NINETEENTH CONGRESS OF THE 
]
REPUBLIC OF THE PHILIPPINES 
]
First Regular Session 
]
SENATE
S.B. No. 382
o( U)i‘ S' •
*22 JUL 12 All 57
RHCEJVlD ii\
Introduced by SENATOR WIN GATCHALIAN
AN ACT
INSTITUTIONALIZING AND STRENGTHENING 
THE ARABIC LANGUAGE AND ISLAMIC VALUES EDUCATION PROGRAM 
IN ALL PUBLIC AND PRIVATE BASIC EDUCATION SCHOOLS, 
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES
EXPLANATORY NOTE
This bill seeks to institutionalize and strengthen the Arabic Language 
and Islamic Values Education (ALIVE) Program in all public and private basic 
education schools outside the BARMM and make it a vital component of the 
national education system. It shall uphold the right of Muslim Filipinos to 
quality education as enshrined in the “Education for All” provision of the 1987 
Philippine Constitution within the context of their cultures, customs, 
traditions, interests, and beliefs. The proposed law shall likewise be an 
instrument for their maximum participation in national development and 
nation-building, involvement in achieving national unity in diversity among 
Muslim and non-Muslim Filipino learners, and contribution to national goals 
and aspirations.1
1 Section 2, Republic Act No. 9997, otherwise known as the "National Commission on Muslim 
Filipinos Act of 2009".
1


To provide Muslim Filipino learners the appropriate and relevant 
educational opportunities, this bill further mandates the provision of 
facilities, school furniture, and equipment, relevant textbooks and 
instructional materials, and recruitment and training or capacity-building of 
asatidz to include training of trainers, supervisors, and administrators, and 
technical and financial educational assistance to DepEd-accredited or 
recognized private madaris.
It likewise mandates the crafting of a multi-year roadmap for the ALIVE 
Program which shall serve as a guide to government agencies and private 
stakeholders for the optimal realization of the objectives of this proposed 
measure. Further, this bill creates the ALIVE Advisory Council to ensure the 
attainment of the objectives of the proposed law. This bill further mandates 
the Bureau of Learning Delivery of the Department of Education (DepEd) to 
implement the provisions of this bill by coordinating with other national 
government agencies and offices as partner implementing agencies.
Prior to the filing of this bill, the DepEd has provided initiatives to 
promote the ALIVE Program, as follows: (1) issuance of a standard curriculum 
for elementary public schools and private madaris2; (2) implementation of the 
Basic Education Madrasah Programs for Muslim Out-of-School Youth and 
Adults as a response to the call for global commitment for the Education for 
All Program3; and (3) implementation of Madrasah Education Program (MEP) 
in the K to 12 Basic Education Program.4 The MEP aims to provide Muslim 
learners with appropriate and relevant educational opportunities while 
recognizing their cultural context and unique purposes for participating in
2 DepEd Order No. 51, Series of 2004, August 28, 2004.
3 DepEd Order No. 57, Series of 2010, May 17, 2010.
4 DepEd Order No. 41, Series of 2017, August 11, 2017.


the program offerings, and to integrate content and competencies which are 
relevant and of interest to Muslim learners.5
This proposed measure seeks to resolve the number of challenges in the 
implementation of the ALIVE Program, despite its institutionalization in the 
DepEd, in terms of Islamic knowledge6, curriculum implementation or 
contextualization, teachers’ training, availability of instructional materials 
and school facilities, and low and delayed allowance or salary7, among others. 
Moreover, learners who finished basic education in traditional madaris which 
do not implement the DepEd-prescribed basic education curriculum, are not 
possessed with the expected competencies of basic education graduates as 
they were not trained with, and prepared for, the skills needed for employment 
and entrepreneurship. Furthermore, the country has no existing universities 
and colleges where madaris graduates proficient in Arabic could enroll for 
higher education.
With our country’s aspiration of educating every child and sustaining
national unity, the immediate passage of this bill is^arnestly sought.
rATCHALIAN
5 Id.
6 Lamia, M. (2018). Issues and Concerns on Madrasah Education in Basilan, Philippines: The 
Asaatiz Perspectives. International Joiunal of Novel Research in Education and Learning, 5(4),
1—4. https: / /www.noveltviournals.com/unload/paper/ISSUES%20AND%20CONCERN^
1419.pdf
7 Marasigan, A. (2019). 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 (No. 2019-09). University of the Philippines Center for Integrative 
and Development Studies, https: / / cids.up.edu.ph/download/up-cids-discussion-paper2
series-2019-09-teacher-shortage-and-aualitv-of-madrasah-education-in-the-philippines-an-
analvsis-of-madaris-teachers-support-system-and-qualifications/


