Understanding the 2026 QEALIS Examination in the Philippines: A Global Lesson in Inclusive Education

Education is more than academics—it’s about inclusivity, cultural respect, and preparing teachers to meet diverse community needs. In the Philippines, the Department of Education (DepEd) has announced the Qualifying Examination in Arabic Language and Islamic Studies (QEALIS) for the first quarter of 2026. While this may sound like a regional initiative, it reflects global trends in multilingual education and cultural preservation—topics that resonate with educators and policymakers worldwide, including in the United States.

What Is QEALIS?

QEALIS is an entry-level examination for individuals applying to become asatidz (teachers in Filipino Muslim communities). It measures proficiency in Arabic and knowledge of Islamic studies.

This initiative is rooted in DepEd Order No. 41, s. 2017, which formalized Madrasah Education within the K to 12 Basic Education Program. By requiring this exam, DepEd ensures that teachers entering the system are qualified both linguistically and culturally.

Nationwide Testing Centers

DepEd has designated testing centers across the Philippines to ensure accessibility. Examinees will be assigned based on their region of origin.

Examples of Testing Centers:

• Ilocos Sur (Region I)

• Isabela (Region II)

• Baguio City (CAR)

• Pampanga (Region III)

• Sta. Rosa City, Cavite City, Rizal (Region IV-A)

• Makati City (NCR)

• Palawan, Oriental Mindoro (Region IV-B)

• Legazpi City (Region V)

• Iloilo City (Region VI)

• Cebu City (Region VII)

• Tacloban City (Region VIII)

• Bacolod City, Dumaguete City (NIR)

• Zamboanga City, Pagadian City, Zamboanga Sibugay (Region IX and BARMM)

• Iligan City, Cagayan De Oro City (Region X and BARMM)

• Davao City (Region XI)

• Cotabato Province (Region XII and BARMM)

• General Santos City (Region XII)

• Butuan City (Caraga)

This broad coverage highlights the government’s commitment to inclusivity, ensuring both urban and rural communities are represented.

Who Can Register?

Registrants must meet the following qualifications:

• Be a Filipino citizen aged 18–64 on exam day.

• Have completed at least high school education in both secular (English) and Islamic (Arabic) studies.

This dual requirement ensures that teachers are grounded in mainstream academics while also preserving cultural and religious education.

Registration Requirements

Applicants must prepare the following:

• Two copies of the registration form with a recent 1x1 ID photo.

• Authenticated birth certificate or affidavit of live birth.

• Valid ID, barangay clearance, or certificate of residency.

• Proof of educational attainment (college transcript, diploma, or high school records).

• Certificate of Completion for Thanaawi graduates.

These requirements align with Civil Service Commission (CSC) standards, ensuring consistency nationwide.

Roles of Testing Officials

• Division Testing Coordinator (DTC): Serves as Chief Examiner, overseeing all exam activities.

• Madrasah Education Program (MEP) Coordinators: Collaborate with DTCs to facilitate the exam.

This structured hierarchy ensures accountability and smooth administration across multiple centers.

Important Deadlines

DepEd has set clear timelines:

• February 18, 2026 – Submission of qualified registrants’ lists.

• February 20, 2026 – Regional Testing Coordinators send consolidated Form 1 to BEA.

• February 24, 2026 – Consultative meeting to finalize allocations.

These deadlines emphasize early preparation and coordination.

Pre-Test Preparations

Registrants and personnel must review official materials available via the DepEd QEALIS Google Drive link: 👉 https://bit.ly/DepEdQEALIS (bit.ly in Bing)

On exam day, registrants must bring:

• Signed registration form.

• Original copies of submitted requirements.

• ID photo with name tag.

• Two No. 2 pencils, eraser, and sharpener.

Test Administration and Monitoring

A test monitor from the DepEd Central Office will deliver and retrieve exam materials, ensuring fairness and integrity across all centers.

Scoring and Certification

• The cut score will be determined by subject matter experts and curriculum developers.

• Successful examinees will receive a Certificate of Rating (COR), indicating individual performance.

• Results will be announced via a separate memorandum.

