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🤝 THE POWER OF COMMUNITY: How Stakeholder Support Boosts the ARAL Program’s Impact on Learning Recovery
The ARAL Program (Academic Recovery and Accessible Learning) of the Department of Education (DepEd) is more than just a government response to pandemic-induced learning gaps. While most discussions focus on the students and teachers, a deeper and often overlooked narrative reveals that stakeholder support, especially from LGUs, parents, and government agencies, plays a transformative role in this initiative. This blog takes a fresh, community-centered perspective on RULE VII of the ARAL Program’s implementing rules and regulations, showcasing how collaborative governance and grassroots involvement are shaping the future of Philippine education.
🏛️ Local Government Units: The Hidden Engines Behind Learning Recovery
Contrary to the usual belief that DepEd bears the sole responsibility for implementing educational programs, Section 21 of Rule VII recognizes that Local Government Units (LGUs) are key actors in educational recovery. According to Republic Act No. 11292, also known as the Seal of Good Local Governance Act of 2019, LGUs that actively support learning recovery initiatives like ARAL can elevate their performance metrics in sustainable education.
This means LGUs are no longer just passive supporters. They now:
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Promote the ARAL Program within their jurisdiction
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Identify and refer potential tutors, especially from higher education institutions
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Encourage parents to enroll their children in the program
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Provide safe learning environments for face-to-face tutorials
These responsibilities make LGUs integral stakeholders. In fact, according to the Department of the Interior and Local Government (DILG), LGU engagement in education reform not only improves student outcomes but also fosters community resilience and inclusivity.
👨👩👧👦 Parental Involvement: The Silent Pillar of ARAL’s Success
Section 22 emphasizes that parents and parent-substitutes are primary resources in the education of children, echoing the principles outlined in Republic Act No. 11908, the Parent Effectiveness Service Program Act.
Parents are not mere observers. Their roles are vital, especially when schools transition into home-based learning modes. Here's how they contribute beyond the classroom:
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Facilitating home learning activities
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Maintaining regular communication with tutors and schools
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Creating an environment conducive to self-paced learning
The Department of Social Welfare and Development (DSWD), in partnership with DepEd and LGUs, also provides home learning support programs to train and empower parents. This shows a strong recognition that parental involvement directly correlates with student achievement, especially in marginalized communities.
According to a study published by UNESCO, children whose parents actively participate in their learning are more likely to show significant improvement in literacy and numeracy.
🤝 Partnerships Beyond DepEd: Strengthening the Whole-Education Ecosystem
Section 23 breaks the myth that only education-specific institutions should support learning recovery. DepEd is now open to collaborations with other government agencies, NGOs, and private sectors—provided these align with national laws and ethical standards.
This inclusive and multi-sectoral approach means organizations involved in healthcare, youth development, nutrition, digital technology, and even transportation can become part of the ARAL learning ecosystem.
For example:
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The Department of Information and Communications Technology (DICT) can enhance internet connectivity for remote learners.
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TESDA can help train tutors in specialized areas.
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Private tech companies can donate learning devices or sponsor connectivity.
By expanding the stakeholder network, DepEd ensures that the ARAL Program is not only scalable but also resilient and holistic—moving beyond academic remediation to include emotional, physical, and social support for learners.
🌟 Rethinking ARAL: A Community-Driven Movement, Not Just a Government Program
The new wave of education under the ARAL Program challenges the old model of top-down implementation. It thrives through a web of partnerships—with LGUs acting as logistical anchors, parents becoming co-educators, and various stakeholders filling gaps in resources and capacity.
As per the World Bank’s 2023 report on Learning Recovery, “Education recovery is most successful when it becomes a shared responsibility across the whole community, not just the education system.”
So, the real strength of the ARAL Program lies not just in its policy but in its people—citizens, officials, and families alike—committed to uplifting every learner.