7/30/2019 Consolidated K to 12 IRR Draft (as of August 12 2013) http://slidepdf.com/reader/full/consolidated-k-to-12-irr-draft-as-of-august-12-2013 1/12 Page | 1 As of August 12, 2013 IMPLEMENTING RULES AND REGULATIONS OF REPUBLIC ACT NO. 10533 1 OTHERWISE KNOWN AS THE ENHANCED BASIC EDUCATION ACT OF 2013 2 3 Pursuant to Section 16 of Republic Act No. 10533, “An Act Enhancing The 4 Philippine Basic Education System By Strengthening Its Curriculum And Increasing The 5 Number Of Years For Basic Education, Appropriating Funds Therefor And For Other 6 Purposes”, otherwise known as the Enhanced Basic Education Act of 2013, approved 7 on May 15, 2013, and which took effect on June 8, 2013, the Department of 8 Education (DepEd), the Commission on Higher Education (CHED) and the Technical 9 Education and Skills Development Authority (TESDA), hereby issue the following rules 10 and regulations to implement the provisions of the Act. 11 12 RULE I. GENERAL PROVISIONS 13 14 Section 1. Short Title. These rules and regulations shall be referred to as the 15 “Implementing Rules and Regulations (IRR) of Republic Act No. 10533, otherwise known 16 as the Enhanced Basic Education Act of 2013”. 17 18 Section 2. Scope and Application. The provisions of this IRR shall apply to all 19 public and private basic education schools and learning centers. To the extent 20 applicable and as provided in the succeeding sections, this IRR shall also apply to 21 duly recognized educational institutions, organizations acting as TEIs and 22 foundations. 23 24 Section 3. Declaration of Policy. These rules shall be interpreted in light of the 25 Declaration of Policy found in Section 2 of the Act. 26 27 Section 4. Definition of Terms. For purposes of this IRR, the following terms shall 28 mean or be understood as follows: 29 30 (a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing The Philippine 31 Basic Education System By Strengthening Its Curriculum And Increasing The 32 Number Of Years For Basic Education, Appropriating Funds Therefor And For 33 Other Purposes, otherwise known as The Enhanced Basic Education Act of 34 2013”. 35 36 (b)Career Guidance refers to a lifelong process involving psychological, 37 educational, economic, physical factors, and chance factors that interact to 38 influence the career of the pupils, students and learners. 39 40 (c) Career Guidance Advocacy refers to activities that involve provision of career 41 information and experiences, advising, coordinating and making referrals. 42 43 (d)Career Guidance Advocacy Programs refers to programs that shall include 44 but are not limited to the following: career talks, field trips, career fair, job fair, 45 parents’ career orientation, seminar-workshops in steps in career decision- 46 making. 47 48 (e)Career Guidance Advocates refers to “career and employment guidance 49 counselors, who are not registered and licensed guidance counselors” as 50 referred to in Section 9 of RA 10533, including homeroom advisers and teachers 51 of all learning areas, who will implement career guidance advocacy programs, 52 information and advising. 53 54 (f)Learning Center refers to a physical space to house learning resources and 55 facilities of a learning program for out-of-school youth and adults. It is a venue 56 for face-to-face learning and activities and other learning opportunities for 57 community development and improvement of the people’s quality of life. This 58 may also be referred to as “Community Learning Center” authorized or 59 recognized by DepEd. 60
Transcript
7/30/2019 Consolidated K to 12 IRR Draft (as of August 12 2013)
IMPLEMENTING RULES AND REGULATIONS OF REPUBLIC ACT NO. 105331
OTHERWISE KNOWN AS THE ENHANCED BASIC EDUCATION ACT OF 20132
3
Pursuant to Section 16 of Republic Act No. 10533, “An Act Enhancing The 4
Philippine Basic Education System By Strengthening Its Curriculum And Increasing The 5
Number Of Years For Basic Education, Appropriating Funds Therefor And For Other 6
Purposes”, otherwise known as the Enhanced Basic Education Act of 2013, approved7
on May 15, 2013, and which took effect on June 8, 2013, the Department of 8
Education (DepEd), the Commission on Higher Education (CHED) and the Technical9
Education and Skills Development Authority (TESDA), hereby issue the following rules10
and regulations to implement the provisions of the Act.11
12
RULE I. GENERAL PROVISIONS13
14
Section 1. Short Title. These rules and regulations shall be referred to as the15
“Implementing Rules and Regulations (IRR) of Republic Act No. 10533, otherwise known 16
as the Enhanced Basic Education Act of 2013”. 1718
Section 2. Scope and Application. The provisions of this IRR shall apply to all19
public and private basic education schools and learning centers. To the extent20
applicable and as provided in the succeeding sections, this IRR shall also apply to21
