Enhancing Academic Recovery: The Latest Guidelines for ARAL Tutors and Support Aides (2026 Update)

In the evolving landscape of education, academic recovery programs play a crucial role in bridging learning gaps and ensuring student success. The Department of Education (DepEd) of the Philippines has recently issued DepEd Memorandum No. 061, s. 2026, amending the guidelines for the engagement of Academic Recovery and Accessible Learning (ARAL) Program Tutors and Support Aides. This update reflects the latest strategies to strengthen learning interventions, particularly in critical subjects like Reading, Science, and Mathematics. Here’s everything you need to know about these amendments and how they impact educational support services.

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Understanding the ARAL Program and Its Importance

The ARAL Program, established under Republic Act No. 12028, is designed to provide targeted academic recovery interventions for learners from Kindergarten to Grade 10. Tutors and support aides play a pivotal role in this initiative by delivering personalized tutorial sessions that address specific learning gaps.

The 2026 amendments aim to clarify and enhance the engagement process for ARAL tutors and support aides, ensuring alignment with existing policies and improving the overall effectiveness of the program.

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Key Amendments in DepEd Memorandum No. 061, s. 2026

1. Clarification of Engagement Procedures

The memorandum revises procedures for determining the need for ARAL tutors and support aides. Schools are now guided to:

• Identify learners requiring tutorial sessions.
• Calculate the number of tutorial classes and tutors needed based on learner ratios and grouping requirements.
• Prioritize existing DepEd teachers willing to serve as ARAL tutors, with the option to engage external tutors to meet demand.

2. Streamlined Selection and Evaluation

The selection process for tutors has been refined to include:

• A call for applications detailing school, functions, qualifications, and deadlines.
• Consideration of various applicants, including licensed teachers, LET-eligible applicants, retired professionals, and qualified community members.
• Mandatory submission of documentary requirements through an online platform, with technical support provided by schools.

3. Enhanced Support Aide Engagement

Support aides are engaged on a voluntary basis to assist tutors and help with program-related activities such as vision screening and logistical support. Their selection focuses on fitness for tasks, good moral character, and willingness to serve under school supervision.

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Administrative and Personnel Requirements

To ensure accountability and proper documentation, all ARAL tutors and support aides must submit:

• Daily Time Records (DTR)
• Accomplishment Reports

These documents serve as the basis for validating tutorial hours and processing remuneration.

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Remuneration and Incentives: What Tutors and Support Aides Can Expect

For DepEd Teaching Personnel

• Teaching Overload Pay: Tutors receive compensation for services rendered beyond their regular teaching load, capped at two hours per day.
• Vacation Service Credits (VSC): Tutors earn credits for sessions conducted during weekends, holidays, and long vacation periods.

For External Tutors

• Remuneration is based on the Prime Hourly Teaching Rate (PHTR) for a Teacher I position, adjusted according to actual tutoring hours rendered.

Certification of Engagement

Both tutors and support aides receive certificates indicating their engagement period, performance rating, and actual hours served, which can support career advancement.

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Engagement Options for External ARAL Tutors

To complement the call for applications, schools may engage external tutors and support aides through:

• Partnerships with Higher Education Institutions (HEIs) and Teacher Education Institutions (TEIs) involving pre-service teachers.
• Utilization of Special Education Fund (SEF) for funding tutors.
• Collaboration with private entities under the Adopt-A-School Program (ASP).
• Engagement through other national government programs and non-government organizations.

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Safeguarding the Rights of ARAL Learners

The memorandum emphasizes the protection of learners’ rights, ensuring a safe, respectful, and inclusive learning environment. Tutors and support aides are strictly prohibited from any form of abuse, exploitation, or discrimination. Any violations must be promptly reported and addressed by school authorities.

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Funding and Monitoring for Sustainable Implementation

Schools are encouraged to adopt appropriate funding mechanisms aligned with existing budgeting and auditing laws. Monitoring platforms will generate reports on tutor engagement, learner progress, and program effectiveness, facilitating continuous improvement.

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What This Means for Educators and Communities

The 2026 amendments to the ARAL Program guidelines represent a significant step toward enhancing academic recovery efforts. By clarifying engagement procedures, streamlining selection, and ensuring fair compensation, DepEd aims to motivate qualified individuals to participate actively in supporting learners.

