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CHAPTER II
REVIEW OF LITERATURE
Introduction

The review of the literature for this study focuses on education and its role in shaping the
future of students in K to 12 Curriculum in response to global competitiveness particularly in
ASEAN Economic Community by 2015. The literature will also discuss issues about job market,
job mismatch, competitiveness and marketability or employability.

At this pace of this changing society and economy a lot of actions should take place.
They have to face a lot of challenges especially educators who are being asked to do more with
less due to rapidly evolving technologies and ongoing shifts in global economy and demography.
A successful education system will need to be of paramount importance if a multicultural society
to succeed and prosper in the future. Education is a gateway to a better job and greater earning
potential. One key to understanding this issue is an appreciation of the overall landscape
education and training.

THE ROLE OF EDUCATION

Connelly. (2013) cited that schools have always played a vital role in ensuring that
students have the skills needed for the job or career they have chosen. The key function of
education is to fully prepare students for life after schooling preparation for the world of work is
a necessary and vital part of that equation. As our society and economy continues to evolve, it
may be time to rethink how public education aids students in choosing career and education
pathways. Additionally, due to the present economic and social changes our government is
dealing with, it is imperative that we think more deeply about the future of those students who
will enter the workforce immediately after high school.

How can we ensure that education is the right one for the times? Different skill sets
will be required for the future. The next generation will need to be entrepreneurial, willing to
take risks and be multicultural. Lynch(2013).
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THE CURRICULUM AS RESPONSE TO GLOBAL COMPETITIVENESS

The K to 12 Basic Education Program

Waugh 2013 cited, high standard of living, is an important part of culture and values. The
education system has a significant and direct impact on the quality of our workforce our
economic productivity and ultimately, our ability to prosper as businesses, as people, and as a
nation rely on our public schools to provide highly skilled and educated talent. K to 12 is a
solution to create opportunities that will help all children from the time they enter the classroom
to when they join the workforce McCleary. (2012)

K12 (k twelve) is a designed curriculum for the sum of primary and secondary
education. It is used in the United States, Canada, Turkey, Philippines, and Australia. (K) for 4-
to 6-year-olds through twelfth grade (12) for 7- to 19-year-olds, It is a free education from
Kindergarten to Senior High School in the countries mentioned respectively. Wikipedia (2008)

Republic Act K to 12 which is known as Enhanced Basic Education Act of 2013or K

to 12 Basic Education Program Law states that the 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 ones self. (Legal Basis)

The K to 12 Curriculum
The academic year 2016-2017 is a big turning point in Philippine Education system since
a vast makeover will happen. The new curriculum which is known as K to 12 Enhanced Basic
Education Curriculum, under the newly signed K to 12 Basic Education Program Law Senior
High School (SHS) will officially be implemented nationwide starting with Grade 11 in SY
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2016-2017 and Grade 12 in SY 2017-2018. The additional 2 years Senior High School is a
specialized upper-secondary education composed of a common Core Curriculum and Tracks.
There are 8 core curricula or learning areas that include Language, Humanities, Communication,
Mathematics, Philosophy, Science, Social Science and Physical Education and Health and 4
tracks which include (1) Academic, (2) Technical-Vocational-Livelihood, and (3) Sports and Arts
(4) General Education or Liberal Arts. Each track will have strands, which is also known as
specializations within a track.

The 8 core curricula have 17 core subjects while the 4 tracks have 16 track subjects or a
total of 33 subjects for SHSC of which each subject will entail 80 hours of classes per semester
for the four semesters involved in Grades 11 and 12 or a total of 2,640 hours to complete the
Senior High School level.

IMPLEMENTATION
Implementation is an interaction between those who have created the programme
and those who are charged to deliver it. According to Ornstein and Hunkins, and those
who are charged to deliver it. According to Ornstein and Hunkins, several of these efforts
have failed. According to Sarason (1990), the main reason for the failure is the lack of
understanding of the culture of the school Successful implementation of curriculum
requires understanding the power relationships, the traditions, the roles and
responsibilities of individuals in the school system. Implementors (whether they be
teachers, principals, district education officers) should be well-versed with the contents of
the curriculum.
education officers) should be well-versed with the contents of the curriculum. benefits of
the innovation.As stated by Fullan and Pomfret (1977); "effective implementation of
innovations requires time, personal interaction and contacts
in-service training and other forms of people-based support" (p.391). Curriculum
implementation requires winning people over and it takes time. Teachers need to feel
appreciated and their efforts recognised. Some may argue that they should be given
financial rewards but there is evidence to suggest that external motivation contributes
minimally to the venture. Individuals contribute their best talents when they are internally
motivated and derive a good feeling from
best talents when they are internally motivated and derive a good feeling from curriculum
implementation process is the teacher. With their knowledge experience and
competencies, teachers are central to any curriculum improvement on, there is no denying
that teachers influence students' learning. Better on, there is no denying that teachers
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influence students' learning. Better practice of teaching and are responsible for
introducing the curriculum in the classroom. The key to getting teachers committed to an
innovation is to enhance their knowledge of the programme. This means teachers need be
trained and workshops have to be organised for professional development. Unfortunately,
in any curriculum implementation process not all teachers will have the benefit of such
exposure. There are just too many teachers and insufficient funds to go around. The most
common approach is to have one-day workshops given by experts with the lecture
method being the dominant pedagogical strategy. Among the many extrinsic factors
identified that may impede curriculum change are adequacy of resources, time, school
ethos and professional support. The intrinsic factors are; professional knowledge,
professional adequacy and professional interest and motivation. (see Table 7.1).Hence,
professional development of teachers is as an important factor contributing to the success
of curriculum implementation. To what extent have teacher education programmes
required prospective teachers to study curriculum development? Some view teachers as
technicians and as such do not include curriculum development in their teacher education
programmes.Certainly an adequate teacher education programme should include
curriculum development (both the theory and the work of curriculum development) if
teaching is to be a profession and if educational opportunities for learners are really to be
improved.Below are some topics to be addressed in designing professional development
opportunities for teachers who are implementing a new programme. Programme
philosophy: It is important for teachers to understand both the philosophy behind the
programme as well as how the new programme may impact students, parents,
administrators and other stakeholders. Content: Teachers may find the curriculum
introduces content with which they are unfamiliar, which they have not taught in a while,
or is familiar but presented in an unfamiliar way. For example, using a problem-solving
approach rather than a topical approach. Factors Description Adequacy of
resourcesAdequacy of equipment, facilities and general resources required for
implementing a new of the new curriculum. e.g. teachers need enough time to develop
their own understanding of the subject they are required to teach. School ethosOverall
school beliefs towards the new curriculum. Status of the curriculum as viewed by staff,
administrators and community. e.g. school administration recognises the importance of
the subject in the overall school curriculum. Professional

Curriculum is the larger blueprint, the broad guidelines & areas/topics of study, the broad
objectives, longer time-span.
A teacher 'interprets', plans, & 'executes' the curriculum on a day-to-day basis.
The 'theory' is put into 'practice'.
Objectives & goals become 'actionable', achievable, objectified & assessable.
Lesson plans are drawn up for the purpose.
Time lines are 'fixed' - from annual to term/semester to daily.
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Resources are generated or sourced or created.

