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CHAPTER II
REVIEW OF LITERATURE
Introduction
The review of the literature for this study focuses on education and its role in shaping the future of students in K to 12 Curriculum in response to global competitiveness particularly in ASEAN Economic Community by 2015. The literature will also discuss issues about job market, job mismatch, competitiveness and marketability or employability.
At this pace of this changing society and economy a lot of actions should take place. They have to face a lot of challenges especially educators who are being asked to do more with less due to rapidly evolving technologies and ongoing shifts in global economy and demography. A successful education system will need to be of paramount importance if a multicultural society to succeed and prosper in the future. Education is a gateway to a better job and greater earning potential. One key to understanding this issue is an appreciation of the overall landscape education and training.
THE ROLE OF EDUCATION
Connelly. (2013) cited that schools have always played a vital role in ensuring that students have the skills needed for the job or career they have chosen. The key function of education is to fully prepare students for life after schooling preparation for the world of work is a necessary and vital part of that equation. As our society and economy continues to evolve, it may be time to rethink how public education aids students in choosing career and education pathways. Additionally, due to the present economic and social changes our government is dealing with, it is imperative that we think more deeply about the future of those students who will enter the workforce immediately after high school.
"How can we ensure that education is the right one for the times? " Different skill sets will be required for the future. The next generation will need to be entrepreneurial, willing to take risks and be multicultural. Lynch(2013).
THE CURRICULUM AS RESPONSE TO GLOBAL COMPETITIVENESS
The K to 12 Basic Education Program
Waugh 2013 cited, high standard of living, is an important part of culture and values. The education system has a significant and direct impact on the quality of our workforce our economic productivity and ultimately, our ability to prosper as businesses, as people, and as a nation rely on our public schools to provide highly skilled and educated talent. K to 12 is a solution to create opportunities that will help all children from the time they enter the classroom to when they join the workforce – McCleary. (2012)
K–12 (k twelve) is a designed curriculum for the sum of primary and secondary education. It is used in the United States, Canada, Turkey, Philippines, and Australia. (K) for 4- to 6-year-olds through twelfth grade (12) for 7- to 19-year-olds, It is a free education from Kindergarten to Senior High School in the countries mentioned respectively. Wikipedia (2008)
Republic Act K to 12 which is known as "Enhanced Basic Education Act of 2013"or "K to 12 Basic Education Program Law" states that the graduate of basic education shall be an empowered individual who has learned, 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, creative, and critical thinking, and the capacity and willingness to transform others and one's self. (Legal Basis)
The K to 12 Curriculum
The academic year 2016-2017 is a big turning point in Philippine Education system since a vast makeover will happen. The new curriculum which is known as K to 12 Enhanced Basic Education Curriculum, under the newly signed K to 12 Basic Education Program Law Senior High School (SHS) will officially be implemented nationwide starting with Grade 11 in SY 2016-2017 and Grade 12 in SY 2017-2018. The additional 2 years Senior High School is a specialized upper-secondary education composed of a common Core Curriculum and Tracks. There are 8 core curricula or learning areas that include Language, Humanities, Communication, Mathematics, Philosophy, Science, Social Science and Physical Education and Health and 4 tracks which include (1) Academic, (2) Technical-Vocational-Livelihood, and (3) Sports and Arts (4) General Education or Liberal Arts. Each track will have strands, which is also known as specializations within a track.
The 8 core curricula have 17 core subjects while the 4 tracks have 16 track subjects or a total of 33 subjects for SHSC of which each subject will entail 80 hours of classes per semester for the four semesters involved in Grades 11 and 12 or a total of 2,640 hours to complete the Senior High School level.
IMPLEMENTATION
Implementation is an interaction between those who have created the programme
and those who are charged to deliver it. According to Ornstein and Hunkins, and those who are charged to deliver it. According to Ornstein and Hunkins, several of these efforts have failed. According to Sarason (1990), the main reason for the failure is the lack of understanding of the culture of the school Successful implementation of curriculum requires understanding the power relationships, the traditions, the roles and responsibilities of individuals in the school system. Implementors (whether they be teachers, principals, district education officers) should be well-versed with the contents of the curriculum.
education officers) should be well-versed with the contents of the curriculum. benefits of the innovation.As stated by Fullan and Pomfret (1977); "effective implementation of innovations requires time, personal interaction and contacts
in-service training and other forms of people-based support" (p.391). Curriculum implementation requires winning people over and it takes time. Teachers need to feel appreciated and their efforts recognised. Some may argue that they should be given financial rewards but there is evidence to suggest that external motivation contributes minimally to the venture. Individuals contribute their best talents when they are internally motivated and derive a good feeling from
best talents when they are internally motivated and derive a good feeling from curriculum implementation process is the teacher. With their knowledge experience and competencies, teachers are central to any curriculum improvement on, there is no denying that teachers influence students' learning. Better on, there is no denying that teachers influence students' learning. Better practice of teaching and are responsible for introducing the curriculum in the classroom. The key to getting teachers committed to an innovation is to enhance their knowledge of the programme. This means teachers need be trained and workshops have to be organised for professional development. Unfortunately, in any curriculum implementation process not all teachers will have the benefit of such exposure. There are just too many teachers and insufficient funds to go around. The most common approach is to have one-day workshops given by experts with the lecture method being the dominant pedagogical strategy. Among the many extrinsic factors identified that may impede curriculum change are adequacy of resources, time, school ethos and professional support. The intrinsic factors are; professional knowledge, professional adequacy and professional interest and motivation. (see Table 7.1).Hence, professional development of teachers is as an important factor contributing to the success of curriculum implementation. To what extent have teacher education programmes required prospective teachers to study curriculum development? Some view teachers as technicians and as such do not include curriculum development in their teacher education programmes.Certainly an adequate teacher education programme should include curriculum development (both the theory and the work of curriculum development) if teaching is to be a profession and if educational opportunities for learners are really to be improved.Below are some topics to be addressed in designing professional development opportunities for teachers who are implementing a new programme.· Programme philosophy: It is important for teachers to understand both the philosophy behind the programme as well as how the new programme may impact students, parents, administrators and other stakeholders.· Content: Teachers may find the curriculum introduces content with which they are unfamiliar, which they have not taught in a while, or is familiar but presented in an unfamiliar way. For example, using a problem-solving approach rather than a topical approach. Factors Description Adequacy of resourcesAdequacy of equipment, facilities and general resources required for implementing a new of the new curriculum. e.g. teachers need enough time to develop their own understanding of the subject they are required to teach. School ethosOverall school beliefs towards the new curriculum. Status of the curriculum as viewed by staff, administrators and community. e.g. school administration recognises the importance of the subject in the overall school curriculum. Professional
Curriculum is the larger blueprint, the broad guidelines & areas/topics of study, the broad objectives, longer time-span.
