Republic of the Philippines

House of Representatives
Quezon City, Metro Manila

NINETEENTH CONGRESS
First Regular Session

H.p.No, 1523

Introduced by Representative TEODORICO “NONONG?” T. HARESCO, JR.

AN ACT
INSTITUTIONALIZING THE ALTERNATIVE LEARNING SYSTEM IN BASIC
EDUCATION FOR OUT-OF-SCHOOL YOUTH, ADULTS, AND CHILDREN IN SPECIAL
EXTREME CASES AND APPROPRIATING FUNDS THEREFOR

EXPLANATORY NOTE

Article XIV, Section 2, Paragraph (1) of the 1987 Philippine Constitution declares
that the State shall establish, maintain and support a complete, adequate and integrated
system of education relevant to the needs of the people and society; and paragraph (4)
concisely encourages non-formal, informal and indigenous learning systems as well as
self-learning, independent and out-of-school study programs particularly those that
respond to community needs.

Many Filipinos do not have a chance to attend and finish formal basic education
(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools while some
do not have schools in their communities. Since every Filipino has a right to free basic
education, the Government establishes ALS to provide all Filipinos the chance to have
access to and complete basic education in a mode that fits their distinct situations and
needs.

This bill envisions to promote non-formal education in the most convenient way.
Its vision is to bring the ALS Program to every barangay . .. thereby "bringing education
where the learners are.”

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1 hetps://www deped gov ph/k-to-12 inclusiveeducation/about-alternative-learning-system/


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NINETEENTH CONGRESS OF THE )
REPUBLIC OF THE PHILIPPINES )
First Regular Session )

HOUSE OF REP! TIVES.
none 4023"

Introduced by Representative TEODORICO T. HARESCO, JR.

ANACT
INSTITUTIONALIZING THE ALTERNATIVE LEARNING SYSTEM IN BASIC
EDUCATION FOR OUT-OF-SCHOOL YOUTH, ADULTS, AND CHILDREN IN SPECIAL
EXTREME CASES AND APPROPRIATING FUNDS THEREFOR

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

Section 1. Short Title. -This Act shall be known as the “Alternative Learning
System Act”.

Sec. 2. Declaration of Policy. - It is the policy of the State to 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 shall likewise give the highest priority to the
enactment of measures that promote human development and the acceleration of social
progress, thereby reducing social, economic, and political inequalities.

Towards this end, the State shall provide the out-of-school youth, adults, and
children in special extreme cases with opportunities to improve their knowledge, values,
other life skills, and readiness for higher education, work or self-employment through a
system of non-formal, informal, and/or indigenous education which are tailored to
respond to their learning needs and life circumstances. The State shall also ensure the
close partnership and collaboration between the government and the private sector in
achieving this goal.

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

a) Provide adequate, timely and quality attention and support to the basic learning
needs of out-of-school youth, adults, and children in special extreme cases;

b) Guarantee equitable opportunity for all learners, including those who reside in the
unreached, underserved, conflict-affected communities, and communities in
‘emergencies to avail of systematic and appropriate alternative basic education
programs outside of the formal school system;

©) Promote lifelong learning anchored on the Alternative Learning System (ALS) K to
12 Basic Education Curriculum (BEC) that takes a holistic, integrated and inter-
sectoral approach, and provide pathways across modes of learning that will
ensure that learners will become caring, self-reliant, independent, productive, and
patriotic citizens, by allowing such learners to pursue further education or seek


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employment after participating in the ALS program and passing the accreditation
and equivalency assessment;

) Hire, capacitate, and deploy ALS teachers to implement a range of ALS programs
especially in far-flung, unserved, underserved, conflict-affected communities, and
communities in emergencies;

e) Design specialized programs for persons with disabilities, taking into
consideration their different levels of learning needs and other functional
difficulties in the development of instructional materials and learning modules in
accessible format;

f) Develop, integrate, and utilize informal education approaches and strategies in the
delivery of the ALS program and the assessment of learning outcomes and
competencies of ALS learners by providing flexibility in the duration of learning
programs, learning contents, and delivery strategies, among others;

g) Improve access to education and other learning opportunities and raise the level
of literacy to contribute to an individual's sustainable future; and

h) Strengthen non-formal basic education programs but ensure support to the policy
of the Department of Education (DepEd) that school age children and youth should
be enrolled in formal education, and that they should be able to return to the
formal education system in the event that they drop out.

Sec. 4. The Alternative Learning System. - The Alternative Learning System is a
parallel learning system that provides a viable alternative to the existing formal
education instruction. It encompasses both non-formal and informal sources of
knowledge and skills.

The ALS is hereby institutionalized to strengthen and expand the ALS program under
Republic Act No. 10533 or the "Enhanced Basic Education Act of 2013" and provide
increased opportunities for out-of-school youth, adults, and children in special extreme
cases to develop basic and functional literacy, life skills, and pursue an equivalent
pathway to complete basic education. It covers those who have been deprived of access
to formal basic education due to economic, geographic, political, cultural, and social
barriers, including persons with disabilities, indigenous peoples, children in conflict with
the law, learners in emergencies, persons deprived of liberty, migrant workers, and other
marginalized sectors of society.

Sec. 5. ALS Programs. - The DepEd shall strengthen the implementation of a range
of priority non-formal education (NFE) programs including but not limited to the
following:

a) Basic Literacy Program for nonliterates, neo-literates, and post-literates;

b) Accreditation and Equivalency programs for elementary and secondary

education dropouts;

©) Indigenous peoples education program for members of ICCs; and

d) Supplemental lifelong learning and academic bridging programs for ALS

completers.

