It is a season of unprecedented change for Philippine education, shaped by aggressive

reform measures from within, with the full implementation of the new K to 12 system in
2016, and rapidly advancing movements from without, as the ASEAN Economic
Community in 2015.

The five-year period between 2016 and 2021, often referred to as the K to 12 transition,
presents significant challenges not just to the basic education sector, but causes a
ripple effect on other sectors as well. It is also a once-in-a-generation window of
opportunity for the reform of country’s entire education landscape.

Visit CHED K to 12 Transition Program website.

THE VISION
Through the development packages initiated by CHED during this period, we can
envision a higher education sector able to compete with our ASEAN neighbors–where
48 percent of faculty hold master’s degrees, 20 percent have doctorates, and hundreds
of degree programs all over the country meet international standards.

It is a large-scale investment that requires the cooperation of various government

agencies, academe, and private stakeholders to ensure that the opportunity does not go
to waste.

A HISTORICAL PERSPECTIVE
Education reform has been in a need in the Philippines for generations. Before K to 12,
the Philippines had been one of only three remaining countries in the world–the other
two being Djibouti and Angola–to have a 10-year basic education cycle. Most countries
across the globe operate on a 12-year basic education cycle.

Before World War II, the Philippines had an 11-year basic education cycle: grades 1 to
7 for elementary, and 4 years of high school.

After the war, the American colonial government recommended a shift to the American
system: six years (instead of seven) for elementary, three years of junior high school,
and three more years of senior high school, for a total of 12 years of basic education.
The transition began with the removal of Grade 6 from elementary, but the addition of
two years in high school was never completed.

Since 1945, we have made the best of ten years of basic education, the result of an
incomplete transition and which was never meant to be a permanent state of affairs.
Until today.

K to 12 is in fact one of the most well-studied reform measures ever to be undertaken.

For decades–dating back to 1925, we’ve tried to answer two questions: (1) What should
we teach in order to equip Filipinos for local needs and global standards?, and (2) How
many years of school does it take to learn all these skills and information?

Historical antecedents show that it was never a question of whether we should adopt K
to 12, but when it should be done.

With the current paradigm shifts in education, and with the establishment of
qualifications reference frameworks regionally and globally, this long-overdue upgrade
has become an imperative.

Finally, in 2010, the new administration identified education reform at the very top of its
priorities, and pushed for this reform through the Enhanced Basic Education Program,
or K to 12. K to 12 isn’t simply a matter of adding two more years of school; it is the
product of decades of study, and a larger process of reforming the education sector as
a whole. The passage of the Enhanced Basic Education Act, or Republic Act 10533
aims to ensure the continuity of the reform beyond this generation, and into the next.

THE TRANSITION IN HIGHER EDUCATION

The K to 12 system was signed into law with the passage of the Enhanced Basic
Education Act of 2013 (Republic Act 10533). It clearly states that the K to 12 reform is
an effort not exclusive to the Department of Education (DepEd), but cuts across the
whole landscape of Philippine education and labor, making a unique impact on each
sector, while at the same time requiring all these agencies to work together to ensure a
smooth transition into the new system.
The Enhanced Basic Education Act of 2013

RA 10533 outlines the role of CHED in this reform, which is fourfold:

Curriculum consultation (Sections 5 and 6) – CHED has been actively involved as part
of the curriculum consultative committee for K to 12. CHED has tapped experts from
universities to contribute to designing and revising the K to 12 curriculum.
Teacher training and education (Section 7) – CHED is also mandated to partner with
DepEd and other institutions for teacher training and education, including making sure
that the curricula of teacher education institutions meet standards of quality. This
ensures that the teachers of the next generation are equipped to teach young Filipinos
under the new K to 12 system.
Career guidance and counseling (Section 9) – CHED is mandated to partner with
DepEd and DOLE in career guidance and counseling activities for high school students.
Helping students choose what courses to take in college can help them pursue careers
that lead to better jobs.
Strategizing through the transition (Section 12) – Lastly, CHED is mandated to help
formulate and implement strategies to ensure a smooth transition into the new K to 12
system. This includes making sure that the college curriculum is revised to complement
the new K to 12 curriculum. CHED is also mandated to implement strategies to protect
higher education institutions and their employees from severe losses during the
transition.
Its Implementing Rules and Regulations (IRR), promulgated in September 2013, add:

Review SUC financing policy framework (Section 30.2) – CHED will work with the
Department of Budget and Management (DBM) in reviewing the financing policy
framework for state universities and colleges (SUCs) to optimize the use of government
resources.
Develop a contingency plan (Section 30.3) – CHED shall partner with DepEd, TESDA,
PRC and DOLE to develop a contingency plan by School Year 2015-2016, given that
the low number of graduates during the transition period will mean reduced human
resources.
To uphold educational institutions and their employees (Section 31) – CHED is
mandated to ensure “the rights of labor as provided in the Constitution, the Civil Service
Rules and Regulations, Labor Code of the Philippines, and existing collective
agreements,” as well as “the sustainability of the private and public educational
institutions, and the promotion and protection of the rights, interests and welfare of
teaching and non-teaching personnel.”

