The document discusses the implementation and evaluation of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013, which extended basic education in the Philippines from 10 to 13 years to better prepare students for the workforce and meet global standards. It analyzes the policy choices around agenda setting, formulation, implementation, evaluation, and proposed changes. Key issues discussed include budget allocation, feasibility challenges, unintended effects on resources, and ensuring an equitable and learner-oriented education system.

1. Analyzing
Public Policy
Choices

2. Educational
Policy
Analyzing Public Policy Choices
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3. RA 10533 Enhanced Basic Education Act of 2013
“An act enhancing the Philippine basic education system by strengthening its
curriculum and increasing the number of years for basic education,
appropriating funds therefore and for other purposes.”
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4. Agenda Setting
I
• Philippines: the last country in Asia &
one of the only three countries in the
world with a 10-year pre-university
program (Yap, 2011).
• Issue on access to quality education:
poverty being the strongest determinant
(Maligalig et al, 2010).
• Declining performance of students in the
NAT: “low mastery” or “low proficiency”
descriptive level.
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5. Policy Formulation
II
• Align the country's curriculum and meet
the needs of the global market.
• RA No. 10533 Sec. 2, “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.”
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6. Policy Implementation
III
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Cost
• Initial budget
allocation (2013): Php
293 B
• Recommended
spending rate
(UNESCO): 4-6% of GDP
Feasibility
• Actors involved: LGUs,
DepED, school
administrators,
teachers, & students.
• Construction of
infrastructure & hiring
human resources have
yet to be completed.
• Limited participation of
key stakeholders.
Acceptability
Gaps identified with
regards to:
• Adaptability to
accommodate
changes
• Policy Inclusivity
• Realistic Policy
• Attainability for
successful
implementation

7. Policy Evaluation
IV
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Effectiveness
• Strengthened the
academic subjects &
prepared students’
work readiness.
• Students benefit from
better-equipped
teachers.
• K-12 program offers a
more focused and
improved educational
system in the country.
Unintended Effects
• Students' insufficient
mastery of basic
competencies due to a
congested curriculum.
• Lack of preparation and
professional
development.
• Excessive academic
burden on students.
• Other unintended effects
on: human, physical, &
financial resources.
Equity
RA No. 10533 Sec. 2 (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."

8. Policy Change and Termination
V
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House Bill No. 6247
• Proposed reform at the House of
Representatives by Albay
Representative Joey Salceda (2020).
• Technical and Vocational Education
and Training (TVET) as a bridge to both
employment and higher education.
• Ensuring that MTB materials be
produced in the native language of
learners.
• TVET as default SHS option while others
tracks as alternatives.
• Inclusion of courses that can be
certified as skills by TESDA.