(Work sheet #1)
Constitutional Provisions
Article XIV, Section 2, Paragraph (1) declares that the
State shall establish, maintain and support a complete,
adequate and integrated system of education relevant to
the needs of the people and society; and paragraph (4)
concisely encourages non-formal, informal and
indigenous learning systems as well as self-learning,
independent and out-of-school study programs
particularly those that respond to community needs.
Educational Institutions/Policies
Alternative Learning System is a parallel learning
system in the Philippines that provides a practical option
to the existing formal instruction. When one does not
have or cannot access formal education in schools, ALS is
an alternate or substitute. ALS includes both the non-
formal and informal sources of knowledge and skills.
The Governance Act for Basic Education otherwise known
as the Republic Act 9155 stipulates the establishment of
the Alternative Learning System (ALS) to provide out-of-
school children, youth and adults population with basic
education.
There are two major programs on ALS that are being
implemented by the Department of Education, through
the Bureau of Alternative Learning System (BALS). One
is the Basic Literacy Program and the other is the
Continuing Education Program - Accreditation and
Equivalency (A&E). Both programs are modular and
flexible. This means that learning can take place anytime
and any place, depending on the convenience and
availability of the learners.
Non-Formal Education –The Nonformal Education
Accreditation and Equivalency Program (NFE A&E) is an
alternative learning system which is designed to provide
an opportunity to the out-of-school youth and adults
fifteen (15) years old and above to continue learning
outside of the classroom and a chance to reenter the
formal school system (Source: NFE A&E Manual of
Operations, 1999).NFE aims to reduce the number of
illiterate out-of-school youth and adults with need-based
literacy programs, plus continue education through basic
development projects. Activities that fall under this
system of education range from vocational training to
adult reading classes, from family planning sessions to
cultural and leadership workshops for community
leaders.
DepEd Order No. 13, s. 2003 (Inclusion of the Out-of-
School Children Six to Fourteen (6-14) Years of Age in
the NFE Accreditation and Equivalency Program (NFE
A&E)
Pursuant to RA 9155 (Governance of Basic Education Act
of 2001) specifically IRR Sec. 1.3 (Purposes and
Objectives), one of the primary objectives of Basic
Education is:
“To establish schools and learning centers, and other
school facilities where schoolchildren are able to learn a
range of core competencies prescribed for elementary
and high school programs or where the out-of- school
youth and adult learners, are provided alternative
learning programs and receive accreditation for at least
the equivalent of an elementary or a high school
education.” In the spirit of this law, the NFE A&E Program
shall now be offered:
a. to out-of-school children aged six to fourteen (6-
14) years;

Article XIV, Section 2, Paragraph (4) declares that the
State shall encourage non-formal, informal, and
indigenous learning systems, as well as selflearning,
independent, and out-of-school study programs
particularly those that respond to
community needs;
Article XIV, Section 2, Paragraph (2) declares that the
State shall Establish and maintain, a system of free
public education in the elementary and high
school levels. Without limiting the natural rights of
parents to rear their children, elementary
education is compulsory for all children of school age;
Article XIV, Section 2, Paragraph (1) declares that the
State shall establish, maintain and support a complete,
adequate and integrated system of education relevant to
the needs of the people and society;
b. through community learning centers, the schools
or the home; and
c. also as a home study program supervised by the
school or a service provider.
Hence, the additional NFE A&E test qualifiers for
elementary and secondary levels are all children aged 6-
14 years who are:
a. drop-outs of the formal school system;
b. in the labor force;
c. street children;
d. children of indigenous communities;
e. physically disadvantaged;
f. living in areas of armed conflict; and
g. are in educational institutions that offer curricula
different from the Basic Education Curriculum
(BEC).
Madrasah Education Program is a response to the call
for global commitment on Education for All. It is guided
by the Roadmap for Upgrading Muslim Basic Education.
There are three major components under the Roadmap:
(1) Arabic Language and Islamic Values Education
(ALIVE) in public schools, (2) Standard Madrasah
Curriculum in Private Madaris (Islamic educational
institutions), and (3) Arabic Language and Islamic Values
Education (ALIVE) for Muslim Out-of-School Youth and
Adults.
State universities and colleges (SUCs) refers to any
public institution of higher learning that was created by
an Act passed by the Congress of the Philippines. These
institutions are fully subsidized by the national
government, and may be considered as a corporate
body.[5] SUCs are fully funded by the national
government as determined by the Philippine Congress.
The K to 12 Program covers Kindergarten and 12 years
of basic education (six years of primary education, four
years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level
skills development, employment, and entrepreneurship.
Features of Kto12:
 Strengthening Early Childhood Education
(Universal Kindergarten)
 Making the Curriculum Relevant to Learners
(Contextualization and Enhancements)
 Building Proficiency (Mother Tongue-Based
Multilingual Education)
 Ensuring Integrated and Seamless Learning
(Spiral Progression)
 Gearing Up for the Future
 Nurturing the Holistically Developed Filipino
(College and Livelihood Readiness, 21st Century
Skills)
Guide Questions:
a. Do these constitutional provisions promote the people’s right to education? In what way?
b. Do these constitutional provisions promote educational equality? How?
c. Do these academic programs improve the quality of our education? Explain your answer.