Teaching & learning aids, activities, projects are identified.
Instructional strategies are determined.
Assessment & evaluation tools, techniques & methods are determined & implemented.

Hope this helps you get started

All the very best :-)

Add : A curriculum is broad-based. Only the teacher knows the demographics, diversity &
abilities of her students. It is s/he who has to "customize" it in order to cater to individual needs
& requirements of the class. S/he is the one who can determine/choose which method of
instruction would be best suited to the class so as to achieve the larger curricular objectives.
A travel analogy would be : (curricular) Goal : To reach a certain destination by year-end.
Teacher now has to decide which road(s)/route(s) to take, which mode of transport(s) would be
best, what supplies to take, how to deal with emergencies & contingencies, how to reach the
destination in the quickest possible time, how much distance should be covered each day, how to
make the journey as interesting & enlightening as possible, & so on & so forth.

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effort. Regardless of which philosophical

belief the education system is based

Implementation

Teachers must implement the curriculum in their own classrooms, sticking to the plan that has
taken so much time, careful planning and effort to create. When a teacher fails to properly
implement a strong curriculum, she risks not covering standards or failing to implement effective
practices in the classroom. That does not mean a teacher cannot make minor changes. In fact, a
strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized
components or choose from among a selection of activities.

Reflection

Reflecting on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in
multiple ways, such as keeping a journal as they implement the curriculum, giving students
surveys and reviewing the results or analyzing assessment data and individual student
performance. Not only can reflection serve to improve a specific curriculum, it may guide the
creation of new curriculum.

The Role of Teachers

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The term learning experience is not the same as the content with which a course
deals nor the activities performed by the teacher. The term learning experience
refers to the interaction between the learner and the external conditions in the
environment to which he/she can react. Learning takes place through the active
behavior of the student. (p. 63)

Tyler argues that the teachers problem is to select learning experiences that will
foster active involvement in the learning process in order to accomplish the expected
learning outcomes. Tyler outlined five general principles in selecting learning
experiences:

1. The learning experience must give students the opportunity to practice the desired
behavior. If the objective is to develop problem-solving skills, the students should
have ample opportunity to solve problems.
2. The learning experience must give the students satisfaction. Students need satisfying
experiences to develop and maintain interest in learning; unsatisfying experiences
hinder their learning.
3. The learning experience must fit the students needs and abilities. This infers that
the teacher must begin where the student is ability-wise and that prior knowledge is
the starting point for new knowledge.
4. Multiple learning experiences can achieve the same objective. There are many ways
of learning the same thing. A wide range of experiences is more effective for learning
than a limited range.
5. The learning experience should accomplish several learning outcomes. While
students are acquiring knowledge of one subject or concept, they are able to integrate
SCHOOLING
4_____________________________________________________________________________
________

that knowledge in several related fields and satisfy more than one objective (Tyler,
1949).
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Returning to the objectives of the biological science course, I will now illustrate
several learning experiences that will help the high school science teacher achieve the
first behavioral objective.

Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences
(HESS); and Science, Technology, Engineering, Mathematics (STEM).

One interesting part of the program is the students immersion, which may include earn-
while-you-learn opportunities, this will provide them relevant exposure and actual experience in
their chosen track.

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL

CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a
National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in
Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she passes
the competency-based assessment of the Technical Education and Skills Development Authority
(TESDA). NC I and NC II improves employability of graduates in fields like Agriculture,
Electronics, and Trade.

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY 2012-2013, there are 33 public high schools, public technical-vocational high
schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a
Research and Design (R&D) program to simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered by
these schools are based on students interests, community needs, and their respective capacities.

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO

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Luistro said during a talk that after going through Kindergarten, the enhanced Elementary
and Junior High curriculum, and a specialized Senior High program, every K to 12 graduate will
be ready to go into different paths may it be further education, employment, or
entrepreneurship. Every graduate will be equipped with information, media and technology
skills, learning and innovation skills, effective communication skills, and life and career skills.

This law is very important to the study as a backbone of this research. The researcher will
be guided by means of this K to 12 Toolkit.

Challenges in Facing K to 12
Angara in his speech explained that it is necessary that we should add two years for basic
education program, so that Philippines will not remain as one among the three countries in the
UNESCO with less than 12 years of education--the others being Angola and Djibouti. To
improve the quality of workmanship and employment status we need to upgrade our BEC so as
qualified professionals will not be treated like second-rate workers.

Angara cited that today, education and training are being judged based on global
standards. We might have good universities but this is not enough since institutionally and as a
country, we are looked down upon by the world education leaders," he moaned. We should
prepare not only for K-12 but as well as ASEAN 2015 based on AEC or also known as ASEAN
Economic Community.

Angara said that "We must face the fact that our current educational system is
dysfunctional. Some of the reasons are: (1) physical deficiency or chronic shortages in
classrooms seats, books, even in hygiene facilities, as well as qualified teachers. (2) undertrained
proffesionals (3) Job mismatch between the academic programs being offered and the market
demand.

The former UP president explained that even our country's top universities still struggle
to compete with educational institutions in our neighboring countries.
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Career education
Career education helps a student make informed decisions in developing a career. Instead
of focusing on academic subjects, a student learns the tools of an occupation through hands-on
training. Career education is accomplished through a variety of programs, such as adult
education and employment training, mentoring programs and community education Career
education helps a person develop the knowledge and skills they need to choose and pursue a
career path.

Balana(2013) in her research pointed out that one of the most and major important steps
is landing an appropriate job is having a planned course choice/career path in pursuing a degree.
A student must plan first on what course to take as he goes on or continue his study before
entering tertiary level. There are many things to consider before an individual arrives in a
conclusion on what path to take. Foremost is what future he wants to get for himself. His Special
skills and stock knowledge gained during their secondary level of education.

