Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

SEVENTEENTH CONGRESS
First Regular Session

House Bill No. 3563

Introduced by Representative Ron P. Salo

EXPLANATORY NOTE

Investment in human capital is crucial for economic growth and development.
It is imperative that a country’s education system adequately prepares the youth to
enable them to contribute to national productivity and competitiveness. This includes
not only preparing them for employability, but enabling them to create their own
opportunities by maximizing available resources within the various localities, as well
as taking advantage of prospects offered by a globalized economy.

Despite several education reforms aimed at improving the quality and
accessibility of basic education, much still needs to be done in order to enable the
youth to find employment and broaden their livelihood options. The Philippines has a
high rate of enrollment in primary and secondary education as compared to
neighboring countries, yet it also has one of the lowest employment rates. UNESCO
has noted that universalization of primary education is near-attainment, with 95.24%
elementary Net Enrollment Rate in SY 2012-2013 (UNESCO, 2015). The UNDP
Human Development Report 2015 shows that the Philippines has among the highest
proportion of population with at least secondary education as compared to
neighboring countries, but this has not translated to higher participation in the labor
force, as the country has among the lowest labor force participation rate. The
International Labor Organization (ILO) observed that a large proportion of the
educated population (i.e. those with secondary and tertiary education) is unemployed
(ILO, 2012).

Noting that unemployment among youth aged 18-24 is a persistent problem,
that youth unemployment rate in 2013 was more than twice the workforce average,
and that incidence of poverty remains high, the Asian Development Bank remarked
that "the Philippines’ education system is not well-suited to addressing these labor
market issues, nor does it allow the country to take advantage of the demographic
dividend its young labor force can provide” (ADB, 2012)

The data indicates a possible mismatch between the skills taught in schools
and the needs of the labor market. It can also suggest the failure of the basic
education system to provide the necessary training to equip the students with the
right knowledge, skills, and values, to enable them to find employment or create

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their own income-generating options, and ultimately to thrive in this globally
competitive world.

This Bill seeks to introduce a new model of education that will enhance the
current basic education system. The basic education curriculum as it is today is
inadequate to respond to the changing needs of the country. Even with the changes
introduced by the K to 12 program under Republic Act No. 10533, otherwise known
as the Enhanced Basic Education Act of 2013, the overall aim of the curriculum
essentially remains the same, which is the development of basic competencies to
bring about functional literacy. This includes emphasis on Reading, Writing, and
Arithmetic, or the 3 Rs. While developing skills on reading, writing and arithmetic, are
certainly important, a curriculum that is also focused on developing Critical
Thinking, Craftsmanship, and Character (3Cs), is vital to assist individuals to
attain their highest potential as human beings.

The goal of the 3Cs model is to provide the students with life skills that will
enable them to thrive, and not just survive. While the current educational system is
focused on preparing students for employability, the 3Cs aims to enlarge the
students’ choices and opportunities, so that aside from being competitive in vying for
employment, they also have the option and capacity to engage in their own crafts,
and prosper in the fields of their own choosing. Having life skills will help them excel
in whatever field they will choose to pursue, however daunting the circumstances
they will face, without having to resort to dishonest means.

The expanded number of years under Republic Act No. 10533 offers an
opportunity to integrate these important lessons in the various subjects, and allows
the students the opportunity to master the skills, competencies, and values that need
to be learned.

This Bill is being filed with the hope that our vision to produce Filipino youth
who are capable of crafting their own destiny and achieving their highest potentials,
will be fully realized. We envision a new breed of younger generations who do not
have to depend on available opportunities because they are capable of creating their
‘own opportunities. An improved human capital that is capable of maximizing and
taking advantage of prospects offered by a globalized economy will be an
indispensable key in increasing the country's productivity and uplifting the lives of our
people from the morass of poverty.

Hence, the immediate passage of this Bill is earnestly sought

noi Meo

KABAYAN Party List

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Republic of the Philippines
HOUSE OF REPRESENTATIVES
Quezon City, Metro Manila

SEVENTEENTH CONGRESS
First Regular Session

8562

House Bill No.