Why This Matters Globally

For U.S.-based readers, QEALIS is a case study in inclusive education. It shows how governments can integrate minority education systems into national frameworks while maintaining rigorous standards.

In a world where multilingualism and cultural literacy are increasingly valued, QEALIS demonstrates how tradition and modern education can coexist.

Conclusion

The 2026 QEALIS exam is more than a qualification—it’s a symbol of inclusivity, cultural respect, and educational progress. By setting clear qualifications, requirements, and procedures, DepEd ensures that aspiring asatidz are prepared to teach future generations.

Globally, QEALIS serves as a reminder that education must adapt to the cultural and linguistic realities of diverse communities.

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.

Joining Together in Building Inclusive Innovation for Persons with Cerebral Palsy in the Communities

Every September, communities across the Philippines unite to celebrate Cerebral Palsy Awareness and Protection Week. If you’re a parent, teacher, caregiver, or advocate, this observance is more than just a calendar event—it’s a call to action. It’s about reminding ourselves that persons with cerebral palsy (CP) deserve not only recognition but also inclusive opportunities to thrive in school, work, and society.

This year, from September 16 to 22, 2025, the Department of Education (DepEd), together with the National Council on Disability Affairs (NCDA) and the Cerebral Palsied Association of the Philippines, Inc. (CPAP), leads the celebration with the theme:

“Joining Together in Building Inclusive Innovation for Persons with Cerebral Palsy in the Communities.”

But what does this theme mean for everyday Filipinos like you and me? And more importantly, how can we translate awareness into action? Let’s break it down.

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What is Cerebral Palsy and Why Awareness Matters

Cerebral palsy is a lifelong condition that affects movement, muscle coordination, and posture. In the Philippines, thousands of children and adults live with CP, yet many face barriers such as limited access to education, healthcare, and employment.

Awareness weeks like this shine a spotlight on:

• Breaking misconceptions – CP does not define intelligence or potential. Many people with CP excel in academics, arts, sports, and careers.

• Encouraging inclusion – Equal opportunities in classrooms, workplaces, and communities empower individuals with CP to live fulfilling lives.

• Promoting innovation – Technology, adaptive tools, and community-based programs can create new pathways for independence.

By spreading awareness, we can foster a culture where diversity is celebrated—not sidelined.

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Inclusive Innovation: What It Really Means

“Inclusive innovation” sounds like a big concept, but in practice, it’s about creating solutions that work for everyone, not just the majority. For persons with cerebral palsy, this could mean:

• Education Technology – Interactive learning apps with accessibility features for children with mobility or speech challenges.

• Assistive Devices – Affordable wheelchairs, speech-to-text software, or adaptive classroom tools.

• Community Programs – Skills training that equips persons with CP for jobs in creative industries, IT, or entrepreneurship.

• Healthcare Access – Telemedicine platforms that connect families in rural areas with rehabilitation specialists.

Imagine a classroom where every child, regardless of ability, can participate fully. That’s inclusive innovation in action.

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How Schools and Communities Can Get Involved

DepEd has enjoined schools and field offices to hold activities from September 16–22, 2025. But beyond compliance, this is a chance to truly make an impact. Here are some practical ideas:

1. Host Awareness Programs

• Organize student-led presentations on CP.

• Invite speakers with lived experiences to share their stories.

• Show films or short documentaries highlighting the achievements of people with CP.

2. Promote Creativity and Empathy

• Hold an art or essay contest on the theme of inclusion.

• Encourage students to create posters, murals, or digital designs that celebrate diversity.

3. Strengthen Partnerships

• Work with local organizations, parents, and medical professionals to provide resources.

• Support CPAP and NCDA’s initiatives by displaying official streamers or sharing online campaigns.

4. Make Activities Inclusive

• Ensure events are accessible—venues with ramps, sign language interpreters, or alternative formats for materials.

• Involve students with disabilities not just as audience members but as active participants.

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The Role of Parents, Teachers, and Advocates

If you’re a parent, you can teach your children empathy by explaining why classmates with CP may learn or move differently, but still share the same dreams.

If you’re a teacher, you can use differentiated instruction to accommodate various learning styles, ensuring no child feels left behind.

If you’re an advocate or community leader, you can push for policies and funding that prioritize accessibility and inclusion.

