(f) To enhance and sustain the efforts of communities to promote ECCD programs and ensure that special
REPUBLIC ACT NO. 8980 December 05, 2000
AN ACT PROMULGATING A COMPREHENSIVE POLICY AND A NATIONAL SYSTEM FOR EARLY CHILDHOOD
CARE AND DEVELOPMENT (ECCD), PROVIDING FUNDS THEREFOR AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines Congress assembled:
Section 1. Short Title. - This Act shall be known as the "ECCD Act,"
Section 2. Declaration of Policy. - It is hereby declared the policy of the State to promote the rights of
children to survival, development and special protection with full recognition of the nature of childhood
and its special needs; and to support parents in their roles as primary caregivers and as their children's
first teachers. The State shall institutionalize a National System for Early Childhood Care and Development
(ECCD) that is comprehensive, integrative and sustainable, that involves multi-sectoral and inter-agency
collaboration at the national and local levels among government; among service providers, families and
communities; and among the public and private sectors, nongovernment organizations, professional
associations, and academic institutions, This System shall promote the inclusion of children with special
needs and advocate respect for cultural diversity. It shall be anchored on complementary strategies for
ECCD that include service delivery for children from conception to age six (6), educating parents and
caregivers, encouraging the active involvement of parents and communities in ECCD programs, raising
awareness about the importance of ECCD, and promoting community development efforts that improve
the quality of life for young children and families,
Section 3. Objectives. - The objectives of the National ECCD System are:
(a) To achieve improved infant and child survival rates by ensuring that adequates health and nutrition
programs are accessible to young children and their mothers from the pre-natal period throughout the
early childhood years;
(b) To enhance the physical, social, emotional, cognitive, psychological, spiritual and language
development of young children;
(c) To enhance the role of parents and other caregivers as the primary caregivers and educators of their
children from birth onwards;
(d) To facilitate a smooth transition from care and education provided at home to community or school-
based setting and to primary school;
(e) To enhance the capabilities of service providers and their supervisors to comply with quality standards
for various ECCD programs;
support is provided for poor and disadvantaged communities;
(g) To ensure that young children are adequately prepared for the formal learning system and that both
public and private schools are responsive to the developmental needs of these children;
(h) To establish an efficient system for early identification, prevention, referral and intervention for
developmental disorders and disabilities in early childhood; and
(i) To improve the quality standards of public and private ECCD programs through, but not limited to, a
registration and credential system for ECCD service providers.
Section 4. Definitions. - For purposes of this Act:
(a) Early Childhood Care and Development (ECCD) System refers to the full range of health, nutrition, early
education and social services programs that provide for the basic holistic needs of young children from
birth to age six (6), to promote their optimum growth and development. These programs include:
(1) Center-based programs, such as the day care service established under Republic Act No. 6972,
public and private pre-schools, kindergarten or school-based programs, community or church-
based early childhood education programs initiated by nongovernment organizations or people's
organizations, workplace-related child care and education programs, child-minding centers,
health centers and stations; and
(2) Home-based programs, such as the neighborhood-based play groups, family day care
programs, parent education and home visiting programs.
(b) ECCD Service Providers include the various professionals, paraprofessionals, and volunteer caregivers
who are directly responsible for the care and education of young children through the various center and
home-based programs. They include, but are not limited to, day care workers, teachers, teacher-aides,
rural health midwives, social workers, community health workers, barangay nutrition scholars, parent
effectiveness service volunteers, child development workers, and family day care providers.
(c) ECCD Curriculum refers to the age-appropriate and developmentally appropriate educational
objectives, program of activities, organized learning experiences and recommended learning materials for
children that are implemented by service providers through center and home-based programs. It shall
consist of national program goals and guidelines, instructional objectives, and content outlines integrating
local learning experiences and indigenous learning materials.
(d) Parent Education refers to the various formal and alternative means of providing parents with
information, skills, and support systems to assist them in their roles as their children's primary caregivers
and educators. These include public and private parent education programs linked to center, home and
media-based child care and education programs.
Section 5. System Framework and Components. - The ECCD System shall include the following
components:
(a) ECCD Curriculum - which focuses on children's total development according to their individual needs
and socio-cultural background. It shall promote the delivery of complementary and integrative services for
health care, nutrition, early childhood education, sanitation, and cultural activities. It shall use the child's
first language as the medium of instruction.
(b) Parent Education and Involvement, Advocacy, and Mobilization of Communities - which harness and
develop parents' strengths as providers of ECCD at home, active partners or other stakeholders, advocates
for community concerns that affect children, and pillars of support for local and national ECCD programs
through community organization efforts.
(c) Human Resource Development Program - which establishes mechanisms for the systematic
professionalization of ECCD service providers, through enrolment in educational programs in site-based or
distance educational modes, through pre-service or in-service training including continuing education
programs, whereby a registration and credential system shall be developed in the ECCD System.
(d) ECCD Management - which focuses on a continuing process of planning, implementation, supervision,
financial management, monitoring, evaluation and reporting. It shall encourage the active involvement
and build the capabilities of service providers, parents, and local government officials to sustain the
program, and it shall be guided by the principles of decentralization as stipulated in the Local Government
Code of 1991.
(e) Quality Standards and Accreditation - which ensures that each component in the ECCD System
complies with national quality standards, to be established by the National ECCD Coordinating Council as
provided for under Section 8 of this Act, linked to an accreditation process.
Section 6. Establishment of ECCD System. - The National ECCD System shall be established in at least three
(3) regions each year, as may be determined by the National ECCD Coordinating Council, to achieve
national coverage over a five-year period.
Section 7. Implementing Arrangements and Operational Structures. - The implementation of the National
ECCD System shall be the joint responsibility of the national government agencies, local government units,
nongovernment organizations, and private organizations that are accredited to deliver the services or to
provide training and technical assistance.
(a) Responsibilities of the National Government - National government agencies shall be responsible for
developing policies and programs, providing technical assistance and support to the ECCD service
providers in consultation with coordinating committees at the provincial, city/municipal, and barangay
levels, as provided for in Section 8 of this Act, and monitoring of ECCD service benefits and outcomes. The
Department of Social Welfare and Development (DSWD), the Department of Education, Culture and Sports
(DECS), the Department of Health (DOH), the Department of the Interior and Local Government (DILG),
the Department of Labor and Employment (DOLE), the Department of Agriculture (DA), the Department of
Justice (DOJ), the National Economic and Development Authority (NEDA), and the National Nutrition
Council (NNC) shall jointIy prepare annual ECCD for work plans that will coordinate their respective
technical assistance and support for the National ECCD Program. They shall consolidate existing program
implementing guidelines that ensure consistency in integrated service delivery within the National ECCD
System.
(1) The DECS shall promote the National ECCD Progman in schools. ECCD programs in public
schools shall be under the joint responsibility of their respective school principal/school-head and
parents-teachers-community association (PTCA) within the standards set forth in the National
ECCD System and under the guidance of the City/ Municipal ECCD Coordinating Committee for
the effective and equitable delivery of ECCD services. It shall also make available existing facilities
of public elementary schools for ECCD classes.
(2) Public and private pre-schools shall be registered by the Provincial or City ECCD Coordinating
Committee upon the recommendation of the respective division office of the DECS. NGO-
initiated, community, church, home, and workplace-based service providers shall be registered
upon the recommendation of the provincial/city social welfare and development office. These
public and private ECCD service providers shall operate within the standards set forth in the
National ECCD System and under the guidance of the City/Municipal ECCD Coordinating
Committee for the effective delivery of ECCD services.
(b) Responsibilities of Local Government Units - Local government units (LGUs) shall be primarily
responsible for:
(1) Implementing the National ECCD Program by providing basic public ECCD services;
(2) Supporting the organization of parent cooperatives to initiate the establishment of ECCD
programs;
(3) Ensuring that service providers of public ECCD programs under their supervision shall be justly
compensated, that adequate funds are made available, and their working conditions are
conducive to fulfill national quality standards; and
 (4) Providing counterpart funds for the training and continuing education of ECCD service
providers, and supporting the operations of Provincial, City/Municipal and Barangay ECCD
Coordinating Committees.
(c) Responsibilities of Families and Communities - The families and communities shall support the local
ECCD programs by participating in various projects for the overall development of their children.
Section 8. Creation of National Coordinating Council and Coordinating Committees for ECCD. - To ensure
the sustained inter-agency and multi-sectoral collaboration from the national, provincial, city/municipal to
barangay levels, a National Coordinating Council and provincial, city/municipal and barangay coordinating
committees shall be organized.
(a) National ECCD Coordinating Council - The Council for the Welfare of Children (CWC) shall also function
as the National ECCD Coordinating Council, hereinafter referred to as the Council, and shall hereby be
under the Office of the President.
(1) Composition - In addition to the existing members of the CWC, two (2) private individuals, who
are ECCD practitioners and experts shall be appointed by the President, upon recommendation of