A teacher 'interprets', plans, & 'executes' the curriculum on a day-to-day basis.
The 'theory' is put into 'practice'.
Objectives & goals become 'actionable', achievable, objectified & assessable.
Lesson plans are drawn up for the purpose.
Time lines are 'fixed' - from annual to term/semester to daily.
Resources are generated or sourced or created.
Teaching & learning aids, activities, projects are identified.
Instructional strategies are determined.
Assessment & evaluation tools, techniques & methods are determined & implemented.
Hope this helps you get started
All the very best :-)
Add : A curriculum is broad-based. Only the teacher knows the demographics, diversity & abilities of her students. It is s/he who has to "customize" it in order to cater to individual needs & requirements of the class. S/he is the one who can determine/choose which method of instruction would be best suited to the class so as to achieve the larger curricular objectives.
A travel analogy would be : (curricular) Goal : To reach a certain destination by year-end.
Teacher now has to decide which road(s)/route(s) to take, which mode of transport(s) would be best, what supplies to take, how to deal with emergencies & contingencies, how to reach the destination in the quickest possible time, how much distance should be covered each day, how to make the journey as interesting & enlightening as possible, & so on & so forth.
effort. Regardless of which philosophical belief the education system is based
Implementation
Teachers must implement the curriculum in their own classrooms, sticking to the plan that has taken so much time, careful planning and effort to create. When a teacher fails to properly implement a strong curriculum, she risks not covering standards or failing to implement effective practices in the classroom. That does not mean a teacher cannot make minor changes. In fact, a strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized components or choose from among a selection of activities.
Reflection
Reflecting on a curriculum allows teachers and others involved in the process to find any weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in multiple ways, such as keeping a journal as they implement the curriculum, giving students surveys and reviewing the results or analyzing assessment data and individual student performance. Not only can reflection serve to improve a specific curriculum, it may guide the creation of new curriculum.
The Role of Teachers
The term "learning experience" is not the same as the content with which a course
deals nor the activities performed by the teacher. The term "learning experience"
refers to the interaction between the learner and the external conditions in the
environment to which he/she can react. Learning takes place through the active
behavior of the student. (p. 63)
Tyler argues that the teacher's problem is to select learning experiences that will
foster active involvement in the learning process in order to accomplish the expected
learning outcomes. Tyler outlined five general principles in selecting learning
experiences:
1. The learning experience must give students the opportunity to practice the desired
behavior. If the objective is to develop problem-solving skills, the students should
have ample opportunity to solve problems.
2. The learning experience must give the students satisfaction. Students need satisfying
experiences to develop and maintain interest in learning; unsatisfying experiences
hinder their learning.
3. The learning experience must "fit" the students' needs and abilities. This infers that
the teacher must begin where the student is ability-wise and that prior knowledge is
the starting point for new knowledge.
4. Multiple learning experiences can achieve the same objective. There are many ways
of learning the same thing. A wide range of experiences is more effective for learning
than a limited range.
5. The learning experience should accomplish several learning outcomes. While
students are acquiring knowledge of one subject or concept, they are able to integrate SCHOOLING
4_____________________________________________________________________________________
that knowledge in several related fields and satisfy more than one objective (Tyler,
1949).
Returning to the objectives of the biological science course, I will now illustrate
several learning experiences that will help the high school science teacher achieve the
first behavioral objective.
Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).
One interesting part of the program is the students immersion, which may include earn-while-you-learn opportunities, this will provide them relevant exposure and actual experience in their chosen track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the Technical Education and Skills Development Authority (TESDA). NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.
MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL
In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered by these schools are based on students' interests, community needs, and their respective capacities.
NURTURING THE HOLISTICALLY DEVELOPED FILIPINO
Luistro said during a talk that after going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a specialized Senior High program, every K to 12 graduate will be ready to go into different paths – may it be further education, employment, or entrepreneurship. Every graduate will be equipped with information, media and technology skills, learning and innovation skills, effective communication skills, and life and career skills.
This law is very important to the study as a backbone of this research. The researcher will be guided by means of this K to 12 Toolkit.
Challenges in Facing K to 12
Angara in his speech explained that it is necessary that we should add two years for basic education program, so that Philippines will not remain as one among the three countries in the UNESCO with less than 12 years of education--the others being Angola and Djibouti. To improve the quality of workmanship and employment status we need to upgrade our BEC so as qualified professionals will not be treated like second-rate workers.
Angara cited that today, education and training are being judged based on global standards. We might have good universities but this is not enough since institutionally and as a country, we are looked down upon by the world education leaders," he moaned. We should prepare not only for K-12 but as well as ASEAN 2015 based on AEC or also known as ASEAN Economic Community.
Angara said that "We must face the fact that our current educational system is dysfunctional." Some of the reasons are: (1) physical deficiency or chronic shortages in classrooms seats, books, even in hygiene facilities, as well as qualified teachers. (2) undertrained proffesionals (3) Job mismatch between the academic programs being offered and the market demand.
The former UP president explained that even our country's top universities still struggle to compete with educational institutions in our neighboring countries.
