THE 2030 AGENDA

15 Years 17 Goals 169 Targets 230 Indicators

 Sustainable Development Goals, Targets and Indicators
GOALS TARGETS INDICATORS
Goal 1: End poverty in all its forms everywhere 7 12
Goal 2: End hunger, achieve food security and improved nutrition and 8 14
promote sustainable agriculture
Goal 3: Ensure healthy lives and promote well-being for all at all ages 13 26

Goal 4: Ensure inclusive and equitable quality education and promote 10 11

lifelong learning opportunities for all
Goal 5: Achieve gender equality and empower all women and girls 9 14

Goal 6: Ensure availability and sustainable management of water and 8 11

sanitation for all
Goal 7: Ensure access to affordable, reliable, sustainable and modern 5 6
energy for all
Goal 8: Promote sustained, inclusive and sustainable economic growth, full 12 17
and productive employment and decent work for all
Goal 9: Build resilient infrastructure, promote inclusive and sustainable 8 12
industrialization and foster innovation
 Sustainable Development Goals, Targets and Global Indicators
GOALS TARGETS INDICATORS
Goal 10: Reduce inequality within and among countries 10 11
Goal 11: Make cities and human settlements inclusive, safe, resilient 10 15
and sustainable
Goal 12: Ensure sustainable consumption and production patterns 11 13

Goal 13: Take urgent action to combat climate change and its impacts 5 7

Goal 14: Conserve and sustainably use the oceans, seas and marine 10 10
resources for sustainable development
Goal 15: Protect, restore and promote sustainable use of terrestrial 12 14
ecosystems, sustainably manage forests, combat desertification, and
halt and reverse land degradation and halt biodiversity loss

Goal 16: Promote peaceful and inclusive societies for sustainable 12 23

development, provide access to justice for all and build effective,
accountable and inclusive institutions at all levels

Goal 17: Strengthen the means of implementation and revitalize the 19 25

Global Partnership for Sustainable Development
• GOAL 16 IS ABOUT PROMOTING PEACEFUL AND INCLUSIVE SOCIETIES,
PROVIDING ACCESS TO JUSTICE FOR ALL AND BUILDING EFFECTIVE,
ACCOUNTABLE AND INCLUSIVE INSTITUTIONS AT ALL LEVELS. PEOPLE
EVERYWHERE SHOULD BE FREE OF FEAR FROM ALL FORMS OF VIOLENCE AND
FEEL SAFE AS THEY GO ABOUT THEIR LIVES WHATEVER THEIR ETHNICITY, FAITH
OR SEXUAL ORIENTATION.
• HIGH LEVELS OF ARMED VIOLENCE AND INSECURITY HAVE A DESTRUCTIVE
IMPACT ON A COUNTRY’S DEVELOPMENT. SEXUAL VIOLENCE, CRIME,
EXPLOITATION AND TORTURE ARE PREVALENT WHERE THERE IS CONFLICT OR NO
RULE OF LAW. GOVERNMENTS, CIVIL SOCIETY AND COMMUNITIES NEED TO WORK
TOGETHER TO FIND LASTING SOLUTIONS TO CONFLICT AND INSECURITY.
• STRENGTHENING THE RULE OF LAW AND PROMOTING HUMAN RIGHTS IS KEY
TO THIS PROCESS, AS IS REDUCING THE FLOW OF ILLICIT ARMS, COMBATING
CORRUPTION, AND ENSURING INCLUSIVE PARTICIPATION AT ALL TIMES.
 • BY THE END OF 2017, 68.5 MILLION PEOPLE HAD BEEN
FORCIBLY DISPLACED AS A RESULT OF PERSECUTION,
CONFLICT, VIOLENCE OR HUMAN RIGHTS VIOLATIONS.
• THERE ARE AT LEAST 10 MILLION STATELESS PEOPLE WHO
16. PEACE, HAVE BEEN DENIED NATIONALITY AND ITS RELATED RIGHTS.
JUSTICE, • CORRUPTION, BRIBERY, THEFT AND TAX EVASION COST

AND DEVELOPING COUNTRIES US$1.26 TRILLION PER YEAR.

