EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
SENATE
S.B. No.
1365
(In Substitution of S.B. No. 740)
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20 
FEB 18 P 4 '37
RECv 
or -
Prepared by the Committee on Basic Education, Arts and Culture joint with the 
Committees on Youth, Ways and Means, and Finance, with Senators Gatchalian and
Binay as authors thereof.
AN ACT
INSTITUTIONALIZING THE ALTERNATIVE LEARNING SYSTEM IN BASIC 
EDUCATION FOR OUT-OF-SCHOOL YOUTH, ADULTS, AND CHILDREN IN 
SPECIAL EXTREME CASES AND APPROPRIATING FUNDS THEREFOR
Be it enacted by the Senate and the House o f Representatives o f the Philippines in
Congress assembled:
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Section 1. Short Title. -This Act shall be known as the "Alternative Learning
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System Act".
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Sec. 2. Declaration o f Policy. -  It is the policy of the State to promote the
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right of all citizens to quality education at all levels and shall take appropriate steps
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to make such education accessible to all. The State shall likewise give the highest
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priority to the enactment of measures that promote human development and the
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acceleration of social progress, thereby reducing social, economic, and political
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inequalities.
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Towards this end, the State shall provide the out-of-school youth, adults, and
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children in special extreme cases with opportunities to improve their knowledge,
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values, other life skills, and readiness for higher education, work or self-employment
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through a system of non-formal, informal, and/or indigenous education which are
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tailored to respond to their learning needs and life circumstances. The State shall also
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ensure the close partnership and collaboration between the government and the


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private sector in achieving this goal.
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Sec. 3. Objectives. -T his Act aims to achieve the following objectives:
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a) Provide adequate, timely and quality attention and support to the basic
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learning needs of out-of-school youth, adults, and children in special extreme cases;
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b) Guarantee equitable opportunity for all learners, including those who reside
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in the unreached, underserved, conflict-affected communities, and communities in
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emergencies to avail of systematic and appropriate alternative basic education
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programs outside of the formal school system;
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c) Promote lifelong learning anchored on the Alternative Learning System (ALS)
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K to 12 Basic Education Curriculum (BEC) that takes a holistic, integrated and inter-
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sectoral approach, and provide pathways across modes of learning that will ensure
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that learners will become caring, self-reliant, independent, productive, and patriotic
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citizens, by allowing such learners to pursue further education or seek employment
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after participating in the ALS program and passing the accreditation and equivalency
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assessment;
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d) Hire, capacitate, and deploy ALS teachers to implement a range of ALS
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programs 
especially 
in 
far-flung, 
unserved, 
underserved, 
conflict-affected
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communities, and communities in emergencies;
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e) Design specialized programs for persons with disabilities, taking into
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consideration their different levels of learning needs and other functional difficulties
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in the development of instructional materials and learning moduies in accessible
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format;
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f) Develop, integrate, and utilize informal education approaches and strategies
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in the delivery of the ALS program and the assessment of learning outcomes and
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competencies of ALS learners by providing flexibility in the duration of learning
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programs, learning contents, and delivery strategies, among others;
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g) Improve access to education and other learning opportunities and raise the
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level of literacy to contribute to an individual's sustainable future; and
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h) Strengthen non-formal basic education programs but ensure support to the
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policy of the Department of Education (DepEd) that school age children and youth
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should be enrolled in formal education, and that they should be able to return to the


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formal education system in the event that they drop out.
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Sec. 4. Definition o f Terms. -  For purposes of this Act:
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a) Accreditation and Equivaiency Assessment and Certification or A&E
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Assessment and Certification is a process in ALS that comprises an exam and
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other assessments deemed appropriate and anchored on the competencies of
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the ALS K to 12 BEC.
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b) Accreditation and Equivalency Program is a program aimed at providing an
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alternative pathway of learning for out-of-school youth, adults, and children in
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special extreme cases who are literate and have not completed basic
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education. Through this program, school dropouts are able to complete
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elementary and secondary education outside the formal school system.
