Alternative Learning System Act

Policy and objectives

The State shall promote the right of all citizens to quality education at all levels and shall take steps to make education accessible to all (Section 2).
The State shall give the highest priority to measures that promote human development and accelerate social progress, thereby reducing social, economic and political inequalities (Section 2).
The State shall provide out-of-school children in special cases and adults opportunities to improve knowledge, values, life skills, and readiness for higher education, work or self-employment through nonformal or indigenous education, or both, tailored to learners’ needs and life circumstances (Section 2).
The State shall ensure close partnership and collaboration between government and the private sector to achieve these goals (Section 2).
The Act aims to provide adequate, timely and quality attention and support to basic learning needs of out-of-school children in special cases and adults, including indigenous peoples (Section 3(a)).
The Act aims to guarantee equitable access for learners in unreached, underserved, conflict-affected communities, and emergency communities to systematic, flexible and appropriate alternative basic education programs outside the formal school system (Section 3(b)).
The Act aims to promote lifelong learning anchored on the ALS K to 12 BEC, providing pathways across modes of learning so learners become caring, self-reliant, independent, productive, and patriotic citizens, including pathways to further education, employment, or self-employment after accreditation/equivalency assessments (Section 3(c)).
The Act aims to hire, capacitate and deploy ALS Teachers, Community ALS Implementors, and Learning Facilitators to deliver ALS programs, especially in far-flung, unserved, underserved, conflict-affected communities, and emergency situations (Section 3(d)).

Core definitions for ALS

“Alternative Learning System K to 12 Basic Education Curriculum (ALS K to 12 BEC)” refers to the comprehensive curriculum indicating the competency, content, key stages, and standards for the ALS program under the Act, benchmarked on the DepEd K to 12 formal curriculum and focusing on 21st Century Skills (Section 4(a)).
“Alternative Learning System Teachers (ALS Teachers)” refers to DepEd employed teachers who implement ALS programs (Section 4(b)).
“Academic-Focused Bridging Programs” refers to ALS programs for continuing learning opportunities for accreditation and equivalency secondary level test passers to prepare for tertiary academic demands and study skills, or post-secondary vocational training, or both (Section 4(c)).
“Accreditation and Equivalency Assessments and Certifications (A&E Assessments and Certifications)” refers to an ALS process comprising exams and other assessments appropriate and anchored on ALS competencies of the ALS K to 12 BEC (Section 4(d)).
“Adult” refers to a person at least eighteen (18) years of age and above (Section 4(f)).
“Alternative Learning System (ALS)” refers to a parallel learning system providing a viable alternative to existing formal instruction, encompassing both nonformal and informal sources of knowledge and skills (Section 4(g)).
“Basic Literacy Program” refers to an ALS component aimed at eradicating illiteracy among out-of-school children in special cases and adults by developing basic literacy skills of reading, writing, numeracy, and simple comprehension (Section 4(h)).
“Community Alternative Learning System Implementors (Community ALS Implementors)” refers to persons engaged either by DepEd or an LGU to deliver ALS programs to out-of-school children in special cases and adults (Section 4(i)).
“Community Learning Center (CLC)” refers to a physical space to house learning resources and facilities for ALS learners, serving as a venue for face-to-face learning activities and other community development opportunities (Section 4(j)).
“Functional Education and Literacy Programs” refers to short-term nonformal education programs to help socioeconomically disadvantaged learners upgrade a targeted set of skills, knowledge and selected competencies in ALS K to 12 BEC to improve social, political and economic well-being (Section 4(k)).
“Indigenous Peoples” refers to a group of people identified by self-ascription by others, historically occupying communally bounded territories since time immemorial, with common bonds of language, customs, tradition, distinctive traits, or differentiated histories through resistance to colonization (Section 4(l)).
“Indigenous Peoples Education” refers to education initiatives with emphasis on indigenous knowledge systems and practices, community history, indigenous languages, indigenous learning system (ILS), community life cycle-based curriculum and assessment, ICC educational goals and competencies, engagement of elders and community members, assessment and management of the initiative, and recognition and continuing practice of the community’s ILS (Section 4(m)).
“Informal Education” refers to intentional or deliberate learning not institutionalized, as a lifelong process from daily experiences at home, work, play and life itself toward literacy (Section 4(n)).
“Learners with Disabilities” refers to those with long-term physical, mental, intellectual, or sensory impairments which, interacting with barriers, may hinder full and effective participation on equal basis (Section 4(o)).
“Learning Facilitators” refers to teachers financed by the private sector who implement ALS programs, where the private sector includes NGOs or associations, civil society organizations, or individuals (Section 4(p)).
“Micro-certification (micro-credentialing)” refers to a flexible means of certifying attainment of specific elements of ALS K to 12 minimum competencies usable as credential in job application, recruitment and selection (Section 4(q)).
“Nonformal Education (NFE)” refers to organized and systematic activities outside the framework of the formal education system providing selected types of learners to a segment of the population (Section 4(r)).
“Out-of-School Children in Special Cases” refers to children in official school age who are not enrolled in elementary or secondary schools due to special cases such as economic, geographic, political, cultural or social barriers, including learners with disabilities, indigenous peoples, children in conflict with the law, learners in emergency situations, and other marginalized sectors (Section 4(s)).