Importance of Career Education and Technical/Vocational Training Programs

There are many benefits that career education can offer to the students. This has been
recognized over the last decade or so as various ministries of education have introduced
mandatory career education courses and/or re-examined their approaches to technical training
programs. This is a welcome development.

K to 12 responses 2 to Career Education and Technical/Vocational Training Programs

By examining the role of career education K to 12 programs is the answer as a response
to skills shortage and high youth unemployment, it is important to understand the role public
education can play in guiding students choices. In study of Cook (2013) he cited that from an
economic perspective, countries with a greater proportion of students in vocational education at
secondary school tend to have lower youth unemployment.

While this connection should not be overstated, it is important to note that student
engagement is an important aspect of education. Their future plans and career matters most. In
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order to facilitate engagement, education programs must be accessible to students of varying

abilities and aptitudes, particularly for those who do not see themselves attending university.

These programs must be supported by clear pathways to work. In some provinces and
school boards, technical programs, specifically those delivering Technical Vocational Education
and training (TVET), are closely aligned with labor market demands and in STEM (science,
technology, engineering, mathematics) fields and high demand career paths. This approach can
create options for students that lead to entry-level jobs, higher education degrees, and advanced
career paths.

CAREER CHOICE
Career selection is one of many imperative choices students will make in determining
future plans and success. This decision will shape them and serve as their path walk throughout
their lives. The essence of who the student is will revolve around what the student wants to do
with their life-long work and career. Basavage (1996,) in her thesis probed What is it that
influences children one way or another? Over the schools front door at Rindge School of
Technical Arts is the saying, Work is one of our greatest blessings. Everyone should have an
honest occupation (Rosenstock & Steinberg, cited in OBrien, 1996, p.3). This is how we can
view history and its importance. Each individual has his own history that shapes out present and
future lives. That history created, in part by the students environment, personality, and
opportunity, it will determine how students make career choices. It then follows that how the
student perceives their environment, personality, and opportunity also will determine the career
choices students make.

Edwards (2011) cited that career choice is a complex decision for students since it
determines the kind of profession that they intend to pursue in life. Students should make career
choice while in secondary school, so they will be able to face problem of matching their career
choices with their abilities and school performance.

Since the career process is ever evolving, it is important for students to learn just what
their opportunities are, capitalize on them, and then move on. When it comes to predicting costs
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versus benefits of education, this is where students can make a mistake in either overestimating
or under estimating their economic situations. Students should not confine themselves to just one
opportunity, nor should they stop trying if the one possible opportunity dries up. If opportunity is
not present they have to make their own opportunities or move on.

Factors in Career Choice

The first factor in career choice is environment it influence the career students choose.
For example, students who have lived on an island may choose a career dealing with the water,
or they may choose to leave the island behind, never to have anything to do with water again.
Maybe someone in the students life has made a significant impact or impression, leading to a
definite career choice. Parents educational background may influence student views on whether
or not to continue their education. Basavage (1996, p.1) Someone they saw on television may
have influenced the student, or parents may have demanded that they

In the study of Perez regarding Factors Affecting Career Preferences indicated that
gender, area of residence, school attended, attitude , self-employment, prestige, employment
security, financial support, career specialization, career flexibility, personal interests, availability
of job, apply, advancement, knowledge and lastly learning experiences are among the top resons
in choosing their career.

Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994)
emphasizes cognitive-person variables that enable people to influence their own career
development, as well as extra-person (e.g., contextual) variables that enhance or constrain
personal agency.

MARKETABILITY/ EMPLOYAB ILITY

Employability is a difficult concept to define succinctly and comprehensively. As Hillage
and Pollard (1998) state, it is a term used in a variety of contexts with a range of meanings and
can lack clarity and precision as an operational concept. This literature review is an attempt to
draw together the concepts of employability in relation Education. This is a rapidly growing area
for publication and this literature review cannot hope to comprehensively cover all publications,
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but it aims to put the main issues into context. Students attends school to find better job
opportunity or employment.

Most of the studies on employability have been rooted in higher education; few or none
have really paid attention to secondary school employability. Yet, education providers are
expected to respond to employability imperative at all levels (McGrath, n.d.). This study fills the
gap in focusing attention on employability skills at the junior high school level. Education at this
level is intended to produce graduates with all-round development (NERDC, 2008), however, a
lot is still left to be desired. According to Imaginative Mind (2013). Despite teacher and student
effort over recent years, a shocking 17% of teenagers are leaving school functionally illiterate
and unable to cope with the challenges of everyday life.

Based on a recent report from UNESCO's Institute for Statistics more than 57 million
children are denied the right to basic education. Nigeria tops the list with 10.5 million out-of-
school children. The top five countries are: Nigeria (10.5 million); Pakistan (5.1 million);
Ethiopia (2.4 million); India (2.3 million) and the Philippines (1.5 million). This huge number of
out of school youth will loose their chance to be employed or be able to find a better job
oppurtunities. Dixons (2013) warned that schools may be failing in their responsibility of
teaching life- and work-related skills and leaving youths unemployed or stagnated in careers.
Employability skills are even more needful in developing countries where secondary school
students drop-out rate is high and the prospect for further education is slim.

Graduate employability is centrally located in the changing relationship between

education and the labour market. The development of mass education has intersected with the
shift towards a so-called knowledge-driven or post-industrial economy (Drucker, 1993; Amin,
1994). The notion of employability challenges traditional concepts of education and raises the
question of what the point of curriculum is; subject knowledge and understanding, or learning
how to learn. Some academics feel that this agenda is too driven by government policy and
employers, rather than the academy, and this can lead to unrest amongst academics who are
expected to teach employability skills and attributes in the classroom. De la Harpe et al. (2000)
suggest that there is concern worldwide that existing undergraduate programmers are not
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producing graduates with the kind of lifelong learning skills and professional skills which they
need in order to be successful in their careers. In a study of Lee (2002) he emphasized the
importance of education for employability focusing on the development of key skills and the
importance of work experience. This literature review will look in turn at first, the employability
agenda, second, curriculum developments and academic perspectives, third, employability
attributes reflective learning, work experience, team work, and forth, Employability
Performance Indicators and Employers needs.