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c) Adult refers to a person at least eighteen (18) years of age and above.
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d) ALS K to 12 Basic Education Curriculum or ALS K to 12 BEC refers to the
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architectural blueprint indicating the competency, content, key stages, and
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standards for the ALS program under this Act. The ALS K to 12 BEC is
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benchmarked on the DepEd K to 12 formal school curriculum and focuses on
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the 21st Century Skills: Information, Media and Technology Skills, Learning and
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Innovation Skills, Communication Skills, and Life and Career Skills.
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e) Basic Education refers to education intended to meet the basic learning
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needs which provide the foundation on which subsequent learning can be
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based. It encompasses early childhood, kindergarten, elementary and
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secondary education as well as alternative learning systems for out-of-school
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learners and those with special needs.
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f) Basic Literacy Program refers to the program component of ALS that is aimed
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at eradicating illiteracy among out-of-school youth and adults by developing
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basic literacy skills of reading, writing, and numeracy.
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g) Children refer to persons under eighteen (18) years of age.
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h) Children in Special Extreme Cases refer to those under the age of eighteen
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(18) and who have been deprived of access to formal basic education due to
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economic, geographic, political, cultural, and social barriers, such as persons
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with disabilities, indigenous peoples, children in conflict with the law, learners


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in emergencies, and other marginalized sectors of society.
i) Indigenous Peoples refer to a group of people or homogenous societies 
identified by self-ascription and ascription by others, who have continuously 
lived as organized community on communally bounded and defined territory, 
and who have, under claims of ownership since time immemorial, occupied, 
possessed and utilized such territories, sharing common bonds of language, 
customs, tradition and other distinctive cultural traits or who have, through 
resistance to political, social and cultural inroads of colonization became 
historically-differentiated from the majority of the Filipinos.
j) Indigenous Peoples Education refers to the program that supports education 
initiatives undertaken through formal, non-formal, and informal modalities with 
emphasis on any of, but not limited to, the key areas of indigenous knowledge 
systems and practices and community history, indigenous languages, 
indigenous learning system (ILS) and community life cycle-based curriculum 
and assessment, educational goals, aspirations and competencies specific to 
the indigenous cultural community (ICC), engagement of elders and other 
community members in the teaching-learning process, assessment, and 
management of the initiative, recognition and continuing practice of the 
community's ILS, and the rights and responsibilities of ICCs.
k) Informal Education refers to diverse forms of learning that are intentional or 
deliberate but are not institutionalized. Informal education is less organized and 
structured than either formal or non-formal education. It is a lifelong process 
of learning by which every person acquires and accumulates knowledge, skills, 
attitudes and insights from daily experiences at home, at work, at play and 
from life itself.
l) Lifelong Learning refers to all learning activities undertaken throughout life 
for the development of competencies and qualifications. Adult learning and 
education, technical-vocational education or training, and literacy are all 
significant components of the lifelong learning process. It is rooted in the 
integration of learning and living. It covers learning activities for people of all 
ages in ail life-wide contexts, such as family, school, community, and 
workplace, and through a variety of modalities, whether formal, non-formal.


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and informal, which together meet a wide range of learning needs and
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demands.
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m) Microcertification, also known as micro-credentialing, is a process where
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learners can gain credits when they satisfy a cluster of pre-determined tasks,
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activities, competencies or requirements, leading towards achieving the credit
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requirements for A&E certification.
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n) Non-Forma! Education or NFE refers to any organized and systematic
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educational activity carried outside the framework of the formal education
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system to provide selected types of learning to a segment of the population.
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o) Out-of-Schooi Youth or OSY, for purposes of this Act, shall refer to persons
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aged fifteen (15) to thirty (30) years old who did not finish basic education and
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are not enrolled in school.
