alternative learning system

Mariano Marcos State University

COLLEGE OF TEACHER EDUCATION Laoag City

Submitted by:

REPORTER #7

Abida, Chareeze Mae

Alog, Bernalyn A.

Antonio, Reymark C.

Copias, Katrina M.

Ganotisi, Frances M.

Ibera, Jessalyn A.

Lumabao, Alyzandra R.

Malabo, Isabelle C.

Manglal-lan, Jewel Grace P.

Submitted to:

Prof. Vida V. Antonio Special Topics II

February 2015

What is Alternative Learning System or ALS?

It 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.

Vision

The Bureau of Alternative Learning System envisions itself to be the leading producer of

Filipino lifelong learners.

Mission

In partnership with other producers of learning, the Bureau of Alternative Learning System

will develop exemplary programs and open creative learning opportunities to achieve multiple

literacies for all.

Objective

FUNCTIONAL LITERACY

A functionally literate person must be able to:

Communicate effectively

Solve problems scientifically, creatively and think critically

Use resources sustainably and be productive

Develop oneself and a sense of community

Expand ones world view

Goal

LIFELONG LEARNING

As a learning process beginning at birth and ending only with death (formal, informal and

nonformal, alternative) which allows individual to continue learning and developing knowledge

and competencies, necessary for the effective participation in solving real life problems and in

functioning effectively in the society.

Approach

LIFESKILLS APPROACH

(Information + Application)

Defined as abilities for positive and adaptive behavior that enable individuals to deal

effectively with the demands, challenges, experiences and situations of everyday life. I is the

principal teaching-learning methodology of Alternative Learning System.

Why is there a need for Alternative Learning System in the Philippines?

Many Filipinos do not have a chance to attend and finish formal basic education (Grades

1-6 and Year 1-4) due to many reasons. Some drop out from schools while some do not have

schools in their communities. Since every Filipino has a right to free basic education, the

Government establishes ALS to provide all Filipinos the chance to have access to and complete

basic education in a mode that fits their distinct situations and needs.

What is the basis of ALS implementation in the Philippines?

The 1987 Philippine Constitution provides for the recognition and promotion of other

forms of education other than formal education. 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.

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.

How does ALS work?

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 anyplace, depending on the convenience and availability of the learners.

ALS A&E classes take a minimum of 800 hours to complete (8-10). The process of

integration starts with the students attending a 10 month learning and review session conducted by

the Mobile Teacher. After completion, performance is assessed in preparation for the Accreditation

and Equivalency Test that will be given to students.

Passers of either the elementary or secondary level gets a certificate which bears the

signature of the Secretary of the Department of Education. This allows a passer to be integrated

into formal education and also gives them the chance to enroll for a college degree or technical

courses.

Eligible Applicants for A&E Test

An elementary dropout who is at least 11 years old on or before the day of the test may

take the elementary level ALS A&E test.

A high school dropout who is at least 15 years old on or before the day of the test may

take the secondary level ALS A&E test.

Non-passers of previous ALS A&E test

Learners/completers of the ALS programs

Youth and adults although in school but overaged for elementary level (more than 11) or

high school (more than 15)

What is the difference between the Formal Education System and the Alternative Learning

System (ALS) Non-formal Education?

Formal Education system is classroom-based, managed by trained formal school teachers.

ALS Non-formal Education happens outside the classroom, community-based, usually conducted

at community learning centers, barangay multi-purpose hall, libraries or at home, managed by ALS

learning facilitators, such as mobile teachers, district ALS Coordinators, instructional managers at

an agreed schedule and venue between the learners and facilitators.

What curriculum is used in the ALS?

The ALS Curriculum reflects the set of knowledge skills and competencies that learners

should develop to meet the minimum requirements of basic education. It is comparable to the

formal school curriculum. The teaching and learning processes and resources are based on the ALS

Curriculum.

Who are the target learners in the ALS?

ALS is intended for out-of-school children, youth and adults who need basic and functional

literacy skills, knowledge and values.

These people are usually located in far-flung communities with no or limited access to

formal schools.

In 2008, it was estimated that 40.95 million or 45% of the total Philippine population did not

complete basic education. This population is considered the target groups of the alternative

learning system.

Among the target groups, 27.53 million are 15 years old and above. Meanwhile, 6-11 years old

(8.7 million) and 12-15 (4.7 million) years old are the aggregated target learners who are in-

school age.