NINETEENTH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
]
ottlic
72 JUL 12 All 57
SENATE
S.B. No. 382
RUCEtVa)B';„
Introduced by SENATOR WIN GATCHALIAN
AN ACT
INSTITUTIONALIZING AND STRENGTHENING 
THE ARABIC LANGUAGE AND ISLAMIC VALUES EDUCATION PROGRAM 
IN ALL PUBLIC AND PRIVATE BASIC EDUCATION SCHOOLS, 
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES
Be it enacted by the Senate and the House of Representatives of the Philippines 
in Congress assembled:
1 
Section 1. Short Title. - This Act shall be known as the uArabic Language
2 
and Islamic Values Education Acf.
3
4 
Sec. 2. Declaration of Principles and Policy. — The State recognizes the
5 
vital role of the youth in nation-building and shall promote and protect their
6 
physical, moral, spiritual, intellectual, and social well-being. Towards this
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end, it shall be the duty of the State to protect and promote the right of all
8 
citizens to quality education at all levels, and shall take appropriate steps to
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make such education accessible to all.
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The State likewise recognizes the complementary roles of public and
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private institutions in the educational system and shall exercise reasonable
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supervision and regulation of all educational institutions.


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It likewise recognizes the natural and primary right and duty of parents
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in rearing the youth for civic efficiency and the development of moral
3 
character, which shall receive government support.
4 
To further this State policy, educational institutions shall promote the
5 
inclusion of all learners, especially Muslim Filipinos, in programs that
6 
preserve their unique culture which includes the teaching of Arabic Language
7 
and Islamic Values. Such programs shall serve as instruments for their
8 
maximum participation in national development and ensuring their
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involvement in achieving national unity in diversity among Muslim and non-
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Filipino learners and the country as a whole.
11
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Sec. 3. Objectives. - This Act aims to achieve the following objectives:
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a. Institutionalize an effective and efficient program in the basic
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education system of the country that promotes, strengthens, respects and
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preserves the Muslim Filipinos? distinct historical identity, culture, customs,
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and traditions;
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b. Strengthen the existing Arabic Language and Islamic Values
18 
Education Program and make it a vital component of the national education
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system;
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c. Ensure the contribution of Muslim Filipinos to national goals and
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aspirations aimed at making them partners in nation-building;
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d. Recognize Muslim Filipinos whose values and competencies enable
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them to realize their full potential and contribute meaningfully to building the
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nation; and
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e. Qualify and capacitate competent teachers of Arabic Language and
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Islamic Values Education.
27
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Sec. 4. Definition of Terms. - As used in this Act:
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a. Arabic Language is the language of the Arabs as formally and
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grammatically taught under the Arabic Language and Islamic Values
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Education Program.


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b. Arabic Language and Islamic Values Education refers to programs
2 
implemented in public and private schools that aim to provide additional
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subjects on Arabic Language and Islamic Values 
in the regular basic
4 
education curriculum.
5 
c. Asatidz is the general Arabic term for teachers historically or
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traditionally used in most Muslim Filipino communities. It is the plural form
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of the Arabic word “ustadz”, a term that refers to a male teacher, and
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“ustadzah”, a term that refers to a female teacher. 
It includes Ulama
9 
(singular, Alim) and Alimat (singular, Alimah), male and female Muslim
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professionals, respectively, who specialized in Islamic Studies and obtained
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their education locally or abroad through Arabic Language.
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d. Accelerated Teacher Education Program refers to a customized course
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approved by the Commission on Higher Education (CHED) and Professional
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Regulation Commission (PRC) to be delivered by Higher Education Institution
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partners. Through this program, the ALIVE asatidz deployed in public and
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private schools may earn a teaching degree and take the Licensure
17 
Examination for Teachers.
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e. Cultural and Religious Learning Institutions (CRLI) are the oldest forms
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of learning in the Philippines which teach Muslim Filipinos their culture,
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customs, beliefs, and practices. The CRLI is the technical term denoting these
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indigenous alternative systems of education.
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f. Islamic Values refer to moral and ethical values or virtues that are
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based on the teachings of the Glorious Qur’an and exemplified by the practice
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of the Holy Prophet.
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g. Madrasah (plural, madaris) is an Arabic term for school which is
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operationally defined as an educational institution that is community-based
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and operated privately wherein the medium of instruction is the Arabic
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Language. Islamic studies and Arabic literacy are its core emphasis.
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h. Private madaris refer to private schools or providers of madrasah
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education. These can be categorized as: (1) traditional madrasah that
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conducts Arabic Language and Islamic Values Education and Islamic studies,


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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 Acf.
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.


