It further strengthens the Early Childhood Care and Development (ECCD) system, repealing older provisions and formalizing a more integrated ECCD system.

It reformed the basic education curriculum (K–12).

It promoted inclusive education as a strategy to increase children’s participation, institutionalizing program options..

It establishes the State’s duty to “protect and promote the right of all citizens to quality education” and to make education accessible to all.

It institutionalizes a national policy of inclusion and services for learners with disabilities (establishing national structures, entitlements, and financing mechanisms).

It provides updated policy guidelines on educational programs and services for Learners With Disabilities (LWDs) in the K–12 program.

It institutionalizes policies on Integrated Special Education (INSPED) within teacher education programs, ensuring pre-service teachers acquire competencies in handling children with special needs, including those in early childhood setting

It establishes a governance framework (roles, accountability) for basic education, including decentralized responsibility to divisions and school

It issues guidelines for the Alternative Learning System program tailored to persons with disabilities (ALS for PWD).

It institutionalized one year of kindergarten as part of basic education (making pre-primary schooling part of the formal system)...

It strengthened teacher education standards by updating the policies and standards for undergraduate programs in teacher education

It adopts an Indigenous Peoples Education (IPEd) Curriculum Framework, supporting culturally relevant and linguistically appropriate education.

It guarantees rights and privileges for persons with disabilities, promotes their rehabilitation and integration into mainstream society...