This document summarizes 5 key DepEd orders and acts related to the implementation of Kindergarten education and the K-12 basic education program in the Philippines: 1. RA 10157 (The Kindergarten Education Act) which mandates kindergarten as the first year of compulsory education and appropriates funds for its implementation. 2. RA 10533 (Enhanced Basic Education Act) which enhances basic education by increasing it to K-12 and strengthening the curriculum. 3. DepEd Order 13 which provides guidelines for allocating and distributing instructional materials to support K-12. 4. DepEd Order 16 which provides guidelines for implementing Mother Tongue-Based Multilingual Education

1. Research and Review on the followings
1. Republic Act (RA) No. 10157 , also known as the - The Kindergarten
Education Act
Republic Act (RA) 10157, otherwise known as “The Kindergarten Education Act,”
provides that the curriculum is designed to cater to the needs of the learners with
special needs or children who are gifted, those with disabilities, and other diverse
learners by adopting services in addition to the standards provided, such as
Headstart Program for the Gifted, Early Intervention Program for Children with
Disabilities, Early Intervention Program for Children with Disabilities, Kindergarten
Madrasah Program (KMP), Indigenous People (IP) Education, and Catch-Up
Program for Children under Especially Difficult Circumstances.
Kindergarten Education (KE) is the first stage of compulsory and mandatory
formal education which consists of one (1) year of preparatory education for
children at least five (5) years old as prerequisite for Grade One (Section 6, IRR of
RA 10533).
[REPUBLIC ACT NO. 10157]
AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC
EDUCATION SYSTEM AND APPROPRIATING FUNDS THEREFOR
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 “Kindergarten Education
Act”.
SEC. 2. Declaration of Policy. – In consonance with the Millennium Development
Goals on achieving Education for All (EFA) by the year 2015, it is hereby declared
the policy of the State to provide equal opportunities for all children to avail of
accessible mandatory and compulsory kindergarten education that effectively
promotes physical, social, intellectual, emotional and skills stimulation and values

2. formation to sufficiently prepare them for formal elementary schooling. This Act
shall apply to elementary school system being the first stage of compulsory and
mandatory formal education. Thus, kindergarten will now be an integral part of
the basic education system of the country.
Kindergarten education is vital to the academic and technical development of the
Filipino child for it is the period when the young mind’s absorptive capacity for
learning is at its sharpest. It is also the policy of the State to 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.
SECSEC. 3. Definition of Terms. – The terms used in this Act are defined as follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean one (1) year
of preparatory education for children at least five (5) years old as a prerequisite
for Grade I; and
(d) Mother tongue refers to the language first learned by a child.
SEC. 4. Institutionalization of Kindergarten Education. – Kindergarten education is
hereby institutionalized as part of basic education and for school year 2011-2012
shall be implemented partially, and thereafter, it shall be made mandatory and
compulsory for entrance to Grade 1.
SECSEC. 5. Medium of Instruction. – The State shall hereby adopt the mother
tongue-based multilingual education (MTB-MLE) method. The mother tongue of
the learner shall be the primary medium of instruction for teaching and learning
in the kindergarten level. However, exceptions shall be made to the following
cases:
(a) When the pupils in the kindergarten classroom have different mother tongues
or when some of them speak another mother tongue;
(b) When the teacher does not speak the mother tongue of the learners;

