A SENIOR HIGH SCHOOL STUDENT’S LEVEL OF COMPETENCE IN THEIR FIELD

ELECTRICAL INSTALLATION MAINTENANCE

__________________

A Research Study Presented to

the Faculty of the KNCHS

__________________

In Partial Fulfillment
of the Requirements for the Practical Research 2

(Quantitative Research)

By

Mark Anthony D. Somoray

Andry Fenequito

Mike Anthony Gaciano

Alexis Senerez

Gorgonio Edo

Anthony Dedase

Jonas Songcayaon

Rusty Lopez

Christian Van Lorenzo

CHAPTER I
I. INTRODUCTION

To highlight its worth in the K-12 curriculum, the Department of Education (DepEd)

has formed a Technical Vocational unit in the Bureau of Secondary Education. For them,

this unit needs strengthening as one of the three key strands that will prepare high school

graduates by arming them with skills for employment. Contrary to what most people think,

the K-12 program trains students in joining the workforce as early as 7th grade. The TLE

or technological livelihood education subjects in junior high school or JHS follow the rules

of the Technical Education and Skills Development Authority or TESDA. This will allow

the students to earn a national certification (NC) required by the industry. Each TLE

subject in Grades 7 and 8 is exploratory. This means each student has the chance to

explore the following four main courses of TLE. 1) Agri-Fishery Arts 2) Home Economics

3) Information and Communications Technology (ICT) 4) Industrial Arts Students can

choose a maximum of four TLE mini courses in Grade 7 and another four in Grade 8 that

the school offers per locality’s needs and school assets. In Grades 7 and 8, the student

does not yet earn a Certificate of Competency (COC). The exploratory courses are a

prelude to earning a COC in Grade 9 and an NC I/II in 10th grade. In Grade 9, the student

chooses one course to focus on from among the exploratory courses he chose in 7th and

8th grades. Under this level, the student can earn a COC. In Grade 10, the student

pursues the TLE specialization course he chose in 9th grade. This allows him to get at

least an NC Level I or II (NC I or II) based on the TLE course he chose. JHS graduates

or incoming Grade 11 students will study core compulsory subjects and a required

specialty. They can choose from the three main tracks such as Academic, Technical–

Vocational-Livelihood (TVL), and Sports and Arts. If the student picks the TVL track as
specialty in senior high school or SHS, he/she will continue the TLE course he/she studied

in 9th and 10th grades. This will allow him/her to earn NC II that he/she can use as

credentials in applying for a job if he/she wants to work after SHS graduation. Yet if the

student will study further, he/she can pursue the TVL track and earn a bachelor’s degree

in a related field. For more details on K to 12, please feel free to search our web site.

If you are really not sure if you will be able to pursue any degree after Senior High or if

you want to earn money immediately after graduation, then this track is for you. Even

without college, Technical-Vocational-Livelihood track will equip you with job-ready skills

in the future. This track also invests primarily on skills that can gain you requisite COCs

(Certificates of Competency) and NCs (National Certifications) which would be essential

when looking for better career opportunities in agriculture, electronics, and trade. This is

also important when applying abroad where the skills you gain would prepare you as you

join the workforce. Also, according to the Department of Education, the TVL

specializations may be taken between Grades 9 to 12. Exploratory Subjects at 40 hours

per quarter are taken during Grades 7 to 8. Just like in the Academic Track, there are four

strands you can choose from to make sure that you will go with your right fit.
STATEMENT OF THE PROBLEM

This research was conducted to know A Senior High School Student’s Level Of

Competence In Their Field Electrical Installaton Maintenance.

Specifically, this study sought answer/s to the following questions:

1. In what percent student’s, exert effort on how they focus on their field they

choose?

2. If student’s get an NCII holder in their field they choose, how many percent

who had benefits this kind of education they implement?

3. If there as a student’s choosing their own field deep in our heart, in others

situation. how many students who fail for choosing this kind of field ? Who

they’re influence?

SIGNIFICANCE OF THE STUDY

As stated of knowledge and skills that are manual or concrete or practical and/or

operational in focus. APPLICATION Applied in activities that are set in a limited range of

highly familiar and predictable contexts; involve straightforward, routine issues which

are addressed by following set rules, guidelines or procedures. DEGREE OF

INDEPENDENCE In conditions where there is very close support, guidance or

supervision; minimum judgment or discretion is needed. A curriculum needs to be

updated regularly, not only to incorporate new knowledge but also to adapt to changing

environmental, social, technological and global contexts. A student preparing to enter

the hospitality industry takes all of six years in various job-related subjects.
SCOPE AND DELIMITATIONS OF THE STUDY

The study aimed to provide information in KNCHS Senior’s in EIM If the student

picks the TVL track as specialty in senior high school or SHS, he/she will continue the

TLE course he/she studied in 9th and 10th grades. This will allow him/her to earn NC II

that he/she can use as credentials in applying for a job if he/she wants to work after SHS

graduation. Yet if the student will study further, he/she can pursue the TVL track and earn

a bachelor’s degree in a related field. The key function of education is to fully prepare

students for life after schooling preparation for the world of work is a necessary and vital

part of that equation. As our society and economy continues to evolve, it may be time to

rethink how public education aids students in choosing career and

education pathways. Additionally, due to the present economic and social changes our

government is dealing with, it is imperative that we think more deeply about the future of

those students who will enter the workforce immediately after high school.
 Chapter II

REVIEW OF RELATED 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 in ASEAN Economic Community by 2015. The literature will also discuss

issues about job market, job mismatch, competitiveness and marketability or

employability.

At this pace of this changing society and economy a lot of actions should take

place. They have to face a lot of challenges especially educators who are being asked to

do more with less due to rapidly evolving technologies and ongoing shifts in global

economy and demography. A successful education system will need to be of paramount

importance if a multicultural society to succeed and prosper in the future. Education is a

gateway to a better job and greater earning potential. One key to understanding this issue

is an appreciation of the overall landscape education and training.

THE ROLE OF EDUCATION

Connelly. (2013) cited that schools have always played a vital role in ensuring that

students have the skills needed for the job or career they have chosen. The key function

of education is to fully prepare students for life after schooling preparation for the world

of work is a necessary and vital part of that equation. As our society and economy

continues to evolve, it may be time to rethink how public education aids students in
choosing career and education pathways. Additionally, due to the present economic and

social changes our government is dealing with, it is imperative that we think more deeply

about the future of those students who will enter the workforce immediately after high

school.

“How can we ensure that education is the right one for the times? “ Different skill

sets will be required for the future. The next generation will need to be entrepreneurial,

willing to take risks and be multicultural. Lynch(2013).

THE CURRICULUM AS RESPONSE TO GLOBAL COMPETITIVENESS

The K to 12 Basic Education Program

Waugh 2013 cited, high standard of living, is an important part of culture and

values. The education system has a significant and direct impact on the quality of our

workforce our economic productivity and ultimately, our ability to prosper as businesses,

as people, and as a nation rely on our public schools to provide highly skilled and

educated talent. K to 12 is a solution to create opportunities that will help all children from

the time they enter the classroom to when they join the workforce – McCleary. (2012)

K–12 (k twelve) is a designed curriculum for the sum of primary and secondary

education. It is used in the United States, Canada, Turkey, Philippines, and Australia. (K)
for 4- to 6-year-olds through twelfth grade (12) for 7- to 19-year-olds, It is a free education

from Kindergarten to Senior High School in the countries mentioned respectively.

Wikipedia (2008)

Republic Act K to 12 which is known as “Enhanced Basic Education Act of 2013”or

“K to 12 Basic Education Program Law” states that the graduate of basic education shall

be an empowered individual who has learned, through a program that is rooted on sound

educational principles and geared towards excellence, the foundations for learning

throughout life, the competence to engage in work and be productive, the ability to coexist

in fruitful harmony with local and global communities, the capability to engage in

autonomous, creative, and critical thinking, and the capacity and willingness to transform

others and one’s self. (Legal Basis)

The K to 12 Curriculum

The academic year 2016-2017 is a big turning point in Philippine Education system

since a vast makeover will happen. The new curriculum which is known as K to 12

Enhanced Basic Education Curriculum, under the newly signed K to 12 Basic Education

Program Law Senior High School (SHS) will officially be implemented nationwide starting

with Grade 11 in SY 2016-2017 and Grade 12 in SY 2017-2018. The additional 2 years

Senior High School is a specialized upper-secondary education composed of a common

Core Curriculum and Tracks. There are 8 core curricula or learning areas that include

Language, Humanities, Communication, Mathematics, Philosophy, Science, Social

Science and Physical Education and Health and 4 tracks which include (1) Academic, (2)

Technical-Vocational-Livelihood, and (3) Sports and Arts (4) General Education or Liberal

Arts. Each track will have strands, which is also known as specializations within a track.

The 8 core curricula have 17 core subjects while the 4 tracks have 16 track

subjects or a total of 33 subjects for SHSC of which each subject will entail 80 hours of

classes per semester for the four semesters involved in Grades 11 and 12 or a total of

2,640 hours to complete the Senior High School level.

IMPLEMENTATION

 Implementation is an interaction between those who have created the programme

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

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

of these efforts have failed. According to Sarason (1990), the main reason for the

failure is the lack of understanding of the culture of the school Successful

implementation of curriculum requires understanding the power relationships, the

traditions, the roles and responsibilities of individuals in the school system.

Implementors (whether they be teachers, principals, district education officers)

should be well-versed with the contents of the curriculum.

 education officers) should be well-versed with the contents of the curriculum.

benefits of the innovation.As stated by Fullan and Pomfret (1977); "effective

implementation of innovations requires time, personal interaction and contacts

 in-service training and other forms of people-based support" (p.391). Curriculum

implementation requires winning people over and it takes time. Teachers need to

feel appreciated and their efforts recognised. Some may argue that they should

be given financial rewards but there is evidence to suggest that external

motivation contributes minimally to the venture. Individuals contribute their best

talents when they are internally motivated and derive a good feeling from

 best talents when they are internally motivated and derive a good feeling from

curriculum implementation process is the teacher. With their knowledge

experience and competencies, teachers are central to any curriculum

improvement on, there is no denying that teachers influence students' learning.