the Council, for a term of two (2) years subject to one (1) reappointment. The Council shall meet
once a month or as often as necessary. The Secretaries of the DSWD, DECS, DOH, and DILG shall
act as co-chairpersons of the Council and must be represented by a person with a rank not lower
than an Undersecretary.
(2) Council Secretariat - The CWC Secretariat shall also serve as the secretariat of the Council. It
shall be headed by an executive director, who shall be appointed by the President, upon the
recommendation of the Council. He/She shall have the rank, privileges, and emoluments of a
Career Executive Service Officer I. Nothing herein shall prejudice any right vested prior to the
enactment of this Act.
There shall be created two (2) permanent positions of Deputy Executive Directors to be appointed
by the Council, one of whom shall be exclusively concerned with ECCD programs and activities
and the other exclusively with the existing functions of the CWC. The Deputy Executive Directors
shall be assisted by senior technical staff to be seconded from the DSWD, DECS, DOH, DILG, DOLE,
DA, DOJ, NEDA and NNC for a period of at least two (2) years, subject to renewal, and shall be
entitled to whatever additional remuneration the law allows for such secondment.
(3) Functions of the National ECCD Coordinating Council. - The Council shall:
(i) Promulgate policies and implementing guidelines for ECCD programs in consultation
with stakeholders at various levels, including the regional level when appropriate,
consistent with the national policy and program frameworks as defined in this Act;
(ii) Establish ECCD program standards that reflect developmentally appropriate and
culturally relevant practices for ECCD programs, which shall interface with the primary
school curriculum of the DECS;
(iii) Develop a national system for the recruitment, registration, continuing education and
equivalency, and credential system of ECCD service providers, supervisors and
administrators to improve and profesionalize the ECCD sector and upgrade quality
standards of public and private ECCD programs;
(iv) Develop and implement a system of awards and recognition to deserving ECCD
program implementors and service providers;
(v) Coordinate the various ECCD programs of each line agency and monitor the delivery
of services to the ECCD program beneficiaries nationwide;
(vi) Evaluate and assess the impact and outcome of various ECCD programs nationwide
through an effective information system;
(vii) Develop and establish a national system for early identification, screening,
surveillance of early childhood disabilities, developmental problems, and giftedness;
(viii) Develop and implement various support mechanisms that maximize the public and
private resources for implementing ECCD programs, giving priority to the needy and high
risk children from poor communities;
(ix) Provide counterpart funds to poor and disadvantaged communities for the
establishment and expansion of public ECCD programs, improvement of physical facilities
and for hiring of ECCD service providers;
(x) Promote and encourage private sector initiative for the establishment of ECCD
programs; and
(xii) Provide guidelines for ECCD Coordinating Committees at the provincial, city/
municipal and barangay levels for the conduct of solicitations and requests for assistance
from local and international civic organizations, private philanthropic foundations to
supplement available resources.
(b) Provincial ECCD Coordinating Committee. Composition, Function, Secretariat. - There shall be created
in every province a Provincial ECCD Coordinating Committee.
 (1) Composition. - The Provincial ECCD Coordinating Committee shall be composed of the
Governor of the Province as Chairperson, Division Superintendent of DECS, Provincial Planning
and Development Officer, Provincial Budget Officer, Provincial Health Officer, Provincial Director
of DILG, Provincial Social Welfare and Development Officer, Provincial Treasurer, President of the
Provincial League of Municipal Mayors, and two (2) representatives of nongovernment
organizations operating ECCD programs appointed by the Committee, for a two-year term,
subject to one (1) reappointment, as members;
(2) Functions - The Provincial ECCD Coordinating Committee shall be under the Provincial
Development Council and shall perform similar functions as the National ECCD Coordinating
Council as appropriate, including other functions that may be provided in the Implementing Rules
and Regulations of this Act. It shall coordinate the delivery of services and support from the
National ECCD Coordinating Council and the national line agencies involved in ECCD programs. It
shall also support and complement the resources available to municipalities and barangays in the
province in the expansion and improvement of ECCD programs, as well as be responsible for the
registration of ECCD programs and service providers: and
(3) Secretariat - The Provincial ECCD Coordinating Committee shall organize a secretariat which
shall coordinate and monitor the effective implementation of ECCD programs in the province. It
shall be headed by the provincial ECCD Officer, who shall be appointed by the Governor, upon the
recommendation of the Provincial ECCD Coordinating Committee. He/She skill have the rank,
privileges and emoluments of a Department head.
For the first three (3) years of the establishment of the ECCD system in the province, the salary,
allowances and other benefits of the Provincial ECCD Officer shall be paid for by the Council. Thereafter,
such sums as may be necessary for the salaries, allowances and other benefits of the Provincial ECCD
Officer shall be provided by the province.
(c) City/Municipal ECCD Coordinating Committee. Composition, Functions, Secretariat. -There shall be
created in every city and municipality a City/Municipal ECCD Coordinating Committee.
(1) Composition - The City/Municipal ECCD Coordinating Committee shall be composed of the
City/Municipal Mayor as Chairperson, the Division Superintendent/ District Supervisor of DECS,
City/Municipal Planning and Development Officer, City/ Municipal Budget Officer, City/Municipal
Health Officer, City/Municipal Social Welfare and Development Officer, City/Municipal Local
Government, Officer, City/Municipal Treasurer, City/Municipal Nutrition Officer, President of the
Association of Barangay Captains in the City/Municipality, President of the Parent Teachers-
Community Federation in the City/Municipality, and two (2) representatives of non-government
organizations involved in ECCD programs in the City/Municipality appointed by the Committee for
a two-year term, subject to one (1) reappointment, as members.
(2) Functions - The City/Municipal ECCD Coordinating Committee shall be under the
city/municipal development council and shall perform similar functions as the council as
appropriate, including other functions that may be provided in the Implementing Rules and
Regulations. It shall likewise support and complement the resources available to barangays in the
expansion and improvement of ECCD programs, coordinate and monitor the delivery of services
at the barangay level, ensure accurate reporting and documentation of service delivery, as well as
mobilize and encourage private sector initiatives for the establishment of ECCD program
implementors in tile city/municipality that conforms to National ECCD System Standards.
(3) Secretariat. - The City/Municipal ECCD Coordinating Committee shall organize a Secretariat
which shall coordinate and monitor the effective implementation of ECCD programs in the
city/municipality. It shall be headed by the City/Municipal ECCD Officer, who shall be appointed
by the mayor, upon the recommendation of the City/Municipal ECCD Coordinating Committee.
(d) Barangay ECCD Coordinating Committee - The Barangay Council for the Protection of Children (BCPC),
created under Presidential Decree 603, shall also function as the Barangay ECCD Coordinating Committee.
The BCPC shall be responsible for the proper and effective implementation of public ECCD programs and
maintenance of database system at the barangay level. Pursuant to this, all barangays shall organize BCPCs
in their respective areas.
The BCPC shall be composed of, among others: the Barangay Captain, the school head/s in the barangay,
the Barangay health midwife, the Barangay health worker, the Barangay nutrition scholar, the day care
worker/s, parents, the Sangguniang Kabataan Chairman, and a representative from child-focused non
government organizations/people's organizations, as members. The members of the BCPC shall elect from
among themselves the Chairperson.
Section 9. Financing ECCD Programs. - ECCD programs at the community level shall be financed through a
combination of public and private funds. All public ECCD program providers shall prioritize young children
from families who are in greatest need and who can least afford private sector programs.
(a) Public support for ECCD programs. The government shall support public ECCD program through cost-
sharing arrangements that shall involve the LGUs, and counterpart funds from the national government
agencies for technical assistance and support. Additional funds may be generated from intergovernmental
donors and financial institutions by the appropriate government agencies through the NEDA to support
the public programs in fourth, fifth and sixth class municipalities including the urban poor. Funds shall be
accessible to qualified LGUs through the Municipal Development Fund or other financing mechanisms as
prescribed by the Department of Finance (DOF) and based on guidelines from the Department of Budget
and Management (DBM). The Council may establish a trust fund to assist LGUs in the expansion and
upgrading of ECCD programs.
Primary health care programs, pre-natal and post-natal care, growth, monitoring and promotion, and
supplementary nutrition programs shall continue to be funded through the LGUs with technical support
and additional resources from the DOH.
The Day Care Program, Parent Effectiveness Service, Child-Minding Centers, Family Day Care and Parent-
Child Development Programs shall continue to be supported by the LGUs in the form of construction of
basic infrastructure, provision of facilities, materials and equipment, and compensation for the service
providers. The DSWD shall provide for technical assistance.
The kindergarten program in public schools shall continue to be supported by the DECS in cooperation
with the PTCAs, where applicable, by providing teacher training, supplementary learning materials and
reference materials for ECCD programs.
The DSWD, DECS, DOH, and DILG shall support the implementation by LGUs of the National ECCD Program
and shall include in their respective annual general appropriations beginning the fiscal year following the
approval of this Act the necessary funding to achieve the goal of national coverage within a five-year
period and sustain the Program from thereon. The work and financial plan of the DSWD, DECS, DOH, and
DILG shall be coordinated with the Council.
(b) Support for ECCD Programs. - Supported for ECCD programs can be solicited from local and
international civic organizations, private philanthropic foundations to supplement available resources.
Workplace-based or related ECCD programs should be supported by corporations and employers in the
form of physical facilities and recurrent operating costs. The operating cost incurred for employer or
corporate-sponsored ECCD programs can be deducted from taxable income: Provided, That the employer
or corporation will not charge user fees.
(c) Costs to be Shouldered by Families. The Council shall monitor user fees and contributions allowed for
both public and private programs to ensure that these are affordable and within reasonable limits.
User fees for public programs should be limited to monthly contributions intended to subsidize recurrent
