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.