FIFTEENTH CONGRESS OF THE 
REPUBLIC OF THEPHILIPPINES 
Third Regular Session 
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Introduced by Senator LOREN B. LEGARDA 
EXPLANATORY NOTE 
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According to the Department of Education, of the 150 member-countries of the 
United Nations Educational, Scientific, and Cultural Organization (UNESCO), the 
Philippines has one of the shortest basic education cycles in the world covering six 
years of primary education and four years of secondary education. Indeed, among 
Asian countries which lead in various international measurements tracking 
competencies in mathematics and science, the Philippines is the lone hold-out for its 
ten-year basic education cycle. 
While some students who study in private schools with grade 7 eventually benefit 
from a longer ll-year basic education cycle, their counterparts in the public schools 
are forced to master their lessons in a shorter span of time and possibly contributing 
to drop-out rates due to lack of interest in schooling. Moreover, the 12-year basic 
education cycle addresses the need of highschool graduates who opt out of the 
university system by preparing them for possible technical-vocational education. 
It is in this light that this measure seeks to enhance the Philippine basic education 
system by strengthening its curriculum and increasing the number of years in basic 
education. 
The salient points of the proposed Enhanced Basic Education Act of 2012 are as 
follows: 
(a) Enhancement of basic education program which will encompass one (1) 
year of kindergarten education, six (6) years of elementary education, and six 
(6) years of secondary education. Secondary education includes four (4) years 
of junior high school and two (2) years of senior high school education; 
(b) Use of regional or native language of learners for kindergarten and the first 
three years of elementary education, instruction, teaching materials, and 
assessment; 
(c) Integration of general education curriculum subjects in the secondary 
education curriculum. 
In view of the foregoing, early passage of this bill is earnestly sought. 
LOREN LEGARDA 
Senator 


FIFTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
Third Regular Session 
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SENATE 
S.B. No. :)258 
Introduced by Senator LOREN B. LEGARDA 
AN ACT 
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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 the House of Representatives of the Philippines in 
Congress assembled: 
SECTION 1. Short Title, - This Act shall be known as the "Enhanced Basic 
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Education Act of2012," 
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SEC. 2, 
Declaration of Policy. - The State recognizes the primacy of basic 
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education to secure the future of the youth and to achieve the development of our 
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nation, Article XIV, Section 2 (1) of the 1987 Philippine Constitution provides that 
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the State shall establish, maintain, and support a complete, adequate, and integrated 
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system of education relevant to the needs of the people and society. 
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Towards this end, it is hereby declared to be the policy of the State to see to it 
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that every graduate of basic education shall be an empowered individual who has 
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learned, through a program that is rooted on sound educational principles and 
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geared towards excellence, the foundations for learning throughout life, the 
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competence to engage in work and be productive, the ability to co-exist in fruitful 
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harmony with local and global communities, the capability to engage in autonomous 
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critical thinking, and the capacity to transform others and one's self. 
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Critical issues and concerns identified by the Department of Education 
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(DepEd) in the current ten (10) years basic education cycle serve as the basis in its 
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quest for the much needed reforms in the basic education system, namely: 
a) 
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Students are deprived of adequate instructional time due to the congested 
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curriculum especially in subjects such as mathematics, languages and sciences that 
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resulted in low achievement scores of Filipino students in the National Achievement 
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Test as well as in international tests; b) High school graduates are not adequately 
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prepared for the world of work because they are too young to legally enter the labor 
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force, an indication that those who will not go to college would either be 
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unemployed or vulnerable to exploitative labor practices; c) High school graduates 
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are not adequately prepared to pursue higher education as they still have to undergo 
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remedial and high school level classes in colleges and universities; and d) The ten (10) 
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years basic education cycle hinders the recognition of Filipino professionals abroad 
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by virtue of international agreements and standards requiring twelve (12) years of 
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basic education for university admission. 