Introduced by Representative Ron P. Salo

AN ACT
ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY FOCUSING ON
THE DEVELOPMENT OF CRITICAL THINKING, CRAFTSMANSHIP AND
CHARACTER AMONG THE LEARNERS, AMENDING FOR THE PURPOSE
REPUBLIC ACT NO. 10533, OTHERWISE KNOWN AS THE ENHANCED BASIC
EDUCATION ACT OF 2013

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 “3Cs Basic Education Model
Act of 2016.”

SEC. 2. Declaration of Policy. — It is hereby declared the policy of the State to
promote the right of all citizens to quality education at all levels, and to establish,
maintain, and support a complete, adequate, and integrated system of education
relevant to the needs of the people and society. Towards this end, the State shall
continue to empower the youth by providing them quality basic education which is
responsive to the changing needs of Philippine society.

The State shall provide basic education that will equip students with the right
knowledge, relevant skills, and good values, to enable them to thrive, and not just
survive, in this competitive globalized world. In order to achieve this, the State shall
put a premium on the development of the students’ critical thinking, craftsmanship,
and character (collectively known as 3Cs), as defined under Section 3 below, with
the aim of providing the students with life skills that will enable them to attain their
highest potential

Further, the policies declared in Section 2 of Republic Act No. 10533, are hereby
adopted and made an integral part of this Act

SEC. 3. Definition of Terms. — For the purpose of this Act, the following terms shall
be defined as follows:

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a) Critical thinking refers to the ability to gather, understand, synthesize, and
carefully analyze data/information in ways that are usable to the individual. It
also includes the ability to provide logical reasoning and to think of a way out
of challenging situations, or how to improve one's situation. The learning
outcome of critical thinking is problem solving skills.

b) Craftsmanship refers to the mastery of a set of specialized skills which a
person may use as a source of his/her livelihood, taking into consideration the
available resources and opportunities in his/her environment.

©) Character refers to the aggregate desirable features and traits that form the
individual nature of a person. It includes the mental and moral qualities of a
person that enables him/her to make the right decisions under any given
circumstances, and to act accordingly.

d) 3Cs refers to the term used to collectively refer to Critical Thinking,
Craftsmanship, and Character.

e) 3Cs Basic Education Curriculum refers to the proposed new curriculum in
which the development of 3Cs among the learners is the primary focus in the
enhanced basic education curriculum, or K to 12 curriculum, as formulated
under Republic Act No. 10533.

f) 3Cs Basic Education Model refers to the overall model of basic education
which gives a premium on the development of 3Cs among the learners, and
provides the necessary mechanism to ensure mastery of the 3Cs at all levels,
including but not limited to: enhanced teaching methodologies, new modules,
activities, and learning materials.

g) Developmental domains refers to specific aspects of growth and changes in
children, which are interconnected and work together towards the children’s
holistic development.

h) Life Skills refers to a person's possession of 3Cs.

i) To Thrive means to prosper or flourish. Beyond mere survival and beyond
employability, it refers to the ability to succeed, advance, and prosper in
whatever field, profession, activity, or endeavor.

SEC. 4. Integrating 3Cs in the Curriculum. — The DepEd shall formulate the
design and details to focus on the development of 3Cs among the learners in the
enhanced basic education curriculum, also known as “K to 12 Basic Education
Curriculum” as formulated under Republic Act No. 10533. For this purpose, the
DepEd, shall consult the Technical Education and Skills Development Authority
(TESDA), the Commission on Higher Education (CHED), and the Department of
Labor and Employment (DOLE) in the design and details of the curriculum. It shall
also consult with other government agencies and other stakeholders specified in
Section 7 of this Act.

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The curriculum integrating critical thinking and character shall be uniform in all public
basic education institutions. The crafts/skills, however, that should be developed
among the learners shall be localized, depending on the recommendation of the
Local Committees on Basic Education Skills Development created under Section 7
of this Act

Development of good character through Sports shall be enhanced. Basic education
institutions shall design sports programs for learners that will promote the values of
teamwork, fair play, and other positive attitudes essential to become a better
individual. Provided, that sports programs shall be designed in coordination with the
Philippine Sports Commission (PSC).

