NINETEENTH CONGRESS OF THE 
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REPUBLIC OF THE PHILIPPINES 
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First Regular Session 
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SENATE
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ot the
•22 JUL-7 P3S2
lUXEiVLD H;.
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S.B. No.
Introduced by SENATOR WIN GATCHALIAN
AN ACT
ESTABLISHING AN ACADEMIC RECOVERY AND ACCESSIBLE 
LEARNING PROGRAM, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES
EXPLANATORY NOTE
As the Chairperson of the Senate Committee on Basic Education, Arts and 
Culture during the 18th Congress, I have personally witnessed the struggle of our 
learners to achieve quality education under the basic education system. 
Unfortunately, the Coronavirus Disease 2019 (COVID-19) pandemic worsened 
this struggle due to the prolonged school closures which resulted in huge learning 
loss and missed learning opportunities.
To address the problem, I filed this bill in the 18th Congress to seize the 
opportunity to formulate a transformational policy that would immediately 
accelerate learning recovery. Now that face-to-face classes are expected to be fully 
implemented in the following school year, I am refiling this bill backed with more 
relevant studies and recent data.


According to the World Bank, the revised estimate of pre-pandemic 
learning poverty in the Philippines is 90.5%.1 This suggests that nine (9) in every 
ten (10) Filipino learners aged 10 are unable to read and understand a simple 
text.2 The upward revision to the initial 69.5%-estimate accounted for more 
recent data, specifically the results of the Southeast Asia Primary Learning 
Metrics 2019 (SEA-PLM 2019).
This learning poverty was affirmed by the performance of our learners in 
the following international student assessments: (a) the 2018 Programme for 
International Student Assessment where our learners ranked last in Reading and 
second to the last in Mathematics and Science among the other learners in 79 
countries; (b) the SEA-PLM 2019 where majority of our learners have difficulty in 
English and arithmetic problems; and (c) the 2019 Trends in International 
Mathematics and Science Study where out of the assessment of 58 countries 
globally, the Philippines came in last, both in Science and Mathematics.
Due to the COVID-19 pandemic, the World Bank projected that the 
learning poverty is expected to arise substantially due to pandemic-induced 
school closures.3 A World Bank simulation analysis for the Philippines estimated 
that Learning-Adjusted Years of Schooling will decrease by 1.4 to 1.7 years; that 
is, from 7.5 years to 5.7 to 6.1 years. Applying this analysis to 12 years of basic 
education, the quality of learning - post-pandemic - would now equal to only 5.7 
to 6.1 years-worth of schooling.4 School closure is also expected to negatively
1 Azevedo, Joao Pedro. 2020. Learning Poverty: Measures and Simulations. Policy Research
Working 
Paper; 
No. 
9446. 
World 
Bank,
https: / /openknowledge.worldbank.org/handle/10986/34654
2 
The World Bank. (2021). What is Learning Poverty?, 
https: / / WWW. worldbank.org/en/topic/ education/brief / what-is-learning-
poverty#:~:text=To%20spotlight%20this%20crisis%2C°/o20we,simple%20text%20by%20age
%2010.
3 
The World Bank and Australian Aid. (2021). Philippine Basic Education System: 
Strengthening Effective Learning During the COVID-19 Pandemic and beyond. 
https: / /openknowledge.worldbank.org/bitstream/handle/ 10986/35649/Philippines-
COVID-19-Monitoring-Survey-Policy-Notes. pdf?sequence:=l&isAllowed=v.
4 Ibid.
2