• 49 COUNTRIES LACK LAWS PROTECTING WOMEN FROM
STRONG DOMESTIC VIOLENCE.
INSTITUTIO • IN 46 COUNTRIES, WOMEN NOW HOLD MORE THAN 30
NS PERCENT OF SEATS IN AT LEAST ONE CHAMBER OF
NATIONAL PARLIAMENT.
• 1 BILLION PEOPLE ARE LEGALLY ‘INVISIBLE’ BECAUSE THEY
CANNOT PROVE WHO THEY ARE. THIS INCLUDES AN
ESTIMATED 625 MILLION CHILDREN UNDER 14 WHOSE
BIRTHS WERE NEVER REGISTERED.
 TARGETS
• SIGNIFICANTLY REDUCE ALL FORMS OF VIOLENCE AND RELATED DEATH RATES EVERYWHERE

• END ABUSE, EXPLOITATION, TRAFFICKING AND ALL FORMS OF VIOLENCE AGAINST AND
TORTURE OF CHILDREN

• PROMOTE THE RULE OF LAW AT THE NATIONAL AND INTERNATIONAL LEVELS AND ENSURE
EQUAL ACCESS TO JUSTICE FOR ALL

• BY 2030, SIGNIFICANTLY REDUCE ILLICIT FINANCIAL AND ARMS FLOWS, STRENGTHEN THE
RECOVERY AND RETURN OF STOLEN ASSETS AND COMBAT ALL FORMS OF ORGANIZED CRIME

