Starting school year 2026–2027, the Department of Education (DepEd) will fully implement the revised Alternative Learning System (ALS) curriculum for Basic Literacy and Accreditation and Equivalency programs, with separate guidelines to follow for a strengthened ALS senior high school track.

This, after the Education department rolled out the enhanced ALS curriculum aimed at widening flexible learning pathways for out-of-school children, youth, and adults, aligning the program more closely with the formal Kindergarten to Grade 12 curriculum while strengthening employability and life skills.

Education Secretary Sonny Angara underscored the human impact of the reforms, citing the the dedication of Mang Eduardo Saplala, an 81-year-old Aeta from Porac, Pampanga, who is currently enrolled in ALS in the province.

Saplala, a member of the Aeta community in Barangay Camias, is taking up Basic Literacy Program (BLP) under DepEd’s ALS program in the province. His return to learning was enabled by community-based instruction, flexible pacing, and competency-based assessment—features now embedded more formally under the updated guidelines.

“Patunay si Mang Eduardo na walang edad ang edukasyon. Sa Alternative Learning System, may ikalawang pagkakataon ang bawat Pilipino,” Angara said. “Pinapalakas natin ang ALS para maging tunay na alternatibo—hindi pansamantala, hindi panghuli, kundi isang lehitimong landas ng edukasyon.”

He added that the program’s expansion is anchored on President Ferdinand R. Marcos Jr.’s push for inclusive growth. “Sa malinaw na direksyon ng Pangulo, isinusulong natin ang edukasyong may dangal at oportunidad, lalo na para sa mga naiwan o napag-iwanan ng sistema,” Angara said.

In DepEd Order No. 1, s. 2026, DepEd has standardized ALS delivery across regions while expanding learning options for out-of-school children, youth, and adults. The policy aligns ALS competencies more closely with the formal K to 12 curriculum and institutionalizes flexible learning modalities and recognition of prior learning, and introduces micro-certification,

In the policy, learners progress based on demonstrated mastery rather than age or length of participation. Individual learning agreements and portfolio-based assessments are now central to tracking progress, allowing learners to enter, pause, and resume education depending on their circumstances.

It also clarifies equivalent pathways across ALS programs, including Basic Literacy, Accreditation and Equivalency at the elementary and junior high school levels, and senior high school offerings. ALS completers may transition to formal schooling, pursue technical-vocational certification, or enter employment, depending on their goals and competencies.

The enhanced framework likewise affirms the role of local governments, universities and colleges, non-government organizations, and private entities in implementing ALS, including the operation of community learning centers and access to facilities, learning resources, and specialized instruction through existing coordination mechanisms.

DepEd also institutionalized capacity-building programs for ALS teachers and implementers, including training on the revised curriculum, learner assessment, and blended learning delivery. Monitoring and evaluation mechanisms were tightened to ensure consistent standards and track learner completion and transition outcomes nationwide.

For DepEd, cases like Saplala’s are no longer framed as isolated success stories but as outcomes the enhanced policy is designed to produce—accessible, flexible, and credible education pathways that allow Filipinos to reenter learning at any stage of life.