THIRTEENTH CONGRESS OF THE REPUBLIC 
) 
OF THE PHILIPPINES 
) 
-08 ; u ~  -1 RIO:03 
First Regular Session 
) 
S E N A T E  
S. B. No. 
Introduced by Senator Ramon Bong Revilla, Jr. 
EXPLANATORY NOTE 
The school is the center of the teaching and learning process. From the school emanates 
the generation of youth that will take leadership positions in the future and determine the fate of 
this country. For the pupils and teachers at the basic level, the school is proof they hold that 
government remains true to its commitment to provide free, quality accessible education. The 
school is in the heart of the education governance nexus. 
The truism, however, seems to have been lost in the huge bureaucracy that has become 
the Department of Education, Culture and Sports. The 1987 Constitution provides in Section 1, 
Article X N  that: 
“The State shall protect and promote the right of all citizens to quality 
education at all levels and shall take appropriate steps to make such 
education accessible to all.” 
With this stated obligation on the part of the State, it has thus become imperative to 
revisit the governance of our basic education structure. The Department of Education needs a 
stricter focus on the demands of an effective, relevant and adequate educational system for our 
citizens. There is urgent necessity to enable a decentralized environment within the DepEd, so 
that those who are closer to the communities they serve - the division schools superintendents 
and the principals - can take a more responsible and accountable hand delivering educational 
programs, projects and services. 
By reorienting its present structure, removing the 
administrative burdens that pile at its Central Ofice and bringing policies right where it must be 
felt - in the school, it is hoped that we could achieve better outcomes in our education 
assessments. 
Passage of this bill is earnestly requested. 


THIRTEENTH CONGRESS OF THE REPUBLIC 
) 
’04 
iiJL -1 A10:03 
OF THE PHILIPPINES 
) 
First Regular Session 
) 
S E N A T E  
i 
\ 
S. B. No. 
1218 
Introduced by Senator Ramon Bong Revilla, Jr. 
AN ACT 
ESTABLISHING AUTHORITY AND ACCOUNTABILITY FOR 
BASIC EDUCATION IN THE DEPARTMENT OF EDUCATION, 
INSTITUTING 
A 
FRAMEWORK 
FOR 
GOVERNANCE, 
DEFINING THE ROLES AND RESPONSIBILITIES FOR 
BUILDING AND CONSTANTLY IMPROVING AN EDUCATION 
SYSTEM THAT ENABLES THE FILIPINO CHILDREN, OUT- 
OF-SCHOOL YOUTH AND ADULT LEARNERS TO BECOME 
CARING, 
SELF-RELIANT, 
PRODUCTIVE 
AND 
NATIONALISTIC 
CITIZENS, 
APPROPRIATING 
FUNDS 
THEREFOR AND FOR OTHER PURPOSES 
Be it enacted by the Senate and House of Representatives of the Philippines in Congress 
assem bled: 
SECTION 1. 
Short Ti&. - This Act shall be known as the “Governance of 
Basic Education Act.” 
SEC. 2. 
Declaration of Policy. - It is hereby declared the policy of the State to 
protect and promote the right of all citizens to quality basic education and to make such 
education accessible to all by providing all Filipino children a free and compulsory education in 
the elementary level and free education in the high school level. Such education shall also 
include alternative learning systems for out-of-school youth and adult learners. It shall be the 
goal of basic education to provide them with the skills, knowledge and values they need to 
become caring, self-reliant, productive and nationalistic citizens. 
All Filipino children, out-of-school youth and adult learners have the right to receive 
quality basic education that will enable them to acquire knowledge, to be equipped with skills 
2 