Hirschi (2010) mention in a Journal of Career Assessment that many of the strengths and
abilities of graduates are "marketable." This means that they are of value to employers. The
marketable skills can be applied to specific jobs. Employers will want you to have both job-
specific skills and the right disposition and interpersonal skills to adapt to the workplace. Job-
specific skills might include: carpentry, sewing, electrical wiring and bookkeeping. General skills
could include getting along with others, being a team player, managing time, respecting diversity,
organizing work, and problem-solving.

The Following shows and example of Key Marketable Skills and Ways You Can Develop
them
When you do the following: You build marketable skills in:
Participate in sports, clubs and other group Leadership and team work
activities
Participate in group presentations in class Listening, organization, public speaking
or at club or community meetings and processing information
Attend class, club, or community meetings Time management, organization, follow-
on assignment; meet deadlines for turning through, dependability and
in work responsibility
Cooperate with others on team efforts and Adaptability, flexibility, and teamwork
respect the different cultures and opinions
of those with whom you work
Write letters and reports; solve everyday Critical thinking, writing and problem
problems at home, in school or at work solving

Other Skills
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Writing Organizing Projects

Public Speaking Researching
Planning Training Others
Computer Skills Decision-making
Budgeting Negotiating
Managing People Problem Solving
Leading

EMPLOYABILITY SKILLS

Curriculum is very essential to human development. Farkas (1993) indicated that

curriculum update must be a continuing process, with educators remaining up-to-date with the
changes and leading the changes. According to Purcell (1993), when writing curriculum, changes
that have taken place in the past should be considered as well as changes that are likely to
happen. According to Brand III (2005),

One certainty is that continuous efforts must be made to revise and update curriculum to
ensure it is meeting student needs in the ever-changing workforce. The message from these
studies is that educators should reassess their curriculum to ensure that their curriculum is
adequately developing students necessary employability skills (Purcell, 1993; Walo, 2000).
Reflecting on the above assertions, it can be argued that curriculum should be reviewed
periodically to keep up with changes and trends, in order not to be passing old and outdated
knowledge and irrelevant competencies onto the students (Farkas, 1993; Purcell, 1993; Walo,
2000). Several studies (Miranda, 1999; Dittman, 1993) indicate that most existing hospitality
programs are still focused towards producing technically oriented students with marginal
attention given to management or employability skills for entry-level positions with little or no
emphasis on upper-level management skills.

Breiter and Clements (1996) indicated that human resources skills, conceptual skills and
planning skills would be the key focus of future curricula. Pavesic (1991) also contended that
customer service skills, communication skills, analytical skills and problem solving skills are the
essential element of in every curriculum. He indicated that employers usually train their
employees on the necessary technical skills.
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Breiter and Clements (1996) and Pavesic (1991) emphasized the importance of upper-
level leadership skills such as human resources skills, conceptual skills, communication skills,
analytical skills, problem solving skills and planning skills as the key focus of future curricula.
They contended that these skills are more important than technical skills, which are usually
acquired through specific organizational training at various places of employment. Similarly,
literatures that encouraged the development of employability skills indicated that leadership
skills, critical thinking skills, communication skills, problem solving skills, creative and flexible-
thinking, and human resources management skills are necessary for career success (Gustin, 2001;
Kay & Russette, 2000; Moscardo, 1997; Tas et al., 1996). The importance of leadership skills
cannot be over emphasized among the employability skills, according to Mumford, Scott,
Gaddis, and Strange (2002) leadership, at least certain types of leadership, is apparently related
to creativity and innovation in realworld setting. They also contended the influence tactics
used by leaders apparently affect peoples willingness to engage in, and the likely success of,
creative ventures (p.707). Robinson (2006) identified 67 employability skills that were
perceived important by educators, employers and employees in entry-level positions for
employment success

Martin et al. (2008) however identified and based their study on 14 employability skills:
communication, team-working, problem-solving, literacy, numeracy, general information
technology (IT), timekeeping, business awareness, customer-care, personal presentation,
enthusiasm/commitment, enterprising, vocational job-seeking and advanced vocational job-
specific skills. Careers and Employability Centre, Loughborough University (n.d.) described
employability skills as the professional competency sought after by employers which their
students are helped to develop alongside subject/discipline. These skills include analytical and
problem-solving skills, numeracy, confidence, time management, team working, communication
skills, information technology, and monitoring skills. Similarly, the Placement and Careers
Centre of Brunel University London (n.d.) identified 9 employability skills: communication, self-
reliance, organization, initiative and enterprise, commercial awareness, problem-solving, team
work and leadership, time management, and customer services. According to Learner (2012),
eight nationally agreed employability skills in Australia are: communication; planning and
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organizing; teamwork, problem solving; self-management; initiative and enterprise; technology;

and learning. The Victorian Certificate of Education (VCE) Chemistry students were provided
opportunities to develop the skills. Helping students develop employability skills is vital for
coping with todays economic realities. Researchers, employers and education providers are
devising strategies to promote development of soft, transferable or employability skills.
McGrath (n.d.) asserts that students employability skills will improve by maintaining a working
relationship/interaction between schools and employers, understanding of industrial realities,
work placement for staff and students, as well as adapting new approach to teaching and learning
that highlights core skills and attitudes, job seeking skills and a repackaged set of technical and
occupational skills. According to Learner (2012), students may develop employability skills
through learning activities. The opportunity to engage in a range of learning activities, both co-
and extra-curricular activities contribute to students employability. Employability is enhanced
when students actively engage in a range of learning activities (including personal development
planning), and when the connection of these activities with employability is made clear to them
(The Higher Education Academic, 2006).

ASEAN INTEGRATION in 2015 and its IMPLICATIONS on LABOR

When ASEAN turned 30 years old in 1997, the ASEAN leaders adopted the ASEAN Vision
2020, and largely agreed to create a
deeper partnership amongst member nations. By 2003, the idea of an ASEAN Community
(probably patterned after the European
Union model) was established.

The ASEAN Community is comprised of three pillars, namely:

Political-Security Community;
Economic Community; and
ASEAN Socio-Cultural Community.

The AEC (ASEAN Economic Community) is the realization of the end goal of economic
integration as espoused in the
Page 18 of 46

Vision 2020, which is based on a convergence of interests of ASEAN Member Countries

to deepen and broaden economic integration through existing and new initiatives with clear
timelines. In establishing the AEC, ASEAN shall act in accordance to the principles of an open,
outward-looking, inclusive, and market-driven economy consistent with multilateral rules as well
as adherence to rules-based systems for effective compliance and implementation of economic
commitments. In 2013 Valente reported that by 2015, the 10 nations that make up the
Association of Southeast Asian Nations envisions an ASEAN Economic Community will
establish a highly competitive single market and production through the integration of their
economies.

