Manila: The Department of Education (DepEd) has enhanced the Alternative Learning System (ALS) to better align it with the formal Kindergarten to Grade 12 (K to 12) curriculum and strengthen pathways to allow out-of-school children, youth, and even adults to acquire education, life skills, and increase employability credentials.
According to Philippines News Agency, Education Secretary Sonny Angara announced that the enhanced ALS is designed to function as a credible and flexible alternative to formal schooling rather than a stopgap program. This initiative is anchored on President Ferdinand R. Marcos Jr.'s push for inclusive growth. Angara emphasized that the direction from the President is to promote education with dignity and opportunity, especially for those marginalized by the system.
Angara highlighted the human impact of the reforms by citing the experience of 81-year-old Eduardo Saplala, a member of the Aeta Indigenous Cultural Community in Porac, Pampanga, who is currently enrolled in the Basic Literacy Program (BLP) under ALS. Saplala's return to learning was facilitated by community-based instruction, flexible pacing, and competency-based assessment, features now embedded more formally under the updated guidelines.
Under DepEd Order No. 1, series of 2026, the implementation of ALS has been standardized nationwide, aligning its competencies more closely with the K to 12 curriculum. The policy institutionalizes flexible learning modalities, recognition of prior learning, and micro-certification, allowing learners to progress based on demonstrated mastery rather than age or length of enrollment.
The revised framework also formalizes individual learning agreements and portfolio-based assessments, allowing learners to enter, pause, and resume their studies based on personal, work, or family circumstances. It clarifies equivalent pathways across ALS programs, including Basic Literacy, Accreditation, and Equivalency at the elementary and junior high school levels, and senior high school offerings.
ALS completers, depending on their competencies and goals, may transition to formal schools, pursue technical-vocational certification, or enter the workforce. The enhanced framework also strengthens partnerships with local governments, higher education institutions, non-government organizations, and private entities to operate community learning centers and provide access to facilities, learning resources, and specialized instruction.
To ensure quality and consistency, DepEd has institutionalized capacity-building programs for ALS teachers and implementers, covering the revised curriculum, learner assessment, and blended learning delivery. Monitoring and evaluation mechanisms have also been tightened to track learner completion and transition outcomes across regions.
DepEd announced that beginning School Year 2026-2027, all schools division offices are directed to fully implement the revised ALS curriculum for Basic Literacy and Accreditation and Equivalency programs, with separate guidelines to follow for a strengthened ALS senior high school track.