duly recognized educational institutions, organizations acting as TEIs and22
foundations.23
24
Section 3. Declaration of Policy. These rules shall be interpreted in light of the25
Declaration of Policy found in Section 2 of the Act.26
27
Section 4. Definition of Terms. For purposes of this IRR, the following terms shall28
mean or be understood as follows:2930
(a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing The Philippine31
Basic Education System By Strengthening Its Curriculum And Increasing The32
Number Of Years For Basic Education, Appropriating Funds Therefor And For33
Other Purposes, otherwise known as The Enhanced Basic Education Act of 34
2013”. 35
36
(b) Career Guidance refers to a lifelong process involving psychological,37
educational, economic, physical factors, and chance factors that interact to38
influence the career of the pupils, students and learners.39
40
(c) Career Guidance Advocacy refers to activities that involve provision of career41information and experiences, advising, coordinating and making referrals.42
43
(d) Career Guidance Advocacy Programs refers to programs that shall include44
but are not limited to the following: career talks, field trips, career fair, job fair,45
parents’ career orientation, seminar-workshops in steps in career decision-46
making.47
48
(e) Career Guidance Advocates refers to “career and employment guidance49
counselors, who are not registered and licensed guidance counselors” as50
referred to in Section 9 of RA 10533, including homeroom advisers and teachers51
of all learning areas, who will implement career guidance advocacy programs,52
information and advising.5354
(f) Learning Center refers to a physical space to house learning resources and55
facilities of a learning program for out-of-school youth and adults. It is a venue56
for face-to-face learning and activities and other learning opportunities for57
community development and improvement of the people’s quality of life. This58
may also be referred to as “Community Learning Center” authorized or59
recognized by DepEd.60
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(g) Learners refers to pupils and students, and to learners in the alternative2
learning system.3
4
(h) Mother Tongue
refers to the language first learned by a child. Mother Tongue5
may be used interchangeably with Mother Language and First Language for6
purposes of this IRR. Mother Language or First Language (L1) which may refer7
to any language or languages first learned by a child which he/she identifies8
with of which he/she is identified as a native language user by others, which9
he/she knows best, or uses most. This includes Filipino sign language used by 10
individuals with pertinent disabilities. The regional or native language refers to11
the traditional speech variety or variety of Filipino sign language existing in a12
region, area or place. 13
14
(i) Non-DepEd Public Schools refers to public schools offering basic education15
operated by agencies of the national government other than DepEd, or local16
government units.1718
Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education shall19
be intended to meet basic learning needs which provide the foundation on which20
subsequent learning can be based. It shall encompass kindergarten, elementary, and21
secondary education as well as alternative learning systems for out-of-school learners22
and those with special needs.23
24
Section 6 . Enhanced Basic Education Program. For purposes of this IRR and25
pursuant to Section 4 of the Act, the enhanced basic education program encompasses26
at least one (1) year of kindergarten education, six (6) years of elementary education,27
and six (6) years of secondary education, in that sequence. Secondary education28
includes four (4) years of Junior High School and two (2) years of Senior High School29education. The enhanced basic education program may likewise be delivered through30
the alternative learning system.31
32
6.1. Kindergarten Education is the first stage of compulsory and mandatory 33
formal education which consists of one (1) year of preparatory education for children34
at least five (5) years old as a prerequisite for Grade 1.35
36
6.2. Elementary Education refers to the second stage of compulsory basic37
education which is composed of six years (6). The entrant age to this level is typically 38
six (6) years old.39
40
6.3. Secondary Education refers to the third stage of compulsory basic41education. It consists of four (4) years of junior high school education and two (2)42
years senior high school education. The entrant age to the junior and senior high43
school levels are typically twelve (12) and sixteen (16) years old, respectively.44
45
DepEd may allow private schools flexibility in adopting the program provided46
that they comply with the DepEd prescribed standards.47
48