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p) Persons with Disabilities refer to those who have long-term physical, mental,
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intellectual or sensory impairments which in interaction with various barriers
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may hinder their full and effective participation in society on an equal basis
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with others.
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q) Private Sector \nc\ubes non-governmental organizations or associations, civil
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society organizations, or individuals.
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r) Recognition o f ALS Providers is the process by which the DepEd
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acknowledges and validates potential partners from the private sector in the
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delivery of ALS programs. The process lays out a set of standards of service
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delivery, as well as a system of rewards and incentives, to ensure quality
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delivery of ALS programs.
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Sec. 5. The Alternative Learning System. -  The Alternative Learning
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System is a parallel learning system that provides a viable alternative to the existing
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formal education instruction. It encompasses both non-formal and informal sources of
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knowledge and skills.
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The ALS is hereby institutionalized to strengthen and expand the ALS program
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under Republic Act No. 10533 or the "Enhanced Basic Education Act of 2013" and
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provide increased opportunities for out-of-school youth, adults, and children in special
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extreme cases to develop basic and functional literacy, life skills, and pursue an


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equivalent pathway to complete basic education. It covers those who have been
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deprived of access to formal basic education due to economic, geographic, political,
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cultural, and social barriers, including persons with disabilities, indigenous peoples,
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children in conflict with the law, learners in emergencies, persons deprived of liberty,
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migrant workers, and other marginalized sectors of society.
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Sec. 6. Bureau o f Alternative Education (BAE). -  The Bureau of
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Alternative Education (BAE) shall be created to serve as the focal office for the
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implementation of the ALS programs of the DepEd. It shall be headed by a Director
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IV who shall be under the supervision of the Secretary of Education.
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Sec. 7. Powers and Functions o f the BAE. -  The BAE shall have the
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following powers and functions;
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a) Establish minimum quality standards in the development of the ALS
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curriculum and learning materials, program planning, implementation,
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monitoring, evaluation, and management, including recognition of service
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providers, competency standards for ALS personnel, and requirements for
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ALS learning environments, among others, to help promote assurance of
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the program;
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b) Promote and ensure the certification and accreditation of learners through
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alternative learning programs, both non-formal and informal in nature, as
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anchored on the competencies of the ALS K to 12 BEC;
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c) In partnership with other government agencies, local government units
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(LGUs), and the private sector, ensure access to educational opportunities
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for learners of different interests, iearning needs, capabilities, demographic
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characteristics, and socioeconomic status, who have been unable to
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complete formal basic education;
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d) Coordinate with various agencies and industries for skills development to
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promote 
the 
learners' 
employability, 
efficiency, 
productivity, 
and
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competitiveness in the labor market, as well as assist the learners to
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become entrepreneurs;
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e) Coordinate, encourage close partnerships, and establish linkages with LGUs


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and the private sector on matters pertaining to the sustainable
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implementation of ALS programs, post-program support activities and
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community mapping, and manage nationwide database for out-of-school
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youth, adults, and children in special extreme cases; and
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f) Such other powers and functions as may be necessary for the effective and
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efficient implementation of ALS programs, projects, and activities.
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Sec. 8. ALS Programs. -  The DepEd shall strengthen the implementation of
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a range of priority non-formal education (NFE) programs including but not limited to
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the following:
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a) Basic Literacy Program for nonliterates, neo-literates, and post-literates;
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b) A&E programs for elementary and secondary education dropouts;
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c) Indigenous peoples education program for members of ICCs; and
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d) Supplemental lifelong learning and academic bridging programs for ALS
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completers.
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To effectively deliver the NFE programs, the DepEd may utilize appropriate,
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relevant and responsive learning modalities, such as:
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a) modular instruction;
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b) online, digital or mobile learning;
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c) face-to-face learning sessions and tutorials;
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d) radio or television-based instruction;
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e) blended learning or a combination of various modalities;
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workshops, simulations, and internship to inculcate life skills, work
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readiness and livelihood training, entrepreneurship, post-literacy, personal
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interest, and community development skills; and
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g) provision of inclusive and safe learning environments.
