Ra 10533

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[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
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.

 PROVISIONS THAT HIGHLIGHT LEARNER-CENTEREDNESS


 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.
 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.

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.

 IMPLICATIONS IN THE LEARNER-CENTERED TEACHING

Since this act pointed out to help and lead the learner in a much more effective learning
experiences, further it has broaden the idea of learner-centeredness. It gives much more
opportunities and fair delivery of the curriculum because it focuses more on the language to
which should be recognized by the concerned persons that enable the learners to understand
easily.

 ANALYSES OF THE K-12 IN RELATION WITH THE LEARNER-CENTEREDNESS

The additional 2 year of the basic education will help the learners to explore and develop their
specialized skills. This will be their preparatory to assess themselves for the higher education.
The advantages about the implementation of this act is that it will prepare students to pursue
either vocational courses, which offer a faster employment opportunities, or regular college
courses. The government through this program can fine-tune the program to reduce the current
mismatch between skills and job requirements in many industries both local and national. This
act will enhance the learning outcomes tied to the three learning domains.

Submitted by: Monica A. Lagrimas

Submitted to: Mr. Rafael V. Oñate

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