Section 7. Compulsory Basic Education. It shall be compulsory for every parent or49
guardian or other persons having custody of any child to enroll such child in basic50
education, irrespective of learning delivery modes and systems, until its completion.51
52
Section 8. Inclusiveness of the Enhanced Basic Education. In furtherance of 53Section 3 of the Act, inclusiveness of enhanced basic education shall be taken to mean54
the implementation of programs designed to address the physical, intellectual,55
psychosocial, and cultural needs of learners, which shall include but shall not be56
limited to the following:57
58
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8.1. Programs for the Gifted and/or Talented. These shall refer to1
comprehensive programs for the gifted and talented learners in all levels of basic2
education.3
4
8.2. Programs for Learners with Disabilities. These shall refer to the5
comprehensive programs designed for learners with disabilities which may be home-,6
school-, center or community-based.7
8
8.3. Madrasah Program. This shall refer to the comprehensive program using9
the Madrasah curriculum prescribed by the DepEd, in coordination with the10
Commission on Muslim Filipinos, for Muslim learners in public and private schools.11
12
8.4. Indigenous Peoples (IP) Education Program. This shall refer to the13
program that supports education initiatives undertaken through formal, non-formal,14
and informal modalities with emphasis on any of, but not limited to, the following key 15
areas: Indigenous Knowledge Systems and Practices and community history;16
indigenous languages; Indigenous Learning System (ILS) and community life cycle-17 based curriculum and assessment; educational goals, aspirations, and competencies18
specific to the Indigenous Cultural Community (ICC); engagement of elders and other19
community members in the teaching-learning process, assessment, and management20
of the initiative; recognition and continuing practice of the community’s ILS; and the21
rights and responsibilities of ICCs.22
23
8.5. Programs for Learners under Difficult Circumstances. This shall refer to24
the timely and responsive programs for learners under difficult circumstances, such25
as, but not limited to, geographic isolation, chronic illness; displacement due to armed26
conflict, urban resettlement, disasters; and child labor practice.27
28
Section 9. Acceleration. Acceleration of learners in public and private schools shall29be allowed, consistent with DepEd rules and regulations.30
31
RULE II. CURRICULUM32
33
Sec. 10. Basic Education Curriculum Development. In the development of the34
Basic Education Curriculum, the DepEd shall be guided by the following: 35
36
10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd37
shall formulate the design and details of the enhanced basic education curriculum. It38
shall work with the Technical Education and Skills Development Authority (TESDA)39
and the Commission on Higher Education (CHED) to craft harmonized basic and40
tertiary education curricula for Filipino graduates to be locally and globally 41competitive.42
43
10.2. Standards and Principles. The DepEd shall adhere to the following44
standards and principles, when appropriate, in developing the enhanced basic45
education curriculum:46
(a) The curriculum shall be learner-centered, inclusive and developmentally 47
appropriate;48
(b) The curriculum shall be relevant, responsive and research-based;49
(c) The curriculum shall be culture-sensitive;50
(d) The curriculum shall be contextualized and global;51
(e) The curriculum shall use pedagogical approaches that are constructivist,52
inquiry-based, reflective, collaborative and integrative;53(f) The curriculum shall adhere to the principles and framework of Mother54
Tongue-Based Multilingual Education (MTB-MLE) which starts from55
where the learners are and from what they already knew proceeding from56
the known to the unknown; instructional materials and capable57
teachers to implement the MTB-MLE curriculum shall be available. For58
this purpose, MTB-MLE refers to formal or non-formal education in59
7/30/2019 Consolidated K to 12 IRR Draft (as of August 12 2013)
which the learner’s mother tongue and additional languages are used in1
the classroom. 2
(g) The curriculum shall use the spiral progression approach to ensure3
mastery of knowledge and skills after each level; and4
(h) The curriculum shall be flexible enough to enable and allow schools to
5
localize, indigenize and enhance the same based on their respective6
educational and social contexts.7
8
The production and development of locally produced teaching and learning9
materials shall be encouraged and approval of these materials shall devolve to the10
regional and division education unit in accordance with national policies and11
standards.12
13
10.3. Medium of Teaching and Learning. Pursuant to Section 5 of the Act, 14