SEC. 5. Standards and Minimum Contents of the Curriculum. - \n ensuring the
integration of 3Cs in the K to 12 Basic Education Curriculum, the following shall be
the minimum curriculum content:

a) For Kindergarten, the development of Critical Thinking, Craftsmanship and
Character among the young learners shall be integrated in the existing
developmental domains, specifically the following:

i. Development of Critical Thinking and Problem Solving Skills — the
children are expected to develop basic skills on simple problem
solving, reasoning, understanding of cause and effect, and gathering
and processing of simple information appropriate to their ages.

The Development of Creativity among the children shall also be
included. In this developmental domain, the children are expected to
develop their ability to explore imaginative ways to perform simple
tasks; look at problems in different ways; come up with new, innovative
ideas in solving simple challenges; and generate and express
divergent ideas based on situations and examples appropriate to their
ages. Lessons will include activities and examples that will stimulate
curiosity and expand the children’s imagination.

il. Understanding of the Physical and Natural Environment — In addition to
the learning expectations already specified under the Kindergarten
Curriculum, the children are expected to have basic understanding of
natural resources available in their localities and the various uses that
these are devoted to for day to day survival and as sources of income.
They are also expected to develop respect for living and non-living
things; to learn to question practices that harm the environment and to
identify ways to care for the environment; and other values that build
character and critical thinking.

ili, Values Development / Kagandahang Asal — In addition to the learning
expectations already specified under the Kindergarten Curriculum, the
children are expected to possess positive attitudes including honesty,
love for family, spirituality, respect for self, for others, for the
environment, for the laws of the land, and other rudimentary skills to be
able to appropriately respond in different situations, in a way that is
appropriate to their ages.

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The study of culture shall be included where children will be introduced
to the basic understanding and appreciation of Filipino culture and
heritage, including folk tales and legends; and understanding of
diversity and the different practices, beliefs, and traditions of the
different groups of people, as well as in many localities in the different
parts of the country and around the world. Provided, that teaching
materials related to culture shall be designed in coordination with the
National Commission for Culture and the Arts (NCCA).

b) For the Grades 1-10 Curriculum, the development of Critical Thinking,
Craftsmanship and Character among the learners shall be integrated in
the existing core subjects, specifically the following:

i. Development of Critical Thinking and Logical Reasoning — Students
are expected to develop critical thinking and strong cognitive abilities,
including the cultivation of resourceful and alert minds, ability to think
clearly and logically and to find solutions under constraints. The course
will provide the students with basic tools of analytical reasoning, with
emphasis on learning how to think effectively. Emphasis will be put on
practical applications of concepts and principles in everyday life

The Development of Creativity among the students shall be included.
The students are expected to improve their aptitude for solving
problems creatively and looking for innovative ways to come out of
challenging circumstances; looking at situations with different
perspectives; generating and expressing divergent ideas; formulating
hypotheses about real-life situations, evaluating and testing these
hypotheses, and being ready to revise and retest these hypotheses
This course will also improve the students’ originality; persistence;
flexibility, and ability to adapt to varied life situations.

ii, Edukasyong Pantahanan at Pangkabuhayan and Technology and
Livelihood Education — the appropriate skills to be taught under these
subjects, which encompass the fields of Home Economics (H.E.);
Industrial Arts (IA); Agri-Fishery Arts (AFA); and Information,
Communication and Technology (ICT), shall be tailor-made for each
school based on the needs of the locality, the major craft of the
residents in the area, and the resources available, including indigenous
materials. For this purpose, in the development of the curriculum,
consultations shall be done with the local government units through the
Provincial/City/Municipal Committees on Basic Education Skills
Development.