costs. Parents are encouraged to contribute their time and services especially in cases where they are
unable to afford the regular contributions.
Section 10. Appropriations. - For the implementation of this Act, the amount of Four hundred million pesos
(P400,000,000.00) per year for five (5) years is hereby appropriated for the National ECCD Program of the
council effective upon approval of this Act. Said amount shall be funded from the gross income of the
Philippine Amusement and Gaming Corporation and shall be directly remitted in four (4) quarterly
installments to a special account of the Council. Thereafter, such sums as may be necessary for the
operations of the Council shall be included in the General Appropriations Act.
A supplementary appropriations in the amount of Thirty million pesos (P30,000,000.00) shall be provided
to the Council from the President's Organizational Adjustment Fund upon approval of this Act.
The above appropriations shall be separate and distinct from the annual budget of the CWC.
Expenses for ECCD programs and technical support packages provided by the DSWD, DECS, DOH, DILG,
DOLE, DA, DOJ, NEDA, and the NNC shall be specified as separate line items in their respective annual
budgets in the General Appropriations Act. Their annual ECCD workplans shall be the basis for these
budgets and shall be released directly to their regional or provincial offices whenever applicable.
Section 11. Annual Report. - The Council shall, at the close of each calendar year, submit an annual report
to Congress, giving detailed account of its proceedings and accomplishments during the year making
recommendations for the adoption of measures that will improve the National ECCD System.
Section 12. Separability Clause. - If any provision of this Act is declared unconstitutional, the same shall not
affect the validity and effectivity of the other provisions thereof.
Section 13. Repealing Clause. - Pertinent provisions of Presidential Decree No. 603 and Executive Order
No. 233, all laws, Decrees, executive orders, presidential proclamations, rules and regulations or parts
thereof contrary to or inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.
Section 14. Implementing Rules and Regulations. - The Council in consultation with all appropriate
government agencies and nongovernnent organizations shall formulate and issue the necessary rules and
regulations for the implementation of this Act within ninety (90) days after the effectivity of this Act.
Section 15. Effectivity Clause. - This Act shall take effect fifteen (15) days after its publication in the Official
Gazette or in at least two (2) newspapers of general circulation
Approved: December 05, 2000
(Sgd.)JOSEPH EJERCITO ESTRADA
President of the Philippines
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″.
Section 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate,
and integrated system of education relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an
empowered individual who has learned, through a program that is rooted on sound educational principles
and geared towards excellence, the foundations for learning throughout life, the competence to engage in
work and be productive, the ability to coexist in fruitful harmony with local and global communities, the
capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to
transform others and one’s self.
For this purpose, the State shall create a functional basic education system that will develop productive
and responsible citizens equipped with the essential competencies, skills and values for both life-long
learning and employment. In order to achieve this, the State shall:
(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.
Section 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and
secondary education as well as alternative learning systems for out-of-school learners and those with
special needs.
Section 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at
least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of
secondary education, in that sequence. Secondary education includes four (4) years of junior high school
and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years
old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of six
(6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of
junior high school education and two (2) years of senior high school education. The entrant age to the
junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and
assessment shall be in the regional or native language of the learners. The Department of Education
(DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino
and English shall be gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent
disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino
sign language existing in a region, area or place.
Section 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced
basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft
harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure
college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall
coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations
with other national government agencies and other stakeholders including, but not limited to, the
Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private
and public schools associations, the national student organizations, the national teacher organizations, the
parents-teachers associations and the chambers of commerce on matters affecting the concerned
stakeholders.
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;
(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.
Section 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative
committee chaired by the DepED Secretary or his/her duly authorized representative and with members
composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the
Department of Science and Technology (DOST), and a representative from the business chambers such as
the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The consultative
committee shall oversee the review and evaluation on the implementation of the basic education
curriculum and may recommend to the DepED the formulation of necessary refinements in the
curriculum.
Section 7. Teacher Education and Training. — To ensure that the enhanced basic education program
meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with
relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct
teacher education and training programs, as specified:
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to
meet the content and performance standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail
of such training.
(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall
undergo additional training, upon hiring, to upgrade their skills to the content standards of the
new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant
stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher
Education Institutes (TEIs) will meet necessary quality standards for new teachers. Duly
recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other
relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary
quality standards for trained teachers.
(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and
other instructional school leaders shall likewise undergo workshops and training to enhance their
skills on their role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.
Section 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in
Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education
Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836,
otherwise known as the "Philippine Teachers Professionalization Act of 1994″, the DepED and private
education institutions shall hire, as may be relevant to the particular subject:
(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 Bachelor’s 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
coordination with the appropriate government agencies, shall determine the necessary
qualification standards in hiring these experts.
Section 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the
career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the
CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the
provisions of Section 27 of Republic Act No. 9258, otherwise known as the "Guidance and Counselling Act
of 2004″, career and employment guidance counsellors, who are not registered and licensed guidance
counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the
school where they are currently employed; Provided, That they undergo a training program to be
developed or accredited by the DepED.
Section 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic Act No. 8545, or the
"Expanded Government Assistance to Students and Teachers in Private Education Act", shall be extended
to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering
senior high school through the programs under Republic Act No. 8545, and other financial arrangements
formulated by the DepED and the Department of Budget and Management (DBM) based on the principles
of public-private partnership.
Section 11. Appropriations. — The Secretary of Education shall include in the Department’s program the
operationalization of the enhanced basic education program, the initial funding of which shall be charged
against the current appropriations of the DepED. Thereafter, the amount necessary for the continued
implementation of the enhanced basic education program shall be included in the annual General
Appropriations Act.
Section 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate
strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic
education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in
physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade
10 competencies and the entry requirements of new tertiary curricula, and partnerships between the
government and other entities. 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
latter’s human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs
shall coordinate closely with one another to implement strategies that ensure the academic, physical,
financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for
graduates of the enhanced basic education program to ensure that they are not adversely affected. The
faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be
given priority in hiring for the duration of the transition period. For this purpose, the transition period shall
be provided for in the implementing rules and regulations (IRK).
Section 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12
Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the
implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the
House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance
of both Houses. The membership of the Committee for every House shall have at least two (2) opposition
or minority members.
Section 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015, the DepED shall
conduct a mandatory review and submit a midterm report to Congress as to the status of implementation
of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c)
textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed. 1âwphi1
The DepED shall include among others, in this midterm report, the following key metrics of access to and
quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results;
(d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and
(g) other learning facilities including, but not limited to, computer and science laboratories, libraries and
library hubs, and sports, music and arts.
Section 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per
capita spending on education towards the immediate attainment of international benchmarks.
Section 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act,
the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules
and regulations needed for the implementation of this Act.