and imbibe the core values they need to develop their potentials to the fullest according to their 
talents and abilities and to grow into responsible and committed Filipino citizens. 
It shall be a national commitment to provide the early and young learners an environment 
in the school that is child-centered for them to fully develop their talents and abilities. It shall 
likewise be a national commitment to provide out-of-school youth and adult learners alternative 
learning systems for them to learn a core of basic competencies and receive accreditation for at 
least the equivalent of a high school education. 
The school teachedlearning facilitator shall play a central role in the teaching-learning 
process and shall be accountable for achieving higher learning outcomes. 
It shall be a national commitment to continuously enhance the status and quality of the 
teaching profession and to promote the employment status, professional competence, well-being 
and working conditions of all teachers and learning facilitators. 
Schools and learning centers shall be established as facilities where schoolchildren are 
able to learn a range of core competencies prescribed for elementary and high school education 
programs or where the out-of-school youth and adult learners are provided alternative learning 
programs. 
The Secretary of Education shall promulgate the broad policy framework defining the 
mission and vision for basic education; the goals for improving the quality of basic education in 
both public and private schools; the policy providing for systems of alternative learning and the 
policy adopting a principle of shared governance . 
Governance of basic education shall begin at the national level. It is at the regions, 
divisions, districts and schools and learning centers 1 herein referred to as the field offices -- 
where the policy and principle for the governance of basic education shall be translated into 
programs, projects and services developed, adapted and offered to fit local needs. 
The State shall encourage local initiatives for improving the quality of basic education. 
The State shall ensure that the values, needs and aspirations of a school community are reflected 
in the program of education for the children, out-of-school youth and adult learners. Schools and 
learning centers shall be empowered to make decisions on what is best for the learners they 
serve. 
The State shall orient the education system towards a new paradigm that seeks to enhance 
the delivery of quality basic education in all schools and learning centers. For this purpose, the 
Department of Education shall install the appropriate administrative and support systems for the 
educational thrusts of the field offices. The Department of Budget and Management @BM), the 
Civil Service Commission (CSC) and the Commission on Audit (COA) shall, in the issuance and 
application of policies, rules and regulations, recognize the uniqueness of the educational 
programs, projects and services undertaken, 
SEC. 3. 
Purposes and Objectives. - The purposes and objectives of this Act are: 
3 


To provide the broad framework for the governance of basic education which 
shall set the general directions for educational policies and standards and establish 
authority, accountability and responsibility for achieving higher learning 
outcomes; 
To define the roles and responsibilities of the field offices which shall implement 
educational programs, projects and services for the communities they serve; 
To make schools and learning centers the most important vehicle for the teaching 
and learning of national values and for developing in the Filipino learners love of 
country and pride in its rich heritage; 
To ensure that schools and learning centers receive the kind of focused attention 
they deserve and that educational programs, projects and services take into 
account the interests of all members of the community; 
To enable the schools and learning centers to reflect the values of the community 
by allowing teachers/learning facilitators and other staff to have the flexibility to 
serve the needs of all learners; and 
To encourage local initiatives for the improvement of schools and learning centers 
and to provide the means by which these improvements may be achieved and 
sustained. 
SEC. 4. 
Definition of Terms. - For purposes of this Act, the terms or phrases used 
shall mean or be understood as follows: 
Alternative Learning System - is a parallel learning system to provide a viable 
alternative to the existing formal education instruction. It encompasses both the 
non-formal and informal sources of knowledge and skills; 
Basic Education - refers to the education intended to meet basic learning needs. It 
lays the foundation on which subsequent learning can be based. It encompasses 
early childhood, elementary and high school education as well as alternative 
learning systems for out-of-school youth and adult learners and includes 
education for those with special needs; 
Cluster of Schools - is a group of schools which are geographically contiguous 
and brought together to improve the learning outcomes; 
Informal Education - is a lifelong process of learning by which every person 
acquires and accumulates knowledge, skills, attitudes and insights from daily 
experiences at home, at work, at play and from life itself; 
integrated Schools - is a school that offers a complete basic education in one 
school site. It has unified instructional programs (integrated curriculum for 
elementaryhigh school); 
4 


