RA.

9155 - Basic Education Act - Marvin Lepiten

The Basic Education Act, also known as Republic Act 9155. was put into effect by the Philippine
government. It delineates the framework and provisions of the nation's educational system. The Act
seeks to raise the standard and increase accessibility of basic education in the Philippines. The
advantages and disadvantages of RA 9155 as well as its effects on the nation's educational system will
be covered in this analysis. The Philippine education system's problems and difficulties were intended to
be addressed by the 2001 passage of RA 9155. In order to improve teaching, learning, and school
administration, it brought about changes to the educational system, especially at the elementary and
secondary levels. The law provided guidelines for curriculum development, teacher training, and school
administration. It also aimed to decentralize the governance of schools, granting more autonomy to
divisions and schools in decision-making processes. The Basic Education Act, RA 9155, has made
significant strides in improving the accessibility and quality of education in the Philippines. However, its
implementation has faced challenges, and there remain areas that require further attention and
enhancement. This critique will delve into the positive aspects of the Act, such as its emphasis on
educational reforms, while also examining the limitations and potential areas for improvement in
ensuring an effective education system for all Filipino students.

This Act asserts the state's commitment to providing free elementary education and free high
school education while extending its reach to alternative learning systems for out-of-school youth and
adult learners. Emphasizing the pivotal role of schools as the primary hubs for formal education, the Act
decentralizes governance, entrusting policy implementation to regional, divisional, and local school
levels. It encourages local initiatives to enhance educational quality and champions shared governance
principles, emphasizing accountability, transparency, and effective communication within the education
bureaucracy. Within this legislative framework, Republic Act No. 9155 delineates the powers, roles, and
responsibilities at different administrative tiers, from national to school levels. It mandates the renaming
of the Department of Education, Culture, and Sports to the Department of Education and outlines the
duties of the Secretary of Education, stressing formulation of national educational policies, assessment
of learning outcomes, and promotion of teacher welfare. The Act also oversees the transfer of cultural
agencies to the National Commission for Culture and the Arts and the dissolution of the Bureau of
Physical Education and School Sports, streamlining sports-related functions to the Philippine Sports
Commission. Furthermore, it prescribes guidelines for resource allocation, personnel policies, and audit
regulations, aiming to ensure efficient utilization of resources and effective governance within the
educational landscape of the Philippines.

The “Governance of Basic Education Act of 2001” is remarkable for its all-encompassing
approach to reorganizing the Philippine educational system. Its strong emphasis on every citizen's
fundamental right to a high-quality basic education is one of its main advantages. The Act demonstrates
a dedication to inclusivity and accessibility in education by providing free and compulsory education for
Filipino children, along with alternative learning programs for youth who are not in school and adults.
This pledge demonstrates the significance of giving educational opportunities to all societal segments
and is in line with international standards. The Act's recognition of schools as the cornerstone of the
formal education system is a significant strength. By focusing on schools as the primary avenue for
delivering quality education, the Act aligns with best practices by placing learners' needs at the
forefront. This emphasis on the pivotal role of schools in nurturing learners and providing them with
necessary skills and values reflects a sound educational philosophy. However, the Act also presents
certain weaknesses and limitations that merit attention. One notable limitation is the lack of empirical
evidence or concrete data to substantiate how the proposed policies and frameworks will directly
translate into improved learning outcomes. While the Act outlines a comprehensive framework for
governance, it lacks robust evidence to support the effectiveness of these policies, potentially
undermining its credibility. Strengthening the Act through evidence-based provisions and research-
backed strategies could bolster its capacity to achieve its intended goals.

Additionally, the Act's complex language and intricate administrative details might pose
comprehension challenges, particularly for stakeholders without a strong background in legal or
technical terminology. Simplifying the language or offering supplementary materials could enhance the
Act's accessibility and ensure that its provisions are comprehensible and actionable for a wider
audience. Another limitation is the Act's assumption that decentralization alone will automatically lead
to improved educational outcomes. This oversimplification overlooks the intricate challenges associated
with implementation in diverse regions with varying resources and needs. The Act lacks specific
provisions or mechanisms to address potential disparities in the effective implementation of
decentralization, which could result in uneven educational standards across different areas. Enhancing
the Act by acknowledging these potential obstacles and providing more robust implementation
strategies could fortify its capacity to bridge gaps and ensure more equitable educational opportunities
throughout the country.

In summary, Republic Act No. 9155, the "Governance of Basic Education Act of 2001," exhibits
strengths in its commitment to universal access to quality education and its recognition of schools as
pivotal in delivering effective learning. Its emphasis on providing free and compulsory education for
Filipino children, along with alternative learning systems for out-of-school youth and adult learners,
underscores inclusivity. However, the Act could benefit from empirical evidence supporting its proposed
policies to strengthen its credibility and effectiveness. Its intricate language and administrative details
may hinder comprehension, necessitating clearer communication to ensure broader understanding and
implementation. Furthermore, the Act's assumption that decentralization alone will resolve educational
disparities overlooks potential challenges in implementation and the need for specific strategies to
address varying regional needs, potentially resulting in uneven standards. Although the Act's core
intention to provide free education to all Filipino children is commendable, its language complexity and
absence of robust supporting evidence pose challenges. Simplifying the language to enhance
accessibility and ensuring greater provision of evidence or practical examples to substantiate its
directives could significantly improve the Act's effectiveness. Additionally, considering the diverse needs
and circumstances across different regions of the Philippines and tailoring the guidelines accordingly
could strengthen its implementation and impact on a national scale. Addressing these areas of concern
could notably enhance the Act's efficacy in ensuring equitable and quality education for all Filipino
learners.
References:

Republic Act No. 9155. (2011, August 11). Official

Gazette. https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/