GREP iN

E-Filed
RECEIVED

Republic of the Philippines
HOUSE OF REPRESENTATIVES

NINETEENTH CONGRESS
First Regular Session

HOUSE BILL No. 3720

Introduced by HONORABLE REX GATCHALIAN

AN ACT
INSTITUTIONALIZING AND STRENGTHENING
THE ARABIC LANGUAGE AND ISLAMIC VALUES EDUCATION PROGRAM
IN ALL PUBLIC AND PRIVATE BASIC EDUCATION SCHOOLS,
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES

EXPLANATORY NOTE

Its rich history has blessed the Philippines with diverse traditions, heritage,
and ethnolinguistic groups, among others. One facet of Philippine society comprises
Muslim Filipinos. In recognition of their distinct culture, the Department of
Education (DepEd) has provided initiatives to promote the Arabic Language and
Islamic Values Education (ALIVE) Program, such as (1) issuance of a standard
curriculum for elementary public schools and private madaris'; (2) implementation
of the Basic Education Madrasah Programs for Muslim Out-of-School Youth and
Adults as a response to the call for global commitment for the Education for All
Program®; and (3) implementation of Madrasah Education Program (MEP) in the K to
12 Basic Education Program.*

Unfortunately, DepEd has faced various challenges in implementing the
ALIVE Program regarding Islamic knowledge, curriculum implementation or
contextualization, teachers’ training, availability of instructional materials and
school facilities, and low and delayed allowance or salary, among others.

Furthermore, learners who finished basic education in traditional madaris without

the DepEd-prescribed basic education curriculum do not possess the expected



competencies of basic education graduates since they were not trained and prepared
for the required employment and entrepreneurship skills. It is also worth noting that
the Philippines has no existing universities and colleges where madaris graduates

proficient in Arabic could enroll for higher education.

This measure seeks to amplify DepEd’s noble and apt initiative by
institutionalizing and strengthening the ALIVE Program in all public and private
basic education schools outside the Bangsamoro Autonomous Region in Muslim
Mindanao (BARMM) and make it a vital component of the national education system.
This measure further mandates:

(1) The provision of facilities, school furniture, and equipment, relevant
textbooks, and instructional materials, and recruitment and training or
capacity-building of asatidz to include training of trainers, supervisors, and
administrators, and technical and financial educational assistance to DepEd-
accredited or recognized private madaris;

(2) The crafting of a multi-year roadmap for the ALIVE Program, which shall serve
as a guide to government agencies and private stakeholders for the optimal
realization of the objectives of this proposed measure;

(3) The creation of the ALIVE Advisory Council to ensure the attainment of the
objectives of the proposed law; and

(4) DepEd’s Bureau of Learning Delivery to implement the provisions of this bill
by coordinating with other national government agencies and offices as
partner implementing agencies;

In view of the foregoing, approval of this \ carnestly sought.

1* District, Valenzuela City


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Republic of the Philippines
HOUSE OF REPRESENTATIVES

NINETEENTH CONGRESS
First Regular Session
HOUSE BILL no. 3720
—
Introduced by HONORABLE REX GATCHALIAN

ee

AN ACT
INSTITUTIONALIZING AND STRENGTHENING
‘THE ARABIC LANGUAGE AND ISLAMIC VALUES EDUCATION PROGRAM
IN ALL PUBLIC AND PRIVATE BASIC EDUCATION SCHOOLS,
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES

Be it enacted by the Senate and the House of Representatives of the Philippines in
Congress assembled:

SECTION 1. Short Title. - This Act shall be known as the “Arabic Language
and Islamic Values Education Act’.

SEC. 2. Declaration of Principles and Policy. - The State recognizes the vital
role of the youth in nation-building and shall promote and protect their physical,
moral, spiritual, intellectual, and social well-being. Towards this end, it shall be the
duty of the State to protect and promote the right of all citizens to quality education
at all levels, and shall take appropriate steps to make such education accessible to
all.

The State likewise recognizes the complementary roles of public and private
institutions in the educational system and shall exercise reasonable supervision and
regulation of all educational institutions.

It likewise recognizes the natural and primary right and duty of parents in

rearing the youth for civic efficiency and the development of moral character, which
shall receive government support.