Career education
Career education helps a student make informed decisions in developing a career. Instead of focusing on academic subjects, a student learns the tools of an occupation through hands-on training. Career education is accomplished through a variety of programs, such as adult education and employment training, mentoring programs and community education Career education helps a person develop the knowledge and skills they need to choose and pursue a career path.
Balana(2013) in her research pointed out that one of the most and major important steps is landing an appropriate job is having a planned course choice/career path in pursuing a degree. A student must plan first on what course to take as he goes on or continue his study before entering tertiary level. There are many things to consider before an individual arrives in a conclusion on what path to take. Foremost is what future he wants to get for himself. His Special skills and stock knowledge gained during their secondary level of education.
Importance of Career Education and Technical/Vocational Training Programs
There are many benefits that career education can offer to the students. This has been recognized over the last decade or so as various ministries of education have introduced mandatory career education courses and/or re-examined their approaches to technical training programs. This is a welcome development.
K to 12 responses 2 to Career Education and Technical/Vocational Training Programs
By examining the role of career education K to 12 programs is the answer as a response to skills shortage and high youth unemployment, it is important to understand the role public education can play in guiding students' choices. In study of Cook (2013) he cited that from an economic perspective, countries with a greater proportion of students in vocational education at secondary school tend to have lower youth unemployment.
While this connection should not be overstated, it is important to note that student engagement is an important aspect of education. Their future plans and career matters most. In order to facilitate engagement, education programs must be accessible to students of varying abilities and aptitudes, particularly for those who do not see themselves attending university.
These programs must be supported by clear pathways to work. In some provinces and school boards, technical programs, specifically those delivering Technical Vocational Education and training (TVET), are closely aligned with labor market demands and in STEM (science, technology, engineering, mathematics) fields and high demand career paths. This approach can create options for students that lead to entry-level jobs, higher education degrees, and advanced career paths.
CAREER CHOICE
Career selection is one of many imperative choices students will make in determining future plans and success. This decision will shape them and serve as their path walk throughout their lives. The essence of who the student is will revolve around what the student wants to do with their life-long work and career. Basavage (1996,) in her thesis probed "What is it that influences children one way or another?" Over the school's front door at Rindge School of Technical Arts is the saying, "Work is one of our greatest blessings. Everyone should have an honest occupation" (Rosenstock & Steinberg, cited in O'Brien, 1996, p.3). This is how we can view history and its importance. Each individual has his own history that shapes out present and future lives. That history created, in part by the student's environment, personality, and opportunity, it will determine how students make career choices. It then follows that how the student perceives their environment, personality, and opportunity also will determine the career choices students make.
Edwards (2011) cited that career choice is a complex decision for students since it determines the kind of profession that they intend to pursue in life. Students should make career choice while in secondary school, so they will be able to face problem of matching their career choices with their abilities and school performance.
Since the career process is ever evolving, it is important for students to learn just what their opportunities are, capitalize on them, and then move on. When it comes to predicting costs versus benefits of education, this is where students can make a mistake in either overestimating or under estimating their economic situations. Students should not confine themselves to just one opportunity, nor should they stop trying if the one possible opportunity dries up. If opportunity is not present they have to make their own opportunities or move on.
Factors in Career Choice
The first factor in career choice is environment it influence the career students choose. For example, students who have lived on an island may choose a career dealing with the water, or they may choose to leave the island behind, never to have anything to do with water again. Maybe someone in the student's life has made a significant impact or impression, leading to a definite career choice. Parents' educational background may influence student views on whether or not to continue their education. Basavage (1996, p.1) Someone they saw on television may have influenced the student, or parents may have demanded that they
In the study of Perez regarding Factors Affecting Career Preferences indicated that gender, area of residence, school attended, attitude , self-employment, prestige, employment security, financial support, career specialization, career flexibility, personal interests, availability of job, apply, advancement, knowledge and lastly learning experiences are among the top resons in choosing their career.
Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) emphasizes cognitive-person variables that enable people to influence their own career development, as well as extra-person (e.g., contextual) variables that enhance or constrain personal agency.
MARKETABILITY/ EMPLOYAB ILITY
Employability is a difficult concept to define succinctly and comprehensively. As Hillage and Pollard (1998) state, it is a term used in a variety of contexts with a range of meanings and can lack clarity and precision as an operational concept. This literature review is an attempt to draw together the concepts of employability in relation Education. This is a rapidly growing area for publication and this literature review cannot hope to comprehensively cover all publications, but it aims to put the main issues into context. Students attends school to find better job opportunity or employment.
Most of the studies on employability have been rooted in higher education; few or none have really paid attention to secondary school employability. Yet, education providers are expected to respond to employability imperative at all levels (McGrath, n.d.). This study fills the gap in focusing attention on employability skills at the junior high school level. Education at this level is intended to produce graduates with all-round development (NERDC, 2008), however, a lot is still left to be desired. According to Imaginative Mind (2013). Despite teacher and student effort over recent years, a shocking 17% of teenagers are leaving school functionally illiterate and unable to cope with the challenges of everyday life.
Based on a recent report from UNESCO's Institute for Statistics more than 57 million children are denied the right to basic education. Nigeria tops the list with 10.5 million out-of-school children. The top five countries are: Nigeria (10.5 million); Pakistan (5.1 million); Ethiopia (2.4 million); India (2.3 million) and the Philippines (1.5 million). This huge number of out of school youth will loose their chance to be employed or be able to find a better job oppurtunities. Dixons (2013) warned that schools may be failing in their responsibility of teaching life- and work-related skills and leaving youths unemployed or stagnated in careers. Employability skills are even more needful in developing countries where secondary school students drop-out rate is high and the prospect for further education is slim.