Together, these efforts form the backbone of an inclusive society—one where no talent goes unnoticed simply because of a disability.

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Why This Week Matters for Every Filipino

Some may ask, “Why should I care about Cerebral Palsy Awareness Week?”

Here’s the truth: inclusivity benefits us all. When schools and communities innovate for accessibility, everyone gains—whether it’s a parent using a stroller on a ramp, a senior citizen accessing digital healthcare, or a student thriving in an adaptive classroom.

By joining together, we build stronger, kinder, and more forward-thinking communities.

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Conclusion & Call-to-Action

This Cerebral Palsy Awareness and Protection Week, let’s go beyond token celebrations. Let’s commit to inclusive innovation—solutions, programs, and attitudes that ensure every Filipino, regardless of ability, has the chance to thrive.

👉 Share this message, join your school or community’s activities, and support the initiatives of NCDA and CPAP.

Because when we build inclusivity, we don’t just uplift persons with cerebral palsy—we uplift our nation.

📘 THE ARAL PROGRAM REIMAGINED: Building a Resilient and Inclusive Education System for Every Learner

Education in the Philippines has always been at the forefront of national development, but the COVID-19 pandemic unveiled glaring learning gaps among Filipino learners. In response, the Department of Education (DepEd) established the Academic Recovery and Accessible Learning Program, more popularly known as the ARAL Program. Rather than simply viewing this as a remedial initiative, it’s time we looked at ARAL through a transformational lens—one that rebuilds the entire learning ecosystem to be more inclusive, resilient, and learner-centered.

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🎯 A Fresh Take: ARAL Program as a Pillar of Educational Equity

Most discussions about the ARAL Program focus on tutorials and intervention materials, but its real power lies in its potential to transform education access in underserved areas. According to UNESCO, equitable learning is not just about access to school, but access to quality support systems that cater to learners' diverse backgrounds and needs. The ARAL Program, established under Rule III of the Department of Education’s IRR, is positioned as a national intervention strategy to respond to the learning deficits of K to 10 students—including Alternative Learning System (ALS) enrollees.

By shifting the spotlight from temporary catch-up measures to sustainable systems of academic care, the ARAL Program can evolve into a permanent fixture in basic education. This means institutionalizing customized support, mental health care, and nutritional assistance, not only during crises but throughout the learner’s academic journey.

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🧠 The Science Behind Tutoring: Why ARAL Works

The backbone of the ARAL Program is its well-systematized tutorial sessions. These aren’t random help desks or last-minute cramming sessions. Citing research from the National Bureau of Economic Research (NBER), structured tutorials, especially those provided one-on-one or in small groups, lead to significant learning gains, particularly in literacy and numeracy.

Moreover, ARAL tutors aren’t just academic aids—they are trained learning facilitators who are empathetic, data-driven, and guided by carefully developed intervention plans. According to John Hattie’s Visible Learning, feedback from trusted educators is one of the top influences on student achievement. The ARAL Program’s structure ensures that feedback is not just timely, but also personalized, motivating, and goal-oriented.

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💻 Digital & Hybrid Approaches: Making ARAL Truly Accessible

One of the key pillars of the ARAL Program is its emphasis on effective and accessible delivery modes. In a post-pandemic world, education can no longer be confined to physical classrooms. The program encourages hybrid tutorials, tapping into online platforms and offline modular approaches to ensure no learner is left behind—whether in the mountains of Kalinga or the coasts of Samar.

According to the World Bank, learning continuity depends heavily on flexible delivery systems, especially for disadvantaged learners. ARAL’s commitment to reaching learners “where they are” is not only modern but essential. Future iterations must consider integrating mobile learning apps, community learning centers, and even radio/TV-assisted instruction, particularly in off-grid regions.

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🧬 Beyond Academics: Mental, Social, and Nutritional Support

While most programs focus on academic competencies, ARAL goes further. It aligns with existing DepEd policies to provide social, emotional, nutritional, and mental health support, recognizing that academic recovery cannot happen in isolation. A 2023 report by Save the Children Philippines emphasized that learners with access to integrated well-being services showed higher academic motivation and better retention rates.

