ARLENE M. MARASIGAN-Republic Act No. 10157-Kindergarten Education Act

Republic Act No.
10157
“THE KINDERGARTEN EDUCATION ACT”
ARLENE M. MARASIGAN
Phd Student
Republic Act No. 10157
“THE KINDERGARTEN EDUCATION ACT”
Pursuant to the provision of Section 9 of
Republic Act No. 10157, "An Act
Institutionalizing The Kindergarten
Education Into The
Basic Education System And
Appropriating Funds Therefor",
otherwise known as the Kindergarten
EducationAct",
approved on January 20, 2012, and which
took effect on March 14, 2012, conformablyto
Section 12 thereof, the Department of
Education, in consultation with the
Department of
Budget and Management, hereby issues the
following rules and regulations to implement
Rule I. GENERAL PROVISIONS
Section 1. Title.
These rules and regulations shall
be referred to as the "'Implementing Rules
and Regulations of Republic Act 10157,
otherwise known as the Kindergarten
Education Act".
Section 2. Declaration of Policy.-

These rules shall be interpreted in the lightof
the Declaration of thePolicy found
in the Section 2 of theAct:
Section 3. Definition of Terms. for purposes
of this IRR, the following definition of terms
is hereby adopted:
 Act
 IRR
 DepEd
 BEE
 Kindergarten Education
 Mother tongue
 MTB – MLE
KEGC, SRea
Section 4.
Institutionalization of Kindergarten
Education. Pursuant to Section 4 of the
Act, kindergarten education is hereby
institutionalized as part of basic education
and for S.Y. 2011 –2012 shall be
implemented partially and thereafter,
it shall be made mandatory and
compulsory for entrance to Grade 1.
1. General Kindergarten Program.
1. Inclusiveness of Kindergarten
Education.
1. Head start Program

for the Gifted.
2. Early Intervention
Program Program for
Children with Disabilities
3. Kindergarten Madrasah
Program (KMP)
4. Indigenous Peoples
(IP) Education
4.2. Catch-Up Program for Children under

Especially Difficult Circumstances
Section 5. Medium of Instruction. -

Pursuant to Section 5 of the Act, the Mother
Tongue-Based Multilingual Education (MTB-
MLE) method is hereby adopted. The mother
tongue of the learners shall be the primary
medium of instruction for teaching and
learning in the kindergarten level in public
schools.
However, exceptions shall be made to the
following cases;
 5.1. When the pupils in the kindergarten
classroom have a different mother tongue
or when some of them speak another mother
tongue;
 5.2. When the teacher does not speak the
mother tongue of the learners;
5.3. When resources, in line with the use of the
mother tongue, are not yet available; and
 5.4. When teachers are not yet trained on how
to implement the MTB-MLE program.
Rule III. CURRICULUM
Section 8. Kindergarten Curriculum. -
Pursuant to Section 7.2 of this IRR, the DepEd through
the BEE, shall continue to develop a KindergartenEducat
ion General Curriculum(KEGC). The curriculum shall incl
ude standards and competencies expected of five-year
old children along developmental domains. It shall
focus on the child's total development according to
his/her individual needs and socio-culturalbackground
The curriculum shall likewise promote the delivery of
complementary, integrative services for cognitive
development, health and safety, care, nutrition,
sanitation, psycho-socio-emotional, cultural
and values formation activities;
Rule III. CURRICULUM
In furtherance of Section 4.1.1 of this IRR,
the curriculum shall be inclusive to address
the unique needs of diverse learners, among
them:
1. Headstart Curriculum for the Gifted
2. Early Intervention Curriculum
3. Kindergarten Madrasah Curriculum
4. Indigenous Peoples Education
Curriculum
5. Catch-Up Kindergarten Curriculum
Rule IV. INSTRUCTIONAL SUPPORT
Section 9.Instructional Support. -
Pursuant to Section 6 of the Act, the DepEd shall
provide basic instructional support to kindergarten
classes in public schools. For this purpose, the
instructional support shall include, but shall not be
limited to the following;
1. Basic Instructional Materials for

Kindergarten Education.
2. Physical Facilities.
Rule V. TEACHER QUALIFICATIONS &
CONTINUING PROFESSIONAL DEVELOPMENT
Section 10. Hiring and Deployment. -
Pursuant to Section 7 (e) of the Act, in addition to
the guidelines for hiring issued by the Secretary of
the DepEd, a kindergarten teacher shall have at
least18 units of Early Childhood Education (ECE)
or its equivalent units as determined by the
appropriate agency.
Section 11. Professional Development. -

