Question & AnswerQ&A (Republic Act No. 10533)
The short title of Republic Act No. 10533 is the 'Enhanced Basic Education Act of 2013'.
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. The policy ensures every graduate of basic education is empowered with lifelong learning foundations, work competence, ability to coexist, critical thinking skills, and capacity to transform themselves and others.
'Basic education' refers to education intended to meet basic learning needs, providing the foundation for subsequent learning. It includes kindergarten, elementary, and secondary education, as well as alternative learning systems for out-of-school learners and those with special needs.
The Enhanced Basic Education Program includes at least one year of kindergarten, six years of elementary education, and six years of secondary education (four years junior high school and two years senior high school). Kindergarten is for children aged at least five, elementary starting typically at six years old, and junior and senior high school typically at 12 and 16 years old, respectively.
Instruction, teaching materials, and assessment for kindergarten and the first three years of elementary education shall be in the regional or native language of the learners. A mother language transition program shall be formulated from Grade 4 to 6 to gradually introduce Filipino and English languages, which will eventually become the primary languages of instruction at the secondary level.
The curriculum shall be learner-centered, inclusive, developmentally appropriate, relevant, responsive, research-based, culture-sensitive, contextualized, global, and use constructivist, inquiry-based, reflective, collaborative, and integrative pedagogical approaches. It shall also adhere to Mother Tongue-Based Multilingual Education, use a spiral progression approach, and be flexible to allow localization and indigenization.
The Curriculum Consultative Committee, chaired by the DepED Secretary, oversees the review and evaluation of the basic education curriculum implementation and may recommend necessary refinements. Members include representatives from CHED, TESDA, DOLE, PRC, DOST, and business chambers such as the IT-BPO industry association.
The DepED and CHED shall conduct in-service training for current teachers, provide additional training for new teachers, and implement professional development workshops for school leaders to enhance skills related to the K to 12 curriculum. Training is continuous and involves partnerships with government, academe, industry, and NGOs.
Graduates in fields like science, mathematics, statistics, engineering, music, and technical-vocational courses can be hired to teach specialized subjects, provided they pass the LET within five years or have the necessary TESDA certification and training. Part-time teachers with expertise may also be hired. Faculty of higher education institutions may teach secondary students in their specialties.
The DepED, CHED, and TESDA shall formulate strategies covering infrastructure, manpower, organizational needs, bridging models for grade 10 competencies, and partnerships to support the transition from the 10-year to the K to 12 program. Selected schools may implement senior high school models for data gathering. The transition period will be defined in the implementing rules and regulations.
The Committee oversees, monitors, and evaluates the implementation of the Enhanced Basic Education Act. It is composed of five members each from the Senate and the House of Representatives, including Chairs of the Education, Arts and Culture, and Finance Committees of both Houses, with at least two opposition members per House.
By the end of School Year 2014-2015, DepED shall conduct a review and submit a midterm report to Congress regarding implementation status of the K to 12 program, addressing shortages in teachers, classrooms, textbooks, seats, toilets, and other facilities. It shall include metrics like participation rate, retention rate, National Achievement Test results, completion rate, teacher welfare, funding adequacy, and facility availability.