Inclusive Lifelong Learning in the Philippines: A Systematic Review of Ra 12028 (ARAL Program)

This systematic review examines the Academic Recovery and Accessible Learning (ARAL) Program established under Republic Act No. 12028 as the Philippines’ flagship response to severe post‑pandemic learning losses in foundational literacy and numeracy. Guided by sociocultural and social constructivist perspectives, the review interrogates ARAL’s theoretical foundations, formulation rationale, implementation strategies, monitoring mechanisms, and contextual influences across geographic, socio‑economic, and governance settings. A PRISMA‑ScR‑informed search of 2019–2026 peer‑reviewed and grey literature, Department of Education (DepEd) issuances, and EDCOM II reports identified studies and policy documents on ARAL’s school‑level tracking tools, hybrid delivery models, and adaptive leadership practices.

RA 12028, ARAL Policy, Inclusive Lifelong Learning

1. 1987 Philippine Constitution, Art. XIV. (1987). The Constitution of the Republic of the Philippines. Manila: Official Gazette. [Google Scholar] [Crossref]

2. Angara, S. (2025). Legislative notes on ARAL implementation strategies. Senate of the Philippines. [Google Scholar] [Crossref]

3. Carbonari, F., Smith, J., & Lopez, R. (2024). Foundational skills and lifelong learning: Literacy and numeracy as workforce readiness tools. Journal of Global Education Studies, 18(2), 45–62. [Google Scholar] [Crossref]

4. Cheng, L. (2024). Distributed leadership in education recovery programs: Lessons from Asia. International Journal of Educational Policy, 12(3), 77–95. [Google Scholar] [Crossref]

5. De Los Santos, M., Montecillo, A., & Escarlos, R. (2025). Community-based interventions in Philippine education: Evaluating ARAL implementation. Philippine Journal of Education and Development, 34(1), 101–118. [Google Scholar] [Crossref]

6. Dela Cruz, M. (2026). School-level monitoring and proficiency recovery under ARAL. Philippine Journal of Educational Research, 12(1), 55–72. [Google Scholar] [Crossref]

7. Delos Santos, J. (2025). Adaptive leadership practices in inclusive education. Journal of Southeast Asian Education Studies, 19(2), 144–160. [Google Scholar] [Crossref]

8. Department of Education. (2024). Implementing Rules and Regulations of Republic Act No. 12028 (ARAL Program Act). Manila: DepEd. [Google Scholar] [Crossref]

9. Department of Education. (2025). DepEd Order No. 018, s. 2025: Implementing guidelines on the Academic Recovery and Accessible Learning (ARAL) Program. Manila: DepEd. [Google Scholar] [Crossref]

10. Department of Education. (2025). PISA 2022 Philippine country results. Manila: DepEd. [Google Scholar] [Crossref]

11. Department of Education. (2026). School Year 2025–2026 BOSY and EOSY Assessment Reports. Manila: DepEd. [Google Scholar] [Crossref]

12. EDCOM II. (2024). Second Congressional Commission on Education Report: Addressing learning poverty in the Philippines. Quezon City: House of Representatives. [Google Scholar] [Crossref]

13. Fullan, M. (2020). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press. [Google Scholar] [Crossref]

14. Gatchalian, W. (2025). ARAL dashboard monitoring and fidelity of implementation. House of Representatives Education Committee Report. [Google Scholar] [Crossref]

15. Hanushek, E. A., & Woessmann, L. (2020). The economic impacts of learning losses. Paris: OECD Publishing. [Google Scholar] [Crossref]

16. Heifetz, R., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Boston, MA: Harvard Business Press. [Google Scholar] [Crossref]

17. Lawphil. (2024). Republic Act No. 12028: Academic Recovery and Accessible Learning Program. Manila: Lawphil Project. [Google Scholar] [Crossref]

18. Morales, P. (2025). Hybrid delivery models in NCR pilot schools. Philippine Educational Innovations Journal, 8(2), 33–49. [Google Scholar] [Crossref]

19. Morton, J., & Hashim, A. (2023). Pandemic learning losses and equity challenges in Southeast Asia. Asian Education Review, 29(4), 233–250. [Google Scholar] [Crossref]

20. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 [Google Scholar] [Crossref]

21. Pascual, L. (2026). Cultural responsiveness in ARAL: Indigenous language Phil-IRI variants. Philippine Linguistics and Education Review, 15(1), 77–92. [Google Scholar] [Crossref]

22. PBBM. (2024). Policy speech on inclusive education and ARAL implementation. Malacañang Palace, Manila. [Google Scholar] [Crossref]

23. Programme for International Student Assessment (PISA). (2022). Results from PISA 2022: Philippines country report. Paris: OECD Publishing. [Google Scholar] [Crossref]

24. Quibod, J. (2025). Geospatial monitoring gaps in Region X ARAL implementation. Mindanao Education Policy Journal, 9(2), 65–80. [Google Scholar] [Crossref]

25. Republic Act No. 12028 Review. (2024). Academic Recovery and Accessible Learning Program: Policy analysis. Manila: Lawphil. [Google Scholar] [Crossref]

26. Sampang, R. (2025). Equity profiling in ARAL implementation: Addressing vulnerable groups. Philippine Social Policy Review, 10(4), 201–218. [Google Scholar] [Crossref]

27. Slavin, R. E. (2021). Effective programs for struggling readers: Evidence-based approaches. Educational Research Review, 16(3), 120–135. [Google Scholar] [Crossref]

28. Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass. [Google Scholar] [Crossref]

29. UNESCO. (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO Publishing. [Google Scholar] [Crossref]

30. UNESCO. (2023). Reimagining inclusive lifelong learning pathways: Global education monitoring report. Paris: UNESCO Publishing. [Google Scholar] [Crossref]

31. Villanueva, C. (2025). Division-level governance and capacity-building in ARAL. Philippine Education Leadership Review, 13(2), 99–115. [Google Scholar] [Crossref]

32. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. [Google Scholar] [Crossref]

33. World Bank. (2022). The state of learning poverty in the Philippines: Post-pandemic challenges. Washington, DC: World Bank. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study