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:
Call for Tutors – Schools issue a memorandum outlining qualifications, functions, and timelines.
Minimum Qualifications – Tutors must have relevant educational backgrounds, competency in teaching, mandatory training, and good moral character.
Preferred Qualifications – Experience in tutoring, residence in the community, and subject specialization.
Documentary Requirements – Expression of intent, personal data sheet, proof of eligibility, moral character certification, transcripts, and training certificates.
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.