This whole-child approach ensures that learners not only catch up on competencies but are also resilient, self-aware, and empowered to ask for help. ARAL doesn’t just make learners smarter—it makes them stronger.

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🎓 The Role of Teachers and Tutors: Heroes Beyond the Classroom

At the heart of the ARAL Program are its well-chosen and trained tutors. These educators undergo rigorous training to become more than just content experts—they become academic coaches, emotional anchors, and community leaders. The National Educators’ Academy of the Philippines (NEAP) and other DepEd units ensure they receive up-to-date training and proper compensation.

According to Brookings, quality instruction is the single most important school-based factor for student learning. Investing in tutors not just as short-term workers but as long-term mentors can change the trajectory of thousands of learners. ARAL should pave the way for recognizing tutoring as a professional pathway within the teaching career structure.

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🔍 Data-Driven and Policy-Aligned: Making ARAL Sustainable

The ARAL Program isn't operating in a vacuum. It relies on precise learner assessments, policy integration, and collaborative planning with agencies like the Bureau of Education Assessment (BEA) and Policy and Planning Service. These ensure that interventions are evidence-based, not anecdotal.

Moreover, the program aligns with the National Learning Recovery Program, expanding its impact and making it a scalable model for other developing nations struggling with pandemic-era learning loss. The policy mandates the issuance of clear implementation guidelines within 45 working days, which highlights the urgency and seriousness of the initiative.

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🌱 ARAL as a Long-Term Vision for Philippine Education

If executed with fidelity, ARAL could evolve from a reactive measure into a proactive educational safety net—one that ensures every Filipino child has the support they need to thrive, no matter the circumstance. It offers a new way of looking at learning: not just as a classroom activity, but as a community commitment to recovery, equity, and empowerment.

According to the Asian Development Bank, national recovery efforts must be human-centric and future-proof. The ARAL Program, when fully resourced and rooted in this vision, can be the blueprint for resilient, inclusive, and high-quality education in the 21st century.

📢 CONDUCT OF ONLINE PROFILING SURVEY OF ALS PROVIDERS: A Strategic Step Toward Inclusive Education

🎯 Why the Online Profiling of ALS Providers Matters More Than Ever

The Alternative Learning System (ALS) continues to serve as a vital bridge for millions of Filipinos seeking education outside the formal school system. With the implementation of Republic Act No. 11510 or the ALS Act, and DepEd Order No. 07, s. 2025, the government now mandates a more structured and comprehensive data-gathering initiative—the Online Profiling Survey of Implementing ALS Providers.

This move, led by the Bureau of Alternative Education – Policy and Quality Assurance Division (BAE-PQAD), aims to establish an accurate national database that reflects the capacity, reach, and needs of ALS providers across the country. This isn’t just about compliance—this is about crafting a more inclusive, data-informed education strategy.

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🧩 Unpacking the Purpose: Why This Online Survey is Critical

According to the BAE, the profiling survey is designed to collect:

• Verified information on ALS program types and areas of operation

• Profiles of institutions currently implementing ALS

• Insights into implementation challenges, from staffing to logistics

• Data on institutional support needs

This data will help DepEd tailor technical assistance, provide equitable support, and improve policy-making based on real-world evidence. International institutions like UNESCO advocate for this kind of evidence-based approach to strengthen lifelong learning systems—making this survey a significant step in aligning with global best practices.

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👥 Who Should Participate? All ALS Providers Must Respond

Under DepEd Order No. 07, s. 2025, all ALS providers—including government agencies, private individuals or entities, and Civil Society Organizations (CSOs)—are required to participate. Their responses to the profiling survey ensure their operations are recognized and their challenges are addressed in future ALS initiatives.

Completing the survey is not only a mandate but also an opportunity. It is a way to make your organization visible in DepEd’s ALS ecosystem and strengthen your role in building accessible education for all.

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🤝 Assistance at the Local Level: Ensuring Inclusive Participation

Regional and Division ALS Focal Persons, together with the Education Program Specialists II (EPS II) for ALS, will provide technical support to ensure that all ALS providers—especially those in remote or underserved areas—can successfully complete the online survey.

