Republic Act No.

9155, also known as the "Governance of Basic Education Act of 2001," outlines a framework
for the governance of basic education in the Philippines.

 Act 9155 is titled the "Governance of Basic Education Act of 2001."

 It declares the policy of the state to protect and promote the right to quality basic education, making it
accessible to all Filipino children through free and compulsory education at the elementary level and
free education at the high school level.
 The goal of basic education is to provide learners with the skills, knowledge, and values to become
caring, self-reliant, productive, and patriotic citizens. loves their country and feels very loyal towards it.

Purposes and Objectives:

 The Act aims to provide a framework for the governance of basic education, setting directions for
educational policies and standards, and establishing authority, accountability, and responsibility for
achieving higher learning outcomes.
 It defines the roles and responsibilities of field offices (regions, divisions, schools, and learning centers)
in implementing educational programs.
 The Act emphasizes the importance of local initiatives for improving the quality of basic education and
ensuring that the values and aspirations of school communities are reflected in the education program.

REPUBLIC ACT NO. 9155 AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING
AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE
DEPARTMENT OF EDUCATION, 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 "Governance of Basic Education Act of 2001."

SEC. 2. Declaration of Policy.

 This act declares the policy of the state with regard to education, emphasizing the commitment to
safeguard and advance the right of all citizens to quality basic education. The primary goal is to make
education accessible to every Filipino child by providing free and compulsory education at the
elementary level and free education at the high school level. Additionally, alternative learning systems
are recognized for out-of-school youth and adult learners.
 Schools play a crucial role in the formal education system, aiming to provide the best basic education for
all learners. Governance of basic education starts at the national level, with policies implemented at
regional, divisional, school, and learning center levels, collectively known as field offices.
 The State promotes local initiatives to improve basic education quality, ensuring that school
communities' values, needs, and aspirations are reflected in programs. Schools and learning centers are
given the authority to make decisions in the best interest of their learners. The ultimate goal is to equip
individuals with necessary skills and values.

SEC3- The purposes and objectives of the Act are:

 The Act has several goals:

  (a) It aims to create a framework for how basic education is managed. This includes setting overall
directions for educational policies and standards, as well as establishing authority and responsibility for
achieving better learning outcomes.
 (b) It defines the roles and responsibilities of local offices (like regions, divisions, and schools) that will
carry out educational programs in the communities they serve. Resources will also be provided to these
offices.
 (c) The Act sees schools and learning centers as crucial for teaching national values and fostering love
for the country's heritage among Filipino learners.
 (d) It ensures that schools get the attention they need and that educational programs consider the
interests of the entire community.
 (e) The Act wants schools to reflect the values of the community, giving teachers and staff the flexibility
to meet the needs of all learners.
 (f) Local initiatives to improve schools are encouraged, and the Act aims to provide the means for these
improvements to happen and last.
 (g) Lastly, the Act wants schools and learning centers to be places where students learn essential skills.
It emphasizes the importance of achieving core competencies in elementary and high school education
programs and providing alternative learning programs for out-of-school youth and adult learners,
equivalent to at least a high school education.

SEC. 4. Definition of terms For purposes of this Act,

The terms or phrases used shall mean or be understood as follows:

 (a) Alternative Learning System (ALS): This is a different way of learning that serves as an alternative
to formal education. It includes both non-formal and informal sources of knowledge and skills.
 (b) Basic Education: It refers to education that addresses fundamental learning needs, covering early
childhood, elementary, and high school education. It also includes alternative learning systems for out-
of-school youth and adults, as well as education for those with special needs.
 (c) Cluster of Schools: This term refers to a group of schools located close to each other, brought
together to improve learning outcomes collectively.
 (d) Formal Education: This is the structured and sequential learning process corresponding to
elementary and secondary levels, requiring certification to advance to the next level.
 (e) Informal education is a lifelong learning process that occurs through daily experiences at home,
work, play, and life in general.
 (f) Integrated Schools: These are schools that provide complete basic education in one location with
unified instructional programs.
 (g) **Learner:** Any individual seeking basic literacy and life skills or support services for improving
their quality of life.
 (h) **Learning Center:** A physical space housing resources for out-of-school youth and adults,
serving as a venue for face-to-face learning activities and community development.
 (i) **Learning Facilitator:** The key person responsible for supervising and facilitating the learning
process and activities of the learner.
 (j) Non-Formal Education: organized educational activities outside the formal system, offering specific
types of learning to a particular segment of the population.
 (k) Quality education: education that is appropriate, relevant, and excellent, meeting the needs and
aspirations of individuals and society.
 (l) School: An educational institution, either private or public, providing instruction to a specific age
group of pupils or students at defined levels.
 (m) School Head: The person responsible for both administrative and instructional supervision of a
school or cluster of schools.
 CHAPTER 1
GOVERNANCE OF BASIC EDUCATION
SEC. 5. Principles of Shared Governance. –