Section 17. Separability Clause. — If any provision of this Act is held invalid or unconstitutional, the same
shall not affect the validity and effectivity of the other provisions hereof.

Section 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the "Education Act of
1982″, Republic Act No. 9155 or the "Governance of Basic Education.

Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.

Section 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.

Approved,

(Sgd.) JUAN PONCE ENRILE (Sgd.) FELICIANO BELMONTE JR.

President of the Senate Speaker of the House of Representatives

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

(Sgd.) EDWIN B. BELLEN (Sgd.) MARILYN B. BARUA-YAP

Acting Senate Secretary Secretary General
House of Representatives

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III

President of the Philippines

BATAS PAMBANSA BLG. 232
AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM OF
EDUCATION
I. GENERAL PROVISIONS
CHAPTER 1
Preliminary Matters
Section 1. Title - This Act shall be known as the "Education Act of 1982."
Section 2. Coverage - This Act shall apply to and govern both formal and non-formal systems in public and
private schools in all levels of the entire educational system.
CHAPTER 2
Declaration of Basic State Policy and Objectives
Section 3. Declaration of Basic Policy - It is the policy of the State to established and maintain a complete,
adequate and integrated system of education relevant to the goals of national development. Toward this
end, the government shall ensure, within the context of a free and democratic system, maximum
contribution of the educational system to the attainment of the following national developmental goals:
1. To achieve and maintain an accelerating rate of economic development and social progress;
2. To ensure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable cultural, moral and spiritual values in a changing world.
The State shall promote the right of every individual to relevant quality education, regardless of sex, age,
creed, socio-economic status, physical and mental conditions, racial or ethnic origin, political or other
affiliation. The State shall therefore promote and maintain equality of access to education as well as the
enjoyment of the benefits of education by all its citizens.
The state shall promote the right of the nation's cultural communities in the exercise of their right to
develop themselves within the context of their cultures, customs, traditions, interest and belief, and
recognizes education as an instrument for their maximum participation in national development and in
ensuring their involvement in achieving national unity.
Section 4. Declaration of Objectives - The educational system aim to:
1. Provide for a broad general education that will assist each individuals in the peculiar ecology of
his own society, to
(a) attain his potentials as a human being;
(b) enhance the range and quality of individual and group participation in the basic
functions of society; and
(c) acquire the essential educational foundation of his development into a productive and
versatile citizen;
2. Train the nation's manpower in the middle-level skills for national development;
3. Develop the profession that will provide leadership for the nation in the advancement of
knowledge for improving the quality of human life; and
4. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.
Towards the realization of these objectives, and pursuant to the Constitution, all educational institutions
shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character,
personal discipline, and scientific, technological, and vocational efficiency.
Furthermore, the educational system shall reach out to educationally deprived communities, in order to
give meaningful reality to their membership in the national society, to enrich their civic participation in the
community and national life, and to unify all Filipinos into a free and just nation.
II. THE EDUCATIONAL COMMUNITY
CHAPTER 1
Preliminary Provisions
Section 5. Declaration of Policy and Objectives - It is likewise declared government policy to foster, at all
times, a spirit of shared purposes and cooperation among the members and elements of the educational
community, and between the community and other sectors of society, in the realization that only in such
an atmosphere can be true goals and objectives of education be fulfilled.
Moreover, the State shall:
 1. Aid and support the natural right and duty of parents in the rearing of the youth through the
educational system.
2. Promote and safeguard the welfare and interest of the students by defining their rights and
obligations, according them privileges, and encouraging the establishment of sound relationships
between them and the other members of the school community.
3. Promote the social economic status of all school personnel, uphold their rights, define their
obligations, and improve their living and working conditions and career prospects.
4. Extend support to promote the viability of those institutions through which parents, students
and school personnel seek to attain their educational goals.
Section 6. Definition and Coverage - "Educational community" refers to those persons or groups of persons
as such or associated in institutions involved in organized teaching and learning systems.
The members and elements of the educational community are:
1. "Parents" or guardians or the head of the institution or foster home which has custody of the
pupil or student.
2. "Students," or those enrolled in and who regularly attend and educational institution of
secondary or higher level of a person engaged in formal study. "Pupils," are those who regularly
attend a school of elementary level under the supervision and tutelage of a teacher.
3 "School personnel," or all persons working for an educational institution, which includes the
following:
a. "Teaching or academic staff," or all persons engaged in actual teaching and/or research
assignments, either on full-time or part-time basis, in all levels of the educational system.
b. "School administrators," or all persons occupying policy implementing positions having
to do with the functions of the school in all levels.
c. "Academic non-teaching personnel," or those persons holding some academic
qualifications and performing academic functions directly supportive of teaching, such as
registrars, librarians, research assistants, research aides, and similar staff.
d. "Non-academic personnel," or all other school personnel not falling under the
definition and coverage of teaching and academic staff, school administrators and
academic non-teaching personnel.
4. "Schools," or institutions recognized by the State which undertake educational operations.
Section 7. Community Participation. - Every educational institution shall provide for the establishment of
appropriate bodies through which the members of the educational community may discuss relevant
issues, and communicate information and suggestions for assistance and support of the school and for the
promotion of their common interest.
Representatives from each subgroup of the educational community shall sit and participate in these
bodies, the rules and procedures of which must be approved by them and duly published.
CHAPTER 2
Rights
Section 8. Rights of Parents - In addition to other rights under existing laws, all parents who have children
enrolled in a school have the following rights:
1. The right to organize by themselves and/or with teachers for the purpose of providing a forum
for the discussion of matters relating to the total school program, and for ensuring the full
cooperation of parents and teachers in the formulation and efficient implementation of such
programs.
2. The right to access to any official record directly relating to the children who are under their
parental responsibility.
Section 9. Right of Students in School - In addition to other rights, and subject to the limitation prescribed
by law and regulations, and student and pupils in all schools shall enjoy the following rights:
1. The right to receive, primarily through competent instruction, relevant quality education in line
with national goals and conducive to their full development as person with human dignity.
2. The right to freely chose their field of study subject to existing curricula and to continue their
course therein up to graduation, except in cases of academic deficiency, or violation of
disciplinary regulations.
3. The right to school guidance and counseling services for decisions and selecting the alternatives
in fields of work suited to his potentialities.
4. The right of access to his own school records, the confidentiality of which the school shall
maintain and preserve.
 5. The right to the issuance of official certificates, diplomas, transcript of records, grades, transfer
credentials and other similar documents within thirty days from request.
6. The right to publish a student newspaper and similar publications, as well as the right to invite
resource persons during assemblies, symposia and other activities of similar nature.
7. The right to free expression of opinions and suggestions, and to effective channels of
communication with appropriate academic channels and administrative bodies of the school or
institution.
8. The right to form, establish, join and participate in organizations and societies recognized by
the school to foster their intellectual, cultural, spiritual and physical growth and development, or
to form, establish, join and maintain organizations and societies for purposes not contrary to law.
9. The right to be free from involuntary contributions, except those approved by their own he
organizations or societies.
Section 10. Rights of all School Personnel - In addition to other rights provided for by law, the following
rights shall be enjoyed by all school personnel:
1. The right to free expression of opinion and suggestions, and to effective channels of
communication with appropriate academic and administrative bodies of the school or institution.
2. The right to be provided with free legal service by the appropriate government office in the
case of public school personnel, and through the school authorities concerned in the case of
private school personnel, when charged in an administrative, civil and/or criminal proceedings by
parties other than the school or regulatory authorities concerned for actions committed directly
in the lawful discharge of professional duties and/or in defense of school policies.
3. The right to establish, join and maintain labor organizations and/or professional and self-
regulating organizations of their choice to promote their welfare and defend their interests.
4. The right to be free from involuntary contributions except those imposed by their own
organizations.
Section 11. Special Rights and/or Privileges of Teaching or Academic Staff - Further to the rights mentioned
in the preceding Section, every member of the teaching or academic staff shall enjoy the following rights
and/or privileges:
1. The right to be free from compulsory assignments not related to their duties as defined in their