3. (c) When resources, in line with the use of the mother tongue, are not yet
available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.
In such exceptional cases, the primary medium of instruction shall be determined
by the DepEd aligned with the framework being used in the elementary level
including teacher training and production of local resources and materials under
DepEd Order No. 74, series of 2009.
The DepEd, in coordination with the Commission on Filipino Language and in close
collaboration with academic and research institutions concerned with education,
shall formulate a mother tongue-based multilingual framework for teaching and
learning: Provided, That the DepEd will include teaching strategies as defined in
Section 7(c) which aims to introduce and eventually strengthen the child’s
understanding of English, which is the official language.
SEC. 6. Implementing Agency. – The authority to regulate the organization,
operation and/or implementation of the kindergarten education program of both
public and private schools shall be vested upon the DepEd, through the creation
of a new Division under the BEE and other necessary support to achieve
successful implementation of kindergarten education to include, but not limited
to, increasing the number of kindergarten teacher positions with the required
salaries and benefits, enhancing teacher training in early education, and providing
the necessary allocations for classrooms and chairs, facilities and equipment, and
textbooks.
2. Republic Act (RA) No. 10533 also known as the - Enhanced Basic Education
Act of 2013
10533 Otherwise Known as the Enhanced Basic Education Act of 2013. ... 10533,
entitled An Act Enhancing the Philippine Basic Education System by Strengthening
its Curriculum and Increasing the Number of Years for Basic Education,
Approaching Funds Therefor and for Other Purposes.

4. IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC
EDUCATION ACT OF 2013
(REPUBLIC ACT NO. 10533)
Pursuant to Section 16 of Republic Act No. 10533, entitled “An Act Enhancing the
Philippine Basic Education System by Strengthening Its Curriculum and Increasing
the Number of Years for Basic Education, Appropriating Funds Therefor and for
Other Purposes,” otherwise known as the “Enhanced Basic Education Act of
2013,” approved on May 15, 2013, and which took effect on June 8, 2013, the
Department of Education (DepEd), the Commission on Higher Education (CHED),
and the Technical Education and Skills Development Authority (TESDA), hereby
issue the following rules and regulations to implement the provisions of the Act.
RULE I. GENERAL PROVISIONS
Section 1. Title. These rules and regulations shall be referred to as
the Implementing Rules and Regulations (IRR) of the “Enhanced Basic Education Act
of 2013” (Republic Act No. 10533).
Section 2. Scope and Application. The provisions of this IRR shall primarily apply to
all public and private basic educational institutions and learning centers. This IRR
shall also apply to Higher Education Institutions (HEIs), Technical-Vocational
Institutions (TVIs), duly recognized organizations acting as Teacher Education
Institutions (TEIs), and foundations.
Section 3. Declaration of Policy. This IRR shall be interpreted in light of the
Declaration of Policy found in Section 2 of the Act.
Section 4. Definition of Terms. For purposes of this IRR, the following terms shall
mean or be understood as follows:
(a) Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine
Basic Education System by Strengthening Its Curriculum and Increasing the Number
of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes,”
otherwise known as the “Enhanced Basic Education Act of 2013.”
(b) Learning Center refers to a physical space to house learning resources and
facilities of a learning program for out-of-school youth and adults. It is a venue for

5. face-to-face learning activities and other learning opportunities for community
development and improvement of the people’s quality of life. This may also be
referred to as “Community Learning Center” authorized or recognized by the
DepEd.
(c) Learner refers to a pupil or student, or to a learner in the alternative learning
system.
(d) Mother Language or First Language (L1) refers to the language or languages
first learned by a child, which he/she identifies with, is identified as a native
language user of by others, which he/she knows best, or uses most. This includes
Filipino sign language used by individuals with pertinent disabilities. The regional
or native language refers to the traditional speech variety or variety of Filipino sign
language existing in a region, area or place.
(e) Non-DepEd Public School refers to a public school offering basic education
operated by an agency of the national government other than the DepEd, or by a
local government unit.
Section 5. Basic Education. Pursuant to Section 3 of the Act, basic education is
intended to meet basic learning needs which provides the foundation on which
subsequent learning can be based. It encompasses kindergarten, elementary, and
secondary education as well as alternative learning systems for out-of-school
learners and those with special needs under Section 8 of this IRR.
Section 6. Enhanced Basic Education Program. For purposes of this IRR and
pursuant to Section 4 of the Act, the enhanced basic education program
encompasses at least one (1) year of kindergarten education, six (6) years of
elementary education, and six (6) years of secondary education, in that sequence.
3. DepEd order no. 13 s. 2012
FEBRUARY 3, 2012 DO 13, S. 2012 – GUIDELINES ON THE ALLOCATION,
DELIVERY, AND DISTRIBUTION OF INSTRUCTIONAL MATERIALS (IMS) TO
SUPPORT THE K TO 12 CURRICULUM
February 3, 2012