basic education shall be delivered in languages understood by the learners as15
language plays a strategic role in shaping the formative years of learners.16
17 The curriculum shall develop proficiency in Filipino and English, provided that,18
the learners’ first and dominant language shall serve as the fundamental language of 19
education. For Kindergarten and the first three years of elementary education,20
instruction, teaching materials, and assessment shall be in the regional or native21
language of the learners. The DepEd shall formulate a mother language transition22
program from the mother/first language to the subsequent languages of the23
curriculum that is appropriate to the language capacity and needs of learners from24
Grade 4 to Grade 6. Filipino and English shall be gradually introduced as languages of 25
instruction until such time when these two (2) languages can become the primary 26
languages of instruction at the secondary level.27
28
10.4. Stakeholder Participation. To achieve an enhanced and responsive29basic education curriculum, the DepEd shall undertake consultations with other30
national government agencies and other stakeholders including, but not limited to, the31
Department of Labor and Employment (DOLE), the Professional Regulation32
Commission (PRC), the private and public schools associations, the national student33
organizations, the national teacher organizations, the parents-teachers associations34
and the chambers of commerce and other industry associations on matters affecting35
the concerned stakeholders.36
37
Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act,38
a Curriculum Consultative Committee shall be created chaired by the DepEd39
Secretary or his/her duly authorized representative and with members composed of,40
but not limited to, a representative each from the CHED, the TESDA, the DOLE, the41Board of Professional Teachers of PRC, the Department of Science and Technology 42
(DOST), and a representative from the business chambers such as the Information43
Technology – Business Process Outsourcing (IT-BPO) industry association. The44
Consultative Committee shall oversee the review and evaluation of the45
implementation of the enhanced basic education curriculum and may recommend to46
the DepEd the formulation of necessary refinements in the curriculum.47
48
RULE III. TEACHER QUALIFICATIONS, TRAINING & CONTINUING49
PROFESSIONAL DEVELOPMENT50
51
Section 12. Teacher Education and Training. To ensure that the enhanced basic52
education program meets the demand for quality teachers and school leaders, the53DepEd and CHED, in collaboration with relevant partners in government, academe,54
industry, and non-governmental organizations, shall conduct teacher education and55
training programs, as specified but not limited to:56
57
(a) In-service Training on Content and Pedagogy. DepEd teachers who will58
implement the enhanced basic education curriculum but have not undergone a59
pre-service education that is aligned with the enhanced basic education60
7/30/2019 Consolidated K to 12 IRR Draft (as of August 12 2013)
curriculum shall be re-trained to meet the content and performance standards1
of the Enhanced Basic Education Program curriculum.2
3
The DepEd shall ensure that private education institutions shall be given4
the opportunity to avail of such training;5
6
(b) Training of New Teachers. New graduates of the Teacher Education curriculum7
not aligned with the enhanced basic education curriculum shall undergo8
additional training, upon hiring, to upgrade their competencies and skills to the9
content and performance standards of the new curriculum. Furthermore,10
CHED, in coordination with DepEd and relevant stakeholders, shall ensure that11
the Teacher Education curriculum offered in these Teacher Education Institutes12
(TEIs) will meet the necessary quality standards for new teachers. Duly 13
recognized organizations acting as TEIs, in coordination with DepEd, CHED,14
and other relevant stakeholders, shall ensure that the curriculum of these15
organizations meets the necessary quality standards for trained teachers.16
17 For purposes of this subparagraph, duly recognized organizations acting as 18
teacher education institutions refers to organizations, other than schools or19
Higher Education Institutions (HEIs), contracted out by the DepEd for a fixed20
period, to provide teacher education and training for purposes of retooling the21
graduates of the teacher education curriculum, and only in such areas where22
there is a shortage of trained teachers.23
24
(c) Training of School Leadership . Superintendents, Principals, Subject Area25
Coordinators, and other instructional school leaders shall likewise undergo26
workshops and training to enhance their skills on their roles as academic,27
administrative, and community leaders.28
