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

Fifteenth Congress
First Regular Session

4213

HOUSE BILL NO.

introduced by

HON. FELICIANO R. BELMONTE JR.,

HON. SALVADOR ESCUDERO Ill, HON. JUAN EDGARDO M. ANGARA,
HON. MARIANO U. PIAMONTE JR., HON. JULIETA R. CORTUNA,
HON. JOSEPH EMILIO A. ABAYA, HON. THELMA Z. ALMARIO,
HON. BERNADETTE R. HERRERA-DY, HON. ANTONIO L. TINIO
HON. MARIA ISABELLE G. CLIMACO

EXPLANATORY NOTE

Enhancing the quality of basic education in the Philippines is urgent and critical.
Thus, we have to come up with a proposal to enhance our basic education program in a
manner that is least disruptive to the current curriculum, most affordable to government
and families, and aligned with international practice.

The poor quality of basic education is reflected in the low achievement scores of
Filipino students. Many students who finish basic education do not possess sufficient
mastery of basic competencies. One reason is that students do not get adequate
instructional time or time on task. The National Achievement Test (NAT) for grade 6 in SY
2009-2010 passing rate is only 69.21%. Although this is already a 24% improvement over
the SY 2005-2006 passing rate, further reforms are needed to achieve substantial
improvement. The NAT for secondary is 46.38% in SY 2009-2010, a slight decrease from
47.40% in SY 2008-2009.

Intemational tests results like 2003 TIMSS (Trends in Intemational Mathematics
and Science Study) rank the Philippines 34th out of 38 countries in HS I! Math and 43rd
out of 46 countries in HS Il Science; for grade 4, the Philippines ranked 23rd out of 25
participating countries in both Math and Science. in 2008, even with only the science


secondarys participating in the Advanced Mathematics category, the Philippines was
ranked lowest.

The congested curriculum partly explains the present state of education. The
current basic education is designed to teach a 12-year curriculum, yet it is delivered in just
10 years

This quality of education is reflected in the inadequate preparation of secondary
graduates for the world of work or entrepreneurship or higher education. Secondary
graduates also do not possess the basic competencies or emotional maturity essential for
the world of work. About 70.9% of the unemployed are at least secondary graduates and
80% of the unemployed are 15-34 years old. While the availability of economic
opportunities contributes to this, it also illustrates the mismatch in the labor and education
markets. The World Bank Philippines Skills Report in 2009 reveals, based on a survey of
employers, serious gaps in critical skills of graduates such as problem-solving, initiative
and creativity, and, to a lesser extent, gaps in jobs specific technical skills.

Further, most graduates are too young to enter the labor force. This implies that
those who do not pursue higher education would be unproductive or be vulnerable to
exploitative labor practices. Those who may be interested to set up business cannot
legally enter into contracts. The current system also reinforces the misperception that
basic education is just a preparatory step for higher education. For most parents, basic
education is usually seen as a preparation for college education. Even this misperception
falls short of expectations as most students usually have to take remedial and secondary
level classes in colleges and universities.

The short duration of the basic education program also puts the millions of
overseas Filipino workers (OFWs), especially the professionals, and those who intend to
study abroad at a disadvantage. Our graduates are not automatically recognized as
professionals abroad. Filipinos face mutual recognition problem in other countries that
view the 10-year education program as insufficient. The Philippines is the only country in
Asia and among the three remaining countries in the world that has a 10-year basic



entry to recognition of engineering professionals. The Bologna Accord requires 12 years of
education for university admission and practice of profession in European countries.

More importantly, the short basic education program affects the human
development of the Filipino children. A Filipino is legally a child before he or she turns 18
years old. Psychologists and educators say that children under 18 are generally not
emotionally prepared for entrepreneurship or employment or higher education disciplines.

This bill seeks to provide for a quality 12-year basic education program that each
Filipino is entitled to, This is consistent with Article XIV, Section 2(1) of the 1987 Philippine
Constitution which states that “The State shall establish, maintain, and support a
complete. adequate, and integrated system of education relevant to the needs of the
people and society.”

Hence, urgent consideration and approval of this bill is eamestly sought.

Te
FELICIANO R. BELMONTE JR.
a ,
SALVADOR ESCUDERO Itt aultiouls M, ANGARA

SULIETA R, CORTUNA,

Lewes ARI

Vain R. HERRERA-DY ye CEL. accom



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

Fifteenth Congress
First Regular Session

HOUSE BILL NO. 4219

Introduced by

HON. FELECIANO R. BELMONTE JR.,

HON. SALVADOR ESCUDERO Ill, HON. JUAN EDGARDO M. ANGARA,
HON. MARIANO U. PIAMONTE JR., HON. JULIETA R. CORTUNA,
HON. JOSEPH EMILIO A. ABAYA, HON. THELMA Z. ALMARIO,
HON. BERNADETTE R. HERRERA-DY, HON. ANTONIO L. TINIO

AN ACT
ENHANCING THE CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR
BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER
PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:

SECTION 1. This Act shall be known as the “Enhanced Basic Education Act of
2011”

SECTION 2. Declaration of Principles and Policies. The State shall establish,
maintain, and support a complete, adequate, and integrated system of education relevant
to the needs of the people and society. The State shall give priority to education, science
and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate
social progress, and promote total human liberation and development. The State


recognizes the complementary roles of public and private institutions in the educational
system.

Likewise, it is hereby declared the policy of the State that every graduate of basic
education shall be an empowered individual who has leamed, through a program that is
rooted on sound educational principles and geared towards excellence, the foundations for
learning throughout life, the competence to engage in work and be productive, the ability
to coexist in fruitful harmony with local and global communities, the capability to engage in
autonomous critical thinking, and the capacity to transform others and one’s self.

Towards this end, the State shall create a functional basic education system that
will generate responsible and productive citizens equipped with the essential
competencies and skills for both life-long leaming and employment. In order to achieve
this, the State shall:

a) give every student an opportunity to receive quality education based on an
enhanced and relevant curriculum that is intemationally recognized and
comparable; and

b)

change public perception that secondary education is just a preparation for
college; rather, it should allow one to take advantage of opportunities for gainful
career or employment and/or self-employment in a rapidly changing and
increasingly globalized environment.

SECTION 3. Definition. Basic education is the education intended to meet basic
learning needs which lays the foundation on which subsequent leaming can be based. It
encompasses kindergarten, elementary and secondary education as well as alternative
learning systems for out-of-school youth and adult leamers and includes education for
those with special needs.

SECTION 4. Enhanced Basic Education. Basic education shall include
Kindergarten and twelve years of elementary and secondary education.

Kinderaarten education shall be understood in this Act to mean one (1) year of
preschool education for children five (5) years old and above as a prerequisite for Grade |.


Elementary Education shall refer to the first stage of free and compulsory, formal
education primarily concemed with providing basic education. Elementary education can
likewise be attained through altemative leaming system.

Secondary Education shall refer to the stage of free formal education following the
elementary level concerned primarily with continuing basic education. Secondary
education can likewise be attained through alternative learning system.

The Department of Education shall formulate the curriculum and determine the
actual number of years for the elementary and secondary education programs.

SECTION 5. Coordination with various government offices and consultation
with all stakeholders. immediately upon effectivity of this Act, the Department of
Education shall coordinate with the following govemment offices to design the enhanced
basic education curriculum and details of its implementation:

Commission on Higher Education (CHED);

Technical Education and Skills Development Authority (TESDA);
Department of Trade and Industry (DTI);

Department of Labor and Employment (DOLE);

Department of Science and Technology (DOST); and

National Economic Development Authority (NEDA).

PARSONS

The Department of Education shall also consult with all stakeholders including, but
not limited to, private educational institutions, private and public schools associations,
teachers organizations and Parents-Teachers Associations and Chambers of Commerce
in the formulation and implementation of the enhanced basic education curriculum.

SECTION 6. Implementing Rules and Regulations. To carry out the purposes of
this Act, the Department of Education, in coordination with the Commission on Higher
Education (CHED) and Technical Education, Skills and Development Authority (TESDA),
shall issue rules and regulations that may be necessary and consistent with the declared
principles and policies of the State as described under Section 2 of this Act.


SECTION 7. Appropriations. The amount necessary to camy out the
implementation of this Act shall be charged to the appropriations for the Department of
Education under the current General Appropriations Act. Thereafter, such amounts as may
be necessary for its continued implementation shall be included in the annual General
Appropriations Act.

SECTION 8. Separability Clause. If for any reason, any portion of this Act shall be
declared unconstitutional, other parts or provisions hereof which are not affected thereby
shall continue to be in full force and effect.

SECTION 9. Repealing Clause. The provisions of Batas Pambansa Bilang 232,
Republic Act No, 9155 and other laws, decrees, executive orders, rules and regulations,
part or parts thereof, inconsistent with the provisions of this Act, are hereby repealed or
modified accordingly.

SECTION 10. Effectivity. This Act shall take effect fifteen (15) days after its
publication in at least two (2) newspapers of general circulation and in the Official Gazette,
whichever comes earlier.

Approved,

FELICIANO R. BELMONTE JR.

i A
SALVADOR ESCUDERO II WLS M. ANGARA

MARIANO U. naa JR.

T
RERA-DY ANTONIO L. TINIO

WORE ICO

BERNADETTE R.