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Sec. 7. Teaching of ALIVE. - At the option expressed in writing by the
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parents or guardians of the learners, the subjects of Arabic Language or
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Islamic Values Education, or both, shall be taught to Muslim Filipino learners
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as well as to non-Muslim Filipino learners as an integral part of the ALIVE
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Program.
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The teaching of Arabic language aims to develop the learners’ functional
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literacy in Arabic, while the teaching of Islamic values aims to help learners
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acquire the desired Islamic values that would guide them to be makatao,
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makaDiyos, makakalikasan, at makabayan. The teaching of Islamic values
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must also emphasize the values of interfaith dialogue, multiculturalism, and
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respect for differences in belief.
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Subject to the consent, in writing, by the parents or guardians of the
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learners, Islam shall be allowed to be taught to their children or wards within
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the regular class hours without additional cost to the government.
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Sec. 8. The ALIVE Program Multi-Year Roadmap. - Within sixty (60) days
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from the effectivity of this Act, the DepEd shall initiate the crafting of an ALIVE
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multi-year roadmap covering a minimum period of five (5) years. The multi-
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year roadmap shall serve as a guide to government agencies and private
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stakeholders for the optimal realization of the objectives of this Act. It shall
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set the overall direction of the ALIVE Program and shall contain the current
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policy, practices, gaps, and challenges affecting its integration and
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implementation in the basic education of Muslim Filipinos as well as of non-
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Muslim Filipinos. It shall likewise set detailed targets and outcomes for a
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minimum period of five (5) years and provide the public and private
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stakeholders’ specific actions or interventions to include implementation and
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monitoring strategies, and annual budgetary requirements. It shall be subject
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to a periodic review and updating to determine its implementation status and


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ensure that the institutionalization and strengthening of the ALIVE Program
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envisioned in this Act is realized and sustained.
3 
The roadmap shall be completed within one (1) year from the effectivity
4 
of this Act and crafted in consultation with the ALIVE Advisory Council
5 
created hereafter, the NCMF, the CHED, the TESDA, the NCIP, the NCCA, the
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University of the Philippines Institute of Islamic Studies (UP-IIS), the King
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Faisal Center for Islamic, Arabic and Asian Studies (KFCIAAS) of the
8 
Mindanao State University (MSU), other concerned government agencies,
9 
and other relevant organizations and education stakeholders. The roadmap
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shall be periodically reviewed and updated not later than every five (5) years
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from its implementation until the ALIVE Program is fully institutionalized and
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integrated into the Philippine Education System.
13
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Sec. 9. The Bureau of Learning Delivery as Implementing Bureau. - The
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Bureau of Learning Delivery (BLD) of the DepEd shall implement the
16 
provisions of this Act. It shall:
17 
a. Coordinate with other national government agencies and offices as
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partner implementing agencies;
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b. Promote and strengthen the ALIVE Program;
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c. Initiate the preparation and regular updating of an ALIVE Program
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multi-year roadmap, supported by annual work and financial plans, for the
22 
effective implementation of this Act;
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d. Subject to the approval of the Secretary of Education (Secretary), set
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the standards, approve, and ensure the availability of textbooks and other
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learning resources for use in the ALIVE Program. The BLD shall ensure that
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these textbooks and learning resources passed the standard screening and
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evaluation process prior to their publication, procurement and distribution;
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e. Ensure the training and capacity building of asatidz and the
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training of trainers, administrators, and supervisors;
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f. Implement policies and standards for the use of learning delivery
31 
modalities, including the training of asatidz on distance education;


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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 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


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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.


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Sec. 14. The ALIVE Program Advisory Council - The ALIVE Program
2 
Advisory Council (“Council”) is hereby created to ensure the attainment of the
3 
objectives of this Act. The Council, which shall directly coordinate and
4 
collaborate with the Secretary, shall have the following powers and functions:
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a. Represent Muslim Filipino learners, asatidz, private madaris, and
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their respective organizations, and participate in consultative meetings of the
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DepEd and other organizations in the formulation of policies, plans and
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strategies, educational programs, rules and regulations, guidelines, or
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regulatory changes;
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b. Conduct research and policy studies on the ALIVE Program;
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c. Participate in crafting, amending, or updating the roadmap referred
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to in this Act, and monitor and evaluate its implementation;
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d. Monitor and assess the implementation of the ALIVE Program as
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provided in this Act;
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e. Review existing and recommend new legislation to promote the
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educational welfare of Muslim Filipino learners; and
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f. Perform other similar functions as may be necessary.
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Subject to prior consultation with Muslim Filipino professionals from
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the academe, organizations of asatidz in public and private madaris,
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organization of private madaris, and other relevant Muslim-Filipino
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stakeholders regarding the composition of the Council and the qualifications
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and terms of office of its members, the DepEd, within sixty (60) days from the
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effectivity of this Act, shall issue the necessary orders on the creation and
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composition of the Council, and direct the Department, bureaus, and its
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attached agencies to extend the required assistance and cooperation to the
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Council in the performance of its functions. The Implementing Rules and
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Regulations (IRR) of this Act shall state the composition of the Council and
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the qualifications and terms of office of its members.
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The Council shall be independent from the DepEd, and its members
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shall not be entitled to any compensation in the performance of their


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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
10


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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
14 
Annual Report to Congress. - In partnership with the other concerned
15 
government agencies, the DepEd shall conduct a mandatory review of the
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implementation of this Act five (5) years from its effectivity to determine its
17 
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.
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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,
12