To further this State policy, educational institutions shall promote the
inclusion of all learners, especially Muslim Filipinos, in programs that preserve their
unique culture which includes the teaching of Arabic Language and Islamic Values.

Such programs shall serve as instruments for their maximum participation in


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national development and ensuring their involvement in achieving national unity in

diversity among Muslim and non-Filipino learners and the country as a whole.

SEC. 3. Objectives. - This Act aims to achieve the following objectives:

a. Institutionalize an effective and efficient program in the basic education
system of the country that promotes, strengthens, respects and preserves the Muslim
Filipinos’ distinct historical identity, culture, customs, and traditions;

b. Strengthen the existing Arabic Language and Islamic Values Education
Program and make it a vital component of the national education system;

c. Ensure the contribution of Muslim Filipinos to national goals and
aspirations aimed at making them partners in nation-building;

d. Recognize Muslim Filipinos whose values and competencies enable them
to realize their full potential and contribute meaningfully to building the nation; and

. Qualify and capacitate competent teachers of Arabic Language and Islamic
Values Education.

SEC. 4. Definition of Terms. - As used in this Act:

a. Arabic Language is the language of the Arabs as formally and grammatically
taught under the Arabic Language and Islamic Values Education Program.

b. Arabic Language and Islamic Values Education refers to programs
implemented in public and private schools that aim to provide additional subjects on
Arabic Language and Islamic Values in the regular basic education curriculum.

c. Asatidz is the general Arabic term for teachers historically or traditionally
used in most Muslim Filipino communities. It is the plural form of the Arabic word
“ustadz’, a term that refers to a male teacher, and “ustadzah”, a term that refers to
a female teacher. It includes Ulama (singular, Alim) and Alimat (singular, Alimah),
male and female Muslim professionals, respectively, who specialized in Islamic
Studies and obtained their education locally or abroad through Arabic Language.

d. Accelerated Teacher Education Program refers to a customized course
approved by the Commission on Higher Education (CHED) and Professional
Regulation Commission (PRC) to be delivered by Higher Education Institution
partners. Through this program, the ALIVE asatidz deployed in public and private
schools may earn a teaching degree and take the Licensure Examination for
Teachers.

¢. Cultural and Religious Learning Institutions (CRLI) are the oldest forms of
learning in the Philippines which teach Muslim Filipinos their culture, customs,


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beliefs, and practices. The CRLI is the technical term denoting these indigenous
alternative systems of education.

£. Islamic Values refer to moral and ethical values or virtues that are based on
the teachings of the Glorious Qur’an and exemplified by the practice of the Holy
Prophet.

g. Madrasah (plural, madaris) is an Arabic term for school which is
operationally defined as an educational institution that is community-based and
operated privately wherein the medium of instruction is the Arabic Language. Islamic
studies and Arabic literacy are its core emphasis.

h. Private madaris refer to private schools or providers of madrasah education.
These can be categorized as: (1) traditional madrasah that conducts Arabic Language
and Islamic Values Education and Islamic studies, and (2) private madrasah that
conducts regular K to 12 classes and implements a madrasah curriculum recognized
by the Department of Education (DepEd). For purposes of this Act, these shall
include other types of relevant and similar learning institutions that teach
Indigenous Knowledge Skills and Processes which are part of Muslim culture and
belief, key cultural and artisan skills of Muslim cultures, and Islamic Studies.

SEC. 5. Scope of Application. - This Act shall be implemented in all public
schools and private madaris in the country located outside the Bangsamoro
Autonomous Region in Muslim Mindanao (BARMM). It shall also apply to learners
enrolled in the Alternative Learning System created pursuant to Republic Act No.
11510 or the “Alternative Learning System Act’.

SEC. 6. The Arabic Language and Islamic Values Education (ALIVE) Program.
- The ALIVE Program is hereby institutionalized to provide Muslim Filipino learners
the appropriate and relevant educational opportunities while recognizing their
cultural contexts and unique purposes for participating in the Program. It shall
include, but not be limited to:

a. provision of facilities, school furniture, and equipment;

b. provision of relevant textbooks and instructional materials;

c. training or capacity-building of asatidz to include training of trainers,
supervisors, and administrators;

d. provision of technical and financial educational assistance to DepEd-
accredited or recognized private madaris;


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€. monitoring and evaluation system of the ALIVE Program and its
implementation;

f. accreditation or recognition criteria and system for private madaris; and

g. forging of inter-agency or inter-governmental agreements on curriculum
and standards.