Better on, there is no denying that teachers influence students' learning. Better

practice of teaching and are responsible for introducing the curriculum in the

classroom. The key to getting teachers committed to an innovation is to enhance

their knowledge of the programme. This means teachers need be trained and

workshops have to be organised for professional development. Unfortunately, in

any curriculum implementation process not all teachers will have the benefit of

such exposure. There are just too many teachers and insufficient funds to go

around. The most common approach is to have one-day workshops given by

experts with the lecture method being the dominant pedagogical strategy. Among

the many extrinsic factors identified that may impede curriculum change are

adequacy of resources, time, school ethos and professional support. The intrinsic

factors are; professional knowledge, professional adequacy and professional

interest and motivation. (see Table 7.1).Hence, professional development of

teachers is as an important factor contributing to the success of curriculum

implementation. To what extent have teacher education programmes required

prospective teachers to study curriculum development? Some view teachers as

technicians and as such do not include curriculum development in their teacher

education programmes.Certainly an adequate teacher education programme

should include curriculum development (both the theory and the work of

curriculum development) if teaching is to be a profession and if educational

opportunities for learners are really to be improved.Below are some topics to be

addressed in designing professional development opportunities for teachers who

are implementing a new programme.· Programme philosophy: It is important for

teachers to understand both the philosophy behind the programme as well as

how the new programme may impact students, parents, administrators and other

stakeholders.· Content: Teachers may find the curriculum introduces content with

which they are unfamiliar, which they have not taught in a while, or is familiar but

presented in an unfamiliar way. For example, using a problem-solving approach

rather than a topical approach. Factors Description Adequacy of

resourcesAdequacy of equipment, facilities and general resources required for

implementing a new of the new curriculum. e.g. teachers need enough time to

develop their own understanding of the subject they are required to teach. School

ethosOverall school beliefs towards the new curriculum. Status of the curriculum

as viewed by staff, administrators and community. e.g. school administration

recognises the importance of the subject in the overall school curriculum.

Professional
Curriculum is the larger blueprint, the broad guidelines & areas/topics of study, the

broad objectives, longer time-span.

A teacher 'interprets', plans, & 'executes' the curriculum on a day-to-day basis.

The 'theory' is put into 'practice'.

Objectives & goals become 'actionable', achievable, objectified & assessable.

Lesson plans are drawn up for the purpose.

Time lines are 'fixed' - from annual to term/semester to daily.

Resources are generated or sourced or created.

Teaching & learning aids, activities, projects are identified.

Instructional strategies are determined.

Assessment & evaluation tools, techniques & methods are determined & implemented.

Hope this helps you get started

All the very best :-)

Add : A curriculum is broad-based. Only the teacher knows the demographics, diversity

& abilities of her students. It is s/he who has to "customize" it in order to cater to

individual needs & requirements of the class. S/he is the one who can

determine/choose which method of instruction would be best suited to the class so as to

achieve the larger curricular objectives.

A travel analogy would be : (curricular) Goal : To reach a certain destination by year-

end.
Teacher now has to decide which road(s)/route(s) to take, which mode of transport(s)

would be best, what supplies to take, how to deal with emergencies & contingencies,

how to reach the destination in the quickest possible time, how much distance should

be covered each day, how to make the journey as interesting & enlightening as

possible, & so on & so forth.

Implementation

Teachers must implement the curriculum in their own classrooms, sticking to the plan

that has taken so much time, careful planning and effort to create. When a teacher fails

to properly implement a strong curriculum, she risks not covering standards or failing to

implement effective practices in the classroom. That does not mean a teacher cannot

make minor changes. In fact, a strong curriculum is designed to allow a teacher to be

flexible and to insert a few personalized components or choose from among a selection

of activities.

Reflection

Reflecting on a curriculum allows teachers and others involved in the process to find

any weaknesses in the curriculum and attempt to make it better. Teachers reflect on

curriculum in multiple ways, such as keeping a journal as they implement the

curriculum, giving students surveys and reviewing the results or analyzing assessment

data and individual student performance. Not only can reflection serve to improve a

specific curriculum, it may guide the creation of new curriculum.

The Role of Teachers

The term “learning experience” is not the same as the content with which a course

deals nor the activities performed by the teacher. The term “learning experience”

refers to the interaction between the learner and the external conditions in the

environment to which he/she can react. Learning takes place through the active

behavior of the student. (p. 63)

Tyler argues that the teacher’s problem is to select learning experiences that will

foster active involvement in the learning process in order to accomplish the expected

learning outcomes. Tyler outlined five general principles in selecting learning

experiences:

1. The learning experience must give students the opportunity to practice the desired

behavior. If the objective is to develop problem-solving skills, the students should

have ample opportunity to solve problems.

2. The learning experience must give the students satisfaction. Students need satisfying

experiences to develop and maintain interest in learning; unsatisfying experiences

hinder their learning.

3. The learning experience must “fit” the students’ needs and abilities. This infers that

the teacher must begin where the student is ability-wise and that prior knowledge is

the starting point for new knowledge.

4. Multiple learning experiences can achieve the same objective. There are many ways
of learning the same thing. A wide range of experiences is more effective for learning

than a limited range.

5. The learning experience should accomplish several learning outcomes. While

students are acquiring knowledge of one subject or concept, they are able to integrate

SCHOOLING

Returning to the objectives of the biological science course, I will now illustrate

several learning experiences that will help the high school science teacher achieve

the

first behavioral objective.

Each student in Senior High School can choose among three tracks: Academic;

Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three

strands: Business, Accountancy, Management (BAM); Humanities, Education, Social

Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

One interesting part of the program is the students immersion, which may include

earn-while-you-learn opportunities, this will provide them relevant exposure and actual

experience in their chosen track.

TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL

CERTIFICATE
 After finishing Grade 10, a student can obtain Certificates of Competency (COC)

or a National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood

track in Grade 12, a student may obtain a National Certificate Level II (NC II), provided

he/she passes the competency-based assessment of the Technical Education and Skills

Development Authority (TESDA). NC I and NC II improves employability of graduates in

fields like Agriculture, Electronics, and Trade.

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY 2012-2013, there are 33 public high schools, public technical-vocational high

schools, and higher education institutions (HEIs) that have implemented Grade 11. This

is a Research and Design (R&D) program to simulate different aspects of Senior High

School in preparation for full nationwide implementation in SY 2016-2017. Modeling

programs offered by these schools are based on students’ interests, community needs,

and their respective capacities.

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO

Luistro said during a talk that after going through Kindergarten, the enhanced

Elementary and Junior High curriculum, and a specialized Senior High program, every K

to 12 graduate will be ready to go into different paths – may it be further education,

employment, or entrepreneurship. Every graduate will be equipped with information,

media and technology skills, learning and innovation skills, effective communication skills,

and life and career skills.

 This law is very important to the study as a backbone of this research. The

researcher will be guided by means of this K to 12 Toolkit.

Challenges in Facing K to 12

Angara in his speech explained that it is necessary that we should add two years

for basic education program, so that Philippines will not remain as one among the three

countries in the UNESCO with less than 12 years of education--the others being Angola

and Djibouti. To improve the quality of workmanship and employment status we need to

upgrade our BEC so as qualified professionals will not be treated like second-rate

workers.

Angara cited that today, education and training are being judged based on global

standards. We might have good universities but this is not enough since institutionally

and as a country, we are looked down upon by the world education leaders," he moaned.

We should prepare not only for K-12 but as well as ASEAN 2015 based on AEC or also

known as ASEAN Economic Community.

Angara said that "We must face the fact that our current educational system is

dysfunctional.” Some of the reasons are: (1) physical deficiency or chronic shortages in

classrooms seats, books, even in hygiene facilities, as well as qualified teachers. (2)

undertrained proffesionals (3) Job mismatch between the academic programs being

offered and the market demand.

 The former UP president explained that even our country's top universities still

struggle to compete with educational institutions in our neighboring countries.

Career education

Career education helps a student make informed decisions in developing a career.

Instead of focusing on academic subjects, a student learns the tools of an occupation

through hands-on training. Career education is accomplished through a variety of

programs, such as adult education and employment training, mentoring programs and

community education Career education helps a person develop the knowledge and skills

they need to choose and pursue a career path.

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

steps is landing an appropriate job is having a planned course choice/career path in

pursuing a degree. A student must plan first on what course to take as he goes on or

continue his study before entering tertiary level. There are many things to consider before

an individual arrives in a conclusion on what path to take. Foremost is what future he

wants to get for himself. His Special skills and stock knowledge gained during their

secondary level of education.

Importance of Career Education and Technical/Vocational Training Programs

There are many benefits that career education can offer to the students. This has

been recognized over the last decade or so as various ministries of education have
introduced mandatory career education courses and/or re-examined their approaches to

technical training programs. This is a welcome development.

K to 12 responses 2 to Career Education and Technical/Vocational Training

Programs

By examining the role of career education K to 12 programs is the answer as a

response to skills shortage and high youth unemployment, it is important to understand

the role public education can play in guiding students’ choices. In study of Cook (2013)

he cited that from an economic perspective, countries with a greater proportion of

students in vocational education at secondary school tend to have lower youth

unemployment.

While this connection should not be overstated, it is important to note that student

engagement is an important aspect of education. Their future plans and career matters

most. In order to facilitate engagement, education programs must be accessible to

students of varying abilities and aptitudes, particularly for those who do not see

themselves attending university.

These programs must be supported by clear pathways to work. In some provinces

and school boards, technical programs, specifically those delivering Technical Vocational

Education and training (TVET), are closely aligned with labor market demands and in

STEM (science, technology, engineering, mathematics) fields and high demand career
paths. This approach can create options for students that lead to entry-level jobs, higher

education degrees, and advanced career paths.

CAREER CHOICE

Career selection is one of many imperative choices students will make in

determining future plans and success. This decision will shape them and serve as their

path walk throughout their lives. The essence of who the student is will revolve around

what the student wants to do with their life-long work and career. Basavage (1996,) in her

thesis probed “What is it that influences children one way or another?” Over the school’s

front door at Rindge School of Technical Arts is the saying, “Work is one of our greatest

blessings. Everyone should have an honest occupation” (Rosenstock & Steinberg, cited

in O’Brien, 1996, p.3). This is how we can view history and its importance. Each individual

has his own history that shapes out present and future lives. That history created, in part

by the student’s environment, personality, and opportunity, it will determine how students

make career choices. It then follows that how the student perceives their environment,

personality, and opportunity also will determine the career choices students make.
 Edwards (2011) cited that career choice is a complex decision for students since

it determines the kind of profession that they intend to pursue in life. Students should

make career choice while in secondary school, so they will be able to face problem of

matching their career choices with their abilities and school performance.