After the consultations with the Provincial/City/Municipal Committees
‘on Basic Education Skills Development, the subject contents shall be
revised or formulated accordingly. Provided, that the existing contents,
content standards, performance standards, and learning competencies
that are not inconsistent with the specific needs of the localities shall
not be affected by the revisions. Provided further, that in revising the
curriculum/teaching materials, the Key Stage Standards and Grade

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Level Standards as designed in the K to 12 Curriculum shall be
adopted, whenever applicable.

ii

Edukasyon sa Pagpapakatao — This Act hereby reiterates the stated
objective of the teaching of Values Education under the K to 12
Curriculum, which are: the development of the students’ ethical
compass and their capability to understand the meaning of their lives,
their role in society and their participation in a community that is
governed by truth, freedom, justice, and love. For this purpose, the
teaching of the values and concepts of integrity, honesty, discipline,
‘excellence, creativity, dignity, love for family, spirituality, fortitude,
perseverance, responsibility and accountability, industry, work ethics,
respect for others, rights and obligations, social justice, compassion,
charity, nationalism, civic consciousness, freedom, peace and order,
care and protection of the environment, sustainable development, and
global solidarity, some of which are already included as subject
contents in the various grade levels, are hereby reiterated as minimum
contents for the teaching of Character/Values Education.

The study of culture as already included in the current curriculum of
Grades 1-10, specifically for Grade 4, shall be enhanced. The learning
outcomes will include, but not limited to, students’ understanding of
their role in the preservation, promotion and enrichment of Filipino
culture and heritage; appreciation and promotion of the cultural identity
of each of the country's locality, region or ethno-linguistic groups;
deeper knowledge of our unique and varied cultural traditions and
material heritage such as folk tales, legends, and epics; and
awareness of other diverse cultures and traditions in other parts of the
world. Any enhancement or revision of teaching materials related to
culture shall be designed in coordination with the NCCA

©) For Grades 11 to 12 (Senior High School), the development of Critical
Thinking, Craftsmanship and Character among the learners shall be
integrated in the existing core subjects, specifically the following:

i, Mastery and application of critical thinking shall be integrated in the
core subject “Introduction to the Philosophy of the Human Person’ for
Grade 12 students. For the teaching of this subject, the students will be
expected to demonstrate mastery and application of critical and
analytical skills to the understanding of their daily lives and
experiences, as well as their creativity in solving human problems.

Teaching of Technology and Livelihood Education (TLE) and
Technical-Vocational-Livelihood (TVL), where the Specialized Subjects
offered shall be reviewed by the DepEd, in collaboration with TESDA,
in consultation with the Provincial/City/Municipal Committees on Basic
Education Skills Development, to determine the specialized skills
needed and more appropriate within their respective localities. The
primary aim is not only to teach basic livelihood skills, but to hone
craftsmanship among the learners,

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The teaching of Technology and Livelihood Education (TLE) and
Technical-Vocational-Livelinood (TVL) Education as identified and
designed in the immediately preceding paragraph, shall be required for
all Senior High School Students, without distinction as to the career-
tracks that the students intend to pursue after graduation. In addition to
the core subjects, all Senior High School students are required to take
the TLE/TVL subjects as designed in their respective localities.

SEC. 6, Enhancement of Teaching Methods and Learning Materials. — All the
other subjects in all levels, whenever applicable, shall be taught using approaches,
teaching methods, modules, activities, and learning materials that promote the
development and mastery of critical thinking and logical reasoning. For this purpose,
teaching shall put a premium on providing opportunities for students to think and not
just memorize, to ask questions and come up with their own answers, to examine,
create, solve, interpret information, and apply their learning to real-life situations

SEC. 7. Creation and Composition of Local Committees on Basic Education
Skills Development. - There shall be established in every province, city, or
municipality a Provincial, City or Municipal Committee on Basic Education Skills
Development, respectively.