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To attain an internationally competitive basic education system, the State shall 
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create an enhanced basic education system that is in accord with the nation's heritage 
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and culture which can generate responsible and productive citizens equipped with 
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the essential competencies and skills for both life-long learning and employment. To 
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achieve its purpose, the State shall: a) give every student an opportunity to receive 
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quality education based on an enhanced and relevant curriculum that is 
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internationally recognized and comparable; and b) change public perception that 
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secondary education is just a preparation for college, rather, it should allow one to 
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take advantage of opportunities for gainful career or employment and/ or self-
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employment in a rapidly changing and increasing globalized environment. 
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SEC. 3. Definition of Terms. - The terms used in this Act are defined as 
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follows: 
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(a) 
(b) 
(c) 
(d) 
(e) 
(f) 
(g) 
(h) 
Adult Learners refer to learners aged 25 years old and above who are non-
literates, neo-literates who either have had no access to formal education or 
have reverted to illiteracy; 
Alternative Learning System refers to a parallel learning system aimed at 
providing a viable alternative to the existing formal educational instruction. It 
encompasses both the informal and non-formal sources of knowledge and 
skills; 
Auxiliary Medium of Instruction refers to any language other than the 
prescribed medium of 
instruction used 
to 
facilitate 
learning and 
understanding of the content and academic language of the subject areas; 
Basic Education refers to the education intended to meet basic learning needs 
which lays 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-schoollearners and adult learners and 
includes education for those with special needs; 
Curriculum refers to a systematic group of experiences or sequences of courses 
or subjects required for graduation or certification in each level of education; 
Kindergarten Education refers to the first stage of compulsory formal education 
which is composed of one (1) year of preparatory education. The entrance age 
to this level is at least five (5) years old; 
Elementary Education refers to the second stage of compulsory formal 
education which is composed of six (6) years of elementary education. The 
entrance age to this level is typically six (6) years old; 
Secondary Education refers to the third stage of formal education. It consists of 
four (4) years of junior high school education and two (2) years senior high 
school education. The entrance age to the junior and senior high school levels 
are typically twelve (12) and sixteen (16) years old, respectively; 
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(i) 
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(k) 
(I) 
(m) 
Formal Education refers to the systematic and deliberate process of 
hierarchically structured and sequential learning corresponding to the general 
concept of kindergarten, elementary and secondary level of schooling. It is 
composed of a total of thirteen (13) years of schooling. At the end of each level, 
the learner is expected to earn a certification of competency which is required 
to enter or advance to the next level; 
Medium of Instruction refers to the language used for teaching and learning the 
school curriculum; 
Out-of-School Learners refers to school-age children and youth who are unable 
to avail of the educational opportunities of the formal school system or who 
have dropped out of the formal elementary or secondary education; 
Regional or Native Language refers to the speech variety prevailing in a region, 
area or place; and 
Education for those with special needs refers to the prOVISIOn of educational 
services to those with physical, sensorial and intellectual disabilities, including 
those with behaviour problems and the gifted and the talented that require 
modifications of school practices, curricula, programs, special services and 
facilities. 
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SEC. 4. Enhanced Basic Education Program. - The enhanced basic education 
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program encompasses one (1) year of kindergarten education, six (6) years of 
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elementary education, and six (6) years of secondary education. Secondary education 
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includes four (4) years of junior high school and two (2) years of senior high school 
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ed uca tion. 
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At the end of each level, learners are expected to achieve the desired 
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competencies that will lead to awarding them a certificate of completion that shall 
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enable them to advance to the next grade level. 
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Basic education shall be delivered in languages understood by the learners as 
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the language plays a strategic role in shaping the formative years of learners. 
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For kindergarten and the first three years of elementary education, instruction, 
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teaching materials, and assessment shall be in the regional or native language of the 
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learners. 
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Students of Filipino nationality emolled in all types of public schools 
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operating under the enhanced basic education program shall be free from payment 
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of tuition and other school fees. 
Learners of non-Filipino citizenship shall be 
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required to pay the necessary fees as specified by the DepEd. 
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SEC. 5. Curriculum Development. - The DepEd shall formulate the design and 
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details of the enhanced basic education curriculum. To ensure college readiness and 
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to avoid remedial and duplication of basic education subjects, the DepEd shall 
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coordinate with the Commission on Higher Education (CHED) and the Technical 
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Education and Skills Development Authority (TESDA). 