appointments or employment contracts, unless compensated therefor, conformably to existing
law.
2. The right to intellectual property consistent with applicable laws.
3. Teachers shall be deemed persons in authority when in the discharge of lawful duties and
responsibilities, and shall, therefore, be accorded due respect and protection.
4. Teachers shall be accorded the opportunity to choose alternative career lines either in school
administration, in classroom teaching, or others, for purposes of career advancement.
Section 12. Special Rights of School Administration - School administrators shall, in accordance with
existing laws, regulations and policies of the Ministry of Education, Culture and Sports, be accorded
sufficient administrative discretion necessary for the efficient and effective performance of their
functions.
School administrators shall be deemed persons in authority while in the discharge of lawful duties and
responsibilities, and shall therefore be accorded due respect and protection.
Section 13. Rights of Schools - In addition to other rights provided for by law, schools shall enjoy the
following:
1. The right of their governing boards or lawful authorities to provide for the proper governance
of the school and to adopt and enforce administrative or management systems.
2. The right for institutions of higher learning to determine on academic grounds who shall be
admitted to study, who may teach, and what shall be subjects of the study and research.
CHAPTER 3
Duties and Obligations
Section 14. Duties of Parents. - In addition to those provided for under existing laws, all parents shall have
the following duties and obligations:
1. Parents, individually or collectively, through the school systems, shall help carry out the
educational objectives in accordance with national goals.
2. Parents shall be obliged to enable their children to obtain elementary education and shall strive
to enable them to obtain secondary and higher education in the pursuance of the right formation
of the youth.
 3. Parents shall cooperate with the school in the implementation of the school program curricular
and co-curricular.
Section 15. Duties and Responsibilities of Students - In addition to those provided for under existing laws,
every student shall:
1. Exert his utmost to develop his potentialities for service, particularly by undergoing an
education suited to his abilities, in order that he may become an asset to his family and to society.
2. Uphold the academic integrity of the school, endeavor to achieve academic excellence and
abide by the rules and regulations governing his academic responsibilities and moral integrity.
3. Promote and maintain the peace and tranquility of the school by observing the rules and
discipline, and by exerting efforts to attain harmonious relationships with fellow students, the
teaching and academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare, particularly in
the social, economic and cultural development of his community and in the attainment of a just,
compassionate and orderly society.
5. Exercise his rights responsibly in the knowledge that he is answerable for any infringement or
violation of the public welfare and of the rights of others.
Section 16. Teacher's Obligations - Every teacher shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals, and objectives of the school.
2. Be accountable for the efficient and effective attainment of specified learning objectives in
pursuance of national development goals within the limits of available school resources.
3. Render regular reports on performance of each student and to the latter and the latter's
parents and guardians with specific suggestions for improvement.
4. Assume the responsibility to maintain and sustain his professional growth and advancement
and maintain professionalism in his behavior at all times.
5. Refrain from making deductions in students' scholastic rating for acts that are clearly not
manifestations of poor scholarship.
6. Participate as an agent of constructive social, economic, moral, intellectual, cultural and
political change in his school and the community within the context of national policies.
Section 17. School Administrators' Obligations - Every school administrator shall:
1. Perform his duties to the school by discharging his responsibilities in accordance with the
philosophy, goals and objectives of the school.
2. Be accountable for the efficient and effective administration and management of the school.
3. Develop and maintain a healthy school atmosphere conducive to the promotion and
preservation of academic freedom and effective teaching and learning, and to harmonious and
progressive school-personnel relationship.
4. Assume and maintain professional behavior in his work and in dealing with students, teachers,
academic non-teaching personnel, administrative staff, and parents or guardians.
5. Render adequate reports to teachers, academic non-teaching personnel and non-academic
staff on their actual performance in relation to their expected performance and counsel them on
ways of improving the same.
6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in
disciplining his teachers and other personnel.
7. Maintain adequate records and submit required reports to the Ministry of Education, Culture
and Sports.
Section 18. Obligations of Academic Non-Teaching Personnel - Academic non-teaching personnel shall:
1. Improve himself professionally be keeping abreast of the latest trends and techniques in his
profession.
2. Assume, promote and maintain an atmosphere conducive to service and learning.
3. Promote and maintain an atmosphere conducive to service and learning.
 III. THE EDUCATIONAL SYSTEMS
CHAPTER 1
Formal Education
Section 19. Declaration of Policy. - The State recognizes that formal education, or the school system, in
society's primary learning system, and therefore the main instrument for the achievement of the country's
educational goals and objectives.
Section 20. Definition - "Formal Educational" refers to the hierarchically structured and chronologically
graded learning organized and provided by the formal school system and for which certification is required
in order for the learner to progress through the grades or move to higher levels. Formal education shall
correspond to the following levels:
1. Elementary Education. - the first stage of compulsory, formal education primarily concerned
with providing basic education and usually corresponding to six or seven grades, including pre-
school programs.
2. Secondary Education. - the state of formal education following the elementary level concerned
primarily with continuing basic education and expanding it to include the learning of employable
gainful skills, usually corresponding to four years of high school.
3. Tertiary Education. - post secondary schooling is higher education leading to a degree in a
specific profession or discipline.
Section 21. Objectives of Elementary Education - The objectives of elementary education are:
1. To provide the knowledge and develop the skills, attitudes, and values essential to personal
development and necessary for living in and contributing to a developing and changing social
milieu;
2. To provide learning experiences which increase the child's awareness of and responsiveness to
the changes in and just demands of society and to prepare him for constructive and effective
involvement;
3. To promote and intensify the child's knowledge of, identification with, and love for the nation
and the people to which he belongs; and
4. To promote work experiences which develop the child's orientation to the world of work and
creativity and prepare himself to engage in honest and gainful work.
Section 22. Objectives of Secondary Education. - The objectives of secondary education are:
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the students so as to equip
him with skills for productive endeavor and/or prepare him for tertiary schooling.
Section 23. Objective of Tertiary Education. - The objectives of tertiary education are:
1. To provide a general education program that will promote national identity, cultural
consciousness, moral integrity and spiritual vigor;
2. To train the nation's manpower in the skills required for national development;
3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge for improving the
quality of human life and responding effectively to changing societal needs and conditions.
CHAPTER 2
Non-Education and Specialized Educational Services
Section 24. Specialized Educational Service - The State further recognizes its responsibility to provide,
within the context of the formal education system, services to meet special needs of certain clientele.
These specific types, which shall be guided by the basic policies of the State embodied in the General
Provisions of this Act, include:
1. "Work Education," or "Practical Arts," as a program of basic education which aims to develop
the right attitudes towards work; and "technical-vocational education," post-secondary but non-
degree programs leading to one, two, or three year certificates in preparation for a group of
middle-level occupations.
2. "Special Education," the education of persons who are physically, mentally, emotionally,
socially, or culturally different from the so-called "normal" individuals that they require
modification of school practices/services to develop them to their maximum capacity; and
3. "Non-formal Education," any organized school-based educational activities undertaken by the
Ministry of Education, Culture and Sports and other agencies aimed at attaining specific learning
objectives for a particular clientele, especially the illiterates and the out-of-school youth and
adults, distinct from and outside the regular offerings of the formal school system.
 The objectives of non-formal education are as follows:
a. To eradicate illiteracy and raise the level of functional literacy of the population;
b. To provide unemployed and underemployed youth and adults with appropriate
vocational/technical skills to enable them to become more productive and effective
citizens; and
c. To develop among the clientele of non-formal education proper values and attitudes
necessary for personal, community and national development.
CHAPTER 3
Establishment of Schools
Section 25. Establishment of Schools - All schools shall be established in accordance with law. The
establishment of new national schools and the conversion of existing schools from elementary to national
secondary or tertiary schools shall be by law: Provided, That any private school proposed to be established
must incorporate as an non-stock educational corporation in accordance with the provisions of the
Corporation Code of the Philippines. This requirement to incorporate may be waived in the case of family-
administered pre-school institutions.
Government assistance to such schools for educational programs shall be used exclusively for that
purpose.
Section 26. Definition of Terms - The terms used in this Chapter are defined as follows:
1. "Schools" are duly established institutions of learning or educational institutions.
2. "Public Schools" are educational institutions established and administered by the government.