The DepEd shall continue to develop a set of
standards for Kindergarten teachers.
Rule VI. AUTHORITY OVER THE OPERATION OF
PRIVATE KINDERGARTEN INSTITUTIONS
Section 12.
Pursuant to Section 6 and Section 7 (f) of the
Act, the Secretary of the DepEd shall have the
authority to regulate theorganization, operation and
/or implementation ofthe kindergarten education
program of both public and private schools.
Section 13.
Private institutions may offer kindergarten
education only when so authorized
by the DepEd.
Rule VI. AUTHORITY OVER THE OPERATION OF
PRIVATE KINDERGARTEN INSTITUTIONS
Section 14.
The Regional Director shall have the authority,
responsibility and accountability in approving
the establishment of private kindergarten institution
and ensuring compliance of the school to the national
educational policies, plans and standards.
Section 15.
The DepEd shall prescribe the guidelines on the
issuance of permit to and/or recognition of
kindergarten schools, and revocation thereof
through the Revised Manual of Regulations for
Private Schools in Basic Education.
Rule VII. TRANSITORY PROVISIONS
Section 16. For SY2012-2013 and 2013-
2014, the following provisions are hereby
adopted:
16.1. The completion of the Kindergarten

Summer Program or the Early Childhood
Experiences in Grade 1 Program shall be
deemed sufficient compliance with
the requirement of kindergarten
education for entrance to Grade1
as stipulated in the Act.
1. Kindergarten Summer Program.
2. Early Childhood Experiences in Grade
1 Program
16.2. Hiring of Volunteer Teachers. -
The DepEd shall engage the services of
volunteer teachers to handle kindergarten classes.
Section 17. Private entities offering free kindergarten

education shall be allowed to operate for a
period of two years from the date of effectivity
of these Rules. Thereafter, said institutions shall
cease to operate unless authorized by the
Department of Education.
Rule VIII. MONITORING & EVALUATION
Section 18. The DepEd shall enhance the existing
monitoring and evaluation (M & E) system for the
kindergarten education program for both public and
private schools. BEEshall collaborate with the
Office of Planning Service (OPS) for the identification
of common indicators to bemonitored.
Section 19. Regional Directors and Schools Division

Superintendent shall ensure that:
19.1. All schools offering kindergarten comply with
the DepEd policies and guidelines in accordance
with this IRR,
Rule VIII. MONITORING & EVALUATION
19.2. Existing guidelines on the deployment of
kindergarten teachers are strictly
complied with.
Section 20. For purposes of tracking the progress of

the learners, the Department of Education shall
assign a Learner Reference Number (LRN) to each
child in kindergarten.
Rule IX. FINAL PROVISIONS
Section 21.Appropriations.
Section 22. Separability Clause.
Section. 23. Repealing Clause.
Section. 24. Effectivity Clause.

“IMPLEMENTING RULES & REGULATIONS OF
THE ENHANCED BASIC EDUCATION ACT OF
2013”
“ENHANCED BASIC EDUCATION
ACT OF 2013”
Pursuant to Section 16 of Republic Act No. 10533, entitled
"An Act Enhancing the Philippine Basic
Education System by Strengthening Its Curriculum
and Increasing the Number of Years for Basic
Education, Appropriating Funds Therefor and for Other
Purposes,” otherwise known as the
"Enhanced Basic Education Act of 2013," approved
on May 15, 2013, and which took effect on June 8, 2013, th
e Department of Education (DepEd), the
Commission on Higher Education (CHED), and the
Technical Education and Skills Development
(TESDA) hereby issue the following rules
and regulations to implement the provisions of the Act.
Section 1. Title. These rules and regulations shall
be referred to as the Implementing Rules and
Regulations (IRR) of the "Enhanced Basic
Education Act of 2013" (Republic Act No. 10533)
Section 2. Scope and Application. The provision
s of this IRR shall primarily apply to all public and
private basic educational institutions and learning
centers. This IRR shall apply to Higher Education
Institutions (HEIs), Technical-Vocational
Institutions (TVIs), duly recognized
organizations acting as Teacher Education
Institutions (TEIs), and foundations.
Section 3. Declaration of Policy. This IRRshall be int
erpreted in light of the
Declaration of Policy found in Section 2 of the Act.
Section 4. Definition of Terms. For purposes of this I
RR,the following terms shall mean or be understood
as follows:
 Act
 Learning Center
 Learner
 Mother Language or First Language (LI)
 Non-DepEd Public School
Section 5. Basic Education. Pursuant to Section 3 of t
he Act, basic education is intended to meet basic
learning needs which provides the foundation on
which subsequent learning can be based. It
encompasses kindergarten, elementary, and
secondary education as well as alternative learning
systems for out-of-school learners and those with
special needs under Section 8 of this IRR.
Section 6. Enhanced Basic Education Program. For p
urposes of this IRRand pursuant to Section 4 of the
Act, the enhanced basic education program encomp
asses at least one year of kindergarten education,
six years of elementary education, and six years
of secondary education, in that sequence.
Secondary education includes four years of junior
high school and two years of senior high school
education. The enhanced basic education program m
ay likewise be delivered through the alternative
learning system.
Kindergarten Education
Elementary Education
Secondary Education
Section 7. Compulsory Basic Education. It shall beco