For communities, this means better access to quality tutoring services, helping students overcome learning challenges and achieve academic success.

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A Brighter Future Through Academic Recovery

Academic recovery programs like ARAL are vital in addressing educational disparities and fostering lifelong learning. The latest DepEd memorandum ensures that tutors and support aides are effectively engaged, supported, and recognized for their contributions.

As education systems worldwide strive to recover from disruptions and improve learning outcomes, these guidelines offer a model of structured, community-involved academic support that can inspire similar initiatives globally.

DepEd Visits PISA Schools Nationwide as Philippines Builds on 2025 Learning Gains

The Department of Education (DepEd) has begun visiting participating schools across the Philippines as the country works to build on its improved performance in the 2025 Programme for International Student Assessment (PISA).

The nationwide school visits are intended to strengthen local education support networks, monitor learning initiatives, and identify practices that can help sustain progress beyond a single international assessment cycle.

The move comes after the release of the latest PISA 2025 results, which showed significant improvements in the Philippines' average performance in reading, mathematics, and science compared with 2022. The OECD reported that the Philippines recorded a 20-point increase in reading and a 16-point increase in mathematics between 2022 and 2025.

What the Latest PISA Results Mean for the Philippines

PISA, administered by the Organisation for Economic Co-operation and Development (OECD), assesses the knowledge and skills of 15-year-old students in areas including reading, mathematics, and science.

The 2025 assessment involved more than 760,000 students across 91 countries and economies, making it the largest PISA assessment to date.

For the Philippines, the latest results represent an improvement from the previous assessment cycle.

The country's average scores in 2025 were 367 points in reading, 371 points in mathematics, and 356 points in science. Although these results remained below the OECD averages, the Philippines posted gains across all three subjects compared with 2022.

Reading showed the most notable movement. The OECD's Education GPS identifies the Philippines' 20-point improvement between 2022 and 2025 as the strongest increase among participating countries and economies with comparable data for that indicator.

That improvement is particularly significant because reading is closely connected to students' ability to understand information, evaluate evidence, and learn across different subjects.

DepEd Takes the Results From Reports to Classrooms

Rather than treating PISA as a one-time event, DepEd is using the latest results as a source of information for school-level planning and learning recovery.

According to the department, officials, monitoring teams, and testing coordinators have begun visiting schools in different regions to conduct discussions and monitoring activities.

The visits bring together school heads, teachers, assessment coordinators, parents, local officials, and other education stakeholders.

The goal is to understand not only how students performed, but also what helped schools prepare learners for an increasingly digital and demanding learning environment.

This approach reflects a broader lesson from international education assessments: numbers can identify areas of progress and concern, but schools and communities ultimately have to translate those findings into everyday classroom practices.

What Schools in the Regions Are Reporting

In the SOCCSKSARGEN region, school dialogues highlighted strong community participation and students' increasing readiness for computer-based testing.

Parents also emphasized their role in building students' confidence.

Victor Emmanuel R. Baliao, a parent from Alabel National Science High School in Sarangani, said parental support can help students feel more confident when facing assessments.

The experience of teachers and assessment coordinators also points to the importance of familiarity with technology.

Leilann Gerlie T. Marzo, an International Large-Scale Assessment Coordinator from Matutum View Academy in South Cotabato, described how students became more comfortable with computers during preparation for PISA.

The experience suggests that digital confidence can improve when students receive opportunities to practice using technology in a structured learning environment.

Schools in CAR Recognize Teachers, Parents, and Community Partners

In the Cordillera Administrative Region, participating schools organized appreciation activities to recognize teachers, parents, and community partners who contributed to assessment preparation.

Schools including Baguio City National Science High School and Cordillera Regional Science High School were among those involved in activities celebrating the collective effort behind the country's PISA participation.

Such activities also highlight an important part of education improvement: student achievement is rarely the product of classroom instruction alone.

Parents, school leaders, local governments, teachers, and community organizations can all contribute to creating an environment in which students are prepared to learn and participate.

Eastern Visayas Focuses on Data-Driven Literacy Programs

In Eastern Visayas, regional monitoring teams and division leaders conducted school visits with particular attention to literacy initiatives.

The emphasis on data is significant because international assessments can provide schools with another source of evidence for identifying learning needs.

Instead of simply asking whether students performed well or poorly, educators can use assessment information to ask more practical questions: Which skills require additional support? Which learners need targeted intervention? Which teaching strategies appear to be working? And how can successful practices be expanded?

