Rationale
reiterates “Its commitment to intensify
Article 24, 2.d of the United Nations
(UN) Convention of the Rights of Persons with
Disabilities;
The Salamanca Statement on Inclusive
Education; and
The United Nation Educational,
Scientific and Cultural Organization (UNESCO)
Framework on Education for All (EFA)
 All children Shall have access to Basic
education, within the general
educational system, to facilitate their
effective education
The 1987 Philippine Constitution
Article XIV provides that the state shall:
a. Protect and promote the
right of every citizen to
quality education at all
levels and shall take
appropriate steps to make
such EDUCATION
ACCESSIBLE TO ALL;
b. Establish, maintain and
support a COMPLETE,
ADEQUATE AND
INTERGRATED SYSTEM OF
EDUCATION RELEVANT TO
THE NEEDS OF THE
PPEOPLE AND SOCIETY;
and
c. ENCOURAGE NON-FORMAL
, INFORMAL, AND
INDIGENOUS SYSTEM, AS
WELL AS SELF-
LEARNING,INDEPENDENT,
AND OUT-OF-SCHOOL
STUDY PROGRAMS
Isang Daan, Isang DepEd towarad education for
all ( DepEd Press Releases, October 2016)
 The Department of Education (DepEd)
efforts to provide quality, accessible,
inclusive and liberating basic public
education for all learners”
o Special education
o Alternative Learning
o Private education
o IP education
o EFA (EDUCATION FOR ALL)
CURRENT INITIATIVES TO ADDRESS
MARGINALIZED LEARNERS IN THE PHILIPPINES
Initiatives
Implementing guideline for alternative
learning systems (ALS) programs (DO 58,s.
2010)
 In consonance with the policy of the
Department of Education to expand
access to quality Basic Education, the
DepEd shall pursue all modalities
available to deliver basic education
services to all Filipinos
The Alternative Learning System (ALS)
Curriculum for Indigenous Peoples (IPs)
Education (DO 101, s. 2010)
 In response to the Education for All
(EFA) campaign to provide for the basic
learning needs of all marginalized
learners, the bureau of Alternative
learning system (BALS) initiated the
development of an education
curriculum that was designed to meet
the learning needs of the indigenous
people (IP) communities.
Implementation of the basic education
madrasah programs for Muslim out-of-
school youth and adults ( DO 57, s. 2010)
 DepEd is implementing the madrasah
education program, as 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:
o ALIVE in public schools
o Standard madrasah curriculum
in private madaris (Islamic
education institutions)
o ALIVE for Muslim out-of-school
youth and adults.

Policy Guidelines on the implementation of

alternative delivery modes (ADMs) (D.O 54, s.
2010)

 To address the challenges particularly

on access, DepEd ventured on
Alternative Delivery modes (ADMs)
which aim to primarily address the
problems on congestion and other
situations, and circumstances which
prevent children from going to and
staying in school.

DepEd widens learners’ access to quality

education through alternative deliver mode
(ADM) (DepEd press Releases, March 2017)

 Some of the ADMs implemented by

DepEd:
o MISOSA
o IMPACT at the elementary level
o OHSP (OPEN HIGH SCHOOL
PROGRAM) at the secondary
level.
 In School Year (SY) 2015-2016, DepEd
has recorded a total of 29,454 enrollees
in ADMs- 6,013 at the elementary level
and 23,441 at the secondary level.