Since the career process is ever evolving, it is important for students to learn just

what their opportunities are, capitalize on them, and then move on. When it comes to

predicting costs versus benefits of education, this is where students can make a mistake

in either overestimating or under estimating their economic situations. Students should

not confine themselves to just one opportunity, nor should they stop trying if the one

possible opportunity dries up. If opportunity is not present they have to make their own

opportunities or move on.

Factors in Career Choice

The first factor in career choice is environment it influence the career students

choose. For example, students who have lived on an island may choose a career dealing

with the water, or they may choose to leave the island behind, never to have anything to

do with water again. Maybe someone in the student’s life has made a significant impact

or impression, leading to a definite career choice. Parents’ educational background may

influence student views on whether or not to continue their education. Basavage (1996,

p.1) Someone they saw on television may have influenced the student, or parents may

have demanded that they

 In the study of Perez regarding Factors Affecting Career Preferences indicated that

gender, area of residence, school attended, attitude , self-employment, prestige,

employment security, financial support, career specialization, career flexibility, personal

interests, availability of job, apply, advancement, knowledge and lastly learning

experiences are among the top resons in choosing their career.

Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994)

emphasizes cognitive-person variables that enable people to influence their own career

development, as well as extra-person (e.g., contextual) variables that enhance or

constrain personal agency.

MARKETABILITY/ EMPLOYAB ILITY

Employability is a difficult concept to define succinctly and comprehensively. As

Hillage and Pollard (1998) state, it is a term used in a variety of contexts with a range of

meanings and can lack clarity and precision as an operational concept. This literature

review is an attempt to draw together the concepts of employability in relation Education.

This is a rapidly growing area for publication and this literature review cannot hope to

comprehensively cover all publications, but it aims to put the main issues into context.

Students attends school to find better job opportunity or employment.

Most of the studies on employability have been rooted in higher education; few or

none have really paid attention to secondary school ‟employability. Yet, education

providers are expected to respond to employability imperative at all levels (McGrath, n.d.).
This study fills the gap in focusing attention on employability skills at the junior high school

level. Education at this level is intended to produce graduates with all-round development‟

(NERDC, 2008), however, a lot is still left to be desired. According to Imaginative Mind

(2013). Despite teacher and student effort over recent years, a shocking 17% of

teenagers are leaving school functionally illiterate and unable to cope with the challenges

of everyday life.

Based on a recent report from UNESCO's Institute for Statistics more than 57

million children are denied the right to basic education. Nigeria tops the list with 10.5

million out-of-school children. The top five countries are: Nigeria (10.5 million); Pakistan

(5.1 million); Ethiopia (2.4 million); India (2.3 million) and the Philippines (1.5 million). This

huge number of out of school youth will loose their chance to be employed or be able to

find a better job oppurtunities. Dixons (2013) warned that schools may be failing in their

responsibility of teaching life- and work-related skills and leaving youths unemployed or

stagnated in careers. Employability skills are even more needful in developing countries

where secondary school students‟ drop-out rate is high and the prospect for further

education is slim.

Graduate employability is centrally located in the changing relationship between

education and the labour market. The development of mass education has intersected

with the shift towards a so-called knowledge-driven or post-industrial economy (Drucker,

1993; Amin, 1994). The notion of employability challenges traditional concepts of

education and raises the question of what the point of curriculum is; subject knowledge
and understanding, or learning how to learn. Some academics feel that this agenda is too

driven by government policy and employers, rather than the academy, and this can lead

to unrest amongst academics who are expected to teach employability skills and

attributes in the classroom. De la Harpe et al. (2000) suggest that there is concern

worldwide that existing undergraduate programmers are not producing graduates with the

kind of lifelong learning skills and professional skills which they need in order to be

successful in their careers. In a study of Lee (2002) he emphasized the importance of

education for employability – focusing on the development of key skills and the

importance of work experience. This literature review will look in turn at first, the

employability agenda, second, curriculum developments and academic perspectives,

third, employability attributes – reflective learning, work experience, team work, and forth,

Employability Performance Indicators and Employer’s needs.

Hirschi (2010) mention in a Journal of Career Assessment that many of the

strengths and abilities of graduates are "marketable." This means that they are of value

to employers. The marketable skills can be applied to specific jobs. Employers will want

you to have both job-specific skills and the right disposition and interpersonal skills to

adapt to the workplace. Job-specific skills might include: carpentry, sewing, electrical

wiring and bookkeeping. General skills could include getting along with others, being a

team player, managing time, respecting diversity, organizing work, and problem-solving.

The Following shows and example of Key Marketable Skills and Ways You Can

Develop them
 When you do the following: You build marketable skills in:

Participate in sports, clubs and other Leadership and team work

group activities

Participate in group presentations in Listening, organization, public

class or at club or community meetings speaking and processing

information

Attend class, club, or community Time management, organization,

meetings on assignment; meet follow-through, dependability and

deadlines for turning in work responsibility

Cooperate with others on team efforts Adaptability, flexibility, and

and respect the different cultures and teamwork

opinions of those with whom you work

Write letters and reports; solve Critical thinking, writing and problem

everyday problems at home, in school solving

or at work

Other Skills

Writing Organizing Projects

Public Speaking Researching

Planning Training Others

Computer Skills Decision-making

Budgeting Negotiating

Managing People Problem Solving

EMPLOYABILITY SKILLS

Curriculum is very essential to human development. Farkas (1993) indicated that

curriculum update must be a continuing process, with educators remaining up-to-date

with the changes and leading the changes. According to Purcell (1993), when writing

curriculum, changes that have taken place in the past should be considered as well as

changes that are likely to happen. According to Brand III (2005),

One certainty is that continuous efforts must be made to revise and update

curriculum to ensure it is meeting student needs in the ever-changing workforce.” The

message from these studies is that educators should reassess their curriculum to ensure

that their curriculum is adequately developing students’ necessary employability skills

(Purcell, 1993; Walo, 2000). Reflecting on the above assertions, it can be argued that

curriculum should be reviewed periodically to keep up with changes and trends, in order

not to be passing old and outdated knowledge and irrelevant competencies onto the

students (Farkas, 1993; Purcell, 1993; Walo, 2000). Several studies (Miranda, 1999;

Dittman, 1993) indicate that most existing hospitality programs are still focused towards

producing technically oriented students with marginal attention given to management or

employability skills for entry-level positions with little or no emphasis on upper-level

management skills.
 Breiter and Clements (1996) indicated that human resources skills, conceptual

skills and planning skills would be the key focus of future curricula. Pavesic (1991) also

contended that customer service skills, communication skills, analytical skills and problem

solving skills are the essential element of in every curriculum. He indicated that employers

usually train their employees on the necessary technical skills.

Breiter and Clements (1996) and Pavesic (1991) emphasized the importance of

upper-level leadership skills such as human resources skills, conceptual skills,

communication skills, analytical skills, problem solving skills and planning skills as the key

focus of future curricula. They contended that these skills are more important than

technical skills, which are usually acquired through specific organizational training at

various places of employment. Similarly, literatures that encouraged the development of

employability skills indicated that leadership skills, critical thinking skills, communication

skills, problem solving skills, creative and flexible-thinking, and human resources

management skills are necessary for career success (Gustin, 2001; Kay & Russette,

2000; Moscardo, 1997; Tas et al., 1996). The importance of leadership skills cannot be

over emphasized among the employability skills, according to Mumford, Scott, Gaddis,

and Strange (2002) “leadership, at least certain types of leadership, is apparently related

to creativity and innovation in “realworld” setting.” They also contended “the influence

tactics used by leaders apparently affect people’s willingness to engage in, and the likely

success of, creative ventures” (p.707). Robinson (2006) identified 67 employability skills

that were perceived important by educators, employers and employees in entry-level

positions for employment success

Martin et al. (2008) however identified and based their study on 14 employability skills:

communication, team-working, problem-solving, literacy, numeracy, general information

technology (IT), timekeeping, business awareness, customer-care, personal

presentation, enthusiasm/commitment, enterprising, vocational job-seeking and

advanced vocational job-specific skills. Careers and Employability Centre, Loughborough

University (n.d.) described employability skills as the professional competency sought

after by employers which their students are helped to develop alongside

subject/discipline. These skills include analytical and problem-solving skills, numeracy,

confidence, time management, team working, communication skills, information

technology, and monitoring skills. Similarly, the Placement and Careers Centre of Brunel

University London (n.d.) identified 9 employability skills: communication, self-reliance,

organization, initiative and enterprise, commercial awareness, problem-solving, team

work and leadership, time management, and customer services. According to Learner

(2012), eight nationally agreed employability skills in Australia are: communication;

planning and organizing; teamwork, problem solving; self-management; initiative and

enterprise; technology; and learning. The Victorian Certificate of Education (VCE)

Chemistry students were provided opportunities to develop the skills. Helping students

develop employability skills is vital for coping with today‟s economic realities.

Researchers, employers and education providers are devising strategies to promote

development of soft, transferable or employability skills. McGrath (n.d.) asserts that

students‟ employability skills will improve by maintaining a working

relationship/interaction between schools and employers, understanding of industrial

realities, work placement for staff and students, as well as adapting new approach to

teaching and learning that highlights core skills and attitudes, job seeking skills and a

repackaged set of technical and occupational skills. According to Learner (2012),

students may develop employability skills through learning activities. The opportunity to

engage in a range of learning activities, both co- and extra-curricular activities contribute

to students‟ employability. Employability is enhanced when students actively engage in a

range of learning activities (including personal development planning), and when the

connection of these activities with employability is made clear to them (The Higher

Education Academic, 2006).

ASEAN INTEGRATION in 2015 and its IMPLICATIONS on LABOR

When ASEAN turned 30 years old in 1997, the ASEAN leaders adopted the ASEAN

Vision 2020, and largely agreed to create a

deeper partnership amongst member nations. By 2003, the idea of an ASEAN Community

(probably patterned after the European

Union model) was established.