To effectively deliver the NFE programs, the DepEd may utilize appropriate,
relevant and responsive learning modalities, such as:

a) modular instruction;

b) online, digital or mobile learning;


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©) face-to-face learning sessions and tutorials;

d) radio or television-based instruction;

e) blended learning or a combination of various modalities;

f)_ workshops, simulations, and internship to inculcate life skills, work readiness
and livelihood training, entrepreneurship, post-literacy, personal interest, and
community development skills; and

g) provision of inclusive and safe learning environments.

Sec. 6. Expansion of the ALS Teacher Program. - To reach more out- of-school youth,
adults, and children in special extreme cases, and to accommodate learners with
disabilities, the ALS teacher program shall be strengthened. The ALS teachers shall
deliver quality community-based ALS programs for out-of-school youth, adults, and
children in special extreme cases who are willing to develop basic and functional literacy
and life skills, and pursue an equivalent pathway to complete basic education.

To promote the professional growth of ALS teachers, the Department of Budget and
Management, in consultation with the DepEd and the Civil Service Commission, shall
create teaching positions and allocate the corresponding salary grades.

The DepEd shall also hire ALS literacy volunteers and Instructional managers to be
ALS teachers through a contracting scheme to augment the needed human resource
requirements for the implementation of ALS programs.

Sec. 7. ALS Teacher Education and Training. - In coordination with the Commission
on Higher Education (CHED) and other relevant partners in the government, the
academe, and the private sector, the DepEd shall develop and conduct training programs
and workshops for ALS teachers to ensure that they have the necessary knowledge and
capacity to carry out the programs under the ALS curriculum, as well as enhance their
skills on their roles as academic, administrative, and community leaders.

‘The CHED shall likewise develop a standardized and formalized ALS curriculum for a
specialized degree in ALS teaching.

Sec. 8, Establishment of the ALS Community Learning Centers. - There shall be
established at least one (1) ALS Community Learning Center (CLC) in every municipality
and city throughout the country to serve as a learning environment to facilitate the full
implementation of the ALS K to 12 BEC and other ALS programs. Priority should be given
to areas where there is limited or no access to formal basic education or high
concentration of out-of-school youth, adults, and children in special extreme cases.

Each ALS CLC shall be constructed in accordance with the specifications, criteria, and
other details as provided and approved by the DepEd, in consultation with the municipal
or city mayor or a duly authorized representative, to ensure the orderly implementation
of ALS programs.

To augment the number of ALS CLCs, the facilities of all DepEd schools throughout the
country shall likewise be used as learning centers during no class days and after regular
class hours during class days.


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Further, to ensure that every learner has equitable access to ALS programs, every CLC
shall be open and operational seven (7) days a week and be provided with adequate
facilities including a space for childcare for parents attending ALS classes.

Sec. 9. Recognition of ALS Providers/ Standards of ALS Service Delivery, and System
of Rewards and Incentives. - In recognition of the distinct competence and commitment
of the private sector in the delivery of ALS services, the DepEd, in consultation with such
sector, shall formulate and adopt a set of standards of service delivery, including teacher
qualification, teacher deployment, teacher training, remuneration, and system of rewards
and incentives which are responsive to the needs and distinct situations of the particular
areas where the providers serve. The DepEd shall include in the Implementing Rules and
Regulations of this Act the minimum requirements and conditions for such set of
standards to ensure quality delivery of ALS programs.

Sec. 10. Mandatory Annual Review and Impact Assessment of the ALS Program. - The
DepEd, in partnership with the private sector, shall conduct a mandatory annual review
of the ALS program, and submit such annual report to Congress to measure its
effectiveness and ensure its proper implementation.

‘An evaluation system shall be established to assess the impact of the ALS program
and the progress of the learners who have completed the program.

Sec. 11. Prohibition from Collection of Fees. - All DepEd ALS programs are free of
charge and collection of all kinds of fees, costs or charges is prohibited.

Sec. 12. Tax Incentives. - Any donation, contribution, bequest or grant, in cash or
services, whether local or foreign, which may be made by individuals and organizations,
including private entities which shall provide the appropriate services materials, and
delivery support services for the promotion of the ALS program, shall be exempt from the
donor's tax and the cost of which shall be considered as an allowable deduction from the
gross income in the computation of the income tax of the donor in accordance with the
provisions of the National Internal Revenue Code of 1997, as amended.

Sec. 13. Appropriations. -T h e amount necessary for the implementation of this Act
shall be charged against those authorized in the current and subsequent General
Appropriations Act.

Sec. 14. Implementing Rules and Regulations. - Within ninety (90) days from the
approval of this Act, the Secretary of Education, in consultation with concerned
government agencies and other education stakeholders, shall formulate the rules and
regulations implementing the provisions of this Act. The Implementing Rules and
Regulations (IRR) issued pursuant to this section shall take effect thirty (30) days after
its publication in a newspaper of general circulation.

Sec. 15. Transitory Provision. - All existing ALS programs, including ALS centers or
facilities, established pursuant to the provisions of Republic Act No. 10533 shall continue
to operate pursuant to, and be regulated by, the provisions of this Act and its IRR.


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Sec. 16. Separability Clause. - If any part, section or provision of this Act is declared
invalid or unconstitutional, the other parts thereof not affected thereby shall remain in
full force and effect.

Sec. 17. Repeating Clause. - All laws, acts, presidential decrees, executive orders,
administrative orders, rules and regulations, or parts thereof, inconsistent with or
contrary to the provisions of this Act are hereby amended, modified or repealed
accordingly.

Sec. 18. Effectivity. - This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in a newspaper of general circulation.

Approved,