Learner - is any individual seeking basic literacy skills and functional life skills 
or support services for the improvement of the quality of hisher life; 
Learning Center - is a physical space to,house learning resources and facilities of 
a learning program for out-of-school youth and adults. It is a venue for face-to- 
face learning activities and other learning opportunities for community 
development and improvement of the people's quality of life; 
Learning Faciliator - is the key learning support person who is responsible for 
supervising/facilitating the learning process' and activities of the learner in the 
learning center; 
Non-Formal Education - is any organized, systematic educational activity 
carried outside the framework of the formal system to provide selected types of 
learning to a segment of the population; 
School - is an educational institution, private and public, undertaking educational 
operation with a specific age-group of pupils or students pursuing defined studies 
at defined levels, receiving instruction from teachers, usually located in a building 
or a group of buildings in a particular site; and 
School Head - is a person responsible for the administrative and instructional 
supervision of the school or cluster of schools. 
CHAPTER 1 
GOVERNANCE OF BASIC EDUCATION 
SEC. 5. 
Governance. - The Department of Education shall be vested with 
authority, accountability and responsibility for ensuring access, promoting equity, and improving 
the quality of basic education. The respective roles and responsibilities of the central office and 
field offices shall be clearly established. 
SEC. 6. 
Powers, Duties and Functions. - The Secretary of the Department of 
Education shall exercise overall authority and supervision over the operations of the Department. 
A. 
National Level 
The Secretary of Education shall have authority, accountability and responsibility 
for the following: 
1, 
Formulating national educational policies; 
2. 
Formulating a national basic education plan; 
3. 
Promulgating national educational standards; 
4. 
5. 
Monitoring and assessing national learning outcomes; 
Undertaking national educational research and studies; and 
5 


6. 
Enhancing the employment status, professional competence, welfare and 
working conditions of all personnel of the Department. 
The Secretary of Education shall be assisted by not more than four (4) 
undersecretaries and not more than four (4) assistant secretaries whose assignments, 
duties and responsibilities the Secretary shall determine in the best interest of the service. 
There shall be at least one undersecretary and one assistant secretaw who shall be career 
executive service officers chosen from among the staff of the Department. 
Within six (6) months after the approval of this Act, the Secretary of Education 
may propose, for approval hy the President of the Philippines, pursuant to the Revised 
Administrative Code of 1987, such changes in the internal structure of the Central Office, 
including the staff bureaus, centers and services, as may be appropriate to support and 
facilitate the reforms envisioned in this Act. 
B. 
Regional Level 
There shall be as many regional offices as may be provided by law. Each regional 
office shall have a director, an assistant director and an office staff for program 
promotion and support, planning, administrative and fiscal services. 
1. 
Duties and Responsibilities of the Regional Director 
The regional director shall have authority, accountability and responsibility for 
the following: 
a. 
b. 
C. 
d. 
e. 
f 
g. 
h. 
Defining a regional educational policy framework which reflect the 
values, needs and expectations of the communities they serve, 
Developing a regional basic education plan; 
Developing regional educational standards with a view towards 
benchmarking for international competitiveness; 
Monitoring, evaluating and assessing regional learning outcomes; 
Undertaking research projects and developing and managing region-wide 
projects which may be funded through official development assistance 
andor other funding agencies; 
Ensuring strict compliance of prescribed national criteria for the 
recruitment, selection and training of all staff in the region and divisions; 
Formulating, in coordination with the regional development council, the 
budget to support the regional educational plan which shall take into 
account the educational plans of the divisions and districts; 
Determining the organization component of the divisions and districts and 
approving the proposed staffing pattern of all employees in the divisions 
and districts; 
6 


1. 
Hiring, placing and evaluating all employees in the regional office, except 
for the position of assistant director; 
Hiring, placing and evaluating all division supervisors, school district 
supervisors and all school heads in the region; 
Planning and managing the effective and efficient use of all personnel, 
physical and fiscal resources of the regional office, including professional 
staff development; 
Managing the database and management information system of the region; 
Approving the establishment of public and private elementary and high 
schools and learning centers, and 
Performing such other functions as may be assigned by proper authorities. 
j. 
k. 
1. 
m. 
n. 
2. 
Career Path for Regional Directors 
The career path for regional directors and assistant regional directors shall be as 
determined by the Career Executive Service Board (CESB). 
C. 
Division Level 
A division shall consist of a province or a city which shall have a schools division 
superintendent, at least one assistant schools division superintendent and an oEce staff 
for programs promotion, planning, administrative, fiscal, legal, ancillary and other 
support services. 
1. 
Duties and Responsibilities of Schools Division Superintendents 
The schools division superintendents shall have authority, accountability and 
responsibility for the following: 
a) 
h) 
Developing and implementing division education development plans; 
Planning and managing the effective and efficient use of all personnel, 
physical and fiscal resources of the division, including professional staff 
development; 
Hiring, placing and evaluating all employees in the division, both teaching 
and non-teaching, except for the positions of the assistant division 
superintendent, division supervisors, schools district supervisors and 
school heads; 
Monitoring the utilization of funds provided by the national government 
and the local government units to the schools and learning centers; 
Ensuring compliance of quality standards for basic education programs 
and for this purpose strengthening the role of division supervisors as 
subject area specialists; 
c) 
d) 
e) 