 (a) Principle of Shared Governance: Shared governance is a guiding principle that acknowledges that
each unit within the education system has a distinct role, task, and responsibility and is primarily
accountable for the outcomes related to that role.
 (b) Democratic Consultation: Decision-making processes will involve democratic consultation at
appropriate levels. Feedback mechanisms will be established to ensure coordination and open
communication between the central office, regional, divisional, and school levels.
 (c) Accountability and Transparency: The principles of accountability and transparency will be put into
action in the performance of functions and responsibilities at all levels of the education system. This
ensures that actions are clear, responsible parties are identifiable, and processes are open and accessible.
 (d) **Strengthened Communication Channels:** Field offices will enhance their communication
channels to facilitate the flow of information. This includes expanding linkages with other government
agencies, local government units, and non-governmental organizations to promote effective governance.

In summary, the section emphasizes the importance of shared responsibilities and accountability
in the education system, promotes democratic decision-making, and highlights the need for
transparent and open communication channels to ensure effective governance in basic education.

. – SEC. 6. Governance

 The Department of Education, Culture, and Sports has been rebranded as the Department of Education.
This department is granted authority, accountability, and responsibility for three key objectives:
1. **Ensuring Access to Basic Education:** The Department is tasked with making sure that all
individuals have the opportunity to access basic education.
 2. Promoting Equity in Basic Education: It is responsible for promoting fairness and equality in the
distribution of educational resources and opportunities, ensuring that all students, regardless of
background, have equal access to quality education.
 3. Improving the Quality of Basic Education: The Department is entrusted with the responsibility of
enhancing the overall quality of basic education, ensuring that educational programs and services meet
high standards.
 Arts, culture, and sports, as mentioned in Sections 8 and 9, are also part of the Department's purview,
indicating that the Department of Education will be involved in the governance and promotion of these
aspects within the broader educational framework.

In summary, this section establishes the Department of Education as the primary governing body for
basic education, responsible for ensuring access, promoting equity, and improving the quality of
education, while also having a role in overseeing arts, culture, and sports in alignment with specific
provisions outlined in later sections.

SEC. 7. Powers, Duties and Functions. – The Secretary of the Department of Education shall exercise overall
authority and supervision over the operations of the Department.

This section details the powers, duties, and functions at various levels within the education governance
structure.

**A. National Level:**

Secretary of Education: The Secretary exercises overall authority and supervision over the Department of
Education.
**Powers of the Secretary:** This includes formulating national educational policies, basic education plans,
standards, monitoring learning outcomes, conducting research, improving personnel conditions, and
contributing to learners' development through programs.

**B. Regional Level:**

Regional Offices: Each region has a director responsible for defining regional educational policies, developing
plans and standards, evaluating learning outcomes, managing resources, and coordinating with local
development councils.

**C. Division Level:**

Division Offices: led by a school division superintendent, responsible for developing and implementing division
education plans, managing resources, supervising schools, ensuring compliance with quality standards, and
performing other assigned functions.

**D. Schools District Level:**

**Schools District:** Supervised by a district supervisor, responsible for providing support to school heads,
curriculum supervision, and other assigned functions.