SEC. 7. Teaching of ALIVE. ~ At the option expressed in writing by the parents
or guardians of the learners, the subjects of Arabic Language or Islamic Values
Education, or both, shall be taught to Muslim Filipino learners as well as to non-
Muslim Filipino learners as an integral part of the ALIVE Program.

The teaching of Arabic language aims to develop the learners’ functional
literacy in Arabic, while the teaching of Islamic values aims to help learners acquire
the desired Islamic values that would guide them to be makatao, makaDiyos,
makakalikasan, at makabayan. The teaching of Islamic values must also emphasize
the values of interfaith dialogue, multiculturalism, and respect for differences in
belief.

Subject to the consent, in writing, by the parents or guardians of the learners,
Islam shall be allowed to be taught to their children or wards within the regular class

hours without additional cost to the government.

SEC. 8. The ALIVE Program Multi-Year Roadmap. ~ Within sixty (60) days from
the effectivity of this Act, the DepEd shall initiate the crafting of an ALIVE multi-year
roadmap covering a minimum period of five (5) years. The multi-year roadmap shall
serve as a guide to government agencies and private stakeholders for the optimal
realization of the objectives of this Act. It shall set the overall direction of the ALIVE
Program and shall contain the current policy, practices, gaps, and challenges
affecting its integration and implementation in the basic education of Muslim
Filipinos as well as of non-Muslim Filipinos. It shall likewise set detailed targets and
outcomes for a minimum period of five (5) years and provide the public and private
stakeholders’ specific actions or interventions to include implementation and
monitoring strategies, and annual budgetary requirements. It shall be subject to a
periodic review and updating to determine its implementation status and ensure that
the institutionalization and strengthening of the ALIVE Program envisioned in this
Act is realized and sustained.

‘The roadmap shall be completed within one (1) year from the effectivity of this
Act and crafted in consultation with the ALIVE Advisory Council created hereafter,


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the NCMF, the CHED, the TESDA, the NCIP, the NCCA, the University of the
Philippines Institute of Islamic Studies (UP-IIS), the King Faisal Center for Islamic,
Arabic and Asian Studies (KFCIAAS) of the Mindanao State University (MSU),
other concerned government agencies, and other relevant organizations and
education stakeholders. The roadmap shall be periodically reviewed and updated not
later than every five (5) years from its implementation until the ALIVE Program is
fully institutionalized and integrated into the Philippine Education System.

SEC. 9. The Bureau of Learning Delivery as Implementing Bureau. ~The Bureau
of Learning Delivery (BLD) of the DepEd shall implement the provisions of this Act.
It shall:

a. Coordinate with other national government agencies and offices as partner
implementing agencies;

b. Promote and strengthen the ALIVE Program;

¢. Initiate the preparation and regular updating of an ALIVE Program multi-
year roadmap, supported by annual work and financial plans, for the effective
implementation of this Act;

d. Subject to the approval of the Secretary of Education (Secretary), set the
standards, approve, and ensure the availability of textbooks and other learning
resources for use in the ALIVE Program. The BLD shall ensure that these textbooks
and learning resources passed the standard screening and evaluation process prior
to their publication, procurement and distribution;

¢. Ensure the training and capacity building of asatidz and the training of
trainers, administrators, and supervisors;

f. Implement policies and standards for the use of learning delivery
modalities, including the training of asatidz on distance education;

g. Subject to the approval of the Secretary, formulate standards and criteria
in the establishment, accreditation or recognition of private madaris and CRLIs;

h. Supervise, monitor, evaluate, and assess the compliance, operations and
performance of public and private madaris and their personnel pursuant to this Act,
and regularly submit reports to the Secretary; and

i, Perform such other necessary functions for the effective and efficient
implementation of this Act.

The head of the ALIVE Program in the DepEd and its regional and division
offices shall be a Muslim Filipino who shall be qualified based on existing Philippine
Qualification Standards.