These questions can help turn international assessment data into concrete classroom action.

The Philippines Still Has Major Learning Challenges

The improved PISA results should be viewed alongside the challenges that remain.

The OECD reported that Philippine students continued to perform below the OECD average in reading, mathematics, and science. Only about 31% of Filipino students reached at least Level 2 proficiency in reading, compared with an OECD average of 69%. In mathematics, about 21% reached Level 2 or higher, compared with 65% across OECD countries. In science, the corresponding figure was about 32%, compared with 74% across the OECD.

This means the recent gains are important, but they do not eliminate the need for continued learning support.

The OECD's broader 2025 findings also show that many education systems are facing serious challenges. Across OECD countries, average performance in reading and mathematics declined substantially, while the organization identified growing concerns involving digital distractions, reading habits, and learning gaps.

For the Philippines, therefore, the latest PISA results can be understood as evidence of progress while also pointing to the scale of work that remains.

Why Sustaining the Gains Matters

Education Secretary Sonny Angara has emphasized that maintaining progress will require long-term commitment rather than reliance on a single program or assessment cycle.

DepEd plans to use lessons from the school visits to strengthen learning recovery efforts, including initiatives such as the Academic Recovery and Accessible Learning (ARAL) Program.

The department is also working with local government units, local school boards, families, and community partners to address remaining learning gaps.

This matters because international rankings and scores can change from one assessment cycle to another. What has a more lasting impact is whether improvements become part of regular teaching, student support, assessment, and school improvement systems.

A Closer Look at What the 2025 Results Say About Filipino Learners

The latest OECD data also provide encouraging signs beyond the headline scores.

For example, 82.4% of Filipino students said they like learning new things at school, while 81.5% said they like to know how things work. The Philippines also had a relatively high share of students who reported applying additional effort when work becomes challenging.

The country also performed comparatively strongly in computational problem solving relative to what might be expected based on students' science performance. The OECD reported that 74.6% of Filipino students performed above expectations on this measure.

These findings provide a broader picture of Filipino learners—one that includes not only test scores, but also attitudes toward learning, persistence, and digital problem-solving.

From PISA Recognition to Long-Term Education Improvement

The DepEd's nationwide visits represent the next phase following the release and recognition of the 2025 PISA results.

The Philippines' improved performance provides schools with evidence that progress is possible. At the same time, the continuing gaps in foundational skills demonstrate why that progress needs to be sustained and expanded.

With 8,702 Filipino students from 208 public and private schools representing the country in the 2025 PISA cycle, the results provide a valuable national snapshot of student learning.

The larger challenge now is turning that snapshot into action.

For families, teachers, school leaders, and policymakers, the most important question is not simply where the Philippines stands in an international assessment. It is what schools can learn from the results and how those lessons can improve learning opportunities for students every day.

As DepEd continues its visits across the regions, the focus is increasingly shifting from celebrating improvement to understanding how to sustain it.

That may ultimately be the most important legacy of the Philippines' 2025 PISA experience: using evidence, community support, and classroom-level action to create learning gains that last well beyond one assessment cycle.

23rd National ADHD Week 2026: Awareness and Beyond — Empowering Families, Schools, and Communities

The Philippines will observe the 23rd National Attention Deficit/Hyperactivity Disorder (ADHD) Week during the third week of October 2026, highlighting the importance of awareness, understanding, acceptance, inclusion, and support for people with ADHD.

For 2026, the observance carries the theme “Awareness and Beyond: Empowering Families, Schools, and Communities for ADHD.” The theme reflects an important shift from simply talking about ADHD toward building environments where learners and families can receive understanding and meaningful support.

The annual observance is anchored on Presidential Proclamation No. 472, s. 2003, which declared the third week of October every year as National Attention Deficit/Hyperactivity Disorder (AD/HD) Awareness Week. Government education guidance has continued to recognize the third week of October for this national observance.

What Is National ADHD Week in the Philippines?

National ADHD Week is an annual awareness observance designed to promote greater public understanding of Attention Deficit/Hyperactivity Disorder and encourage communities to respond with appropriate support rather than misunderstanding or stigma.

ADHD can affect attention regulation, impulse control, activity levels, organization, learning, and everyday functioning. Its presentation can vary considerably from one person to another, which makes awareness particularly important in schools, homes, workplaces, and communities.