6. DO 13, s. 2012
Guidelines on the Allocation, Delivery, and Distribution of Instructional Materials
(IMs) to Support the K to 12 Curriculum
To: Bureau Directors Regional Directors
Schools Division/City Superintendents
Heads, Public Elementary and Secondary Schools
All Others
1. The Department of Education (DepEd) has allocated funds from the Fiscal
Year (FY) 2012 Textbook Funds and subsequent years until FY 2015 for the
provision of the centrally procured learning activity packages (LAPs),
modules, and other instructional materials (OIMs) to support the initial
implementation of the K to 12 Curriculum. These materials will fill-in the
gaps of the textbooks (TXs) and teacher’s manuals (TMs) currently being
used in public elementary and secondary schools.
2. The LAPs shall include kindergarten workbooks with worksheets, learning
modules for pupils, teaching guides, and manipulative materials across all
subject areas.
3. The materials shall be developed by a team of writers from both public and
private sectors who are subject area specialists, commissioned by the
DepEd.
4. In addition to these materials, modules and reading materials written in the
mother tongue (MT) will also be provided to support the Mother Tongue-
Based Multilingual Education (MTB-MLE) pursuant to DepEd Order No. 74,
s. 2009.
5. All other teacher-support materials developed by the bureaus, DepEd-field
offices, and developed by foreign-assisted projects (FAPs) implemented by
the Department such as the following will be provided:a. Modified In-
School, Off-School Approach (MISOSA) Modules (for teachers and pupils;
b. Multi-Grade Teaching Learning Packages;
c. Madrasah materials (for teachers and pupils);
d. Dropout Reduction Program (DORP) materials (for teachers and pupils);
e. All Tech-Voc materials; and
f. Open High School Program (OHSP) materials.
6. The allocation of the learning packages/materials shall be based on the
enrollment data reported in the Basic Education Information System (BEIS).

7. However, the goal of the DepEd is to provide all teachers and pupils with a
complete set of the learning materials subject to the availability of funds. A
copy of the allocation list of the packages and materials will be provided to
the recipient regions, divisions, districts, and high schools as soon as they
are available.
7. The materials for the elementary schools shall be delivered to the school
districts, while materials for high schools shall be delivered directly to the
high schools. The school districts must distribute the materials not later
than one (1) month after receipt of the delivery.
8. The division offices (DOs) shall submit a distribution report not later than
two (2) months upon completion of distribution to the recipients or not
later than three (3) months after receipt of the learning packages/materials
addressed to:Ms. Socorro A. Pilor
Executive Director
Instructional Materials Council Secretariat (IMCS),
5/F Mabini Bldg., DepEd Complex, Meralco Avenue, Pasig City
Telefax Nos.: (02) 634-0901; (02) 631-3690
E-mail addresses: imcs@deped.gov.ph; depedimcs@
9. The DOs which do not comply with these guidelines shall not be included in
the future allocations.
10.Immediate dissemination of and strict compliance with this Order is
directed.
4. . DepEd Order no. 16 s. 2012
FEBRUARY 17, 2012 DO 16, S. 2012 – GUIDELINES ON THE IMPLEMENTATION OF
THE MOTHER TONGUE-BASED- MULTILINGUAL EDUCATION (MTB-MLE)
February 17, 2012
DO 16, s. 2012
Guidelines on the Implementation of the Mother Tongue-Based- Multilingual
Education (MTB-MLE)
To: Undersecretaries
Assistant Secretaries
Bureau Directors