Graduate employability is centrally located in the changing relationship between education and the labour market. The development of mass education has intersected with the shift towards a so-called knowledge-driven or post-industrial economy (Drucker, 1993; Amin, 1994). The notion of employability challenges traditional concepts of education and raises the question of what the point of curriculum is; subject knowledge and understanding, or learning how to learn. Some academics feel that this agenda is too driven by government policy and employers, rather than the academy, and this can lead to unrest amongst academics who are expected to teach employability skills and attributes in the classroom. De la Harpe et al. (2000) suggest that there is concern worldwide that existing undergraduate programmers are not producing graduates with the kind of lifelong learning skills and professional skills which they need in order to be successful in their careers. In a study of Lee (2002) he emphasized the importance of education for employability – focusing on the development of key skills and the importance of work experience. This literature review will look in turn at first, the employability agenda, second, curriculum developments and academic perspectives, third, employability attributes – reflective learning, work experience, team work, and forth, Employability Performance Indicators and Employer's needs.
Hirschi (2010) mention in a Journal of Career Assessment that many of the strengths and abilities of graduates are "marketable." This means that they are of value to employers. The marketable skills can be applied to specific jobs. Employers will want you to have both job-specific skills and the right disposition and interpersonal skills to adapt to the workplace. Job-specific skills might include: carpentry, sewing, electrical wiring and bookkeeping. General skills could include getting along with others, being a team player, managing time, respecting diversity, organizing work, and problem-solving.
The Following shows and example of Key Marketable Skills and Ways You Can Develop them
When you do the following:
You build marketable skills in:
Participate in sports, clubs and other group activities
Leadership and team work
Participate in group presentations in class or at club or community meetings
Listening, organization, public speaking and processing information
Attend class, club, or community meetings on assignment; meet deadlines for turning in work
Time management, organization, follow-through, dependability and responsibility
Cooperate with others on team efforts and respect the different cultures and opinions of those with whom you work
Adaptability, flexibility, and teamwork
Write letters and reports; solve everyday problems at home, in school or at work
Critical thinking, writing and problem solving
Other Skills
Writing
Organizing Projects
Public Speaking
Researching
Planning
Training Others
Computer Skills
Decision-making
Budgeting
Negotiating
Managing People
Problem Solving
Leading
EMPLOYABILITY SKILLS
Curriculum is very essential to human development. Farkas (1993) indicated that curriculum update must be a continuing process, with educators remaining up-to-date with the changes and leading the changes. According to Purcell (1993), when writing curriculum, changes that have taken place in the past should be considered as well as changes that are likely to happen. According to Brand III (2005),
One certainty is that continuous efforts must be made to revise and update curriculum to ensure it is meeting student needs in the ever-changing workforce." The message from these studies is that educators should reassess their curriculum to ensure that their curriculum is adequately developing students' necessary employability skills (Purcell, 1993; Walo, 2000). Reflecting on the above assertions, it can be argued that curriculum should be reviewed periodically to keep up with changes and trends, in order not to be passing old and outdated knowledge and irrelevant competencies onto the students (Farkas, 1993; Purcell, 1993; Walo, 2000). Several studies (Miranda, 1999; Dittman, 1993) indicate that most existing hospitality programs are still focused towards producing technically oriented students with marginal attention given to management or employability skills for entry-level positions with little or no emphasis on upper-level management skills.
Breiter and Clements (1996) indicated that human resources skills, conceptual skills and planning skills would be the key focus of future curricula. Pavesic (1991) also contended that customer service skills, communication skills, analytical skills and problem solving skills are the essential element of in every curriculum. He indicated that employers usually train their employees on the necessary technical skills.
Breiter and Clements (1996) and Pavesic (1991) emphasized the importance of upper-level leadership skills such as human resources skills, conceptual skills, communication skills, analytical skills, problem solving skills and planning skills as the key focus of future curricula. They contended that these skills are more important than technical skills, which are usually acquired through specific organizational training at various places of employment. Similarly, literatures that encouraged the development of employability skills indicated that leadership skills, critical thinking skills, communication skills, problem solving skills, creative and flexible-thinking, and human resources management skills are necessary for career success (Gustin, 2001; Kay & Russette, 2000; Moscardo, 1997; Tas et al., 1996). The importance of leadership skills cannot be over emphasized among the employability skills, according to Mumford, Scott, Gaddis, and Strange (2002) "leadership, at least certain types of leadership, is apparently related to creativity and innovation in "realworld" setting." They also contended "the influence tactics used by leaders apparently affect people's willingness to engage in, and the likely success of, creative ventures" (p.707). Robinson (2006) identified 67 employability skills that were perceived important by educators, employers and employees in entry-level positions for employment success
Martin et al. (2008) however identified and based their study on 14 employability skills:
communication, team-working, problem-solving, literacy, numeracy, general information technology (IT), timekeeping, business awareness, customer-care, personal presentation, enthusiasm/commitment, enterprising, vocational job-seeking and advanced vocational job-specific skills. Careers and Employability Centre, Loughborough University (n.d.) described employability skills as the professional competency sought after by employers which their students are helped to develop alongside subject/discipline. These skills include analytical and problem-solving skills, numeracy, confidence, time management, team working, communication skills, information technology, and monitoring skills. Similarly, the Placement and Careers Centre of Brunel University London (n.d.) identified 9 employability skills: communication, self-reliance, organization, initiative and enterprise, commercial awareness, problem-solving, team work and leadership, time management, and customer services. According to Learner (2012), eight nationally agreed employability skills in Australia are: communication; planning and organizing; teamwork, problem solving; self-management; initiative and enterprise; technology; and learning. The Victorian Certificate of Education (VCE) Chemistry students were provided opportunities to develop the skills. Helping students develop employability skills is vital for coping with today s economic realities. Researchers, employers and education providers are devising strategies to promote development of soft, transferable or employability skills. McGrath (n.d.) asserts that students employability skills will improve by maintaining a working relationship/interaction between schools and employers, understanding of industrial realities, work placement for staff and students, as well as adapting new approach to teaching and learning that highlights core skills and attitudes, job seeking skills and a repackaged set of technical and occupational skills. According to Learner (2012), students may develop employability skills through learning activities. The opportunity to engage in a range of learning activities, both co- and extra-curricular activities contribute to students employability. Employability is enhanced when students actively engage in a range of learning activities (including personal development planning), and when the connection of these activities with employability is made clear to them (The Higher Education Academic, 2006).
