THE Philippine Women’s University Graduate School of Education Taft Ave., Malate, Manila
Alternative Learning System 2016 Term Paper The Alternative Learning System (ALS), described as the "other side" of basic education, is a program that needs to strengthen to ensure that education will be the “great equalizer” amidst a very demanding and extremely competitive environment brought by globalization.
Prepared By:
NANELYN T. BONTOYAN PH.D Student
In Partial Requirements in
DEDM A05 SELECTED TOPICS IN EDUCATIONAL TECHNOLOGY& ALTERNATIVE EDUCATION
Presented To:
D. LORNA A. SALUTAL Professor
Alternative Learning System 2016 Table of Contents
Test Passers .................................................. 16 Memoranda of Agreement ............................ 16
Abstract ............................................................... 2 Introduction ......................................................... 3 Out-of-School Children and Youth Prevalence in the Philippines ...................... 3
Civil Service Commission (CSC) Resolution No. 000499 .................................................... 17 Impact and Consequences ................................ 17 The Most Likely to Succeed ............................. 18
Top Reasons for Not Attending School ........ 3
Implications and Recommendations ................ 19
Discussion ........................................................... 5
Concluding Thoughts ....................................... 21
What is Alternative Learning System or ALS? 5
References: ....................................................... 22
What is the basis of ALS implementation in the Philippines?..................................................... 6 How does ALS work? ...................................... 7 What is the difference between the Formal Education System and the Alternative Learning System (ALS) Non-formal Education? ...................................................... 7 What curriculum is used in the ALS? .............. 7 Who are the target learners in the ALS? ......... 7 Who delivers the ALS? .................................... 8 Who are the DepEd ALS Field Implementors?8 How does learning intervention take place in the ALS? .......................................................... 9 Where do learning sessions take place? ......... 9 What materials are used in the ALS? .............. 9 What are the areas of learning in the ALS? .. 10 Is there an entrance test in the ALS?............. 10 ALS Programs ................................................... 11 Program for illiterates: Basic Literacy Program (BLP).............................................. 11 ALS Accreditation and Equivalency Test ...... 12 Program for Adolescents: Adolescent Reproductive Health (ARH) .......................... 13 Assessment and Evaluation............................... 15 ALS embracing Kto12 Curriculum................ 16 Options/Opportunities for the ALS A & E ..... 16
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Alternative Learning System 2016 Abstract The Philippine educational system has provided various mechanisms so that diplomas provided from kindergarten up to higher education may be granted to particular types of learners who for various reasons are unable to attend or complete the formal schooling track. Such alternative credential-granting mechanisms are institutionalized through various national policies. The commitment of the Philippine government to UNESCO‟s “Education for All” (EFA) goals, especially in addressing school dropout and literacy rates are among the reasons for such alternative credentialgranting schemes. One of such programs is the Alternative Learning System (ALS), described as the "other side" of basic education. The ALS program combines non-formal education and accreditation and equivalency (A&E) test that grants elementary or high school diploma. It specifically targets the learning needs of school leavers, adults and other learners from marginalized groups who are described by the law as “deprived, depressed, and underserved” (DDUs). ALS classes are held in some 4,467 community learning centers all over the Philippines. How is the ALS program designed and actually delivered to meet the needs of their intended learners? What has been the impact of the program and its challenges? These are just a few questions that this paper talked about. Ms. Nanelyn T. Bontoyan Ph.D Student
Alternative Learning System provides a second chance schooling to marginalized learners to the end that they are able to find a better job and pursue further education. The program requires highly dedicated and multi-skilled teachers who have to deal with diverse types of learners. Reports show that ALS has not produced significant results that address the needs of out-of-school youth and adults. This paper offers recommendations for a more differentiated approach. Despite of the poor performance of ALS, it cannot be denied that through the years, NFE programs like the ALS has generated alternatives in making education more flexible, participatory, transformative and responsive to the circumstances of its learners. These are the prerequisites that should be sustained and strengthened to ensure that education will indeed be the “great equalizer” amidst a very demanding and extremely competitive environment brought by globalization.
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Alternative Learning System 2016 Introduction Out-of-School Children and Prevalence in the Philippines
Youth
The 2013 Functional Literacy, Education and Mass Media Survey (FLEMMS) covered around 36 million population aged 6 to 24 years. According to the survey, one in every ten or about 4 million Filipino children and youth was out-ofschool in 2013. Out-of-school children is defined in the FLEMMS as persons aged 6 to 14 years who are not attending school while out-of-school youth as persons aged 15 to 24 years who are not attending school, have not finished any college or post-secondary course, and are not working. Out-of-school children and youth in ARMM comprised 14.4 percent, which is the highest across regions. Six regions have proportion of out-of-school children and youth higher than the national figure at 10.6 percent, namely, SOCCSKSARGEN, Davao, Central Luzon, Zamboanga Peninsula, Caraga and MIMAROPA (ranging from 11.2 to 12.3 percent). Meanwhile, the proportion of out-of-school children and youth was lowest in CAR at 7.1 percent. In general, the proportion of persons who are out-of-school was higher among the youth than among children. Excluding CAR, the proportion of out-of-school youth across regions ranged from 14.5 percent to 20.4 percent. For children, the figure ranged from 1.7 percent to 4.9 Ms. Nanelyn T. Bontoyan Ph.D Student
percent, except ARMM with 10.9 percent. In terms of gender, the proportion of outof-school children and youth was higher among females than males in all regions (Table 1).
