ARAL Program Guidelines 2026: How the Philippines Is Tackling Learning Recovery

Education systems worldwide are grappling with the aftershocks of disrupted learning. From pandemic-related setbacks to systemic inequities, students in critical subjects like reading, science, and mathematics often fall behind grade-level expectations. The Philippines’ Department of Education (DepEd) has taken a bold step forward with the Academic Recovery and Accessible Learning (ARAL) Program, mandated by Republic Act No. 12028.

While this initiative is rooted in the Philippine context, its principles resonate with global audiences—including educators, parents, and policymakers in the United States—who are equally invested in bridging learning gaps.

Read DepEd Memorandum No. 001, Series 2026 to learn more.

What Is the ARAL Program?

The ARAL Program is a targeted learning recovery initiative designed to provide structured academic support to learners who need intervention. It focuses on three critical subject areas:

• Reading – foundational literacy skills

• Science – inquiry-based learning and critical thinking

• Mathematics – numeracy and problem-solving

Tutors and support aides are engaged to deliver both instructional and non-instructional assistance, ensuring that learners not only catch up but thrive.

Why This Program Is Timely

The ARAL Program acknowledges that learning loss is not just a local issue—it’s a global challenge. In the U.S., similar conversations are happening around learning recovery programs, tutoring initiatives, and equitable access to education. By standardizing tutor engagement and support aide roles, DepEd is creating a model that other countries can learn from.

Key Definitions You Should Know

To understand the ARAL Program, here are some important terms:

• Tutors – Individuals (teachers, para-teachers, pre-service teachers, licensed professionals, or qualified graduates) who provide focused tutorial support to small groups or individual learners.

• Support Aides – Volunteers who assist with non-instructional tasks such as logistics, preparation of materials, or program-related activities.

• Tutorial Sessions – Personalized learning gatherings, either one-on-one or small group, designed to help learners practice and apply concepts.

How Schools Determine the Need for Tutors and Support Aides

Schools Division Offices (SDOs) and schools follow clear parameters:

• Learners are assessed to identify those below proficiency.

• Tutorials are ideally conducted at a 1:5 teacher-learner ratio (up to 1:15 if resources are limited).

• Schools report tutor needs per grade level and subject area.

• Support aides are assigned proportionally to assist tutors and learners.

This structured approach ensures that resources are allocated efficiently.

Functions and Responsibilities of Tutors

Tutors are expected to:

• Deliver structured sessions in reading, math, and science.

• Contextualize lesson plans to learner needs.

• Track progress and update records.

• Coordinate with teacher-advisers.

• Conduct sessions within prescribed durations (max one hour on weekdays, two hours on weekends).

Importantly, external tutors engaged under job orders can count this as relevant teaching experience when applying for permanent teaching positions.

Functions and Responsibilities of Support Aides

Support aides play a crucial role in:

• Assisting tutors during sessions.

• Helping with program-related activities (e.g., vision screening, feeding programs).

• Providing logistical and operational support.

• Volunteering under direct supervision of the school head.

Selection and Engagement Process

The process is transparent and standardized:

1. Call for Tutors – Schools issue a memorandum outlining qualifications, functions, and timelines.

2. Minimum Qualifications – Tutors must have relevant educational backgrounds, competency in teaching, mandatory training, and good moral character.

3. Preferred Qualifications – Experience in tutoring, residence in the community, and subject specialization.

4. Documentary Requirements – Expression of intent, personal data sheet, proof of eligibility, moral character certification, transcripts, and training certificates.

5. Screening Committee (SC) – Reviews applications, conducts interviews, and finalizes lists for approval.

Training and Capacity Building

To ensure quality, tutors and school leaders undergo professional development programs focusing on:

• Learner-centered pedagogy

• Psychological first aid

• Handling diverse learner needs

• Effective use of educational technologies

This aligns with the Philippine Professional Standards for Teachers (PPST) and mirrors global best practices in teacher training.

Administrative Requirements

Tutors and aides must comply with:

• Daily Time Records (DTRs) – To validate hours rendered.

• Monthly Accomplishment Reports – Documenting learners served and progress achieved.

• Orientation and Documentation – Ensuring accountability and transparency.

Remuneration and Incentives

DepEd recognizes the importance of fair compensation:

• Teaching Personnel – Eligible for overload pay, vacation service credits, and certificates of engagement.