mpulsory for every parent or guardian or other
persons having custody of a child to enroll such child
in basic education, irrespective of learning delivery
modes and systems, until its completion, as
provided for by existing laws, rules and regulations.
Section 8. Inclusiveness of Enhanced Basic Education.
In furtherance of Section 3 of theAct, inclusiveness
of enhanced basic education shall mean the
implementation of programs designed to address
the physical, intellectual, psychosocial, and cultural
needs of learners, which shall include, but shall not be
limited to, the following:
1. Programs for the Gifted and Talented.
2. Programs for Learners with Disabilities.
3. Madrasah Program.
4. Indigenous Peoples (IP) Education Program.
5. Programs for Learners under Difficult
Circumstances. 8.6.Acceleration
Rule II. CURRICULUM
Section 10. Basic Education Curriculum Development.
In the development of the Basic Education
Curriculum, the DepEd shall be guided by the
following;
10.1. Formulation and Design. Pursuant to Section 5 o

f the Act, the DepEd shall formulate the design and
details of the enhanced basic education curriculum.
The DepEd shall work with the CHEDand TESDAto cra
ft harmonized basic, tertiary, and technical-vocational
education curricula for Filipino graduates to be locally
and globally competitive.
Rule II. CURRICULUM
2.Standards and Principles. The DepEd shall adhere
to the following standards and principles, when
appropriate, in developing the enhancedbasic
education curriculum:
3.Production and Development of Materials. The

production and development of locally produced
teaching and learning materials shall be encouraged.
The approval of these materials shall be devolved to
the regional and division education unit in
accordance with national policies and standards.
Rule II. CURRICULUM
4.Medium of Teaching and Learning. Pursuant to
Sections 4 and 5 of the Act, basic education shall be
delivered in languages understood by the learners as
language plays a strategic role in shaping the
formative years of learners.
5.Stakeholder Participation. To achieve an enhanc ed
and responsive basic education curriculum, the
DepEd shall undertake consultations with other
national government agencies and other stakeholders
including, but not limited to, the DOLE, the PRC,
private and public schools associations, national
student organizations, national teacher organizations,
PTA, chambersof commerce and others
Rule II. CURRICULUM
Section 11. Curriculum Consultative Committee.
Pursuant to Section 6 of the Act,a Curriculum
Consultative Committee shall be created, to be
chaired by the DepEd Secretary or his/her duly
authorized representative, and with members
composed of,but not limited to, a representativeeach
from the CHED,TESDA, DOLE, PRC,the Department
of Science and Technology (DOST), and a
representative from Business chambers such as the
Information Technology Business Process Outsourcing
(IT-BPO) industry association.
Rule III. TEACHER QUALIFICATIONS, TRAINING &
CONTINUING PROFESSIONAL DEVELOPMENT
Section 12. Teacher Education and Training. To
ensure that the enhanced basic education
program meets the demand for quality teachers
and school leaders, the DepEd, CHED,and TESDA
shall conduct teacher education and training
programs, in collaboration with relevantpartners
in government, academe, industry, and non-
governmental organizations.
1. In-Service Training on Content and Pedagogy.