impact the skills learners can acquire which will affect their employment 
opportunities and earning potential when they join the labor force.5
New research further consistently finds evidence that the pandemic and 
initial school closures increased inequality in educational outcomes across racial 
and socioeconomic lines, creating an urgency to identify programs and policies - 
such as high-dosage tutoring - to mitigate COVID-19 learning loss.6 High dosage 
tutoring has been found to produce substantial increases in test scores while 
other evidence shows that the most successful tutoring programs happen when 
students remain with the same tutor throughout the year. 7
Tutoring can substantially increase student achievement, especially 
among low-achieving students8 and can provide motivation, personal individual 
attention, direct instruction, and error correction to increase students’ academic 
skills. This type of academic support will have a positive impact on the vital 
decision of students to remain in school.9
This bill establishes the ARAL Program which shall ensure that learners 
who did not enroll in School Year 2020 to 2021, are lagging academically, and 
are at and marginally above the minimum level of mastery required in Language, 
Mathematics, and Science, are provided optimal instructional time to ensure 
mastery of essential competencies to make up for such learning loss. Reading, 
which is included in the most essential learning competencies in Language, shall
5 Spencer, C., Chakravarthy, S., Sindhu B., et.al. (2022). Potential Economic Impact of
COVID-19-Related 
School 
Closures. 
Asian 
Development Bank.
https://dx.doi.org/10.22617/WPS220197-2
6 Robinson, C., Kraft, M., Loeb, S., 8c Schueler, B. (2021, February). Accelerating Student
Learning with High-Dosage Tutoring. EdResearch for Recovery, Annenberg Brown University, 
Results 
for 
America, 
and 
University 
of 
Virginia,
https: / / annenberg. brown.edu / sites / default/files / EdResearch_for_Recovery_Design_Princip 
les_l.pdf.
7 
World 
Bank 
(2021). 
Accelerating 
Learning 
Recovery.
https: / /thedocs.worldbank.org/en/doc/75bdb5f2cQ3fl9f0642dblc941193f8d-
0140042021 / related / Recoverv-updated-09-27-2021. pdf
8 Ibid.
9 Fluke, S., O’Connor, A., Hoff, N., & Peterson, R. L. (2014, September). Academic Support, 
Strategy Brief. Lincoln, NE: Student Engagement Project, University of Nebraska-Lincoln and 
the Nebraska Department of Education, http: //kl2engagement.unl.edu/academic-supports.
3


be prioritized to develop the critical and analytical thinking skills of learners. For 
Kindergarten learners, the program shall focus on building foundational skills 
aimed at strengthening their literacy and numeracy competencies.
The tutors under the ARAL Program are teachers and para-teachers who 
shall be provided with proper remuneration for their services. Tertiary level 
students are encouraged to volunteer as tutors whose services shall be deemed 
as completion of the Literacy Training Service under the National Service Training 
Program, in accordance with the provisions of Republic Act No. 9163, otherwise 
known as the “National Service Training Program (NSTP) Act of 2001”.
This program is accessible as it widens the reach of tutorial sessions 
through the implementation of different delivery modes such as face-to-face, 
online, or blended learning. This measure promotes the use of high-quality 
instructional materials that are aligned with core classroom content or grade level 
standards to enable tutors to reinforce and support teachers’ classroom 
instruction, provides capacity building to tutors, and assesses the ARAL Program 
and its tutors and learners to make a positive impact on the improvement of 
learning outcomes.
Given the grimmer outlook on the effects of the pandemic school closures, 
as evidenced by the latest data available, the ARAL Program remains to be my 
proposed national core strategy at this opportune time to allow learners to catch 
up with the rest of the world despite their learning loss. This program strengthens 
the protection and promotion of the right of our citizens to quality education as 
enshrined in the 1987 Philippine Constitution.
In view of the foregoing, the urgent passage of this b^Fis earnestly sought.


NINETEENTH CONGRESS OF THE 
]
REPUBLIC OF THE PHILIPPINES 
]
First Regular Session 
]
^nuite
0l til? 
«,W
•22 JUL-7 P3 *52
SENATE
150
S.B. No.
RHCElVfcD S'f.
Introduced by SENATOR WIN GATCHALIAN
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AN ACT
ESTABLISHING AN ACADEMIC RECOVERY AND ACCESSIBLE 
LEARNING PROGRAM, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
Section 1. Short Title. - This Act shall be known as the C(Academic 
Recovery and Accessible Learning (ARAL) Program Act"
Sec. 2. Coverage. - This Act shall apply to the following learners under 
the Department of Education (DepEd): (a) those who did not enroll in School 
Year 2020 to 2021; (b) those who are lagging academically; and (c) those who 
are at and marginally above the minimum level of mastery required in 
Language, Mathematics, and Science.
Sec. 3. Declaration of Policy and Objectives. - It is the declared policy of 
the State to protect and promote the right of all citizens to quality education