29(d) Training of Alternative Learning System (ALS) coordinators, instructional 30
managers and learning facilitators. ALS coordinators, instructional managers31
and learning facilitators shall likewise undergo workshops and training to32
enhance their skills on their roles as academic, administrative, and community 33
leaders.34
35
Henceforth, such professional development programs as those stated36
above shall be initiated and conducted regularly throughout the year to ensure37
constant upgrading of teacher skills and competencies which includes administrative38
and instructional skills.39
40
Section 13. Hiring of Graduates of Science, Mathematics, Statistics, Engineering41and Other Specialists in Subjects with a Shortage of Qualified Applicants,42
Technical-Vocational Courses and Higher Education Institution Faculty. 43
Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836,44
otherwise known as the Philippine Teachers Professionalization Act of 1994, the45
DepEd and private education institutions shall hire, as may be relevant to the46
particular subject:47
48
(a) Graduates of science, mathematics, statistics, engineering, music and other49
degree courses needed to teach subjects in elementary and secondary education50
with shortages in LET-qualified teacher applicants. LET-qualified teacher51
applicants shall also include graduates admitted by foundations duly 52
recognized for their expertise in the education sector and who satisfactorily 53complete the requirements set by these organizations: Provided, That they pass54
the Licensure Examinations for Teachers (LET) within five (5) years after their55
date of hiring: Provided, further, That if such graduates are willing to teach in56
basic education on part-time basis, the provisions of LET shall no longer be57
required.58
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Section 15. Private Senior High School. Private educational institutions may only 1
offer Senior High School when so authorized by the DepEd. Senior High School shall2
refer to the final two (2) years of secondary education which focuses on specialized3
preparation for higher education, middle level skills development, employment, and4
entrepreneurship.5
6
Section 16. Specializations in Private Senior High School. Private educational7
institutions may offer specializations in Senior High School education that are8
essential to the economic and social development of their region or locality. Local9
planning in the development of educational policies and programs shall be encouraged10
consistent with the State policy to take into account regional and sectoral needs and11
conditions.12
13
Section 17. Issuance and Revocation of Permits and/or Recognition. The DepEd14
shall prescribe the guidelines on the issuance and revocation of permits and/or15
recognition of Senior High Schools.16
17 RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY18
19
Section 19. Career Guidance and Counseling Programs. Consistent with Section 920
of the Act, to properly guide the students towards becoming productive and21
contributing individuals through informed career choices, the DepEd, in coordination22
with DOLE, TESDA, CHED, PRC, NYC, industry associations, professional23
associations and other relevant stakeholders, shall pursue programs that:24
25
(a) expose students to the world and value of work; and26
27
(b) develop the capability of career counselors and advocates who can guide the28
journey of the students and equip them with the necessary life skills and29values.30
31
Section 20. Role of Registered Guidance Counselors. Consistent with the32
provisions of Republic Act No. 9258, otherwise known as the Guidance and Counseling 33
Act of 2004 , only registered guidance counselors shall be allowed to do the following:34
counseling, psychological testing (as to personality, career interest, study orientation,35
mental ability and aptitude), research, placement, group process, teaching of guidance36
and counseling subjects, particularly subjects given in the licensure examinations,37
and other human development services.38
39
Section 21. Career Guidance and Counseling. Career guidance and counseling40
refers to activities that will help students make a choice as to the different tracks and41strands in the Enhanced Basic Education Program as well as higher42
education/training and work. These include information, assessment, counseling,43
consultation, research and program development. Only registered guidance44
counselors shall do career guidance and counseling.45
46
Section 22. Role of Career and Employment Guidance Advocates. Pursuant to47
Section 9 of the Act, career and employment guidance advocates who are not48
registered and licensed guidance counselors, shall be allowed to conduct career49
guidance advocacy activities to secondary level students of the schools where they are50