f )  
Promoting awareness of and adherence by all schools and learning centers 
to accreditation standards prescribed by the Secretary ofEdncation; 
Supervising the operations of all public and private elementary, secondary 
and integrated schools, and learning centers; and 
Performing such other hctions as may be assigned by proper authorities. 
g) 
h) 
2. 
Career Path for Division Superintendents and Assistant Division 
Superintendents 
The career path for Division Superintendents and Assistant Division 
Superintendents shall be determined by the Career Executive Service Board. 
D. 
Schools District Level 
Upon the recommendation of the schools division superintendents, the regional 
director may establish additional schools district within a schools division andor 
additional district supervisors to be assigned at large to cluster of schools within a schools 
division. Schools districts already existing at the time of the passage of this law shall 
continue to be maintained. A schools district shall have a schools district supervisor and 
an office staff for program promotion. 
1. 
Duties and Responsibilities of Schools District Supervisors 
The schools district supervisor shall have authority, accountability and 
responsibility for the following: 
a. 
Providing instructional support to the cluster of schools and learning 
centers in the district, and 
Performing such other functions as may be assigned by proper authorities. 
b. 
2, 
Career Path of Schools District Supervisors 
The Secretary of Education shall develop, promote and implement a career path 
for schools district supervisors. 
E, 
School Level 
The school shall be the heart of the formal education system. It is where children 
learn. Schools shall have a single aim of providing the best possible basic education for 
all learners. 
1. 
School Heads 
8 


There shall be a school head for all public elementary schools and public high 
schools or a cluster thereof The establishment of integrated schools from existing public 
elementaw and public high schools shall be encouraged. 
The school head, who may be assisted by an assistant school head, shall be both 
an instructional leader and administrative manager. The school head shall form a team 
with the school teacherdlearning facilitators for delivery of quality educational programs, 
projects and services. 
A core of non-teaching staff shall handle the school's 
administrative, fiscal and auxiliary services. 
2. 
Duties and Responsibilities of School Heads 
The school heads shall have authority, accountability and responsibility for the 
Setting the mission, vision, goals and objectives of the school; 
Creating an environment within the school that is conducive to teaching 
and learning; 
Implementing the school curriculum and being accountable for higher 
learning outcomes; 
Developing the school education program and school improvement plan; 
Offering educational programs, projects and services which provide 
equitable opportunities for all learners in the community, 
Establishing school and community networks; 
Administering and managing all personnel, physical and fiscal resources 
of the school; 
Generating, soliciting and accepting contributions and donations from 
parents, the community, alumni and other benefactors for the purpose of 
upgrading teachers'Aearning facilitators' competencies, improving and 
expanding school facilities and providing instructional materials and 
equipment and being accountable for the proper recording, reporting and 
utilization thereof, and 
Performing such other functions as may be assigned by proper authorities. 
3. 
Career Path for School Heads 
The Secretary of Education shall develop, promote and implement a career path 
for school heads where promotion shall be based more on merit and performance than on 
the number of teacherdleaming facilitators and learners in the school. The career path, 
salary grade, status of employment and welfare and benefits of school heads shall be the 
same for public elementary, secondary and integrated schools. 
9 