Institutionalization and responsible DepEd office

The ALS is institutionalized to strengthen and expand ALS opportunities for out-of-school children in special cases and adult learners, including indigenous peoples, to develop basic and functional literacy and life skills and pursue an equivalent pathway to complete basic education (Section 5).
A Bureau of Alternative Education (BAE) is created as the DepEd’s focal office for implementing ALS programs, and it is headed by a Director (Section 6).

BAE powers, ALS program scope, and modalities

The BAE shall serve as the focal office for policy formulation, curriculum development, learning program delivery, and learning materials development for ALS (Section 7).
The BAE shall establish a quality assurance and support system and undertake regular learner assessment activities (Section 7).
The BAE shall establish minimum quality standards for ALS curriculum and learning materials, program planning, implementation, monitoring, evaluation and management, including certification of learning outcomes, recognition of service providers, competency standards for ALS personnel, and requirements for ALS learning environments (Section 7(a)).
The BAE shall promote and ensure the certification and accreditation of learners through alternative learning programs, both nonformal and informal, anchored on ALS K to 12 BEC competencies (Section 7(b)).
The BAE shall, with other government agencies, LGUs, and the private sector, ensure access to educational opportunities for learners with difficult interests, learning needs, capabilities, demographic characteristics, and socioeconomic status who are unable to complete formal basic education (Section 7(c)).
The BAE shall coordinate with agencies and industries for skills development to promote learners’ employability, efficiency, productivity, and competitiveness in the labor market, and assist learners to become entrepreneurs (Section 7(d)).
The BAE shall coordinate, encourage partnerships, establish linkages with LGUs and the private sector for sustainable ALS implementation, post-program support activities and community mapping, and manage a nationwide database for out-of-school children in special cases and adults (Section 7(e)).
The DepEd shall strengthen the implementation of priority NFE programs including: Basic Literacy Program, A&E Programs, Indigenous Peoples Education Program, Academic-Focused Bridging Programs, and Functional Education and Literacy Programs (Section 8).
The DepEd shall deliver ALS NFE programs using appropriate learning modalities including: modular instruction; online/digital/mobile learning; face-to-face sessions and tutorials; radio or television-based instruction; blended learning; workshops/simulations/internship; and inclusive and safe learning environments (Section 8).
The DepEd shall prescribe the appropriate minimum number of months required for completion of each ALS program to ensure learners receive adequate and quality basic education and ALS K to 12 BEC competencies (Section 9).

Accreditation, certification, and pathways

The DepEd shall regularly conduct ALS A&E assessments and certifications to measure and certify competencies of ALS program completers and other learners who opt for elementary and secondary level certifications (Section 10).
The DepEd shall conduct micro-certification of subsets of competencies drawn from ALS K to 12 BEC (Section 10).
ALS A&E assessments and certifications may be done at both national and local levels (Section 10).
Elementary-level A&E passers are qualified to enroll in junior high school (Section 10).
Junior high school A&E passers are qualified for senior high school or may enroll in selected technical-vocational education and training programs through TESDA (Section 10).
Senior high school level A&E passers are qualified for higher education, as appropriate, provided they comply with other basic requirements set by schools or HEIs; they may also enroll in technical-vocational education and training programs through TESDA (Section 10).
The DepEd shall develop supplemental learning programs for ALS A&E passers to enhance college readiness and facilitate gainful employment or self-employment (Section 10).
Measures shall be undertaken so the general public—especially educational and training institutions, government agencies, and employers—recognize the nature and value of ALS learner certifications (Section 10).