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at all levels and shall take appropriate steps to make such education
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accessible to all.
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Towards this end, the State shall endeavor to support learners by
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establishing a free and effective national remedial program to provide learners
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who experienced learning loss as a result of the pandemic school closures,
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with supplemental lessons to close learning gaps and enable them to catch
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up to their cohorts.
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Sec 4. Establishment of the ARAL Program. - The ARAL Program is
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hereby established to provide a national learning intervention program which
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shall be grounded on the following areas:
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a) Well-systematized tutorial sessions which demonstrate higher
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achievement gains;
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b) Well-designed remediation plans tailored fit to the learning needs of
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learners;
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c) Careful assessment and evaluation of the progress of learners;
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d) Well-chosen and trained remedial instruction facilitators; and
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e) Adequate provision of nutritional, social, emotional, and mental
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health support to ensure the holistic well-being of learners, and for
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them to prosper academically, build resilience against adversity, and
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be equipped with skills and confidence to seek help for early
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intervention during their educational journey.
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The program shall further ensure that learners shall be provided
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optimal instructional time to ensure mastery of essential competencies and
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make up for learning loss.
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Sec. 5. Most Essential Learning Competencies in Language,
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Mathematics, and Science. - The ARAL Program shall cover the most essential
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learning competencies under the K to 12 Basic Education Curriculum
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covering the subjects of Language and Mathematics for Grades 1 to 10, and
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Science for Grades 3 to 10.


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Reading, which is included in the most essential learning competencies 
in Language, shall be prioritized to develop the critical and analytical thinking 
skills of learners.
For Kindergarten learners, the ARAL Program shall focus on building 
foundational skills aimed at strengthening their literacy and numeracy 
competencies.
Sec. 6. Determination of Learners under the ARAL Program. - The DepEd 
shall determine the learners to be covered by this program using its Learner 
Information System (LIS) and other relevant databases.
The DepEd may likewise use the learners’ academic performance in 
school years prior to School Year 2020-2021 to determine those who are at 
and marginally above the minimum mastery requirements of the subjects 
covered by this Act.
Priority shall be given to younger learners.
Sec. 7. Tutors under the ARAL Program. - Teachers and para-teachers 
shall be responsible for tutoring learners under the ARAL Program. Tertiary 
level students may volunteer as tutors provided that they are at or above the 
75th percentile of their respective school cohorts in the subject that they will 
be teaching and have passed a mock tutoring session to be administered by 
the DepEd.
The tutors shall employ a step-based approach which provides 
corrective feedback on each question or problem faced by learners. They shall 
be supportive and empathetic of their needs, motivation, and behavior. To 
facilitate positive tutor-learner relationships, a stronger understanding of the 
learners’ learning needs, and greater academic, social, and motivational 
outcomes, the ARAL Program shall strive to pair a learner or learners with the 
same tutor for the entire duration of the program.
For purposes of this Act, teachers refer all persons engaged in teaching 
at the elementary and secondary levels, whether on full-time or part-time