• External Tutors – Paid based on the prime hourly teaching rate of a Teacher I position, plus certificates of engagement.

• Support Aides – Recognized through certificates of voluntary service or incentives from sponsoring agencies.

Monitoring and Reporting

The program is continuously monitored under the Basic Education Monitoring and Evaluation Framework (BEMEF). Reports include:

• Number of tutors and aides engaged

• Remuneration details

• Challenges and recommendations

This ensures evidence-based decision-making and accountability.

Transitory Provisions

For continuity:

• Existing tutors and aides are recognized until contracts expire.

• Within 30 days, schools validate qualifications and align engagements with new standards.

• Renewals strictly follow updated guidelines.

Why U.S. Readers Should Care

Though the ARAL Program is Philippine-specific, its structured approach to learning recovery offers lessons for U.S. educators and policymakers. With American schools also facing learning gaps, the ARAL framework demonstrates how clear guidelines, standardized processes, and community involvement can make tutoring programs more effective.

The ARAL Program is more than a local initiative—it’s a blueprint for learning recovery that resonates globally. By combining structured tutor engagement, volunteer support, training, and accountability, it addresses learning gaps in a way that other education systems can adapt.

For U.S.-based readers, this is a reminder that education recovery is a shared challenge—and solutions can be inspired by efforts across the globe.

DepEd Order No. 036, s. 2025 Explained: New Rules on Communication Expense Reimbursement

The Department of Education (DepEd) has officially released DepEd Order No. 036, s. 2025, setting updated guidelines on the payment of communication expenses for its officials and employees. With digital communication now essential to governance and school operations, this Order aims to rationalize, regulate, and standardize how postpaid lines and prepaid loads are provided and reimbursed across all DepEd offices nationwide.

This blog post breaks down the key provisions of the Order in simple terms—who is covered, how much is allowed, and what employees need to know to stay compliant.

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What Is DepEd Order No. 036, s. 2025?

DepEd Order No. 036, s. 2025 provides the official guidelines on the payment and reimbursement of communication expenses for authorized DepEd personnel. It aligns with DBM Budget Circular No. 2024-2, ensuring prudent use of government funds while supporting efficient communication in delivering quality education.

The Order takes effect retroactively from January 1, 2025 and repeals earlier issuances, including DepEd Orders from 2019 to 2025 related to communication expenses.

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Why the New Guidelines Matter

Communication is now a core part of education management—whether coordinating with schools, responding to urgent concerns, or managing programs. According to DepEd, mobile phones, postpaid plans, and prepaid loads are no longer optional tools but operational necessities.

These guidelines ensure that:

• Communication expenses are not treated as allowances, but as reimbursable official expenses

• Usage is regulated and capped, depending on position

• Public funds are spent judiciously and transparently

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Who Is Covered by the Order?

The guidelines apply to authorized DepEd officials and employees from:

• Central Office

• Regional Offices

• Schools Division Offices

• Public elementary and secondary schools

⚠️ Important: Personnel under Contract of Service (COS) or Job Order (JO) arrangements are not eligible for communication expense reimbursement.

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Allowable Communication Expenses

DepEd may provide either postpaid lines or prepaid loads, subject to reimbursement or liquidation procedures. Each authorized position has a maximum monthly ceiling, depending on designation and office level.

Examples include:

• Secretary: up to ₱8,000/month

• Undersecretary / Assistant Secretary: up to ₱5,000/month

• Regional Director: up to ₱3,000/month

• Schools Division Superintendent: up to ₱2,500/month

• School Heads / Principals: up to ₱1,000/month

• Education Program Supervisors & District Supervisors: up to ₱800/month

For “other authorized staff,” reimbursements are subject to strict caps (generally not exceeding ₱1,500 per employee), depending on office authorization and fund availability.

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Payment Based on Actual Work Performance

Reimbursement depends on the number of days actually worked in a month:

• 1–5 days: 25% of the monthly ceiling

• 6–11 days: 50%

• 12–16 days: 75%

• 17 days or more: 100%

Only days considered “actual work performance” under DBM rules are counted.