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To achieve an effective enhanced basic education curriculum, DepEd shall 
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undertake consultations with other national government agencies and other 
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stakeholders including, but not limited to, the Department of Labor and Employment 
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(DOLE), Professional Regulation Commission (PRC), private and public schools 
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associations, national student organizations, national teacher organizations, parents-
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teachers associations, and the chambers of commerce on matters affecting the 
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concerned stakeholders. 
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Deped shall adhere to the following standards and principles in developing 
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the enhanced basic education curriculum; 
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a) The curriculum shall be learner-centered, inclusive and developmentally 
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appropriate; 
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b) The curriculum shall be enhanced, decongested and seamless; 
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c) The curriculum shall be standard and competency-based; 
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d) The curriculum shall be relevant, responsive and research-based. The basic 
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curriculum must be adapted locally to the language and culture of Filipino 
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learners including community values in order to aid teachers in planning 
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lessons which build what the learner already knows; 
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e) The curriculum shall be value-driven, CUlture-responsive and culture-
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sensitive; 
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f) The curriculum shall be information, communications and technology (rCT) 
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based. It shall equip graduates with the necessary 21st skills which include 
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information, media and technology skills; learning and innovation skills; 
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effective communications skills and life and career skills; 
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g) The curriculum shall be integrative, contextualized, broad-based and 
global. 
h) The curriculum shall use pedagogical approaches that are constructivist, 
inquiry-based, reflective, collaborative and integrative; 
i) The curriculum shall have a balanced assessment program that uses 
classroom-based traditional and authentic assessment tools which include 
implementation of self-assessment (assessment as learning); formative 
assessment (assessment for learning); and summative assessment 
(assessment of learning). National assessment tools shall be developed and 
administered at the end of grades 3, 6, 10 and 12 to determine the level of 
learning achievement for every learner; 
j) The curriculum shall adhere to the principles and framework of Mother 
Tongue-Based Multilingual Education (MTB-MLE) which starts from 
where the learners are and from what they already know, proceeding from 
the known to the unknown. There shall be available instructional materials 
and capable teachers to implement the MTB-MLE curriculum; 
k) The curriculum shall use the spiral progressive approach to ensure 
mastery of knowledge and skills after each level; 
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1) The curriculum shall include co-curricular and community involvement 
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programs; 
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m) The curriculum shall be flexible enough to enable schools to make 
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enhancement based on their respective educational and social contexts. 
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SEC. 6. 
Curriculum Consultative Committee. - There shall be created a 
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curriculum consultative committee, chaired by the DepEd Secretary or his/her duly 
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authorized representative and with members composed of, but not limited to, a 
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representative each from CHED, TESDA, DOLE, PRC, Department of Science and 
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Technology (DOST), Department of Trade and Industry (DTI), National Economic 
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Development Authority (NED A), association of private and public schools, teachers 
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organization, parents-teachers association, elders of the indigenous peoples 
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communities and the chambers of commerce. The consultative committee shall 
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oversee the review and evaluation on the implementation of the basic education 
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curriculum and may recommend to the DepEd the formulation of necessary 
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refinements in the curriculum. 
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The chairperson and the members of the consultative committee shall not be 
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entitled to additional compensation in the performance of their function. 
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SEC. 7. Integration of General Education Curriculum Subjects. - In addition 
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to the general education curriculum (GEC) subjects that may hereafter be determined 
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by the DepEd as part of the new curriculum, subjects mandated by existing laws and 
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currently being offered in tertiary programs shall be incorporated in the secondary 
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education curriculum. 
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SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics and 
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Engineering Courses. - Notwithstanding the provisions of Sections 26, 27 and 28 of 
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Republic Act No. 7836, otherwise known as the Philippine Teachers Professionalization 
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Act of 1994, the DepEd and private education institutions shall hire graduates of 
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science, mathematics, statistics, and engineering degree courses to teach in their 
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specialized subjects in the elementary and secondary education: Provided, That they 
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pass the LET within five (5) years after their date of hiring. Provided further, that if 
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such graduates are willing to teach on part-time basis, the provisions of LET shall no 
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longer be required. 
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SEC. 
9. 