3. "Private Schools" are educational institutions maintained and administered by private
individuals or groups.
Section 27. Recognition of Schools - The educational operations of schools shall be subject to their prior
authorization of the government, and shall be affected by recognition. In the case of government
operated schools, whether local, regional, or national, recognition of educational programs and/or
operations shall be deemed granted simultaneously with establishment.
In all other case the rules and regulations governing recognition shall be prescribed and enforced by the
Ministry of Education, Culture and Sports defining therein who are qualified to apply, providing for a
permit system, stating the conditions for the grant of recognition and for its cancellation and withdrawal,
and providing for related matters.
Section 28. Effects of Recognition; Punishable Violations - The issuance of a certificate of recognition to a
school shall have the following effects:
1. It transforms the temporary permit to a permanent authority to operate;
2. It entitled the school or college to give the students who have completed the course for which
recognition is granted, a certificate, title or diploma; and
3. It shall entitle the students who have graduated from said recognized course or courses to all
the benefits and privileges enjoyed by graduates in similar courses of studies in all schools
recognized by the government.
Operation of schools and educational programs without authorization, and/or operation thereof in
violation of the terms of recognition, are hereby declared punishable violations subject to the penalties
provided in this Act.
Section 29. Voluntary Accreditation - The Ministry shall encourage programs of voluntary accreditation for
institution which desire to meet standards of quality over and above minimum required for State
recognition.
CHAPTER 4
Internal Organization of Schools
Section 30. Organization of Schools - Each school shall establish such internal organization as will best
enable it to carry out its academic and administrative functions, subject to limitations provided by law.
Each school establish such arrangements for the peaceful settlement of disputes between or among the
members of the educational community.
Section 31. Governing Board - Every government college or university as a tertiary institution and every
private school shall have a governing board pursuant to its charter or the Corporation Code of the
Philippines, as the case may be.
Section 32. Personnel Transactions - The terms and conditions of employment of personnel in government
schools shall be governed by the Civil Service, budgetary and compensation laws and rules.
In private schools, dispute arising from employer-employee relations shall fall under the jurisdiction of the
Ministry of Labor and Employment as provided for by law regulations: Provided, That in view of the special
employment status of the teaching and academic non-teaching personnel, and their special roles in the
advancement of knowledge, standards set or promulgated jointly by the Ministry of Education, Culture
and Sports and by the Ministry of Labor and Employment shall be applied by the Ministry of Labor and
Employment: Provided, further, That every private school shall establish and implement an appropriate
system within the school for the prompt and orderly settlement of provisions of Articles 262 and 263 of
the Labor Code.
CHAPTER 5
School Finance and Assistance
Section 33. Declaration of Policy - It is hereby declared to be the policy of the State that the national
government shall contribute to the financial support of educational programs pursuant to goals of
education as declared in the Constitution. Towards this end, the government shall:
1. Adopt measures to broaden access to education through financial assistance and other forms
of incentives to schools, teachers, pupils and students; and
2. Encourage and stimulate private support to education through, inter alia, fiscal and other
assistance measures.
A. FUNDING OF REPUBLIC SCHOOLS
Section 34. National Funds - Public school shall continue to be funded from national funds: Provided, That
local governments shall be encouraged to assume operation of local public schools on the basis of national
fund participation and adequate revenue sources which may be assigned by the national government for
the purpose.
Section 35. Financial Aid Assistance to Public Secondary Schools - The national government shall extend
financial aid and assistance to public secondary schools established and maintained by local governments,
including barangay high schools.
Section 36. Share of Local Government - Provinces, cities and municipalities and barangays shall
appropriate funds in their annual budgets for the operation and maintenance of public secondary schools
on the basis of national fund participation.
Section 37. Special Education Fund - The proceeds of the Special Education Fund accruing to local
governments shall be used exclusively for the purposes enumerated in Section 1 of Republic Act No. 5447,
and in accordance with rules and regulations issued by the Ministry of Education, Culture and Sports and
the Ministry of the Budget. Said proceeds shall be considered a local fund and shall be subject to
Presidential Decrees No. 477, Presidential Decree No. 1375 and other applicable local budget laws and
regulations.
Section 38. Tuition and other School Fees - Secondary and post-secondary schools may charge tuition and
other school fees, in order to improve facilities or to accommodate more students.
Section 39. Income from other Sources - Government-supported educational institution may receive
grants, legacies, donations and gifts for purposes allowed by existing laws.
Furthermore, income generated from production activities and from auxiliary enterprises may be retained
and used for schools concerned in accordance with rules and regulations jointly issued consistently with
pertinent appropriation and budgetary laws by the Ministry of the Budget, the Ministry of Education,
Culture and Sports and the Commission on Audit.
B. FUNDING OF PRIVATE SCHOOLS
Section 40. Funding of Private Schools - Private schools may be funded from their capital investment or
equity contributions, tuition fees and other school charges, grants, loans, subsidies, passive investment
income and income from other sources.
Section 41. Government Assistance - The government, in recognition of their complementary role in the
educational system, may provide aid to the programs of private schools in the form of grants or
scholarships, or loans from government financial institutions: Provided, That such programs meet certain
defined educational requirements and standards and contribute to the attainment of national
development goals.
Section 42. Tuition and Other Fees - Each private school shall determine its rate of tuition and other school
fees or charges. The rates and charges adopted by schools pursuant to this provision shall be collectible,
and their application or use authorized, subject to rules and regulations promulgated by the Ministry of
Education, Culture and Sports.
Section 43. Income from Other Sources - Any private school duly recognized by the government, may
receive any grant and legacy, donation, gift, bequest or devise from any individual, institution,
corporation, foundation, trust of philanthropic organization, or research institution or organization as may
be authorized by law.
Furthermore, private schools are authorized to engage in any auxiliary enterprise to generate income
primarily to finance their educational operations and/or to reduce the need to increase students' fees.
Section 44. Institutional Funds - The proceeds from tuition fees and other school charges, as well as other
income of schools, shall be treated as institutional funds. Schools may pool their institutional funds, in
whole or in part, under joint management for the purpose of generating additional financial resources.
C. INCENTIVES TO EDUCATION
Section 45. Declaration of Policy - It is the policy of the State in the pursuit of its national education
development goals to provide an incentive program to encourage the participation of the community in
the development of the educational sector.
Section 46. Relating to School Property - Real property, such as lands, buildings and other improvements
thereon used actually, directly and exclusively for educational purposes shall be subject to the real
property tax based on an assessment of fifteen per cent of the market value of such property: Provided,
That all the proceeds from the payment thereof shall accrue to a special private education fund which
shall be managed and disbursed by a local private school board which shall be constituted in each
municipality or chartered city with private educational institutions with the mayor or his representative as
chairman and not more than two representatives of the institutional taxpayers, and, likewise, not more
than two residents of the municipality or chartered city who are alumni of any of the institutional
taxpayers as members: Provided, further, That fifty percent of the additional one percent tax on real
estate property provided for under Republic Act 5447, shall accrue to the special private education fund:
Provided, finally, That in municipalities or chartered cities wherein the number of private institutions with
individual enrollment of pupils and students over five thousand exceeds fifteen, the members of the
private school board shall be increased to not more than fourteen members determined proportionately
by the Minister of Education, Culture and Sports. The private school board shall adopt its own rules which
shall enable it to finance the annual programs and projects of each institutional taxpayer for the following
purposes; student-pupil scholarships; improvement of instructional, including laboratory, facilities and/or
equipment; library books and periodicals acquisition; and extension service in the community, in that
order of priority.
Section 47. Relating to Gifts or Donations to Schools - All gifts or donation in favor of any school, college or
university recognized by the Government shall not be subject to tax; Provided, That such gifts or donations
shall be for improvement of classrooms and laboratory of library facilities, and shall not inure to the
benefit of any officer, director, official, or owner or owners of the school, or paid out as salary,
adjustments or allowance of any form or nature whatsoever, except in support of faculty and/or
professorial chairs.
Section 48. Relating to Earnings from Established Scholarship Funds - All earnings from the investment of
any duly established scholarship fund of any school recognized by the government, constituted from gifts
to the school, and/or from contributions or other resources assigned to said fund by the school, if said
earnings are actually used to fund additional scholarship grants to financially deserving students shall be
exempt from tax until the scholarship fund is fully liquidated, when the outstanding balance thereof shall
be subject to tax.