The ASEAN Community is comprised of three pillars, namely:

 Political-Security Community;

 Economic Community; and

 ASEAN Socio-Cultural Community.

The AEC (ASEAN Economic Community) is the realization of the end goal of economic

integration as espoused in the

Vision 2020, which is based on a convergence of interests of ASEAN Member

Countries to deepen and broaden economic integration through existing and new

initiatives with clear timelines. In establishing the AEC, ASEAN shall act in accordance to

the principles of an open, outward-looking, inclusive, and market-driven economy

consistent with multilateral rules as well as adherence to rules-based systems for effective

compliance and implementation of economic commitments. In 2013 Valente reported that

by 2015, the 10 nations that make up the Association of Southeast Asian Nations

envisions an ASEAN Economic Community will establish a highly competitive single

market and production through the integration of their economies.

Single Market and Production Base

An ASEAN single market and production base shall comprise five core elements:

(i) free flow of goods; (ii) free flow of services; (iii) free flow of investment; (iv) freer flow

of capital; and (v) free flow of skilled labour. In addition, the single market and production

base also include two important components, namely, the priority integration sectors, and

food, agriculture and forestry.

The impact AEC will primarily be on skilled labor since it is one of our main craft.

Basilio said, citing that it is “reciprocal” which means that our country “will also allow
service providers from other ASEAN countries to send their skilled workers to the

Philippines in the course of rendering a contracted for service.” Filipinos have an

advantage in terms of the number of skilled workers who are able to speak English and

lower wages than some ASEAN countries, it is more likely that there will be a net outflow

in our favor,” Basilio explained. However this doesn’t mean that it will prevent ASEAN

service providers from hiring Filipinos to perform services not only in the Philippines, but

in other ASEAN countries as well.

Basilio says To cope up with this major change in Economy it is even more

important to have mutual recognition of professional standards and that our curriculum

are in consonance with ASEAN-wide requirements.

The ASEAN region is a huge market; it is home to many emerging markets,” Abad

said, citing that there would be even more economic opportunities, but the Philippine

government still has a lot to do. For our country to properly gear up for ASEAN 2015, the

government must continue a structural transformation of the economy to make it more

investment and industry-led, he said.

“The free entry of goods and services across economic borders can only mean more

economic opportunities for countries in the region and therefore more opportunities for

employment and livelihood,” Abad said. “The challenge for us in preparation for this new

regime is to sharpen our competitiveness and facilitate the ease of doing business in our

jurisdiction,” he added.
 Industrial internships are an important part of the Rowan Engineering Programs.

These internships are designed with industrial partners to provide the optimum learning

Republic Act No. 10533

S. No. 3286

H. No. 6643

Republic of the Philippines

Congress of the Philippines

Metro Manila

Fifteenth Congress

Third Regular Session

Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand

twelve.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS

FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER

PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education

Act of 2013″.

SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a

complete, adequate, and integrated system of education relevant to the needs of the

people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic

education shall be an empowered individual who has learned, through a program that is

rooted on sound educational principles and geared towards excellence, the foundations

for learning throughout life, the competence to engage in work and be productive, the

ability to coexist in fruitful harmony with local and global communities, the capability to

engage in autonomous, creative, and critical thinking, and the capacity and willingness to

transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will

develop productive and responsible citizens equipped with the essential competencies,

skills and values for both life-long learning and employment. In order to achieve this, the

State shall:

(a) Give every student an opportunity to receive quality education that is globally

competitive based on a pedagogically sound curriculum that is at par with international

standards;
(b) Broaden the goals of high school education for college preparation, vocational and

technical career opportunities as well as creative arts, sports and entrepreneurial

employment in a rapidly changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural

capacity, the circumstances and diversity of learners, schools and communities through

the appropriate languages of teaching and learning, including mother tongue as a learning

resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs

which provides the foundation on which subsequent learning can be based. It

encompasses kindergarten, elementary and secondary education as well as alternative

learning systems for out-of-school learners and those with special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education program

encompasses at least one (1) year of kindergarten education, six (6) years of elementary

education, and six (6) years of secondary education, in that sequence. Secondary

education includes four (4) years of junior high school and two (2) years of senior high

school education.

Kindergarten education shall mean one (1) year of preparatory education for children at

least five (5) years old as a prerequisite for Grade I.

Elementary education refers to the second stage of compulsory basic education which is

composed of six (6) years. The entrant age to this level is typically six (6) years old.
Secondary education refers to the third stage of compulsory basic education. It consists

of four (4) years of junior high school education and two (2) years of senior high school

education. The entrant age to the junior and senior high school levels are typically twelve

(12) and sixteen (16) years old, respectively.

Basic education shall be delivered in languages understood by the learners as the

language plays a strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction,

teaching materials and assessment shall be in the regional or native language of the

learners. The Department of Education (DepED) shall formulate a mother language

transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually

introduced as languages of instruction until such time when these two (2) languages can

become the primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or

languages first learned by a child, which he/she identifies with, is identified as a native

language user of by others, which he/she knows best, or uses most. This includes Filipino

sign language used by individuals with pertinent disabilities. The regional or native

language refers to the traditional speech variety or variety of Filipino sign language

existing in a region, area or place.

SEC. 5. Curriculum Development. — The DepED shall formulate the design and details

of the enhanced basic education curriculum. It shall work with the Commission on Higher

Education (CHED) to craft harmonized basic and tertiary curricula for the global
competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial

and duplication of basic education subjects, the DepED shall coordinate with the CHED

and the Technical Education and Skills Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake

consultations with other national government agencies and other stakeholders including,

but not limited to, the Department of Labor and Employment (DOLE), the Professional

Regulation Commission (PRC), the private and public schools associations, the national

student organizations, the national teacher organizations, the parents-teachers

associations and the chambers of commerce on matters affecting the concerned

stakeholders.

The DepED shall adhere to the following standards and principles in developing the

enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-

based, reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based

Multilingual Education (MTB-MLE) which starts from where the learners are and from

what they already knew proceeding from the known to the unknown; instructional

materials and capable teachers to implement the MTB-MLE curriculum shall be available;

(g) The curriculum shall use the spiral progression approach to ensure mastery of

knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize,

indigenize and enhance the same based on their respective educational and social

contexts. The production and development of locally produced teaching materials shall

be encouraged and approval of these materials shall devolve to the regional and division

education units.

SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum

consultative committee chaired by the DepED Secretary or his/her duly authorized

representative and with members composed of, but not limited to, a representative each

from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and

Technology (DOST), and a representative from the business chambers such as the

Information Technology – Business Process Outsourcing (IT-BPO) industry association.

The consultative committee shall oversee the review and evaluation on the

implementation of the basic education curriculum and may recommend to the DepED the

formulation of necessary refinements in the curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic education

program meets the demand for quality teachers and school leaders, the DepED and the

CHED, in collaboration with relevant partners in government, academe, industry, and

nongovernmental organizations, shall conduct teacher education and training programs,

as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be

retrained to meet the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity

to avail of such training.

(b) Training of New Teachers. — New graduates of the current Teacher Education

curriculum shall undergo additional training, upon hiring, to upgrade their skills to the

content standards of the new curriculum. Furthermore, the CHED, in coordination with

the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum

offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards

for new teachers. Duly recognized organizations acting as TEIs, in coordination with the

DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of

these organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject area

coordinators and other instructional school leaders shall likewise undergo workshops and

training to enhance their skills on their role as academic, administrative and community

leaders.
Henceforth, such professional development programs as those stated above shall be

initiated and conducted regularly throughout the school year to ensure constant upgrading

of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other

Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational

Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of

Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine

Teachers Professionalization Act of 1994″, the DepED and private education institutions

shall hire, as may be relevant to the particular subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other degree

courses with shortages in qualified Licensure Examination for Teachers (LET) applicants

to teach in their specialized subjects in the elementary and secondary education.

Qualified LET applicants shall also include graduates admitted by foundations duly

recognized for their expertise in the education sector and who satisfactorily complete the

requirements set by these organizations: Provided, That they pass the LET within five (5)

years after their date of hiring: Provided, further, That if such graduates are willing to

teach on part-time basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the

secondary education: Provided, That these graduates possess the necessary certification

issued by the TESDA: Provided, further, That they undergo appropriate in-service training

to be administered by the DepED or higher education institutions (HEIs) at the expense

of the DepED;
(c) Faculty of HEIs be allowed to teach in their general education or subject specialties in

the secondary education: Provided, That the faculty must be a holder of a relevant

Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with expertise in

the specialized learning areas offered by the Basic Education Curriculum, to teach in the

secondary level; Provided, That they teach on part-time basis only. For this purpose, the

DepED, in coordination with the appropriate government agencies, shall determine the

necessary qualification standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students

in choosing the career tracks that they intend to pursue, the DepED, in coordination with

the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities

for secondary level students. Notwithstanding the provisions of Section 27 of Republic

Act No. 9258, otherwise known as the “Guidance and Counselling Act of 2004″, career

and employment guidance counsellors, who are not registered and licensed guidance

counsellors, shall be allowed to conduct career advocacy activities to secondary level

students of the school where they are currently employed; Provided, That they undergo

a training program to be developed or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by or the

“Expanded Government Assistance to Students and Teachers in Private Education Act”,

shall be extended to qualified students enrolled under the enhanced basic education.
The DepED shall engage the services of private education institutions and non-DepED

schools offering senior high school through the programs under Republic Act No. 8545,

and other financial arrangements formulated by the DepED and the Department of Budget

and Management (DBM) based on the principles of public-private partnership.

SEC. 11. Appropriations. — The Secretary of Education shall include in the Department’s

program the operationalization of the enhanced basic education program, the initial

funding of which shall be charged against the current appropriations of the DepED.

Thereafter, the amount necessary for the continued implementation of the enhanced

basic education program shall be included in the annual General Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall formulate

the appropriate strategies and mechanisms needed to ensure smooth transition from the

existing ten (10) years basic education cycle to the enhanced basic education (K to 12)

cycle. The strategies may cover changes in physical infrastructure, manpower,

organizational and structural concerns, bridging models linking grade 10 competencies

and the entry requirements of new tertiary curricula, and partnerships between the

government and other entities. Modeling for senior high school may be implemented in

selected schools to simulate the transition process and provide concrete data for the

transition plan.