Single Market and Production Base

An ASEAN single market and production base shall comprise five core elements: (i) free
flow of goods; (ii) free flow of services; (iii) free flow of investment; (iv) freer flow of capital;
and (v) free flow of skilled labour. In addition, the single market and production base also
include two important components, namely, the priority integration sectors, and food, agriculture
and forestry.

The impact AEC will primarily be on skilled labor since it is one of our main craft.
Basilio said, citing that it is reciprocal which means that our country will also allow service
providers from other ASEAN countries to send their skilled workers to the Philippines in the
course of rendering a contracted for service. Filipinos have an advantage in terms of the number
of skilled workers who are able to speak English and lower wages than some ASEAN countries,
it is more likely that there will be a net outflow in our favor, Basilio explained. However this
doesnt mean that it will prevent ASEAN service providers from hiring Filipinos to perform
services not only in the Philippines, but in other ASEAN countries as well.

Basilio says To cope up with this major change in Economy it is even more important to
have mutual recognition of professional standards and that our curriculum are in consonance
with ASEAN-wide requirements.
Page 19 of 46

The ASEAN region is a huge market; it is home to many emerging markets, Abad said,
citing that there would be even more economic opportunities, but the Philippine government still
has a lot to do. For our country to properly gear up for ASEAN 2015, the government must
continue a structural transformation of the economy to make it more investment and industry-led,
he said.
The free entry of goods and services across economic borders can only mean more economic
opportunities for countries in the region and therefore more opportunities for employment and
livelihood, Abad said. The challenge for us in preparation for this new regime is to sharpen our
competitiveness and facilitate the ease of doing business in our jurisdiction, he added.

Industrial internships are an important part of the Rowan Engineering Programs.

These internships are designed with industrial partners to provide the optimum learning

Republic Act No. 10533

S. No. 3286
H. No. 6643
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.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF
YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR
OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:

SECTION 1. Short Title. This Act shall be known as the Enhanced Basic Education Act of
2013.
Page 20 of 46

SEC. 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 ones 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:

(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;

(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.

SEC. 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.

SEC. 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.
Page 21 of 46

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.

SEC. 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.

The DepED shall adhere to the following standards and principles in developing the enhanced
basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

Page 22 of 46

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;

(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;

(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.

SEC. 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.

SEC. 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:

(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
Page 23 of 46

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.

SEC. 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:

(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;

(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;

(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 Bachelors
degree, and must have satisfactorily served as a full-time HEI faculty;

(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
Page 24 of 46

coordination with the appropriate government agencies, shall determine the necessary
qualification standards in hiring these experts.

SEC. 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.

SEC. 10. Expansion of E-GASTPE Beneficiaries. The benefits accorded by 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.

SEC. 11. Appropriations. The Secretary of Education shall include in the Departments
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.

SEC. 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. Modeling for senior high
school may be implemented in selected schools to simulate the transition process and provide
concrete data for the transition plan.

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 latters human and physical resources. Moreover, the DepED, the CHED,
Page 25 of 46

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 (IRR). SEC. 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.

SEC. 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.

SEC. 15. Commitment to International Benchmarks. The DepED shall endeavor to increase
the per capita spending on education towards the immediate attainment of international
benchmarks.

SEC. 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.

SEC. 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.

SEC. 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.
Page 26 of 46

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.

SEC. 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.

IMPLEMENTING RULES AND REGULATIONS

OF THE ENHANCED BASIC EDUCATION ACT OF 2013

Pursuant to Section 16 of Republic Act No. 10533, entitled An Act Enhancing the Philippine
Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for
Basic Education, Appropriating Funds Therefor and for Other Purposes, otherwise known as
the Enhanced Basic Education Act of 2013, approved on May 15, 2013, and which took effect
on June 8, 2013, the Department of Education (DepEd), the Commission on Higher Education
(CHED), and the Technical Education and Skills Development Authority (TESDA), hereby issue
the following rules and regulations to implement the provisions of the Act.

RULE I. GENERAL PROVISIONS

Section 1. Title. These rules and regulations shall be referred to as the Implementing Rules and
Regulations (IRR) of the Enhanced Basic Education Act of 2013 (Republic Act No. 10533).

Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all public
and private basic educational institutions and learning centers. This IRR shall also apply to
Higher Education Institutions (HEIs), Technical-Vocational Institutions (TVIs), duly recognized
organizations acting as Teacher Education Institutions (TEIs), and foundations.

Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration of
Policy found in Section 2 of the Act.

Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be
understood as follows:

(a) Act refers to Republic Act No. 10533, entitled An Act Enhancing the Philippine Basic
Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic
Education, Appropriating Funds Therefor and for Other Purposes, otherwise known as the
Enhanced Basic Education Act of 2013.
Page 27 of 46

(b) Learning Center refers to 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
peoples quality of life. This may also be referred to as Community Learning Center
authorized or recognized by the DepEd.

(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.

(d) Mother Language or First Language (L1) refers to the 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.

(e) Non-DepEd Public School refers to a public school offering basic education operated by an
agency of the national government other than the DepEd, or by a local government unit.

Section 5. Basic Education. Pursuant to Section 3 of the Act, 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 under Section 8 of this
IRR.

Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to
Section 4 of the Act, 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. The enhanced basic education program may
likewise be delivered through the alternative learning system.

Kindergarten Education is the first stage of compulsory and mandatory formal education
which consists of one (1) year of preparatory education for children at least five (5) years old as a
prerequisite for Grade 1.

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.
Page 28 of 46

The DepEd may allow private educational institutions flexibility in adopting the program
provided that they comply with the DepEd-prescribed minimum standards consistent with the
Act.

Section 7. Compulsory Basic Education. It shall be compulsory for every parent or guardian or
other persons having custody of a child to enroll such child in basic education, irrespective of
learning delivery modes and systems, until its completion, as provided for by existing laws, rules
and regulations.

Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of the Act,

inclusiveness of enhanced basic education shall mean the implementation of programs designed
to address the physical, intellectual, psychosocial, and cultural needs of learners, which shall
include, but shall not be limited to, the following:

8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for
the gifted and talented learners in all levels of basic education.

8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs
designed for learners with disabilities which may be home-, school-, center- or community-
based.

