The Enhanced Basic Education Act of 2013 marked an important reform in the Philippines' education system. It was expanded to K-10 from a full K-12 model to realize common objectives and ideals to prepare students for a competitive world. Given that it extends the number of years spent in school, this policy dramatically addresses some of the needs meant to improve learning outcomes and workforce readiness, putting Filipino students "at par with their international peers".

Also, the Act goes beyond academic development as it is rooted on the foundation of Filipino values and heritage. This forms a resemblance of national identity in the midst of globalization since it makes the student understand and appreciate cultural roots as well as instills values that breed social responsibility and coherence. The social objectives serve to emphasize the importance of character development shaped by a sense of civic duty and cultural pride.

The Act is also in line with the broader social ends of civic-mindedness and social cohesiveness, which could translate to a new set of Filipinos who are competent workers but conscious as well of the happenings in their communities.  For instance, readiness for the development of such citizens as a valuable force for advancing national development and to be able to answer the problems of society.

There are a number of challenges in the K-12 program despite the goals that the Enhanced Basic Education Act of 2013 aimed at attaining. One of the main reasons for this is the insufficiency of the needed resources and infrastructure across many rural and underserved areas. Common shortages in classrooms, resources, instructional materials, and even the basic technological tools that most schools lack undermine the effectiveness of the program and further widen the gap in learners' quality. Other pertinent factors are the lack of proper teacher training and support. While the new curriculum places greater demands on teachers, their training and support do not fully meet this new trajectory. Many teachers express a sense of inadequacy in meeting these demands, which can impact the quality of education provided. Lastly, because the K-12 program aims to foster civic-mindedness and national identity, there is an even greater opportunity to add environmental awareness and global issues such as sustainability and digital literacy into the training course curriculum. Improving these aspects of the curriculum will more adequately prepare the minds of students who are surrounded by the complexities of life in modern times.