UNESCO - United Nations Educational, Scientific and Cultural Organization (5) Provide adult citizens, the disabled, and
disabled, and out-of-school youth with training in
UNESCO, the United Nations Educational, Scientific and Cultural Organization, is a
Specialized Agency of the United Nations. Its Constitution was adopted by the
London Conference in November 1945, and entered into effect on 4 November
1946 when 20 States had deposited the instruments of acceptance.
The main objective of UNESCO is to contribute to peace and security in the world
by promoting collaboration among nations through education, science, culture
and communication in order to further universal respect for justice, for the rule
of law, and for the human rights and fundamental freedoms which are affirmed
for the peoples of the world, without distinction of race, sex, language or religion,
by the Charter of the United Nations.
In support of this objective, UNESCO's principal functions are:
 To promote intellectual co-operation and mutual understanding of
peoples through all means of mass communication;
 To give fresh impulse to popular education and to the spread of culture;
 To maintain, increase and diffuse knowledge;
 To encourage scientific research and training;
 To apply sciences to ensure human development and the rational
management of natural resources.
1987 Philippine Constitution, Article XIV
ARTICLE XIV
Education, Science and Technology, Arts, Culture, and Sports
Education
SECTION 1. The State shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.
SECTION 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system
of education relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary
and high school levels. Without limiting the natural right of parents to rear their
children, elementary education is compulsory for all children of school age;
(3) Establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives which shall be available to deserving students in
both public and private schools, especially to the underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as
self-learning, independent, and out-of-school study programs particularly those
that respond to community needs; and
civics, vocational efficiency, and other skills.
SECTION 3. (1) All educational institutions shall include the study of the
Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall
be allowed to be taught to their children or wards in public elementary and high
schools within the regular class hours by instructors designated or approved by
the religious authorities of the religion to which the children or wards belong,
without additional cost to the Government.
SECTION 4. (1) 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.
(2) Educational institutions, other than those established by religious groups and
mission boards, shall be owned solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which is
owned by such citizens. The Congress may, however, require increased Filipino
equity participation in all educational institutions.
The control and administration of educational institutions shall be vested in
citizens of the Philippines.
No educational institution shall be established exclusively for aliens and no group
of aliens shall comprise more than one-third of the enrollment in any school. The
provisions of this subsection shall not apply to schools established for foreign
diplomatic personnel and their dependents and, unless otherwise provided by
law, for other foreign temporary residents.
(3) All revenues and assets of non-stock, non-profit educational institutions used
actually, directly, and exclusively for educational purposes shall be exempt from
taxes and duties. Upon the dissolution or cessation of the corporate existence of
such institutions, their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may
likewise be entitled to such exemptions subject to the limitations provided by law
including restrictions on dividends and provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, endowments, donations,
or contributions used actually, directly, and exclusively for educational purposes
shall be exempt from tax.
SECTION 5. (1) The State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development of educational
policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to
fair, reasonable, and equitable admission and academic requirements.
(4) The State shall enhance the right of teachers to professional advancement.
Non-teaching academic and non-academic personnel shall enjoy the protection
of the State.
(5) The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available talents
through adequate remuneration and other means of job satisfaction and
fulfillment.
Language
SECTION 6. The national language of the Philippines is Filipino. As it evolves, it
shall be further developed and enriched on the basis of existing Philippine and
other languages.
Subject to provisions of law and as the Congress may deem appropriate, the
Government shall take steps to initiate and sustain the use of Filipino as a
medium of official communication and as language of instruction in the
educational system.
SECTION 7. For purposes of communication and instruction, the official
languages of the Philippines are Filipino and, until otherwise provided by law,
English.
The regional languages are the auxiliary official languages in the regions and shall
serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
SECTION 8. This Constitution shall be promulgated in Filipino and English and
shall be translated into major regional languages, Arabic, and Spanish.
SECTION 9. The Congress shall establish a national language commission
composed of representatives of various regions and disciplines which shall
undertake, coordinate, and promote researches for the development,
propagation, and preservation of Filipino and other languages.
Science and Technology
SECTION 10. Science and technology are essential for national development and
progress. The State shall give priority to research and development, invention,
innovation, and their utilization; and to science and technology education,
training, and services. It shall support indigenous, appropriate, and self-reliant
scientific and technological capabilities, and their application to the country’s
productive systems and national life.
SECTION 11. The Congress may provide for incentives, including tax deductions,
to encourage private participation in programs of basic and applied scientific
research. Scholarships, grants-in-aid, or other forms of incentives shall be
provided to deserving science students, researchers, scientists, inventors,
technologists, and specially gifted citizens.
SECTION 12. The State shall regulate the transfer and promote the adaptation of
technology from all sources for the national benefit. It shall encourage the widest
participation of private groups, local governments, and community-based
organizations in the generation and utilization of science and technology.
SECTION 13. The State shall protect and secure the exclusive rights of scientists,
inventors, artists, and other gifted citizens to their intellectual property and
creations, particularly when beneficial to the people, for such period as may be
provided by law.
Arts and Culture
SECTION 14. The State shall foster the preservation, enrichment, and dynamic
evolution of a Filipino national culture based on the principle of unity in diversity
in a climate of free artistic and intellectual expression.
SECTION 15. Arts and letters shall enjoy the patronage of the State. The State shall
conserve, promote, and popularize the nation’s historical and cultural heritage
and resources, as well as artistic creations.
SECTION 16. All the country’s artistic and historic wealth constitutes the cultural
treasure of the nation and shall be under the protection of the State which may
regulate its disposition.
SECTION 17. The State shall recognize, respect, and protect the rights of
indigenous cultural communities to preserve and develop their cultures,
traditions, and institutions. It shall consider these rights in the formulation of
national plans and policies.
SECTION 18. (1) The State shall ensure equal access to cultural opportunities
through the educational system, public or private cultural entities, scholarships,
grants and other incentives, and community cultural centers, and other public
venues.
(2) The State shall encourage and support researches and studies on the arts and
culture.
Sports
SECTION 19. (1) The State shall promote physical education and encourage
sports programs, league competitions, and amateur sports, including training for
international competitions, to foster self-discipline, teamwork, and excellence for
the development of a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities
throughout the country in cooperation with athletic clubs and other sectors.
Republic Act 10533
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 Republic Act No. 8545, 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.
July 14, 2009
DO 74, s. 2009
Institutionalizing Mother Tongue-Based Multilingual Education (MLE)
To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division/City Superintendents
Heads, Public and Private Elementary and Secondary Schools
1. The lessons and findings of various local initiatives and international
studies in basic education have validated the superiority of the use of the
learner’s mother tongue or first language in improving learning outcomes and
promoting Education for All (EFA).
2. Mother Tongue-Based Multilingual Education, hereinafter referred to
as MLE, is the effective use of more than two languages for literacy and
instruction. Henceforth, it shall be institutionalized as a fundamental
educational policy and program in this Department in the whole stretch of
formal education including pre-school and in the Alternative Learning System
(ALS).
3. The preponderance of local and international research consistent
4. with the Basic Education Sector Reform Agenda (BESRA)
recommendations affirms the benefits and relevance of MLE. Notable empirical
studies like the Lingua Franca Project and Lubuagan First Language Component
show that:
1. First, learners learn to read more quickly when in their first language
(LI);
2. Second, pupils who have learned to read and write in their first
language learn to speak, read, and write in a second language (L2) and third
language (L3) more quickly than those who are taught in a second or third
language first; and
3. Third, in terms of cognitive development and its effects in other
academic areas, pupils taught to read and write in their first language acquire
such competencies more quickly.
5. Relatedly, the study of the Department of Education Region IV-B
(MIMAROPA) entitled “Double Exposure in Mathematics: a Glimpse of Mother
Tongue First” has provided the local validation of the fundamental observation
that top performing countries in the Trends in International Mathematics and
Science Study (TIMSS) are those that teach and test students in science and
math in their own languages.
6. All Regional Directors and Superintendents are hereby enjoined to
promote and encourage local participation in the following essential, support
systems of the MLE within the framework of School-Based Management (SBM)
with the support of the local government units:
1. Formulation of region-specific schemes to recognize and
institutionalize the initiatives of schools and localities through appropriate
incentives or policy support in bringing about and developing MLE towards
financial and instructional self-reliance and excellence;
2. Provisions of orientation and training opportunities along with
exposure to successful models of MLE that have been developed. The gradual
integration of MLE in all subject areas and at all grade levels (beginning in
preschool and continuing by adding a grade level per year) in the school
improvement plans (SIPs) and district ALS program is likewise enjoined
effective immediately;
3. The utilization of Maintenance and Other Operating Expenses (MOOE),
school board funds, and other education improvement funds is hereby
authorized for the planning and implementation of MLE programs in the
following sequence of priority: (1) advocacy work and community mobilization;
(2) development of a working orthography of the local language; (3) MLE
orientation and teachers training; (4) developing, printing and distributing
teachers’/facilitators’ guides; (5) reading materials and other instructional
materials; (6) development of assessment tools; and (7) evaluation and
monitoring of learning outcomes; and
4. An MLE technical working group at the regional and division levels
shall be established to facilitate MLE planning, monitoring and evaluation.