• SUBSTANTIALLY REDUCE CORRUPTION AND BRIBERY IN ALL THEIR FORMS

• DEVELOP EFFECTIVE, ACCOUNTABLE AND TRANSPARENT INSTITUTIONS AT ALL LEVELS

• ENSURE RESPONSIVE, INCLUSIVE, PARTICIPATORY AND REPRESENTATIVE
DECISION-MAKING AT ALL LEVELS
• BROADEN AND STRENGTHEN THE PARTICIPATION OF DEVELOPING COUNTRIES IN
THE INSTITUTIONS OF GLOBAL GOVERNANCE
• BY 2030, PROVIDE LEGAL IDENTITY FOR ALL, INCLUDING BIRTH REGISTRATION
• ENSURE PUBLIC ACCESS TO INFORMATION AND PROTECT FUNDAMENTAL
FREEDOMS, IN ACCORDANCE WITH NATIONAL LEGISLATION AND INTERNATIONAL
AGREEMENTS
• STRENGTHEN RELEVANT NATIONAL INSTITUTIONS, INCLUDING THROUGH
INTERNATIONAL COOPERATION, FOR BUILDING CAPACITY AT ALL LEVELS, IN
PARTICULAR IN DEVELOPING COUNTRIES, TO PREVENT VIOLENCE AND COMBAT
TERRORISM AND CRIME
• PROMOTE AND ENFORCE NON-DISCRIMINATORY LAWS AND POLICIES FOR
SUSTAINABLE DEVELOPMENT
• SIGNIFICANTLY REDUCE ALL FORMS OF VIOLENCE AND RELATED DEATH RATES
EVERYWHERE
• END ABUSE, EXPLOITATION, TRAFFICKING AND ALL FORMS OF VIOLENCE
AGAINST AND TORTURE OF CHILDREN
• PROMOTE THE RULE OF LAW AT THE NATIONAL AND INTERNATIONAL LEVELS AND
ENSURE EQUAL ACCESS TO JUSTICE FOR ALL
• BY 2030, SIGNIFICANTLY REDUCE ILLICIT FINANCIAL AND ARMS FLOWS,
STRENGTHEN THE RECOVERY AND RETURN OF STOLEN ASSETS AND COMBAT ALL
FORMS OF ORGANIZED CRIME
• SUBSTANTIALLY REDUCE CORRUPTION AND BRIBERY IN ALL THEIR FORMS
• DEVELOP EFFECTIVE, ACCOUNTABLE AND TRANSPARENT INSTITUTIONS AT ALL LEVELS
• ENSURE RESPONSIVE, INCLUSIVE, PARTICIPATORY AND REPRESENTATIVE DECISION-
MAKING AT ALL LEVELS
• BROADEN AND STRENGTHEN THE PARTICIPATION OF DEVELOPING COUNTRIES IN THE
INSTITUTIONS OF GLOBAL GOVERNANCE
• BY 2030, PROVIDE LEGAL IDENTITY FOR ALL, INCLUDING BIRTH REGISTRATION
• ENSURE PUBLIC ACCESS TO INFORMATION AND PROTECT FUNDAMENTAL FREEDOMS, IN
ACCORDANCE WITH NATIONAL LEGISLATION AND INTERNATIONAL AGREEMENTS
• STRENGTHEN RELEVANT NATIONAL INSTITUTIONS, INCLUDING THROUGH
INTERNATIONAL COOPERATION, FOR BUILDING CAPACITY AT ALL LEVELS, IN
PARTICULAR IN DEVELOPING COUNTRIES, TO PREVENT VIOLENCE AND COMBAT
TERRORISM AND CRIME
• PROMOTE AND ENFORCE NON-DISCRIMINATORY LAWS AND POLICIES FOR SUSTAINABLE
DEVELOPMENT
Leave
No
Filipino
Behind.
 LEGAL FRAMEWORK
• THE 1987 PHILIPPINE CONSTITUTION LAYS DOWN THE FOUNDATION OF THE CURRENT PHILIPPINE
EDUCATION SYSTEM AND PROTECTS AND PROMOTES THE RIGHT OF ALL CITIZENS TO QUALITY
EDUCATION AT ALL LEVELS.
• SINCE THEN, THE COUNTRY HAS SHAPED AND RESHAPED THE EDUCATION SECTOR THROUGH A
SERIES OF LAWS AND POLICIES DEPICTING THE MOST PRESSING ISSUES DURING EACH PERIOD.
• MOST NOTABLE IN THE EARLY YEARS POST-MARTIAL LAW WAS THE “TRI-FOCALIZATION” OF THE
EDUCATION SECTOR IN THE EARLY ’90S.
• THIS LED TO THE CREATION OF THREE AGENCIES MANAGING THE SECTOR: DEPARTMENT OF
EDUCATION, CULTURE, AND SPORTS (DECS) FOR BASIC EDUCATION, TECHNICAL EDUCATION AND
SKILLS DEVELOPMENT AUTHORITY (TESDA) FOR TECHNICAL AND VOCATIONAL EDUCATION AND
TRAINING, AND COMMISSION ON HIGHER EDUCATION (CHED) FOR TERTIARY EDUCATION.
• THE PERIOD OF THE ‘90S SAW THE GRADUAL MATURING OF THESE AGENCIES, ESPECIALLY CHED
AND TESDA, WHICH SLOWLY BUILT THEIR CAPACITY AFTER BEING SEPARATED FROM DECS.
• AT THE TURN OF THE MILLENNIUM, REPUBLIC ACT NO. 9155 OR THE GOVERNANCE
OF BASIC EDUCATION ACT OF 2001 WAS PASSED TO STRENGTHEN THE
GOVERNANCE OF BASIC EDUCATION.
• THE LAW RENAMED THE DEPARTMENT OF EDUCATION, CULTURE, AND SPORTS AS
SIMPLY THE DEPARTMENT OF EDUCATION (DEPED). IT VESTS DEPED WITH
AUTHORITY, ACCOUNTABILITY, AND RESPONSIBILITY FOR ENSURING ACCESS TO,
PROMOTING EQUITY IN, AND IMPROVING THE QUALITY OF BASIC EDUCATION.
• THE CULTURAL AGENCIES WERE NO LONGER ATTACHED TO DEPED; THE
FUNCTIONS, PROGRAMS, AND ACTIVITIES OF DEPED RELATED TO SPORTS
COMPETITION WERE TRANSFERRED TO THE PHILIPPINE SPORTS COMMISSION, AND
THE BUREAU OF PHYSICAL EDUCATION AND SCHOOL SPORTS WAS ABOLISHED.
• NONETHELESS, THE PROGRAM FOR SCHOOL ARTS AND CULTURE AND THE
PROGRAM FOR SCHOOL SPORTS AND PHYSICAL FITNESS REMAINED PART OF THE
BASIC EDUCATION CURRICULUM.
• SUBSEQUENTLY, HOWEVER, REPUBLIC ACT NO. 10588 OR THE PALARONG PAMBANSA
ACT OF 2013 INSTITUTIONALIZED PALARONG PAMBANSA AS A NATIONAL SPORTING
EVENT UNDER DEPED.