8. Regional Directors
Schools Division/City Superintendents
1. Starting School Year (SY) 2012-2013, the Mother Tongue-Based-Multilingual
Education (MTB-MLE) shall be implemented in all public schools, specifically
in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education
Program. The MTB-MLE shall support the goal of “Every Child-A-Reader and
A-Writer by Grade 1.”
2. The Lingua Franca Project (1999-2001) and the Lubuagan Project (1999 to
present) have provided valuable inputs in the implementation of the MTB-
MLE. Nine hundred twenty-one (921) schools including those for children of
indigenous people have been modeling MTB-MLE with support from the
following:
a. Basic Education Assistance for Mindanao (BEAM);
b. Third Elementary Education Program (TEEP);
c. Translators Association of the Philippines (TAP);
d. Save the Children, and the Summer Institute of Linguistics (SIL).
3. Eight (8) major languages or Lingua Franca and others as cited below shall
be offered as a learning area and utilized as language of instruction for SY
2012-2013:
a. Tagalog; g. Hiligaynon;
b. Kapampangan; h. Waray;
c. Pangasinense; i. Tausug;
d. Iloko; j. Maguindanaoan;
e. Bikol; k. Maranao; and
f. Cebuano; l. Chabacano
4. Likewise, a team of trainers for each region composed of education
supervisors coming from the different divisions has been organized.
5. Enclosed are the guidelines on the nationwide implementation of the MTB-
MLE for the K to 12 Program.
6. For more information, all concerned may contact:
Dr. Rosalina J. Villaneza
DepEd Central Office
DepEd Complex, Meralco Avenue, Pasig City
Telephone No.: (02) 633-7202
E-mail Address: roseville62@yahoo.com
7. Immediate dissemination of and strict compliance with this Order is
directed.

9. 5. DepEd Order no. 31 s. 2013
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
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
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 Schools
1. In view of the implementation of the K to 12 Basic Education Program, the
Department of Education (DepEd) through the Bureau of Elementary
Education (BEE) issues the following Clarifications on the Policy 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:
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);
2. Mother Tongue is taught as a separate Learning Area in Grades 1 and
2;
3. Filipino, as a Learning Area, is first introduced in Grade 1 during the
second quarter (2nd Q)/grading period;
4. English, as a Learning Area, is first introduced in Grade 1 during
the third quarter (3rd Q)/ grading period; and

10. 5. Time allotment for the Learning Areas is specified below:
Nomenclature/ Learning Area
TIME ALLOTMENT
Grades 1 and 2 (No. of Minutes
Quarterly)
Grade 1 Grade 2
1st
Q
2nd
0
3rd
Q
4th
Q
1st
Q
2nd
Q
3rd
Q
4th
Q
Mother Tongue 50 50 50 50 50 50 50 50
Filipino – 30 30 30 50 50 50 50
English – – 30 30 50 50 50 50
Mathematics 50 50 50 50 50 50 50 50
Araling Panlipunan 40 40 40 40 40 40 40 40
Music, Arts, Physical
Education and Health
(MAPEH)
40 40 40 40 40 40 40 40
Edukasyon sa Pagpapakatao
(EsP)
30 30 30 30 30 30 30 30
TOTAL 210 240 270 270 310 310 310 310
2. Sample Report Cards for Grades 1 and 2 are contained in the enclosures.
3. All other issuances related to the implementation of the K to 12 Basic
Education Program, such as DepEd Memorandum No. 46, s. 2013 entitled
Special Instruction for Grade 1 Children under the K to 12 Basic Education
Program and DepEd Order No. 14, s. 2013 entitled Strengthening the K to
12 Basic Education Program Delivery System for Elementary Education,
shall be enforced. Likewise, this clarification shall be subject to possible
changes after curriculum finalization.
4. Immediate dissemination of and strict compliance with this Order is
directed.