currently employed. Provided, that they undergo appropriate capacity building51
programs developed and implemented by DepEd in coordination/partnership with52
DOLE, TESDA, CHED, PRC, NYC, student organizations, industry associations,53guidance and counseling associations, professional associations, and other relevant54
stakeholders, among others55
56
Career guidance advocacy, information and advising may be done by non-57
registered counselors, career guidance advocates, teachers and peer facilitators,58
among others.59
60
7/30/2019 Consolidated K to 12 IRR Draft (as of August 12 2013)
(a) Integrate in the curriculum and undertake teaching of relevant Career3
Guidance concepts in relevant learning areas;4
5
(b) Conduct career assessments;6
7
(c) Conduct regular Career Guidance advocacy activities;8
9
(d) Conduct continuous professionalization and capacity building of guidance10
counselors, guidance teachers and advocates, career and employment guidance11
counselors, including training of peer facilitators, and develop or accredit12
training programs on career guidance and counseling;13
14
(e) Establish career guidance and counseling advocacy in secondary schools,15
including office space;16
17 (f) Designate Guidance Supervisors at the Division Level and Career and18
Employment Guidance Counselors at the school level to address the lack of 19
local specialists/expert for the Career Guidance activities; and20
21
(g) Designate Career and Employment Guidance Advocates to address the lack of 22
registered and licensed guidance counselors for the career guidance advocacy 23
programs.24
25
RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS26
WITH PRIVATE SCHOOLS AND NON-DEPED PUBLIC SCHOOLS27
28
Section 24. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of the29Act, the DepEd shall develop programs of assistance that will extend the benefits30
accorded by Republic Act No. 8545, or the Expanded Government Assistance for 31
Students and Teachers in Private Education Act , to qualified students enrolled in Senior32
High School.33
34
Section 25. Criteria for Assistance to Qualified Students. The programs of 35
assistance shall be made available primarily to graduates of the Junior High School36
program in public schools, taking into account the income backgrounds and financial37
needs of students, the available capacities of public, private and non-DepEd public38
schools in the locality, the socio-economic needs of regions, the overall performance of 39
private and non-DepEd public schools, as well as geographic spread and size of the40
student population.4142
Students currently enrolled in private Junior High Schools, whether existing43
grantees or not, may be eligible to participate in these programs of assistance, subject44
to compliance with the qualifications and guidelines to be determined by the DepEd.45
46
Section 26. Forms and Amount of Assistance. The forms of assistance that may be47
provided by the DepEd may include any of the following:48
(a) A voucher system, where government issues a certification directly to students49
to enable them to enroll in eligible private and non-DepEd schools of their50
choice under a full or partial tuition or schooling subsidy;51
(b) Education Service Contracting (ESC), where government enters into contractual52
arrangements with eligible private and non-DepEd public schools to subsidize,53whether in whole or in part, tuition and other schooling fees of qualified54
students enrolled in those schools;55
(c) Management contracts, where government enters into contractual56
arrangements with private or non-DepEd public schools to manage the day-to-57
day operations of public schools under agreed performance targets;58
7/30/2019 Consolidated K to 12 IRR Draft (as of August 12 2013)
(d) Forms of assistance provided under Republic Act No. 8525, entitled, An Act 1
Establishing An “ Adopt-A-School Program ” , Providing Incentives Therefor, And For 2
Other Purposes ; and3
(e) Other forms of financial arrangements consistent with the principles of Public-4
Private Partnership.5
6
The DepEd shall take into account the ability of program beneficiaries to cover7
tuition differentials, if any, in setting the amount of voucher, ESC subsidies, or other8
forms of assistance. The amount of assistance to be given by the government shall not9
exceed the determined per student cost in public schools.10
11
Section 27. Participating Schools. Private and non-DepEd public schools and other12
potential providers of basic learning needs authorized to offer Senior High School13
education are eligible to participate in programs of assistance under the Expanded E-14
GASTPE and other financial arrangements formulated by the DepEd and DBM based15
on the principles of Public-Private Partnership. The continued participation of said16