This reflects DepEd’s ongoing commitment to ensuring that no provider is left behind, regardless of location or capacity.

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🔗 Where to Access the Survey? Here’s the Official Link

ALS providers can fill out the survey by clicking the official link or scanning the QR code:

👉 Official Survey Link: https://tinyurl.com/ALSproviders
📱 A QR code is also provided for mobile access, making it easier for field workers and coordinators to complete the survey on-the-go.

Make sure to accomplish the online survey form within the survey period: July 15 to August 28, 2025.

Please bookmark the link or share it directly with your ALS teams to avoid delays.

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🌍 Policy in Action: A New Era for ALS Based on Real Data

This survey is more than just a form—it's a turning point. According to internal BAE documentation, this initiative will be used to create a data-backed framework that ensures resources are equitably distributed and that all implementers receive the support they need.

As emphasized by global education bodies like UNESCO, localized data gathering is essential to reach the last mile learners and improve national education outcomes. The use of this online link to collect national data is a smart, scalable step in building a resilient ALS network for the future.

🔗📨 Submission Links for ARAL Audit Readiness & Responsiveness: Beyond Compliance, Toward Real Impact in Schools

Most schools treat the ARAL Program audit like a checklist—a compliance requirement with documents, scorecards, and deadlines. But what if we told you that it’s actually a powerful leadership tool? When viewed strategically, the audit becomes more than just bureaucracy. It turns into a mirror that reflects the school’s capacity to serve its learners, especially the most vulnerable.

As emphasized in DepEd’s ARAL guidelines and supported by frameworks from UNESCO and McREL International, effective schools use data not just to report—but to improve. This post walks you through how to rethink and maximize your school’s participation in the ARAL audit process—not just for submission, but for transformation.

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🗂️📆 What Is the ARAL Audit Phase?

The ARAL Audit Phase is part of DepEd’s monitoring system to assess how ready, responsive, and effective schools are in implementing the National Learning Recovery Program. The audit is divided into three major phases aligned with the school year:

• BOSY (Beginning of School Year) – Focus on Readiness

• MOSY (Mid-Year of School Year) – Focus on Responsiveness

• EOSY (End of School Year) – Focus again on Responsiveness and impact measurement

Each audit phase uses official Google Forms that school focal persons must complete within a prescribed timeframe.

📤 Official Submission Links for Each Audit Phase:

• ✅ BOSY – Readiness
  Submission Link: https://forms.gle/VTL8QyGvvPwVjPzH9

• ✅ MOSY – Responsiveness

• ✅ EOSY – Responsiveness
  Both share the same submission link: https://forms.gle/yTLtdJCCSdUQG75D9

As stated in the official DepEd memo, schools must retain signed copies of offline templates and submit all data only after careful validation.

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📚📁 From Documentation to Self-Reflection: Audit as Internal Review

The required documents go beyond simple evidence—they form the basis of a school’s internal diagnostics. These include:

• CRLA or other learner assessment results

• LIS-tagged learner profiles, especially for those with vulnerabilities

• Tutor deployment lists, training attendance, and ARAL schedules

• Records on health, nutrition, psychosocial support, and parent engagement

• Plans and budgets (e.g., SIP, MOOE, SEF) that reflect ARAL priorities

• Documentation of PTA meetings and community partnerships

According to Victoria Bernhardt, an international expert in educational data use, data should “build a school’s capacity to improve,” not just sit in a folder.

The ARAL audit, therefore, should help answer the critical question:
Is your school truly ready and responsive to every learner’s need—or are we just filling out forms?

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📊💬 Understanding the Domain-Specific Scorecards

One of the core components of the ARAL audit is the Domain-Specific Scorecards. Each school evaluates itself across five domains using a scoring rubric:

• Met (90–100%)

• Partially Met (70–89%)

• Not Met (<70%)

These are based on actual evidence, administrative data, and direct observations. No guesses or assumptions allowed.

The real value? Schools that honestly self-assess are better able to identify weak areas and make data-driven interventions. This echoes DepEd’s School-Based Management (SBM) principle: data-informed decision-making.

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👥✔️ School Audit Team: Guarding Integrity and Accuracy

Before submission, schools must form a School Audit Team—a group composed of both teaching and non-teaching staff tasked with verifying all entries.