8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah
curriculum prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos,
for Muslim learners in public and private schools.

8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports
education initiatives undertaken through formal, non-formal, and informal modalities with
emphasis on any of, but not limited to, the key areas of: Indigenous Knowledge Systems and
Practices and community history; indigenous languages; Indigenous Learning System (ILS) and
community life cycle-based curriculum and assessment; educational goals, aspirations, and
competencies specific to the Indigenous Cultural Community (ICC); engagement of elders and
other community members in the teaching-learning process, assessment, and management of the
initiative, recognition and continuing practice of the communitys ILS; and the rights and
responsibilities of ICCs.

8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and
responsive programs for learners under difficult circumstances, such as, but not limited to:
geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement, or
disasters; child abuse and child labor practices.

Section 9. Acceleration. Acceleration of learners in public and private basic educational

institutions shall be allowed, consistent with DepEd rules and regulations.
Page 29 of 46

RULE II. CURRICULUM

Section 10. Basic Education Curriculum Development. In the development of the Basic
Education Curriculum, the DepEd shall be guided by the following:

10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate the
design and details of the enhanced basic education curriculum. The DepEd shall work with the
CHED and TESDA to craft harmonized basic, tertiary, and technical-vocational education
curricula for Filipino graduates to be locally and globally competitive.

10.2. Standards and Principles. The DepEd shall adhere to the following standards and
principles, when appropriate, in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be gender- and culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;

(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 know proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available. For this purpose,
MTB-MLE refers to formal or non-formal education in which the learners mother tongue and
additional languages are used in the classroom;

(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.

10.3. Production and Development of Materials. The production and development of locally
produced teaching and learning materials shall be encouraged. The approval of these materials
shall be devolved to the regional and division education unit in accordance with national policies
and standards.
Page 30 of 46

10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and 5 of the Act, basic
education shall be delivered in languages understood by the learners as language plays a strategic
role in shaping the formative years of learners.

The curriculum shall develop proficiency in Filipino and English, provided that the first and
dominant language of the learners shall serve as the fundamental language of education. For
Kindergarten and the first three years of elementary education, instruction, teaching materials,
and assessment shall be in the regional or native language of the learners. The DepEd shall
formulate a mother language transition program from the mother/first language to the subsequent
languages of the curriculum that is appropriate to the language capacity and needs of learners
from Grade 4 to Grade 6. 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.

10.5. Stakeholder Participation. To achieve an enhanced and responsive 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), private and public schools
associations, national student organizations, national teacher organizations, parents-teachers
associations, chambers of commerce and other industry associations, on matters affecting the
concerned stakeholders.

Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act, a

Curriculum Consultative Committee shall be created, to be 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, TESDA, DOLE, PRC, the Department of Science and
Technology (DOST), and a representative from business chambers such as the Information
Technology Business Process Outsourcing (IT-BPO) industry association. The Consultative
Committee shall oversee the review and evaluation of the implementation of the enhanced basic
education curriculum and may recommend to the DepEd the formulation of necessary
refinements in the curriculum.

RULE III. TEACHER QUALIFICATIONS, TRAINING AND CONTINUING

PROFESSIONAL DEVELOPMENT

Section 12. Teacher Education and Training. To ensure that the enhanced basic education
program meets the demand for quality teachers and school leaders, the DepEd, CHED, and
TESDA shall conduct teacher education and training programs, in collaboration with relevant
partners in government, academe, industry, and non-governmental organizations. Such
professional development programs shall be initiated, conducted and evaluated regularly
Page 31 of 46

throughout the year to ensure constant upgrading of teacher skills. Teacher education and
training programs shall include, but shall not be limited to:

12.1. In-service Training on Content and Pedagogy. DepEd teachers who will implement the
enhanced basic education curriculum but have not undergone pre-service education that is
aligned with the enhanced basic education curriculum shall be trained to meet the content and
performance standards of the enhanced basic education curriculum.

The DepEd shall ensure that private educational institutions shall be given the opportunity to
avail of such training.

12.2. Training of New Teachers. New graduates of the Teacher Education curriculum not
aligned with the enhanced basic education curriculum shall undergo additional training, upon
hiring, to upgrade their competencies and skills to the content and performance 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 TEIs will meet
the necessary quality standards for new teachers. Duly recognized organizations acting as TEIs,
in coordination with the DepEd, CHED, and other relevant stakeholders, shall ensure that the
curriculum of these organizations meets the necessary quality standards for trained teachers.

For purposes of this subparagraph, the term duly recognized organizations acting as TEIs
refers to organizations, other than schools or HEIs, contracted out by the DepEd during the
transition and for a fixed period, to provide teacher training for purposes of retooling the
graduates of the Teacher Education curriculum, and only in such areas where there is a shortage
of trained teachers.

12.3. 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 roles as academic, administrative, and community leaders.

12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional

Managers, Mobile Teachers, and Learning Facilitators. ALS coordinators, instructional
managers, mobile teachers, and learning facilitators shall likewise undergo workshops and
training to enhance their skills on their roles as academic, administrative, and community
leaders.

Section 13. Hiring of Other Teachers. 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 educational institutions shall hire, as may be relevant to the
particular subject:
Page 32 of 46

13.1. Graduates of science, mathematics, statistics, engineering, music and other degree courses
needed to teach in their specialized subjects in elementary and secondary education with
shortages in qualified applicants who have passed the Licensure Examination for Teachers
(LET). They 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 in basic education on part-time
basis, the provisions of LET shall no longer be required.

The term foundations, as used in this section, refers to non-stock, non-profit organizations,
which are not operating as educational institutions, contracted out by the DepEd for a fixed
period, to provide volunteers to teach in basic education in areas where there is a shortage of
qualified teachers. The DepEd shall issue the guidelines and procedures for selection and
eligibility of these organizations.

13.2. 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
TESDA; Provided, further, That they undergo appropriate in-service training to be administered
by the DepEd or HEIs at the expense of the DepEd. The DepEd shall provide administrative
support to private educational institutions for the in-service training of their teachers on the
enhanced basic education curriculum.

13.3. Faculty of HEIs to teach in their general education or subject specialties in secondary
education; Provided, That the faculty must be a holder of a relevant Bachelors degree, and must
have satisfactorily served as a full-time HEI faculty;

13.4. The DepEd and private educational institutions may hire practitioners, with expertise in the
specialized learning areas offered by the enhanced 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.

