DepEd rolls out ALS-K to 12 Basic Education
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July 19, 2017
PASIG CITY, July 19, 2017 To ensure that the Alternative Learning System (ALS) curriculum is aligned
with the K to 12 Program, and to provide learning opportunities that will empower out-of-school
youth (OSY) and adult learners to improve their quality of life and become more effective
contributors to society, the Department of Education (DepEd), through the Bureau of Curriculum
Development (BCD), launched the ALS-K to 12 Basic Education Curriculum.
Like the K to 12 Curriculum, the ALS-K to 12 Basic Education Curriculum is expressed in content
standards, performance standards, and learning competencies. It also defines the minimum
competency standards for learners an alternative pathway of learning and certification parallel to the
formal school system.
DepEd Assistant Secretary for Public Affairs Service and ALS G.H. Ambat underscored the importance
to adjust the previous ALS curriculum that would help dispel notions of disparity between ALS
graduates and graduates from the formal system,We are true to our mandate that no learner [will
be] left behind. With this new curriculum, we hope that the ALS learners would have the same quality
of education that would avail them of the four exits of K to 12: higher education, employment,
entrepreneurship, or middlelevel skills development.
BCD Director Jocelyn Andaya explained that the revision of the curriculum took two years because
the office, as well as the former office handling the program, the Bureau of Alternative Learning
System (BALS), undertook a comprehensive review and revision process involving a series of
consultations and workshops with curriculum experts in formal and non-formal education from
within and outside the DepEd.The outputs of workshops were further reviewed by national and
international consultants, DepEd subject experts, and ALS learning practitioners, supervisors, and
other ALS stakeholders.
Comparable to the formal school curriculum, the ALS curriculum reflects the set of knowledge, skills,
and competencies that learners should develop to meet the minimum requirement of basic
education. The curriculum includes both the formal and informal sources of knowledge and skills.
Andaya further explained the menu of possible learning interventions and pathways responsive to
the needs, context, circumstances, and diversity of learners that the refined ALS Curriculum provides.
To erase the notion that ALS is an inferior curriculum, the new curriculum gives equivalency options
and alternative programs similar to formal schooling, such that a learner can move and transfer
seamlessly from one education system to another. For example, a learner can have formal education
from Kindergarten to Grade 3, then shift to non-formal education for Grades 5 to 6, and reintegrate
seamlessly into the formal system for Junior High School (JHS) because the essential skills are
covered by both curriculum.
Assessments are in place to ensure readiness of learners for the next level of schooling. The use of
flexible learner options helps ensure this fluidity and permeability from Kindergarten to Grade 12.
The essential skills are the same for both formal and non-formal curriculums and can be delivered
through many means and strategies. These curriculums hold into account the prior learning of its
learners, which is a very important feature in the ALS Curriculum, and reflect the indicators of
functional literacy.
ALS utilizes learning modules. Each module is complete in itself and contains the description of the
module, objectives, learning activities, and pre- and post-tests.
The learning strands are the equivalent of subjects in the formal school system:
Learning Strands Topics or Skills
Learning Strand 1 Communication Skills (English)
Communication Skills (Filipino)
Learning Strand 2 Scientific Literacy and Critical Thinking Skills
Learning Strand 3 Mathematical and Problem Solving Skills
Learning Strand 4 Life and Career Skills
Learning Strand 5 Understanding the Self and Society
Learning Strand 6 Digital Literacy
Each strand has a schematic diagram which describes the relationship of the parts to the whole
strength.
For ALS to be truly parallel with the formal education system, same standards and competencies are
set for both in the K to 12 Curriculum to achieve the goal of producing holistically developed
Filipinos with 21st century skills.
Although the framework is organized in strands, the intention is that instruction should be created
around topics of importance to learners. This is the basic difference between the K to 12 Curriculum
and the ALS Curriculum. The topics should provide an opportunity for the integration of skills.
Andaya added that during the alignment and finalization process, many learning competencies from
the formal school curriculum were adopted in the ALS Basic Education Curriculum. There was
significant expansion of the content scope to ensure alignment with the formal K to 12 school
curriculum. The number of competencies included in the curriculum increased from 776 existing
learning competencies to 2,046 enhanced learning competencies.
DepEd iterates zero tolerance policy vs child abuse,
bullying
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June 9, 2017
PASIG CITY, June 9, 2017 The Department of Education (DepEd) stands firm with its commitment to
promote and provide a safe and free-from-fear learning environment for all learners in both public
and private schools nationwide.