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Special Cases to Note

• OIC or Acting Capacity: Entitled only if designation lasts 16 calendar days or more

• Foreign Travel: Actual communication expenses may be reimbursed beyond the ceiling, with proper documents

• Project Engagements: Employees cannot claim communication expenses from both DepEd funds and project funds at the same time

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Documentary Requirements and Claims Processing

To claim reimbursement, eligible personnel must:

• Register one official mobile number with their office

• Submit a self-certification that expenses were official in nature

• Provide a signed Daily Time Record (DTR), when applicable

Additional documents may be required for foreign travel, secondment, or project-related claims. All submissions are processed by the appropriate DepEd Finance Office.

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Accountability and Compliance

DepEd emphasizes prudence, transparency, and non-duplication of expenses. All transactions must comply with existing accounting, budgeting, and auditing laws. Monitoring and evaluation will be conducted by DepEd finance units at all governance levels.

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Key Takeaway

DepEd Order No. 036, s. 2025 ensures that communication support for educators and officials is fair, regulated, and aligned with national budget rules. For school heads, supervisors, and administrators, understanding these guidelines is essential to avoid disallowances and ensure smooth reimbursement.

Staying informed means staying compliant—and helping DepEd deliver quality education more efficiently.

Making Sense of DepEd Order No. 28, s. 2025: Guidelines on the Use of Balances from FY 2024 Funds

Have you ever wondered what happens to government education funds that remain unused? I was curious too—and it turns out, there’s an official answer. DepEd Order No. 28, s. 2025 explains how the balances of FY 2024 funds under Republic Act No. 11975 will be redirected to better support schools, teachers, and students.

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What Is DepEd Order No. 28, s. 2025 All About?

This new order focuses on the use of balances from Fiscal Year 2024 Program Support Funds (PSFs) that were not spent as planned. Instead of letting these unobligated funds sit idle, the Department of Education (DepEd) is making sure they are reallocated to priority projects within the Learning Systems Strand.

In simple terms, it’s about:

• Recycling unspent education funds.

• Redirecting them to urgent and high-impact needs.

• Avoiding wasted resources while helping schools deliver more.

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Why Does This Matter?

Unused funds in education are like books left unopened—they hold value but fail to make an impact. By enforcing these guidelines, DepEd ensures that:

• No budget goes to waste.

• Schools and regions can immediately address urgent learning needs.

• Teachers and learners gain access to better tools, textbooks, and programs.

Fun fact: According to the guidelines, even technical assistants can be hired using these balances to closely monitor how the funds are spent. That’s a move toward transparency and accountability.

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Where Will the Funds Go?

DepEd Order No. 28 lays out specific areas where the balances from FY 2024 funds will be channeled. These include:

• Basic Education Curriculum – workshops, teacher support, and new learning resources.

• Flexible Learning Options (FLO) – alternative delivery modes for learners in unique situations.

• Learning Tools and Equipment – essential classroom support like devices and kits.

• Textbooks and Instructional Materials – ensuring up-to-date and sufficient resources.

Another interesting detail: funds already allocated for the ARAL (Academic Recovery and Accessible Learning) Program are excluded from this reallocation to avoid overlap.

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How Will It Be Implemented?

The order is very clear on procedures:

• Regional Offices (ROs) must report their actual balances within 15 days.

• Unused funds from discontinued projects will be shifted to other priority projects within the same budget line.

• Excess balances may be pooled or reallocated for maximum efficiency.

• Monitoring will be strengthened with required accomplishment reports.

This shows how fiscal responsibility is being matched with urgency in improving the education system.

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Personal Insight

I find this move both practical and necessary. Growing up, I remember times when schools struggled with outdated materials while unused government funds sat untouched. Redirecting balances toward urgent needs feels like a common-sense solution that should have been standard all along.

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Final Thoughts

DepEd Order No. 28, s. 2025 makes sure that balances from FY 2024 funds won’t be wasted. Instead, they will be put to good use in supporting teachers, learners, and schools across the country. It’s a reminder that every peso counts in shaping the future of education.

What do you think—should more government agencies adopt this kind of “use it wisely” policy for unspent funds? Share your thoughts below!

🏫 Understanding DepEd Order No. 17, s. 2025: Key Guidelines for Transferring Students Between Public & Private Schools 📚

The Department of Education (DepEd) has introduced DepEd Order No. 17, s. 2025 to address the growing need for more flexible and transparent procedures in the enrollment of transferees within the Philippine educational system. This revised policy, referred to as the Revised Basic Education Enrollment Policy, provides clear guidelines for the transfer of students between public and private schools. Whether you are a parent, a school registrar, or an education professional, understanding the new rules can help ensure smooth transitions for students.