The observance also provides an opportunity to recognize the experiences of learners with ADHD and their families. In an educational setting, understanding individual needs can help teachers and school personnel create more supportive and inclusive learning environments.

DepEd has previously emphasized the importance of increasing public understanding and acceptance of people with ADHD, particularly in relation to education and the support provided to learners.

2026 National ADHD Week Theme: “Awareness and Beyond”

The 2026 theme, “Awareness and Beyond: Empowering Families, Schools, and Communities for ADHD,” places emphasis on turning awareness into practical support.

Awareness is an important first step. Families, teachers, classmates, school administrators, and community members need reliable information about ADHD so that behaviors associated with the condition are not automatically interpreted as laziness, disobedience, lack of discipline, or lack of interest.

But awareness alone is not enough.

The theme encourages a broader approach involving families, schools, and communities. This can include better communication, appropriate classroom support, inclusive practices, advocacy activities, and efforts to reduce stigma.

The goal is to create environments where learners with ADHD are understood and supported while also recognizing their individual abilities, interests, and potential.

DepEd Encourages Schools to Participate in ADHD Awareness Activities

For the 2026 observance, schools are encouraged to conduct appropriate awareness-raising and advocacy activities consistent with the national theme.

Among the suggested activities are the display of campaign materials in school premises and through official school social media platforms. Schools are encouraged to use official campaign materials and designs provided through the appropriate government channels.

Schools may also integrate ADHD awareness messages into flag ceremonies, using the opportunity to promote awareness, understanding, acceptance, and support for learners with ADHD and their families.

These activities can help make ADHD awareness part of the broader conversation about inclusive education.

ADHD Awareness Should Include Families, Teachers, and Learners

ADHD awareness is not only the responsibility of special education teachers or school administrators.

Parents and guardians play an important role in understanding their children's experiences and communicating with schools. Teachers and school personnel can contribute by learning about different learner needs and identifying appropriate classroom strategies within their responsibilities.

Students can also participate in age-appropriate awareness activities that encourage empathy, respect, and inclusion.

The 2026 observance therefore encourages the participation of learners, learners with disabilities, parents and guardians, teachers, school personnel, and other education stakeholders.

A community approach is important because a learner's experience does not stop at the classroom door. Support at home, school, and within the wider community can work together to create a more inclusive environment.

Why ADHD Awareness Matters in Schools

Schools are particularly important settings for ADHD awareness because learners spend a significant portion of their daily lives in educational environments.

Without sufficient understanding, certain ADHD-related behaviors may be misunderstood. Difficulties with sustained attention, organization, waiting, following multi-step instructions, or controlling impulses can sometimes be interpreted without considering the learner's individual circumstances.

Awareness can help encourage more informed conversations between teachers and families.

It can also help schools consider how existing educational practices can accommodate diverse learning needs while maintaining appropriate academic expectations.

The Department of Education has previously highlighted school-based activities such as awareness campaigns, exhibits, parent and community forums, and information activities as ways of supporting ADHD awareness.

Integrating ADHD Awareness Into Existing School Activities

The 2026 guidance emphasizes that activities connected with National ADHD Week should be appropriately integrated into relevant learning areas and existing school activities.

This approach is intended to minimize unnecessary disruption to regular classes while maximizing instructional time.

Schools can therefore incorporate ADHD awareness into appropriate classroom discussions, values-related activities, information campaigns, school publications, assemblies, social media posts, and other existing programs.

The objective is not simply to add another event to the school calendar. Instead, ADHD awareness can become part of broader efforts toward inclusive education and a respectful school culture.

Supporting a More Inclusive Community

The message behind the 2026 observance extends beyond schools.

Families, communities, government agencies, organizations, and other stakeholders all have opportunities to contribute to greater understanding of ADHD.

Reducing stigma begins with accurate information and respectful communication. It also involves recognizing that people with ADHD have different strengths, needs, experiences, and goals.

A supportive community does not define a person solely by a diagnosis. Instead, it recognizes the individual while helping provide appropriate opportunities and support.

This is consistent with the broader purpose of National ADHD Week, which has historically focused on increasing awareness and understanding of ADHD and encouraging greater acceptance and support.

When Is National ADHD Week 2026?

The 23rd National ADHD Week will be observed during the third week of October 2026.