Impact on the Higher Education Sector

The new K to 12 curriculum in basic education will inevitably impact higher education in
the Philippines on two important fronts: the curriculum, and the people working in the
higher education sector.

First, K to 12 makes it necessary to adjust the college curriculum, to make sure that
college subjects build upon it in the best way.

Second, K to 12 impacts those working in the higher education sector: as senior high
school is rolled out nationwide this 2016, students go through two more years of high
school instead of going straight to college, resulting in low enrollment in colleges and
universities nationwide.
This makes the private higher education sector especially vulnerable to loss of revenue,
since they depend almost entirely on tuition for salary of their personnel and operating
expenses of the schools. Low enrollment means low teaching loads, and low salaries
for faculty, resulting in a diminished income, or loss of jobs.

CHED has conducted studies that project the anticipated job losses during the transition
period, and has partnered with DepEd and DOLE to put programs in place to ensure
that personnel in the higher education sector are not only taken care of during the
transition, but that this challenge is transformed into an opportunity to upgrade higher
education in the country.

Impact on College Curriculum

One of the important ways that CHED has updated the curriculum before the full K to 12
implementation is by aligning it with outcomes-based education–the same pedagogy
used in K to 12. CHED also came out with guidelines for the revised General Education
Curriculum to complement the new subjects that will be taught in senior high.

The General Education Curriculum courses have been reduced from 64 to 36 units,
composed of the following:

Understanding the Self / Pag-Unawa sa Sarili

Readings in Philippine History / Mga Babasahin Hinggil sa Kasaysayan ng Pilipinas
The Contemporary World / Ang Kasalukuyang Daigdig
Mathematics in the Modern World / Matematika sa Makabagong Daigdig
Purposive Communication / Malayuning Komunikasyon
Art Appreciation / Pagpapahalaga sa Sining
Science, Technology and Society / Agham, Teknolohiya at Lipunan
Ethics / Etika
This is in addition to nine elective units and the three-unit course on the Life and Works
of Rizal.

Currently, CHED technical panels for each particular course/field are reviewing the
college curriculum and fine-tuning the courses not just for GE, but for each
specialization. By the time the first batch of K to 12 graduates enter college in 2018,
these revisions will also be in place.

Impact on Higher Education Workers

It is not true that 80,000 people stand to lose their jobs in light of the transition. The
estimated displacement stands at 25,000 people.

CHED, together with the Philippine Institute for Development Studies (PIDS) and the
University of the Philippines Population Institute (UPPI), has come up with the following
estimates on the number of people who may lose their jobs over the five-year transition
(as of April 23, 2015):

Why only 25,000?

This is based on the latest data from CHED (November 2014 survey of higher education
institutions and their faculty).
This takes into account the latest data from DepEd, namely, that 637 higher education
institutions will open and operate senior high schools (as of May 31, 2015). This means
they will continue to have enrollees and can keep their personnel through the transition
period, and may even need to hire more teachers later on. More higher education
institutions are expected to open senior high schools as 2016 draws nearer.
These numbers do not include employees from state universities and colleges (SUCs),
because the SUC budgets for the transition years are enough to cover all the people
who would otherwise be displaced, nor does it include permanent workers from local
universities and colleges (LUCs), because these employees cannot be retrenched
during the transition period (except on grounds of incompetence or immorality).
It was also taken into account that 25 percent of GE subjects are taught in third and
fourth years–meaning not all faculty who teach GE will be displaced.
Of course, just because the numbers are not as big as what is commonly, and
mistakenly, touted in the media and by anti-K to 12 groups does not mean it should be
taken lightly. Those are still 25,000 jobs, and potentially 25,000 households whose
livelihoods are threatened. This is precisely why CHED, DepEd and DOLE have
designed responses to provide support to those who may lose their jobs:

DepEd Green Lane – The Department of Education needs to hire 30,000 new teachers
and 6,000 new non-teaching staff in 2016-2017 alone, and about the same number
again for 2017-2018–more than enough to absorb all the displaced personnel from the
higher education sector. DepEd will open a “Green Lane” to prioritize and fast-track their
hiring, in keeping with RA 10533, and will match them according to locality and salary.