ASEAN INTEGRATION in 2015 and its IMPLICATIONS on LABOR
When ASEAN turned 30 years old in 1997, the ASEAN leaders adopted the ASEAN Vision 2020, and largely agreed to create a
deeper partnership amongst member nations. By 2003, the idea of an ASEAN Community (probably patterned after the European
Union model) was established.
The ASEAN Community is comprised of three pillars, namely:
Political-Security Community;
Economic Community; and
ASEAN Socio-Cultural Community.
The AEC (ASEAN Economic Community) is the realization of the end goal of economic integration as espoused in the
Vision 2020, which is based on a convergence of interests of ASEAN Member Countries to deepen and broaden economic integration through existing and new initiatives with clear timelines. In establishing the AEC, ASEAN shall act in accordance to the principles of an open, outward-looking, inclusive, and market-driven economy consistent with multilateral rules as well as adherence to rules-based systems for effective compliance and implementation of economic commitments. In 2013 Valente reported that by 2015, the 10 nations that make up the Association of Southeast Asian Nations envisions an ASEAN Economic Community will establish a highly competitive single market and production through the integration of their economies.
Single Market and Production Base
An ASEAN single market and production base shall comprise five core elements: (i) free flow of goods; (ii) free flow of services; (iii) free flow of investment; (iv) freer flow of capital; and (v) free flow of skilled labour. In addition, the single market and production base also include two important components, namely, the priority integration sectors, and food, agriculture and forestry.
The impact AEC will primarily be on skilled labor since it is one of our main craft. Basilio said, citing that it is "reciprocal" which means that our country "will also allow service providers from other ASEAN countries to send their skilled workers to the Philippines in the course of rendering a contracted for service." Filipinos have an advantage in terms of the number of skilled workers who are able to speak English and lower wages than some ASEAN countries, it is more likely that there will be a net outflow in our favor," Basilio explained. However this doesn't mean that it will prevent ASEAN service providers from hiring Filipinos to perform services not only in the Philippines, but in other ASEAN countries as well.
Basilio says To cope up with this major change in Economy it is even more important to have mutual recognition of professional standards and that our curriculum are in consonance with ASEAN-wide requirements.
The ASEAN region is a huge market; it is home to many emerging markets," Abad said, citing that there would be even more economic opportunities, but the Philippine government still has a lot to do. For our country to properly gear up for ASEAN 2015, the government must continue a structural transformation of the economy to make it more investment and industry-led, he said.
"The free entry of goods and services across economic borders can only mean more economic opportunities for countries in the region and therefore more opportunities for employment and livelihood," Abad said. "The challenge for us in preparation for this new regime is to sharpen our competitiveness and facilitate the ease of doing business in our jurisdiction," he added.
Industrial internships are an important part of the Rowan Engineering Programs.
These internships are designed with industrial partners to provide the optimum learning
Republic Act No. 10533
S. No. 3286
H. No. 6643
Republic of the Philippines
Congress of the Philippines
Metro Manila
Fifteenth Congress
Third Regular Session
Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.
[REPUBLIC ACT NO. 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
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 the "Enhanced Basic Education Act of 2013 .
SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, 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, creative, and critical thinking, and the capacity and willingness to transform others and one's self.
For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards;
(b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and
(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.
SEC. 3. Basic Education. — 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.
SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.
Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level.
For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).
To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the parents-teachers associations and the chambers of commerce on matters affecting the concerned stakeholders.
The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.
SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum consultative committee chaired by the DepED Secretary or his/her duly authorized representative and with members composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as the Information Technology – Business Process Outsourcing (IT-BPO) industry association. The consultative committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to the DepED the formulation of necessary refinements in the curriculum.
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs, as specified:
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be retrained to meet the content and performance standards of the new K to 12 curriculum.
The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training.
(b) Training of New Teachers. — New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers.
(c) Training of School Leadership. — Superintendents, principals, subject area coordinators and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic, administrative and community leaders.
Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school year to ensure constant upgrading of teacher skills.
SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the "Philippine Teachers Professionalization Act of 1994 , the DepED and private education institutions shall hire, as may be relevant to the particular subject:
(a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education. Qualified LET applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be administered by the DepED or higher education institutions (HEIs) at the expense of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor's degree, and must have satisfactorily served as a full-time HEI faculty;
(d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only. For this purpose, the DepED, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts.
SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students in choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the "Guidance and Counselling Act of 2004 , career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepED.
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by or the "Expanded Government Assistance to Students and Teachers in Private Education Act", shall be extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the programs under Republic Act No. 8545, and other financial arrangements formulated by the DepED and the Department of Budget and Management (DBM) based on the principles of public-private partnership.
SEC. 11. Appropriations. — The Secretary of Education shall include in the Department's program the operationalization of the enhanced basic education program, the initial funding of which shall be charged against the current appropriations of the DepED. Thereafter, the amount necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act.
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for senior high school may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan.
To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the latter's human and physical resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the transition period. For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRR). SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program). — There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the implementation of this Act.
The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives, 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.
SEC. 14. 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 K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers' welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts.
SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to increase the per capita spending on education towards the immediate attainment of international benchmarks.
SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act.
SEC. 17. 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. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the "Education Act of 1982 , Republic Act No. 9155 or the "Governance of Basic Education.
Act of 2001 , Republic Act No. 9258, Republic Act No. 7836, and 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. 19. 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.
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IMPLEMENTING RULES AND REGULATIONS
OF THE 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, the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA), hereby issue the following rules and regulations to implement the provisions of the Act.
RULE I. GENERAL PROVISIONS
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 provisions of this IRR shall primarily apply to all public and private basic educational institutions and learning centers. This IRR shall also 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 IRR shall be interpreted in light of the Declaration of Policy found in Section 2 of the Act.
Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean or be understood as follows:
(a) Act refers to 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."
(b) Learning Center refers to a physical space to house learning resources and facilities of a learning program for out-of-school youth and adults. It is a venue for face-to-face learning activities and other learning opportunities for community development and improvement of the people's quality of life. This may also be referred to as "Community Learning Center" authorized or recognized by the DepEd.