The composition of the Local Committees on Basic Education Skills Development.
shall be as follows:

a) The Provincial Committee on Basic Education Skills Developmentshall be
composed of the governor and the division superintendent of schools as co-
chairpersons; the chairpersons of the following committees of the
Sangguniang Panlalawigan: education committee; tourism, trade and industry
committee: labor and employment committee; and food and agriculture
committee; representative from TESDA Regional or the Provincial Office or
local TVET Centers, as the case may be; the duly elected president of the
Association of Barangay Captains; the representative of the Pederasyon ng
mga Sangguniang Kabataan in the Sangguniang Panlalawigan, if applicable,
the duly elected president of the provincial federation of parents-teachers
association, the duly elected representative of the teachers’ organization in
the province, as members;

b) The City Committee on Basic Education Skills Development shall be
composed of the city mayor and the city superintendent of schools as co-
chairpersons; the chairpersons of the following committees of the
Sangguniang Panlungsod: education committee; tourism, trade and industry
committee; labor and employment committee; and food and agriculture
committee; representative from TESDA Regional or Provincial or District
Office or local TVET Centers, as the case may be; the duly elected president
of the Association of Barangay Captains; the representative of the
Pederasyon ng mga Sangguniang Kabataan in the Sangguniang Panlungsod,
if applicable, the duly elected president of the city federation of parents-
teachers associations, and the duly elected representative of the teachers’
organizations in the city.

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c) The Municipal Committee on Basic Education Skills Development shall be
composed of the municipal mayor and the district supervisor of schools as co-
chairpersons; the chairpersons of the following committees of the
Sangguniang Bayan: education committee; tourism, trade and industry
committee; labor and employment committee; and food and agriculture
committee; representative from TESDA Regional or Provincial or District
Office or local TVET Centers, as the case may be; the duly elected president
of the Association of Barangay Captains; the representative of the
Pederasyon ng mga Sangguniang Kabataan in the Sangguniang Bayan, if
applicable; the duly elected president of the municipal federation of parents-
teachers associations, and the duly elected representative of the teachers’
organizations in the municipality.

SEC. 8. Functions of the Local Committees on Basic Education Skills
Development. — The Local Committees on Basic Education Skills Development
shall:

a) Determine the existing livelihood activities and possible prospects for
livelihood opportunities within their jurisdiction; available and desired technical
crafts/skills and training activities; available resources and assets and
indigenous materials that may be exploited for livelihood options; and other
relevant information necessary for the formulation of courses and learning
materials on Skills Development within their areas.

b) Recommend to the DepEd the specialized technical skills that may be
included in the curriculum for basic education under the 3Cs Basic Education
Curriculum.

©) Serve as an advisory committee to the DepEd on all matters relating to local
skills development for basic education within their areas, such as but not
limited to changes in economic activities and resources brought about by new
industries, modernization of transportation, natural calamities, and related
occurrences

SEC. 9. Meetings and Quorum. — Within twenty (20) days after the promulgation of
the Implementing Rules and Regulations of this Act, or at least five days before the
scheduled conduct of consultations by the DepEd on the revision of the curriculum
pursuant to this Act, whichever comes later, the Local Committees on Basic
Education Skills Development shall convene and prepare the recommendations to
be made to the DepEd. Thereafter, the Committee shall convene once a year, or as
often as may be necessary

Any of the co-chairpersons may call a meeting. A majority of all its members shall
constitute a quorum. However, when both co-chairpersons are present in a meeting,
the local chief executive concerned, as a matter of protocol, shall be given
preference to preside over the meeting.

SEC. 10. Compensation and Remuneration. — The co-chairpersons and members
of the provincial, city or municipal Basic Education Skills Development shall perform
their duties as such without compensation or remuneration, subject to reasonable
per diem allowances as approved by the Committee and subject to existing rules and

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regulations of the Department of Budget and Management. Members thereof who
are not government officials or employees shall be entitled to necessary traveling
expenses, per diem and representation allowances chargeable against funds of the
DepEd, as approved by the Committee, subject to existing rules and regulations of
the Department of Budget and Management (DBM),

SEC. 11. Implementation and Review of the 3Cs Basic Education Curriculum. —
The Curriculum Consultative Committee as created under Section 6 of Republic Act
No. 10533, shall be responsible for overseeing and evaluating the implementation of
the3Cs Basic Education Curriculum, in addition to and consistent with its duties
under the said law. For this purpose, it shall identify issues and challenges in the
implementation of the 3Cs Basic Education Curriculum, and recommend to the
DepEd appropriate actions, including but not limited to, the formulation of necessary
refinements in the curriculum.