ALS teachers, training, and CLC requirements

The ALS Teachers program shall be strengthened to reach more out-of-school children in special cases and adults and to accommodate learners with disabilities (Section 11).
The DepEd, in consultation with the Department of Budget and Management (DBM) and the Civil Service Commission (CSC), shall create teaching positions and allocate corresponding salary grades (Section 11).
The DepEd shall engage Community ALS Implementors to augment needed human resources for ALS program delivery (Section 11).
After three (3) years from the Act’s effectivity, the DepEd shall hire only ALS Teachers (Section 11).
ALS Teachers are entitled to promotion to the next higher levels based on CSC qualification standards (Section 11).
The DepEd shall ensure equal opportunities and standard implementation on promotion and compensation of ALS Teachers (Section 11).
The DepEd shall develop and conduct regular training programs and workshops for ALS Teachers, Community ALS Implementors, and Learning Facilitators in coordination with CHED and other relevant partners in government, academe, and the private sector (Section 12).
Training shall ensure ALS personnel have knowledge and capacity to carry out ALS curriculum programs and enhance skills on roles as academic, administrative and community leaders (Section 12).
ALS Teachers shall receive the same benefits and professional development packages as regular teachers, including fellowships, scholarships, and training opportunities in all learning areas of the basic education curriculum (Section 12).
The DepEd or LGUs, or both, shall provide at least one (1) ALS CLC in every municipality and city throughout the country (Section 13).
Priority for ALS CLCs shall go to areas with limited access to formal basic education or higher concentration of out-of-school children in special cases or adults lacking basic literacy skills or who dropped out of formal school (Section 13).
DepEd school facilities shall be used as learning centers during no class days and after regular class hours during class days to augment ALS CLC number (Section 13).
The BAE shall develop guidelines, in collaboration with DepEd operations and administration strands, on use of public school facilities for ALS delivery (Section 13).
Each CLC shall be constructed in accordance with specializations, criteria and other details provided and approved by the DepEd, in consultation with the municipal or city mayor or duly authorized LGU representative (Section 13).
Each CLC shall be open and operational seven (7) days a week and provided with adequate resources and facilities, including a space for childcare for parents attending ALS classes (Section 13).

Providers, incentives, and partner-government functions

The DepEd shall encourage private sector partnerships for sustainable ALS implementation (Section 14).
The DepEd shall create a system of recognition and monitoring of service providers (Section 14).
The DepEd shall formulate and adopt standards of ALS service delivery responsive to area needs and situations, including qualification, deployment, training, remuneration, and system of rewards and incentives (Section 14).
The DepEd shall include in the IRR the minimum requirements and conditions for these standards (Section 14).
The DepEd shall partner with CHED to assist HEIs in admitting ALS A&E passers; support development of college readiness supplemental programs and access to scholarships; and develop standardized and formalized ALS curriculum for a specialized degree in ALS teaching (Section 15(a)).
The DepEd shall partner with TESDA to equip ALS learners with technical-vocational skills and provide access to national certification, as applicable; and support implementation of post-program support activities including access to scholarships (Section 15(b)).
The DepEd shall partner with the Department of Labor and Employment to promote gainful employment, on-the-job training and apprenticeship opportunities for ALS learners (Section 15(c)).
The DepEd shall partner with the Department of Trade and Industry to promote entrepreneurship opportunities, including access to micro-financing and seed capital for ALS learners (Section 15(d)).
The DepEd shall partner with the Department of Agriculture to develop training for ALS learners and promote agricultural entrepreneurship, including easy access to credit (Section 15(e)).
The DepEd shall partner with the Department of Social Welfare and Development to share community mapping data, refer prospective learners, and provide access to other social services for ALS learners (Section 15(f)).
The DepEd shall coordinate with DILG to enlist LGU support and matters requiring LGU participation, including generation and mapping of education-related data under Republic Act No. 11315 through a community-based monitoring system (Section 15(g)).
The DepEd shall collaborate with the Department of Justice to facilitate, expand, and strengthen ALS programs for persons deprived of liberty (Section 15(h)).
The DepEd shall collaborate with the National Commission on Indigenous Peoples to develop culturally responsive curriculum respecting indigenous knowledge systems and integrating this with the prescribed ALS curriculum (Section 15(i)).
The DepEd shall coordinate with the Department of Information and Communications Technology to provide digital resources to ALS CLCs and guidance for the digital literacy component of ALS K to 12 BEC and ALS NFE programs (Section 15(j)).
The DepEd shall partner with the Department of Health to assist ALS Teachers in delivering health education and services promoting health and well-being of ALS learners, especially female childbearing youth and adult learners; and partner in providing ALS programs for qualified patients of DOH drug treatment and rehabilitation centers (Section 15(k)).
The DepEd may partner with such other relevant government agencies whose mandated functions and mechanisms are necessary to effectively and sustainably implement ALS programs (Section 15(l)).