• THE LAW ALSO AIMS TO IMPROVE THE NATIONAL SPORTS PROGRAM OF DEPED AND
ENCOURAGE THE PROACTIVE ROLE OF THE LGUS IN THE PROMOTION OF THE PALARONG
PAMBANSA. FURTHER, RA 9155 ENSHRINED THE PRINCIPLES OF SHARED GOVERNANCE.
• THE GOVERNANCE OF BASIC EDUCATION CONSISTS OF THE NATIONAL LEVEL AND THE
FIELD OFFICES, WHICH ARE COMPRISED OF THE REGIONS, DIVISIONS, AND SCHOOLS AND
LEARNING CENTERS. DEPED STARTED TO STRENGTHEN RESPONSIBILITIES AND
CAPACITIES AT THE REGIONAL AND DIVISION OFFICES, AS WELL AS EMPOWER THE
SCHOOLS AND LEARNING CENTERS, TO IMPROVE DECISION MAKING AND PROBLEM
SOLVING AT THE FIELD LEVEL.
• AFTER ANOTHER DECADE, TWO ADDITIONAL REPUBLIC ACTS (RA) WERE PASSED
ONE YEAR APART. REPUBLIC ACT NO. 10157 OR THE KINDERGARTEN EDUCATION
ACT OF 2012, WHICH MADE KINDERGARTEN MANDATORY FOR ALL 5-YEAR-OLD
CHILDREN, WAS ENACTED IN CONSONANCE WITH THE MILLENNIUM DEVELOPMENT
GOALS ON ACHIEVING EDUCATION FOR ALL BY THE YEAR 2015.
• REPUBLIC ACT NO. 10533 OR THE ENHANCED BASIC EDUCATION ACT OF 2013
FURTHER RESTRUCTURED THE SECTOR TO WHAT IT IS TODAY. THE K TO 12
PROGRAMS EMBEDDED IN THIS LAW NOT ONLY FURTHER STRENGTHENED
KINDERGARTEN BUT
ALSO REORGANIZED THE SECONDARY LEVEL OF EDUCATION INTO JUNIOR HIGH
SCHOOL (JHS) AND SENIOR HIGH SCHOOL (SHS) BY ADDING TWO YEARS.
• THIS TRANSFORMED BASIC EDUCATION INTO 13 YEARS OF COMPULSORY
SCHOOLING: SEVEN FOR KINDERGARTEN TO GRADE 6, FOUR FOR JHS (GRADES 7 TO
10), AND TWO FOR SHS (GRADES 11 AND 12). UNDER RA 10533, BASIC EDUCATION
ALSO ENCOMPASSES THE ALTERNATIVE LEARNING SYSTEM.
• AFTER ALMOST ANOTHER DECADE, REPUBLIC ACT NO. 11510 OR THE ALTERNATIVE
LEARNING SYSTEM ACT OF 2020 WAS PASSED TO HIGHLIGHT THE NEED TO SUPPORT
OUT-OF-SCHOOL CHILDREN IN SPECIAL CASES, AS WELL AS ADULTS WHO WERE NOT
ABLE TO COMPLETE THEIR BASIC EDUCATION.
• THEY WERE TO BE PROVIDED WITH OPPORTUNITIES TO IMPROVE THEIR KNOWLEDGE,
VALUES, LIFE SKILLS, AND READINESS FOR HIGHER EDUCATION, WORK, OR SELF-
EMPLOYMENT THROUGH A SYSTEM OF NON-FORMAL OR INDIGENOUS EDUCATION OR
BOTH, WHICH ARE TAILORED TO RESPOND TO THEIR LEARNING NEEDS AND LIFE
CIRCUMSTANCES.
• THIS IS THE NATURAL CONTINUATION OF THE GLOBAL AND NATIONAL PUSH FOR
EDUCATION FOR ALL, WHEREIN MOST SCHOOL-AGE CHILDREN WERE ABLE TO ATTEND
SCHOOL. UNFORTUNATELY, THERE STILL REMAIN SEGMENTS OF SOCIETY THAT FACE
MULTIPLE BARRIERS TO EDUCATION THAT NEED FOCUSED ATTENTION, INCLUDING
OUT-OF-SCHOOL YOUTH AND ADULTS.
• IN ADDITION, THE COUNTRY HAS LONG BEEN ADVANCING THE RIGHTS AND
PROTECTION OF VULNERABLE GROUPS. REPUBLIC ACT NO. 7277, AS
AMENDED, PROVIDES FOR THE MAGNA CARTA FOR PERSONS WITH
DISABILITIES, WHILE REPUBLIC ACT NO. 7610 AND REPUBLIC ACT NO. 9262
AIM TO PROTECT WOMEN AND CHILDREN AGAINST ABUSE.
• ADDITIONALLY, REPUBLIC ACT NO. 9710 OR THE MAGNA CARTA OF
WOMEN, RULE IV, SECTION 16 SEEKS EQUAL ACCESS AND ELIMINATION OF
DISCRIMINATION IN EDUCATION, SCHOLARSHIPS, AND TRAINING.
• REPUBLIC ACT NO. 10627 OR THE ANTI-BULLYING ACT OF 2013 WAS ALSO
ENACTED, REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO
ADOPT POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING IN
THEIR INSTITUTIONS. DEPED HAS ALSO ISSUED CHILD PROTECTION
POLICIES.
• DEPED ORDER NO. 40, S. 2012, ENTITLED “DEPED CHILD
PROTECTION POLICY,” ENUNCIATES THE DEPARTMENT’S ZERO
TOLERANCE AGAINST ALL FORMS OF ABUSE, VIOLENCE,
EXPLOITATION, NEGLECT, DISCRIMINATION, AND ALL OTHER
FORMS OF MALTREATMENT AGAINST LEARNERS.
• OTHER ISSUANCES INCLUDE DEPED ORDER NO. 55, S. 2013 OR
THE IMPLEMENTING RULES AND REGULATIONS (IRR) OF RA 10627
OR THE ANTI-BULLYING ACT OF 2013;
• DEPED ORDER NO. 18, S. 2015, ENTITLED “DEPED GUIDELINES
AND PROCEDURES ON THE MANAGEMENT OF CHILDREN- AT-RISK
(CAR) AND CHILDREN IN CONFLICT WITH THE LAW (CICL)”;
• DEPED ORDER NO. 57, S. 2017, ENTITLED “DEPED POLICY ON THE PROTECTION OF
CHILDREN IN ARMED CONFLICT”; AND DEPED ORDER NO. 32, S. 2019, ENTITLED “DEPED
NATIONAL POLICY FRAMEWORK ON LEARNERS AND SCHOOLS AS ZONES OF PEACE,” WHICH
WAS ALSO ISSUED PURSUANT TO REPUBLIC ACT NO. 11188 OR THE ACT PROVIDING FOR THE
SPECIAL PROTECTION OF CHILDREN IN SITUATIONS OF ARMED CONFLICT AND PROVIDING
PENALTIES FOR VIOLATIONS THEREOF.
• MOST RECENTLY, DEPED ISSUED DEPED ORDER NO. 3, S. 2021 IN JANUARY 2021 CREATING