Section 49. School Dispersal Program - All gains realized from the sale, disposition or transfer of property,
real or personal, of any duly established private school, college or university, in pursuance of a school
dispersal program of the government or of the educational institution as approved by the government,
shall be considered exempt from tax if the total proceeds of the sale are reinvested in a new or existing
duly established school, college, or university located in the dispersal site, within one (1) year from the
date of such sale, transfer or disposition; otherwise, all taxes due on the gains realized from the
transaction shall immediately become due and payable.
Section 50. Conversion to Educational Foundations - An educational institution may convert itself into a
non-stock, non-profit educational foundation, in accordance with the implementing rules to be issued
jointly by the Ministry of Education, Culture and Sports and the Ministry of Finance.
In the case of stock corporations, if for any reason its corporate existence as an educational institution
ceases and is not renewed, all its net assets after liquidation of the liabilities and other obligations may be
conveyed and transferred to any non-profit educational institution or successor non-profit educational
institution or to be used in such manner as in the judgment of said court will best accomplish the general
purposes for which the dissolved organization was organized, or to the State.
D. ASSISTANCE TO STUDENTS
Section 51. Government Assistance to Students - The government shall provide financial assistance to
financially disadvantaged and deserving students. Such assistance may be in the form of State
scholarships, grants-in-aid, assistance from the Educational Loan Fund, or subsidized tuition rates in State
colleges and universities.
All the above and similar assistance programs shall provide for reserve quotas for financially needed but
academically qualified students from the national cultural communities.
Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational institutions shall be encouraged to
grant scholarships to students pursuant to the provisions of existing laws and such scholarship measures
as may hereafter be provided for by law.
Section 53. Assistance from the Private Sector - The private sector, especially educational institutions,
business and industry, shall be encouraged to grant financial assistance to students, especially those
undertaking research in the fields of science and technology or in such projects as may be necessary
within the context of national development.
 IV. THE MINISTRY OF EDUCATION, CULTURE AND SPORTS
CHAPTER 1
GENERAL PROVISIONS
Section 54. Declaration of Policy - The administration of the education system and, pursuant to the
provisions of the Constitution, the supervision and regulation of educational institutions are hereby vested
in the Ministry of Education, Culture and Sports, without prejudice to the provisions of the charter of any
state college and university.
Section 55. Organization - The Ministry shall be headed by the Minister of Education, Culture and Sports
who shall be assisted by one or more Deputy Ministers.
The organization of the Ministry shall consist of (a) the Ministry Proper composed of the immediate Office
of the Minister, and the Services of the Ministry, (b) the Board of Higher Education, which is hereby
established, (c) the Bureau of Elementary Education, the Bureau of Secondary Education, the Bureau of
Higher Education, the Bureau of Technical and Vocational Education, and the Bureau of Continuing
Education, which are hereby established, (d) Regional offices and field offices, (e) the National Scholarship
Center and such other agencies as are now or may be established pursuant to law, and (f) the cultural
agencies, namely: the National Library, the National Historical Institute, the National Museum, and the
Institute of National Language. Such of the above offices as are created or authorized to be established
under this provision, shall be organized and staffed and shall function, subject to the approval of the
President, upon recommendation of the Minister of Education, Culture and Sports in consultation with the
Presidential Commission on Reorganization.
Section 56. The National Board of Education is hereby abolished, and its appropriations, personnel,
records, and equipment are hereby transferred to the Office of the Minister of Education, Culture and
Sports.
Section 57. Functions and Powers of the Ministry - The Ministry shall:
1. Formulate general education objectives and policies, and adopt long-range educational plans;
2. Plan, develop and implement programs and projects in education and culture;
3. Promulgate rules and regulations necessary for the administration, supervision and regulation
of the educational system in accordance with declared policy;
4. Set up general objectives for the school system;
5. Coordinate the activities and functions of the school system and the various cultural agencies
under it;
6. Coordinate and work with agencies concerned with the educational and cultural development
of the national cultural communities; and
7. Recommend and study legislation proposed for adoption.
Section 58. Report to the Batasang Pambansa. - The Minister of Education, Culture and Sports shall make
an annual report to the Batasang Pambansa on the implementation of the national basic education plan,
the current condition of the education programs, the adequacy or deficiency of the appropriations and
status of expenditures, the impact of education on the different regions, the growth of enrollment, the
adequacy of academic facilities, the concentration of low income groups, or the supply of teaching and
non-teaching personnel, with such comments and appropriate recommendations thirty (30) days before
the opening of its regular session.
CHAPTER 2
BOARD OF HIGHER EDUCATION
Section 59. Declaration of Policy - Higher education will be granted towards the provision of better quality
education, the development of middle and high-level manpower, and the intensification of research and
extension services. The main thrust of higher education is to achieve equity, efficiency, and high quality in
the institutions of higher learning both public and private, so that together they will provide a complete
set of program offerings that meet both national and regional development needs.
Section 60. Organization of the Board of Higher Education - The Board of Higher Education is reconstituted
as an advisory body to the Minister of Education, Culture and Sports. The Board shall be composed of a
Deputy Minister of Education, Culture and Sports designated as Chairman and four other members to be
appointed by the President of the Philippines upon nomination by the Minister of Education, Culture and
Sports for a term of four years. The four members shall have distinguished themselves in the field of
higher education and development either in the public or private sector. In the initial appointment of the
non-ex officio members, the first appointee shall serve for a term of four years; the second for a term of
three years; the third for a term of two years; and the fourth for a term of one year. The Director of the
Bureau of Higher Education shall participate in the deliberation of the Board but without the right to vote.
The Bureau of Higher Education shall provide the Board with the necessary technical and staff support:
Provided, That the Board may create technical panels of experts in the various disciplines as the need
arises.
Section 61. Function of the Board of Higher Education. - The Board shall:
1. Make policy recommendations regarding the planning and management of the integrated
system of higher education and the continuing evaluation thereof.
2. Recommend to the Minister of Education, Culture and Sports steps to improve the governance
of the various components of the higher education system at national and regional levels.
3. Assist the Minister of Education, Culture and Sports in making recommendation relatives to the
generation of resources and their allocation for higher education.
CHAPTER 3
THE BUREAUS
Section 62. Bureau of Elementary Education - The Bureau shall perform the following functions:
1. Conduct studies and formulate, develop, and evaluate programs and educational standards for
elementary education;
2. Undertake studies necessary for the preparation of prototype curricular designs, instructional
materials, and teacher training programs for elementary education; and
3. Formulate guidelines to improve elementary school physical plants and equipment, and general
management of these schools.
Section 63. Bureau of Secondary Education - The Bureau shall perform the following functions:
1. Conduct studies and formulate, develop and evaluate programs and educational standards for
secondary education;
2. Develop curricular designs, prepare instructional materials, and prepare and evaluate programs
to update the quality of the teaching and non-teaching staff at the secondary level;
3. Formulate guidelines to improve the secondary school physical plants and equipment, and
general management of these schools.
Section 64. Bureau of Technical and Vocational Education. - The Bureau shall perform the following:
1. Collaborate with other agencies in the formulation of manpower plans;
2. Conduct studies, formulate, develop and evaluate post-secondary vocational-technical
programs and recommend educational standards for these programs;
3. Develop curricular designs and prepare instructional materials, prepare and evaluate programs
to upgrade the quality of teaching and non-teaching staff, and formulate guidelines to improve
the physical plant and equipment of post-secondary vocational-technical schools.
Section 65. Bureau of Higher Education - The Bureau of higher Education shall perform the following
functions:
1. Develop, formulate and evaluate programs, projects and educational standards for a higher
education;
2. Provide staff assistance to the Board of Higher Education in its policy formulation and advisory
functions;
3. Provide technical assistance to encourage institutional development programs and projects;
4. Compile, analyze and evaluate data on higher education; and
5. Perform other functions provided for by law.
Section 66. Bureau of Continuing Education - As the main implementing arm of the non-formal education
programs of the Ministry, the Bureau shall provide learning programs or activities that shall:
1. Serve as a means of meeting the learning needs of those unable to avail themselves of the
educational services and programs of formal education;
2. Provide opportunities for the acquisition of skills necessary to enhance and ensure continuing
employability, efficiency, productivity, and competitiveness in the labor market;
3. Serve as a means for expanding access to educational opportunities to citizens of varied
interests, demographic characteristics and socio-economic origins or status.
 CHAPTER 4 5. Unauthorized operation of a school or course, or any component thereof, or any violation of
REGIONAL OFFICES the requirement governing advertisements or announcements of educational institutions.