LGU role and Local School Board functions

The DepEd shall partner with LGUs in delivering ALS programs to their constituents (Section 16).
LGUs shall help identify and mobilize prospective ALS learners, provide access to conducive learning environments, contribute available resources such as Community ALS Implementors and ALS CLC sites, promote post-program activities, and introduce local innovations necessary for ALS (Section 16).
The Local School Board established under Republic Act No. 7160 shall perform additional ALS functions including city/municipal coordination with DepEd; identification of priority ALS programs; technical assistance; monitoring and evaluation; coordination with partners for post-program support; determining annual supplementary budgetary needs for operation and maintenance; ensuring community literacy mapping activities and coordinating with barangays/private sector/agencies to identify out-of-school learners and adults not yet completing basic education; and coordinating with DepEd regarding provision, operation and maintenance of ALS CLCs (Section 17).
Notwithstanding Sections 235 and 272 of the Local Government Code of 1991, the Local School Board is authorized to set aside a portion of proceeds of the Special Education Fund for ALS delivery within the LGU jurisdiction, including hiring additional Community ALS Implementors (Section 18).

Program review, fees prohibition, and allowances

The DepEd, in partnership with LGUs and the private sector, shall conduct a mandatory annual review of the ALS program and submit the annual report to Congress (Section 19).
An evaluation system shall be established to assess ALS program impact and the progress of learners who completed the program (Section 19).
All DepEd ALS programs are free of charge and collection of all kinds of fees, costs or charges is not allowed (Section 20).
ALS Teachers, Community ALS Implementors, and officers of DepEd-administered CLCs who violate the no-fee rule shall be held administratively liable (Section 20).
ALS Teachers and Community ALS Implementors shall be entitled to corresponding transportation and teaching aid allowances subject to DepEd guidelines, notwithstanding receipt of special hardship and cash allowances (Section 22).

Tax incentives and appropriations

Donations, contributions, or grants in cash or services (local or foreign) made by individuals and organizations, including private entities providing appropriate ALS services, materials, and delivery support, shall be exempt from the donor’s tax (Section 21).
The cost of such donations, contributions, or grants shall be considered an allowable deduction from the gross income in computing the donor’s income tax under the National Internal Revenue Code of 1997, as amended (Section 21).
Implementation costs shall be charged against currently authorized appropriations of the DepEd (Section 23).
Thereafter, continued implementation costs—including construction or provision of ALS CLCs and payment of transportation and teaching aid allowances—shall be included in the annual General Appropriations Act (Section 23).

IRR, transitory operation, and repeals

The DepEd shall formulate implementing rules and regulations within ninety (90) days from the Act’s effectivity, in consultation with concerned government agencies and other education stakeholders (Section 24).
The IRR shall take effect thirty (30) days after its publication in a newspaper of general circulation (Section 24).
Existing ALS programs, including ALS centers or facilities established under Republic Act No. 9155 shall continue to operate and be regulated under Republic Act No. 11510 and its IRR (Section 25).
If any provision is held invalid or unconstitutional, the remaining provisions remain in force and effect (Section 26).
All laws, orders, and rules and regulations contrary to or inconsistent with the Act are repealed or amended accordingly (Section 27).

Consolidation and legislative history notes

The Act resulted from the consolidation of Senate Bill No. 1365 and House Bill No. 6910, passed by the Senate on October 6, 2020 and by the House of Representatives on October 16, 2020 (final legislative notes preceding approval).