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

EIGHTEENTH CONGRESS
First Regular Session

667

House Bill No.

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 enrolment 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
Tight knowledge, skills, and values, to enabie them to find employment or create their

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

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‘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 overail 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 3Rs. While developing skills on reading, writing and arithmetic, are
certainly important, a curriculum that is also focused on developing Critical
Thinking, Competency/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
enabie 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 subjecis, and allows

the students the opportunity to master the skills, competencies, and values that need
to be learned. i

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.

RON P. SALO
KABAYAN PartyList

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

SEVENTEENTH CONGRESS
First Regular Session

House Bill No. 667

Introduced by Representative Ron P. Salo

AN ACT
ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY FOCUSING ON
THE DEVELOPMENT OF CRITICAL THINKING, COMPETENCY/
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, competency/
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 abilly 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) Competency / 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.

4) 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 leamers 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
leamers, 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.

9) 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.

') 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 leamers 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 Skils 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 atlitudes 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. — In
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 leamers 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.

. Understanding of the Physical and Natural Environment — In addition to
the leaning 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.

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 whet 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;
fiexibility, and ability to adapt to varied life situations.

ji. 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 (1A); 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.

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 io, 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 leamers 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.

ii, Teaching of Technology and Livelihood Education (TLE) and
Technical-Vocational-Livelinood (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 reab-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 livelinood 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, shali 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

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reasonable per diem allowances as approved by the Committee and subject to
existing rules and regulations of the Department of Budget and Management.
Members thereof who are not government officials or employees shalll 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.

i)

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 shalll 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 Sasic 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 membere, 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. - If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions hereof.

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.

Approved.

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