To manage the initial implementation of the enhanced basic education program and

mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational

Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in

partnerships with HEIs and TVIs for the utilization of the latter’s human and physical
resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall

coordinate closely with one another to implement strategies that ensure the academic,

physical, financial, and human resource capabilities of HEIs and TVIs to provide

educational and training services for graduates of the enhanced basic education program

to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to

teach students of secondary education under Section 8 hereof, shall be given priority in

hiring for the duration of the transition period. For this purpose, the transition period shall

be provided for in the implementing rules and regulations (IRR). SEC. 13. Joint

Congressional Oversight Committee on the Enhanced Basic Educational Program (K to

12 Program). — There is hereby created a Joint Oversight Committee to oversee, monitor

and evaluate the implementation of this Act.

The Oversight Committee shall be composed of five (5) members each from the Senate

and from the House of Representatives, including Chairs of the Committees on

Education, Arts and Culture, and Finance of both Houses. The membership of the

Committee for every House shall have at least two (2) opposition or minority members.

SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015,

the DepED shall conduct a mandatory review and submit a midterm report to Congress

as to the status of implementation of the K to 12 program in terms of closing the following

current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and

(f) other shortages that should be addressed.

The DepED shall include among others, in this midterm report, the following key metrics

of access to and quality of basic education: (a) participation rate; (b) retention rate; (c)
National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training

profiles; (f) adequacy of funding requirements; and (g) other learning facilities including,

but not limited to, computer and science laboratories, libraries and library hubs, and

sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to

increase the per capita spending on education towards the immediate attainment of

international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the

effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA

Director-General shall promulgate the rules and regulations needed for the

implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or

unconstitutional, the same shall not affect the validity and effectivity of the other provisions

hereof.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the

“Education Act of 1982″, Republic Act No. 9155 or the “Governance of Basic Education.

Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees,

executive orders and rules and regulations contrary to or inconsistent with the provisions

of this Act are hereby repealed or modified accordingly.

SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its

publication in the Official Gazette or in two (2) newspapers of general circulation.

IMPLEMENTING RULES AND REGULATIONS

OF THE ENHANCED BASIC EDUCATION ACT OF 2013

Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the

Philippine Basic Education System by Strengthening Its Curriculum and Increasing the

Number of Years for Basic Education, Appropriating Funds Therefor and for Other

Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013,” approved

on May 15, 2013, and which took effect on June 8, 2013, the Department of Education

(DepEd), the Commission on Higher Education (CHED), and the Technical Education and

Skills Development Authority (TESDA), hereby issue the following rules and regulations

to implement the provisions of the Act.

RULE I. GENERAL PROVISIONS

Section 1. Title. These rules and regulations shall be referred to as the Implementing

Rules and Regulations (IRR) of the “Enhanced Basic Education Act of 2013” (Republic

Act No. 10533).

Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all

public and private basic educational institutions and learning centers. This IRR shall also
apply to Higher Education Institutions (HEIs), Technical-Vocational Institutions (TVIs),

duly recognized organizations acting as Teacher Education Institutions (TEIs), and

foundations.

Section 3. Declaration of Policy. This IRR shall be interpreted in light of the Declaration

of Policy found in Section 2 of the Act.

Section 4. Definition of Terms. For purposes of this IRR, the following terms shall mean

or be understood as follows:

(a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic

Education System by Strengthening Its Curriculum and Increasing the Number of Years

for Basic Education, Appropriating Funds Therefor and for Other Purposes,” otherwise

known as the “Enhanced Basic Education Act of 2013.”

(b) Learning Center refers to a physical space to house learning resources and facilities

of a learning program for out-of-school youth and adults. It is a venue for face-to-face

learning activities and other learning opportunities for community development and

improvement of the people’s quality of life. This may also be referred to as “Community

Learning Center” authorized or recognized by the DepEd.

(c) Learner refers to a pupil or student, or to a learner in the alternative learning system.

(d) Mother Language or First Language (L1) refers to the language or languages first

learned by a child, which he/she identifies with, is identified as a native language user of

by others, which he/she knows best, or uses most. This includes Filipino sign language
used by individuals with pertinent disabilities. The regional or native language refers to

the traditional speech variety or variety of Filipino sign language existing in a region, area

or place.

(e) Non-DepEd Public School refers to a public school offering basic education operated

by an agency of the national government other than the DepEd, or by a local government

unit.

Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is

intended to meet basic learning needs which provides the foundation on which

subsequent learning can be based. It encompasses kindergarten, elementary, and

secondary education as well as alternative learning systems for out-of-school learners

and those with special needs under Section 8 of this IRR.

Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant

to Section 4 of the Act, the enhanced basic education program encompasses at least one

(1) year of kindergarten education, six (6) years of elementary education, and six (6) years

of secondary education, in that sequence. Secondary education includes four (4) years

of junior high school and two (2) years of senior high school education. The enhanced

basic education program may likewise be delivered through the alternative learning

system.

Kindergarten Education is the first stage of compulsory and mandatory formal education

which consists of one (1) year of preparatory education for children at least five (5) years

old as a prerequisite for Grade 1.

Elementary Education refers to the second stage of compulsory basic education which

is composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary Education refers to the third stage of compulsory basic education. It consists

of four (4) years of junior high school education and two (2) years of senior high school

education. The entrant age to the junior and senior high school levels are typically twelve

(12) and sixteen (16) years old, respectively.

The DepEd may allow private educational institutions flexibility in adopting the program

provided that they comply with the DepEd-prescribed minimum standards consistent with

the Act.

Section 7. Compulsory Basic Education. It shall be compulsory for every parent or

guardian or other persons having custody of a child to enroll such child in basic education,

irrespective of learning delivery modes and systems, until its completion, as provided for

by existing laws, rules and regulations.

Section 8. Inclusiveness of Enhanced Basic Education. In furtherance of Section 3 of

the Act, inclusiveness of enhanced basic education shall mean the implementation of

programs designed to address the physical, intellectual, psychosocial, and cultural needs

of learners, which shall include, but shall not be limited to, the following:

8.1. Programs for the Gifted and Talented. These shall refer to comprehensive

programs for the gifted and talented learners in all levels of basic education.
8.2. Programs for Learners with Disabilities. These shall refer to the comprehensive

programs designed for learners with disabilities which may be home-, school-, center- or

community-based.

8.3. Madrasah Program. This shall refer to the comprehensive program using the

Madrasah curriculum prescribed by the DepEd, in coordination with the Commission on

Muslim Filipinos, for Muslim learners in public and private schools.

8.4. Indigenous Peoples (IP) Education Program. This shall refer to the program that

supports education initiatives undertaken through formal, non-formal, and informal

modalities with emphasis on any of, but not limited to, the key areas of: Indigenous

Knowledge Systems and Practices and community history; indigenous languages;

Indigenous Learning System (ILS) and community life cycle-based curriculum and

assessment; educational goals, aspirations, and competencies specific to the Indigenous

Cultural Community (ICC); engagement of elders and other community members in the

teaching-learning process, assessment, and management of the initiative, recognition

and continuing practice of the community’s ILS; and the rights and responsibilities of

ICCs.

8.5. Programs for Learners under Difficult Circumstances. This shall refer to the

timely and responsive programs for learners under difficult circumstances, such as, but

not limited to: geographic isolation; chronic illness; displacement due to armed conflict,

urban resettlement, or disasters; child abuse and child labor practices.

Section 9. Acceleration. Acceleration of learners in public and private basic educational

institutions shall be allowed, consistent with DepEd rules and regulations.

RULE II. CURRICULUM

Section 10. Basic Education Curriculum Development. In the development of the

Basic Education Curriculum, the DepEd shall be guided by the following:

10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall

formulate the design and details of the enhanced basic education curriculum. The DepEd

shall work with the CHED and TESDA to craft harmonized basic, tertiary, and technical-

vocational education curricula for Filipino graduates to be locally and globally competitive.

10.2. Standards and Principles. The DepEd shall adhere to the following standards and

principles, when appropriate, in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be gender- and culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-

based, reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based

Multilingual Education (MTB-MLE) which starts from where the learners are and from

what they already know proceeding from the known to the unknown; instructional

materials and capable teachers to implement the MTB-MLE curriculum shall be available.

For this purpose, MTB-MLE refers to formal or non-formal education in which the learner’s

mother tongue and additional languages are used in the classroom;

(g) The curriculum shall use the spiral progression approach to ensure mastery of

knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize,

indigenize and enhance the same based on their respective educational and social

contexts.

10.3. Production and Development of Materials. The production and development of

locally produced teaching and learning materials shall be encouraged. The approval of

these materials shall be devolved to the regional and division education unit in

accordance with national policies and standards.

10.4. Medium of Teaching and Learning. Pursuant to Sections 4 and 5 of the Act, basic

education shall be delivered in languages understood by the learners as language plays

a strategic role in shaping the formative years of learners.

The curriculum shall develop proficiency in Filipino and English, provided that the first and

dominant language of the learners shall serve as the fundamental language of education.

For Kindergarten and the first three years of elementary education, instruction, teaching
materials, and assessment shall be in the regional or native language of the learners. The

DepEd shall formulate a mother language transition program from the mother/first

language to the subsequent languages of the curriculum that is appropriate to the

language capacity and needs of learners from Grade 4 to Grade 6. Filipino and English

shall be gradually introduced as languages of instruction until such time when these two

(2) languages can become the primary languages of instruction at the secondary level.

10.5. Stakeholder Participation. To achieve an enhanced and responsive basic

education curriculum, the DepEd shall undertake consultations with other national

government agencies and other stakeholders including, but not limited to, the Department

of Labor and Employment (DOLE), the Professional Regulation Commission (PRC),

private and public schools associations, national student organizations, national teacher

organizations, parents-teachers associations, chambers of commerce and other industry

associations, on matters affecting the concerned stakeholders.