7. During the first three years of implementation, the enclosed “MLE
Bridging Plan” may be used for reference for both teaching and curriculum
development. For the ensuing years, adjustments may be made based on
monitoring and evaluation results.
8. For all learning programs of the Alternative Learning System (ALS), the
learners’ first language shall be used as primary medium and thereafter,
depending upon the previous level of functional literacy and pedagogical
requirements of accreditation and equivalency, the Bureau of Alternative
Learning System (BALS) shall determine the suitable second and third
languages that will maximize the educational benefits and competencies of the
ALS clients. Enclosed is the Fundamental Requirements for a Strong Mother
Tongue-Based Multilingual Education (MLE).
9. This Department with the help of MLE specialists shall incorporate an
MLE certification process and retain the privilege of establishing MLE
certification procedures in order to maintain quality MLE programs wherever
they may be implemented.
10. All orders, memoranda, issuances, rules and regulations or parts
thereof inconsistent with the provisions of this Order are hereby rescinded,
amended, or modified accordingly.
11. Immediate dissemination of and compliance with this Order is directed.
DO 31, S. 2013 – CLARIFICATIONS ON THE POLICY GUIDELINES ON THE
IMPLEMENTATION OF THE LANGUAGE LEARNING AREAS AND THEIR TIME
ALLOTMENT IN GRADES 1 AND 2 OF THE K TO 12 BASIC EDUCATION
PROGRAM
July 16, 2013 and Health
DO 31, s. 2013 (MAPEH)
Clarifications on the Policy Guidelines on the Implementation of the Language Edukasyon sa
Learning Areas and Their Time Allotment in Grades 1 and 2 of the K to 12 Basic Pagpapakatao 30 30 30 30 30 30 30 30
Education Program (EsP)
To: Undersecretaries TOTAL 210 240 270 270 310 310 310 310
Assistant Secretaries 2. Sample Report Cards for Grades 1 and 2 are contained in the enclosures.
Bureau Directors 3. All other issuances related to the implementation of the K to 12 Basic
Directors of Services, Centers and Heads of Units Education Program, such as DepEd Memorandum No. 46, s. 2013 entitled
Regional Directors Special Instruction for Grade 1 Children under the K to 12 Basic
Schools Division/City Superintendents Education Program and DepEd Order No. 14, s. 2013 entitled
Heads, Public and Private Elementary Schools Strengthening the K to 12 Basic Education Program Delivery System for
Elementary Education, shall be enforced. Likewise, this clarification shall
1. In view of the implementation of the K to 12 Basic Education Program, be subject to possible changes after curriculum finalization.
the Department of Education (DepEd) through the Bureau of Elementary 4. Immediate dissemination of and strict compliance with this Order is
Education (BEE) issues the following Clarifications on the Policy directed.
Guidelines on the Implementation of the Language Learning Areas and
their Time Allotment in Grades 1 and 2 as stated in the Enclosure Nos. 1
and 2 of DepEd Order No. 31, s. 2012: ORDINANCE NO. 026-2012
1. Mother Tongue is used as a Medium of Instruction (MOI) for
Grades 1 and 2 in teaching Mathematics, Araling Panlipunan
(AP), Music, Arts, Physical Education and Health (MAPEH) and
Edukasyon sa Pagpapakatao (EsP); ESTABLISHING ILOKO AS AN OFFICIAL PROVINCIAL LANGUAGE OF LA UNION
2. Mother Tongue is taught as a separate Learning Area in Grades AND INSTITUTIONALIZING ITS USE IN RELEVANT SECTORS, ALONGSIDE
1 and 2; EXISTING NATIONAL AND OFFICIAL LANGUAGES
3. Filipino, as a Learning Area, is first introduced in Grade 1 during
the second quarter (2nd Q)/grading period;
EXPLANATORY NOTE
4. English, as a Learning Area, is first introduced in Grade 1 during
the third quarter (3rd Q)/ grading period; and
5. Time allotment for the Learning Areas is specified below: Iloko, also known as Iluko, Yloco, Ilokano, and Ilocano, is regarded by
scholars to be one of up to 171 native languages in the Philippines. It is an
TIME ALLOTMENT essential element in the formation and character of La Union; a basic instrument
Nomenclature/ Grades 1 and 2 (No. of Minutes for communication, integration and social cohesion of most of its inhabitants; and
Learning Area Quarterly) a privileged link between La Union and the other Iloko-speaking areas with which
Grade 1 Grade 2 it forms a linguistic community that has made a valuable contribution to this
country’s culture over time. It is indeed part of an even broader historical
1st 2nd 3rd 4th 1st 2nd 3rd 4th
narrative of Philippine languages which have received little State sponsorship
Q 0 Q Q Q Q Q Q
over the centuries, and yet, remarkably, still persist.
Mother Tongue 50 50 50 50 50 50 50 50
Filipino – 30 30 30 50 50 50 50
Developed originally within the Ilocos region, it has been the
English – – 30 30 50 50 50 50 predominant language of the province over many generations. In 1884, the
Mathematics 50 50 50 50 50 50 50 50 Governor’s survey revealed 11 out of 13 pueblos of the province spoke Iloko, with
Araling Panlipunan40 40 40 40 40 40 40 40 the remaining two bilingual in Iloko and Pangasinan. However, like many
Music, Arts, Philippine languages, it has been negatively affected by recent historical and on-
40 40 40 40 40 40 40 40
Physical Education going transformations that have placed it in a precarious situation. This situation
has arisen due to various factors, such as but not limited to colonization of the
country by foreign powers, its marginalization at the national level, and
demographic changes. As a consequence, the present sociolinguistic situation of
La Union and other provinces is complex. Speakers of the language and other
native languages have been affected by decades of their exclusion from education.
The low status of Philippine languages has discouraged their use in radio and
television with the amount of airtime per day being disproportionately lower
than the number of people who speak such languages in their respective regions.
Communication protocols have not been formulated by most agencies, so
multilingual information and services have only been preferred on a sporadic
basis, both at the national and local levels. Due to these factors, coupled with a
relatively scattered population of speakers in the international context and the
fact that many children are not learning their mother tongue to an adequate
degree, the province risks going from a largely trilingual populace to a bilingual
or even monolingual one.
Moreover, a class divide is developing in the pattern of language use. Until
recently, almost all residents of La Union, whether poor, rich, or immigrants,
learned to speak Iloko. Today, however, many of the children of wealthy families
in the province are trending towards the prestige languages of Tagalog and
English, while those of the lower and middle classes continue to use Iloko. It is
the province’s commitment to those communities most deserving of support and
who comprise the majority of its population to place institutional value in their
primary language. .
The decline of our language should be a cause of concern for everybody. For the
individual, knowing more languages can boost mental acuity, social adaptability,
job opportunities, and even delay health complications such as Alzheimer’s
disease or dementia. On a macro level, preserving language diversity facilitates
the transmission of culture and indigenous knowledge, diversifies economic
activity and communication, and promotes peace. The situation requires a
language policy that helps to sustain the use of the province’s main native
language alongside Filipino and English, while simultaneously extending general
linguistic rights to all citizens. In recognition of the diversity in the province, this
ordinance also provides rights and opportunities for the preservation, use, and
development of other languages native to La Union, such as but not limited to
Kankana-ey, Ibaloi, and Pangasinan.
This Code and the instruments of language equality and protection developed
herein were inspired by existing legislation and documentation on language and
minority rights, such as the European Charter for Regional or Minority
Languages, the Universal Declaration of Linguistic Rights, approved by the World
Conference of Linguistic Rights on 6th June 1996 in Barcelona, Spain, the Council
for Europe’s Framework for Minorities, the UNESCO Universal Declaration on
Cultural Diversity (2001), the Linguistic Policy Act of the Catalonian Government
in 1998, the Welsh Language Act (1993), Welsh Language Measure (2011), the
Maori Language Act (1987), Indian language policy, and several other legislations
at multiple levels of government around the world. Of particular interest are
those local governments at the provincial or municipal level that have declared
or institutionalized the official use of particular languages, such as Fryslan in the
Netherlands, Nunavut and Quebec in Canada, the various local governments of
South Africa, the states of India, the cantons of Switzerland, the Sami
communities of Scandinavia, the Sind province in Pakistan, the State of Hawaii,
and others.
Further, the content was inspired from the recent language advocacies of local
governments in the Philippines, including Zamboanga City, Pampanga, and
Pangasinan, and of organizations and agencies such as the Akademiyang Bisaya,
Gunglo dagiti Mannurat nga Ilokano, Timpuyog dagiti Mannurat iti Iluko, Nakem
Conferences, Center for Kapampangan Studies, Amanung Sisuan, Center for Bikol
Studies, Ulupan na Pansiansay Salitan Pangasinan, El Moviemento para del
Lenguage Chabacano, and others.
Thirdly, this Code was written in the spirit of President Aquino’s
challenge to the Filipino people in his 10-point Education Agenda: “We should
become a trilingual nation: Learn English well and connect to the World. Learn
Filipino well and connect to our country. Retain your mother tongue and connect
to your heritage.”