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SEC. 10. Hiring of Asatidz. ~ The DepEd, through the BLD, and in consultation
with the CSC and the Department of Budget and Management (DBM), shall hire a
sufficient number of asatidz and create plantilla positions for the asatidz. It shall
also establish a merit and classification system taking into consideration the position

classification, salaries, career progression, and their duties and responsibilities.

SEC. 11. ALIVE Teacher Education and Training. - The DepEd shall develop and
conduct regular training programs and workshops for in-service asatidz, including
the training of trainers, to ensure that they have the necessary knowledge and
competence to teach ALIVE, as well as enhance their skills on their roles as asatidz
taking into consideration the Muslim Filipinos’ culture and values.

The CHED, under its established Technical Committee for Islamic Studies,
shall likewise develop policies, standards, and guidelines for a standardized and
formalized madrasah education curriculum with tracks that include a specialized
degree in Madrasah Teaching.

The DepEd shall likewise strengthen the Accelerated Teacher Education
Program to ensure that there is a sufficient number of asatidz for the teaching of
Arabic Language or Islamic Values Education, or both.

SEC. 12. Special Eligibility; Qualifying Examination. - For the purpose of
meeting the eligibility requirement for the position of asatidz, the PRC shall develop
and administer special qualifying examinations for permanent appointment of
asatidz positions in the DepEd. This shall include ulama, alimat, and other
madrasah education teaching graduates and holders of degrees or sufficient units,
or credentials earned from institutions of higher learning within or outside the
country, or both, for them to become asatidz.

The PRC, in coordination with the CSC, shall grant special license for those
enumerated in the preceding paragraph who passed the special qualifying
examinations: Provided, That the eligibility herein granted may only qualify the
grantee to permanent appointment as asatidz and shall not be considered as a
substitute to second level eligibility unless authorized by the CSC.

Graduates with Latin honors, i.e., summa cum laude, magna cum laude and
cum laude, from a recognized university or institution of higher learning in Arabic
or Islamic Studies, whether local or international, may be exempted from the special
qualifying examinations and shall be deemed to have met the eligibility requirement


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for permanent appointment to asatidz positions subject to applicable Civil Service
rules on granting honor graduate eligibility.

SEC. 13. Data on ALIVE. - Through its Information and Communications
Technology Service, the DepEd shall gather relevant data on the implementation of
the ALIVE Program. It shall include, but not limited to, data on learners in the ALIVE
Program, asatidz, list of existing private madaris and CLRIs, list of private partners,
and other relevant data and information that the DepEd may identify.

For statistics purposes, the Learner Information System of the DepEd shall
state if a learner is a Muslim Filipino.

SEC. 14. The ALIVE Program Advisory Council. ~The ALIVE Program Advisory
Council (“Council”) is hereby created to ensure the attainment of the objectives of
this Act. The Council, which shall directly coordinate and collaborate with the
Secretary, shall have the following powers and functions:

a. Represent Muslim Filipino learners, asatidz, private madaris, and their
respective organizations, and participate in consultative meetings of the DepEd and
other organizations in the formulation of policies, plans and strategies, educational
programs, rules and regulations, guidelines, or regulatory changes;

b. Conduct research and policy studies on the ALIVE Program;

c. Participate in crafting, amending, or updating the roadmap referred to in
this Act, and monitor and evaluate its implementation;

d. Monitor and assess the implementation of the ALIVE Program as provided
in this Act;

e. Review existing and recommend new legislation to promote the
educational welfare of Muslim Filipino learners; and

f. Perform other similar functions as may be necessary.

Subject to prior consultation with Muslim Filipino professionals from the
academe, organizations of asatidz in public and private madaris, organization of
private madaris, and other relevant Muslim-Filipino stakeholders regarding the
composition of the Council and the qualifications and terms of office of its members,
the DepEd, within sixty (60) days from the effectivity of this Act, shall issue the
necessary orders on the creation and composition of the Council, and direct the
Department, bureaus, and its attached agencies to extend the required assistance

and cooperation to the Council in the performance of its functions. The Implementing


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Rules and Regulations (IRR) of this Act shall state the composition of the Council
and the qualifications and terms of office of its members.