Section 11. Curriculum Consultative Committee. Pursuant to Section 6 of the Act, a

Curriculum Consultative Committee shall be created, to be chaired by the DepEd

Secretary or his/her duly authorized representative, and with members composed of, but

not limited to, a representative each from the CHED, TESDA, DOLE, PRC, the

Department of Science and Technology (DOST), and a representative from business

chambers such as the Information Technology – Business Process Outsourcing (IT-BPO)

industry association. The Consultative Committee shall oversee the review and

evaluation of the implementation of the enhanced basic education curriculum and may

recommend to the DepEd the formulation of necessary refinements in the curriculum.

 RULE III. TEACHER QUALIFICATIONS, TRAINING AND CONTINUING

PROFESSIONAL DEVELOPMENT

Section 12. Teacher Education and Training. To ensure that the enhanced basic

education program meets the demand for quality teachers and school leaders, the

DepEd, CHED, and TESDA shall conduct teacher education and training programs, in

collaboration with relevant partners in government, academe, industry, and non-

governmental organizations. Such professional development programs shall be initiated,

conducted and evaluated regularly throughout the year to ensure constant upgrading of

teacher skills. Teacher education and training programs shall include, but shall not be

limited to:

12.1. In-service Training on Content and Pedagogy. DepEd teachers who will

implement the enhanced basic education curriculum but have not undergone pre-service

education that is aligned with the enhanced basic education curriculum shall be trained

to meet the content and performance standards of the enhanced basic education

curriculum.

The DepEd shall ensure that private educational institutions shall be given the opportunity

to avail of such training.

12.2. Training of New Teachers. New graduates of the Teacher Education curriculum

not aligned with the enhanced basic education curriculum shall undergo additional

training, upon hiring, to upgrade their competencies and skills to the content and

performance standards of the new curriculum. Furthermore, the CHED, in coordination

with the DepEd and relevant stakeholders, shall ensure that the Teacher Education

curriculum offered in these TEIs will meet the necessary quality standards for new

teachers. Duly recognized organizations acting as TEIs, in coordination with the DepEd,

CHED, and other relevant stakeholders, shall ensure that the curriculum of these

organizations meets the necessary quality standards for trained teachers.

For purposes of this subparagraph, the term “duly recognized organizations acting as

TEIs” refers to organizations, other than schools or HEIs, contracted out by the DepEd

during the transition and for a fixed period, to provide teacher training for purposes of

retooling the graduates of the Teacher Education curriculum, and only in such areas

where there is a shortage of trained teachers.

12.3. Training of School Leadership. Superintendents, principals, subject area

coordinators, and other instructional school leaders shall likewise undergo workshops and

training to enhance their skills on their roles as academic, administrative, and community

leaders.

12.4. Training of Alternative Learning System (ALS) Coordinators, Instructional

Managers, Mobile Teachers, and Learning Facilitators. ALS coordinators,

instructional managers, mobile teachers, and learning facilitators shall likewise undergo

workshops and training to enhance their skills on their roles as academic, administrative,

and community leaders.

Section 13. Hiring of Other Teachers. Notwithstanding the provisions of Sections 26,

27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine Teachers
Professionalization Act of 1994,” the DepEd and private educational institutions shall hire,

as may be relevant to the particular subject:

13.1. Graduates of science, mathematics, statistics, engineering, music and other degree

courses needed to teach in their specialized subjects in elementary and secondary

education with shortages in qualified applicants who have passed the Licensure

Examination for Teachers (LET). They shall also include graduates admitted by

foundations duly recognized for their expertise in the education sector and who

satisfactorily complete the requirements set by these organizations; Provided, That they

pass the LET within five (5) years after their date of hiring; Provided, further, That if such

graduates are willing to teach in basic education on part-time basis, the provisions of LET

shall no longer be required.

The term “foundations,” as used in this section, refers to non-stock, non-profit

organizations, which are not operating as educational institutions, contracted out by the

DepEd for a fixed period, to provide volunteers to teach in basic education in areas where

there is a shortage of qualified teachers. The DepEd shall issue the guidelines and

procedures for selection and eligibility of these organizations.

13.2. Graduates of technical-vocational courses to teach in their specialized subjects in

the secondary education; Provided, That these graduates possess the necessary

certification issued by TESDA; Provided, further, That they undergo appropriate in-service

training to be administered by the DepEd or HEIs at the expense of the DepEd. The

DepEd shall provide administrative support to private educational institutions for the in-

service training of their teachers on the enhanced basic education curriculum.

13.3. Faculty of HEIs to teach in their general education or subject specialties in

secondary education; Provided, That the faculty must be a holder of a relevant Bachelor’s

degree, and must have satisfactorily served as a full-time HEI faculty;

13.4. The DepEd and private educational institutions may hire practitioners, with expertise

in the specialized learning areas offered by the enhanced basic education curriculum, to

teach in the secondary level: Provided, That they teach on part-time basis only. For

this purpose, the DepEd, in coordination with the appropriate government agencies, shall

determine the necessary qualification standards in hiring these experts.

RULE IV. PRIVATE EDUCATIONAL INSTITUTIONS

Section 14. Reasonable Supervision and Regulation. As a matter of policy laid down

in Article XIV, Section 5(1) of the 1987 Philippine Constitution, the State recognizes the

complementary roles of public and private institutions in the educational system and shall

exercise reasonable supervision and regulation of all educational institutions.

Section 15. Issuance and Revocation of Permits and/or Recognition of Private

Senior High Schools. The DepEd shall regulate the offering of senior high school in

private educational institutions. Private educational institutions may only offer senior high

school when so authorized by the DepEd. The DepEd shall prescribe the guidelines on

the issuance and revocation of permits and/or recognition of senior high schools.

Section 16. Specializations in Private Senior High School. Private educational

institutions may offer specializations in senior high school that are essential to the

economic and social development of the nation, region or locality. Local planning in the
development of educational policies and programs shall be encouraged consistent with

the State policy to take into account regional and sectoral needs and conditions.

RULE V. CAREER GUIDANCE AND COUNSELING ADVOCACY

Section 17. Career Guidance and Counseling Programs. Consistent with Section 9 of

the Act, to properly guide the students towards becoming productive and contributing

individuals through informed career choices, the DepEd, in coordination with the DOLE,

TESDA, CHED, PRC, NYC, industry associations, professional associations, and other

relevant stakeholders, shall pursue programs that expose students to the world and value

of work, and develop the capability of career counselors and advocates to guide the

students and equip them with the necessary life skills and values.

Section 18. Career Advocacy Activities. Career advocacy activities refer to activities

that will guide secondary level students in choosing the career tracks that they intend to

pursue. Career advocacy activities involve provision of career information and

experiences, advising, coordinating and making referrals, and may include, but are not

limited to, career talks, career and job fairs, parents’ orientations, and seminar-workshops

on career decision-making.

Section 19. Career Advocates. Notwithstanding the provisions of Section 27 of Republic

Act No. 9258, otherwise known as the “Guidance and Counseling Act of 2004,” career

advocates shall be allowed to conduct career advocacy activities for secondary-level

students of the schools where they are currently employed; Provided, That they undergo

appropriate capacity building programs developed and implemented by the DepEd, in

coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations, industry

associations, guidance and counseling associations, professional associations, and other

relevant stakeholders.

Career advocacy may be conducted by career advocates and peer facilitators. Consistent

with Section 9 of the Act, career advocates refer to career and employment guidance

counselors who are not registered and licensed guidance counselors. Career advocates

include homeroom advisers and teachers of all learning areas who will implement career

advocacy activities. Peer facilitators are secondary-level students trained to assist career

advocates in implementing career advocacy activities.

Section 20. Role of the DepEd. The DepEd shall:

(a) Integrate career concepts in the curriculum and undertake teaching in relevant

learning areas;

(b) Conduct career assessments;

(c) Conduct regular career advocacy activities;

(d) Conduct continuous professionalization and capacity building of guidance counselors,

career advocates, and peer facilitators;

(e) Develop or accredit training programs on career advocacy;

(f) Establish a career advocacy unit and provide adequate office space in high schools;

and
(g) Designate guidance supervisors at the division level and career advocates at the

school level.

RULE VI. E-GASTPE BENEFICIARIES AND OTHER FINANCING ARRANGEMENTS

WITH PRIVATE EDUCATIONAL INSTITUTIONS AND NON-DEPED PUBLIC

SCHOOLS

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

the DepEd shall develop programs of assistance that will extend the benefits accorded

by Republic Act No. 8545, or the “Expanded Government Assistance for Students and

Teachers in Private Education Act,” to qualified students enrolled in senior high school.

Section 22. Criteria for Assistance to Qualified Students. The programs of assistance

shall be made available primarily to students who completed junior high school in public

schools, taking into account the income background and financial needs of students,

available capacities of public, private and non-DepEd public schools in the locality, socio-

economic needs of regions, overall performance of private and non-DepEd public

schools, as well as geographic spread and size of the student population.

The programs of assistance may also be made available to students who completed

junior high school in private educational institutions, whether these students are E-

GASTPE beneficiaries or not, subject to compliance with the qualifications and guidelines

to be determined by the DepEd.

Section 23. Forms and Amount of Assistance. The forms of assistance that may be

provided by the DepEd may include any of the following:

(a) A voucher system, where government issues a coupon directly to students to enable

them to enroll in eligible private educational institutions or non-DepEd public schools of

their choice under a full or partial tuition or schooling subsidy;

(b) Education Service Contracting (ESC), where the government enters into contracts

with private educational institutions or non-DepEd public schools to shoulder the tuition

and other fees of high school students who shall enroll in private high schools under this

program;

(c) Management contracts, where government enters into contractual arrangements with

private educational institutions or non-DepEd public schools to manage the day-to-day

operations of public schools under agreed performance targets;

(d) Forms of assistance provided under Republic Act No. 8545; and

(e) Other forms of financial arrangements consistent with the principles of public-private

partnership.

The DepEd shall take into account the ability of program beneficiaries to cover tuition

differentials, if any, in setting the amount of the voucher, ESC, or other forms of

assistance. The amount of assistance to be given by the government shall not exceed

the determined per student cost in public schools.