Finally, we recall our obligation to the Philippine Constitution to
preserve the Filipino national culture “based on the principle of unity in
diversity.” The vitality of our mother tongues is not only essential for the
continued enrichment of the national language with other Philippine languages,
but also to promote free intellectual expression and to popularize the nation’s
cultural resources for generations to come.
In view of the foregoing premises, the approval of this Code is
imperative.
Be it ordained by the Sangguniang Panlalawigan in session duly assembled that:
CHAPTER 1
TITLE AND DECLARATION OF POLICY
SECTION 1. Title. This Code shall be known and cited as THE LOCAL
LANGUAGE CODE OF THE PROVINCE OF LA UNION.
 SECTION 2. Declaration of Policy. It is hereby the declared policy of the
Provincial Government of La Union to preserve, promote, and develop Iloko and
other languages native to the province. In so doing, it affirms the profound role
of strengthening the use of said languages in various sectors alongside other
national and official languages, thereby improving communication, fostering
mutual respect, expanding access to education and other resources, and
mitigating class divisions.
CHAPTER 2
LEGAL BASES, PURPOSES, AND DEFINITIONS OF TERMS
SECTION 3. Legal Bases. The legal bases of this Code are:
3.1. Constitution of the Philippines, particularly Article XIV, Sections 7, 9,
14, 15, 17, and 18 thereof;
3.2. UN International Covenant on Civil and Political Rights ratified in
1974, particularly Article 27 thereof;
3.3. UN Convention on the Rights of the Child ratified in 1990,
particularly Articles 29 and 30 thereof;
3.4. UN Declaration on the Rights of Persons Belonging to National or
Ethnic, Religious, and Linguistic Minorities, particularly Article 4 thereof;
3.5. UNESCO Convention against Discrimination in Education, accepted
in 1964, particularly Article 5 thereof;
3.6. UNESCO Universal Declaration on Cultural Diversity (2001);
3.7. ILO Convention 169 (1989) concerning Indigenous and Tribal
Peoples in Independent Countries, particularly Article 28 thereof;
3.8. The Local Government Code of 1991 (R.A. No. 7160);
3.9. The Indigenous Peoples Rights Act of 1997 (R.A. No. 8371
particularly Chapters V and VII thereof; and
3.10. Department of Education Order No. 74, s. 2009 “Institutionalizing
Mother Tongue-based Multilingual Education.
SECTION 4. Purposes. The purposes of this Code are:
4.1. To preserve and promote the use of Iloko in the province, and
provide an environment where it can flourish in all sectors of society alongside
Filipino and English;
4.2. To promote multilingualism, with opportunities for the use and
development of other languages indigenous to La Union;
4.3. To improve access to and choice in information, communication, and
education;
4.4. To advance linguistic rights and non-discrimination in La Union; and
4.5. To explore and share sound language practices with other entities,
locally and internationally;
SECTION 5. Definition of Terms. As used in this Code, the following
terms/phrases shall be construed as follows:
5.1. Iloko - refers to an Austronesian language also known as Iluko, Yloco,
Ilokano and Ilocano which is native to Northern Luzon.
5.2. Ilokano or Ilocano - refers to a native speaker of the Iloko language.
It may also refer to the language and culture associated with the Ilokanos.
5.3. Ilocos - the geographic area representing the original homeland and
largest concentration of Iloko-speaking people particularly the northwest coast
of Northern Luzon generally comprising the modern Philippine provinces of
Ilocos Norte, Ilocos Sur, La Union and Abra.
5.4. Ilokandia or Ilocandia - the general term for the area wherein Iloko
is or has been traditionally used as a common language for daily life; the areas
where majority of the inhabitants are Ilokano.
5.5. Language - a system of complex communication.
5.6. Dialect -. a specific form of a language that differs from other dialects
within that language by intonation, pronunciation, pace, or possible variations in
vocabulary, grammar, and spelling. Thus, Iloko consists of several dialects such
as, but not limited to, the La Union, Ilocos Norte, Ilocos Sur and Cagayan varieties,
all of which are mutually intelligible.

5.7. Lingua franca - a language that is adopted as a common language
among speakers whose native languages are different.
5.8. Filipino - the official name of the national language of the Philippines
pursuant to Article XIV, Section 6, 1987 Philippine Constitution.
5.9. Official Provincial Language - a language that receives official
recognition, use, and support at the provincial level and the province’s
component local government units.
5.10. Culture - total way of life shared by members of a society. The social
and religious structures and the intellectual, artistic, and linguistic
manifestations that characterize a society.
5.11. Heritage - what has been, or can be, inherited from our ancestors
which has artistic and cultural value.
5.12. Indigenous people of La Union - refers to a group of people or
homogenous societies identified by self-ascription and ascription by others, who
have continuously lived as an organized community on communally bounded and
defined territory within La Union, and who have, under claims of ownership since
time immemorial, occupied, possessed customs, tradition and other distinctive
cultural traits, or who have, through resistance to political, social and cultural
inroads of colonization, non-indigenous religions and culture, became
historically differentiated from the majority of Filipinos.
5.13. Indigenous/tribal languages of La Union - the languages associated
with indigenous groups with historical presence in La Union, including Kankana-
ey, Ibaloi, and smaller languages, typically in upland areas.
5.14. Local or native languages - languages that have historically and
over centuries developed, existed and formed defined communities in the area
comprising La Union and its nearby environs, including lowland languages such
as Iloko and indigenous upland languages.
5.15. Amianan languages - languages native to Northern Luzon.
CHAPTER 3
LANGUAGE STATUS
SECTION 6. Official Languages. Iloko is an official provincial language of
La Union complementary to English and Filipino as the official and national
languages of the Philippines, respectively.
Said languages may be used in the province in all private and public
transactions and activities.
SECTION 7. La Union's Main Heritage Language. Iloko is La Union's main
heritage language, a part of the nation’s cultural richness, and a legacy of the
province and Ilokandia appreciable by one regardless of religion, age, gender, or
ethnicity. As such, it implies a special commitment by institutions within the
province to promote the knowledge and use thereof among citizens without
detriment to the official nature and use of both English and Filipino.
CHAPTER 4
LINGUISTIC RIGHTS
SECTION 8. Recognizing Linguistic Rights for the People of La Union.
Within the context of the policy of the Provincial Government of La Union to
create a situation which allows linguistic rights and duties to reach full equality
without discrimination, everyone in the province is entitled:
8.1. To be proficient in Iloko, Filipino and English;
8.2. To express himself in any of these languages, verbally or in writing, in his
relations, public or private, with others as well as in addressing courts, tribunals,
agencies, and the Provincial Government and component local government units;
8.3. To be served in any of these languages in the manner laid down by this
Ordinance; and
8.4. To freely use these languages.
CHAPTER 5
PROTECTION OF NATIVE LANGUAGES
SECTION 9. Acknowledgement and Protection of Other Local Languages.
The provisions of this Code are not to be interpreted in such a way as to limit the
use of smaller languages native to La Union, such as Kankana-ey, Ibaloi,
Pangasinan, and others, especially in areas in which there are significant
numbers speaking such languages. Local Government Units and indigenous
groups are welcome to formulate their own regulations or laws, following the
example of this ordinance or in their own style, and pursue their own language
activities for the preservation and promotion of such languages, in addition to the
responsibilities laid herein.
CHAPTER 6
ROLE OF LOCAL GOVERNMENT UNITS
SECTION 10. Publication of Ordinances, Resolutions and Regulations.
Ordinances, resolutions and regulations enacted by the concerned authorities of
the province and its component local government units shall be published, in
simultaneous editions, and disseminated by the media in Iloko and at least in
Filipino or English, in accordance with Section 59 of the Local Government Code
of 1991.
SECTION 11. Administration and Public Service. The Provincial
Government and component local government units shall regulate the use of
Iloko in their administrative activities in accordance with this Ordinance:
11.1. The Provincial Government and component local government units
may incorporate Iloko in their internal procedures and in relations with each
other. They may also use it in their activities and communications with
individuals or entities based in the province and other provinces in Ilocandia,
without detriment to the right of citizens to receive them in English and/or
Filipino on request. Offices may choose to conduct their normal written
communications in English or Filipino, however, these communications shall
include translations in Iloko or, at the very least, include an information
indicating that copies of the communications are available in Iloko upon request.
11.2. The official publication of the Provincial Government of La Union
and those of component local government units shall have at least thirty percent
(30%) of their contents in Iloko.
11.3. The official website of the Provincial Government and the entities
under it as well as the component local government units shall include Iloko
versions.
11.4. Telephone recordings and services of the Provincial Government
and the component local government units shall be multilingual in Iloko and such
languages as desired.
11.5. Any banners, placards, tarpaulins, road signs, public notices, and
other signages made by the Provincial Government and component local
government units for public viewing shall include Iloko alongside other
languages desired.
11.6. As a way to indicate local language proficiency, and to make visitors
feel comfortable in using it without risk of being misunderstood, government
staff should first, when possible, greet clients in the local language or bilingually,
whether by phone or in person. In addition, signs or placards shall be placed in a
visible location indicating the language capabilities of the office.
11.7. The Provincial Government and the component local
government units shall maintain a list of commercial establishments that have
made the best effort to comply with the objectives laid out in Chapters 11 and 12
hereof, giving preference to those establishments when making purchases,
assuming the existence of several acceptable options.