Hiring of Graduates 
of Technical-Vocational 
Courses. 
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Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, 
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the DepEd and private education institutions may hire graduates of technical-
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vocational courses to teach in their specialized subjects in the secondary education: 
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Provided, That these graduates possess the necessary certification issued by TESDA: 
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Provided, further, That they undergo appropriate in-service trainings to be 
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administered by DepEd. 
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SEC. 10. Hiring of Higher Education Institution Faculty. - Notwithstanding 
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the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, the faculty of 
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higher education institutions (HErs) shall be allowed to teach general education 
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subjects in the secondary education: Provided, That the faculty must be a holder of a 
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relevant Masters degree: Provided, further, That the faculty must have satisfactorily 
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served for at least five (5) years of full-time service as such faculty. 
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SEC. 11. Career Guidance and Counselling Advocacy. - To properly guide the 
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students in choosing the career tracks that they intend to pursue, the DepEd, in 
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coordination with DOLE, TESDA and CHED, shall regularly conduct career 
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advocacy activities for secondary level students. Notwithstanding the provisions of 
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Section 27 of Republic Act No. 9258, otherwise known as the Guzdance and Counseling 
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Act of2004, career and employment guidance counsellors, who are not registered and 
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licensed guidance counsellors, shall be allowed to conduct career advocacy activities 
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to secondary level students of the school where they are currently employed. 
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SEC. 12. Expansion of E-GASTPE Beneficiaries. - The benefits accorded by 
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Republic Act No. 8545, or the Expanded Government Assistance for Students and Teachers 
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in the Private Education Act, shall be extended to the poor but deserving students 
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enrolled under the enhanced basic education. 
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SEC. 13. Appropriations. - The Secretary of Education shall immediately 
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include in the Department's program the operationalization of the enhanced basic 
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education program, the initial funding of which shall be charged against the current 
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appropriations of the DepEd. Thereafter, the amount necessary for the continued 
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implementation of the enhanced basic education program shall be included in the 
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annual General A ppropria tions Act. 
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SEC. 14. 
Transitory Provisions. - The DepEd, CHED and TESDA shall 
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formulate the appropriate strategies and mechanisms needed to ensure smooth 
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transition from the existing ten (10) years basic education cycle to the enhanced basic 
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education (K to 12) cycle. 
The strategies may cover changes in physical 
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infrastructure, manpower, organizational and structural concerns. 
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Modelling for senior high school may be implemented in selected schools to 
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simulate the transition process and provide concrete data for the transition plan. 
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To manage the initial implementation of the enhanced basic education and the 
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expected low enrolment turnout for HErs for School Years 2016-2018, the DepEd 
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shall engage in partnerships with HErs for the utilization of the latter's human and 
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physical resources. The faculty of HErs allowed to teach students of secondary 
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education under Section 10 hereof, shall be given priority in hiring for the duration of 
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the transition period. For this purpose, the transition period shall be reckoned from 
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the date of the effectivity of this Act until the end of School Year 2017-2018. 
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SEC. 15. Implementing Rules and Regulations. - Within ninety (90) days after 
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the effectivity of this Act, the DepEd Secretary, CHED Chairperson and TESDA 
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Director-General shall promulgate the rules and regulations needed for the 
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implementation of this Act. 
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SEC. 16. Separability Clause. - If any provision of this Act is held invalid or 
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unconstitutional, the same shall not affect the validity and effectivity of the other 
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provisions hereof. 
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SEC. 17. Repealing Clause. - Pertinent provisions of Batas Pambansa Big. 232 
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or the Education Act of 1982, Republic Act No. 9155 or the Governance of Basic 
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Education Act of2001, Republic Act No. 9258, Republic Act No. 8545, Republic Act No. 
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7836, Republic Act No. 1425 or the Inclusion in the College Curricula the Life, Works and 
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Writings of Jose Rizal, and all other laws, decrees, executive orders and rules and 
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regulations contrary to or inconsistent with the provisions of this Act are hereby 
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repealed or modified accordingly. 
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SEC. 18. Effectivity Clause. - This Act shall take effect fifteen (15) days after 
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its publication in at least two (2) newspapers of general circulation. 
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Approved, 
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