THE CHILD RIGHTS IN EDUCATION DESK (CREDE) AND THE CHILD PROTECTION UNIT (CPU).
• THE CPU IS THE MECHANISM THAT WILL FULLY OPERATIONALIZE, IMPLEMENT, AND
COORDINATE PROGRAMS, PROJECTS, AND ACTIVITIES PERTAINING TO CHILD PROTECTION IN
DEPED. CREDE, ON THE OTHER HAND, WAS CREATED TO ENSURE THAT ALL BASIC
EDUCATION SCHOOLS, LEARNING CENTERS, AND OFFICES OF DEPED ARE CHILD-CENTERED
AND CHILD-CARING, AND RESPECT, PROTECT, FULFILL, AND PROMOTE THE DIGNITY AND
RIGHTS OF THE CHILD IN THE CONTEXT OF BASIC EDUCATION.
• REPUBLIC ACT NO. 11310 INSTITUTIONALIZED THE PANTAWID
PAMILYANG PILIPINO PROGRAM (4PS CONDITIONAL CASH
TRANSFER) WHILE REPUBLIC ACT NO. 11037 ESTABLISHED A
NATIONAL FEEDING PROGRAM, FURTHER PROVIDING SUPPORT TO
THE POOREST OF THE POOR IN THE COUNTRY. THE LEGAL
ENVIRONMENT ALSO PROVIDES VARIOUS GROUPS THE
OPPORTUNITIES TO IMPROVE THEIR STATIONS IN LIFE THROUGH
THEIR OWN EFFORTS. REPUBLIC ACT NO. 10679 OR THE YOUTH
ENTREPRENEURSHIP ACT AND REPUBLIC ACT NO. 11230 OR THE
TULONG TRABAHO ACT ARE LAWS THAT PROVIDE SUPPORT FOR
BETTER EMPLOYMENT AND ENTREPRENEURSHIP THROUGH
CAPACITY BUILDING AND ADMINISTRATIVE ASSISTANCE.
• A RECENT DEVELOPMENT THAT POTENTIALLY AFFECTS NATIONAL AND LOCAL
REVENUE GENERATION, PLANNING, BUDGETING, AND COORDINATION IS THE
SUPREME COURT DECISION ON THE MANDANAS ET AL. V. EXECUTIVE SECRETARY ET
AL. (G.R. NOS. 199802 AND 208488) OR THE “MANDANAS RULING.”
• TRADITIONALLY, THE BULK OF RESOURCES OF LGUS FOR EDUCATION IS DRAWN
FROM A SPECIAL EDUCATION FUND (SEF), WHICH IS AN ADDITIONAL 1% OF THE REAL
ESTATE TAX BASED ON THE LOCAL GOVERNMENT CODE OF 1991.
• AS THE SUPREME COURT HELD THAT ALL COLLECTIONS OF NATIONAL TAXES, EXCEPT
THOSE ACCRUING TO SPECIAL PURPOSE FUNDS AND SPECIAL ALLOTMENTS FOR THE
UTILIZATION AND DEVELOPMENT OF NATIONAL WEALTH, MUST BE INCLUDED IN THE
COMPUTATION OF THE JUST SHARE OF LGUS, THE NEW RULING MEANT THAT LGUS
WOULD HAVE A SIGNIFICANTLY
BIGGER STAKE IN THE NATIONAL BUDGET, WHICH THEY COULD USE TO INCREASE
THE PROVISION OF EDUCATIONAL INPUTS AND IMPLEMENTATION OF PROGRAMS,
PROJECTS, AND ACTIVITIES CONSISTENT WITH THEIR MANDATE UNDER THE CODE.
 SULONG
EDUKALIDAD
FRAMEWORK
• THE FOUR STRATEGIC OBJECTIVES OF THIS FRAMEWORK ARE HIGHLIGHTED AS:
• K TO 12 CURRICULUM REVIEW AND UPDATE WITH FOCUS ON FOUNDATIONAL SKILLS ON
READING AND NUMERACY, ESPECIALLY AT EARLY GRADES;
• IMPROVING THE LEARNING ENVIRONMENT IN TERMS OF PHYSICAL FACILITIES, LEARNING
RESOURCES, AND PROMOTING SAFE AND NURTURING SCHOOLS;
• TEACHERS’ UPSKILLING AND RESKILLING TO DEVELOP TEACHING PROFICIENCY
ALONGSIDE PROVISION OF INCENTIVES AND BETTER CAREER PROGRESSION; AND
• ENGAGEMENT OF STAKEHOLDERS FOR SUPPORT AND COLLABORATION, NOT JUST ON
PROVISION OF FACILITIES BUT MORE ON DEEPER CONSULTATIONS, COLLABORATIVE
RESEARCH AND ANALYSIS, AND HIGH-LEVEL ADVICE TO STRATEGIC POLICY, PLANNING,
AND PROGRAMMING FOR QUALITY.
• THE RIGHTS-BASED EDUCATION FRAMEWORK AND LENS PROVIDE THE LEGAL
INSTITUTIONAL FRAMEWORK. DEPED’S MANDATE UNDER THE GOVERNANCE OF BASIC
EDUCATION ACT OF 2001 TO ENSURE ACCESS TO, PROMOTE EQUITY IN, AND IMPROVE THE
QUALITY
OF BASIC EDUCATION IS BASED ON THE RIGHTS OF THE CHILD AND YOUTH—THE RIGHTS-
HOLDER—AS ENSHRINED IN THE 1987 CONSTITUTION AND OTHER DOMESTIC AND
INTERNATIONAL LEGISLATION, WHICH IS A LEGAL OBLIGATION OF DEPED AS A DUTY-
BEARER TO RESPECT, PROTECT, FULFILL, AND PROMOTE. THE BEDP IS ANCHORED ON
THESE RIGHTS AND DUTIES IN RELATION TO THE BASIC EDUCATION SECTOR.
• • THE 1987 CONSTITUTION:
• - ENSHRINES THE RIGHT OF ALL CITIZENS TO ACCESSIBLE AND QUALITY BASIC EDUCATION
AND THE CORRESPONDING DUTY OF THE STATE TO PROTECT AND PROMOTE THIS RIGHT;
• - PRESCRIBES THE DUTY OF THE STATE TO ESTABLISH, MAINTAIN, AND SUPPORT A COMPLETE,
ADEQUATE, AND INTEGRATED SYSTEM OF EDUCATION RELEVANT TO THE NEEDS OF THE
PEOPLE AND SOCIETY AND TO ESTABLISH AND MAINTAIN A SYSTEM OF FREE PUBLIC
EDUCATION IN THE ELEMENTARY AND HIGH SCHOOL LEVELS;
• - PRESCRIBES THE DUTY OF ALL EDUCATIONAL INSTITUTIONS TO INCLUDE THE STUDY OF
THE CONSTITUTION AS PART OF THE CURRICULA AND TO INCULCATE PATRIOTISM AND
NATIONALISM; FOSTER LOVE OF HUMANITY, RESPECT FOR HUMAN RIGHTS, AND
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.
• RA 9155 (GOVERNANCE OF BASIC EDUCATION ACT OF 2001):