11.8. The Provincial Government and component local government shall
make and maintain Iloko or other indigenous language translations of their
official hymns, and use them in a manner they see fit, but not less than twice
annually.
11.9. Ceremonies, celebrations, and other public events of the Provincial
Government and component local government units shall meaningfully include
the Iloko language and/or other languages native to La Union.
11.10. The Provincial Government and component local government
units may seek the services of consultants in such relevant fields as multilingual
services, localized communications, mother tongue education, and linguistic
rights in support of this Code.
11.11. The Provincial Government and component local government
units shall play an active role in the inclusion of the use of Iloko and other local
languages in other sectors.
11.12. The use, promotion, and development of local language and
culture, as well as the improvement of multilingual services, shall be integrated
into medium and long term development plans of the Provincial Government and
component local government units.
SECTION 12. Linguistic Ability of Staff in the Service of Local Government
Units. The staff in the service of the Provincial Government and component local
government units as well as other public authorities and institutions in the
province shall be competent in Iloko and at least one other language so that they
can adequately carry out the duties assigned to their posts. In this regard, the
Provincial Government and the component local government units shall:
 12.1. Provide periodic training on local language to their staff;
12.2. In recruiting personnel, employ those competent in Iloko and/or
other native language in the province as a basic job necessity, in addition to
meeting the minimum requirements as provided by Civil Service Laws, Rules and
Regulations.
12.3. Ensure that members of the Governor’s Press Corps and equivalent
local bodies are literate in Iloko and no less than fifty percent (50%) of their
output is rendered in such language.
CHAPTER 7
NAMING OF PUBLIC/PRIVATE PLACES
SECTION 13. Naming of Newly Created Cities, Municipalities, Barangays
and Public/Private Places. Names of newly created cities, municipalities,
barangays, and public/private places should preferably be inspired by local
language, people, or some other kind of local significance.
CHAPTER 8
EDUCATION
SECTION 14. Inclusion of Local Language in Education. With Iloko as La
Union's main heritage language and mother tongue, educational establishments
at all levels shall be encouraged:
14.1. To include it in their daily administrative activities, including their
regular interactions with students;
14.2. Not to prohibit anyone from expressing himself/herself in Iloko or
other native languages in the province, unless when another language is the
specific demand of the situation, and if so, must be done in a spirit of respect,
goodwill, and consideration for the limitations of the individual;
14.3. To set up their own resource centers or library sections for Iloko
and other indigenous language-related titles;
14.4. To host annually activities showcasing and celebrating the value,
depth, breadth, and history of the Ilokano people, language, and culture, and
other groups native to the province, as parts of Filipino heritage;
14.5. To sing the official Iloko version of the La Union Hymn should there
be one, not less than twice annually; and
14.6. To observe Buwan ng Wika in a pluralistic manner, in consonance
with the constitutional mandate of the Commission on Filipino Language to
develop, propagate, and preserve Filipino and other languages.
SEC 15. Basic Education. This Code provides on basic education the
following:
15.1. As the principal mother tongue of the province, Iloko shall be used
as the main vehicle of teaching and learning in daycare, pre-school, and primary
education in accordance with Mother Tongue-Based Multilingual Education;
15.2. In secondary education, educational authorities shall establish
curricular enrichment programs or separate language subjects so as to ensure
adequate exposure to Iloko for students. In all subjects, teaching staff are
encouraged and entitled to incorporate Iloko in the classroom as an auxiliary
medium of instruction as granted by the Constitution of the Philippines;
15.3. The teaching staff of all basic education establishments must be
competent in the local language and at least in Filipino or English, and use these
languages in their teaching and related tasks;
15.4. No discriminatory practices shall be allowed based on language;
15.5. Students who have gone through and successfully graduated from
schools implementing Mother Tongue-based Multilingual Education shall be
awarded “multilingual certification” recognizing oral and written knowledge of
Iloko, English, and Filipino/Tagalog at the appropriate level;
15.6. The Provincial Government and the component local government
units shall provide logistical, technical, and other support in the implementation
of the Mother Tongue-based Multilingual Education (MLE) Policy; and
15.7. In areas where tribal languages of La Union are primarily
spoken, application of these educational policies can be with regard to the
community’s indigenous language, instead of or alongside Iloko, and taking into
account existing national and local laws on indigenous people’s education.
 SECTION 16. University/College/Technical Vocation (Tech-Voc)
Education, Higher Education Institutions (HEIs) and Technical-Vocational
Schools in the province shall:
16.1. Honor the right of faculty, staff, and students to express themselves,
orally and in writing, in Iloko, Filipino, or English.
16.2. Ensure that faculty and staff are competent in Iloko and in Filipino
or English, and are encouraged and entitled to incorporate Iloko in the classroom
as an auxiliary medium of instruction as provided for in the Constitution of the
Philippines and applicable laws, rules and regulations.
16.3. Initiate enrichment programs, in cooperation with the Commission
on Higher Education and local governments as appropriate, so that each student,
regardless of degree, learns and appreciates Iloko as a language. In particular,
compulsory General Education subjects like Literature, Literatures of the
Philippines, Humanities, and Philippine History shall incorporate Ilokano culture
and language and, as far as practicable, the languages and cultures of other
Amianan peoples, orally, in writing, and in research.
16.4. Include at least a one-unit requirement in Iloko language or
multilingualism for courses in tourism, Hotel and Restaurant Management
(HRM), and public administration, and a similar 3-unit requirement for teacher
education, communication, and courses related to front-line healthcare and
others.
16.5. Incorporate local language skills into college students’ training
under the National Service Training Program in preparation for their volunteer
work in the barangays of the province.
16.6. If necessary, set specific criteria for linguistic use in activities
related to international commitments and visiting instructors.
CHAPTER 9
MEDIA
SECTION 17. LGU-Run Radio and Television Stations. In radio and
television broadcasting that is owned/managed by the Provincial Government
and component local government units, Iloko shall normally be used. Airtime
bought by the Provincial Government and component local government units in
other local radio and TV stations shall be in Iloko.
SECTION 18. Privately-Run Radio and Television Stations. It shall be
required of:
18.1. All radio stations to guarantee broadcasting time in Iloko or other
languages native to the province. Iloko, any of the other native La Union
languages, or combinations thereof, shall represent at least 60% of total daily
broadcasting time of AM radio stations.
18.2. All AM and FM radio stations to ensure that music
programs have at least one (1) Iloko and/or other Amianan language songs per
hour; aim for at least 30% of their advertising content to be in Iloko and/or other
languages native to the province; ensure that at least 30% of disc jockey ( DJ )
adlibbing be in Iloko and/or other languages native to the province; and at least
fifteen (15) minutes daily of news, documentary, drama, comedy, commentary,
or discussion in Iloko and/or other languages native to the province.
18.3. The Provincial Government to award a twenty percent (20%)
reduction in the real property tax paid by AM radio stations for attaining 60% of
their total daily broadcast time in Iloko or other languages indigenous to the
province. If an AM radio station goes beyond 80%, the said reduction shall be
extended to forty percent (40%).
18.4. The Provincial Government to award a twenty percent (20%)
reduction in the real property tax paid by FM radio stations for fulfilling section
18.2. If an FM station achieves double the targets outlined in said paragraph, so
shall the aforementioned reduction double to 40%.
18.5. Component local government units to pass legislative measures to
extend similar incentives to radio stations, especially those that do not make any
payments to the Provincial Government.
18.6. Radio stations to submit to the Provincial Government through the
Language Services Center/Unit or the equivalent body in the component local
government unit documentation identifying how they have met the daily airtime
requirements of Sections 18.2 and 18.3 hereof over the past year as a basis to
determine eligibility to avail of the aforementioned incentives.
18.7. TV cable stations in the province to try to create more of their own local
content, and to air Iloko content in general. The Province shall give a twenty
percent (20%) reduction of franchise tax to those cable stations that have at least
ten percent (10%) of their broadcast time in the Iloko language, with an
additional five percent (5%) reduction for every additional ten percent (10%) of
their broadcast time that is aired in Iloko.

18.8. The Provincial Government and its component local government
units to introduce additional incentives or other measures for the increased use
of local language in broadcast and broadband media.
SECTION 19. Availability of Local Language Radio and TV Programs. The
Provincial Government and component local government units shall promote the
availability and improved signal of Iloko radio and television programs
originating elsewhere, so that they may reach La Union.
SECTION 20. The Print Media. It shall be required that:
20.1. Thirty-percent (30%) of the contents of the regular publications of
the Provincial Government and the component local government units be in
Iloko.
20.2. Any written press published in the province by private entities of
general circulation must provide the equivalent of at least an annualized average
of one (1) full page of each issue in Iloko in order to be accredited and eligible to
participate in the raffle of provincial ordinances, notices, and other publications.
20.3. The Provincial Government shall promote newspapers and
magazines of general circulation in the province containing an annualized
average of more than two (2) full pages of Iloko content per issue through tax
reductions or subscriptions.
20.4. Publishers within the province may submit a copy to the Provincial
Information and Tourism Office ( PITO ) through the Language Services
Center/Unit of all their issues, to be certified for eligibility to avail of the
aforementioned annual incentives.