RULE IV. PRIVATE EDUCATIONAL INSTITUTIONS

Section 14. Reasonable Supervision and Regulation. As a matter of policy laid down in Article
XIV, Section 5(1) of the 1987 Philippine Constitution, the State recognizes the complementary
roles of public and private institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.

Section 15. Issuance and Revocation of Permits and/or Recognition of Private Senior High
Schools. The DepEd shall regulate the offering of senior high school in private educational
institutions. Private educational institutions may only offer senior high school when so
Page 33 of 46

authorized by the DepEd. The DepEd shall prescribe the guidelines on the issuance and
revocation of permits and/or recognition of senior high schools.

Section 16. Specializations in Private Senior High School. Private educational institutions may
offer specializations in senior high school that are essential to the economic and social
development of the nation, region or locality. Local planning in the development of educational
policies and programs shall be encouraged consistent with the State policy to take into account
regional and sectoral needs and conditions.

RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY

Section 17. Career Guidance and Counseling Programs. Consistent with Section 9 of the Act,
to properly guide the students towards becoming productive and contributing individuals through
informed career choices, the DepEd, in coordination with the DOLE, TESDA, CHED, PRC,
NYC, industry associations, professional associations, and other relevant stakeholders, shall
pursue programs that expose students to the world and value of work, and develop the capability
of career counselors and advocates to guide the students and equip them with the necessary life
skills and values.

Section 18. Career Advocacy Activities. Career advocacy activities refer to activities that will
guide secondary level students in choosing the career tracks that they intend to pursue. Career
advocacy activities involve provision of career information and experiences, advising,
coordinating and making referrals, and may include, but are not limited to, career talks, career
and job fairs, parents orientations, and seminar-workshops on career decision-making.

Section 19. Career Advocates. Notwithstanding the provisions of Section 27 of Republic Act
No. 9258, otherwise known as the Guidance and Counseling Act of 2004, career advocates
shall be allowed to conduct career advocacy activities for secondary-level students of the schools
where they are currently employed; Provided, That they undergo appropriate capacity building
programs developed and implemented by the DepEd, in coordination with the DOLE, TESDA,
CHED, PRC, NYC, student organizations, industry associations, guidance and counseling
associations, professional associations, and other relevant stakeholders.

Career advocacy may be conducted by career advocates and peer facilitators. Consistent with
Section 9 of the Act, career advocates refer to career and employment guidance counselors who
are not registered and licensed guidance counselors. Career advocates include homeroom
advisers and teachers of all learning areas who will implement career advocacy activities. Peer
facilitators are secondary-level students trained to assist career advocates in implementing career
advocacy activities.

Section 20. Role of the DepEd. The DepEd shall:

Page 34 of 46

(a) Integrate career concepts in the curriculum and undertake teaching in relevant learning areas;

(b) Conduct career assessments;

(c) Conduct regular career advocacy activities;

(d) Conduct continuous professionalization and capacity building of guidance counselors, career
advocates, and peer facilitators;

(e) Develop or accredit training programs on career advocacy;

(f) Establish a career advocacy unit and provide adequate office space in high schools; and

(g) Designate guidance supervisors at the division level and career advocates at the school level.

RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS

WITH PRIVATE EDUCATIONAL INSTITUTIONS AND NON-DEPED PUBLIC
SCHOOLS

Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of the Act, the
DepEd shall develop programs of assistance that will extend the benefits accorded by Republic
Act No. 8545, or the Expanded Government Assistance for Students and Teachers in Private
Education Act, to qualified students enrolled in senior high school.

Section 22. Criteria for Assistance to Qualified Students. The programs of assistance shall be
made available primarily to students who completed junior high school in public schools, taking
into account the income background and financial needs of students, available capacities of
public, private and non-DepEd public schools in the locality, socio-economic needs of regions,
overall performance of private and non-DepEd public schools, as well as geographic spread and
size of the student population.

The programs of assistance may also be made available to students who completed junior high
school in private educational institutions, whether these students are E-GASTPE beneficiaries or
not, subject to compliance with the qualifications and guidelines to be determined by the DepEd.

Section 23. Forms and Amount of Assistance. The forms of assistance that may be provided by
the DepEd may include any of the following:

(a) A voucher system, where government issues a coupon directly to students to enable them to
enroll in eligible private educational institutions or non-DepEd public schools of their choice
under a full or partial tuition or schooling subsidy;
Page 35 of 46

(b) Education Service Contracting (ESC), where the government enters into contracts with
private educational institutions or non-DepEd public schools to shoulder the tuition and other
fees of high school students who shall enroll in private high schools under this program;

(c) Management contracts, where government enters into contractual arrangements with private
educational institutions or non-DepEd public schools to manage the day-to-day operations of
public schools under agreed performance targets;

(d) Forms of assistance provided under Republic Act No. 8545; and

(e) Other forms of financial arrangements consistent with the principles of public-private
partnership.

The DepEd shall take into account the ability of program beneficiaries to cover tuition
differentials, if any, in setting the amount of the voucher, ESC, or other forms of assistance. The
amount of assistance to be given by the government shall not exceed the determined per student
cost in public schools.

Section 24. Participating Schools. Private educational institutions, non-DepEd public schools,
and other potential providers of basic learning needs that may be authorized to offer senior high
school are eligible to participate in programs of assistance, as may be applicable, under the E-
GASTPE program and other financial arrangements formulated by the DepEd and DBM based
on the principles of public-private partnership. The continued participation of said providers in
the E-GASTPE program and other financial arrangements is subject to their meeting minimum
requirements and standards, including student performance, as determined by the DepEd.

To promote partnership and greater cooperation between public and private educational
institutions, government will take into account existing and potential capacities of private
educational institutions in expanding public school capacity.

Section 25. Implementation Mechanisms. The DepEd may enter into contractual arrangements
or establish new mechanisms for the design, administration, and supervision of programs of
assistance or aspects thereof, subject to the approval of the appropriate government agencies. For
this purpose, the DepEd shall:

(a) Issue the appropriate guidelines for the implementation of the programs of assistance;

(b) Ensure transparency and accountability in the implementation of the programs of assistance;

(c) Implement information and advocacy programs to inform the general public and ensure
greater participation and availment of the programs of assistance; and
Page 36 of 46

(d) Undertake periodic reviews of the program features and make adjustments, as necessary, to
ensure the successful, effective and sustainable implementation of the program. The program
features shall include, among others, amount of subsidy, number of grantees, eligibility
requirements, and performance of participating schools.