This team validates:

• Tutor deployment and attendance

• Session schedules

• Health screenings and interventions

• Learning materials distribution

• Learner enrollment and vulnerability tags in LIS

According to DepEd guidelines, this ensures data integrity. The team must avoid estimation and use only verifiable documentation.

By embedding these validations into regular SBM or ARAL meetings, schools build a culture of integrity and collective responsibility—a hallmark of effective governance.

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⏱️📨 Submitting the Final Report: It's Not Just a Deadline

After validation, the School Head or focal person must submit the final data through the assigned Google Form. A signed offline template should also be saved as a backup.

In some cases, updates or corrections may be allowed through the same form, depending on the Division Office’s instructions. Schools are advised to always:

• Submit on time

• Retain a copy

• Report issues immediately to their SDO focal person

If technical issues arise, schools may be given alternatives like offline digital encoding, but they must inform authorities right away.

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💻🛠️ What If There Are Tech Problems?

DepEd has anticipated common digital issues—link errors, submission failures, and browser bugs. Schools must immediately contact their SDO focal persons, who can coordinate with the Regional or Central Office for quick resolution.

This quick reporting and support system reflects how schools respond to challenges—not just for audits but for learner needs too.

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🧠📈 Using the ARAL Audit for Sustainable Change

Once the audit is complete, the question becomes: What now?

Schools should use the results to improve:

• Tutor assignments and support

• Learning resources for disadvantaged students

• ARAL session scheduling

• Monitoring learners with disabilities or under social programs like 4Ps and TUPAD

As UNESCO emphasizes in its Educational Monitoring Framework, evidence-based planning is critical for quality and equity in education.

The ARAL audit gives every school a roadmap to act—not react.

🌟 Five Domains of ASRRA 🔍 A Fresh Lens on Empowering Learning Communities Through the ARAL Program

In the pursuit of equitable, resilient, and learner-centered education, the Department of Education (DepEd) has taken a decisive step with the ARAL School Readiness and Responsiveness Audit (ASRRA). While commonly seen as a school-based monitoring tool, the ASRRA's five domains offer something far more profound—a roadmap for transformation.

This article provides a unique take on the five domains of ASRRA, not as isolated metrics, but as interconnected forces that shape the quality and impact of the ARAL Program across Philippine schools. As defined in DepEd Order No. 18, s. 2025, the ASRRA evaluates schools before, during, and after ARAL implementation, ensuring both readiness and responsiveness.

Let’s explore how these five domains work together to build sustainable educational ecosystems, foster community ownership, and drive continuous growth.

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📘 Domain 1: Learner Readiness – The Foundation of Equity

At the heart of any intervention is the learner. The Learner Readiness domain centers on how schools identify, assess, and support learners who need academic recovery.

But instead of just tagging names on a list, this domain promotes a deeper understanding of individual learner contexts, including health, psychosocial well-being, and learning history. Using standardized screening tools, schools can pinpoint learning gaps while considering emotional and physical factors—an approach aligned with UNICEF’s child-friendly education framework.

This domain ensures that intervention is not reactive but proactive, and that every learner receives timely, appropriate, and sustained support from Day 1.

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👩‍🏫 Domain 2: Tutor Readiness – More Than Deployment

While traditional systems often measure teacher availability, the Tutor Readiness domain in ASRRA takes it a step further. It emphasizes not just quantity, but quality and alignment.

This means ensuring that the right tutors—whether teachers, para-teachers, or volunteer facilitators—have the skills, training, and subject expertise necessary to guide learners through the ARAL Program. It also looks at tutor-to-learner ratios and the presence of institutional support, such as mentoring, monitoring, and collaborative planning.

According to UNESCO’s Global Education Monitoring Report, empowered and well-prepared teachers are central to learner recovery in the post-COVID world. This domain upholds that principle by making capacity-building a core function of readiness.

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🏫 Domain 3: School Environment Readiness – Learning Spaces that Nurture

The third domain, School Environment Readiness, goes beyond having a room and a blackboard. It evaluates whether learning spaces are truly safe, accessible, and stimulating.