CHAPTER 10
CULTURAL AND TECHNOLOGY DEVELOPMENT
SECTION 21. Cultural Production. The Provincial Government and
component local government units shall:
21.1. Aid, encourage and promote the creation and use of local language
material including:
a) literary and scientific output;
b) film, either as original script or thru dubbing/subtitles;
c) sound and audio-visual material, including music;
d) theater;
f) websites, computer games and programs; and
g) other public cultural activities.
21.2. Apply all measures taken to promote the use of local languages in
cultural industries and in others following objective criteria, without
discrimination and within the budgetary provisions.
21.3. In coordination with other relevant provinces, production
companies, and cinemas, encourage, facilitate, and arrange the screening and
distribution of films that use local language scripts, dubbing, or subtitles. In the
future, quotas may be established for films that do not have one of these
characteristics to catalyze the production and adequate presence of local
language films, subject to existing laws, rules, and regulations.
SECTION 22. Local Language in Computer Industries. The Provincial
Government of La Union, in cooperation with other public and private entities,
shall aid, encourage and promote:
22.1. Research, production and marketing of products in Iloko and other
Philippine languages related to the language industries, such as systems of voice
recognition, automatic translation and so on and others that technological
advancement may make possible.
22.2. Production, distribution and marketing of computer software, computer
games, digital and multimedia products using Iloko and other Philippine
languages, or the translation of such products into these languages, when
appropriate.
22.3. The creation of internet material in Iloko and other Philippine languages.
22.4. The petitioning of major internet corporations, such as Google and
Facebook, to provide services in Iloko and other Philippine languages.
CHAPTER 11
COMMERCIAL ENTERPRISES
SECTION 23. Basic Standards of Service. The Provincial Government and
the component local government units shall promote the inclusion of local
language in commercial enterprises at a basic level, and in cooperation with
relevant agencies, adequately convey the following information:
23.1. All companies that render services to the public shall be in a
position to serve customers in any of the officially recognized languages of the
province.
23.2. Cashiers, servers, and other staff that deal directly with clients
should make their knowledge of the local language evident, so that clients feel
comfortable in using it. 23.3. Employees shall not be forbidden or
discriminated against for speaking Iloko to each other, to Iloko-speaking
customers, or greeting any customer in Iloko.
23.4. Commercial establishments shall include Iloko in at least some of
their signages. This regulation is not applicable to trademarks, commercial
names, or signs protected by intellectual property legislation.
23.5. Partners in the health industry must be particularly vigilant in
adopting and implementing multilingual policies in their services and
communications.
23.6. Trainings/tutorials for staff shall be conducted at least annually to
prepare them for the quality of service outlined in Sections 23.1 to 23.5, inclusive.
These may be conducted in cooperation with the Language Services Center/Unit
of the Provincial Government or the equivalent body in the component local
government unit and other relevant agencies.
23.7. The Provincial Government, through the Language Services
Center/Unit or through the equivalent body in the component local government
unit and in cooperation with relevant agencies, shall offer a list of standard Iloko
terms for use in signages and other settings, with template examples.
23.8. Food establishments that make an effort to honor the
communication standards contained in this provincial law shall enjoy status as
preferred caterers of the Provincial Government. Component local government
units are urged to recognize the same.
23.9. Local Government Units and other agencies that regulate, monitor,
advise, or facilitate commercial activity shall convey the information laid out in
this Chapter and Chapter 12 to existing businesses and to applicants of business
permits and similar commercial licenses.
SECTION 24. Additional Responsibilities of Public Service-Oriented
Companies. Companies which provide vital public services in the Province are
enjoined to:
24.1. Include Iloko in their public signs, services, and in their public
announcements. Salutations and slogans in Iloko are encouraged.
24.2. Use any language in their written communications and
notifications but shall include a note in Iloko that a duplication of the
communication is available in Iloko upon request.
CHAPTER 12
PRODUCT INFORMATION AND ADVERTISING
SECTION 25. Product Information to Users and Consumers. Iloko
translations, aside from English or Filipino, shall be included in the following:
25.1. Information stated on labels, wrapping and instruction manuals for
products especially health related or hazardous ones distributed in the province.
25.2. Labels of products made or distributed in the province that benefit
from some kind of local certification.
25.3. Native products of La Union.
25.4. Menus of any restaurant with annual revenue over Two Million
Pesos (Php 2,000,000.00); assistance with translations of menus may be obtained
from the Language Services Center/Unit of the Provincial Government or its
equivalent in the concerned component government unit.
SECTION 26. Advertising. The Provincial Government and component
local government units, as the case may be, shall:
26.1. Favor, encourage and promote the general use/inclusion of Iloko
or any other local language in the province in advertising with appropriate
measures, especially in public thoroughfares.

26.2. Pass legislative measures to extend financial incentives or rewards
to advertisers for including Iloko in their advertisements, such as discounts on
business permits, advertisement/billboard fees, or other such mechanisms.
CHAPTER 13
HEALTH INSTITUTIONS
SECTION 27. Inclusion of Local Language in the Services of Health Institutions
within a Multilingual Framework. Health institutions and other health entities
have a particularly important responsibility in offering communications and
services in the local language within a multilingual framework for which reason
they shall:
27.1. Identify someone responsible for overseeing, developing, and
monitoring overall language access and services in their respective institutions;
27.2. Include Iloko in their basic signages and materials produced for the
public’s awareness;
27.3. Include Iloko in the materials they distribute to local health
institutions, whenever possible;
27.4. Appoint in-house positions for translation and if translators are
contracted externally, they should be accredited or recognized professionals and
duly compensated; the Provincial Health Office and Provincial Information and
Tourism Office shall keep up-to-date databases of persons and organizations in
the province available for such services;
27.5. Hold regular trainings or meetings for their administrative and
technical staff on appropriate language use in client services;
27.6. Record the mother tongue of patients for their records and be
presented on all subsets of patient data, such that they may be served
appropriately;
27.7. Take adequate measures to make clients aware and comfortable of
their right to receive services in their mother tongue through prominent display
of multilingual signages and brochures, and by describing the various language
services available in person;
27.8. Include Iloko in their websites and pre-recorded phone services, if
applicable;
27.9. Take language ability in consideration when hiring staff, with
knowledge of the local language an advantage in addition to whatever other
languages are necessary for their duties; and require competency in Iloko for
certain positions as designated by the institution’s human resource officer;
27.10. Aim to maintain an overall staff profile whose language
competencies reflect the percentages of the significant languages spoken in the
municipality in which they serve, according to the National Census or some other
reliable language survey;
27.11. Periodically conduct surveys of the linguistic background of their
client population and language needs assessments to improve health care
delivery. Any language that is a mother tongue for more than 25% of the client
population shall be considered a “Threshold” or “Priority” Language.
27.12. Within one year of the enactment of this Code, formulate and
promulgate communications policies that reflect the localized and multilingual
principles laid herein.
CHAPTER 14
RELIGIOUS INSTITUTIONS
SECTION 28. Administrative Concerns. Religious institutions are encouraged to:
28.1. Include Iloko, fully or partially, in their written and verbal communications.
28.2. To display bilingual or multilingual signages on their premises, including
Iloko thereon.
28.3. To preserve, develop, and express the benefits of native culture and
language through their general activities.
SECTION 29. Liturgy and Worship. Being traditional patrons of local languages,
and even spearheading the written form, standardization, and literacy in
hundreds of native languages around the world, religious institutions are to
maximize the use of Iloko as much as possible. The use of other native languages
of the province shall also be maximized as desired in particular localities.
SECTION 30. Affiliated Schools. Religious institutions that own, manage, or are
affiliated with schools in the province shall exert efforts to support and
implement the Department of Education’s Mother Tongue-based Multilingual
Education policy in their affiliated schools.
CHAPTER 15
PLANNING MEASURES
SECTION 31. Promotional Measures. The Provincial Government and the
local authorities in their respective fields of responsibility shall promote the
public image and use of Iloko and other languages native to the province, and may
provide tax allowances and exemptions for actions towards this end.
SECTION 32. Base-line Data and Benchmarking. The Provincial
Government, in cooperation with component local government units and local
universities and colleges, shall conduct a socio-linguistic mapping of La Union at
least every two years in order to characterize the language make-up, practices,
and attitudes of its population and the various sectors of its economy.
CHAPTER 16
GRANTS, AWARDS, AND CELEBRATIONS
SECTION 33. Cultural Production Grant. An annual appropriation of Two
Hundred Fifty Thousand Pesos (Php 250,000.00) shall be made for an Ilokano
and indigenous cultural fund, with a maximum of One Hundred Fifty Thousand
Pesos (Php 150,000.00) to be released for projects, so that the fund may grow by
One Hundred Thousand Pesos (Php 100,000.00) per annum until it can sustain
itself. Bona fide residents and members of concerned organizations in the
province are eligible to apply for grants from this fund for the creation,
promotion, and/or distribution of any of the cultural outputs listed in Chapter 10
hereof, with particular priority given to projects led by or designed for youth. The
application process shall be managed by the Language Services Center/Unit
under the Provincial Information and Tourism Office.
