EIGHTEENTH CONGRESS OF THE 
]
REPUBLIC OF THE PHILIPPINES 
]
Third Regular Session 
]
SENATE 
S.B. No. 2355
2021 m
Introduced by SEN. WIN GATCHALIAN
AN ACT
ESTABLISHING AN ACADEMIC RECOVERY AND ACCESSIBLE 
LEARNING PROGRAM, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES
EXPLANATORY NOTE
Section 1, Article XIV of the 1987 Philippine Constitution provides that 
the State shall 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.
According to the World Bank, prior to the Coronavirus Disease 2019 
(COVID-19) pandemic, the learning poverty in the Philippines in 2019 was 
estimated to be at 69.5%.1 Learning poverty means being unable to read and 
understand a simple text by age ten (lO).2 This learning poverty was affirmed 
by the performance of our learners in the following international student 
assessments: (a) 2018 Programme for International Student Assessment
1 The World Bank and Australian Aid. (2021). Philippine Basic Education System: 
Strengthening Effective Learning During the COVlD-19 Pandemic and beyond. 
https://openknowiedge.workibank.org/bitstream/handle/10986/35649/Philippines- 
COVlD-19-Monitoring-Survey-Policy-Notes.pdPsequence=l&isAllowed=y.
2 
The World Bank. (2021). What is Learning Poverty?, 
https: / / www.woridbank.otg/en/ topic/education/ brief/ what-is-leamii^- 
poverty#:'':text:=T(/>b20spotl^ht%20this%20crisi^/o2C%20we,simple%20text%20by%20age 
%2010.


where our learners ranked last in Reading and second to the last in 
Mathematics and Science among the other learners in 79 countries; (b) 2019 
Southeast Asia Primary Learning Metrics where majority of our learners have 
difficulty in English and arithmetic problems; and (c) 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 unprecedented 
pandemic-induced disruptions to the schooling system.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
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.5 
In a 2017 study, of all the examined interventions that aimed to improve 
educational achievement of learners, tutoring was found to be the most 
effective.6
Effective tutorial programs provide motivation, personal individual 
attention, direct instruction, and error correction to increase students’ 
academic skills. The key benefit of providing academic support is that it will
3 Supra Note 1.
4 Ib^
5 Robinson, C., Kraft, M., Loeb, S., &, Schueler, B. (2021, Februaiy). Accelerating Student
Learning with High-Dosage Tutoring. EdResearch for Recoveiy,Annenberg Brown University, 
Results 
for 
America, 
and 
University 
of 
Virginia.
https: / / annenberg.brown.edu/ sites/default/files/EdResearch_for_Recovery_De sign_Princip 
les_l.pdf.
(> Ibid.


likely have a positive impact on the vital decision of students to remain in 
school.7
To effectively mitigate the learning loss, this bill establishes the 
Academic Recovery and Accessible Learning (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 be prioritized to develop 
the critical and anal}^tical 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. To guarantee that aU 
learners have access to the ARAL Program, the tutorial sessions shall be 
undertaken via 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.
7 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.unLedu/academic-supports.


The ARAL Program is my proposed national core strategy to allow 
learners to catch up with the rest of the world despite their learning loss 
during the pandemic school closures.
In view of the foregoing, the urgent passage of this bill is earnestly 
sought.
GATCHALIAN


EIGHTEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
Third Regular Session
1
SENATE 
S.B. No. 2355
202im
introduced by SEN. WIN GATCHALIAN
AN ACT
ESTABLISHING AN ACADEMIC RECOVERY AND ACCESSIBLE 
LEARNING PROGRAM, APPROPRIATING FUNDS THEREFOR, AND FOR
OTHER PURPOSES
Be it enacted by the Senate and the House of Representatives of the Philippines 
in Congress assembled:
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Section 1. Short Title. - This Act shall be known as the “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 
at all levels and shall take appropriate steps to make such education 
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
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of 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
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for them to prosper academically, build resilience against
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adversity, and be equipped with skills and confidence to seek help
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for early 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 masteiy 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
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in Language, shall be prioritized to develop the critical and analytical thinking
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skills of learners.
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For Kindergarten learners, the ARAL Program shall focus on building
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foundational skills aimed at strengthening their literacy and numeracy
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competencies.
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Sec. 6. Detemunation of Learners under the ARAL Program. - The DepEd
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shall determine the learners to be covered by this program using its Learner
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Information System (LIS) and other relevant databases.
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The DepEd may likewise use the learners’ academic performance in
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school years prior to School Year 2020-2021 to determine those who are at
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and marginally above the minimum mastery requirements of the subjects
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covered by this Act.
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Priority shall be given to younger learners.
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Sec. 7. Tutors under the ARAL Program. - Teachers and para-teachers
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shall be responsible for tutoring learners under the ARAL Program. Tertiary
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level students may volunteer as tutors provided that they are at or above the
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75th percentile of their respective school cohorts in the subject that they will
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be teaching and have passed a mock tutoring session to be administered by
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the DepEd.
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The tutors shall employ a step-based approach which provides
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corrective feedback on each question or problem faced by learners. They shall
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be supportive and empathetic of their needs, motivation, and behavior. To
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facilitate positive tutor-learner relationships, a stronger understanding of the
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learners’ learning needs, and greater academic, social, and motivational
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outcomes, the ARAL Program shall strive to pair a learner or learners with the
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same tutor for the entire duration of the program.
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For purposes of this Act, teachers refer all persons engaged in teaching
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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-enroU 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
f) 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 
chaises 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 responsibiMly
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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 Stoiytelling, 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 tmder 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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Tertiaiy 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 efifectivity 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, amended, or modified 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,