1 st year, Intermediate Algebra in the 2 nd year and Geometry in 3 rd year.9.

From only 1,418 participants when the training started in March 2002, some 491,000 public and private school teachers have been trained as of May 20. Another 1,500 teacher trainers were trained on HS math and they led the school-based trainings of Math teachers.10. Textbooks for the revised curriculum, worth some P1.4 billion, have been delivered, or are in the process of being distributed, to the different schools nationwide.

Although the budget allocated textbook funds only for Grades 1 to IV and for 1 st and 2 nd year high school, the DepEd will be able to provide textbooks for Grade 1 to IV and for 1 st to 3 rd year high school. This resulted from the substantial savings that DepEd was able to effect through its transparent approach in procuring school supplies and equipment.11.

Many lesson plans to be used by the teachers have been prepared and produced. From 3 to 15 of June, there were additional training and preparation of lesson plans. Each H.S. math teacher will get lesson plans.12. All 16 regional directors have submitted the names of teachers trained, the teachers feedback after each training session, the training designs used by the regions, the training kit given to the teachers and the weekly monitoring reports on the number of teachers trained.13.

The adoption of the BEC is optional for private schools. Although more than 50% of private schools have joined.14. No teachers were lose his/her job. In fact, DepEd has hired 15,000 more teachers.15. The NETRC, the BEE and BSE, with the assistance of NEAP, will conduct a quarterly evaluation of the revised curriculum.

  1. School principals and supervisors were continuously monitor its implementation in their respective schools and divisions.16.
  2. Curriculum development is a dynamic process, and thus the restructured curriculum will continue to develop.
  3. Through school year 2002-2003, the BEC implementation will be monitored, improved and fine-tuned.

Selected prototype lesson plans will be distributed.17. The BEC has received broad-based support from top educators and other authorities. Public school teachers, principals, superintendents and the regional directors have manifested support for the BEC.
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What is the purpose of including the basic education in RA 10533?

REPUBLIC ACT NO.10533 – IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC EDUCATION ACT OF 2013 Republic of the Philippines CONGRESS OF THE PHILIPPINES Metro Manila Fifteenth Congress Third Regular Session Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.


Short Title. This Act shall be known as the “Enhanced Basic Education Act of 2013”, ςrαlαω Section 2. Declaration of Policy. The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall: chanroblesvirtualawlibrary (a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards; cralawlibrary (b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and (c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.

Section 3. Basic Education. Basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning systems for out-of-school learners and those with special needs.

Section 4. Enhanced Basic Education Program. The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I. Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.

  • Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners.
  • For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners.

The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level.

  • For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most.
  • This includes Filipino sign language used by individuals with pertinent disabilities.

The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place. Section 5. Curriculum Development. The DepED shall formulate the design and details of the enhanced basic education curriculum.

It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the parents-teachers associations and the chambers of commerce on matters affecting the concerned stakeholders.

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The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum: chanroblesvirtualawlibrary (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; cralawlibrary (b) The curriculum shall be relevant, responsive and research-based; cralawlibrary (c) The curriculum shall be culture-sensitive; cralawlibrary (d) The curriculum shall be contextualized and global; cralawlibrary (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; cralawlibrary (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available; cralawlibrary (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and (h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts.

The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units. Section 6. Curriculum Consultative Committee. There shall be created a curriculum consultative committee chaired by the DepED Secretary or his/her duly authorized representative and with members composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as the Information Technology Business Process Outsourcing (IT-BPO) industry association.

The consultative committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to the DepED the formulation of necessary refinements in the curriculum. Section 7. Teacher Education and Training. To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs, as specified: chanroblesvirtualawlibrary (a) In-service Training on Content and Pedagogy Current DepED teachers shall be retrained to meet the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training. (b) Training of New Teachers. New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum.

  • Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards for new teachers.
  • Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. Superintendents, principals, subject area coordinators and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic, administrative and community leaders.

  • Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school year to ensure constant upgrading of teacher skills.
  • Section 8.
  • Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty.

Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No.7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994, the DepED and private education institutions shall hire, as may be relevant to the particular subject: chanroblesvirtualawlibrary (a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education.

Qualified LET applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required; cralawlibrary (b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be administered by the DepED or higher education institutions (HEIs) at the expense of the DepED; cralawlibrary (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty; cralawlibrary (d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only.

For this purpose, the DepED, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts. Section 9. Career Guidance and Counselling Advocacy. To properly guide the students in choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students.

Notwithstanding the provisions of Section 27 of Republic Act No.9258, otherwise known as the “Guidance and Counselling Act of 2004, career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepED.

Section 10. Expansion of E-GASTPE Beneficiaries. The benefits accorded by Republic Act No.8545, or the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be extended to qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the programs under Republic Act No.8545, and other financial arrangements formulated by the DepED and the Department of Budget and Management (DBM) based on the principles of public-private partnership.

Section 11. Appropriations. The Secretary of Education shall include in the Department’s program the operationalization of the enhanced basic education program, the initial funding of which shall be charged against the current appropriations of the DepED.

  • Thereafter, the amount necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act.
  • Section 12.
  • Transitory Provisions.
  • The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle.

The strategies may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities.

  1. Modeling for senior high school may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan.
  2. To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources.

Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected.

  • The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the transition period.
  • For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRK).
  • Section 13.
  • Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program).

There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the implementation of this Act. The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses.

The membership of the Committee for every House shall have at least two (2) opposition or minority members. Section 14. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepED shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.

The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts.

  • Section 15.
  • Commitment to International Benchmarks.
  • The DepED shall endeavor to increase the per capita spending on education towards the immediate attainment of international benchmarks.
  • Section 16.
  • Implementing Rules and Regulations.
  • Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act.

Section 17. Separability Clause. If any provision of this Act is held invalid or unconstitutional, the same shall not affect the validity and effectivity of the other provisions hereof. Section 18. Repealing Clause. Pertinent provisions of Batas Pambansa Blg.232 or the “Education Act of 1982, Republic Act No.9155 or the “Governance of Basic Education.

  • Act of 2001, Republic Act No.9258, Republic Act No.7836, and all other laws, decrees, executive orders and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly.
  • Section 19.
  • Effectivity Clause.
  • This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of general circulation.

cralaw Approved: chanroblesvirtuallawlibrary

(Sgd.) JUAN PONCE ENRILE President of the Senate (Sgd.) FELICIANO BELMONTE JR. Speaker of the House of Representatives

This Act which is a consolidation of Senate Bill No.3286 and House Bill No.6643 was finally passed by the Senate and the House of Representatives on January 30, 2013.

(Sgd.) EDWIN B. BELLEN Acting Senate Secretary (Sgd.) MARILYN B. BARUA-YAP Secretary General House of Representatives

Approved: May 15, 2013 (Sgd.) BENIGNO S. AQUINO III President of the Philippines
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