The Teachers’ Dignity Coalition (TDC) has called on the Department of Education (DepEd) to take a clear and decisive position on the implementation of the Academic Recovery and Accessible Learning (ARAL) Program, amid growing concerns from teachers over additional workload and the program’s departure from its original intent. TDC National Chairperson Benjo Basas said that while the organization recognizes the importance of the ARAL Program in addressing learning gaps among students, its current implementation has placed an undue burden on public school teachers.

“The ARAL Program is another well-intentioned initiative that aims to support our learners. However, what we are seeing on the ground is far from what was envisioned in the law,” Basas said.

According to Basas, tutorial sessions that were supposed to be handled by dedicated tutors are now being assigned to regular teachers, particularly those who do not meet the six-hour classroom teaching load.

“Teachers who have less than six hours of actual classroom instruction are being compelled to handle ARAL tutorials, as if they are underloaded and therefore available for additional assignments. This interpretation ignores the many other responsibilities that teachers perform beyond classroom teaching,” he explained.

The group warned that the practice could undermine ongoing efforts to reduce teachers’ workload and improve their welfare. Basas urged Secretary Angara to issue a firm policy statement clarifying that the implementation of the ARAL Program should not come at the expense of teachers’ welfare.

“We believe the Department would earn the trust and support of teachers if it clearly states that the program cannot be fully implemented as envisioned without dedicated tutors. Doing so would affirm that the welfare of teachers remains a priority and that they will not be asked to carry responsibilities beyond their regular duties,” he said.

The TDC emphasized that it is not opposing the ARAL Program itself but is advocating for its proper implementation in accordance with the law.

“ARAL is a separate program with its own law and dedicated funding. Its implementation should therefore be supported by the resources and personnel intended for the program—not by placing additional burdens on teachers who are already overburdened with their regular classroom duties,” Basas added.

The group likewise called on DepEd to revisit existing implementation guidelines and ensure that the recruitment of tutors and learning facilitators remains the primary mechanism for delivering ARAL interventions. For TDC, the issue is not whether the program should continue, but whether the government is willing to provide the resources necessary to implement it without passing the burden on to teachers.

“Teachers should not always be expected to absorb the gaps created by insufficient funding and manpower,” Basas ended. # 

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