Academic Recovery and Accessible Learning (ARAL) Program Act, pirmado na ni PBBM

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00:00Academic Recovery and Accessible Learning, or ARAL program was passed by President Ferdinand Marcos Jr. on Friday.

00:11Let's find out more details about this.

00:14We will be joined by Pasig City Representative Roman Romulo, Chairman of the House Committee on Basic Education and Culture.

00:23Good afternoon, sir.

00:26Good afternoon, Nina, and to all the viewers and listeners of the program. Good afternoon to all of us.

00:33And just for the information of the public, what is this ARAL program?

00:39Yes, the ARAL program is a free intervention program.

00:44It is one of the intervention programs introduced as an education reform by our Department of Education, by our government.

00:53If you remember, Nina, we all know that the international assessments, the exams that we got in 2018 and 2022,

01:04our national tests also show that we have learning challenges now.

01:11Because of this, we cannot do nothing.

01:15That is why the government said that we need interventions.

01:19This is one of the interventions.

01:22What is basically what the ARAL bill will do?

01:25It's an Academic Recovery and Accessible Learning program.

01:29Meaning, while we are still in the school year, the academic calendar,

01:34that's when our teachers will see, based on the exams, the tests that they give,

01:40if there are students who are having a hard time, or let's say,

01:45who are having a hard time with the subjects that are basic and are called functional literacy,

01:50like reading comprehension.

01:52We will see teachers or lecturers who have, based on the exams,

01:57learners who are able to read, but they don't understand what they are reading.

02:02Or in mathematics, the basics are a bit struggling.

02:06They don't understand the concept.

02:08That's why the teacher will immediately assign a tutor, like a mentor, to our school

02:15to make sure that the student who is struggling in certain competencies,

02:22like reading comprehension, mathematics, science, will be able to catch up.

02:25We don't want the government to wait for the summer camp

02:29or to get a private tutor.

02:32Because many of our deaf-ed students really need the support of the government.

02:37This is just the beginning.

02:38We are already working on a program where, while they are still in school,

02:43in our deaf-ed schools, there will be learning interventions.

02:48So, what will be the process of implementation of this so-called intervention?

02:55And what can our parents and teachers expect?

03:01Yes, first of all, the Department of Education needs to form what we call a tutor pool.

03:09Meaning, what we allow are teachers, current teachers, para-teachers,

03:16meaning those who have already passed the education courses, but have not yet passed the LET,

03:22or those who are already students in our education courses.

03:26This pool should form implementing rules for our deaf-ed schools

03:32so that we can create possible tutors.

03:35With these tutors, we can see what their subjects are,

03:39where they can be given tutors.

03:42Then, when it comes to exams, tests, and we see students who are struggling in certain subjects,

03:49especially reading comprehension, mathematics, or science,

03:52the tutor should be able to assign immediately,

03:57whether a teacher, a para-teacher, or a pre-teacher,

04:02you should be able to assign immediately so that you can learn immediately.

04:05Again, for our students, teachers, and parents,

04:10of course, deaf-ed schools need to develop the program.

04:14This is not an overnight pool of tutors.

04:20Because the Department of Education of our schools needs to ensure

04:24that those who will be included in the pool of teachers,

04:27first, it is voluntary.

04:29Second, they should really have time and knowledge in particular subjects

04:36that they really need to learn.

04:39So, again, this law, we institutionalize it,

04:44we give deaf-ed authority to start a tutor program.

04:49But again, we give a little time for our tutor mentor pool to develop.

04:55Okay, so is there an extra pay for teachers who will volunteer?

05:03And do you think we will have enough,

05:07considering aside from manpower, time to be able to do this tutoring program?

05:16Nina, thank you.

05:17The first question, if there is additional compensation,

05:20there is.

05:21It is stated clearly in this new law

05:25that teachers who will volunteer and qualify to be part of the tutor program

05:31will be given additional compensation

05:34in accordance with the Magna Carta for Public School Teachers

05:38and the DBM Circulars and Deaf-ed Orders.

05:42So, our Department of Education will properly distribute that.

05:48But that is right, there is additional compensation.

05:51For teachers, meaning they are not yet teachers in the Department of Education

05:57or our pre-service teachers,

06:01there will be compensation from the Department of Education

06:05or from the Local School Board Special Education Fund.