The annual observance is based on Presidential Proclamation No. 472, s. 2003. Government references identify the third week of October as National ADHD Awareness Week.

For schools and organizations preparing their 2026 activities, the observance provides an opportunity to begin planning awareness campaigns, educational materials, advocacy messages, and inclusive activities ahead of the October celebration.

Awareness and Beyond: Turning Understanding Into Support

The 2026 National ADHD Week theme provides a reminder that awareness should lead to action.

Families can seek reliable information and maintain open communication with schools. Teachers and school personnel can continue developing their understanding of inclusive education. Learners can participate in activities that promote respect and acceptance. Communities can help create spaces where people with ADHD and their families feel understood rather than judged.

Ultimately, “Awareness and Beyond” is about moving from simply knowing what ADHD is toward creating environments where people affected by ADHD can participate, learn, grow, and pursue opportunities with appropriate support.

As the Philippines prepares for the 23rd National ADHD Week in October 2026, schools and communities are encouraged to make awareness more than a one-week campaign. The larger goal is to build lasting understanding, inclusion, acceptance, and support for learners with ADHD and their families.

This article is for public information and awareness purposes. It does not replace professional medical, psychological, educational, or developmental assessment or advice.

FY 2026 CSC Stakeholders’ Rating on CSC Policies: Who Should Answer, What to Expect, and October 2 Deadline

 The Civil Service Commission (CSC) is conducting the FY2026 Stakeholders’ Rating on CSC Policies, an online feedback activity designed to gather stakeholder views on selected CSC policies and their implementation.

The survey covers the 2025 Omnibus Rules on Appointments and Other Human Resource Actions (ORAOHRA), the 2025 Rules on Administrative Cases in the Civil Service (RACCS), and an Open Feedback and Recommendations section.

For eligible stakeholders, the survey is expected to take approximately 5–10 minutes to complete, and the Respondents Guide indicates a survey deadline of October 2, 2026.

Take the FY2026 CSC Stakeholders’ Rating Survey

Eligible respondents can access the survey directly through the link below:

👉 Open the FY2026 CSC Stakeholders’ Rating Survey

The survey may also be accessed by scanning the QR code included in the official FY2026 Stakeholders’ Rating on CSC Policies Respondents Guide.

If you are one of the identified respondents, it is advisable to complete the questionnaire before the stated October 2, 2026 deadline.

What Is the FY2026 CSC Stakeholders’ Rating on CSC Policies?

The FY2026 Stakeholders’ Rating on CSC Policies is intended to gather feedback from stakeholders who have relevant responsibilities or experience involving the covered Civil Service Commission policies.

The purpose described in the Respondents Guide is to gather feedback on CSC policies, guide evidence-based decisions, and improve services.

Rather than being a general survey for everyone, the questionnaire is structured around the respondent's role and involvement with the applicable CSC policies.

This allows respondents to provide feedback based on their actual experience working with the policies and procedures covered by the survey.

What Policies Are Covered?

The survey identifies two major CSC policy areas for stakeholder feedback.

2025 Omnibus Rules on Appointments and Other Human Resource Actions

The first covered policy is the 2025 Omnibus Rules on Appointments and Other Human Resource Actions, commonly referred to as ORAOHRA.

The policy is particularly relevant to government personnel and human resource practitioners who handle appointments and other human resource actions.

For respondents working directly with government HR processes, their experience with the rules can provide useful information regarding how the policy works in actual agency operations.

2025 Rules on Administrative Cases in the Civil Service

The second major policy covered is the 2025 Rules on Administrative Cases in the Civil Service, or RACCS.

This area is particularly relevant to government personnel involved in administrative case handling.

Agency legal officers who regularly work with administrative cases may therefore encounter questions related to their experience and understanding of the applicable rules.

Who Are the Target Respondents?

According to the Respondents Guide, the survey is intended for specific groups of government stakeholders.

Human Resource Management Officers

Human Resource Management Officers (HRMOs) are among the identified respondents.

Because HRMOs are involved in human resource management and personnel-related processes, their experience may be relevant to evaluating the implementation of CSC policies affecting government employees and agencies.

Heads of the HRMPSB

The survey also identifies Heads of the Human Resource Merit Promotion and Selection Board (HRMPSB) as target respondents.