**E. School Level:**

Schools: Each school, headed by a school head, is responsible for setting goals, creating a conducive learning
environment, implementing curriculum, developing improvement plans, managing resources, and promoting
community participation.
**Promotions:** A promotions board is created to formulate and implement a promotion system based on
educational qualification, merit, and performance for school heads.
Qualifications and Appointments: Specific qualifications and requirements are set for appointments to key
positions, and career executive service officers are preferred for certain roles.

This section shows how education is managed in a structured way, like a chain of command. It starts with
the big bosses at the national level, like the Secretary of Education, who have important jobs like making
national education policies. Then, it goes down to regional offices, each with their own director, and then
further down to divisions and schools. Each level has specific tasks to make sure education works well,
from planning and managing resources to supervising schools and teachers. This organized system helps
run the education system smoothly.

CHAPTER 2
TRANSFER OF CULTURAL AGENCIES
SEC. 8. Cultural Agencies.

 The Komisyon ng Wikang Pilipino, the National Historical Institute, Record Management, the Archives
Office, and the National Library shall now be administratively attached to the National Commission for
Culture and the Arts (NCCA) and no longer with the Department of Education. The program for school
arts and culture shall remain part of the school curriculum.

This section is about changing where some cultural agencies belong. Before, they were managed by the
Department of Education, but now they will be looked after by the National Commission for Culture and
the Arts (NCCA). This doesn't affect the school arts and culture program; that will still be part of what
students learn in school. It's like shuffling responsibilities to make sure cultural matters are taken care of
by an organization specifically focused on culture.

CHAPTER 3
ABOLITION OF THE BUREAU OF PHYSICAL EDUCATION AND
SCHOOL SPORTS
SEC. 9. Abolition of BPESS:

 This section talks about closing down a group called the Bureau of Physical Education and School
Sports (BPESS). All the sports-related jobs that the Education Department used to do will now be
handled by another group called the Philippine Sports Commission (PSC). Even though BPESS is
closing, the sports and fitness activities in schools will still be there as part of the regular school lessons.
 The people who worked for BPESS will now work for the PSC, and they won't lose their job positions
or ranks. If there are any other people from BPESS, they will still keep their jobs with the Education
Department. So, it's like changing who's in charge of sports stuff but keeping sports as a part of school.

CHAPTER 4 SUPPORT AND ASSISTANCE OF OTHER GOVERNMENT AGENCIES

This chapter discusses how the Department of Education will work with other government agencies. It
includes guidelines for managing resources for field offices, ensuring quick allocation for school needs,
issuing personnel policies for teachers, and considering unique aspects when auditing educational
resources.

 **Comprehensive Explanation:**
This chapter outlines the collaboration between the Department of Education (DepEd) and other
government agencies. Here are the key points:

SEC. 10: Allocation of Resources:

 The Secretary of Education and the Secretary of Budget and Management will create guidelines within
90 days for how national government resources will be distributed to field offices. They will consider
the unique working conditions of teachers. The goal is to make sure there's enough funding for field
offices and that resources for school personnel, desks, textbooks, and other materials are allocated
directly and promptly by the Department of Budget and Management.

SEC. 11: Personnel Policies:

 The Secretary of Education, following civil service laws, will establish rules for personnel policies.
These rules should best suit the needs of teachers, taking into account the specific working conditions
they face.

SEC. 12: Audit Considerations:

 The Commission on Audit, responsible for auditing the use of resources, will create rules considering
the distinctive characteristics of the Department's field offices. This includes understanding the
organizational structure and the nature of school operations and learning centers.

In simpler terms, this chapter is about making sure resources are managed well. It includes guidelines for
distributing money to field offices, creating personnel rules for teachers, and auditing in a way that
understands the unique features of educational operations.

CHAPTER 5 FINAL PROVISIONS

This chapter contains final provisions for the implementation of the Act. It includes details on governance in the
Autonomous Region in Muslim Mindanao (ARMM), the creation of rules and regulations by the Secretary of
Education, a clause ensuring that if part of the Act is declared unconstitutional, the unaffected parts will still
apply, the repeal of conflicting laws, and the effective date of the Act.

SEC. 13: Governance in the ARMM:

 In the Autonomous Region in Muslim Mindanao (ARMM), the Regional Education Secretary will have
governance authority over divisions, districts, schools, and learning centers. This authority is in
accordance with the Organic Act and Republic Act No. 9054, which amends the Organic Act for the
ARMM.

