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.

In a news release Thursday, Education Secretary Sonny Angara said the enhanced ALS is designed to function as a credible and flexible alternative to formal schooling rather than a stopgap program, anchored on President Ferdinand R. Marcos Jr.’s push for inclusive growth.

“Sa malinaw na direksyon ng Pangulo, isinusulong natin ang edukasyong may dangal at oportunidad, lalo na para sa mga naiwan o napag-iwanan ng sistema (Under the clear direction of the President, we are promoting education with dignity and opportunity, especially for those left behind or marginalized by the system),” he said.

Angara noted the human impact of the reforms, 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.

He said Saplala’s return to learning was made possible by community-based instruction, flexible pacing and competency-based assessment — features that are now embedded more formally under the updated guidelines.

“Patunay si Mang Eduardo na walang edad ang edukasyon. Sa Alternative Learning System, may ikalawang pagkakataon ang bawat Pilipino (Mang Eduardo is proof that education has no age limit. In the Alternative Learning System, every Filipino has a second chance),” Angara said.

“Pinapalakas natin ang ALS para maging tunay na alternatibo—hindi pansamantala, hindi panghuli, kundi isang lehitimong landas ng edukasyon (We are strengthening ALS to make it a true alternative—not temporary, not a last resort, but a legitimate path to education),” he added.

Under DepEd Order No. 1, series of 2026, the implementation of ALS has been standardized nationwide, with its competencies more closely aligned with the K to 12 curriculum.

DepEd said 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 depending on personal, work, or family circumstances.

It also 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.

Depending on their competencies and goals, ALS completers 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 in operating community learning centers and providing access to facilities, learning resources, and specialized instruction.

To ensure quality and consistency, DepEd also institutionalized capacity-building programs for ALS teachers and implementers, covering the revised curriculum, learner assessment, and blended learning delivery.

Monitoring and evaluation mechanisms were likewise tightened to track learner completion and transition outcomes across regions.

“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,” DepEd said. (PNA)