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Sec. 9. Accreditation and Equivalency Assessment and Certification
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fo r ALS Learners. -  The DepEd shall regularly conduct ALS A&E Assessments and
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Certifications as a means to measure and certify competencies of ALS program
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completers and other learners who opt to secure elementary and secondary level
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certifications. It shall also conduct microcertification of sub-sets of competencies


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drawn from the ALS K to 12 BEC. Such assessments and certifications can be done
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both at the national and local levels.
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Elementary level A&E passers are qualified to enroll in junior high school. Junior
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high school level A&E passers are qualified to enroll in technical and vocational
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education and training (TVET) programs accredited by the Technical Education and
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Skills Development Authority (TESDA), or find gainful employment or self-
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employment. Senior high school level A&E passers are qualified to enroll for higher
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education or more advanced TVET programs that require a senior high school
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diploma.
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Measures shall be undertaken in order for the general public, especially
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educational and training institutions, government agencies, and employers to
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recognize the nature and value of certifications provided to ALS learners.
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Sec. 10. Expansion o f the ALS Teacher Program. -  To reach more out-
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of-school youth, adults, and children in special extreme cases, and to accommodate
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learners with disabilities, the ALS teacher program shall be strengthened. The ALS
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teachers shall deliver quality community-based ALS programs for out-of-school youth,
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adults, and children in special extreme cases who are willing to develop basic and
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functional literacy and life skills, and pursue an equivalent pathway to complete basic
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education.
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To promote the professional growth of ALS teachers, the Department of Budget
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and Management, in consultation with the DepEd and the Civil Service Commission,
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shall create teaching positions and allocate the corresponding salary grades.
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The DepEd shall also hire ALS literacy volunteers and instructional managers
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to be ALS teachers through a contracting scheme to augment the needed human
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resource requirements for the implementation of ALS programs.
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Sec. 11. ALS Teacher Education and Training. -  In coordination with the
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Commission on Higher Education (CHED) and other relevant partners in the
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government, the academe, and the private sector, the DepEd shall develop and
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conduct training programs and workshops for ALS teachers to ensure that they have
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the necessary knowledge and capacity to carry out the programs under the ALS


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curriculum, as well as enhance their skills on their roles as academic, administrative,
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and community leaders.
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The CHED shall likewise develop a standardized and formalized ALS curriculum
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for a specialized degree in ALS teaching.
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Sec. 12. Establishment o f the ALS Community Learning Centers. -
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There shall be established at least one (1) ALS Community Learning Center (CLC) in
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every municipality and city throughout the country to serve as a learning environment
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to facilitate the full implementation of the ALS K to 12 BEC and other ALS programs.
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Priority should be given to areas where there is limited or no access to formal basic
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education or high concentration of out-of-school youth, adults, and children in special
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extreme cases.
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Each ALS CLC shall be constructed in accordance with the specifications,
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criteria, and other details as provided and approved by the DepEd, in consultation
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with the municipal or city mayor or a duly authorized representative, to ensure the
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orderly implementation of ALS programs.
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To augment the number of ALS CLCs, the facilities of all DepEd schools
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throughout the country shall likewise be used as learning centers during no class days
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and after regular class hours during class days.
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Further, to ensure that every learner has equitable access to ALS programs,
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every CLC shall be open and operational seven (7) days a week and be provided with
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adequate facilities including a space for childcare for parents attending ALS classes.
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Sec. 13. Recognition o f ALS Providers^ Standards o f ALS Service
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Delivery, and System o f Rewards and Incentives. -  In recognition of the
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distinct competence and commitment of the private sector in the delivery of ALS
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services, the DepEd, in consultation with such sector, shall formulate and adopt a set
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of standards of service delivery, including teacher qualification, teacher deployment,
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teacher training, remuneration, and system of rewards and incentives which are
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responsive to the needs and distinct situations of the particular areas where the
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providers serve. The DepEd shall include in the Implementing Rules and Regulations
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of this Act the minimum requirements and conditions for such set of standards to


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ensure quality delivery of ALS programs.
