RA 10533

Implementing Rules and Regulations of the

Enhanced Basic Education Act of 2013

Philippine Standard Time:

Thursday, September 21, 2023 11:53:12 PM
source: PAGASA
  Pursuant to Section 16 of Republic Act No.
10533, entitled
“An Act Enhancing the Philippine Basic
Education System by Strengthening Its
Curriculum and Increasing the Number of
Years for Basic Education, Appropriating Funds
Therefor and for Other Purposes,”
otherwise known as the
“Enhanced Basic Education Act of 2013 ”
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.
 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
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
 Basic education shall be delivered in languages understood by the learners
as the language plays a strategic role in shaping the formative years of
learners.
 For kindergarten and the first three (3) years of elementary education,
instruction, teaching materials and assessment shall be in the regional or
native language of the learners. The Department of Education (DepED)
shall formulate a mother language transition program from Grade 4 to
Grade 6 so that Filipino and English shall be gradually introduced as
languages of instruction until such time when these two (2) languages can
become the primary languages of instruction at the secondary level.
 For purposes of this Act, mother language or first Language (LI) refers to
language or languages first learned by a child, which he/she identifies with,
is identified as a native language user of by others, which he/she knows
best, or uses most. This includes Filipino sign language used by individuals
with pertinent disabilities. The regional or native language refers to the
traditional speech variety or variety of Filipino sign language existing in a
region, area or place.
SEC. 5. CURRICULUM
DEVELOPMENT.
 The DepED shall formulate the design and details of
the enhanced basic education curriculum. It shall
work with the Commission on Higher Education
(CHED) to craft harmonized basic and tertiary
curricula for the global competitiveness of Filipino
graduates. To ensure college readiness and to avoid
remedial and duplication of basic education subjects,
the DepED shall coordinate with the CHED and the
Technical Education and Skills Development Authority
(TESDA).
 To achieve an effective enhanced basic education curriculum,
the DepED shall undertake consultations with other national
government agencies and other stakeholders including, but not
limited to, the Department of Labor and Employment (DOLE),
the Professional Regulation Commission (PRC), the private and
public schools associations, the national student organizations,
the national teacher organizations, the parents-teachers
associations and the chambers of commerce on matters
affecting the concerned stakeholders.
THE DEP-ED 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
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:
Teacher Education and Training
 (a) In-service Training on Content and
Pedagogy
 (b) Training of New Teachers.
 (c) Training of School Leadership
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:
 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.
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
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.
SECTION 14.
 Mandatory Evaluation and Review. — By the end of School Year 2014-
2015, the DepED shall conduct a mandatory review and submit
a midterm report to Congress as to the status of implementation
of the K to 12 program in terms of closing the following current
shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats;
(e) toilets; and (f) other shortages that should be addressed.
 The DepED shall include among others, in this midterm report, the
following key metrics of access to and quality of basic
education: (a) participation rate; (b) retention rate; (c) National
Achievement Test results; (d) completion rate; (e) teachers’
welfare and training profiles; (f) adequacy of funding
requirements; and (g) other learning facilities including, but not
limited to, computer and science laboratories, libraries and
library hubs, and sports, music and arts.
SECTION 15.
 Commitment to International Benchmarks. —
The DepED shall endeavor to increase the
per capita spending on education towards
the immediate attainment of international
benchmarks.
SECTION 16.
Implementing Rules and Regulations. — Within
ninety (90) days after the
effectivity of this Act, the DepED
Secretary, the CHED Chairperson and
the TESDA Director- General shall
promulgate the rules and regulations
needed for the
implementation of this Act.
SECTION 17.
 Separability Clause. — If any provision of this
Act is held invalid or unconstitutional,
the same shall not affect the validity
and effectivity of the other provisions
hereof.
SECTION 18.
 Repealing Clause. — Pertinent provisions of
Batas Pambansa Blg. 232 or the
“Education Act of 1982”,
Republic Act No. 9155 or the
“Governance of Basic Education.
SECTION 21
 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.
 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.) MARILYN BARUA-YAP (Sgd.) EDWIN B. BELEN
Secretary General Acting Senate Secretary
House of Representatives

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III
President of the Philippines
K TO 12
BASIC
EDUCATION
CURRICULUM