Specifically, this group of marginalized learners consists of street children, indigenous peoples,

farmers, fisherfolks, women, adolescents, solo parents, children in conflict areas not reached

by the formal school system, rebel returnees, and others.

Who delivers the ALS?

ALS is either DepEd-delivered, DepEd-procured, or DepEd Partners-delivered.

DepEd-delivered refers to the implementation arrangement where program is directly carried-

out by DepEd ALS implementers such as the ALS Mobile Teachers and District ALS

Coordinators.

DepEd-procured refers to the implementation arrangement where program is contracted by

DepEd to service providers such as non-government organizations and other government

organizations and literacy volunteers.

DepEd Partners-delivered refers to the implementation of ALS Programs by non-DepEd

organizations such as Local Government Units (LGUs), Non-Government Organizations

(NGOs) and other Government Organizations (GOs), international donor agencies, church-

based organizations and individuals on a voluntary basis using their own resources.

Who are the DepEd ALS Field Implementors?

The ALS Programs are carried out by ALS Mobile Teachers and District ALS Coordinators

in the 17 regions of the country. Both are DepEd employed and hold regular teacher items.

Mobile Teachers are specialized teachers who live among the people in remote barangays of the country to conduct the BLP for illiterate out-of-school children, youth

and adults who are willing to learn basic literacy skills and proceed to Continuing Education

program: Accreditation and Equivalency (A&E) for those who left formal school system or have

no access to schools.

The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a

district. However, just like the Mobile Teachers, they also serve as learning facilitators in the

delivery of the different ALS programs/projects.

How does learning intervention take place in the ALS?

The learning facilitator (Facilitator, Instructional Manager, ALS Mobile Teacher, District

ALS Coordinator) goes to a sitio or barangay with Functional Literacy Test and a set of learning

materials to conduct learning sessions until such time that the learners have become literate before

going to another sitio or barangay. However, depending on the need of the learners, the learning

facilitator goes back to a sitio or barangay for visitation and follow-up.

Most of the time, instead of the learners going to the Community Learning Center, the

learning facilitator brings the learning materials to the learners to help them acquire basic and or

functional literacy skills.

ALS programs are delivered in various modes such as face-to-face, radio-based,

eSkwela/computer-based or independent learning.

Where do learning sessions take place?

Learning sessions take place at the Community Learning Center or at any place convenient

to the learners. Teaching and learning may also take place at the homes of the learners, under the

shades of trees, inside a church or mosque, playground and any other available space and venue.

What materials are used in the ALS?

The ALS utilizes learning modules. Each module is complete in itself. It contains the

description of the module, objectives, learning activities, and pre and posttests. Modules for the

basic and lower elementary level learners come with a Facilitators Guide. Meanwhile, modules for advanced elementary and secondary levels were designed for self-learning.

In the conduct of ALS sessions, use of supplementary learning materials is being

encouraged particularly those that are developed by the Facilitator to suit the local need and context

and are locally available.

In partnership with various organizations, both local and international, the DepEd-BALS

was able to adapt and/or produce print and non-print learning materials to supplement the existing

modules in the conduct of ALS learning sessions.

Supplementary materials are important in the conduct of ALS learning sessions. Additional

materials make learning sessions more effective by reinforcing newly acquired literacy skills. They

also serve as springboards to a new lesson, thus, making learning more fun and interesting. Use of

multi-media also gives both Facilitators and learners chance to access new information and

technology and activates multi-sensory learning.

What are the areas of learning in the ALS?

The learning areas in the ALS are called learning strands which are the equivalent of the

subjects in the formal school system. These learning strands are:

Communication Skills (listening, speaking, reading and writing)

Problem-Solving and Critical Thinking (numeracy and scientific thinking)

Sustainable use of Resources/Productivity (ability to earn a living through self-employment,

outside employment, entrepreneurship, sustainable use of resources and appropriate

technology and productivity)

Development of Self and a Sense of Community (self-development, a sense of personal and

national history and identity, cultural pride and recognition and understanding of civil and

political rights)

Expanding Ones World Vision (knowledge, respect and appreciation for diversity, peace and non-violent resolution of conflict, and global awareness and solidarity)

Is there an entrance test in the ALS?