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Sec. 14. Partnership with Government Agencies. -  To effectively deliver
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quality ALS programs, the DepEd shall partner with the following government
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agencies in the implementation of this Act:
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a) Commission on Higher Education (CHED) -  The CHED shall assist the DepEd
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in promoting among higher education institutions (HEIs) the admission of ALS
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A&E passers. The CHED shall support the DepEd in the development of college
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readiness supplemental programs and provide access to scholarships.
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b) Technical Education and Skills Development Authority (TESDA) -  The TESDA
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shall assist the DepEd in equipping the ALS learners with technical-vocational
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skills and provide access to national certification, as applicable, to improve
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their work readiness. The TESDA shall support the DepEd in implementing
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post-program support activities including providing access to scholarships.
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c) Department of Labor and Employment (DOLE) -  The DOLE shall promote
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gainful employment, on-the-job training, and apprenticeship opportunities for
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ALS learners.
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d) Department of Trade and Industry (DTI) -  The DTI, in partnership with the
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DepEd, shall promote opportunities for entrepreneurship, including access to
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micro-financing and seed capital to ALS learners.
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e) Department of Agriculture (DA) -  The DA, in partnership with the DepEd, shall
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develop a training program for ALS learners and promote opportunities for
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agricultural entrepreneurship, including easy access to credit.
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f) Department of Social Welfare and Development (DSWD) -  The DSWD shall
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support the DepEd ALS programs by sharing its community mapping data,
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referring prospective learners, and providing access to other social services to
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ALS learners.
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g) Department of the Interior and Local Government (DILG) -  The DILG shall
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help enlist the support of the LGUs as DepEd partners in the implementation
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of the ALS program. The DepEd shall coordinate with the DILG on matters
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requiring LGU participation including but not limited to the generation and
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mapping of data related to education as a dimension of poverty under Republic
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Act No. 11315 or the "Community-Based Monitoring System Act."
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h) Department of Justice (DOJ) -  The DOJ shall collaborate with the DepEd to
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facilitate, expand, and strengthen the implementation of ALS programs for
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persons deprived of liberty.
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i) National Commission on Indigenous Peoples (NCIP) -  The NCIP shall assist the
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DepEd to develop a culturally responsive curriculum that respects and takes
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into account the indigenous knowledge system and practices and indigenous
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learning systems. Such curriculum shall be integrated with the prescribed ALS
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curriculum.
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j) Department of Information and Communications Technology (DICT) -  The
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DICT shall help the DepEd in the ALS implementation by providing digital
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resources to the various ALS CLCs and guidance for the digital literacy
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component of the ALS K to 12 BEC and the ALS non-formal education programs.
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k) Department of Health (DOH) -  The DOH shall assist ALS teachers in the delivery
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of health education and other services that promote the health and wellbeing
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of ALS learners, especially female childbearing youth and adult learners. It shall
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partner with the DepEd in providing ALS programs for the qualified patients of
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its various Drug Treatment and Rehabilitation Centers.
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I) Such other relevant government agencies whose mandated functions and
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mechanisms are necessary to effectively and sustainably implement ALS
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programs.
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Sec. 15. Partnership with LGUs. -  LGUs shall partner and coordinate with
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the DepEd in the delivery of ALS programs to their constituents. In partnership with
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other government agencies and stakeholders, LGUs shall identify and mobilize
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prospective ALS learners, provide access to conducive learning environments,
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contribute available resources to ALS programs, promote post-program activities, and
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introduce local innovations, as necessary.