SEC. 12. Teacher Education and Training. — To ensure that the schools are fully
capacitated to provide the necessary training on the 3Cs, the DepEd, in collaboration
with the TESDA, the CHED, and other relevant partners in government, local
government, academe, industry, and non-governmental organizations, shall conduct
extensive training programs for public and private basic education institutions, as
specified:

a) Extensive training on teaching logic, critical thinking, analytical and problem
solving skills, shall be conducted by DepEd, in collaboration with higher
education institutions and other private agencies specializing in these skills, to
all teachers who will be assigned to handle the new subjects on Critical
Thinking and Logical Reasoning, as well as to subject area coordinators and
supervisors

b)

In-service Training on methodologies and teaching/leaming methods that
promote critical thinking shall also be conducted for all teachers.

°)

Re-training on Character Building as defined under this Act shall be
conducted for teachers of Values Development / Education.

f.)

Training of New Teachers. — New graduates of the current Teacher Education
curriculum shall undergo additional training, upon hiring, to upgrade their skills
and mastery of the 3Cs; Furthermore, the CHED, in coordination with the
DepEd and relevant stakeholders, shall ensure that the Teacher Education
curriculum offered in these Teacher Education Institutes (TEls) includes
mastery of critical thinking, logical reasoning, and problem solving skills. Duly
recognized organizations acting as TEls, in coordination with the DepEd, the
CHED, and other relevant stakeholders, shall ensure that their curriculum is
amended and upgraded accordingly

e)

Training on Specialized Technical Skills - The DepEd, in collaboration with
TESDA, shall conduct training on specialized skills identified in the different
municipalities, cities, and provinces, for all teachers who will be assigned to
teach the relevant subjects in all levels, as well as to the subject area
coordinators and supervisors.

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Henceforth, such training programs shall be initiated and conducted regularly
throughout the school year to ensure constant upgrading of teacher skills

SEC. 13. Transition. — The DepEd shall formulate the appropriate strategies and
mechanisms needed to facilitate the smooth transition from the existing curriculum to
the 3Cs Basic Education Curriculum,

SEC. 14. 3Cs Basic Education Curriculum in Private Basic Education
Institutions. - The DepEd shall ensure that the curriculum in private basic education
institutions shall conform with the minimum standards set by the DepEd following the
3Cs Basic Education Model.

SEC. 15. Mandatory Evaluation and Review. - One year after the implementation
of this Act, the DepEd shall conduct a mandatory review and submit a midterm report
to Congress as to the status and progress of implementation of the 3Cs Basic
Education Model. Thereafter, the DepEd shall submit an annual report of the status
and progress of implementation of the 3Cs Basic Education Model, which shall be
submitted on or before the end of June.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the
effectivity of this Act, the DepEd Secretary, as Chairperson, with the TESDA
Director-General and CHED Chairperson, as members, shall promulgate the rules
and regulations needed for the implementation of this Act

SEC. 17. Appropriations.- The amount necessary to carry out the
operationalization of the 3Cs Basic Education Model shall be charged against the
current year's appropriation of the DepEd. Thereafter, the amount necessary for the
continued implementation of this Act shall be included in the Annual General
Appropriations Act.

SEC. 18. Suppletory Application of Republic Act No. 10533. - The provisions of
Republic Act No. 10533, otherwise known as the Enhanced Basic Education Act of
2013, insofar as they are not inconsistent with the provisions of this Act, shall apply
suppletorily

SEC. 19. Separability Clause. — |f any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions hereof.

SEC. 20. Repealing Clause. All other laws, decrees, executive orders and rules
and regulations contrary to or inconsistent with the provisions of this Act are hereby
repealed or modified accordingly.

SEC. 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.

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