The potential learner in the ALS goes through a screening process to determine whatever

prior learning that he/she may have through the Functional Literacy Test (FLT). This assessment

will assist the Learning Facilitator to set-up a teaching and learning plan for a particular learner.

The FLT is composed of five (5) parts. These are 1) the Personal Information Sheet (PIS), 2)

Listening and Speaking, 3) Reading, 4) Writing, and 5) Numeracy.

What is the difference between non-formal education and informal education?

To reach this marginalized group of learners, BALS implements non-formal and informal

education or education that takes place outside the formal school system.

Republic Act 9155 defines Non-formal Education as any organized, systematic educational activity carried outside the framework of the formal school system to provide selected

types of learning to a segment of the population. On the other hand, Informal Education is defined as a lifelong process of learning by

which every person acquires and accumulates knowledge, skills, attitudes and insights from daily

experiences at home, at work, at play and from life itself. BALS carries out two Non-formal Education Programs: a) the Basic Literacy Program

(BLP) for illiterates and the b) Continuing Education: Accreditation and Equivalency (A&E)

Program for elementary and high school drop-outs.

BALS has developed Informal Education courses that include self-interest and life

experiences programs. Initially, it has already developed a special curriculum for indigenous

peoples (IPs). With this construct, greater learning needs will be addressed and funneled to

promote lifelong learning in all streams of education.

Program for illiterates: Basic Literacy Program (BLP)

The Basic Literacy Program (BLP) is a program aimed at eradicating illiteracy among out-

of-schools youth and adults (in extreme cases school-aged children) by developing basic literacy

skills of reading, writing and numeracy.

Program for dropouts of formal Elementary and Secondary Levels: Continuing Education:

Accreditation and Equivalency (A&E) Program

The Accreditation and Equivalency (A&E) Program is a program aimed at providing an

alternative pathway of learning for out-of-school children, youth and adults who are basically

literate but who have not completed the 10 years of basic education mandated by the Philippine

Constitution. Through this program, school dropouts are able to complete elementary and high

school education outside the formal school system.

Program for Indigenous Peoples: Indigenous Peoples Education

The Indigenous Peoples Education is a research and development project which aims to provide

basic education support services to IP communities. This is initially implemented at the tribal

communities in Dumalneg, Ilocos Norte, Gen. Nakar, Quezon, and Botolan, Zambales.

Program for Muslim Migrants: Arabic Language and Islamic Values Education in

Alternative Learning System (ALIVE in ALS)

The Arabic Language and Islamic Values Education in Alternative Learning System

(ALIVE in ALS) is designed for the Muslim Migrants to be able to positively contribute to the

peace efforts of our government in order to improve the quality of life of Muslim OSY and

adults. It has components, namely; Basic Literacy Program + ALIVE; Accreditation &

Equivalency (A&E) Program + ALIVE; Informal Education + ALIVE; Technical Vocational

Education Program + ALIVE; and Entrepreneurship Development + ALIVE.

Program for Hearing Impairment: Alternative Learning System for Differently-Abled

Persons (ALS-DAP)

The Alternative Learning System for Differently-Abled Persons (ALS-DAP) is a project

which aims to deliver Basic Literacy Program to the special/differently-abled

children/OSYs/adults, e.g., hearing impaired learners who have not availed of/have no access to

the formal school system through specialized approaches, e.g., sign language.

Program for Adolescents: Adolescent Reproductive Health (ARH)

The Adolescent Reproductive Health is a project for out-of-school adolescents ages 9-24

years old. It is a life skills-based education program for adolescents who are in high-risky behavior,

sex-related or non-sex related behavior.

Program for Parents: Parent Education

The Parent Education is an informal education which is a life skills short-term course that

addresses the special needs and interests of the parents to promote pride in their work and

ownership of their responsibilities as members of the family and their community.

Program for Poor Families: Family Basic Literacy Program (FBLP)

This is a literacy service learning intervention utilizing literate family members to help

non-literate members upgrade their literacy skills and improve the educational opportunities of

poor families in the depressed, deprived and underserved (DDU) areas.

Radio-Based Instruction (RBI)

The Radio-Based Instruction (RBI) Program is an alternative learning delivery mode using

radio broadcast to deliver the ALS programs. As a form of distance learning, it is able to expand

access to education by bringing it to where the learners are. It aims to provide learning

opportunities to listeners and enable them to acquire equivalency in basic education through the

broadcast of lessons.