Section 24. Participating Schools. Private educational institutions, non-DepEd public

schools, and other potential providers of basic learning needs that may be authorized to

offer senior high school are eligible to participate in programs of assistance, as may be
applicable, under the E-GASTPE program and other financial arrangements formulated

by the DepEd and DBM based on the principles of public-private partnership. The

continued participation of said providers in the E-GASTPE program and other financial

arrangements is subject to their meeting minimum requirements and standards, including

student performance, as determined by the DepEd.

To promote partnership and greater cooperation between public and private educational

institutions, government will take into account existing and potential capacities of private

educational institutions in expanding public school capacity.

Section 25. Implementation Mechanisms. The DepEd may enter into contractual

arrangements or establish new mechanisms for the design, administration, and

supervision of programs of assistance or aspects thereof, subject to the approval of the

appropriate government agencies. For this purpose, the DepEd shall:

(a) Issue the appropriate guidelines for the implementation of the programs of assistance;

(b) Ensure transparency and accountability in the implementation of the programs of

assistance;

(c) Implement information and advocacy programs to inform the general public and

ensure greater participation and availment of the programs of assistance; and

(d) Undertake periodic reviews of the program features and make adjustments, as

necessary, to ensure the successful, effective and sustainable implementation of the

program. The program features shall include, among others, amount of subsidy, number

of grantees, eligibility requirements, and performance of participating schools.

Section 26. Funding Requirement. The budgetary requirement of the programs under

this Rule shall be ensured by the national government.

The DepEd shall encourage private and corporate donors to support the programs of

assistance in this section under the framework of Republic Act No. 8525, entitled, “An Act

Establishing An ‘Adopt-A-School Program,’ Providing Incentives Therefor, And For Other

Purposes,” and other relevant laws and policies.

Section 27. Timeframe. The DepEd shall implement the programs provided in this Rule

no later than the start of School Year 2016-2017.

Section 28. Additional Beneficiaries. The DepEd may develop similar programs of

assistance for kindergarten and elementary pupils and alternative learning system

learners in accordance with specific objectives, taking into account the need and

capacities of public and private educational institutions.

RULE VII. TRANSITORY PROVISIONS

Section 29. Private Basic Educational Institutions’ Transition to the Enhanced

Basic Education Program. The DepEd shall ensure the smooth transition of private

elementary and high schools in the country that are not aligned with the enhanced basic

education program. Private educational institutions or a group thereof shall develop their

plans detailing how to transition from their current basic education system to the
enhanced basic education program. The DepEd shall provide the appropriate guidelines

on the evaluation of the transition plans.

Private educational institutions offering twelve (12) to thirteen (13) years of basic

education prior to the enactment of this Act shall submit to the DepEd their transition plans

within twelve (12) months from the effectivity of this IRR, subject to the guidelines that will

be issued by the DepEd.

Section 30. Implementation Mechanisms and Strategies. Pursuant to Section 12 of

the Act, the DepEd, CHED and TESDA shall formulate the appropriate strategies and

mechanisms needed to ensure smooth transition from the existing ten (10) years basic

education cycle to the enhanced basic education program. The strategies may cover,

among others, changes in physical infrastructure, human resource, organizational and

structural concerns, bridging models linking secondary education competencies and the

entry requirements of new tertiary curricula, and partnerships between the government

and other entities. Modeling for Senior High School (SHS) may be implemented in

selected schools to simulate the transition process and provide concrete data for the

transition plan following the guidelines set by the DepEd. The results of the SHS modeling

program may be considered in the nationwide implementation of the SHS program in

School Year 2016-2017.

30.1. Partnerships with HEIs and TVIs. To manage the initial implementation of the

enhanced basic education program and mitigate the expected multi-year low enrolment

turnout for HEIs and TVIs starting School Year 2016-2017, the DepEd shall engage in

partnerships with HEIs and TVIs for the utilization of the latter’s human and physical
resources, and issue relevant guidelines on such partnerships. Moreover, the DepEd,

CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement

strategies that ensure the academic, physical, financial, and human resource capabilities

of HEIs and TVIs to provide educational and training services for graduates of the

enhanced basic education program to ensure that they are not adversely affected. The

faculty of HEIs and TVIs allowed to teach students of secondary education under Section

8 of the Act, shall be given priority in hiring for the duration of the transition period.

30.2. Financing Framework for State Universities and Colleges During the

Transition Period. The CHED and DBM shall review the financing policy framework for

State Universities and Colleges in light of the Act with the end in view of optimizing the

use of government resources for education, the results of which shall be covered by a

joint administrative issuance.

30.3. Effects of Initial Implementation of the Enhanced Basic Education Program

on Industry Human Resource Requirements. The DOLE, CHED, DepEd, TESDA and

PRC, in coordination with industry associations and chambers of commerce, shall

develop a contingency plan, not later than the start of School Year 2015-2016, to mitigate

the effects of the enhanced basic education program with respect to a potential reduction

or absence of college graduates to meet the human resource requirements of industry.

The plan shall contain mitigation strategies for industries to adjust their employment

policies as deemed necessary and expedient, and may include the adoption of other

relevant programs or appropriate qualifications.

Section 31. Labor and Management Rights. In the implementation of the Act, including

the transition period, the rights of labor as provided in the Constitution, the Civil Service

Rules and Regulations, Labor Code of the Philippines, and existing collective

agreements, as well as the prerogatives of management, shall be respected. The DOLE,

DepEd, CHED and TESDA shall promulgate the appropriate joint administrative issuance,

within sixty (60) days from the affectivity of this IRR, to ensure the sustainability of the

private and public educational institutions, and the promotion and protection of the rights,

interests and welfare of teaching and non-teaching personnel.

For this purpose, the DOLE shall convene a technical panel with representatives from the

DepEd, CHED, TESDA and representatives from both teaching and non-teaching

personnel organizations, and administrators of the educational institutions.

Section 32. Transition Period. The transition period shall be reckoned from the date of

the approval of this IRR until the end of School Year 2021-2022.

RULE VIII. JOINT CONGRESSIONAL OVERSIGHT COMMITTEE

Section 33. Joint Congressional Oversight Committee on the Enhanced Basic

Education Program. The Joint Congressional Oversight Committee created under

Section 13 of the Act shall be composed of five (5) members each from the Senate and

from the House, including Chairs of the Committees on Education, Arts and Culture, and

Finance of both Houses. The membership of the Committee for every House shall have

at least two (2) opposition or minority members.

RULE IX. MANDATORY EVALUATION AND REVIEW

Section 34. Mandatory Evaluation and Review. By the end of School Year 2014-2015,

the DepEd shall conduct a mandatory review and submit a midterm report to Congress

as to the status of implementation of the Enhanced Basic Education Program in terms of

closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d)

seats; (e) toilets; (f) other shortages that should be addressed.

The DepEd shall include among others, in this midterm report, the following key metrics

of access to and quality of basic education: (a) participation rate; (b) retention rate; (c)

National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training

profiles; (f) adequacy of funding requirements; and (g) other learning facilities including,

but not limited to, computer and science laboratories, libraries and library hubs; and

sports, music and arts.

RULE X. COMMITMENT TO INTERNATIONAL BENCHMARKS

Section 35. Commitment to International Benchmarks. The DepEd shall endeavor to

increase the per capita spending on education towards the immediate attainment of

international benchmarks. Towards this end, the DepEd shall seek to:

a) engage local government units to efficiently use the special education fund and other

funds to advance and promote basic education;

b) implement programs that will enhance private sector participation and partnership in

basic education; and

c) propose an annual budget allocation in accordance with these goals. The DepEd shall

further develop a multi-year spending plan to ensure that the UNESCO-prescribed

standards on education spending are attained.

RULE XI. FINAL PROVISIONS

Section 36. Appropriations. Pursuant to Section 11 of the Act, the initial funding for the

operationalization of the Enhanced Basic Education Program shall be charged against

the current appropriations of the DepEd. Thereafter, such sums which shall be necessary

for the continued implementation of the enhanced basic education program shall be

included in the annual General Appropriations Act.

Section 37. Implementing Details. The DepEd, CHED and TESDA may issue such

policies and guidelines as may be necessary to further implement this IRR.

Section 38. Amendment. Amendments to this IRR shall be jointly promulgated by the

DepEd Secretary, CHED Chairperson, and TESDA Director-General.

Section 39. Separability Clause. Should any provision of this IRR be subsequently

declared invalid or unconstitutional, the same shall not affect the validity and effectivity of

the other provisions.

Section 40. Repealing Clause. Pursuant to Section 18 of the Act, rules and regulations

implementing the pertinent provisions of Batas Pambansa Bilang 232 or the “Education

Act of 1982,” Republic Act No. 9155 or the “Governance of Basic Education Act of 2001,”

Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive
orders and rules and regulations, contrary to or inconsistent with the provisions of the Act

are deemed repealed or modified accordingly.

Section 41. Effectivity Clause. This IRR shall take effect fifteen (15) days after its

publication in the Official Gazette or in two (2) newspapers of general circulation.

This IRR shall be registered with the Office of the National Administrative Register at the

University of the Philippines Law Center, UP Diliman, Quezon City.

REFERENCES

Betz, N. E., & Voyten, K. (1997). Efficacy and outcome expectations influence career

exploration and decidedness. The Career Development Quarterly, 46, 179-189. Career

variables and occupational aspirations/expectations 24

Betz, N.E., Klein, K.L., & Taylor, K.M. (1996). Evaluation of a short form of the

Career Decision-Making Self-Efficacy Scale. Journal of Career Assessment, 4,

47-57.

Cook, T.D., Church, M.B., Ajanaku, S., Shadish, W.R. Jr., Dim, J., & Cohen, R.

(1996). The development of occupational aspirations and expectations among

inner-city boys. Child Development, 67, 3368-3385.

Creed, P.A., Conlon, E., & Zimmer-Gembeck, M. (In press). Career barriers and

reading ability as correlates of career aspirations and expectations of parents and

their children. Journal of Vocational Behavior.

Creed, P., Patton, W., & Prideaux, L. (In press). Predicting change over time in career

planning and career exploration for high school students. Journal of

Adolescence.

Creed, P.A., Patton, W., & Watson, M. (2002). Cross-cultural equivalence of the

Career Decision-making Self-efficacy scale – Short Form: An Australian and

South African comparison. Journal of Career Assessment, 10, 327-342.