SECTION 34. Awards and Celebrations. The Provincial Government
shall: 34.1. Award Best Practices Awards annually during the Foundation
Annive
rsary of the Province, with a possible financial component, to institutions of
various sectors that have best incorporated Iloko or other native languages in the
province in their practices or services. The recipients of the awards shall be
determined by the implementing body. In this regard, component local
government units are encouraged to establish the similar awards within their
jurisdictions.
34.2. Continue the hosting of an annual festival recognizing and
celebrating Ilokano and Indigenous culture, history, language, and the arts
known as the “Ayat Festival,” in cooperation with the component local
government units, schools, businesses, and other non-government entities.
CHAPTER 17
COLLABORATION WITH OTHER ENTITIES
SECTION 35. Collaboration with Other Entities. The Provincial
Government shall:
35.1. Encourage the passing of legislative measures by the component
local government units of the province to support the preservation and
development of Iloko and other native languages, extending tax incentives and
other implementation tools to stakeholders.
35.2. Seek agreements in order to preserve and promote the general use
and knowledge of local languages in a context of collaboration with other
provinces, the national government, private and public companies, media, and
local and international NGOs and development bodies.
SECTION 36. External Promotion of Local Language and Culture. The
Provincial Government shall promote beyond the province:
36.1. Ilokano and indigenous culture and language.
36.2. Language rights and revitalization.
36.3. Multilingualism and multiculturalism.
36.4. Local languages in media, cyberspace, and education.
CHAPTER 18
LANGUAGE SERVICES CENTER/UNIT
 SECTION 37. Language Services Center/Unit. There is hereby created the
Language Service Center/Unit, a subsection within the Provincial Information
and Tourism Office to provide language services for the Provincial Government,
and secondarily, to other component local government units, authorities and
entities as well as the general public.
SECTION 38. Structure. The Language Services Center/Unit shall be
managed by the Provincial Information and Tourism Officer with the assistance
of initially three (3) staff in order to meet the demands of language services
within the Provincial Government and to fulfill its various responsibilities herein
described.
SECTION 39. Functions and Responsibilities. The Language Services
Center/Unit shall:
39.1. Serve as the central coordinating arm of all activities concerning
the implementation monitoring, and evaluation of this Code, both within the
Provincial Government, and other key partners in educational institutions,
businesses, media, and other entities
39.2. Conduct research on the linguistic make-up and trends of La Union;
39.3. Help organize and facilitate Ilokano and indigenous cultural events;
39.4. Administer grants for the creation of Iloko language and cultural
materials;
39.5. Assist various departments with their language needs and to
achieve the multi-lingual standards presented by this Code;
39.6. Identify role models of the revitalization, quality, and use of Iloko
and other languages native to the province;
39.7. Support the implementation of mother tongue-based education;
39.8. Serve as an information clearinghouse for quality mother tongue
and multilingual services;
39.9. Help and monitor various sectors and component local government
units in compliance with the provisions of this Code;
39.10. Build partnerships for language advocacies externally;
39.11. Serve as the secretariat of the La Union Council for Language and
Culture;
39.12. And other functions and responsibilities that may be assigned to
it.
SECTION 40. Funding. There shall be appropriated an annual amount of
One Million Two Hundred Fifty Thousand Pesos (P1,250,000.00) for the
operation of the Language Services Center/Unit from available funds not
otherwise appropriated, subject to the usual accounting and auditing rules and
regulations.
CHAPTER 19
THE LA UNION COUNCIL FOR LANGUAGE AND CULTURE
SECTION 41. The La Union Council for Language and Culture. There is
hereby created a La Union Council for Language and Culture which shall confront
and find solutions to obstacles faced by the Language Services Center/Unit in its
effort to facilitate the implementation of this Code; and guide longer term
direction of language and culture planning objectives in the province through
policy-making.
SECTION 42. Composition of the Council. The Council shall be composed
of the following:
Chairperson: Provincial Governor
Vice Chairpersons:
Schools Division Superintendent of La Union
Schools Division Superintendent of the City of San
Fernando
Executive Officer: Provincial Information and Tourism
Officer
Members:
Congressman of the First District of La Union or his duly authorized
representative
Congressman of the Second District of La Union or his duly authorized
representative
Chairperson, Committee on Education & Culture, Sangguniang Panlalawigan
Chairperson, Committee on Laws, Rules & Privileges, Sangguniang Panlalawigan
Chairperson, Committee on Indigenous Peoples and NGOs, Sangguniang
Panlalawigan
President, Mayor’s League (La Union)
President, Association of Barangay Captains (La Union)
President, Philippine Councilors League (La Union)
President, SK Federation (La Union)
Provincial Planning and Development Officer
Provincial Social Welfare and Development Officer
Provincial Director, Department of Trade and Industry
President, Chamber of Commerce and Industry
President, La Union Hotel, Resort, and Restaurant Association
President, Association of Market Vendors, La Union
President, Association of Shopping Malls, La Union
Regional Director, Philippine Information Agency
Regional Director, National Commission on Indigenous People
Regional Director, Commission on Higher Education
Provincial Director, TESDA
President, Association of Private Schools, La Union
One representative of Don Mariano Marcos Memorial State University
One Professor of Linguistics
Two representatives of different organizations related to Ilokano/indigenous
culture and/or literature (eg. TMI, GUMIL)
One representative of Print Media
One representative of Radio
One representative of TV
One representative of Cable TV
One representative of a Religious Organization in La Union
SECTION 43. Meetings and Quorum of the Council. The Council shall hold at least
two (2) meetings annually, and additional meetings as often as necessary. The
presence of at least a majority of its members shall constitute a quorum for the
Council to exercise its powers and functions.
SECTION 44. Powers, Duties and Functions of the Council. The Council shall have
the following powers, functions and duties:
44.1. Formulate and approve five-year strategic plans, with the assistance of
the Language Services Center/Unit, to promote the use and understanding of
Iloko and other indigenous languages of the province, and their representation in
all sectors. The first strategic plan must be published not later than one (1) year
after the effectivity of this Code.
44.2. Review regular reports by the Language Services Center/Unit as to the
progress in achieving the objectives of this Code, and make appropriate
recommendations.
44.3. Review the results and recommendations of the biennial socio-linguistic
survey of the Province and take appropriate action.
44.4. Support the effective inclusion of local language in education, as a
platform of discussion, planning, and policy making between diverse sectors.
44.5. Determine the categories of language and communication awards given
annually by the Provincial Government, the criteria for selection, and nominate
recipients thereof, in coordination with the Language Services Center/Unit.
44.6. Approve grants disbursed from the Ilokano and indigenous cultural
fund.
44.7. Assist in the planning of the annual festival in celebration of Ilokano and
indigenous language, culture, art, and talent.
44.8. Conduct periodic consultations with all stakeholders to identify
grassroots-based linguistic and cultural concerns as they pertain to this Code.
44.9. Help identify and involve focal points/persons in component local
government units for support in the implementation of this Code.
44.10. Solicit language plans or reports from specific sectors and exercise
appropriate accountability measures.
44.11. Arbitrate in cases of disagreement between the subject of an
administrative action and the Provincial Government in exercising the provisions
of this Code.
44.12. Review the annual budget of the Language Services Center/Unit and, if
necessary, pursue extra fund generation activities.
44.13. The powers, duties, and functions of the La Union Council for Culture &
the Arts, pursuant to Ordinance 001-2003 shall now be transferred / assumed by
this Council.
44.14. Form committees in connection with the Council’s functions, if
necessary, which may include members who are not members of the Council.
44.15. Change the composition of the Council as necessary, which would
require a majority vote among Council members in favor of the proposed change.
44.16. Generally, exercise all other functions and powers necessary or incidental
to the attainment of the objectives of this ordinance.
SECTION 45. Functions and Duties of the Chairman. The Chairman shall have the
following functions and duties:
45.1. To preside over the meetings of the Council.
45.2. To render annual reports on the activities of the Council.
45.3. Recommend to the Council such policies and measures he/she may deem
necessary to carry out the objectives of this ordinance.
45.4. Generally, to exercise other functions and perform other duties as may be
directed by the Council from time to time.
SECTION 46. Functions and Duties of the Vice-Chairpersons. The Vice-
Chairpersons shall have the following functions and duties:
46.1. To preside over the meetings of the council in the absence of the
Chairman;
46.2. To perform other functions and duties of the Chairman in the absence of
the latter, and such other functions and duties as may be assigned to him by the
Council.
SECTION 47. Functions and Duties of the Executive Officer. The Executive Officer
shall have the following functions and duties:
47.1. To relay the recent activities and achievements of the Language Services
Center/Unit to the Council, as well as general cultural and artistic initiatives of
the Provincial Government.
47.2. To prepare agenda for council meetings, keep minutes thereof, and
prepare action plans;
47.3. To present recommendations to the Council in support of implementing,
monitoring, and evaluating this Code, as well as identify gaps and needs.
SECTION 48. Funding. There shall be an annual appropriation of One Hundred
Thousand Pesos (Php 100,000.00) for the organizational expenses of the Council
from available funds not otherwise appropriated, subject to the usual accounting
and auditing rules and regulations.