(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.
(d) Mother Language or First Language (L1) refers to the language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities. The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place.
(e) Non-DepEd Public School refers to a public school offering basic education operated by an agency of the national government other than the DepEd, or by a local government unit.
Section 5. Basic Education. Pursuant to Section 3 of the 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 purposes of this IRR and pursuant to Section 4 of the Act, the enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education. The enhanced basic education program may likewise be delivered through the alternative learning system.
Kindergarten Education is the first stage of compulsory and mandatory formal education which consists of one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade 1.
Elementary Education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old.
Secondary Education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
The DepEd may allow private educational institutions flexibility in adopting the program provided that they comply with the DepEd-prescribed minimum standards consistent with the Act.
Section 7. Compulsory Basic Education. It shall be compulsory 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 the Act, 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:
8.1. Programs for the Gifted and Talented. These shall refer to comprehensive programs for the gifted and talented learners in all levels of basic education.
8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive programs designed for learners with disabilities which may be home-, school-, center- or community-based.
8.3. Madrasah Program. This shall refer to the comprehensive program using the Madrasah curriculum prescribed by the DepEd, in coordination with the Commission on Muslim Filipinos, for Muslim learners in public and private schools.
8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that supports education initiatives undertaken through formal, non-formal, and informal modalities with emphasis on any of, but not limited to, the key areas of: Indigenous Knowledge Systems and Practices and community history; indigenous languages; Indigenous Learning System (ILS) and community life cycle-based curriculum and assessment; educational goals, aspirations, and competencies specific to the Indigenous Cultural Community (ICC); engagement of elders and other community members in the teaching-learning process, assessment, and management of the initiative, recognition and continuing practice of the community's ILS; and the rights and responsibilities of ICCs.
8.5. Programs for Learners under Difficult Circumstances. This shall refer to the timely and responsive programs for learners under difficult circumstances, such as, but not limited to: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement, or disasters; child abuse and child labor practices.
Section 9. Acceleration. Acceleration of learners in public and private basic educational institutions shall be allowed, consistent with DepEd rules and regulations.
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 of the Act, the DepEd shall formulate the design and details of the enhanced basic education curriculum. The DepEd shall work with the CHED and TESDA to craft harmonized basic, tertiary, and technical-vocational education curricula for Filipino graduates to be locally and globally competitive.
10.2. Standards and Principles. The DepEd shall adhere to the following standards and principles, when appropriate, in developing the enhanced basic education curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and research-based;
(c) The curriculum shall be gender- and culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available. For this purpose, MTB-MLE refers to formal or non-formal education in which the learner's mother tongue and additional languages are used in the classroom;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts.
10.3. 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.
10.4. 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.
The curriculum shall develop proficiency in Filipino and English, provided that the first and dominant language of the learners shall serve as the fundamental language of education. For Kindergarten and the first three years of elementary education, instruction, teaching materials, and assessment shall be in the regional or native language of the learners. The DepEd shall formulate a mother language transition program from the mother/first language to the subsequent languages of the curriculum that is appropriate to the language capacity and needs of learners from Grade 4 to Grade 6. Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level.
10.5. Stakeholder Participation. To achieve an enhanced and responsive basic education curriculum, the DepEd shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), private and public schools associations, national student organizations, national teacher organizations, parents-teachers associations, chambers of commerce and other industry associations, on matters affecting the concerned stakeholders.
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 representative each 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. The Consultative Committee shall oversee the review and evaluation of the implementation of the enhanced basic education curriculum and may recommend to the DepEd the formulation of necessary refinements in the curriculum.
RULE III. TEACHER QUALIFICATIONS, TRAINING AND 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 relevant partners in government, academe, industry, and non-governmental organizations. Such professional development programs shall be initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading of teacher skills. Teacher education and training programs shall include, but shall not be limited to:
12.1. In-service Training on Content and Pedagogy. DepEd teachers who will implement the enhanced basic education curriculum but have not undergone pre-service education that is aligned with the enhanced basic education curriculum shall be trained to meet the content and performance standards of the enhanced basic education curriculum.
The DepEd shall ensure that private educational institutions shall be given the opportunity to avail of such training.
12.2. Training of New Teachers. New graduates of the Teacher Education curriculum not aligned with the enhanced basic education curriculum shall undergo additional training, upon hiring, to upgrade their competencies and skills to the content and performance standards of the new curriculum. Furthermore, the CHED, in coordination with the DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these TEIs will meet the necessary quality standards for new teachers. Duly recognized organizations acting as TEIs, in coordination with the DepEd, CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meets the necessary quality standards for trained teachers.
For purposes of this subparagraph, the term "duly recognized organizations acting as TEIs" refers to organizations, other than schools or HEIs, contracted out by the DepEd during the transition and for a fixed period, to provide teacher training for purposes of retooling the graduates of the Teacher Education curriculum, and only in such areas where there is a shortage of trained teachers.
12.3. Training of School Leadership. Superintendents, principals, subject area coordinators, and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their roles as academic, administrative, and community leaders.
12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional Managers, Mobile Teachers, and Learning Facilitators. ALS coordinators, instructional managers, mobile teachers, and learning facilitators shall likewise undergo workshops and training to enhance their skills on their roles as academic, administrative, and community leaders.
Section 13. Hiring of Other Teachers. Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the "Philippine Teachers Professionalization Act of 1994," the DepEd and private educational institutions shall hire, as may be relevant to the particular subject:
13.1. Graduates of science, mathematics, statistics, engineering, music and other degree courses needed to teach in their specialized subjects in elementary and secondary education with shortages in qualified applicants who have passed the Licensure Examination for Teachers (LET). They shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations; Provided, That they pass the LET within five (5) years after their date of hiring; Provided, further, That if such graduates are willing to teach in basic education on part-time basis, the provisions of LET shall no longer be required.