Top Reasons for Not Attending School The 2013 FLEMMS results also showed that of the nearly 4 million out-of-school children and youth, 22.9 percent have entered into union or marriage. Another 19.2 percent cited insufficient family income to send child to school as the reason for not attending school (this refers to all educational expenses other than tuition fee), while 19.1 percent lack the interest in attending school. Among females, 4 out of every 10 have already entered marriage while 3 in every 10 males have no interest in attending school. The proportion of out-of-school children and youth whose family income was not sufficient to send child to school was 22.7 percent and 17.0 percent, among males and females, respectively (Figure 1). Technical Note The 2013 Functional Literacy, Education and Mass Media Survey (FLEMMS) is a nationwide survey covering around 26,000 sample households. The survey seeks to gather information on the basic and functional literacy status, educational skills qualifications of the population, and exposure to mass media. For this survey
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Alternative Learning System 2016 round, Region VIII was not incorporated due to typhoon Yolanda.
Senior Research Fellow Jose Ramon Albert and University of the Philippines Professor Clarissa David disclosed that several factors contributed to the decrease of school drop-outs. This, she said, includes the passage of the Kindergarten Law, the implementation of the K-12 program and the Pantawid Pamilyang Pilipino Program (4Ps). The study further recommended a stronger cooperation among the DepEd, local government units, schools, and parents to track and monitor school attendance and the various reasons and tendencies for student drop-out. In addition, the report also called on the education department and its partners to continue intensifying the campaign for „Early Childhood Education‟ and on-time school entry in Kindergarten. The PIDS study was made possible through the support of the United Nations Children‟s Fund (UNICEF) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) Global Initiative on Out-of-School Children.
A recent study conducted by the Philippine Institute of Development Studies (PIDS) stated that the number of out-of-school youth in the country has dropped to 1.2 million from 2.9 million in 2008. In a report prepared by the agency and presented to the officials of the Department of Education (DepEd), PIDS Ms. Nanelyn T. Bontoyan Ph.D Student
In an interview, UNICEF Philippines Representative Lotta Sylwander said that while there has been positive development in the Philippines, the achievement for universal primary education still requires long period of time.
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Alternative Learning System 2016 Sylwander stressed the need to focus on the quality of learning as well as the focus on the processes and changes that occur through the K-12 implementation should be prioritized. “We need urgent, intensive and concerted efforts by the DepEd and all education stakeholders to bring our children to school,� the official added. This is the reason why the Department of Education created Alternative Learning System to address the said problem. 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. Discussion
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
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the non-formal and informal sources of knowledge and skills. Vision To empower Filipino out-of-school youth and adults to continue to learn on their own so they may improve their quality of life and that of their family, community and country. MISSION To provide out-of-school youth and adults with learning opportunities by which they may gain knowledge, skills, attitudes and values that will enable them to think critically and creatively ; act innovatively and humanely and achieve their learning goals in order to become a contributing member of Filipino society.
The Alternative Learning System (ALS) is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Learning System which benefits those who cannot afford formal schooling and follows whatever is their available schedule. The program provides a viable alternative to the existing formal education instruction, encompassing both the non-formal and informal sources of knowledge and skills. ALS is a ladderized, modular non-formal education program in the Philippines for dropouts in elementary and secondary schools, out-of-school youths, nonreaders, working Filipinos and even senior citizens. It is part of the education system of the Philippines but an alternative to the regular classroom
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Alternative Learning System 2016 studies where learners are required to attend daily. The alternative system only requires students to choose schedules according to their choice and availability. The program has two different schematics for conducting instruction; school-based and community-based. On the schoolbased program, instructions are conducted in school campuses while in the community-based program, formal instruction are conducted in community halls or on private places. The ALS program follows a uniform lesson module for all academic subjects covering the sciences, mathematics, English, Filipino, social studies, current events among others. Deliveries of instructions are provided by government-paid instructors or by private non-government organization. Aside from schematics, the program has two levels; elementary and secondary. Students have to start from elementary level, and then proceed to high school level. If a student is a graduate of elementary under a formal classroom system, the student is automatically admitted to the secondary levels depending on which year level the student stopped schooling. ALS aims to open more educational opportunities for Filipino citizens of different interests, capabilities of demographic characteristics, socioeconomic origins and status as well as addressing the needs of marginalized groups. The program cuts the time needed to finish high school, hence, significantly cuts the expenses as well. Aside from Ms. Nanelyn T. Bontoyan Ph.D Student
giving hope to the less fortunate, it also provides opportunities to Out-of-School Youths (OSY) and adults elementary and secondary school drop-outs; industrybased workers; housewives; maids; factory workers; drivers; members of cultural minorities; indigenous people and the disabled/physically challenged.
