Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City, Metro Manila 
NINETEENTH CONGRESS 
FIRST REGULAR SESSION 
House Bill No. _______ 
INTRODUCED BY 
REP. ZIAUR-RAHMAN “ZIA” ALONTO ADIONG and REP. YASSER ALONTO 
BALINDONG 
AN ACT 
INSTITUTIONALIZING AND STRENGTHENINGTHE ARABIC LANGUAGE AND 
ISLAMIC VALUES EDUCATION PROGRAM IN ALL PUBLIC AND PRIVATE BASIC 
EDUCATION SCHOOLS, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER 
PURPOSES 
EXPLANATORY  NOTE 
The Philippine Constitution protects the rights of people to quality education and 
promotes understanding and camaraderie amongst its citizens for a progressive nation. 
Therefore, this bill seeks to institutionalize the Arabic Language and Islamic Values Education 
(ALIVE) Program in public and private schools. The students, especially the Muslim Filipinos 
outside the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), are given the 
opportunity to learn the Arabic language and Islamic values to understand their beliefs and 
develop a moral compass through correct information and proper avenue of learning. The 
institutionalization kindles kinship and awareness amongst Muslim and Non-Muslim 
students because it encourages healthy dialogues to promote understanding and lessen fear 
and prejudice against the Muslim community. Understanding oneself and one’s beliefs and a 
sense of recognition and belongingness encourages participation in productive efforts for 
community and nation-building. 
The bill also seeks to improve the implementation of the ALIVE Program to provide 
standard service and facilities and adequate learning materials to students. The instructors 
will be screened to ensure students learn from qualified, knowledgeable teachers who educate 
and inspire young minds. Moreover, religious instructors can experience and assimilate into 
the academic environment in schools. Through the bill, the ALIVE Program can be 
continuously improved and kept in check through timely reviews to ensure that the program 
is well-managed, resources are all accounted for, and students truly learn and appreciate the 
program. 
Therefore, the passage of this bill is earnestly sought. 
Rep. Ziaur- Rahman Alonto Adiong 
1st District, Lanao del Sur 
Rep. Yasser Alonto Balindong 
2nd District, Lanao del Sur 
May 30, 2023
9:16 am
8442


Republic of the Philippines 
HOUSE OF REPRESENTATIVES 
Quezon City, Metro Manila 
NINETEENTH CONGRESS 
FIRST REGULAR SESSION 
House Bill No. _______ 
INTRODUCED BY 
REP. ZIAUR-RAHMAN “ZIA” ALONTO ADIONG and REP. YASSER ALONTO 
BALINDONG 
AN ACT 
INSTITUTIONALIZING AND STRENGTHENINGTHE 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: 
Sec. 1. Title. — This Act shall be known as the “Arabic Language and Islamic Values 
Basic Education Act of 2023”. 
Sec 2.  Declaration of State Policy. -  The integral role of the youth in nation-building is 
duly acknowledged and upheld by the State, which actively fosters their physical, cultural, 
moral, and spiritual well-being. In full recognition of this fundamental principle, it becomes 
the responsibility of the State to promote and safeguard the youth's inherent right to receive 
education that is of high quality, comprehensive in scope, and inclusive in nature, while 
simultaneously honoring and respecting their cultural heritage. 
In pursuit of this overarching State policy, educational institutions are mandated to create an 
inclusive environment that embraces the diversity of learners, particularly Muslim Filipinos, 
and facilitates programs that effectively preserve their distinct cultural identities. These 
programs should not only impart knowledge but also employ the language native to their 
respective cultures, such as the Arabic Language, as a means to enhance their educational 
experience. 
By prioritizing the educational needs and cultural preservation of all learners, the State seeks 
to empower the youth, foster their holistic development, and equip them with the necessary 
tools to actively contribute to the nation's progress and prosperity. It is through the 
recognition and accommodation of diverse cultural backgrounds that the State endeavors to 
create an inclusive educational landscape that embraces the richness of our cultural heritage. 
Sec. 3. Objectives. — This Act aims to achieve the following objectives: 
a. Establish a robust and streamlined program within the country's basic education
system that effectively promotes, strengthens, and honors the unique historical
identity, culture, customs, and traditions of Muslim Filipinos while ensuring efficiency
and effectiveness;
b. Enhance and fortify the current Arabic Language and Islamic Values Education
Program, elevating it to an indispensable element of the national education system;
8442


 
 
c.  Secure the active participation of Muslim Filipinos in the pursuit of national objectives 
and aspirations, fostering their role as equal partners in the process of nation-building; 
 
d. Acknowledge the valuable contributions of Muslim Filipinos, recognizing their 
exceptional values and competencies that empower them to unlock their utmost 
potential and make significant contributions towards nation-building; and, 
 
e. Certify and empower proficient educators of the Arabic Language and Islamic Values 
Education, equipping them with the necessary qualifications and capacities to deliver 
high-quality instruction in these fields. 
 
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 
Value 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 ls 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 Nama singular, (Stirs) and Alimat  singular,   (Alimah),  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 Licensure Examination for Teachers. 
 e. Cultural arid 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 the 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 1'2 
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 arid 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. 115 10 
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 standard 
 
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 ln 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 NCMF, 
the CHED, the TESDA, the NCIP, the NCCA, the University of the Philippines 
Institute of Islamic Studies (UP-IIS), the King Faisal Center  for Islamic, 
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 Education (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 CXC 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 AUE. — 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 arid 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 1b 
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. Appropriation. — 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. Implementing Rules and Regulations. — 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 20 13”, 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 Amuse. — 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,