The HRMPSB is involved in evaluating candidates for promotion in government agencies. Their experience can therefore be relevant to questions concerning the practical application of personnel and appointment-related policies.

Agency Legal Officers

The third identified group consists of agency legal officers involved in administrative case handling.

Their participation is particularly relevant to the portion of the survey concerning administrative cases and the implementation of the applicable CSC rules.

What Will Respondents Be Asked About?

The Respondents Guide provides definitions for several terms that respondents will encounter when answering the policy-specific questions.

Understanding these terms can help respondents answer the questionnaire more accurately.

Awareness

Awareness refers to the respondent's level of knowledge about the policy and its purpose.

Relevance

Relevance concerns how the policy meets current needs and supports the respondent's work.

Coherence

Coherence considers how consistent the policy is with CSC and government rules.

Effectiveness

Effectiveness refers to how well the policy achieves its intended goals.

Efficiency

Efficiency considers how easy and timely the policy is to follow.

Impact

Impact refers to the positive changes the policy brings to people and government agencies.

Sustainability

Sustainability concerns the policy's ability to remain useful over time.

These definitions are important because the survey is not simply asking respondents whether they generally like or dislike a policy. Instead, respondents are asked to consider different aspects of the policy and its implementation.

How Does the Survey Flow Work?

The Respondents Guide presents a straightforward survey flow.

The first stage is the Respondent Profile.

After providing the applicable profile information, the respondent proceeds to the Policy-Specific Questions.

The questions presented will depend on the respondent's designation and involvement with the covered CSC policies.

The next stage is Open Feedback and Recommendations. This provides respondents with an opportunity to provide additional comments, observations, suggestions, or recommendations related to the policies.

Finally, the respondent submits the completed survey.

The guide estimates that the entire process will take approximately 5–10 minutes.

Why Is Stakeholder Feedback Important?

Government policies are implemented through actual procedures and day-to-day work in government agencies. HR personnel, selection board officials, and legal officers may encounter practical situations that are not immediately apparent from reading a policy document alone.

For this reason, stakeholder feedback can provide useful information about how policies are understood and applied.

The survey's categories—awareness, relevance, coherence, effectiveness, efficiency, impact, and sustainability—allow respondents to consider the policies from several perspectives.

The Open Feedback and Recommendations portion also gives respondents an opportunity to explain their experiences or identify areas that they believe may benefit from clarification, improvement, or further consideration.

Respondents should therefore answer based on their actual knowledge and experience with the applicable policies.

What Should Respondents Prepare Before Taking the Survey?

Before opening the questionnaire, respondents may want to consider their experience with the relevant CSC policy or policies.

For example, HR personnel may reflect on their experience with the 2025 ORAOHRA, while legal officers involved in administrative cases may consider their experience with the 2025 RACCS.

It is also useful to read each question carefully and consider the specific definition being used.

Since the survey is role-based, respondents should answer only the questions applicable to their designation and involvement.

Survey Deadline: October 2, 2026

One of the most important details in the Respondents Guide is the stated deadline.

Survey Deadline: October 2, 2026

As of September 30, 2026, the deadline is only days away.

Those who belong to the identified respondent groups and have not yet completed the survey may access it through the official survey link:

👉 https://forms.cloud.microsoft/r/YgeReAbGeB

The survey is expected to take approximately 5–10 minutes, according to the Respondents Guide.

Final Reminder for Eligible CSC Stakeholders

The FY2026 Stakeholders’ Rating on CSC Policies provides identified CSC stakeholders with an opportunity to share feedback concerning the implementation and usefulness of covered policies.

The survey focuses on the 2025 ORAOHRA, 2025 RACCS, and Open Feedback and Recommendations. Target respondents include Human Resource Management Officers, Heads of the HRMPSB, and agency legal officers involved in administrative case handling.

The survey evaluates areas such as awareness, relevance, coherence, effectiveness, efficiency, impact, and sustainability.

If you are among the intended respondents, you can access the questionnaire here:

🔗 FY2026 CSC Stakeholders’ Rating Survey

https://forms.cloud.microsoft/r/YgeReAbGeB

Deadline: October 2, 2026

The survey link can also be accessed through the QR code shown in the CSC's FY2026 Stakeholders’ Rating on CSC Policies Respondents Guide.

Important: Respondents should use the survey link and instructions provided by the CSC and answer the questions applicable to their designation and involvement with the covered policies.