Legal and Policy

Framework in Learner
Centered Teaching
RA 10533
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 “Enhanced Basic Education Act of 2013”
Enhanced Basic Education Program
The Law aims to:
- Establish, maintain, and support a complete,
adequate, and integrated system of education relevant to
the needs of the people, country, and society-at-large
- The State shall give very student the opportunity to
receive quality education according to global standards
Curriculum Development
- Broaden the goals of high school education for
college preparation, vocational and technical career
opportunities as well as creative arts, sports, and
entrepreneurial employment
- Make education learner-oriented and responsive to
the need and capacity of students; include mother tongue
Basic Education
- Foundation for subsequent learning
- Kindergarten, Elementary, Secondary Education as well as
Alternative Learning System for out-of-school youth and to
those with special needs
- Encompasses of at least 1 year of kindergarten, 6 years of
elementary, and 6 years of secondary education
- Secondary education includes 4 years of junior high school
and 2 years of senior high school
- The DEPED shall formulate the design and details of the
enhanced basic education
- It shall work with CHED to craft harmonized basic and
tertiary curricula for global competitiveness
- The DEPED shall also coordinate with TESDA
• The DEPED shall ensure that the curriculum is
learner-centered, inclusive, developmentally
appropriate, relevant, responsive, research-based,
culture-sensitive, contextualized, global, and use
pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and
integrative
• The curriculum shall adhere to the principles and
framework of Mother Tongue-Based Multilingual
Education (MTB-MLE)
• The curriculum shall use spiral progression approach
• The curriculum shall be feasible enough to enable and
allow schools to localize, indigenize, and enhance the
same based on their respective educational and social
contexts
• The DEPED and CHED in collaboration with
relevant partners in government, academe, industry,
and NGOs shall conduct teacher education and
training programs such as:
- In-service training on Content and Pedagogy
- Training of New Teachers
- Training of School leadership
• Hiring of graduates of Science, Mathematics,
Statistics, Engineering, and other specialties in
subject with a shortage of qualified applicants,
technical-vocational courses, and higher education
institution faculty

• A Curriculum Consultative Committee shall be

created chaired by the DEPED Secretary with
members composed of but not limited to each from
the CHED, TESDA, DOLE, PRC, and DOST and
from business chambers such as IT-BPO
K-12 Framework
- The K to 12 program covers Kindergarten and 12 years of
basic education (6 years of primary education, 4 years of junior
high school, and 2 years of senior highschool).
Strengthening Early Childhood
Education (Universal Kindergarten)
- At 5 years old, children start schooling and slowly
transition to formal education
- Research shows that children who underwent Kindergarten
have better completion rates than those who did not
- Children who complete standard-based kindergarten are
better prepared for primary education
- During such, students learn dances, ang others in their
mother tongue
Making the Curriculum Relevant to the Learners
(Contextualization and Enhancement)
- Examples, activities, and all materials are based on local
culture, history, and reality
- Disaster Risk Reduction (DRR), Climate Change
Adaptation, and Information & Communication Technology
(ICT) are included in the enhanced curriculum
Building Proficiency through Language
- Students are able to learn best through their first
language, their Mother tongue (MT) such as: Bahasa Sug,
Maguindanaon, Bikol, Maranao, Cebuano, Pangasinense,
Chavacano, Tagalog, Hiligaynon, Waray, Iloko
Ensuring Integrated and Seamless
Learning
- Subjects must be taught in spiral progression or from
simple concepts to more complicated concepts
- As early as elementary, students gain knowledge in
areas such as: Biology, Geometry, Earthy Science,
Chemistry, Algebra
Gearing Up for the Future
- Senior High School is 2 years of specialized upper
secondary education where students can choose a
specialization which will determine the content of the
subjects they will take in Grades 11 & 12
- SHS subjects fall under either under the core
curriculum or specific tracks
Core Curriculum TVET (Technical Vocational Education &
• Languages
• Literature Training) National Certificate
• Communication - After finishing Grade 10, a student can obtain
• Mathematics Certificates of Competency (COC) or a National
• Philosophy Certificate Level I (NC I)
• Natural Sciences
• Social Sciences - After finishing a Technical-Vocational-Livelihood
track in Grade 12, a student may obtain a National
Tracks Certificate Level II (NC II), provided he/she passes the
Academic competency-based assessment of the Technical Education
• Accounting, Business, and Management (ABM) and Skills Development Authority (TESDA)
• Science, Technology, Engineering, and Mathematics
(STEM) - NC I and NC II improved employability of graduates
• General Academic Strand (GAS) in fields like Agriculture, Electronics, and Trade
• Humanities and Social Sciences (HUMSS)
Technical-Vocational-Livelihood
• Home Economics (HE)
• Information and Communication Technology (ICT)
Sports and Arts
Curriculum Guide Implementation
Kindergarten
- Learners need to transition to the content-based
curriculum of Grade 1-12
Grades 1-10
- Students will experience an enhanced, content-
based, and spiral progression learning curriculum with
the following subjects
Transition for Private Schools
Senior High (Grades 11-12)
- 2 years of specialized upper secondary education,
students choose specialization based on aptitude,
interest, and school capacity

Implementation and Transition

Management
- Program implemented in public school is being
done in phases starting S.Y. 2012 and some other
private school they cater K-12
 Group 5
Sheina Mae Bangayan
Jobelle Marie Gacias
Charize Ann Olesco
Julie Valdevieso
Arlyn Tandingan
Kevin Patalud
Rafhael Gutierrez