Crites, J.O. (1961). A model for the measurement of vocational maturity. Journal of

Counseling Psychology, 8, 255-259.

Davey, F.H. (1993). The occupational aspirations and expectations of senior high school

students. Guidance and Counseling, 8, 20-19. Career variables and occupational

aspirations/expectations 25

Davey, F.H., & Stoppard, J.M. (1993). Some factors affecting the occupational

expectations of female adolescents. Journal of Vocational Behavior, 43, 235-

250.

Day, D. (1990). Young women in Nova Scotia: A study of attitudes, behavior and

apsirations. Nova Scotia Council on the Status of Women.

Furlong, A., & Biggart, A. (1999). Framing ‘choices’: A longitudinal study of

occupational aspirations among 13 to 16 year olds. Journal of Education and

Work, 12, 21-35.

Furlong, A., & Cartmel, F. (1995). Aspirations and opportunity structures: 13 year

olds with restricted opportunities. British Journal of Guidance and Counselling,

23, 361-375.

Gloria, A.M., & Hird, J.S. (1999). Influences of ethnic and nonethnic variables on the

career decision-making self-efficacy of college students. Career Development

Quarterly, 48, 157-174.

Gottfredson, G., & Holland, J. (1975). Vocational choices of men and women: A

comparison of predictors from the Self-Directed Search. Journal of

Counseling Psychology, 28, 28-34.

Gottfredson, G., & Holland, J. (1996). Dictionary of Holland occupational codes (3rd

ed.). Odessa, Fla.: Psychological Assessment.

Gottfredson, L.S. (2002). Gottfredson’s theory of circumscription, compromise and

self-creation. In D. Brown & Associates (Eds.), Career choice and

development (4th ed., pp. 85-148). San Francisco: Jossey Bass.

Guerra, A.L., Braungart-Rieker, J. (1999). Predicting career indecision in college

students: The roles of identity formation and parental relationships. The

Career Development Quarterly, 47, 255-268. Career variables and occupational

aspirations/expectations 26

Hartman, B., Fuqua, D., Blum, C., & Hartman, P. (1985). A study of the predictive

validity of the Career Decision Scale in identifying longitudinal patterns of

career indecision. Journal of Vocational Behavior, 27, 202-209.

Hartman, B., Fuqua, D., & Hartman, P. (1983). The construct validity of the Career

Decision Scale administered to high school students. Vocational Guidance

Quarterly, 31, 250-258.

Hartman, B., & Hartman, P. (1982). The concurrent and predictive validity of the

Career Decision Scale adapted for high school students. Journal of Vocational

Behavior, 20, 244-252.

Heckhausen, J., & Tomasik, M.J. (2002). Get an apprenticeship before school is out:

How German adolescents adjust vocational aspirations when getting close to a

developmental deadline. Journal of Vocational Behavior, 60, 199-219.

Holland, J.L. (1997). Making vocational choices (3rd ed.). Odessa, FL: Psychological

Assessment Resources.

Howell, F.M., Frese, W., & Sollie, C.R. (1977). Ginzberg’s theory of occupational

choice: A reanalysis of increasing realism. Journal of Vocational Behavior, 11,

332-346.

Kelly, K. R., & Lee, W. C. (2001). Mapping the domain of career indecision

problems. Journal of Vocational Behavior, 61, 302-326.

Lapan, R.T., Adams, A., Turner, S., & Hinkelman, J.M. (2000). Seventh graders’

vocational interest and efficacy expectation patterns. Journal of Career

Development, 26, 215-229.

Lee, C.C. (1984). An investigation of the psychosocial variables in the occupational

aspirations and expectations of rural black and white adolescents: Implications Career

variables and occupational aspirations/expectations 27

for vocational education. Journal of Research and Development in Education,

17, 28-34.

Lent, R.W., Brown, S.D., & Hackett, G. (2002). Social cognitive career theory. In D.
Brown & Associates, Career choice and development (4th Ed, pp. 255-311).

San Francisco: Jossey-Bass.

Lokan, J. (1984). Manual of the Career Development Inventory - Australian Edition.

Melbourne: ACER.

Looft, W.R. (1971). Sex differences in the expression of vocational aspirations by

elementary school children. Developmental Psychology, 5, 366.

Looker, E.D., & McNutt, K.L. (1989). The effect of occupational aspirations on the

educational attainments of males and females. Canadian Journal of Education,

14, 352-367.

McWhirter, E.H., Hackett, G., & Bandalos, D. (1998). A causal model of the

educational plans and career expectations of Mexican American high school

girls. Journal of Counseling Psychology, 45, 166-181.

Mau, W., & Bikos, L. (2000). Educational and vocational aspirations of minority and

female students: A longitudinal study. Journal of Counseling and Development,

78, 186-194.

Meinster, M.O., & Rose, K.C. (2001). Longitudinal influences of educational

aspirations and romantic relationships on adolescent women’s vocational

interests. Journal of Vocational Behavior, 58, 313-327.

Osipow, S.H. (1987). Manual for the career decision scale (3rd ed.). Odessa, FL:

Psychological Assessment Resources.

Osipow, S. H. (1999). Assessing career indecision. Journal of Vocational Behavior,

55, 147-154. Career variables and occupational aspirations/expectations 28

Osipow, S. H., Carney, C. G., Winer, J., Yanico, B., & Koschier, M. (1976). The
Career Decision Scale. Columbus, OH: Marathon Consulting & Press.

Patton, W. (2005). Coming of age? Overview of career guidance policy and practice in

Australia. International Journal of Educational and Vocational Guidance, 5 (2),

217-227.

Patton, W., & Creed, P. (2001). Developmental issues in career maturity and career

decision status. The Career Development Quarterly, 49, 336-351.

Patton, W., Creed, P., & Muller, J. (2002). Career maturity and well-being as

determinants of occupational status of recent school leavers: A report of an

Australian study. Journal of Adolescent Research, 17(4), 425-435.

Pinkney, J.W. & Bozik, C.M. (1994). Career Development Inventory: A review. In

J.T. Kapes, M.M. Mastie, & E.A. Whitfield (Eds.). A counselor’s guide to

career assessment instruments (3rd ed., pp. 263-267). Alexandria, VA: National

Career Development Association.

Post, P., Williams, M., & Brubaker, L. (1996). Career and lifestyle expectations of

rural eighth-grade students: A second look. The Career Development Quarterly,

44, 250-256.

Prideaux, L., Patton, W., & Creed, P. (2002). Development and evaluation of a

theoretically derived school career program: An Australian endeavour.

International Journal of Educational and Vocational Guidance, 2 (2), 115-130.

Rainey, L.M. & Borders, L.D. (1997). Influential factors in career orientation and

career aspiration of early adolescent girls. Journal of Counseling Psychology,

44, 160-172. Career variables and occupational aspirations/expectations 29

Reyes, O., Kobus, K., & Gillock, K. (1999). Career aspirations of urban, Mexican
American adolescent females. Hispanic Journal of Behavioral Sciences, 21,

366-382.

Rojewski, J.W. (1995). Impact of at-risk behavior on the occupational aspirations and

expectations of male and female adolescents in rural settings. Journal of Career

Development, 22, 33-48.

Rojewski, J.W. (2005). Occupational aspirations: Constructs, meanings, and

application. In S.D. Brown & R.W. Lent (Eds.), Career development and

counseling: Putting theory and research to work (pp. 131-154). Hoboken, NJ:

John Wiley.

Rojewski, J.W., & Hill, R.B. (1998). Influence of gender and academic risk behavior

on career decision making and occupational choice in early adolescence.

Journal of Education for Students Placed at Risk, 3, 265-287.

Rojewski, J.W., & Yang, B. (1997). Longitudinal analysis of select influences on

adolescents’ occupational aspirations. Journal of Vocational Behavior, 51, 375-

410.

Schoon, I., & Parsons, S. (2002). Teenage aspirations for future careers and

occupational outcomes. Journal of Vocational Behavior, 60, 262-288.

Super, D.E. (1990). A life-span, life-space approach to career development. In D.

Brown & L. Brooks (Eds.), Career choice and development (2nd ed., pp. 197-

261). San Francisco: Jossey-Bass.

Tabachnick, B., & Fidell, L. (1996). Using multivariate statistics (3rd ed.). Northridge,

CA: Harper Collins. Career variables and occupational aspirations/expectations 30

Thomas, M.J. (1976). Realism and socioeconomic status (ses) of occupational plans
of low ses black and white male adolescents. Journal of Counseling Psychology,

23, 46-49.

Wahl, K., & Blackhurst, A. (2000). Factors affecting the occupational and educational

aspirations of children and adolescents. Professional Counseling, 3, 367-374.

Wall, J., Covell, K., & MacIntyre, P.D. (1999). Implications of social supports for

adolescents’ education and career aspirations. Canadian Journal of Behavioral

Science, 31, 63- 71.

Watson, M.B., Brand, H.J., Stead, G.B., & Ellis, R.R. (2001). Confirmatory factor

analysis of the Career Decision-Making Self-Efficacy Scale among South

African university students. Journal of Industrial Psychology, 27, 43-46.

Watson, M.B., Foxcroft, C.D., Horn, M.A., & Stead, G.B. (1997). Occupational

aspirations of black South African adolescents. Psychological Reports, 80, 627-

635.
Conceptual Framework
The Level of Competence of Student’s KNCHS SHS in terms of their Skills or

cognitive operations that the students perform on facts & information for the purpose of

constructing meanings .What do we want students to do with what they know? How do

we want them to provide evidence of what they can do with what they know? Asking

learners to outline, organize, analyze, interpret or translate, convert, or express the

information in another forum or format, draw analogies, construct graphs, models ,

flowcharts o focus of assessment is on how logically, analytically or critically students

make sense of or process the information or use it.

The independent variables are level of competence of student’s in KNCHS SHS

on how they exert effort in their field they choose.

INDEPENDENT Process DEPENDENT

VARIABLE VARIABLE

The Level of Competence of

Student’s in KNCHS SHS on how
they organize, analyze, interpret or Student’s
translate, convert, or express the Success in Student’s Learner in EIM
information in another forum or Their Field
format, draw analogies, construct
graphs, models , flowcharts o focus of
They KNCHS Senior’s
Choosing.
assessment is on how logically,
analytically or critically students.