The term "foundations," as used in this section, refers to non-stock, non-profit organizations, which are not operating as educational institutions, contracted out by the DepEd for a fixed period, to provide volunteers to teach in basic education in areas where there is a shortage of qualified teachers. The DepEd shall issue the guidelines and procedures for selection and eligibility of these organizations.
13.2. Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education; Provided, That these graduates possess the necessary certification issued by TESDA; Provided, further, That they undergo appropriate in-service training to be administered by the DepEd or HEIs at the expense of the DepEd. The DepEd shall provide administrative support to private educational institutions for the in-service training of their teachers on the enhanced basic education curriculum.
13.3. Faculty of HEIs to teach in their general education or subject specialties in secondary education; Provided, That the faculty must be a holder of a relevant Bachelor's degree, and must have satisfactorily served as a full-time HEI faculty;
13.4. The DepEd and private educational institutions may hire practitioners, with expertise in the specialized learning areas offered by the enhanced basic education curriculum, to teach in the secondary level: Provided, That they teach on part-time basis only. For this purpose, the DepEd, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts.
RULE IV. PRIVATE EDUCATIONAL INSTITUTIONS
Section 14. Reasonable Supervision and Regulation. As a matter of policy laid down in Article XIV, Section 5(1) of the 1987 Philippine Constitution, the State recognizes the complementary roles of public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all educational institutions.
Section 15. Issuance and Revocation of Permits and/or Recognition of Private Senior High Schools. The DepEd shall regulate the offering of senior high school in private educational institutions. Private educational institutions may only offer senior high school when so authorized by the DepEd. The DepEd shall prescribe the guidelines on the issuance and revocation of permits and/or recognition of senior high schools.
Section 16. Specializations in Private Senior High School. Private educational institutions may offer specializations in senior high school that are essential to the economic and social development of the nation, region or locality. Local planning in the development of educational policies and programs shall be encouraged consistent with the State policy to take into account regional and sectoral needs and conditions.
RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY
Section 17. Career Guidance and Counseling Programs. Consistent with Section 9 of the Act, to properly guide the students towards becoming productive and contributing individuals through informed career choices, the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, industry associations, professional associations, and other relevant stakeholders, shall pursue programs that expose students to the world and value of work, and develop the capability of career counselors and advocates to guide the students and equip them with the necessary life skills and values.
Section 18. Career Advocacy Activities. Career advocacy activities refer to activities that will guide secondary level students in choosing the career tracks that they intend to pursue. Career advocacy activities involve provision of career information and experiences, advising, coordinating and making referrals, and may include, but are not limited to, career talks, career and job fairs, parents' orientations, and seminar-workshops on career decision-making.
Section 19. Career Advocates. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the "Guidance and Counseling Act of 2004," career advocates shall be allowed to conduct career advocacy activities for secondary-level students of the schools where they are currently employed; Provided, That they undergo appropriate capacity building programs developed and implemented by the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations, industry associations, guidance and counseling associations, professional associations, and other relevant stakeholders.
Career advocacy may be conducted by career advocates and peer facilitators. Consistent with Section 9 of the Act, career advocates refer to career and employment guidance counselors who are not registered and licensed guidance counselors. Career advocates include homeroom advisers and teachers of all learning areas who will implement career advocacy activities. Peer facilitators are secondary-level students trained to assist career advocates in implementing career advocacy activities.
Section 20. Role of the DepEd. The DepEd shall:
(a) Integrate career concepts in the curriculum and undertake teaching in relevant learning areas;
(b) Conduct career assessments;
(c) Conduct regular career advocacy activities;
(d) Conduct continuous professionalization and capacity building of guidance counselors, career advocates, and peer facilitators;
(e) Develop or accredit training programs on career advocacy;
(f) Establish a career advocacy unit and provide adequate office space in high schools; and
(g) Designate guidance supervisors at the division level and career advocates at the school level.
RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS WITH PRIVATE EDUCATIONAL INSTITUTIONS AND NON-DEPED PUBLIC SCHOOLS
Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of the Act, the DepEd shall develop programs of assistance that will extend the benefits accorded by Republic Act No. 8545, or the "Expanded Government Assistance for Students and Teachers in Private Education Act," to qualified students enrolled in senior high school.
Section 22. Criteria for Assistance to Qualified Students. The programs of assistance shall be made available primarily to students who completed junior high school in public schools, taking into account the income background and financial needs of students, available capacities of public, private and non-DepEd public schools in the locality, socio-economic needs of regions, overall performance of private and non-DepEd public schools, as well as geographic spread and size of the student population.
The programs of assistance may also be made available 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.
Section 23. Forms and Amount of Assistance. The forms of assistance that may be provided by the DepEd may include any of the following:
(a) A voucher system, where government issues a coupon directly to students to enable them to enroll in eligible private educational institutions or non-DepEd public schools of their choice under a full or partial tuition or schooling subsidy;
(b) Education Service Contracting (ESC), where the government enters into contracts with private educational institutions or non-DepEd public schools to shoulder the tuition and other fees of high school students who shall enroll in private high schools under this program;
(c) Management contracts, where government enters into contractual arrangements with private educational institutions or non-DepEd public schools to manage the day-to-day operations of public schools under agreed performance targets;
(d) Forms of assistance provided under Republic Act No. 8545; and
(e) Other forms of financial arrangements consistent with the principles of public-private partnership.
The DepEd shall take into account the ability of program beneficiaries to cover tuition differentials, if any, in setting the amount of the voucher, ESC, or other forms of assistance. The amount of assistance to be given by the government shall not exceed the determined per student cost in public schools.
Section 24. Participating Schools. Private educational institutions, non-DepEd public schools, and other potential providers of basic learning needs that may be authorized to offer senior high school are eligible to participate in programs of assistance, as may be applicable, under the E-GASTPE program and other financial arrangements formulated by the DepEd and DBM based on the principles of public-private partnership. The continued participation of said providers in the E-GASTPE program and other financial arrangements is subject to their meeting minimum requirements and standards, including student performance, as determined by the DepEd.