CHAPTER 20
COMPLIANCE PROVISIONS
SECTION 49. Notifications for Non-compliance. All persons or entities
concerned shall be sent notifications of non-compliance with the pertinent
provisions of this Code.
SECTION 50. Penal Provisions. Offending person, persons, or juridical
entities may, upon conviction, be penalized as follows:
50.1. Prescribing a student or employee from using his or her native
language / mother tongue Fine of Php 3000
50.2. Penalizing a student or employee for speaking his or her native
language / mother tongue Fine of PhP 5000
50.3. Failure to inform or explain to students or employees the
linguistic rights conferred by this ordinance Fine of PhP 1000
50.4. Failure to provide local language medical information,
documentation, or translation services in health institutions Fine of PhP
2000 PhP 1000
Failure to provide local language information, documentation,
translation, or interpreter services in courts Fine of PhP 2000
50.6. Failure of an elementary
school to include the local/native/vernacular language as a medium of
instruction in at least four grade levels Fine of PhP 2000 PhP 2000
50.7. Denying or failing to secure the right of a member of public to
communicate with a local government office in any of the languages officially
recognized within the Province Fine of Php 2000
SEC 51. Persons Liable. If the violation is committed by a
juridical person, or entity, the President, Manager or any other person entrusted
with the administration or management thereof at the time of the commission of
the violation shall be held liable therefore and subject to the penalties herein
provided.
CHAPTER 21
TRANSITORY PROVISIONS
SECTION 52. Educational and Technical-Vocational (Tech-Voc)
Establishments. Within one (1) year from the effectivity of this Code, all
educational establishments or their coordinating bodies in the province shall
submit a five-year plan demonstrating how they may conform with and
implement the requirements laid out in Chapter 8 hereof.
SECTION 53. Radio and Television Stations, and Print Media. Radio and
television stations, and print media shall have one (1) year from the effectivity of
this Code over which they can gradually reach the requirements stated in Chapter
9 hereof.
SECTION 54. Compliance by Companies and Businessmen. Companies
and businessmen affected by the pertinent and applicable provisions of this Code
shall comply with such provisions as follows:
54.1. The companies affected by this Code shall have one (1) year from
the effectivity thereof to adapt to what is laid down in Chapters 11 and 12 hereof.
Independent businessman shall have two (2) years from the effectivity thereof to
comply with the provisions in the said chapters.
54.2. Within three (3) years or before the expiry date, products or
services referred to in Chapter 12 hereof may continue in the market without
fulfilling the linguistic rules of labeling.
54.3. The largest companies or umbrella entities operating in the
province shall submit a plan to the Provincial Government within one (1) year of
the effectivity of this Code showing how they will meet the standards under it by
the time the one to two-year grace period elapse.
SECTION 55. Health Institutions. As stated in Chapter 13 hereof, within
one (1) year from the effectivity of this Code, health institutions are enjoined to
formulate and promulgate communication policies that reflect the localized and
multilingual principles laid herein.
CHAPTER 22
FINAL PROVISIONS
SECTION 56. Promulgation of Implementing Rules and Regulations. The
executive department of the Provincial Government of La Union, being the
implementing agency, is authorized to promulgate Rules and Regulations
implementing this Code.

SECTION 57. Separability Clause. In the event that one or more of the
provisions of this Code are held invalid or unconstitutional, the remaining
provisions which are separable and not affected shall remain in force and effect.
SECTION 58. Repealing Clause. All provincial ordinances, executive
orders and rules and regulations inconsistent or in conflict with the provisions of
this Code are hereby repealed, amended or modified accordingly.
SECTION 59. Effectivity. This Code shall take effect in accordance with
the provisions of the Local Government Code of 1991.
[REPUBLIC ACT NO. 10410]
AN ACT RECOGNIZING THE AGE FROM ZERO (0) TO EIGHT (8) YEARS AS THE
FIRST CRUCIAL STAGE OF EDUCATIONAL DEVELOPMENT AND
STRENGTHENING THE EARLY CHILDHOOD CARE AND DEVELOPMENT
SYSTEM, 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 “Early Years Act (EYA) of
2013”.
SEC. 2. Declaration of Policy. – It is hereby declared the policy of the State to
promote the rights of children to survival, development and special protection
with full recognition of the nature of childhood and as well as the need to provide
developmentally appropriate experiences to address their needs; and to support
parents in their roles as primary caregivers and as their children’s first teachers.
Further, the State hereby recognizes the age from zero (0) to eight (8) years as
the first crucial stage of educational development of which the age from zero (0)
to four (4) years shall be the responsibility of the Early Childhood Care and
Development (ECCD) Council. Therefore, the responsibility to help develop
children in the formative years between age five (5) to eight (8) years shall be
with the Department of Education (DepED).
The State shall institutionalize a National System for Early Childhood Care and
Development (ECCD) that is comprehensive, integrative and sustainable, that
involves multisectoral and interagency collaboration at the national and local
levels among government; among service providers, families and communities,
and among the public and private sectors, nongovernment organizations;
professional associations and academic institutions.
The System shall promote the inclusion of children with special needs, provide
for reasonable accommodation and accessible environments for children with
disabilities and advocate respect for cultural and linguistic diversity, including
the use of Filipino Sign Language as the visual language of the deaf community. It
shall be anchored on complementary strategies for ECCD that include service
delivery for children from age zero (0) to four (4) years, educating parents and
caregivers, encouraging the active involvement of parents and communities in
ECCD programs, raising awareness about the important efforts that improve the
quality of life for young children and families.
SEC. 3. Objectives. – The National ECCD System shall pursue the following
objectives:
(a) To achieve improved infant and child survival rates by ensuring that adequate
health and nutrition programs are accessible to young children and their parents,
from the prenatal period throughout the early childhood years;
(b) To enhance the physical-motor, socio-emotional, cognitive, language,
psychological and spiritual development of young children;
(c) To facilitate a smooth transition from care and education provided at home to
community or school-based setting and to kindergarten;
(d) To ensure that young children are adequately prepared for the formal
learning system that begins at kindergarten;
(e) To establish an efficient system for early identification, prevention, referral
and intervention for the wide range of children with special needs from age zero
(0) to four (4) years;
(f) To upgrade and update the capabilities of service providers and their
supervisors to comply with quality standards for various ECCD programs;
(g) To reinforce the role of parents and other caregivers as the primary
caregivers and educators of their children especially from age zero (0) to four (4)
years;
(h) To enhance and sustain the efforts of communities to promote ECCD
programs and ensure that special support is provided for poor, disadvantaged
and linguistic minority communities;
(i) To improve the quality standards of public and private ECCD programs
through, but not limited to, a registration and credential system for ECCD service
providers and facilities,
(j) To ensure that the education of persons, and in particular children, who are
blind, deaf or deafblind, are conducted in the most appropriate languages, modes
and means of communication for the individual, and in environments which
maximize academic and social development; and
(k) To employ teachers, including teachers with disabilities, who are qualified in
sign language and/or braille, and to train professionals and staff who work at all
levels of education.
SEC. 4. Definitions. – The following terms are defined as follows:
(a) Early Childhood Care and Development (ECCD) System shall refer to the full
range of health, nutrition, early education and social services development
programs that provide for the basic holistic needs of young children from age
zero (0) to four (4) years; and to promote their optimum growth and
development.
These programs shall include:
(1) Center-based programs, such as the day care service established under
Republic Act No. 6972, otherwise known as the “Barangay – Level Total
Development and Protection of Children Act”, and hereinafter referred to as the
child development service, community or church-based early childhood
education programs initiated by nongovernment organizations or people’s
organizations, workplace-related child care and education programs, child-
minding centers, health centers and stations; and
(2) Home-based programs, such as the neighborhood-based play groups, family
child care programs, parent education and home visiting programs.
(b) ECCD Service Providers shall include the various professionals,
paraprofessionals and volunteer caregivers who are directly responsible for the
care and education of young children from age zero (0) to four (4) years through
the various centers and home-based programs. They shall include, but shall not
be limited to, day care workers hereinafter referred to as child development
workers, child development teachers, teacher-aides, rural health midwives,
social workers, community health workers, barangay nutrition scholars, parent
effectiveness service volunteers, and family day care providers.
(c) ECCD Curriculum shall refer to the developmentally-appropriate educational
objectives and practices, programs of activities, organized learning experiences,
recommended learning materials and appropriate assessment for children from
age zero (0) to four (4) years that are implemented by service providers through
center and home-based programs. It shall consist of national program goals and
guidelines, instructional objectives, and content outlines that are age-
appropriate, individually appropriate and culturally relevant.
(d) Parent Education shall refer to the various formal and alternative means of
providing parents with information, skills, and support systems to assist them in
their roles as their children’s primary caregivers and educators. These include
public and private parent education programs linked to center, home and media-
based child care and education programs.