2. Training of New Teachers.
Rule IV. PRIVATE EDUCATIONAL
INSTITUTIONS
Section 14. Reasonable Supervision and
Regulation.
Section 15. Issuance and Revocationof

Permits and/or Recognition
of Private Senior HighSchools.
Section 16. Specializations in PrivateSenior

High School.
Rule V. CAREER GUIDANCE AND
COUNSELING ADVOCACY
Section 17. Career Guidance and

Counseling Programs.
Section 18. Career Advocacy Activities.
Section 19. Career Advocates.
Section 20. Role of the DepEd

Rule VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING
ARRANGEMENT WITH PRIVATE EDUCATIONAL INSTITUTIONS
AND NON-DEPED PUBLIC SCHOOLS
Section 21. Expansion of

E-GASTPEBeneficiaries.
Section 22. Criteria for Assistance to

Qualified Students.
The programs of assistance may also be made avail
able to students who completed junior high school
in private educational institutions, whether these
students are E-GASTPE beneficiaries or not,
subject to compliance with the qualifications
and guidelines to be determined by the DepEd.
Rule VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING
ARRANGEMENT WITH PRIVATE EDUCATIONAL INSTITUTIONS
AND NON-DEPED PUBLIC SCHOOLS
Section 23. Forms and Amount ofAssistance.
Section 24. Participating Schools.
Section 25. Implementation Mechanisms.
Section 26. Funding Requirement.
Section 27. Timeframe.
Section 28. Additional Beneficiaries.

Section 29. Private Basic Educational Institutions'
Transition to the Enhanced Basic Education
Program.
Section 30. Implementation Mechanisms and

Strategies.
1. Partnerships with HEIs andTVIs.
2. Financing Framework for State

Universities and Colleges During the
Transition Period.
30.3. Effects of Initial Implementation of the
Enhanced Basic Education Program on
Industry Human Resource Requirements.
Section 31. Labor and Management Rights.
Section 32. Transition Period.

Rule VIII. JOINT CONGRESSIONAL
OVERSIGHT COMMITTEE
Section 33. Joint Congressional Oversight
Committee on the Enhanced Basic Education
Program.
The Joint Congressional Oversight Committee
created under Section 13 of the Act shall be
composed of five (5) members each from the
Senate and from the House, including Chairs of
the Committees on Education, Arts and Culture,
and Finance of both Houses. The membership of
the Committee for every House shall have at least
two (2) opposition or minority members.
Rule IX. MANDATORY EVALUATION
AND REVIEW
Section 34. Mandatory Evaluation and Review.
By the end of School Year 2014-2015, the DepEd
shall conduct a mandatory review and submit a
midterm report to Congress as to the status of
implementation of the Enhanced Basic Education
Program in terms of closing the following current
shortages: (a) teachers; (b)classrooms;
(c) textbooks; (d) seats; (e) toilets;
(f) other shortages that should be addressed.
Rule X. COMMITMENT T INTERNATIONAL
BENCHMARKS
Section 35. Commitment to International
Benchmarks.
The DepEd shall endeavor to increase the
per capita spending on education towards
the immediate attainment of international
benchmarks. .
Rule XI. FINAL PROVISIONS
Section 36. Appropriations.
Section 37. Implementing Details.
Section 38. Amendment.
Section 40. Repealing Clause.
Section 41. Effectivity Clause.

Section 36. Appropriations.
Section 37. Implementing Details.
Section 38. Amendment.
Section 40. Repealing Clause.
Section 41. Effectivity Clause.