• - DECLARED THE POLICY OF THE STATE TO PROTECT AND PROMOTE THE RIGHT OF ALL CITIZENS TO
QUALITY BASIC EDUCATION AND TO MAKE SUCH EDUCATION ACCESSIBLE TO ALL BY PROVIDING ALL
FILIPINO CHILDREN A FREE AND COMPULSORY EDUCATION IN THE ELEMENTARY LEVEL AND FREE
EDUCATION IN THE HIGH SCHOOL LEVEL;
• - THE FOLLOWING DECLARATION OF POLICY IS INCLUDED IN RA 9155: “IT IS HEREBY DECLARED THE
POLICY OF THE STATE TO PROTECT AND PROMOTE THE RIGHT OF ALL CITIZENS TO QUALITY BASIC
EDUCATION AND TO MAKE SUCH EDUCATION ACCESSIBLE TO ALL BY PROVIDING ALL FILIPINO
CHILDREN A FREE AND COMPULSORY EDUCATION IN THE ELEMENTARY LEVEL AND FREE EDUCATION IN
THE HIGH SCHOOL LEVEL. SUCH EDUCATION SHALL ALSO INCLUDE ALTERNATIVE LEARNING SYSTEMS
FOR OUT-OF-SCHOOL YOUTH AND ADULT LEARNERS. IT SHALL BE THE GOAL OF BASIC EDUCATION TO
PROVIDE THEM WITH THE SKILLS, KNOWLEDGE AND VALUES THEY NEED TO BECOME CARING, SELF-
RELIANT, PRODUCTIVE, AND PATRIOTIC CITIZENS”;