DOLE Adjustment Measures Program – Those who will opt not to transfer to DepEd, on
the other hand, will benefit from the Adjustment Measures Program of the Department
of Labor and Employment. DOLE will provide income support for a maximum duration of
one year, employment facilitation that matches their skills to the current job market, and
training and livelihood programs in case they may want to pursue entrepreneurship.

CHED Development Packages

CHED, for its part, has designed the following development packages for faculty and
staff who will experience a much lower workload during the transition, with the view of
not only curbing the adverse effects of the transition but also, and more importantly,
upgrading higher education in the country:

Scholarships for Graduate Studies and Professional Advancement – CHED will give a
total of 15,000 scholarships to higher education personnel: for 8,000 to complete
master’s degrees and another 7,000 to finish doctorate degrees.
Development Grants for Faculty and Staff – Those who may not wish to go on full-time
study may still avail of grants that will allow them to retool, engage in research,
community service, industry immersion, and other programs throughout the transition
period.
Innovation Grants for Institutions – Higher education institutions may likewise apply for
innovation grants to fund the upgrading of their programs through: (1) international
linkages, (2) linkages with industry, (3) research, or (4) the development of priority,
niche, or endangered programs.
The policies determining qualifications, requirements, and modes of disbursal for the
Development Packages are currently being finalized and will be posted on this website
shortly.
MAJOR LEGAL BASES
The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)
THE 1987 CONSTITUTIONS
Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality
education at all levels and shall take appropriate steps to make such education accessible to
all.

Section 2. The state shall:

1. Establish, maintain and support a complete, adequate and integrated system
of education relevant to the needs of the people and society;
2. Establish and maintain s system of free public education in the elementary
and high school levels. Without limiting the natural rights of parents to rear
their children, elementary education is compulsory for all children of school
age;
3. Establish and maintain a system of scholarship grants, student loan programs,
subsidies and other incentives which shall be available to deserving students
in both public and private schools, especially to the underprivileged;
4. Encourage non- formal, informal and indigenous learning system, as well as
self- learning independent and out-of-school study programs particularly
those that respond to community needs; and
5. Provide adult citizens, the disabled and out-of-school youth with training in
civics, vocational efficiency and skills.
Section 3.

1. All educational institutions shall include the study of the Constitution as part
of the curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden
scientific and technological knowledge and promote efficiency.
3. At the option expressed in writing by the parent or guardians, religion shall
be allowed to be taught to their children or wards in the public elementary
and high schools within the regular class hours by instructors designated or
approved by the religious authorities of the religion to which the children or
wards belong, additional cost to the Government.
Section 4.
1. The state recognizes the complementary roles of the public and private
institutions in the educational system and shall exercise reasonable
supervision and regulation of all educational institutions.
2. Educational institutions, other than those established by religious groups and
mission boards, shall be allowed solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which is
owned by such citizens. The Congress may, however, require increased
Filipino equity participation in all educational institutions. The control and
 administration of educational institutions shall vested in citizens of the
Philippines. No educational institution shall be established exclusively for
aliens and no group of aliens shall comprise more than one third of the
enrollment in any school. The provisions of this subsection shall not apply to
schools established for foreign diplomatic personnel and their dependents
and, unless otherwise provided by law, for other foreign temporary residents.
3. All revenues and assets of non- stock, non- profit educational institutions
used actually, directly and exclusively for educational purposes shall be
exempt from taxes and duties. Upon the dissolution or cessation of the
corporate existence of such institutions, their assets shall be disposed of in
the manner provided by law. Proprietary educational institutions, including
those cooperatively owned, may likewise be entitled to such exemptions
subject to the limitations provided by law including restrictions on dividends
and provisions for reinvestment.
4. Subject to conditions prescribed by law, all grants endowments, donations or
contributions used actually, directly and exclusively for educational purposes
shall be exempt from tax.
Section 5.
1. The State shall take into account regional and sectoral needs and conditions
and shall encourage local planning in the development of educational policies
and programs.
2. Academic freedom shall be enjoyed in all institutions of higher learning.
3. Every citizen has a right to select a profession or course of study, subject to
fair, reasonable and equitable admission and academic requirements.
4. The State shall enhance the right of teachers to professional advancement.
Non- teaching academic and non-academic personnel shall enjoy the
protection of the State.
5. The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction
and fulfillment.
BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF
1982)
This was an act providing for the establishment and maintenance of an integrated system of
education. In accordance with Section 2, this act shall apply to and govern both formal and
non- formal system in public and private schools in all levels of the entire educational
system.

As provided by this Act, the national development goals are as follows:

1. To achieve and maintain an accelerating rate of economic development and social
progress.
2. To assure the maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop
and promote desirable cultural, moral and spiritual values in changing world.
It is also stated in Section 3 that:
The State shall promote the right of every individual to relevant quality education, regardless of sex,
age, creed socio- economic status, physical and mental conditions, racial or ethnic origin, political or
other affiliation. The State shall therefore promote and maintain equality of access to education as
well as the benefits of education by all its citizens.

RIGHTS OF STUDENTS IN SCHOOL (Section 9)

1. The right to receive competent instruction, relevant quality education.
 2. The right to freely choose their field of study subject to the existing curricula and
continue their course up to graduation, except in cases of academic deficiency or
violations of disciplinary regulations.
3. The right to school guidance and counseling services.
4. The right to access to his owns school records and the confidentiality of it.
5. The right to issuance of official certificates, diplomas, transcript of records, grades,
transfer credentials and similar document within thirty days from request.
6. The right to publish a student newspaper and invite resource persons during
symposia, assemblies and other activities.
7. The right to free expression of opinions and suggestions and to effective channels of
communication with appropriate academic and administrative bodies of the school or
institutions.
8. The right to form or establish, join and participate in organizations and societies
recognized by the school…, or to form, join and maintain organizations and societies
for purposes not contrary to law.
9. The right to be free from involuntary contributions except those approved by their
organizations and societies.
RIGHT OF ALL SCHOOL PERSONNEL (Section 10)
1. Free expression of opinions and suggestions.
2. To be provided with free legal service by the appropriate government office in case
of public school personnel and the school authorities concerned in case of private
school personnel, when charged in administrative, civil and/or criminal proceedings,
by parties other than the school authorities concerned, for actions committed directly
in the lawful discharged of professional duties and/or in defense of school policies.
3. Establish join, maintain labor organization of their choice to promote their welfare
and defend their interest.
4. To be free from involuntary contributions except those imposed by their own
organizations.
SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING
OR ACADEMIC STAFF (Section 11)
1. Right to be free compulsory assignment not related to their duties defined in their
appointment or employment contracts unless compensated thereof. (additional
compensation Sec. 14 R.A. 4670- at least 25% his regular remuneration)
2. Right to intellectual property………
3. Teachers are persons in authority when in lawful discharge of duties and
responsibilities… shall therefore be accorded due respect and protection
(Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose career alternatives for advancements.
RIGHTS OF ADMINISTRATORS (Section 12)
1. School administrators shall be deemed persons in authority while in the lawful
discharge of their duties and responsibilities…. Shall be accorded due respect and
protection (Commonwealth Act No. 578)
RIGHTS OF SCHOOLS (Section 13)
1. The right of their governing boards…….to adopt and enforce administrative or
management systems.
2. The right of institutions of higher learning to determine on academic grounds who
shall be admitted to study, who may teach, and who shall be the subjects of the study
and research.
MAINTENANCE OF QUALITY EDUCATION
1. Voluntary Accreditation (Section 29)
2. Teachers and Administrators obligations and qualification (Sections 176 and 17)
3. Government Financial Assistance to Private Schools (Section 41)
OTHER LEGAL BASES
1. Act No. 74

This law was enacted on January 21, 1901 by the Philippine Commission, and provided:

a. establishment of the Department of Public Instruction headed by the General superintendent

b. the archipelago was divided into school divisions and districts for effective management of the
school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and Trade- PCAT now
known as Technological University of the Philippines), a school of Agriculture in Negros, a Normal
school in Manila (Philippine Normal School) (Section 18)
• Philippine Normal School, however, was renamed Philippine Normal College (PNC) by virtue of
Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC was converted to
Philippine Normal University as provided by Republic Act No. 7168.

2. Act No. 2706

This was known as the “Private School Law”, enacted on March 10, 1917 by the Philippine
Legislature, which made obligatory the recognition and inspection of private schools and colleges by
the Secretary of Public Instruction so as to maintain a standard of efficiency in all private schools and
colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936 which
provided that:
The Secretary of Public Instruction was vested with power to “supervise, inspect and regulate said
schools and colleges in order to determine the efficiency of instruction given in the same.”
And all private schools come under the supervision and regulation of the Secretary of DPI, thus
eliminating “diploma mills” and substandard schools.

3. Commonwealth Act No. 1 (Amended by R.A. 9163)

Known as the “National Defense Act” passed by the Philippine Assembly on December 21, 1935,
which provided in Section 81 that:

“Preparatory Military training shall be given with the youth in the elementary grade school at the age
of ten years and shall extend through the remainder of his schooling into college or post-secondary
education.

By virtue of Presidential Decree 1706, issued by the late President Marcos on August 8, 1980,
otherwise known as the “National Service Law”, Commonwealth Act No. 1 was amended, and
required all citizens to render, civic welfare service, law enforcement service and military service.

4. Commonwealth Act No. 80

This law created the Office of Adult Education on October 26, 1936, so as to eliminate illiteracy and
to give vocational and citizenship training to adult citizens of the country.

5. Commonwealth Act No. 578

Enacted on June 8, 1940, conferred the status of “persons in authority” upon the teachers, professors,
and persons charged with the supervision of public or duly recognized private schools, colleges and
universities.
This Act also provided a penalty of imprisonment ranging from six months and one day to six years
and a fine ranging from 500 to 1, 000 pesos upon any person found guilty of assault upon those
teaching personnel.

6. Commonwealth Act No. 586 (Repealed by R.A. 896)

This is known as Education Act of 1940. It was approved on August 7, 1940 by the Philippine
Assembly.
The law provided for the following:

a. reduction of seven- year elementary course to six- year elementary course.

b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in Grade I.
e. introduction of double- single session- one class in the morning and another in the afternoon under
one teacher to accommodate more children.

7. Commonwealth Act No. 589

This law, approved on August 19, 1940, established a school ritual in all public and private
elementary and secondary schools in the Philippines.

The ritual consists of solemn and patriotic ceremonies that include the singing of the National
Anthem and Patriotic Pledges.

8. Republic Act No. 139 (Repealed by R. A. 8047)

Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all public schools
must only use books that are approved by the Board for a period of six years from the date of their
adoption.
The private schools may use books of their choice, provided the Board of Textbooks has no
objections with those books.

9. Republic Act No. 896

Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it repealed
Commonwealth Act 586 and provided for the following:

a. restoration of Grade VII (but never implemented due to lack of funds)

b. abolition of the double- single session and return to the former practice of only one
c. class under one teacher in the primary and three teachers to two classes or five teachers to three
classes in the intermediate level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon attaining seven years of age.

10. Republic Act No. 1124 (Repealed by R. A. 7722)

Approved on June 16, 1954, this law created the Board of National Education charged with the duty
of formulating general educational policies and directing the educational interests of the nation.

However, this Board which was later renamed National Board of Education (P.D. No. 1), was
abolished bu virtue of the Creation of the board of Higher Education as stipulated in Batas Pambansa
Blg. 232. The Board’s function is now assumed by the commission on Higher Education or CHED
by virtue of Republic Act No. 7722.

11. Republic Act No. 1265 (amended by R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag ceremony shall be
compulsory in all educational institutions. This includes the singing of the Philippine National
Anthem.

12. Republic Act No. 1425

It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all schools, both
public and private, from elementary schools to the universities, the life, works and writings of Jose
Rizal especially the Noli Me Tangere and El Filibusterismo.
13. Republic Act No. 4670

Known as the “Magna Carta for Public School Teachers”. This was approved on June 18, 1966 to
promote and improve the social and economic status of public school teachers, their living and
working conditions, their employment and career prospects.

It also provided the following:

1.Recruitment qualifications for teachers

2.Code of Professional Conduct for Teachers
3.Teaching hours- 6 hours of classroom teaching (maximum load)
4.Additional compensation- 25% of the regular remuneration
5.Health and injury benefits (thru the GSIS)
6.One year study leave (sabbatical leave) after seven years of continuous teaching, the
teacher should receive 60% of the monthly salary.
7. One range salary increase upon retirement (basis computing the retirement fee).
8. Freedom to form organizations.
14. Republic Act No. 1079

Approved on June 15, 1959, it provided that Civil Service eligibility shall be permanent and shall
have no time limit.

15. Republic Act No. 6655

Known as the “Free Public Secondary Education Act of 1988”, it was approved on May 26, 1988
and provided for:
a. Free public secondary education to all qualified citizens and promote quality education at all level.
b. No tuition or other fees shall be collected except fees related to membership in the school
community such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two consecutive years could no longer
avail of their program.

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