Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
TWENTIETH CONGRESS 
First Regular Session 
HOUSE BILL NO. ____ 
Introduced by HON. KENNETH T. GATCHALIAN 
EXPLANATORY NOTE 
Arabic ranks among the most widely spoken languages globally, with over 
420 million native speakers. It serves as the official language in 26 countries 
across the Middle East, North Africa, and other regions. Its unique linguistic 
features have significantly influenced many languages, particularly in 
mathematics, science, and philosophy.1 The richness and complexity of Arabic 
have drawn countless scholars to explore its grammar, syntax, and poetry, 
fostering major advancements in linguistic studies and language development. 
Arabic numerals, originally adapted from the Indian numeral system, 
transformed mathematics and spread throughout Europe during the Middle 
Ages. The term “algebra” itself comes from Arabic, stemming from the work of 
renowned mathematicians like Al-Khwarizmi. Arabic scientific manuscripts also 
safeguarded and expanded the knowledge of ancient Greek and Roman scholars, 
contributing greatly to fields such as astronomy, medicine, and chemistry. 
According to Philippine Statistics Authority, of the 108,667,043 household 
population in 2020, there are about 6,981,710 persons or 6.4% have Islam as 
their religious affiliation. 2This is the second religious affiliation next to roman 
Catholic. 
This bill aims to strengthen and make the Arabic Language and Islamic 
Values Education (ALIVE) Program a permanent part of all public and private 
basic education schools outside BARMM. It ensures that Muslim Filipinos 
receive quality education that respects their culture, customs, and beliefs, while 
1 https://www.verbalplanet.com/learn-arabic/blog/the-cultural-significance-of-arabic.asp 
2 https://psa.gov.ph/content/religious-affiliation-philippines-2020-census-population-and-housing 
July 30, 2025
11:32 am
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also promoting their participation in nation-building and unity among Muslim 
and non-Muslim learners3. 
To support this, the bill requires: 
•
Providing 
facilities, 
school 
furniture, 
equipment, 
textbooks, 
and
instructional materials.
•
Hiring and training asatidz (teachers), trainers, supervisors, and
administrators.
•
Giving technical and financial support to DepEd-recognized private
madaris.
The bill also mandates: 
•
Creating a multi-year roadmap to guide government and private
stakeholders.
•
Forming an ALIVE Advisory Council to oversee implementation.
•
Directing DepEd’s Bureau of Learning Delivery to coordinate with other
agencies.
Currently, DepEd has already taken steps to promote ALIVE by: 
1. Issuing a standard curriculum for public schools and private madaris.4
2. Launching programs for Muslim out-of-school youth and adults under the
Education for All initiative.5
3. Integrating Madrasah Education into the K-12 Program to make education
culturally relevant for Muslim learners.6
Despite these efforts, challenges remain, including lack of Islamic knowledge 
resources7, curriculum contextualization, teacher training, instructional 
materials, facilities, and delays in teacher allowances8. Graduates of traditional 
madaris that don’t follow the DepEd curriculum often lack the competencies 
needed for employment or higher education, as there are no universities that 
cater to Arabic-proficient students. 
3  Section 2, Republic Act No. 9997, otherwise known as the "National Commission on Muslim 
Filipinos Act of 2009".   
4 DepEd Order No. 51, Series of 2004, August 28, 2004.  
5 DepEd Order No. 57, Series of 2010, May 17, 2010. 
6 DepEd Order No. 41, Series of 2017, August 11, 2017. 
7 https://www.noveltyjournals.com/upload/paper/ISSUES%20AND%20CONCERNS-1419.pdf 
8https://cids.up.edu.ph/download/up-cids-discussion-paper-series-2019-09-teacher-
shortage-and-quality-of-madrasah-education-in-the-philippines-an-analysis-of-madaris-
teachers-support-system-and-qualifications/ 


To ensure every child has access to education and to promote national unity, the 
immediate passage of this bill is strongly urged. 
KENNETH T. GATCHALIAN 


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City 
NINETEENTH CONGRESS 
First Regular Session 
HOUSE BILL NO. ____ 
Introduced by HON. KENNETH T. GATCHALIAN 
______________________________________________________________________ 
AN ACT 
INSTITUTIONALIZING AND STRENGTHENING THE ARABIC LANGUAGE AND 
ISLAMIC VALUES EDUCATION PROGRAM IN ALL PUBLIC AND PRIVATE 
BASIC EDUCATION SCHOOLS AND APPROPRIATING FUNDS THEREFOR  
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 in ensuring their maximum 
participation in national development and 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 
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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  
e. 
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, Ālim) and Alimat (singular, Ālimah), 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 Board Licensure Examination for Professional Teachers.  
e. 
Cultural and Religious Learning Institutions (CRLI) are the 
oldest forms of learning in the Philippines which teach Muslim Filipinos 
their culture, customs, beliefs, and practices.  The CRLI is the technical 
term denoting these indigenous alternative systems of education.  
f. 
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;  
e. 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, the National Commission on Muslim Filipinos (NCMF), the CHED, the 
Technical Education And Skills Development Authority (TESDA), the National 
Commission on Indigenous Peoples (NCIP), the National Commission for Culture 
and the Arts (NCCA), the University of the Philippines Institute of Islamic Studies 
(UP-IIS), the King  Faisal  Center for Islamic,  the 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;  
c. 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 the DepEd 
(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;  
e. 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.    
  
Sec. 10. Hiring of Asatidz. – The DepEd, through the BLD, and in 
consultation with the Civil Service Commission (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 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 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 individuals 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 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. IRR. – 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.   
  
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. 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,