• BASIC EDUCATION DEVELOPMENT PLAN 2030

• - THE LAW STRESSED THE IMPORTANCE OF SHARED GOVERNANCE BETWEEN AND AMONG THE
NATIONAL/CENTRAL, REGIONAL, AND DIVISION OFFICES.
• • CONVENTION ON THE RIGHTS OF THE CHILD:
• - GUARANTEES THE RIGHT OF CHILDREN TO EDUCATION THAT DEVELOPS THEIR
PERSONALITY, TALENTS, AND MENTAL AND PHYSICAL ABILITIES TO THEIR FULLEST
POTENTIAL, AND DEVELOPS RESPECT FOR HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS,
AND FOR THE PRINCIPLES ENSHRINED IN THE CHARTER OF THE UNITED NATIONS;
• - GUARANTEES A WIDE RANGE OF CHILDREN’S RIGHTS IN RELATION TO BASIC EDUCATION
INCLUDING, BUT NOT LIMITED TO, THE RIGHT TO NON-DISCRIMINATION,129 RIGHT TO
HEALTH,130 RIGHT TO PARTICIPATION OR THE RIGHT OF A CHILD CAPABLE OF FORMING AN
OPINION TO HAVE ONE’S VIEWS HEARD AND SERIOUSLY CONSIDERED IN ACCORDANCE WITH
HIS/HER AGE AND MATURITY,131 RIGHT TO RELIGION,132 RIGHT TO REST AND PLAY,133 AND
RIGHT TO PROTECTION AGAINST ALL FORMS OF VIOLENCE.134
• INTERNATIONAL COVENANT ON ECONOMIC, SOCIAL, AND CULTURAL RIGHTS:
• - ENSHRINES THE RIGHT OF EVERYONE TO EDUCATION THAT IS DIRECTED TO THE FULL
DEVELOPMENT OF THE HUMAN PERSONALITY AND THE SENSE OF ITS DIGNITY AND
STRENGTHENING OF RESPECT FOR HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS.