The Enhanced Alternative Learning System: A Comprehensive Guide to Inclusive Education

Education systems worldwide are adapting to meet the needs of diverse learners. In the Philippines, the Department of Education (DepEd) has formalized this effort through DepEd Order No. 001, s. 2026, which adopts the latest guidelines for the Enhanced Alternative Learning System (ALS).

This landmark order repeals earlier policies and ensures that out‑of‑school children, youth, and adults gain equitable access to quality education. While the program is Philippine‑based, its principles—flexibility, inclusivity, and lifelong learning—resonate globally, including in the United States, where similar challenges in educational access and workforce readiness exist.

Legal Foundation and Policy Statement

The Enhanced ALS is anchored on Republic Act No. 11510 (ALS Act) and its Implementing Rules and Regulations. With DepEd Order No. 001, s. 2026, the Department sets clear standards for curriculum, assessment, and program delivery.

This policy ensures:

• Equitable access to basic education for marginalized learners

• Alignment with the Revised Basic Education Curriculum

• Development of functional literacy and life skills

Scope of Implementation

The order mandates implementation across:

• Community Learning Centers (CLCs): School‑based or community‑based hubs

• State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs): Institutions delivering ALS programs

• Programs: Basic Literacy Program (BLP), Accreditation and Equivalency (A&E) Elementary, Junior High School (JHS), and Senior High School (SHS)

Starting SY 2026–2027, all Schools Division Superintendents (SDSs) will roll out the revised ALS curriculum.

Key Definitions

DepEd Order No. 001, s. 2026, standardizes terms such as:

• Functional Literacy Test (FLT)

• Individual Learning Agreement (ILA)

• Learning Strands (LS)

• Micro‑certification

• Recognition of Prior Learning (RPL)

These definitions ensure consistency across governance levels and program implementers.

Curriculum Structure

The Revised ALS Curriculum, mandated by DepEd Order No. 001, s. 2026, is benchmarked against the formal K–12 system and emphasizes 21st‑century skills.

Competency levels include:

• BLP: Beginning (Kinder–Grade 1) and Developing (Grades 2–3)

• A&E Elementary: Intermediate (Grades 4–6)

• A&E JHS: Upper Intermediate (Grades 7–8) and Proficient (Grades 9–10)

• ALS SHS: Equivalent to Grades 11–12

Learning Delivery

The order prescribes a competency‑based approach with flexible modalities:

• Modular instruction

• Online/digital/mobile learning

• Face‑to‑face tutorials

• Radio/TV instruction

• Blended learning

Individual Learning Agreements (ILA) and Records of Progress

DepEd Order No. 001, s. 2026, requires each learner to have an ILA and RLP, jointly developed with ALS implementers. These tools track progress, guide instruction, and form part of certification portfolios.

Medium of Instruction and Duration

• Languages: Filipino and English are primary mediums; mother tongue may be used as auxiliary support.

• Duration: Program length depends on prior learning. Learners may exit early with micro‑certification or pursue full A&E certification.

Learning Resources and Environment

The order specifies continued use of existing ALS modules, FELP kits, BYOB/WBL modules, ICT4ALS materials, and life skills modules, while new resources are developed.

Learning environments range from simple community spaces to fully equipped centers with ICT facilities.

Assessment and Certification

DepEd Order No. 001, s. 2026, outlines:

• Entry‑Level Assessments: ABL, FLT, and RPL forms

• Formative Assessments: Quizzes, journals, performance tasks

• Summative Assessments: End‑of‑competency evaluations

• Certification: A&E tests, portfolio assessments, micro‑certifications, and TESDA National Certificates

Capacity Building and Roles

The Bureau of Alternative Education (BAE) leads training and professional development. Roles are distributed across:

• Central Office: Policy, curriculum, resources, national assessments

• Regional Offices: Training, technical assistance, monitoring

• Division Offices: Supervision, research, resource management

• Schools/CLCs: Direct implementation and learner support

Monitoring and Evaluation

Aligned with the Basic Education Monitoring and Evaluation Framework (BEMEF), DepEd Order No. 001, s. 2026, requires systematic reporting at school, division, regional, and national levels.

Global Relevance

Though Philippine‑specific, the Enhanced ALS reflects global priorities: inclusivity, flexibility, employability, and digital citizenship. These resonate with U.S. audiences, where lifelong learning and workforce readiness are equally critical.

DepEd Order No. 001, s. 2026 is more than a policy—it’s a blueprint for inclusive, flexible, and future‑ready education. By aligning with global trends, it demonstrates how education systems can adapt to diverse learners and evolving societal needs.

Northern Mindanao Minimum Wage Hike 2026: What Workers and Employers Need to Know

The Department of Labor and Employment (DOLE), through the Regional Tripartite Wages and Productivity Board (RTWPB) Region X, has officially announced new minimum wage rates in Northern Mindanao, effective January 16, 2026.

These changes, issued under Wage Order No. RX-24 and Wage Order No. RBX-DW-06, cover both daily-paid workers and domestic workers (kasambahay) across the region.

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New Minimum Wage Rates in Northern Mindanao

Starting January 16, 2026, minimum wage earners in Northern Mindanao will receive higher pay, reflecting the government’s efforts to address rising living costs and improve workers’ welfare.

The wage adjustment applies to:

• Non-agriculture and agriculture workers

• Retail and service establishments

• Domestic workers (kasambahay)

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Daily Minimum Wage Rates (Wage Order No. RX-24)

The new daily minimum wage depends on the worker’s location and establishment category.

₱486 – Wage Category I

Applies to non-agriculture and agriculture workers in the following areas:

• Cities of Cagayan de Oro, Iligan, Malaybalay, Valencia, Gingoog, El Salvador, and Ozamiz

• Municipalities of Tagoloan, Villanueva, Jasaan, Opol, Maramag, Quezon, Manolo Fortich, and Lugait

These areas are generally more urbanized or industrialized, which is why they fall under the higher wage category.

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₱471 – Wage Category II

Applies to:

• All other areas in Northern Mindanao not listed under Category I

• Retail and service establishments employing not more than 10 workers

This category mainly covers smaller businesses and less urbanized municipalities.

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Monthly Minimum Wage for Domestic Workers (Kasambahay)

Under Wage Order No. RBX-DW-06, the monthly minimum wage for domestic workers in Northern Mindanao is now:

₱6,500 per month

This rate applies to:

• Househelpers

• Nannies

• Cooks

• Gardeners

• Other household service workers

The increase strengthens compliance with the Kasambahay Law (RA 10361) and aims to provide better financial security for domestic workers.

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Why the Wage Increase Matters

The new minimum wage rates are designed to:

• Help workers cope with inflation and rising living expenses

• Promote fair compensation across industries

• Balance the needs of workers and small businesses

• Encourage economic stability in Northern Mindanao

For employees, this means improved daily and monthly income. For employers, it’s a reminder to update payroll systems and ensure full compliance with labor laws.

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Employer Compliance and Penalties

All covered employers are required to comply starting January 16, 2026. Non-compliance may result in:

• Payment of wage differentials

• Administrative penalties

• Possible legal action under DOLE regulations

Employers are advised to coordinate with their local DOLE offices for guidance.

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Where to Get Official Information

For clarifications, wage advisories, or complaints, you may contact:

• DOLE Hotline: 1349

• Website: dole.gov.ph

• Social Media: @laborandemploymentph | @dole_govph

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The Northern Mindanao minimum wage increase for 2026 is a significant step toward protecting workers’ purchasing power while maintaining a balanced regional economy. Whether you’re an employee checking your new pay rate or an employer ensuring compliance, understanding these wage orders is essential.

Stay informed, know your rights, and ensure fair labor practices across the region.

Strengthened Senior High School Curriculum 2026: Complete Guide to DepEd’s Latest Monitoring & Evaluation Framework

The Department of Education has released DepEd Memorandum No. 003, s. 2026, establishing the official Guidelines on the Monitoring and Evaluation (M&E) of the Pilot Implementation of the Strengthened Senior High School (SSHS) Curriculum. This memorandum represents a major operational framework supporting the improvement of the Philippine Senior High School system through data-driven analysis, transparent reporting structures, and systematic assessment processes. By focusing on monitoring and evaluation mechanisms covering 891 pilot schools nationwide, the memorandum aims to ensure that the SSHS Curriculum reform is implemented with consistency, fidelity, and accountability across all levels of DepEd governance.

The memorandum responds to the national directive to rationalize and improve the SHS curriculum. It provides structure to the change process by clarifying how data will be collected, interpreted, validated, and used to refine policy before the SSHS curriculum is fully rolled out across the country. This detailed guide explores the purpose, scope, components, tools, and responsibilities embedded in the M&E system.

Click here to download SSHS Implementation M&E Plan_V.10.1

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Rationale Behind the Monitoring and Evaluation Framework

The SSHS Curriculum reform was initiated to streamline subject offerings, broaden learner choice, and strengthen alignment with both industry needs and national development goals. To ensure the reform achieves its intended outcomes, DepEd mandates a comprehensive M&E system that does more than track compliance. It must:

• assess curriculum delivery in real time,

• capture learner experiences and progress,

• evaluate teacher preparedness and training needs,

• monitor available resources and gaps,

• provide actionable recommendations, and

• support continuous system improvement.

The rationale highlights the importance of evidence-based decision-making. Instead of relying on assumptions or anecdotal reports, DepEd emphasizes the necessity of standardized tools, systematic data collection, and consistent reporting cycles. These processes enable both centralized and localized insights, helping DepEd respond to the diverse contexts across regions and schools.

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Purpose of the Monitoring and Evaluation Framework

The purpose of the M&E guidelines is to create a unified system across all participating DepEd offices and pilot schools. The framework aims to:

1. Provide insights into necessary support mechanisms for teachers, school leaders, and system implementers.

2. Identify potential challenges or bottlenecks early to allow for targeted interventions.

3. Establish validity and consistency through standardized data collection tools and processes.

4. Guide policy refinements and program adjustments before the curriculum is fully implemented nationwide.

By clarifying the purpose, DepEd ensures that each data point gathered contributes meaningfully to improving the SSHS curriculum.

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Scope of Implementation

The guidelines apply to:

• 891 pilot schools nationwide,

• Schools Division Offices (SDOs),

• Regional Offices (ROs), and

• Central Office bureaus and services.

The pilot implementation covers Grade 11 learners in SY 2025–2026, who will continue as Grade 12 learners under the SSHS Curriculum in SY 2026–2027. Other Grade 12 learners from non-pilot schools remain under the existing SHS curriculum. This staggered implementation ensures controlled testing, monitoring, and refinement of the strengthened curriculum.

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The SSHS Theory of Change

DepEd’s Theory of Change articulates four key outcomes:

1. Flexible Learner Pathways

The SSHS Curriculum is designed to simplify options and provide stackable learning opportunities. Students receive career guidance and support in selecting tracks aligned with their interests, goals, and strengths.

2. Improved Industry Alignment

Stronger partnerships with industries ensure that elective courses and work immersion opportunities mirror real workforce needs. This involves greater collaboration with industry partners in shaping curriculum delivery.

3. Improved School-Level Delivery

This outcome focuses on teacher capacity-building, access to learning resources, and improved instructional practices. Schools must provide a supportive learning environment that promotes both academic excellence and holistic development.

4. Improved Stakeholder Alignment

Effective communication among DepEd offices, schools, teachers, families, and industries ensures shared accountability. This reinforces system-wide coherence and strengthens the reform’s overall impact.

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Monitoring: Tools and Data Sources

Primary Data Sources

1. Rapid Check-In Survey

Conducted during the first quarter of implementation, this stakeholder feedback tool collects insights from:

• school heads,

• teachers,

• parents or guardians, and

• Grade 11 learners.

It assesses preparedness, learning resource availability, curriculum delivery quality, and overall satisfaction.

2. SHS Monitoring Tool (SHS MT)

Accomplished at the start of every semester, the SHS MT tracks:

• subject offerings,

• resource access,

• school readiness,

• career guidance delivery, and

• implementation progress.

Semestral submissions allow for continuous monitoring and timely adjustments.

3. Industry Partnership Mapping Tool

This tool documents and evaluates partnerships between schools and industry sectors. It helps identify whether electives align with workforce demands and whether students gain meaningful hands-on experiences.

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Secondary Data Sources

These include established assessment tools and administrative data systems:

• Classroom Observation Tool (COT)

• National Achievement Test (NAT Grade 10 and Grade 12)

• National Career Assessment Examination (NCAE)

• Enhanced Basic Education Information System (EBEIS)

• Learner Information System (LIS)

• School forms such as eSF7 and SF10

Using multiple data sources allows DepEd to validate findings and gain a comprehensive view of school performance and learner progress.

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Evaluation Framework and Timeline

The evaluation is divided into three phases:

Baseline Evaluation (SY 2025–2026)

Establishes the starting point by collecting data on learner competencies, school resources, and prior achievements.

Midline Evaluation (Q1 2026)

Assesses the fidelity of implementation and identifies operational challenges. Methods include key informant interviews, focus group discussions, surveys, and analysis of administrative data.

End-Line Assessment (2027)

Measures the curriculum’s impact on learner outcomes, particularly through NAT Grade 12 results.

Each phase supports systematic decision-making for policy refinement.

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Roles and Responsibilities Across DepEd Levels

Central Office

Responsible for developing M&E tools, conducting regular monitoring, managing evaluations, consolidating national reports, analyzing data, and coordinating with external evaluators such as PIDS.

Regional Offices

Conduct regional monitoring, consolidate SDO reports, provide technical assistance, and designate Regional SSHS focal persons.

Schools Division Offices

Handle data validation, conduct division-level monitoring, assist schools with implementation challenges, and designate division focal persons.

Schools

Ensure accurate data collection and submission, supervise school-level processes, maintain records, and use M&E results to improve instruction and school planning.

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Funding and Data Privacy Compliance

Funding for M&E activities may come from:

• Basic Education Curriculum (BEC) funds,

• Maintenance and Other Operating Expenses (MOOE),

• and the Monitoring and Evaluation Office (MEO) budget.

All activities must comply with the Data Privacy Act of 2012, ensuring secure handling of sensitive information.

Schedule of Administration for the Regular Philippine Educational Placement Test (PEPT) in 2026

The Department of Education (DepEd) in the Philippines has officially announced the schedule for the administration of the Regular Philippine Educational Placement Test (PEPT) for 2026. This announcement follows DepEd Memorandum No. 098, s. 2025, which outlines the guidelines and procedures for the test’s administration. The PEPT serves as a critical tool for assessing the educational placement of learners who have not completed formal schooling or wish to validate their competencies.

What is the Philippine Educational Placement Test (PEPT)?

The PEPT is a standardized test designed by the Philippine Department of Education to provide an alternative pathway for learners to gain certification equivalent to formal education levels. It is particularly beneficial for out-of-school youth, adult learners, and others who seek to continue their education or gain employment qualifications without undergoing the traditional schooling system.

The test evaluates competencies in core subjects such as Mathematics, English, Science, and Filipino, ensuring that examinees meet the required standards for their desired educational level.

2026 PEPT Schedule and Testing Clusters

For 2026, the PEPT will be administered in designated testing centers across select regions and divisions in the Philippines. The schedule is divided into two main clusters:

• Luzon Cluster: February 15, 2026
• Visayas and Mindanao Cluster: February 22, 2026

These dates are crucial for learners planning to take the test, as they provide a clear timeline for preparation and registration.

Coordination Meeting for Testing Coordinators

To ensure the smooth administration of the PEPT, the Education Assessment Division (EAD) of DepEd has called for a virtual coordination meeting. This meeting is mandatory for all Regional Testing Coordinators (RTCs) and select Division Testing Coordinators (DTCs) from Schools Division Offices (SDOs) with designated testing centers.

• Date: January 9, 2026 (Friday)
• Time: 10:00 a.m. to 12:00 p.m.
• Platform: Microsoft Teams
• Meeting Link: https://bit.ly/VirOrRegPEPT
• Meeting ID: 469 084 080 103 46
• Passcode: DgQj24Z

This meeting will cover important details about test administration, logistics, and compliance with DepEd guidelines.

Delivery and Handling of Test Materials

Test materials for the Regular PEPT are scheduled to be delivered to the Schools Division Offices between January 21 and February 15, 2026. In cases where Division Testing Coordinators are unavailable to receive the materials personally, they must designate an authorized representative. This representative must present an authorization letter and a valid ID to accept the test materials officially.

The designated service provider for the delivery is Front Cargo Forwarders, Inc. For inquiries or coordination regarding the delivery, the contact person is Ma. Cristina Turgano, reachable at 0915 782 8396.

Importance of the PEPT for Learners and Educators

The PEPT plays a vital role in the Philippine education system by providing flexible learning opportunities. It helps bridge gaps for learners who have experienced interruptions in their education due to various circumstances such as financial constraints, geographic barriers, or personal challenges.

For educators and policymakers, the PEPT offers valuable data on learner competencies outside the traditional classroom setting. This information can guide curriculum development, resource allocation, and targeted interventions to improve educational outcomes nationwide.

How the PEPT Aligns with Global Educational Trends

Globally, alternative assessment pathways like the PEPT are gaining recognition as essential components of inclusive education. Many countries, including the United States, have similar programs aimed at adult education, equivalency testing, and lifelong learning.

The PEPT’s structured approach to assessing knowledge and skills aligns with international standards, making it a credible certification for learners who may seek opportunities abroad or in multinational companies operating in the Philippines.

Preparing for the PEPT: Tips for Examinees

For those planning to take the PEPT, preparation is key to success. Here are some tips to help candidates get ready:

• Understand the Test Format: Familiarize yourself with the subjects covered and the types of questions asked.
• Review Core Subjects: Focus on Mathematics, English, Science, and Filipino to ensure a well-rounded preparation.
• Utilize Available Resources: Seek out study guides, past test papers, and online tutorials.
• Manage Your Time: Create a study schedule that allows consistent review without burnout.
• Stay Informed: Keep track of announcements from DepEd and your local testing center.

The 2026 schedule for the Regular Philippine Educational Placement Test is a significant step in supporting learners who seek alternative educational pathways. With clear timelines, coordinated efforts from testing officials, and accessible resources, the PEPT continues to empower Filipinos to achieve their educational and professional goals.

For more updates on the PEPT and other educational programs, stay connected with official DepEd announcements and your local Schools Division Office.