SEC. 5. System Framework and Components. – The ECCD System shall ensure that
the National ECCD Program is implemented in accordance with quality standards
for accreditation and for this purpose there shall be established a National ECCD
Monitoring and Evaluation Framework. The ECCD System shall include the
following components:
(a) ECCD Curriculum. – The curriculum shall focus on children’s total
development and take into account age, individual and socio-cultural
appropriateness. It shall promote the delivery of complementary and integrative
services for health, nutrition, early childhood education, sanitation and cultural
activities. It shall use the child’s first language as the medium of instruction;
(b) Parent Education and Involvement, Advocacy and Mobilization of
Communities. – This component shall harness and develop parents’ strengths as
providers of ECCD programs at home, as active partners of other stakeholders, as
advocates for community concerns that affect children, and as pillars of support
for local and national ECCD programs through community organization efforts;
(c) Human Resource Development Program. – The program shall establish
mechanisms for the systematic professionalization of ECCD service providers
through enrolment in educational program in site-based or distance education
modes, through pre-service or in-service training including continuing education
programs, whereby a registration and credential system shall be developed in the
ECCD System; and
(d) ECCD Management. – This component shall consist of a continuing process of
planning, implementation, supervision, financial management, monitoring,
evaluation and reporting to persons concerned and shall encourage the active
involvement of and build the capabilities of service providers, parents and local
government officials to sustain the program.
SEC. 6. Expanding the ECCD System. – The National ECCD System shall henceforth
apply to all provinces, cities, municipalities and barangays as may be determined
by the ECCD Council to achieve universal ECCD coverage for all children from age
zero (0) to four (4) years.
SEC. 7. Implementing Arrangements and Operational Structures. – The
implementation of the National ECCD System shall be the responsibility of the
ECCD Council.
(a) Responsibilities of the ECCD Council. – The ECCD Council shall he responsible
for establishing national standards, developing policies and programs, ensuring
compliance thereof providing technical assistance and support to the ECCD
service providers in consultation with coordinating committees at the provincial,
city, municipal and barangay levels.
The Department of Education (DepED), the Department of Social Welfare and
Development (DSWD), the Department of Health (DOH), the National Nutrition
Council (NNC) and the Union of Local Authorities of the Philippines (HEAP) shall
meet in an annual workshop to prepare work and financial plans that will
coordinate their technical assistance and support for the National ECCD Program.
They shall observe existing implementing guidelines that ensure consistency in
integrated service delivery within the National ECCD System, as follows:
(1) The DepED shall recognize the National ECCD Program as the foundation of
the learning continuum and shall promote it for all children from age zero (0) to
four (4) years; and
(2) The DepED, the DSWD, the DOH and the NNC shall provide continuing
professional development program support, supplementary learning materials,
reference materials, supplemental nutrition and health care services.
(b) Responsibilities of Local Government Units. – Local government units (LGUs)
shall include allocations from their Special Education Fund (SEF) and Gender and
Development (GAD) Fund in addition to other local funds to be utilized for the
following purposes:
(1) Support the implementation of their ECCD Program;
(2) Organize and support parent cooperatives to establish community-based
ECCD programs;
(3) Provide counterpart funds for the continuing professional development of
their ECCD public service providers; and
(4) Provide the facilities for the conduct of their ECCD Program.
(c) Responsibilities of Families and Communities. Families and communities shall
support the local ECCD programs by participating in various community-based
projects such as, but not limited to, health, nutrition, social development and
early childhood education projects for the overall development of their children
from age zero (0) to four (4) years.
SEC. 8. Strengthening the ECCD Council. – The ECCD Council shall be strengthened
to ensure the State’s focus on building a strong foundation for the development
and learning of children during the early years from age zero (0) to four (4) years,
to support the full range of health, nutrition, early education and social
development programs for the child’s holistic development and ensure sustained
interagency and multisectoral collaboration. The Council shall he attached to the
DepED.
SEC. 9. Organization of the ECCD Council. – The ECCD Council shall be composed
of the following.
(a) ECCD Governing Board. – The ECCD Governing Board shall he composed of:
(1) Secretary of the DepED, as ex officio Chairperson;
(2) Executive Director of the ECCD Council, as Vice Chairperson;
(3) Secretary of the DSWD, as member;
(4) Secretary of the DOH, as member;
(5) Executive Director of the NNC, as member;
(6) President of the ULAP, as member; and
(7) One (1) private individual who is an ECCD practitioner and expert shall be
appointed by the President upon the recommendation of the Board, as member.
The Board shall meet once a month or upon the call of the Chairperson or three
(3) members of the Board.
(b) Council Secretariat. – There shall be established an ECCD Council Secretariat
to be beaded by an Executive Director. The Secretariat shall provide support
services for the coordination and monitoring of the implementation of policies
and plans formulated by the Council subject to the Compensation and Position
Classification System and other existing civil service rules and regulations.
SEC. 10. Functions of the ECCD Council. – The ECCD Council shall carry out the
objectives of the National ECCD System by performing the following functions:
(a) Promulgate policies and implement guidelines for ECCD programs in
consultation with stakeholders, including the regional level when appropriate,
consistent with the national policy and program frameworks as defined in this
Act;
(b) Establish ECCD program standards that reflect developmentally appropriate
practices for ECCD programs, which shall interface with the kindergarten
curriculum of the DepED;
(c) Develop a national system for the recruitment, registration, accreditation,
continuing education and equivalency, and credential system of ECCD service
providers, supervisors and administrators to improve and professionalize the
ECCD sector and upgrade quality standards of public and private ECCD programs;
(d) Develop a national system of awards and recognition to deserving ECCD
program implementers and service providers;
(e) Promote, encourage and coordinate the various ECCD programs of the DepED,
the DSWD, the DOH and the NNC, and monitor the delivery of services to the ECCD
program beneficiaries nationwide;
(f) Evaluate and assess the impact and outcome of various ECCD programs
nationwide through an effective information system;
(g) Develop a national system for early identification, screening and surveillance
of young children from age zero (0) to four (4) years;
(h) Develop various support mechanisms that maximize public and private
resources for implementing ECCD programs, giving priority to the needy and high
risk children from poor communities;
(i) Provide funds to poor and disadvantaged communities for the establishment
and expansion of public ECCD programs, improvement of physical facilities and
for hiring of ECCD service providers;
(j) Promote and encourage private sector initiatives for the establishment of
ECCD programs;
(k) Provide guidelines for the conduct of solicitations from local and international
civic organizations, and request private foundations to supplement available
resources; and
(l) Perform such other functions as the ECCD Council may deem necessary.
SEC. 11. Appropriations. – The amount needed for the initial implementation of
this Act shall be charged against the current year’s appropriations of the DepED,
the DSWD, the DOH and the NNC for the purpose. Thereafter, such sums as may
be necessary for the continued implementation of this Act shall he included in the
annual General Appropriations Act (GAA).
In addition, the Philippine Amusement and Gaining Corporation shall contribute
an amount of Five hundred million pesos (P500,000,000.00) per year for five (5)
years from its gross income to fund the establishment of National Child
Development Centers and the conversion of existing Day Care Centers into Child
Development Centers in various LGUs upon approval of this Act. Said amount
shall he directly remitted in four (4) quarterly installments to a special account
of the ECCD Council.
SEC. 12. Financing ECCD Programs. – ECCD programs shall be financed through a
combination of public and private funds. All public ECCD program providers shall
prioritize children from age zero (0) to four (4) years horn families who are in
greatest need and who can least afford private ECCD programs.
(a) Financial and Technical Support. – The DepED, the DSWD and the DOH shall
support the implementation of the National ECCD System by providing financial
and technical support packages to ECCD programs.
(b) Other Forms of Support for ECCD Programs. – LGUs shall be encouraged to
support public ECCD programs in their respective localities. Additional funds
may be generated from intergovernmental donors and government financial
institutions to support the public programs including the urban poor.
There shall be established a fund for an ECCD Program Contracting Scheme with
accredited private providers at the community levels.
(c) Fees and Contributions. – Fees and contributions collected for both public and
private ECCD programs shall be monitored by the ECCD Council to ensure that
these are affordable and within reasonable limits. Families are encouraged to
contribute their time and services to support the ECCD programs.
SEC. 13. Annual Report. – The ECCD Council shall, at the close of each calendar
year, submit annual physical and financial reports to Congress, giving a detailed
account of its proceedings and accomplishments during the year, making
recommendations for the adoption of measures that will improve the National
ECCD System and ensuring achievement of universal coverage of ECCD benefits
to all children from age zero (0) to four (4) years, within a period of five (5) years.
SEC. 14. Implementing Rules and Regulations. – The ECCD Council, in consultation
with appropriate government agencies and nongovernment organizations, shall
formulate and issue the necessary rules and regulations within sixty (60) days
after the effectivity of this Act.

SEC. 15. Repealing Clause. – Republic Act No. 8980, otherwise known as “An Act
Promulgating A Comprehensive Policy And A National System For Early
Childhood Care And Development (ECCD), Providing Funds Therefor And For
Other Purposes”, is hereby repealed.

All laws, decrees, executive orders, presidential proclamations, rules and

regulations or parts thereof contrary to or inconsistent with the provisions of this
Act are hereby repealed or modified accordingly.

SEC. 16. Separability Clause. – If, for any reason, any portion of this Act shall be
declared unconstitutional, other parts or provisions hereof which are not affected
shall continue to be in full force and effect.

SEC. 17. Effectivity Clause. – This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in at least two (2) newspapers of general
circulation.