IMPLEMENTING RULES AND REGULATIONS

OF THE ENHANCED BASIC EDUCATION ACT OF 2013

(REPUBLIC ACT NO. 10533)
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, " othenuise
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 (Ll) 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/sheknows 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. Itencompasses 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 schooleducation. 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:
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.
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.
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, forMuslim 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 anyof, 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:
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 CHEDand TESDA to craft harmonized basic, tertiary, and
technical-vocational education curricula for Filipino graduates to be locally and
globally competitive.

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.
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.
●
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 the setwo (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:

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.

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 HEls, 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.

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.

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 theirs kills 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:

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.

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 HEls 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 HEls 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 seminar­workshops 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, orthe "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
ineligible 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 school
to manage the day - by - day operation 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 the
public - private partnership.
The DepEd shall take into account the ability of program beneficiaries to cover tuition
differentials, ifany, in setting the amount of the voucher, ESC, or other forms of
assistance. The amount of assistance tobe 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 programs 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 standards, including student performance, as 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 DepEdshall:
(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 been sured 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 There for, 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.
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 HE is 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 TV Is 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.
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.

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 effectivity 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 non­teaching 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 oft his 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 off unding 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.
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