providers in the Expanded E-GASTPE program and other financial arrangements is17 subject to their meeting minimum requirements and standards, including student18
performance, as determined by the DepEd.19
20
In the spirit of partnership and greater cooperation between public and private21
education institutions, government will take into account existing and potential22
capacities of private schools in expanding public school capacity.23
24
Section 28. Implementation Mechanisms. The DepEd may enter into contractual25
arrangements or establish new institutions for the design, administration and26
supervision of financial assistance programs or aspects thereof, subject to the27
approval of the appropriate government agencies. 28
29 The DepEd shall formulate programs and the appropriate guidelines for the30
implementation of the assistance programs. The DepEd shall ensure transparency and31
accountability in the implementation of the Expanded E-GASTPE.32
33
The DepEd shall implement information and advocacy programs to inform the34
general public and ensure greater participation and availment of the program.35
36
The DepEd shall undertake periodic reviews of the program features and make37
adjustments, as necessary, to ensure the successful, effective and sustainable38
implementation of the program. The program features shall include, among others,39
amount of subsidy, number of grantees, eligibility requirements, and performance of 40
participating schools.4142
Section 29. Funding Requirement. The budgetary requirement of these programs43
shall be ensured by the national government.44
45
The DepEd shall encourage private and corporate donors to support the46
programs of assistance in this section under the framework of Republic Act No. 852547
and other relevant laws and policies.48
49
Section 30. Timeframe. The DepEd shall implement the programs provided in this50
Rule no later than the start of School Year 2016-2017.51
52
Section 31. Additional Beneficiaries. The DepEd may develop similar programs of 53assistance for Kindergarten and elementary pupils and alternative learning system54
learners in accordance with specific objectives, taking into account the need and55
capacities of public and private schools.56
57
RULE VII. TRANSITORY PROVISIONS58
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7/30/2019 Consolidated K to 12 IRR Draft (as of August 12 2013)
Section 32. Private Basic Education Schools’ Transition to the Enhanced Basic1
Education Program. The DepEd shall ensure the smooth transition of private2
elementary and high schools in the country that are not aligned with the Enhanced3
Basic Education Program. The DepEd shall provide the appropriate guidelines on the4
evaluation of the transition plans. For this purpose, a transition plan is a plan5
generated by a private school or a group of private schools detailing their plans on how6
to transition from their current basic education system to the Enhanced Basic7
Education Program.8
9
Private Schools offering 12 to 13 years of basic education prior to the enactment10
of this Act shall submit to the DepEd their transition plans to conform with the11
Enhanced Basic Education Program as provided for in the Act within twelve (12)12
months from the effectivity of this IRR, subject to the guidelines that will be issued by 13
the DepEd.14
15
16
Section 33. Implementation Mechanisms and Strategies. Pursuant to Section 12 of 17 the Act, the DepEd, CHED and TESDA shall formulate the appropriate strategies and18
mechanisms needed to ensure smooth transition from the existing ten (10) years basic19
education cycle to the Enhanced Basic Education Program. The strategies may cover20
changes in physical infrastructure, manpower, organizational and structural21
concerns, bridging models linking secondary education competencies and the entry 22
requirements of new tertiary curricula, and partnerships between the government and23
other entities. Modeling for Senior High School (SHS) may be implemented in selected24
schools to simulate the transition process and provide concrete data for the transition25
plan following the guidelines set by DepEd. The results of the SHS modeling program26
may be considered in the nationwide implementation of the SHS program in School27
Year 2016-2017.28
29 To manage the initial implementation of the Enhanced Basic Education30
Program and mitigate the expected multi-year low enrolment turnout for HEIs and31
Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepEd32
shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s33
human and physical resources, and issue relevant guidelines. Moreover, the DepEd,34
CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to35
implement strategies that ensure the academic, physical, financial, and human36
resource capabilities of HEIs and TVIs to provide educational and training services for37