CHAPTER 2 
TRANSFER OF CULTURAL AGENCIES 
SEC. 7. 
Cultural Agencies. - The Komisyon ng Wikang Pilipino, National 
Historical Institute, Records Management and Archives Office and the National Library shall 
now be administratively attached to the National Commission for Culture and the Arts (NCCA) 
and no longer with the Department of Education. The program for school arts and culture shall 
remain part of the school curriculum. 
CHAPTER 3 
TRANSFER OF BUREAU OF PHYSICAL EDUCATION AND SCHOOL SPORTS 
SEC. 8. 
The Bureau of Physical Education arid School Sports shall be absorbed 
by the PhilZppne Sports Commission. - The program for school sports and physical fitness 
shall remain part of the school curriculum. 
CHAPTER 4 
SUPPORT AND ASSISTANCE 
OF OTHER GOVERNMENT AGENCIES 
SEC. 9. 
The Department of Education shall determine the administrative and 
support systems required to implement a new paradigm that will enhance the delivery of quality 
basic education. For this purpose, the Secretary of Education and the Secretary of Budget and 
Management shall, within ninety (90) days from the approval of this Act, jointly promulgate the 
guidelines to implement fully the principle of shared governance promulgated herein, 
particularly the allocation, distribution and utilization of resources provided by the national 
government for the field offices. 
Henceforth, the Secretary of the Department of Education shall ensure that. (1) resources 
appropriated for the field offices are adequate; (2) that resources for school personnel, school 
desks and textbooks and other instructional materials allocated to the proper field offices are not 
contained in any lump sum appropriations in the budget of the central office; and (3) that such 
resources are transferred directly by the Department of Budget and Management to the proper 
field offices. 
SEC. 10. 
The Department of Education shall collaborate with the Civil Service 
Commission for the issuance of appropriate personnel policy rules and regulations that will best 
meet the requirements of the teaching profession taking into consideration the uniqueness of the 
working conditions of the teaching service. 
10 


Henceforth, the Secretary of the Department of Education shall ensure that personnel 
policies, rules and regulations issued and implemented by the Civil Service Commission are 
relevant, responsive and supportive of the teaching service. 
SEC. 11. 
The Department of Education shall collaborate with the Commission on 
Audit for the issuance of appropriate audit rules and regulations that will guide the utilization of 
all resources as well as the liquidation, recording and reporting thereof taking into account the 
different characteristics and distinct features of the agency’s field offices, its organizational set- 
up as well as the nature of the operations of schools and learning centers. 
CHAPTER 5 
FINANCE 
SEC. 12. 
School Innovation and Improvement Fund. - For the effective 
implementation of this Act, there is hereby established a School Innovation and Improvement 
Fund (SIIF) for which the sum of Ten Billion Pesos (€‘10,000,000,000.00) is hereby 
appropriated. Such amount shall be in addition to whatever appropriation shall be approved for 
the Department of Education for the fiscal year following the approval of this Act. 
The SIIF shall enable the schools to improve the teaching-learning process by making 
available to teacherdlearning facilitators and learners a wide range of audio-visual andor multi- 
media facilities, tools and equipment, including computers and access to Internet, and other 
appropriate educational technologies that will aid instruction and enhance learning. 
The SIIF shall be utilized in accordance with the guidelines to be promulgated by the 
Secretary of Education; Provided, that the SIIF to be allocated to each of the public schools shall 
not be less than Two Hundred Thousand Pesos (P200,OOO.OO); 
Provided, further, That such 
allocated SIP shall be in addition to the regular allotment for maintenance and other operating 
expenses (MOOE) of the schools provided in the General Appropriations Act in subsequent 
years following the approval of this Act. 
CHAPTER 6 
FINAL PROVISIONS 
SEC. 13. 
The Regional Education Secretary for the Autonomous Region in Muslim 
Mindanao (ARMM) shall exercise similar governance authority ova the divisions, districts, 
schools and learning centers in the region as may be provided in the Organic Act. 
SEC. 14. 
Implementing Rules and Regulations (IRR). - The Secretary of 
Education shall promulgate the implementing rules and regulations within ninety (90) days after 
11 


the approval of this Act which may include a period not to exceed two (2) years after the 
approval of this Act within which to fully implement the principle of shared governance. There 
shall be an automatic review of the implementation of the Act seven (7) years from the date of 
approval of this Act. 
SEC. 15. 
Separabiility CZause. - If any portion or provision of this Act shall be 
declared unconstitutional, such declaration shall not invalidate other parts thereof which shall 
remain in full force and effect. 
SEC. 16. 
Repealing Clause. - All laws, rules and regulations or parts thereof 
inconsistent with the provisions of this Act are hereby repealed or modified accordingly. 
SEC. 17. 
Effectivi& Clause. - This Act shall take effect fifteen (15) days following 
the publication in at least two (2) newspapers of general circulation. 
Approved, 
12