QuestionsQuestions (Republic Act No. 10533)
RA 10533 is the “Enhanced Basic Education Act of 2013.” It aims to enhance the Philippine basic education system by strengthening the curriculum, increasing the number of years for basic education (K to 12), appropriating funds for it, and providing for other related purposes.
Basic education is intended to meet basic learning needs that serve as the foundation for later learning. It encompasses kindergarten, elementary, and secondary education, as well as alternative learning systems for out-of-school learners and those with special needs.
It includes at least one (1) year of kindergarten, six (6) years of elementary, and six (6) years of secondary education. Secondary includes four (4) years of Junior High School (JHS) and two (2) years of Senior High School (SHS).
Kindergarten is one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I. Elementary typically starts at six (6) years old.
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.
DepED shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English are gradually introduced as languages of instruction until these two become the primary languages of instruction at the secondary level.
The curriculum must be learner-centered, inclusive, developmentally appropriate; relevant, responsive, and research-based; culture-sensitive; contextualized and global; use constructivist, inquiry-based, reflective, collaborative, and integrative approaches; adhere to MTB-MLE; use spiral progression; and allow flexibility for schools to localize/indigenize/enhance content based on educational and social context.
DepED formulates the enhanced basic education curriculum and works with CHED to craft harmonized basic and tertiary curricula for global competitiveness. DepED coordinates with CHED and TESDA to ensure college readiness and avoid remedial and duplication of basic education subjects.
RA 10533 creates a curriculum consultative committee chaired by the DepED Secretary (or duly authorized representative), with members including representatives from CHED, TESDA, DOLE, PRC, DOST, and a business chamber such as the IT-BPO industry association. It oversees review/evaluation of curriculum implementation and may recommend refinements.
DepED and CHED must conduct training in three areas: (1) in-service training for current teachers to meet K to 12 content and performance standards (with access for private institutions); (2) training for new teachers so their skills match the new curriculum standards and TEIs meet quality standards; and (3) training/workshops for school leadership (superintendents, principals, subject coordinators, instructional leaders).
For subjects with shortages in qualified LET applicants, RA 10533 allows hiring graduates in relevant specialized courses. They must pass the LET within five (5) years after hiring (unless willing to teach part-time, in which case LET is no longer required).
Technical-vocational graduates may teach specialized subjects in secondary education if they have the necessary TESDA certification and undergo appropriate in-service training administered by DepED or HEIs at DepED’s expense.
DepED, in coordination with DOLE, TESDA, and CHED, may conduct career advocacy activities. Despite Section 27 of RA 9258, unregistered/unlicensed counsellors may conduct career and employment guidance activities in the secondary school where they are employed, provided they undergo a DepED-developed or accredited training program.
The committee oversees, monitors, and evaluates implementation of the Act. It has five (5) members from the Senate and five (5) from the House, including the chairs of the Education, Arts and Culture, and Finance committees of both Houses. Each House must include at least two (2) opposition/minority members.
By end of School Year 2014–2015, DepED must review and submit a midterm report to Congress on K to 12 implementation in closing shortages: teachers, classrooms, textbooks, seats, toilets, and other shortages. It must also include key metrics on access and quality: participation rate, retention rate, National Achievement Test results, completion rate, teachers’ welfare/training profiles, adequacy of funding requirements, and other learning facilities (e.g., computer/science labs, libraries/library hubs, sports/music/arts).
Implementing rules must be promulgated within ninety (90) days after effectivity by the DepED Secretary, CHED Chairperson, and TESDA Director-General. The Act takes effect fifteen (15) days after publication in the Official Gazette or in two (2) newspapers of general circulation.