📄 Key Document Requirements for Student Transfers

As per DepEd Order No. 17, s. 2025, students transferring between schools must provide essential documentation to facilitate the enrollment process. One of the primary documents required is the SF 9 (Report Card), which must be signed by the school head or, in the absence of the report card, a letter certifying the last grade level completed. This letter must be signed by the School Registrar.

This step ensures that both receiving and sending schools have the proper documentation to track the academic progress of the learner. The requirement aims to eliminate delays in the enrollment process and ensure accurate academic records are transferred efficiently.

💰 Transferees with Unsettled Financial Obligations: What You Need to Know

A significant concern for many parents is dealing with outstanding financial obligations when transferring from a private school to a public school. DepEd Order No. 17, s. 2025 has put measures in place to accommodate these students while allowing them to complete their educational journey.

According to Item ii under Information System Management for Enrollment Data, if a student is transferring from a private institution with unresolved financial obligations, the receiving public school is tasked with assisting the parent or legal guardian in drafting an Affidavit of Undertaking. This affidavit serves as a formal agreement to address the outstanding balance with the private school.

The receiving school will need to help facilitate the enrollment by ensuring that an electronic notification of transfer is sent through the Learner Information System (LIS) portal. Private schools must confirm the transfer request and flag the learner’s financial situation within 30 calendar days. Once the transfer is approved, students can be Temporarily Enrolled while the private school works to resolve the financial issue.

This system aims to reduce barriers to education and gives students a fair chance to continue their studies without being hindered by financial challenges.

🔍 How This New Policy Affects Schools and Parents

The Revised Basic Education Enrollment Policy reflects a growing commitment to support both students and families in navigating the challenges of school transfers. Schools play a critical role in ensuring that the enrollment process is as smooth as possible, while also making sure all necessary documents are in place to confirm academic progression.

From the parent’s perspective, the policy ensures that no child is left behind due to incomplete financial settlements or missing paperwork. The affidavit of undertaking provides a safety net that allows learners to continue their education even if their financial obligations have not yet been resolved.

Additionally, receiving schools are encouraged to maintain clear communication with private institutions to ensure that the transfer process is handled swiftly and without unnecessary delays. This interconnected approach also helps to reduce the number of students who fall through the cracks or face disruptions in their educational journey.

🏫 What Parents and Schools Should Do Now

For parents looking to transfer their children between schools, the first step is to ensure that the necessary documents, particularly the SF 9 or certification letter, are ready for submission. Schools must also make sure that they are compliant with the guidelines outlined in DepEd Order No. 17, s. 2025 to facilitate smooth transitions.

Furthermore, if financial obligations are a concern, parents should immediately communicate with the receiving school to ensure that the affidavit process is initiated promptly. Both public and private institutions must cooperate closely through the LIS portal to streamline the transfer process.

📢 The Bottom Line: Clearer, Fairer, and Faster Enrollment

In conclusion, DepEd Order No. 17, s. 2025 seeks to eliminate the administrative roadblocks that often hinder students from smoothly transferring between schools. By providing clear guidelines on the necessary documents and addressing the challenge of unsettled financial obligations, this policy aims to make the enrollment process more inclusive and efficient.

The new provisions ensure that students are not delayed in their educational journey due to factors outside of their control, fostering a more supportive environment for all learners. As a result, students can continue their studies without fear of being held back by administrative or financial hurdles.

📘 Ensuring School Readiness Through Monitoring and Reporting for Brigada Eskwela 2025

🏫 Monitoring and Reporting: The Backbone of School Preparedness

The success of Brigada Eskwela 2025—the Department of Education’s (DepEd) annual initiative to prepare public schools for the incoming academic year—relies heavily on systematic monitoring and accurate reporting. These mechanisms are crucial in ensuring that every public school is not only physically ready but also organizationally equipped to deliver quality education.

Under the DepEd's directive, the offices and personnel assigned in Section V (Roles and Responsibilities) are accountable for monitoring the implementation progress of their respective local schools. More importantly, the DepEd Central Office, through the Policy and Planning Service in collaboration with the External Partnership Service, oversees the entire process by evaluating the readiness data submitted by schools nationwide.