In view of the opening of School Year (SY) 2017-2018 and with the transfer of displaced learners
from Marawi, DepEd iterates its zero tolerance policy against any act of child abuse, exploitation,
violence, discrimination, bullying, and other forms of mistreatment, which may affect the normal
development of learners.
Child Protection Committee
To ensure that cases and instances of abuse are closely monitored at school level, DepEd issued the
DepEd Order No. 40, series of 2012, or the DepEd Child Protection Policy, which requires all
elementary and secondary schoolsboth public and privateto create their own Child Protection
Committee (CPC).
In a press briefing, Education Secretary Leonor Magtolis Briones said, Ang Child Protection
Policy natin, mandato yan ng United Nations, mandato yan ng ating pamahalaan na lahat ng bata ay
kailangang i-protect from bullying. Yun ang pinagbabasehan ng ating policy. So at the level of the
school, merong Child Protection Committee.
The CPC is composed of the following: 1) School Head/Administrator as Chairperson; 2) Guidance
Counselor/Teacher as Vice Chairperson; 3) Representatives of the teachers as designated by the
Faculty Club; 4) Representative of the parents as designated by the Parents-Teachers Association
(PTA); 5) Representative of learners as designated by the Supreme Student Council; and 6)
Representative from the community as designated by the Punong Barangay, preferably a member of
the Barangay Council for the Protection of Children (BCPC).
Undersecretary Jesus Mateo further explained, Yung Child Protection Committee, hindi lang
po DepEd ito, kasama po rito yung local community. Kung may nangyari, ang ginagawa diyan ay
paghaharapin yung sinasabing nang-bully at na-bully, kasama ng kanilang mga magulang para
mapag-usapan yun. At depende yan dun sa gravity ng bullying.
Some of the roles of the CPC are: to ensure that learners are following a certain Code of Conduct in
schools and that schools have their localized Child Protection Policy; to develop and implement a
school-based referral and monitoring system of cases of all forms of abuse and bullying; and to
identify, refer, and report cases of child abuse, exploitation, violence, discrimination, and bullying to
the appropriate offices if needed, among others.
Moreover, DepEd released the DepEd Order No. 55, s. 2013, or the Implementing Rules and
Regulations (IRR) of Republic Act (RA) No. 10627, otherwise known as The Anti-Bullying Act of 2013,
which further provides clearer rules on bullying and cyber-bullying. This was recently reiterated
through DepEd Memorandum No. 5, s. 2017, or the Reiteration of the Department of Education Anti-
Bullying Policy.
Displaced Marawi learners protected from harm
The ongoing battle between the military and lawless elements in Marawi City forced Marawi learners
to transfer schoolsschools far away from their region that possibly have different beliefs and
customs that could make them more prone to bullying.
Briones assured that these Marawi learners will be protected from harm, particularly from bullying,
Nasabihan ko na yung mga Regional Directors na kailangan, i-brief nila yung mga teachers under
their jurisdiction about the anti-bullying policy, where we have very strict sanctions.
Briones mentioned that there was a proposal of creating separate classes for displaced Marawi
learners to protect them from bullying but the Education Secretary pressed that it will just further
promote discrimination and create misunderstanding between the local learners and the displaced
Marawi learners.
As early as possible, i-integrate talaga sila [displaced Marawi learners] sa regular classes, Briones
added.
DepEds call to learners, parents, teachers and public
Furthermore, DepEd encourages learners, parents, teachers, and other stakeholders to refrain from
engaging in discriminatory acts against peoples opinion, status, gender, ethnicity, religion, as well as
their moral and physical integrity.
DepEd also prohibits the use of corporal punishment or any kind of punishment imposed for an
alleged or actual offense, which is carried out by a teacher, school administrator, an adult, or any
other child who has been given or has assumed authority or responsibility for punishment or
discipline.
Briones mentioned that an administrative case shall be filed against DepEd officials who will neglect
his or her duty in providing a safe and freefrom-fear learning environment for learners, Tinitingnan
natin yan, halimbawa, nagpabaya ang authorities, then at the level of the Central Office, or the
Regional Director, we take actions. Administrative case yan.
We keep on reminding our teachers, as well as students na wala na tayo sa dark ages na might is
always right, Briones pointed out.