DepEd issues implementing rules of
“THE KINDERGARTEN EDUCATION
ACT”
ARLENE M. MARASIGAN
Phd Student
To ensure that the unique needs of diverse learners will
be addressed, the Kindergarten Education General
Curriculum will cater to the needs of pupils with special
needs and disabilities and create a catch-up program
for children under difficult circumstances.
Kindergarten education was institutionalized as part of
basic education and was implemented partially in
school year 2011-2012. It was made mandatory and
compulsory for entrance to Grade 1.
The general kindergarten program is the 10-month
program provided to children who are at least five
years old in elementary schools using thematic and
integrative curriculum to ensure the development of
foundation skills among children to prepare them for
Grade 1.
Republic Act (RA) 10157, otherwise known as “The
Kindergarten Education Act,” provides that the
curriculum is designed to cater to the needs of the
learners with special needs or children who are gifted,
those with disabilities, and other diverse learners by
adopting services in addition to the standards
provided, such as Headstart Program for the Gifted,
Early Intervention Program for Children with
Disabilities, Early Intervention Program for Children
with Disabilities, Kindergarten Madrasah Program
(KMP), Indigenous People (IP) Education, and Catch-Up
Program for Children under Especially Difficult
Circumstances.
The Headstart Program for the Gifted is a
comprehensive program for the gifted and talented
pupils in public elementary schools designed to
address the educational, aesthetic, and social needs of
children who manifest superior intelligence beyond
their age.
The Early Intervention Program for Children with
Disabilities is designed for children who are identified
with special educational needs. The program provides
services that will arrest further handicapping
conditions of children with disabilities. This
intervention could either be home-, school-, or
community-based.
For Muslim pupils enrolled in public schools, the
Kindergarten Madrasah Program (KMP) requires
providing the children with Arabic Language and
Islamic Values Education (ALIVE) classes, as well as
those in private madaris using the Standard Madrasah
Curriculum prescribed by the Department of
Education.
For Muslim pupils enrolled in public schools, the
Kindergarten Madrasah Program (KMP) requires
providing the children with Arabic Language and
Islamic Values Education (ALIVE) classes, as well as
those in private madaris using the Standard Madrasah
Curriculum prescribed by the Department of
Education.
The Indigenous Peoples Education, on the other hand,
ensures the preservation, recognition, promotion and
protection of the rights of indigenous people, their
ancestral domain, cultural identity and heritage. It
incorporates special needs, histories, identities,
languages, indigenous knowledge, systems and
practices, and other aspects of their culture, as well as
their social, economic, and cultural priorities and
aspirations.
The Catch-up Program for Children under Especially
Difficult Circumstances is for children six years old and
above under especially difficult circumstances, such as,
but not limited to, chronic illness, displaced children
due to armed conflict, urban resettlement, disasters
and child labor practice, who are not able to finish the
General Kindergarten Program.
The implementing rules and regulations of RA 10157
also provides that the mother tongue of the learners
shall be the primary medium of instruction for teaching
and learning in the kindergarten level in public schools.
However, exceptions shall be made when the pupils in
the kindergarten classroom have a different mother
tongue or when the teacher does not speak the
mother tongue of the pupils.
The implementing rules and regulations of RA 10157
also provides that the mother tongue of the learners
shall be the primary medium of instruction for teaching
and learning in the kindergarten level in public schools.
However, exceptions shall be made when the pupils in
the kindergarten classroom have a different mother
tongue or when the teacher does not speak the
mother tongue of the pupils.

ARLENE M. MARASIGAN-Republic Act No. 10157-Kindergarten Education Act

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ARLENE M. MARASIGAN-Republic Act No. 10157-Kindergarten Education Act

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Republic Act No.

Section 2. Declaration of Policy.-

1. Head start Program

4.2. Catch-Up Program for Children under

Section 5. Medium of Instruction. -

1. Basic Instructional Materials for

Section 11. Professional Development. -

16.1. The completion of the Kindergarten

Section 17. Private entities offering free kindergarten

Section 19. Regional Directors and Schools Division

Section 20. For purposes of tracking the progress of

Section 22. Separability Clause.

Section. 23. Repealing Clause.

Section. 24. Effectivity Clause.

Section 7. Compulsory Basic Education. It shall beco

10.1. Formulation and Design. Pursuant to Section 5 o

3.Production and Development of Materials. The

1. In-Service Training on Content and Pedagogy.

Section 15. Issuance and Revocationof

Section 16. Specializations in PrivateSenior

Section 17. Career Guidance and

Section 18. Career Advocacy Activities.

Section 19. Career Advocates.

Section 20. Role of the DepEd

Section 21. Expansion of

Section 22. Criteria for Assistance to

Section 23. Forms and Amount ofAssistance.

Section 24. Participating Schools.

Section 25. Implementation Mechanisms.

Section 26. Funding Requirement.

Section 27. Timeframe.

Section 28. Additional Beneficiaries.

Section 30. Implementation Mechanisms and

1. Partnerships with HEIs andTVIs.

2. Financing Framework for State

Section 31. Labor and Management Rights.

Section 32. Transition Period.

Section 37. Implementing Details.

Section 38. Amendment.

Section 39. Separability Clause.

Section 40. Repealing Clause.

Section 41. Effectivity Clause.

Section 37. Implementing Details.

Section 38. Amendment.

Section 39. Separability Clause.

Section 40. Repealing Clause.

Section 41. Effectivity Clause.

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