This synchronized evaluation approach strengthens accountability, fosters local initiative, and aligns school readiness with national education goals under Brigada Eskwela.

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✅ School Preparedness Checklist: A Holistic Evaluation Tool

One of the cornerstones of Brigada Eskwela is the School Preparedness Checklist, a comprehensive instrument that assesses a school’s operational and physical readiness. This checklist categorizes readiness levels as Fully Prepared, Partially Prepared, or Not Prepared, based on the fulfillment of specific criteria across several key areas:

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🏗️ Facilities and Infrastructure

A school aiming for “Fully Prepared” status must demonstrate:

• Clean, ventilated classrooms designed to promote learning

• Functional electrical systems, lighting, and sanitation facilities

• Adequate and well-maintained furniture for all enrolled learners

• Clearly marked emergency exits and hazard-free school grounds

These infrastructural requirements are often supported by community volunteers during Brigada Eskwela, when parents, teachers, alumni, and local stakeholders come together for school cleanups and repairs.

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📚 Learning Resources Readiness

The availability and usability of:

• Textbooks, learning modules, and ICT tools like computers or tablets

• Functional teaching aids such as visual boards and projectors

• Well-stocked libraries and organized reading corners

During Brigada Eskwela, many schools receive donated books and educational materials from community partners, enhancing learning environments and promoting resource equity.

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🛡️ Health and Safety Measures

Safety and wellness protocols must include:

• Stocked and accessible first aid kits

• Updated and visible emergency contact information

• Reviewed disaster preparedness plans communicated to all staff

• Functional sanitation facilities and hygiene supplies

This area has grown in significance, especially post-pandemic. Health-focused volunteers often assist schools during Brigada Eskwela in establishing handwashing areas and promoting hygiene awareness.

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👨‍🏫 Staff and Personnel Preparedness

All teaching and non-teaching staff must be:

• Oriented on school policies and academic programs

• Properly assigned, especially for security and guidance services

• Available to support learners’ academic and emotional needs

Community members occasionally offer orientation assistance during Brigada Eskwela, including retired educators and safety officers.

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📝 Enrollment and Administrative Documentation

Every school must validate:

• Updated student records and medical information

• Finalized teacher assignments and class schedules

• Active parent-teacher communication channels

Brigada Eskwela events often become venues to finalize enrollments and build school-community bridges.

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🤝 Partnerships and Community Engagement

A defining pillar of Brigada Eskwela is its community engagement. Schools are expected to:

• Establish partnerships with LGUs, NGOs, and private groups

• Recruit volunteers for maintenance and safety initiatives

• Roll out advocacy campaigns to promote shared responsibility in education

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🚨 Emergency and Disaster Readiness

Schools must have in place:

• Fire extinguishers, alarms, and clear evacuation plans

• Scheduled disaster drills (e.g., for earthquakes or fires)

• Designated and ready evacuation areas

These drills are often practiced during Brigada Eskwela week, reinforcing awareness and preparation.

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❤️ Learner Support Systems

Schools must offer:

• Accessible counseling services

• Inclusive education practices for learners with special needs

• Functional school feeding programs, where applicable

Local donations and nutrition campaigns are common Brigada Eskwela activities that support these efforts.

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📄 Documentation: Transparency and Accountability

To maintain transparency and traceability, schools utilize standard DepEd documents. Click to download the following:

• Annex A - School Preparedness Checklist

• Annex B (Inventory Custodian Slip) – Records inventory details and cost

• Annex C (Property Acknowledgment Receipt) – Tracks custody and transfers

• Annex D (Project Proposal Form) – Allows schools to pitch initiatives that enhance education, governance, and student well-being

These templates are essential for managing materials contributed during Brigada Eskwela and for requesting further support.

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🎯 Why It All Matters

Monitoring and reporting are not just bureaucratic processes—they reflect DepEd’s commitment to quality, equity, and readiness. When schools document their preparedness accurately and the community contributes through Brigada Eskwela, students benefit from a more secure, supportive, and inclusive learning environment.

With the upcoming school year, all stakeholders—teachers, families, government units, and volunteers—are reminded of their integral roles in nurturing the nation’s learners.