To promote partnership and greater cooperation between public and private educational institutions, government will take into account existing and potential capacities of private educational institutions in expanding public school capacity.
Section 25. Implementation Mechanisms. The DepEd may enter into contractual arrangements or establish new mechanisms for the design, administration, and supervision of programs of assistance or aspects thereof, subject to the approval of the appropriate government agencies. For this purpose, the DepEd shall:
(a) Issue the appropriate guidelines for the implementation of the programs of assistance;
(b) Ensure transparency and accountability in the implementation of the programs of assistance;
(c) Implement information and advocacy programs to inform the general public and ensure greater participation and availment of the programs of assistance; and
(d) Undertake periodic reviews of the program features and make adjustments, as necessary, to ensure the successful, effective and sustainable implementation of the program. The program features shall include, among others, amount of subsidy, number of grantees, eligibility requirements, and performance of participating schools.
Section 26. Funding Requirement. The budgetary requirement of the programs under this Rule shall be ensured by the national government.
The DepEd shall encourage private and corporate donors to support the programs of assistance in this section under the framework of Republic Act No. 8525, entitled, "An Act Establishing An 'Adopt-A-School Program,' Providing Incentives Therefor, And For Other Purposes," and other relevant laws and policies.
Section 27. Timeframe. The DepEd shall implement the programs provided in this Rule no later than the start of School Year 2016-2017.
Section 28. Additional Beneficiaries. The DepEd may develop similar programs of assistance for kindergarten and elementary pupils and alternative learning system learners in accordance with specific objectives, taking into account the need and capacities of public and private educational institutions.
RULE VII. TRANSITORY PROVISIONS
Section 29. Private Basic Educational Institutions' Transition to the Enhanced Basic Education Program. The DepEd shall ensure the smooth transition of private elementary and high schools in the country that are not aligned with the enhanced basic education program. Private educational institutions or a group thereof shall develop their plans detailing how to transition from their current basic education system to the enhanced basic education program. The DepEd shall provide the appropriate guidelines on the evaluation of the transition plans.
Private educational institutions offering twelve (12) to thirteen (13) years of basic education prior to the enactment of this Act shall submit to the DepEd their transition plans within twelve (12) months from the effectivity of this IRR, subject to the guidelines that will be issued by the DepEd.
Section 30. Implementation Mechanisms and Strategies. Pursuant to Section 12 of the Act, the DepEd, CHED and TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education program. The strategies may cover, among others, changes in physical infrastructure, human resource, organizational and structural concerns, bridging models linking secondary education competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities. Modeling for Senior High School (SHS) may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan following the guidelines set by the DepEd. The results of the SHS modeling program may be considered in the nationwide implementation of the SHS program in School Year 2016-2017.
30.1. Partnerships with HEIs and TVIs. To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and TVIs starting School Year 2016-2017, the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of the latter's human and physical resources, and issue relevant guidelines on such partnerships. Moreover, the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 of the Act, shall be given priority in hiring for the duration of the transition period.
30.2. Financing Framework for State Universities and Colleges During the Transition Period. The CHED and DBM shall review the financing policy framework for State Universities and Colleges in light of the Act with the end in view of optimizing the use of government resources for education, the results of which shall be covered by a joint administrative issuance.
30.3. Effects of Initial Implementation of the Enhanced Basic Education Program on Industry Human Resource Requirements. The DOLE, CHED, DepEd, TESDA and PRC, in coordination with industry associations and chambers of commerce, shall develop a contingency plan, not later than the start of School Year 2015-2016, to mitigate the effects of the enhanced basic education program with respect to a potential reduction or absence of college graduates to meet the human resource requirements of industry. The plan shall contain mitigation strategies for industries to adjust their employment policies as deemed necessary and expedient, and may include the adoption of other relevant programs or appropriate qualifications.
Section 31. Labor and Management Rights. In the implementation of the Act, including the transition period, 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 prerogatives of management, shall be respected. The DOLE, DepEd, CHED and TESDA shall promulgate the appropriate joint administrative issuance, within sixty (60) days from the affectivity of this IRR, to ensure 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.
For this purpose, the DOLE shall convene a technical panel with representatives from the DepEd, CHED, TESDA and representatives from both teaching and non-teaching personnel organizations, and administrators of the educational institutions.
Section 32. Transition Period. The transition period shall be reckoned from the date of the approval of this IRR until the end of School Year 2021-2022.
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.
The DepEd shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers' welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs; and sports, music and arts.
RULE X. COMMITMENT TO 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. Towards this end, the DepEd shall seek to:
a) engage local government units to efficiently use the special education fund and other funds to advance and promote basic education;
b) implement programs that will enhance private sector participation and partnership in basic education; and
c) propose an annual budget allocation in accordance with these goals. The DepEd shall further develop a multi-year spending plan to ensure that the UNESCO-prescribed standards on education spending are attained.
RULE XI. FINAL PROVISIONS
Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial funding for the operationalization of the Enhanced Basic Education Program shall be charged against the current appropriations of the DepEd. Thereafter, such sums which shall be necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act.
Section 37. Implementing Details. The DepEd, CHED and TESDA may issue such policies and guidelines as may be necessary to further implement this IRR.
Section 38. Amendment. Amendments to this IRR shall be jointly promulgated by the DepEd Secretary, CHED Chairperson, and TESDA Director-General.
Section 39. Separability Clause. Should any provision of this IRR be subsequently declared invalid or unconstitutional, the same shall not affect the validity and effectivity of the other provisions.
Section 40. Repealing Clause. Pursuant to Section 18 of the Act, rules and regulations implementing the pertinent provisions of Batas Pambansa Bilang 232 or the "Education Act of 1982," Republic Act No. 9155 or the "Governance of Basic Education Act of 2001," Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and regulations, contrary to or inconsistent with the provisions of the Act are deemed repealed or modified accordingly.
Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of general circulation.
This IRR shall be registered with the Office of the National Administrative Register at the University of the Philippines Law Center, UP Diliman, Quezon City.
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