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Sec. 16. Local School Board. -  The Local School Board, established
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pursuant to Section 98 of Republic Act No. 7160 or the "Local Government Code of
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1991," shall perform the following additional functions in the delivery of ALS
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programs:
a) Coordinate ALS implementation with the DepEd at the city or municipal 
level, including the identification of priority ALS programs, establishment, 
operation and maintenance of ALS CLCs, provision of technical assistance 
to ALS teachers, program monitoring and evaluation including parallel 
assessments, and coordination with partners in the government and the 
private sector for post-program support activities;
b) Allow the use of a portion of the Special Education Fund under Sections 235 
and 272 of Republic Act No. 7160 for the operation and maintenance of 
ALS programs within the city or municipality and the supplementary local 
cost of meeting such needs, including but not limited to the hiring of 
additional ALS teachers within the LGU's area of jurisdiction; and
c) Such 
other 
functions 
to 
ensure 
the 
effective 
and 
sustainable 
implementation of ALS programs.
Notwithstanding the provisions of Section 98 of Republic Act No. 7160, the 
composition of the Local School Boards shall also include as members the division 
ALS program supervisors in provinces and cities, and the district ALS coordinators in 
municipalities.
Sec. 17. Mandatory Annual Review and Im pact Assessment o f the ALS 
Program. -  The DepEd, in partnership with the private sector, shall conduct a 
mandatory annual review of the ALS program, and submit such annual report to 
Congress to measure its effectiveness and ensure its proper implementation.
An evaluation system shall be established to assess the impact of the ALS 
program and the progress of the learners who have completed the program.
Sec. 18. Prohibition from Collection o f Fees. -  All DepEd ALS programs 
are free of charge and collection of all kinds of fees, costs or charges is prohibited.
Sec. 19. Tax Incentives. -  Any donation, contribution, bequest or grant, in 
cash or services, whether local or foreign, which may be made by individuals and 
organizations, including private entities which shall provide the appropriate services,
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materials, and delivery support services for the promotion of the ALS program, shall 
be exempt from the donor's tax and the cost of which shall be considered as an 
allowable deduction from the gross income in the computation of the income tax of 
the donor in accordance with the provisions of the National Internal Revenue Code of 
1997, as amended.
Sec. 20. Transportation and Teaching A id Allowance o f ALS Teachers 
and Facilitators. -  Notwithstanding the receipt of a special hardship allowance, ALS 
teachers and facilitators shall be entitled to their corresponding transportation and 
teaching aid allowances subject to guidelines that may be issued by the DepEd.
Sec. 21. Appropriations. -T h e  amount necessary for the implementation of 
this Act shall be charged against those authorized in the current and subsequent 
General Appropriations Act.
Sec. 22. Im plem enting Rules and Regulations. -  Within ninety (90) days 
from the approval of this Act, the Secretary of Education, in consultation with 
concerned government agencies and other education stakeholders, shall formulate 
the rules and regulations implementing the provisions of this Act. The Implementing 
Rules and Regulations (IRR) issued pursuant to this section shall take effect thirty 
(30) days after its publication in a newspaper of general circulation.
Sec. 23. Transitory Provision. -  All existing ALS programs, including ALS 
centers or facilities, established pursuant to the provisions of Republic Act No. 10533 
shall continue to operate pursuant to, and be regulated by, the provisions of this Act 
and its IRR.
Sec. 24. Separability Clause. -  If any part, section or provision of this Act 
is declared invalid or unconstitutional, the other parts thereof not affected thereby 
shall remain in full force and effect.
Sec. 25. Repealing Clause. -  All laws, acts, presidential decrees, executive
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orders, administrative orders, rules and regulations, or parts thereof, inconsistent with 
or contrary to the provisions of this Act are hereby amended, modified or repealed 
accordingly.
Sec. 26. Effectivity. -  This Act shall take effect fifteen (15) days after its 
publication in the Official Gazette or in a newspaper of general circulation.
Approved,
A
/ ' v
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