Post-Implementation Stage of Brigada Eskwela 2025: Ensuring Continuity and Recognition

The Post-Implementation Stage of Brigada Eskwela is not merely a wrap-up phase—it's a vital continuation that guarantees the sustainability of community engagement, proper acknowledgment of stakeholder efforts, and institutional accountability. After the bustling week of cleanup drives, repairs, and volunteer work, this phase ensures that all contributions are documented, reported, and celebrated, reinforcing a culture of shared responsibility in the educational sector.

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📊 Consolidating and Submitting the Accomplishment Report

Following Brigada Eskwela week, schools begin the meticulous process of accomplishing and submitting their official report. This is not just paperwork—it validates the tangible outcomes of all the community’s efforts. Schools are mandated to submit their Brigada Eskwela Report through the DepEd Partnerships Database System (DPDS).

For School Year 2025–2026, all reported data from May to June 2025 in the DPDS will be tagged as 2025 Brigada Eskwela-generated resources. Any technical concerns about reporting should be addressed to support.dpds@deped.gov.ph to ensure smooth documentation.

Even projects completed outside the official Brigada Eskwela week but still involving stakeholders must be reported. It's also critical that all donated properties, whether classified as property, plant, or equipment, are properly recorded in the school’s books per DO No. 082, s. 2011.

Required documents include:

• Inventory Custodian Slip for donations below ₱50,000

• Property Acknowledgment Receipt for donations above ₱50,000

This safeguards transparency and ensures compliance with government financial regulations.

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🔄 Sustaining Brigada Eskwela Beyond the Week

The essence of Brigada Eskwela extends beyond a single week—it is a year-round commitment to providing a conducive learning environment for students. Sustainability comes through continuous partnership, ongoing communication, and shared goals.

To maintain momentum:

• Schools must thank stakeholders through letters of appreciation, encouraging further collaboration.

• Schools should update stakeholders regularly on the status of school programs and activities.

• Open channels for dialogue such as fora and focus group discussions help capture stakeholder insights.

• Actively involve partners in other school events throughout the academic year.

• Hold recognition ceremonies to show gratitude for stakeholders’ invaluable contributions.

These actions reinforce a spirit of unity and ensure that community involvement remains strong throughout the school year.

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🧾 Service Credits and Compensatory Time-Off for Personnel

To honor the dedicated service of teaching and non-teaching personnel during Brigada Eskwela, the Department of Education grants:

• Vacation Service Credits to teachers:
  One day of credit for every eight hours of voluntary service, with a cap of five days, aligned with DO 13, s. 2024.

• Compensatory Time Off (CTO) for non-teaching staff:
  Eight hours of service rendered during weekends or holidays equates to one day CTO.

Additionally, DepEd employees may be allowed to participate for two days on official time, reinforcing the collective mission of school readiness.

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🏆 Recognition and Appreciation of Stakeholders and Partners

One of the most meaningful parts of the Post-Implementation Stage is the formal recognition of contributions. Recognition is a way to express gratitude while motivating ongoing support.

Recognition may be awarded at multiple levels:

• School, District, and Division Levels
  Stakeholders who have consistently supported schools for three consecutive years—such as local government units (LGUs), private organizations, or non-government organizations (NGOs)—may receive institutional awards.

  Individuals like the Mayor, Barangay Captain, School Head, or Partnership Focal Person may also be acknowledged for exceptional dedication.

• At the Schools Division Office (SDO)
  The Schools Division Superintendent (SDS) leads the selection committee, with input from the SGOD Chief and the SEPS for Social Mobilization and Networking.

• At the Regional Level
  The Regional Director chairs the recognition committee, supported by the ESSD Chief and the Regional Partnership Focal Person. Special commendations may also be awarded to Exemplary Division Partnership Focal Persons.

Expenses for recognition programs—such as certificates, plaques, and celebration events—can be sourced from Regional and Division MOOE, or other approved program support funds, provided these adhere to standard government accounting procedures.

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🎯 Final Thoughts: A Culture of Appreciation and Accountability

The Post-Implementation Phase ensures that Brigada Eskwela is not just an annual event, but a sustained movement of collective action and gratitude. Through diligent reporting, stakeholder engagement, service compensation, and recognition, the program continues to thrive—and so does the spirit of Bayanihan in education.