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basis, including technical-vocational teachers and all other persons 
performing supervisory or administrative functions, or both, in all schools in 
the aforesaid levels and qualified to practice teaching under existing laws. 
Para-teachers are those who have taken the Licensure Examination for 
Teachers but were unable to qualify, and have been issued by the Board for 
Professional Teachers a special permit indicating their area of assignment.
Sec. 8. Conduct of Tutorial Sessions; Group Size of Learners. - Tutorial 
sessions may be held on weekends during the school year or semestral 
breaks, as may be deemed necessary. Learners may be grouped according to 
their assessed learning needs. One-on-one tutorial may also be provided to 
learners taking into consideration their particular learning needs.
Sec. 9. Instructional Materials. - The ARAL Program shall use high- 
quality instructional materials that are aligned with core classroom content 
or grade level standards to enable tutors to reinforce and support teachers’ 
classroom instruction. The instructional materials shall address concepts and 
build foundational skills which are most critical to the improvement of 
learning outcomes.
Sec. 10. Delivery Modes for Tutorial Sessions. - Tutorial sessions shall 
be conducted using any of the following delivery modes to ensure that the 
sessions are accessible to or within the reach of learners:
a) Face-to-face tutorials where tutors and learners are physically 
present in the same place;
b) Online tutorials where tutors facilitate the tutorial sessions and 
engage the learners’ active participation by using various 
technologies so that learning can be accessed anytime while they are 
geographically remote from each other; and
c) Blended learning where a specified number of tutorial sessions 
include online and face-to-face tutorials.


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In determining the venue for the tutorial sessions, the DepEd shall 
consider accessibility, cost-effectiveness and health-safety risk. The DepEd, 
in collaboration with the local government unit, shall provide a safe learning 
environment for face-to-face tutorials by investing in hygiene facilities and 
supplies and establishing safety health protocols therein.
Sec. 11. Assessment of the ARAL Program and its Learners. - To ensure 
the effectiveness and success of the ARAL Program, the determination of the 
learning status and progress of learners, the establishment of appropriate 
tutoring strategies and interventions, and the evaluation of teaching 
effectiveness shall be grounded on evidence-based practices.
In addition to pre- and post- assessments, tutors shall conduct 
formative assessments of their learners to allow them to provide timely 
feedback on each learner and effectively tailor their instruction based on the 
learners’ individual learning needs.
Sec. 12. Capacity Building and Assessment of Tutors. - To successfully 
improve learning outcomes as envisioned by the ARAL Program, tutors shall 
receive adequate training, focusing on innovative instructional techniques, 
interpersonal skills, social-emotional learning, and cultural competency, 
among others, as may be deemed necessary.
To engage learners effectively during online tutorials, the ARAL Program 
shall further support and develop tutors to incorporate online tools into their 
tutoring practices and methods and help learners overcome their online 
learning difficulties.
Sec. 13. Campaigns for Learners to Return to School. - The ARAL 
Program shall create mass awareness campaigns on media and through 
community engagement to encourage learners to re-enroll and return to 
school through the following strategies:
a) Flexible enrollment dates;


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b) Accessible physical or digital enrollment forms. Digital enrollment 
forms shall be available on the website of the DepEd, while physical 
enrollment forms shall be made available at accessible locations to 
be established in schools and barangay halls;
c) Extension of deadlines for submission of required enrollment 
documents;
d) Presence of health and sanitation facilities;
e) Establishment of public health and safety protocols upon 
resumption of face-to-face classes; and
1) Continuous implementation of school feeding programs.
Sec. 14. Updated Learner Information System (LIS). - The DepEd shall 
update its LIS which shall contain the following additional information:
a) Name and academic background of tutors;
b) Name, grade level, and school of learners and their corresponding 
scores and grades in their remedial subjects;
c) Performance of learners on tasks and activities administered during 
the tutorial sessions;
d) Assessment of learners; and
e) Tutorial materials, lectures, or modules used.
Sec. 15. Free Access to All of DepEd's Learning Platforms; Special 
Services for Learners and Tutors. - Public Telecommunications Entities (PTEs) 
shall provide free access to all of DepEd’s learning platforms, including online 
educational platforms, digital libraries, and other online knowledge hubs 
without any additional financial burden on all learners and tutors. No data 
charges shall also be incurred in the download of data from these sites and 
applications. Learners and tutors shall also be provided subsidized data plans 
by the DepEd for the use of these learning platforms.