Program for Disadvantaged Children: Informal Education for Disadvantaged Children

This program focuses on packaging of short-term educational activity that addresses the

special needs and interests of the street and working children. It intends to use life skills active

learning approaches/strategies aimed at developing/enhancing social, civic, aesthetic, cultural,

recreational physical and personal development. The learning materials/packages may be

developed/adopted/adapted or gathered from other sources and tailored-fit to the identified needs

of the said users.

Can enroll for college Enter TESDA/Meralco Foundation/Technical Schools Enter other nonformal training programs Enter formal training programs Look for work opportunities Enroll or re-enroll in formal elementary or secondary education

For ALS to be truly parallel with the formal system and for ALS graduates not to be

marginalized, ALS focuses on the teaching of the same standards and competencies of the formal

system. It will provide various delivery modes such as graded and non-graded modules, print or

non-print which will be made available online. An accreditation and equivalency test for both

academic and technical skills is an important component of the program.

Many lack knowledge about Alternative Learning System.

Uncontrolled multiple entry and exit of clientele.

Fund is not enough for the reproduction of the needed materials.

ALS clientele most often does not attend learning sessions because of their needs.

Little support from local officials.

Mobile teachers sacrifice their money since traveling allowance is not enough.

All subjects taken up in the formal secondary level are taken only for a year in ALS.

Peace and order situations in Mindanao hinder the progress of both formal and non-formal

education.

Lack of coordination between ALS and the community.

Adjustment of students to school work/methods of teaching.

Manny Pacquiao

- ALS Ambassador - "Manny took six hours to finish the 250 multiple choice questions. Afterwards, it took

him three days to recover. He said he prefers 15 hours of boxing to this." Jesli Lapus - His test results revealed: Communication skills = 99, English = 90, Science and

Numeracy = 87, Livelihood = 102, and Critical Thinking = 95.

Heart Evangelista

- "I had major tutoring. I would study four hours a day before I took my exam.

Kim Chiu

- Pag dinner break, nag-aaral na lang. After ko basahin ang script, nagbabasa naman ako ng mga lessons ko. Kapag walang work, nag-aaral ako, nagrereview para sa exam.

Gerald Anderson

Angel Locsin

Anne Curtis

Geoff Eigenmann

Grace Roces

Adrommel A. Marticio

- isang ALS Volunteer Teacher na ginawaran ng Presidential Excellence Award.

Reshel Jade Tiongangco Tapa

- isang ALS learner dati na ngayon ay may-ari na ng isang Beauty Parlor.

Jimboy Sambawa

- dating ALS learner na ngayon ay nagmamay-ari na ng motorcycle shop.

Pedro R. Banda, Jr.

- dati syang ALS learner na ngayon ay instructor na sa Computer Center for Special Persons & Out of School Youth (OSY) sa Bislig City.

Julbert R. Paloma

- dating ALS learner na ngayon ay ALS instructor na.

Ustadz Haroun P. Ranain

- dating ALS learner na ngayon ay isang guro na.

Lola Ched

- ALS Learner at ALS passer noong 2007. Ngayon ay nasa kolehiyo na sya.

Florinda Domingo

- After passing the A&E test, she applied for BS Elementary Education at Nueva Vizcaya

State University. Through determination, perseverance and hard work, she was able to

finish her course and pass the LET.

- Now, she's a licensed teacher, aspiring to be an ALS mobile teacher so that she can help

other people like her.

Lucila Valdez Raguingan

- At 69, she finally received her high school diploma during the mass graduation of the

ALS held at Bangui, Ilocos Nortes municipal auditorium.

Nicolasa Villasencio

- Graduated from ALS at 74 in Cebu province.

Josie A. Solutin

- A 24-year-old doting mother of two, led 372 OSY ALS graduates of Brgy. Mapulang

Lupa, Valenzuela City.

REFERENCES

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alternative-learning.html

Department of Education. Alternative learning system. (n.d.) Retrieved from

http://www.deped.gov.ph/als

DepEd on ALS. (2012, March 23). Retrieved from http://balita.ph/2012/03/23/deped-on-als/

Kim Chiu proud to finish high school. (2011, March 11). Retrieved from http://www.abs-

cbnnews.com/entertainment/03/10/11/kim-chiu-proud-finish-high-school

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