graduates of the enhanced basic education program to ensure that they are not38
adversely affected. The faculty of HEIs and TVIs allowed to teach students of 39
secondary education under Section 8 of the Act, shall be given priority in hiring for the40
duration of the transition period. The transition period shall be reckoned from the date41of the approval of this IRR until the end of School Year 2021-2022.42
43
Section 33.1. Role of State Universities and Colleges and Local Colleges44
and Universities during the Transition Period. The CHED and DBM shall review the45
financing policy framework for state and local universities and colleges in light of the46
Act with the view of optimizing the use of government resources for education, the47
results of which shall be covered by a joint circular.48
49
Section 33.2. Effects of Initial Implementation of the Enhanced Basic50
Education Program on Industry Human Resource Requirements. The DOLE,51
CHED, and other agencies shall develop a plan, not later than the start of School Year52
2015-2016, to mitigate the initial effects of the Enhanced Basic Education Program53with respect to a potential reduction or absence of college graduates to meet the54
human resource requirements of industry. The said plan shall consider, among55
others, associate degrees or similar qualifications which will allow graduates to enter56
the workforce during the transition period, as well as agreements with industries to57
adjust their employment policies to be flexible toward such graduates.58
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Section 34. Labor and Management Rights. In the implementation of the Enhanced1
Basic Education Program and during the transition period, the rights of labor and2
management shall be respected in accordance with the law, to ensure the3
sustainability of private educational institutions and the promotion and protection of 4
the welfare of school personnel. DepEd, CHED, TESDA, DOLE and other concerned5
agencies shall issue policies and implement measures towards such objectives.6
7
RULE VIII. JOINT CONGRESSIONAL OVERSIGHT COMMITTEE8
9
Section 35. Joint Congressional Oversight Committee on the Enhanced Basic10
Education Program. The Joint Congressional Oversight Committee created under11
Section 13 of the Act shall be composed of five (5) members each from the Senate and12
from the House, including Chairs of the Committees on Education, Arts and Culture,13
and Finance of both Houses. The membership of the Committee for every House shall14
have at least two (2) opposition or minority members.15
16
RULE IX. MANDATORY EVALUATION AND REVIEW1718
Section 36. Mandatory Evaluation and Review. By the end of School Year 2014-19
2015, the DepEd shall conduct a mandatory review and submit a midterm report to20
Congress as to the status of implementation of the Enhanced Basic Education21
Program in terms of closing the following current shortages: (a) teachers; (b)22
classrooms; (c) textbooks; (d) seats; (e) toilets; (f) other shortages that should be23
addressed.24
25
The DepEd shall include among others, in this midterm report, the following26
key metrics of access to and quality of basic education: (a) participation rate; (b)27
retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ 28
welfare and training profiles; (f) adequacy of funding requirements; and (g) other29learning facilities including, but not limited to, computer and science laboratories,30
libraries and library hubs; and sports, music and arts.31
32
RULE X. COMMITMENT TO INTERNATIONAL BENCHMARKS33
34
Section 37. Commitment to International Benchmarks. The DepEd shall endeavor35
to increase the per capita spending on education towards the immediate attainment of 36
international benchmarks. Towards this end, DepEd shall seek to:37
38
a) engage local government units to efficiently use the special education fund and39
other funds to advance and promote basic education;40
41b) implement programs that will enhance private sector participation and42
partnership in basic education; and43
44
c) propose an annual budget allocation in accordance with these goals. DepEd45
shall further develop a multi-year spending plan to ensure that the UNESCO-46
prescribed standards on education spending are attained.47
48
RULE XI. FINAL PROVISIONS49
50
Section 38. Appropriations. Pursuant to Section 11 of the Act, the initial funding for51
the operationalization of the Enhanced Basic Education Program shall be charged52
against the current appropriations of the DepEd. Thereafter, such sums which shall53be necessary for the continued implementation of the Enhanced Basic Education54
Program shall be included in the annual General Appropriations Act. 55
56
Section 39. Implementing Details. The DepEd, CHED and TESDA may issue such57
policies as may be necessary to further implement this IRR.58
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