Section 26. Funding Requirement. The budgetary requirement of the programs under this Rule
shall be ensured by the national government.

The DepEd shall encourage private and corporate donors to support the programs of assistance in
this section under the framework of Republic Act No. 8525, entitled, An Act Establishing An
Adopt-A-School Program, Providing Incentives Therefor, And For Other Purposes, and other
relevant laws and policies.

Section 27. Timeframe. The DepEd shall implement the programs provided in this Rule no later
than the start of School Year 2016-2017.

Section 28. Additional Beneficiaries. The DepEd may develop similar programs of assistance
for kindergarten and elementary pupils and alternative learning system learners in accordance
with specific objectives, taking into account the need and capacities of public and private
educational institutions.

RULE VII. TRANSITORY PROVISIONS

Section 29. Private Basic Educational Institutions Transition to the Enhanced Basic
Education Program. The DepEd shall ensure the smooth transition of private elementary and
high schools in the country that are not aligned with the enhanced basic education program.
Private educational institutions or a group thereof shall develop their plans detailing how to
transition from their current basic education system to the enhanced basic education program.
The DepEd shall provide the appropriate guidelines on the evaluation of the transition plans.

Private educational institutions offering twelve (12) to thirteen (13) years of basic education prior
to the enactment of this Act shall submit to the DepEd their transition plans within twelve (12)
months from the effectivity of this IRR, subject to the guidelines that will be issued by the
DepEd.

Section 30. Implementation Mechanisms and Strategies. Pursuant to Section 12 of the Act,
the DepEd, CHED and 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 program. The strategies may cover, among others, changes in physical
infrastructure, human resource, organizational and structural concerns, bridging models linking
secondary education competencies and the entry requirements of new tertiary curricula, and
partnerships between the government and other entities. Modeling for Senior High School (SHS)
Page 37 of 46

may be implemented in selected schools to simulate the transition process and provide concrete
data for the transition plan following the guidelines set by the DepEd. The results of the SHS
modeling program may be considered in the nationwide implementation of the SHS program in
School Year 2016-2017.

30.1. Partnerships with HEIs and TVIs. To manage the initial implementation of the enhanced
basic education program and mitigate the expected multi-year low enrolment turnout for HEIs
and TVIs starting School Year 2016-2017, the DepEd shall engage in partnerships with HEIs and
TVIs for the utilization of the latters human and physical resources, and issue relevant
guidelines on such partnerships. Moreover, the DepEd, CHED, TESDA, TVIs and 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 of the Act, shall be given priority in hiring for the duration of the
transition period.

30.2. Financing Framework for State Universities and Colleges During the Transition
Period. The CHED and DBM shall review the financing policy framework for State Universities
and Colleges in light of the Act with the end in view of optimizing the use of government
resources for education, the results of which shall be covered by a joint administrative issuance.

30.3. Effects of Initial Implementation of the Enhanced Basic Education Program on

Industry Human Resource Requirements. The DOLE, CHED, DepEd, TESDA and PRC, in
coordination with industry associations and chambers of commerce, shall develop a contingency
plan, not later than the start of School Year 2015-2016, to mitigate the effects of the enhanced
basic education program with respect to a potential reduction or absence of college graduates to
meet the human resource requirements of industry. The plan shall contain mitigation strategies
for industries to adjust their employment policies as deemed necessary and expedient, and may
include the adoption of other relevant programs or appropriate qualifications.

Section 31. Labor and Management Rights. In the implementation of the Act, including the
transition period, the rights of labor as provided in the Constitution, the Civil Service Rules and
Regulations, Labor Code of the Philippines, and existing collective agreements, as well as the
prerogatives of management, shall be respected. The DOLE, DepEd, CHED and TESDA shall
promulgate the appropriate joint administrative issuance, within sixty (60) days from the
affectivity of this IRR, to ensure the sustainability of the private and public educational
institutions, and the promotion and protection of the rights, interests and welfare of teaching and
non-teaching personnel.
Page 38 of 46

For this purpose, the DOLE shall convene a technical panel with representatives from the
DepEd, CHED, TESDA and representatives from both teaching and non-teaching personnel
organizations, and administrators of the educational institutions.

Section 32. Transition Period. The transition period shall be reckoned from the date of the
approval of this IRR until the end of School Year 2021-2022.

RULE VIII. JOINT CONGRESSIONAL OVERSIGHT COMMITTEE

Section 33. Joint Congressional Oversight Committee on the Enhanced Basic Education
Program. The Joint Congressional Oversight Committee created under Section 13 of the Act
shall be composed of five (5) members each from the Senate and from the House, 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.

RULE IX. MANDATORY EVALUATION AND REVIEW

Section 34. 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 Enhanced Basic Education Program in terms of closing the
following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; (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.

RULE X. COMMITMENT TO INTERNATIONAL BENCHMARKS

Section 35. Commitment to International Benchmarks. The DepEd shall endeavor to increase
the per capita spending on education towards the immediate attainment of international
benchmarks. Towards this end, the DepEd shall seek to:

a) engage local government units to efficiently use the special education fund and other funds to
advance and promote basic education;

b) implement programs that will enhance private sector participation and partnership in basic
education; and
Page 39 of 46

c) propose an annual budget allocation in accordance with these goals. The DepEd shall further
develop a multi-year spending plan to ensure that the UNESCO-prescribed standards on
education spending are attained.

RULE XI. FINAL PROVISIONS

Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial funding for the
operationalization of the Enhanced Basic Education Program shall be charged against the current
appropriations of the DepEd. Thereafter, such sums which shall be necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General
Appropriations Act.

Section 37. Implementing Details. The DepEd, CHED and TESDA may issue such policies and
guidelines as may be necessary to further implement this IRR.

Section 38. Amendment. Amendments to this IRR shall be jointly promulgated by the DepEd
Secretary, CHED Chairperson, and TESDA Director-General.

Section 39. Separability Clause. Should any provision of this IRR be subsequently declared
invalid or unconstitutional, the same shall not affect the validity and effectivity of the other
provisions.

Section 40. Repealing Clause. Pursuant to Section 18 of the Act, rules and regulations
implementing the pertinent provisions of Batas Pambansa Bilang 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 the Act are deemed repealed or
modified accordingly.

Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.

This IRR shall be registered with the Office of the National Administrative Register at the
University of the Philippines Law Center, UP Diliman, Quezon City.
Page 40 of 46

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