06:11That is also clear in the law.

06:13Second, your question about whether there is enough manpower.

06:19In truth, right now, there are many teachers

06:22who are already doing tutor services in a way.

06:26Our teachers really have a lot of manpower for their students.

06:32They really want their learners to be grade-level ready in what they are teaching.

06:39So, I am sure, again, this will not be fast,

06:44that the pool will be big right away.

06:46But I believe, because our teachers already have manpower,

06:51we will have enough teachers, parateachers, or pre-service teachers.

06:59Okay.

07:00And are we seeing any challenges when it comes to the implementation that we are expecting?

07:07Of course, Nina, that is also right.

07:10There are birth pains.

07:12Any education reform that we will do will have birth pains.

07:16Because, like this, even though we are talking about this as being voluntary,

07:22but again, it will not reach every teacher that we are talking about,

07:28or they will be able to read the law.

07:29So, it needs to be clear to them that this is voluntary.

07:32Second, your question, Nina, about the so-called compensation.

07:38But again, even though we are talking about this, it will not reach everyone.

07:44So, it is really important to have clarifications.

07:47And another challenge is the formation of a tutor-mentor pool.

07:54Because the purpose of this is for the learners to be grade-level ready.

08:01Meaning, if there is no reading comprehension that is up to their grade level,

08:06there should be a tutor who can teach them.

08:10So, this is not possible.

08:12First of all, it is prohibited if you are the teacher and your student is the tutor.

08:20It is already clear in the law.

08:22So, there are mechanisms and implementations that really need to be fixed.

08:27So, this has a little gestation period.

08:30Because the tutor-mentor pool really needs to be formed.

08:35And will it be a one-on-one tutor?

08:43If we can reach a one-on-one, that will be the best.

08:46That is the intention.

08:47That is the objective of this law.

08:50But again, if it will be through a short class where more than one is present,

08:58the important thing is to include the learners who are struggling in reading.

09:05For example, in grade 2 or grade 3, we can include them in their grade level.

09:10So, again, there will be interventions.

09:13We want, the intention is that it will come to that point where there will be only a few tutors.

09:20So, hopefully, we will reach and the number of tutors will be enough for a one-on-one.

09:25But again, while we are not there yet, it may be in small classes.

09:29That will depend, Nina, on the particular circumstance.

09:34Yes.

09:35When do you think this tutoring program will be implemented?

09:42Realistically, this will probably take the Department of Education early next year.

09:50To be honest, Nina, many interventions will be introduced by the Department of Education early next year.

09:56And this is one of the cornerstones.

09:59Because this will happen during the academic calendar.

10:02But again, if they don't prepare well, the program will be wasted.

10:08And if there is a disappointment, no matter how good the intention is, no matter how good the law is,

10:14the teachers, learners, and parents will be disappointed.

10:19So, realistically speaking, the preparation of the Department of Education needs to be given time.

10:25So, I think its implementation will be about next year.

10:30Okay.

10:31You mentioned other programs and initiatives.

10:34What is the difference between the ARAL program and other initiatives when it comes to the expectation of the learners?

10:42And how are we going to measure its effectiveness?

10:46Yes.

10:47To the first question, what is the difference?

10:49The ARAL program, the intervention happens during the academic calendar.

10:55It will not wait until the end of the quarter or semester.

11:01It will happen during the academic calendar.

11:03While there are other subjects being taught, it will intervene the moment it needs to intervene.

11:10There is an intervention that will be done immediately.

11:13So, this is immediate.

11:15Now, how are we going to measure?

11:17The Department of Education told us that they have already started the calendar year and the last academic calendar year.

11:24They are giving assessment tests and they can give tests so that they can see where the learner is in the beginning

11:33and after the intervention or periodically, if there is an improvement or not, if there is progress or not.

11:39So, if there is progress, then it will proceed.

11:42But if there is not, then maybe the intervention should be adjusted.

11:47Alright. Thank you very much for your time.

11:50Pasig City Representative Roman Romolo, the Chairman of the House Committee on Basic Education and Culture.

11:57Thank you, sir.

11:58Thank you, Nina. Thank you to everyone.

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