‘The Council shall be independent from the DepEd, and its members shall not
be entitled to any compensation in the performance of their functions but shall be

entitled to reimbursement or honoraria in the performance of their functions.

SEC. 15. Learning Continuity; Equivalency. - The DepEd, in collaboration with
the NCMF, the CHED, and the TESDA, shall establish programs to ensure the
integration of the teaching of Islamic Studies and Arabic Language with the higher
and technical-vocational education system towards continuity of learning and
creation of opportunity for basic education graduates in the country to harness their
potential, pursue higher education, or seek employment.

‘The CHED, the PRC, and other relevant government agencies shall likewise
develop and implement a system of recognition, certification, accreditation or
equivalency for the degrees and programs earned by Muslim Filipino graduates from
institutions of higher learning outside the Philippines.

SEC. 16. Authority to Receive Donations or Grants. - The DepEd may accept
any donation, or grant, in cash or in kind, whether local or foreign, which may be
made by inc

iduals and organizations, public or private, which shall provide the
appropriate services, facilities, materials, and other support services for the
implementation of the ALIVE Program and the promotion and preservation of
Muslim Filipino culture as provided in this Act.

SEC. 17. Private Sector Participation; Tax Incentives. ~ Partnership between the
government and the private sector in support of the ALIVE Program shall be
encouraged. Any donation, contribution or grant, in cash or in kind, whether local
or foreign, which may be made by individuals and organizations, including private
entities, which shall provide the appropriate services, facilities, materials, and
delivery support services for the promotion and development of the ALIVE 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

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the donor in accordance with the provisions of the National Internal Revenue Code

of 1997, as amended.

SEC. 18. Operation of Private Madaris. - The DepEd shall adopt an
accreditation mechanism for all private madaris and CRLIs in the country, regardless
of their kind, as part of its external quality assurance process for every madrasah to
ensure the continuous improvement of the madaris and for purposes of public
accountability. They shall be subject to the reasonable supervision and regulations
of the DepEd and the relevant provisions of this Act.

SEC. 19. Mandatory Review and Impact Assessment; Submission of Annual
Report to Congress. ~ In partnership with the other concerned government agencies,
the DepEd shall conduct a mandatory review of the implementation of this Act five
(5) years from its effectivity to determine its impact, measure its effectiveness, and
ensure its proper implementation.

An annual report of the implementation of this Act shall be submitted to the

Committees on Basic Education of both houses of Congress.

SEC. 20. Interpretation. — The provisions of this Act shall be applied in
harmony with any law on education implemented in the BARMM and shall be
interpreted towards the attainment of the goals of “Education for All”.

SEC. 21. Appropriations. - The amount necessary for the implementation of
this Act shall be charged against those authorized in the current appropriations of
the DepEd. Thereafter, the amount necessary for its continued implementation shall
be included in the budget of the DepEd as a separate line item in the annual General
Appropriations Act.

SEC. 22. Implementing Rules and Regulations. - Within sixty (60) days after
the effectivity of this Act, the Secretary of Education, in consultation with the
Council, the NCMF, other concerned government agencies, and other education
stakeholders, shall issue the rules and regulations for its effective implementation.
The IRR issued pursuant to this section shall take effect fifteen (15) days after its
publication in a newspaper of general circulation.

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SEC. 23. Transitory Provision. - All existing madaris in the country, whether
established or operating pursuant to the provisions of Republic Act No. 10533 or the
“Enhanced Basic Education Act of 2013”, DepEd issuances, rules and regulations,
and other laws shall continue to operate pursuant to, and shall be regulated by, the
provisions of this Act and its IRR and other applicable laws.

SEC. 24. Separability Clause. - If any provision of this Act is held invalid or
unconstitutional, the other provisions not so declared shall remain in force and
effect.

SEC. 25. Repealing Clause. - All other laws, executive orders, presidential
decrees, administrative orders, rules and regulations, issuances, or parts thereof
contrary to or inconsistent with the provisions of this Act are hereby repealed or
amended accordingly.

SEC. 26. Fffectivity. - Notwithstanding the non-issuance of the IRR, this Act
shall take effect fifteen (15) days after its publication in the Official Gazette or in a
newspaper of general circulation.

Approved,

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