Your Ultimate Guide to the Pre-Implementation Stage of DepEd’s Brigada Eskwela SY 2025-2026

📌 What is Brigada Eskwela and Why is it Important?
Every school year, the Department of Education (DepEd) launches Brigada Eskwela, a nationwide initiative that promotes community participation, volunteerism, and collaborative preparation for the reopening of classes. For School Year 2025–2026, the DepEd issued Memorandum No. 042, s. 2025, with detailed procedures to ensure every public school is ready, clean, safe, and conducive for learning—without requiring monetary solicitation from stakeholders.

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🛠️ Assessing School Facilities for Readiness
A key element of the pre-implementation stage is the thorough assessment of physical facilities, focusing on maintenance needs, literacy spaces, and the general condition of classrooms and learning areas. The School Facilities Coordinator will lead the evaluation, using the School Preparedness Checklist to identify priorities. Schools must also assess the adequacy of bookshelves, reading nooks, and storytelling corners, ensuring that reading readiness is part of early interventions for learners who need extra support.

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🚫 Absolute Ban on Solicitation: A Must-Follow Rule
DepEd strictly prohibits all forms of solicitation, reinforcing the core principle that Brigada Eskwela is voluntary. School personnel must not request any financial or material contributions from parents, guardians, or volunteers. Instead, schools can present their needs through official Brigada Eskwela packages to potential partners. This ensures transparency and allows stakeholders to contribute voluntarily, free from pressure or coercion.

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🔍 Prohibited Partnerships: Upholding Ethical Standards
To maintain a safe and healthy school environment, schools must avoid engaging with industries that pose conflicts of interest. This includes tobacco companies, alcohol manufacturers, and producers of breast milk substitutes. Schools must adhere to DepEd’s health-related orders and guidelines, including:

• DO No. 48, s. 2016 (Tobacco Control)

• DO No. 13, s. 2017 (Healthy Food Choices)

• Joint Administrative Order 2022-0001 on Healthy Settings Framework

These regulations ensure that all collaborations support the well-being of learners.

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👥 Formation of Brigada Eskwela Working Committees
The School Head will form and supervise the Brigada Eskwela Working Committees, consisting of teachers, non-teaching staff, PTA officers, reading coordinators, and, optionally, learners and community members. Participation is strictly voluntary and cannot be tied to academic incentives for students.

Each committee has key roles:

• Public Awareness Campaigns to boost community involvement

• Resource Mobilization to gather books, materials, manpower, and support

• Activity Implementation aligned with the School Improvement Plan (SIP)

• Administrative and Financial Management to track resources and donations accurately

• Documentation through reports, photos, attendance logs, and encoding in the DepEd Partnerships Database System (DPDS)

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🤝 External Partner Engagement: Building Stronger Communities
Local government units (LGUs), NGOs, private individuals, and national agencies are encouraged to coordinate with DepEd offices and support schools by:

• Attending planning meetings

• Using the School Preparedness Checklist

• Donating items listed in the official Brigada Eskwela Packages

• Helping raise awareness and organize community mobilization

Barangays may even issue local ordinances to back up the campaign.

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🎒 Brigada Eskwela Support Packages: What Schools Need Most
To guide donors and stakeholders, DepEd provides pre-designed support packages that fall into several categories, including:

• 📚 Reading Kits – storybooks, assessment tools, and literacy materials

• 🧹 General Cleaning & Sanitation – mops, detergents, masks, and disinfectants

• 🔧 Repair & Maintenance – tools and minor repair materials

• 🎨 Painting & Beautification – paints, rollers, and wall putty

• 💡 Electrical & Lighting – safe wiring, bulbs, and breakers

• 🌱 Gardening & Landscaping – seedlings, compost bins, and tools

• 🚰 Water & Sanitation – faucets, handwashing stations, and filters

• 🪑 Classroom Essentials – desks, blackboards, and bulletin boards

• 💻 Digital Learning – laptops, routers, and e-learning software

• 🚨 Safety & Preparedness – emergency kits, flashlights, and fire extinguishers

• 👥 Volunteer Services – skilled and non-skilled manpower

• 🍱 Snacks for Volunteers – healthy and DepEd-compliant meals

• 🧼 Health & Hygiene Kits – soap, toothpaste, sanitary pads

• 📦 Learner's and Teacher's Kits – school and teaching supplies

• 🆘 Emergency Kits – medical devices, rescue tools, and evacuation guides

All contributions must be properly documented, supported by official MOAs, Deeds of Donation, and compliant with tax incentive requirements.