DepEd: Make every day No Tobacco Day inside and
outside schools
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June 3, 2017
PASIG CITY, June 3, 2017 In time for the celebration of the World No Tobacco Day, the Department
of Education (DepEd) reminded all schools and DepEd offices nationwide to make every day, not only
May 31, a No Tobacco Day.
DepEd Undersecretary for Legal Affairs Alberto Muyot, reminded schools and DepEd offices to
ensure that DepEd Order (DO) No. 48, s. 2016, or the Policy and Guidelines on Comprehensive
Tobacco Control, is observed all year round.
The purpose of the World No Tobacco Day should be carried out every day of the year. Schools and
DepEd offices can ensure this by strictly enforcing the policies and faithfully implementing the
strategies laid out in DO 48, s. 2016, Muyot said in his message read during a press conference held
at Rizal High School, Pasig City on May 31, 2017.
The Department Order mandates all schools, through the Child Protection Committee (CPC), to
monitor compliance with and report violations not only of the absolute smoking ban in school
premises, but also of tobacco control measures for stores outside the schools, such as the ban on the
sale and advertising of tobacco products in and within the 100-meter perimeter of school premises.
According to the Department Order, the CPC shall serve as the focal group that will prepare
compliance or violation reports and collaborate with local government units and partners to ensure
that action is taken on violations.
This is consistent with the recently issued Executive Order (EO) No. 26, which provides for the
establishment of smoke-free environments in public and enclosed places, and enjoins local
governments to form a local Smoke-Free Task Force. Based on the EO, it is the duty and obligation of
school principals to report to the nearest Smoke-Free Task Force any tobacco product selling,
advertising, and/or promotion located within 100 meters from the schools perimeter.
The Metro Manila Development Authority (MMDA) expressed support to DepEd in ensuring that
stores near schools within Metro Manila do not sell tobacco products. MMDAs Health, Public Safety
and Environmental Protection Office personnel go to stores within the 100-meter perimeter of
schools in Metro Manila to educate store owners on the law that prohibits them from selling
cigarettes, and to report violations to the local governments concerned.
In addition to enforcing the ban on smoking and selling of tobacco products, the CPC is also
mandated by DO 48 to monitor compliance with and report violations of the ban on tobacco
sponsorships of school activities, as well as the prohibition on public officials against receiving any
form of contribution directly or indirectly from the tobacco industry. The Department Order also
facilitates measures for the protection of the Department against tobacco industry interference or
the tactics utilized by the tobacco industry to interfere with the implementation of tobacco control
policies.
Based on DO 48, all Memoranda of Agreement (MOA) entered into by DepEd with donors and
partners shall include a provision stating full commitment of all parties concerned to tobacco control
implementation, and stipulating that the said donor or partner does not represent the interests of or
receive funding from the tobacco industry.
For the past year, we have been exerting efforts to disseminate information about this requirement
for DepEds memoranda with partners. Beginning this school year, we shall ensure that this provision
is included in all memoranda from the Central Office down to our schools, Bureau of Learner
Support Services Assistant Director Dr. Ella Cecilia Naliponguit said.
The Civil Service Commission (CSC) commended DepEds comprehensive tobacco control policy,
which have also been based on CSCs issuances on smoking prohibition in all areas of government
premises, and on the protection of the bureaucracy against tobacco industry interference.
This requirement of DepEd to include in all its memoranda a declaration from partners that they
have no dealings with the tobacco industry is a good safeguard from administrative accountability
for DepEd personnel, and is also a good practice that other government agencies may want to
consider adapting, said CSC Assistant Commissioner Ariel Ronquillo.
CSC-DOH Joint Memorandum Circular 2010-01 prohibits public officials and employees from
demanding or receiving any contribution from the tobacco industry, while CSC Memorandum
Circular No. 17, s. 2009 states that smoking shall be absolutely prohibited in or on the premises,
buildings, and grounds of government agencies that provide education services.
Aside from setting prohibitions, the Department Order also adopts several tobacco control strategies
such as: conducting information, education, communication, and capacity-building activities on
tobacco control; establishing partnerships for tobacco control; and making brief tobacco
interventions available and accessible to students and personnel in need of such services.
Observed around the world every May 31, the World No Tobacco Day aims to increase public
awareness of the dangers of tobacco use, the tactics of the tobacco industry, and the policies and
measures of governments on tobacco control. This years theme, Tobacco- A Threat to
Development, focuses on the threats that the tobacco industry poses to the sustainable
development of all countries.