This includes:

• Availability of ARAL-specific spaces

• Accessibility features for learners with disabilities

• Presence of instructional materials and child protection mechanisms

Schools in geographically isolated and disadvantaged areas (GIDAs) are especially prioritized. By addressing physical infrastructure and safety, this domain ensures that learners feel secure and supported, allowing them to fully engage with the program.

According to the World Health Organization (WHO), learning is significantly affected by the child’s environment, particularly when safety and inclusivity are lacking. ASRRA confronts this by demanding environmental readiness that reflects dignity and care.

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👪 Domain 4: Parental Engagement Readiness – The Home-School Connection

Education does not stop at the school gate. The Parental Engagement Readiness domain recognizes that parents and guardians are co-educators.

This domain ensures that:

• Parents give informed consent for participation

• They are oriented about ARAL goals and strategies

• Their involvement complies with DepEd’s child protection and non-collection policies

But this isn’t just about meetings and memos. It’s about cultivating trust and ownership. Research from the Harvard Graduate School of Education shows that students perform better when parents are meaningfully engaged in their education.

Through this domain, ASRRA builds bridges—not barriers—between homes and schools.

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⚙️ Domain 5: System and Community Support Readiness – Governance That Enables

Finally, the fifth domain ensures that support systems are embedded into school governance structures. It checks whether the ARAL Program is integrated into planning, budgeting, and monitoring processes.

Key elements include:

• Alignment with School Improvement Plans (SIP)

• Use of MOOE, SEF, and external funding sources

• Partnerships with LGUs, NGOs, and community stakeholders

This domain echoes global best practices from the OECD Education Policy Outlook, which highlights how school autonomy, when paired with effective support, drives innovation and equity.

By reinforcing strong governance, this domain ensures that ARAL is not just a project, but a systemic commitment.

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🔁 Beyond Auditing: ASRRA as a Continuous Growth Tool

What makes ASRRA unique is its two-pronged approach:

• The Readiness Audit (BOSY) sets the stage for implementation.

• The Responsiveness Audit (MOSY/EOSY) assesses how well schools adapt to real-world challenges.

This cycle promotes continuous improvement, helping schools recalibrate strategies based on actual results and ground realities. It’s not about perfection from the start—it’s about growth through reflection.

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🧩 Connecting the Five Domains: A Unified Vision

Rather than viewing each domain in isolation, DepEd encourages schools to see the ASRRA’s five domains as interconnected pillars. One domain’s weakness can affect the whole program, while one domain’s strength can uplift the rest.

By embedding this holistic framework into everyday school life, the ASRRA becomes not just an audit—but a driver of transformation that empowers all education stakeholders to move forward together.

📚✨ Gawad Teodora Alonso 2025: Empowering Filipino Stories for the New Generation 🇵🇭🖋️

The Gawad Teodora Alonso 2025 is not just another literary competition—it's a cultural movement. It recognizes and uplifts Filipino storytellers who capture the heart of the nation through words, images, and imagination. While past editions have centered on individual creativity, this year’s edition broadens its horizon by encouraging a community-based storytelling spirit that highlights inclusivity, heritage, and youth empowerment. It’s no longer just about who writes—but why we write, who we write for, and what we preserve through our stories.

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🏆🔖 A Legacy of Literature: What Makes GTA 2025 Unique?

Unlike generic writing contests, Gawad Teodora Alonso 2025 focuses on nation-building through narrative. This award, named after the mother of national hero Dr. Jose Rizal, aims to recognize original Filipino works that reflect the values, struggles, dreams, and identity of the Filipino people. According to the Department of Education (DepEd) guidelines, this year's competition expands into three powerful dimensions: Main Categories, Seasonal Categories, and Special Recognitions.

What sets GTA apart is its commitment to authenticity. As stated in the official mechanics, all submissions must be original, unpublished, and free of AI-generated content or stock visuals. This emphasis on cultural respect and creative originality echoes the principle of Kuwento ng Bayan Ko—our stories, our voice.