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Sec. 16. Allotment of Air Time for Educational Tutorial Programs. -
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Pursuant to Republic Act No. 8370, otherwise known as “Children’s Television
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Act of 1997”, a portion of the daily total air time of each broadcasting network
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shall be allotted for educational tutorial sessions within the regular
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programming of all networks granted franchises or as a condition of renewal
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of broadcast licenses hereinafter, to be included as part of the responsibility
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of the network in serving the public.
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In addition to the most essential learning competencies under the K to
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12 Basic Education Curriculum covering the subjects of Language,
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Mathematics, and Science, the programs may include Storytelling, Wellness,
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Mother Tongue-Based Multilingual Education, Edukasyon sa Pagpapakatao,
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and Health for a comprehensive learning experience for all learners.
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Sec. 17. Remuneration of Teachers and Para-teachers Who Serve as
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Tutors. - Teachers who serve as tutors shall be compensated subject to the
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existing rules and regulations of the DepEd and the Department of Budget
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and Management.
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Para-teachers who serve as tutors under this Act shall be compensated
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from the budget of the DepEd and the Special Education Fund of the Local
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School Board of the local government unit where the schools of the learners
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are located.
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Sec. 18. Incentives for Tertiary Level Students Who Serve as Tutors. —
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Tertiary level students who serve as tutors under the ARAL Program for a
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period of two (2) semesters shall be deemed to have completed the Literacy
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Training Service under the National Service Training Program, in accordance
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with Republic Act (RA) No. 9163, otherwise known as the “National Service
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Training Program (NSTP) Act of 2001”.
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Under RA No. 9163, the Literacy Training Service is a program designed
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to train students to become teachers of literacy and numeracy skills to school


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children, out-of-school youth, and other segments of society in need of their 
service.
Sec. 19. Parental Involvement. - Tutors shall develop linkages and 
maintain regular communication with the parents of the learners. The 
parents, being a primary resource and essential support in the education of 
their children, shall enhance their parental roles by assisting their children 
through home learning activities and making significant contributions in their 
educational development at home.
Sec. 20. Implementing Agencies. - The DepEd shall coordinate with the 
Department of Information and Communications Technology (DICT) in the 
implementation of the provisions of this Act and the continuous delivery of 
quality online tutorial sessions.
Sec. 21. Tax Incentives. - Any donation, contribution, or grant, in cash 
or in kind, made by individuals or organizations, public or private, local or 
foreign, shall be exempt from the donor's tax and the cost of which shall be 
considered as an allowable deduction from the gross income of the donor in 
accordance with the provisions of the National Internal Revenue Code of 1997, 
as amended.
Sec. 22. Mandatory Review and Impact Assessment - The DepEd shall 
conduct a mandatory review of the implementation of this Act, and submit an 
assessment report to Congress on its impact and effectiveness, not later than 
one (1) year from the effectivity of this Act.
Sec. 23. Joint Congressional Oversight Committee. - There is hereby 
created a Joint Congressional Oversight Committee to oversee, monitor and 
evaluate the implementation of this Act. The Oversight Committee shall be 
composed of five (5) members each from the Senate and from the House of


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Representatives, including the Chairmen of the Committees on Education, 
Arts and Culture, and Finance of both Houses. The membership of the 
Committee for every chamber shall have at least one (1) minority member.
Sec. 24. Appropriations. - The amount of Twenty Billion Pesos (PhP 20B) 
for the implementation of this Act shall be charged against those authorized 
in the current appropriations of the DepEd.
Sec. 25. Implementing Rules and Regulations. - Within sixty (60) days 
from the effectivity of this Act, the DepEd, in consultation with the DICT and 
other relevant government agencies and private stakeholders, shall issue the 
necessary rules and regulations for its effective implementation. The rules and 
regulations issued pursuant to this section shall take effect thirty (30) days 
after its publication in a newspaper of general circulation.
Sec. 26. Separability Clause. - If any provision or part of this Act is 
declared invalid or unconstitutional, the remaining provisions or parts not 
affected shall remain in full force and effect.
Sec. 27. Repealing Clause. - All other laws, executive orders, 
presidential decrees, administrative orders, rules and regulations, issuances, 
or parts thereof inconsistent with or contrary to the provisions of this Act are 
hereby repealed or amended accordingly.
Sec. 28. Effectivity. - 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,