Click here to read complete Brigada Eskwela 2025 pre-implementation guidelines.

🛠️ Brigada Eskwela 2025: Sama-Sama Para sa Bayang Bumabasa 📚 | Full Guidelines, Dates & Activities

The Department of Education (DepEd) has officially released DepEd Memorandum No. 042, s. 2025, outlining the 2025 Brigada Eskwela implementing guidelines. This annual nationwide initiative reaffirms the Filipino spirit of bayanihan, calling on all stakeholders to work together to prepare schools for the opening of classes on June 16, 2025. With the theme "Brigada Eskwela: Sama-sama Para sa Bayang Bumabasa," this year emphasizes not just physical readiness, but also literacy development and community collaboration.

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📅 What is Brigada Eskwela 2025?

Brigada Eskwela 2025 is a five-day activity that runs from June 9 to 13, 2025. It's more than just a clean-up drive—it's a nationwide movement to ensure our schools are safe, inclusive, and ready for learning. This year’s campaign particularly aims to promote reading literacy and volunteerism while also addressing learners’ health, data validation, and infrastructure readiness.

This initiative also contributes to the achievement of the Department's core mission: delivering quality, accessible, relevant, and liberating education to every Filipino child.

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🧹 Focus Areas of Brigada Eskwela 2025

The core objectives of Brigada Eskwela 2025 go beyond surface-level beautification. These focus areas align with the Department’s multi-year vision for learner-centered education:

🏫 1. School Readiness and Safety

All public elementary and secondary schools are expected to prepare clean, safe, and child-friendly learning environments. Classrooms and school grounds will undergo minor to medium repairs, sanitation, and infrastructure maintenance.

📖 2. Promoting Reading Literacy

A top priority this year is enhancing learners’ reading skills. Schools are encouraged to involve stakeholders in providing reading materials, hosting literacy sessions, and creating reading corners or hubs. This aligns with the national drive toward a reading-proficient nation.

🧑‍🔧 3. Community Involvement and Volunteerism

The success of Brigada Eskwela lies in active community involvement. Parents, alumni, private partners, NGOs, and local government units are all called to volunteer time, expertise, and resources in improving school facilities.

🩺 4. Health Assessment and National Health Insurance Enrollment

As part of the holistic learner support, schools will also facilitate nutritional, vision, and hearing screenings. Coordination with PhilHealth will help ensure learners are enrolled in the National Health Insurance Program.

📊 5. Data Validation and Inventory

To improve educational planning, schools will participate in the National Inventory Day (NID). This involves checking and updating essential resource data, including masterlists of learners, infrastructure, and educational tools.

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🎉 Nationwide Kick-Off: June 9, 2025

The official launch of Brigada Eskwela will be held on June 9, 2025, through a nationwide kick-off ceremony, to be streamed live via the DepEd Philippines Facebook page. The DepEd Central Office will co-host the event with Region V, while other regions will hold their respective launch activities.

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📆 Important Dates to Remember

Activity	Date
Nationwide Kick-Off	June 9, 2025
Implementation and Monitoring	June 9–13, 2025
School Resource Submission	By July 6, 2025
Division Submission to Region	By July 15, 2025
Region Submission to CO	By July 30, 2025
Recognition Ceremonies	To be determined

These dates serve as critical checkpoints in ensuring that the Brigada Eskwela 2025 goals are met timely and efficiently.

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📢 Call to Action for Stakeholders

All Regional Offices (ROs) and Schools Division Offices (SDOs) are mandated to offer intensive support to school heads. This includes technical assistance, monitoring, and mobilizing partnerships that address immediate school needs. Whether you are a parent, teacher, private organization, or concerned citizen—you have a role to play in shaping a better future for Filipino learners.

For queries, reach out to:
📧 external.partnerships@deped.gov.ph
📞 (02) 8638-8637 / 8638-8639

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🧠 Why Brigada Eskwela Matters More Than Ever

With ongoing challenges in the Philippine education system—especially in literacy, infrastructure, and equity of access—programs like Brigada Eskwela provide a crucial platform to unite various sectors for a common cause. This year, the strong focus on literacy aims to combat learning loss and empower a generation that reads, understands, and acts.