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📘✒️ Chapter Books & Comics: Fueling the Imagination of Young Readers

In the Main Categories, the spotlight turns to illustrated chapter books and comics for Grades 7 to 10. Whether it's a coming-of-age chapter book or a comic exploring teenage issues, each entry must include minimum word counts and a cohesive narrative arc across four chapters. These categories are not limited to writers alone. Options include:

• A writer-illustrator tandem, or

• A solo creator who manages both writing and illustrating.

There's even an opportunity to pay homage to classics from the DepEd Canon—from Ibong Adarna to Noli Me Tangere—by weaving their essence into modern comics. According to GTA mechanics, such adaptations are encouraged as long as they are culturally sensitive and not merely retellings, but reimaginings that breathe new life into familiar tales.

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🌈🧒 Seasonal Categories: A Celebration of Inclusion, Gender, and Culture

This year’s Seasonal Categories take an educational leap forward. These aren't static—they change based on current advocacies, making them reflective of real-time societal needs. Categories include:

• Wordless Storybooks on Inclusion for Kindergarten learners

• Illustrated Thematic Storybooks focusing on Gender and Development

• Disaster Risk Reduction Management (DRRM) stories for Grades 4–6

• Storybooks on Local Tangibles, highlighting natural and man-made local heritage

As noted in the guidelines, creators for the wordless storybooks must be both writer and illustrator, showing a new level of storytelling discipline—communicating without words. This approach builds visual literacy and encourages diverse interpretations, especially for pre-readers.

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🎤🎥 From the Page to the Stage: Embracing Multimedia Storytelling

Recognizing the importance of oral traditions and community participation, GTA 2025 also introduces recorded storytelling categories:

• Lolay Storytelling Sessions by members of the Parent-Teacher Association

• Teacher-led Recorded Storytelling Videos, aligned with DRRM themes

• Live Storytelling Exhibits using materials from ReadEx Picks

These categories promote intergenerational storytelling, bridging classroom learning with home-grown experiences. According to DepEd, such storytelling sessions foster empathy, cultural pride, and listening comprehension—all vital in today’s digitally distracted world.

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📚👩‍🏫 For and By the Learners: Stories from Within the Community

GTA 2025 isn't exclusive to adults. It also champions young storytellers through:

• Kuwentong Pambata ng mga Bata – for Grades 4–6 learners

• Tulang Pambata ng mga Bata – poetry collections by Grades 7–12 students

• Kuwentong Guro – narratives by teachers that showcase real experiences

• Untold Legends and Folklore – a non-competitive category for third-level DepEd leaders, shedding light on local myths and forgotten tales

These subcategories reflect DepEd's drive to democratize literature, empowering every sector of the academic community—from students to school heads—to tell their own stories.

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📆🗂️ Timelines & Ethics: Upholding Integrity Through the Process

Transparency remains central. Entries must be submitted based on the official calendar:

• Division level deadline: July 31, 2025

• Regional screening: August 7, 2025

• National judging: September 1, 2025

• Final exhibit and rites: November 11–14, 2025

Every entry must be free of identifying details, reinforcing anonymity in judging. The Screening Committees, composed of reading specialists, educators, and literary enthusiasts, ensure fairness. The guidelines also emphasize using Ortograpiyang Pambansa and refer to the Chicago Manual of Style (17th ed.) for technical accuracy—ensuring high-quality and globally aligned storytelling.

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🥇🎖️ Honor Rolls and Special Citations: Recognizing Consistent Brilliance

Those who win three times in the main category are inducted into the Gawad Teodora Alonso Honor Roll. Meanwhile, the Fernando Amorsolo Honor Roll celebrates illustrators who consistently elevate visual storytelling. Another special mention is the Readers’ Choice Award, chosen directly by students, affirming that readers—not just judges—define impact.

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🌟 Conclusion: GTA 2025 as a Movement of Hope and Heritage

The Gawad Teodora Alonso 2025 is more than a literary contest—it is a national celebration of Filipino creativity, rooted in the values of authenticity, education, culture, and identity. By participating, writers, illustrators, teachers, and students join a broader mission to preserve the soul of the Filipino story for generations to come.

As DepEd underscores in its forthcoming memorandum, “Stories shape learners; stories build nations.” This year's GTA aims to do just that—by empowering voices across all corners of the Philippines to be heard, honored, and remembered.