SEC. 14: Rules and Regulations:

 The Secretary of Education will create the specific rules and regulations for implementing the Act
within 90 days after its approval. Additionally, the Secretary commits to fully applying the principle of
shared governance within two years after the Act's approval.

SEC. 15: Separability Clause:

 If any part or provision of the Act is declared unconstitutional, the unaffected parts will still remain valid
and effective.

SEC. 16: Repealing Clause:

 All existing laws, decrees, executive orders, rules, and regulations that conflict with the provisions of
this Act are repealed or modified accordingly.

SEC. 17: Effectivity Clause:

 The Act will take effect fifteen days after being published in at least two newspapers of general
circulation. It became law on August 11, 2001, without the president's signature, based on constitutional
provisions.

In simpler terms, this chapter includes final details like special rules for the ARMM, guidelines creation,
assurances of shared governance, a provision for handling unconstitutional parts, the repeal of
conflicting laws, and the start date of the Act.
In simple terms, the Governance of Basic Education Act of 2001 outlines a structured framework for
managing education in the Philippines. It emphasizes the importance of providing accessible and quality
basic education for all citizens, with a focus on shared governance, transparency, and accountability. The
Department of Education is established as the primary governing body, responsible for ensuring access,
promoting equity, and improving the quality of education. The Act also involves the transfer of certain
cultural agencies to the National Commission for Culture and the Arts and the abolition of the Bureau of
Physical Education and School Sports. Additionally, it details collaboration with other government
agencies to manage resources effectively. The Act concludes with provisions for governance in specific
regions, rule creation, handling unconstitutional parts, repealing conflicting laws, and the effective date
of the Act, which took effect on August 11, 2001.

The Governance of Basic Education Act of 2001, also known as Republic Act No. 9155, is a Philippine law that
establishes a comprehensive framework for the governance and management of the country's basic education
system. The primary objectives of the Act are to ensure accessible and quality basic education for all Filipino
citizens and to establish a clear structure of authority and accountability within the education system.

Key provisions of the Act include:

1. **Access to Basic Education:** The Act emphasizes the commitment to providing free and compulsory
education at the elementary level and free education at the high school level, making education accessible to
every Filipino child.

2. **Alternative Learning Systems:** The Act recognizes alternative learning systems for out-of-school youth
and adult learners, encompassing both non-formal and informal sources of knowledge and skills.

3. **Governance Structure:** The Department of Education is designated as the primary governing body
responsible for formulating national educational policies, ensuring access to basic education, promoting equity,
and improving overall quality. The governance structure extends from the national level down to regional,
divisional, school, and learning center levels.

4. **Principles of Shared Governance:** Shared governance is highlighted as a guiding principle, emphasizing

the distinct roles, tasks, and responsibilities of each unit within the education system. The Act promotes
democratic decision-making, accountability, transparency, and strengthened communication channels at all
levels.

5. **Transfer of Cultural Agencies:** Certain cultural agencies, such as the Komisyon ng Wikang Pilipino, the
National Historical Institute, Record Management, the Archives Office, and the National Library, are
administratively attached to the National Commission for Culture and the Arts (NCCA) instead of the
Department of Education.

6. **Abolition of BPESS:** The Bureau of Physical Education and School Sports (BPESS) is abolished, and its
responsibilities are transferred to the Philippine Sports Commission (PSC).

7. **Collaboration with Other Government Agencies:** The Act outlines guidelines for the collaboration
between the Department of Education and other government agencies, including the allocation of resources,
establishment of personnel policies, and auditing considerations.
8. Final Provisions: The final provisions include details on governance in the Autonomous Region in Muslim
Mindanao (ARMM), the creation of rules and regulations by the Secretary of Education, a separability clause in
case of constitutional issues, the repeal of conflicting laws, and the effective date of the Act.

In summary, the Governance of Basic Education Act of 2001 aims to create a comprehensive and effective
framework for managing and improving basic education in the Philippines, addressing issues of access, quality,
and governance within the education system.