Section 67. Functions - A regional office shall: Sanctions against the schools shall be without prejudice to the interest of the students, teachers and
employees.
1. Formulate the regional plan of education based on the national plan of the Ministry taking into
account the specific needs and special traditions of the region; CHAPTER 2
ADMINISTRATIVE PROVISIONS
2. Implement education laws, policies, plans, programs, rules and regulations of the Ministry or
agency in the regional area; Section 70. Rule-making Authority - The Minister Education, Culture and Sports charged with the
administration and enforcement of this Act, shall promulgate the necessary implementing rules and
3. Provide economical, efficient and effective education services to the people in the area. regulations.

V. MISCELLANEOUS PROVISIONS Section 71. Separability Provision - Any part or provision of this Act which may held invalid or
unconstitutional shall not affect its remaining parts of provisions.
CHAPTER 1
PENAL ADMINISTRATIVE SANCTIONS Section 72. Repealing Clause - All laws or parts thereof inconsistent with any provision of this Act shall be
deemed repealed or modified, as the case may be.
Section 68. Penalty Clause - Any person upon conviction for an act in violation of Section 28, Chapter 3,
Title III above, shall be punished with a fine of not less than two thousand pesos (P2,000.00) nor more Section 73. Effectivity - This Act shall take effect upon its approval.
than ten thousand pesos (P10,000.00) or imprisonment for a maximum period of two (2) years, or both, in
the discretion of the court. Approved, September 11, 1982.

If the act is committed by a school corporation, the school head together with the person or persons
responsible for the offense or violation shall be equally liable.

Section 69. Administrative Sanction - The Minister of Education, Culture and Sports may prescribe and
impose such administrative sanction as he may deem reasonable and appropriate in the implementing
rules and regulations promulgated pursuant to this Act for any of the following causes:

1. Mismanagement of school operations;

2. Gross inefficiency of the teaching or non-teaching personnel;

3. Fraud or deceit committed in connection with the application for Ministry permit or
recognition;

4. Failure to comply with conditions or obligations prescribed by this Code or its implementing
rules and regulations; and