CHAPTER II

REVIEW OF LITERATURE

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 inseam 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 o

verall landscapeeducation 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 Isa 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 chang

es our government isdealing 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 nation rely on our public schools to provide highly

skilled and educated talent. K to 12 is absolution to create opportunities that

will help all children from the time they enter the classroom to when they join the

workforce–McLeay. (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 12which is known as ―Enhanced Basic Education Act

of 2013‖or ―Kato 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 learnin

g throughout life, thecompetence 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 ca

paucity 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 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 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 4tracks 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 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

programmer and those who are charged to deliver it. According to Ornstein

and Hankins, and those who are charged to deliver it. According to Ornstein

and Hankins, several of these efforts have failed. According to Sarasin (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. Implementers (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 Fulani and Pomphrey

(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 recognized. 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 programmer. This means

teachers need be trained and workshops have to be organized 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 program me

required prospective teachers to study curriculum development? Some view

teachers as technicians and as such do not include curriculum development in

their teacher education programs. Certainly an adequate teacher education

programs 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 programmer.· Programmed philosophy: It is important for

teachers to understand both the philosophy behind the programmer as well as how

the new programmer 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 resources

Adequacy 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 ethos Overall

school beliefs towards the new curriculum. Status of the curriculum as viewed by

staff, administrators and community. e.g. school administration recognizes 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.

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 abs

laities. 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 student’s 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)

NATIONALCERTIFICATE

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 inGrade 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 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

Lustra 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 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 bei

ng 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 career path.

Balana (2013) in her research pointed out that one of the most and major

important sepsis 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 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 uneconomic

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. Savage

(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‖ (Rosen stock & 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 rye 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 influences 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

rezoning 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 sch

ool 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 lose 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 labor 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 s

kills which theyneed 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.

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

BYSTRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER

OFYEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR

AND FOROTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippi

nes in Congressassembled:

SECTION 1. Short Title. — This Act shall be known as the ―Enhanced

Basic Education Act of2013″.

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 roo

ted on soundeducational 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 compete

ncies, skills and valuesfor 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 en

compasseskindergarten, 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 playas 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 bothers, 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 school’s associations, the national

student organizations, the national teacher organizations, the parents-teacher’s

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

‘sprogram the operationalization of the enhanced basic education program, the in

itial funding ofwhich 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 requirem

ents of new tertiarycurricula, 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 advise for the utilization of the latter ‘s human

and physical resources. Moreover, the DepEd, thatched, 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 foes 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, cheeped 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. Reparability 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 Gazetteor in two (2) newspapers of general circulation.

 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

PhilippineBasic Education System by Strengthening Its Curriculum and Increasin

g 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, Appropriati

ng 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 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 a

s well as alternativelearning systems for out-of-school learners and those with

special needs under Section 8 of them.

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 theAct.

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 forth 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:

10.1Formulation 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 thatched 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 appro

val of these materialsshall 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 11Curriculum 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, 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, th

e DepEd, CHED, andTESDA 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 i

nitiated, conducted and evaluated regularlythroughout 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 Teslin

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 and28 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 ther

e is a shortage ofqualified 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 accountregional

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 s

takeholders, 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 wit

h 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

ARRANGEMENTSWITH PRIVATE EDUCATIONAL INSTITUTIONS AND NON-

DEPED PUBLICSCHOOLS

Section 21. Expansion of E-GASTPE Beneficiaries. Pursuant to Section 10 of

the Act, cheeped shall develop programs of assistance that will extend the benefits

accorded byRepublicAct No. 8545, or

the“E xpanded Government Assistance for Students and Teachers in Private Ed

ucation 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 otherfees 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;