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. BALS is one of the three bureaus under the Department of Education (DepEd), which also include the Bureau of Elementary Education and the Bureau of Secondary Education. Formerly known as the Bureau of Non-formal Education, it had been renamed to BALS through Executive Order No. 356 issued by former
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Alternative Learning System 2016 President Gloria Macapagal-Arroyo on September 13, 2004, in order to serve a “more systematic and flexible approach in reaching all types of learners outside the school system.”
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.
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.
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 farflung communities with no or limited access to formal schools.
What is the difference between the Formal Education System and the Alternative Learning System (ALS) Non-formal Education? Formal Education system is classroombased, 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.
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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, 611 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, and solo parents, children in conflict areas not reached by the formal school system, rebel returnees, and others. According to BALS Office of the Bureau Chief, from 2000 to 2009, there were 1,055,379 completers out of 1,351,146
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Alternative Learning System 2016 enrollees in the ALS programs around the country.
Who delivers the ALS? ALS is DepEd-delivered, DepEdprocured, 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 nonDepEd organizations such as Local Government Units (LGUs), NonGovernment Organizations (NGOs) and other Government Organizations (GOs), international donor agencies, churchbased organizations and individuals on a voluntary basis using their own resources.
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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-ofschool 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. To date, the Philippines have 1,681 mobile teachers serving under the Bureau of Alternative Learning System (BALS).
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Alternative Learning System 2016
How does learning intervention take place in the ALS?
The learning facilitator (Facilitator, Instructional Manager, ALS Mobile Teacher, and 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.
municipality has a number of CLCs that interested learners can go to. These CLCs can either be a public elementary or secondary school, a barangay hall, a room or building lent by a government agency or private company or organization, or any other vacant space where learners can gather together. Each CLC has an assigned teacher called an Instructional Manager. Depending on whether theyâ€&#x;re teaching a literacy class or a livelihood program, instructional managers can either be a licensed teacher employed by the Department of Education or certified practitioners of a specific craft such as professional reflexologists or dressmakers.
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. ALS classes are conducted at Community Learning Centers (CLCs). Each city or Ms. Nanelyn T. Bontoyan Ph.D Student
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 post-tests. Modules for the basic and lower elementary level learners come with a Facilitatorâ€&#x;s Guide. Meanwhile, modules
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Alternative Learning System 2016 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 DepEdBALS 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)
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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 One’s World Vision (knowledge, respect and appreciation for diversity, peace and nonviolent 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.
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Alternative Learning System 2016 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”.
ALS Programs 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. It is an intensive community-based training for illiterate out-of-school youth and adults, who are willing to learn basic literacy skills. The target learners are the non-literates who are out-of-school children, youth and adults.
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.
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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 outof-school children, youth and adults who are basically literate but who have not completed the 10 years of basic education mandated by the
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Alternative Learning System 2016 Philippine Constitution. Through this program, school dropouts are able to complete elementary and high school education outside the formal school system.
A.) Youth - 15 to 24 years old B.) Adults - 25 years old and beyond
ALS Accreditation and Equivalency Test
The Alternative Learning System Accreditation and Equivalency (ALS A&E) Test, formerly known as the Nonformal Education A&E Test, is a paper and pencil test designed to measure the competencies of those who have neither attended nor finished elementary or secondary education in the formal school system. Passers of the A&E Test are given a certificate/diploma, bearing the Department of Education (DepEd) seal and the signature of the Secretary, certifying their competencies as comparable graduates of the formal school system. Passers are qualified to enroll in secondary and post-secondary schools.
Program for Indigenous Indigenous Peoples Education
Peoples:
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.
It aims to offer learnersâ€&#x; two learning achievements at two learning levels-Elementary and Secondary. It is a paper and pencil-based test, using multiple choice and composition writing. The test items are based on the learning competencies of the five learning strands of the ALS Curriculum. Elementary Level 11 years old Secondary Level
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Alternative Learning System 2016 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. The ALIVE in ALS Program aims to improve the quality of life of Muslim outof-school youth and adults through ALS, thereby contributing the peace efforts of the government. Livelihood and entrepreneurship training and support network are included in the program, in coordination with the Technic all Education.
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Program for Hearing Impairment: Alternative Learning System for DifferentlyAbled Persons (ALS-DAP)
The Alternative Learning System for DifferentlyAbled 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 adolescentsâ€&#x; 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.
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Alternative Learning System 2016 basic education through the broadcast of lessons.
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 nonliterate members upgrade their literacy skills and improve the educational opportunities of poor families in the depressed, deprived and underserved (DDU) areas.
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. Informal Education
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 Ms. Nanelyn T. Bontoyan Ph.D Student
Program for Disadvantaged Children: Informal Education for Disadvantaged Children
Informal Education (INFED) is 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. All members of the community who have interests in special areas such as social, civic, aesthetic, cultural, spiritual, political, recreational, physical and other fields of lifelong learning are INFED
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Alternative Learning System 2016 learners. Hence, INFED learners are not confined to marginalized groups or to those in disadvantaged areas. Every course conducted under the INFED program may be accredited most especially if the resource person/s who conducted the course/activity is/are connected with the accrediting agency. Learners who have finished technicalvocational INFED courses who plan to apply and work abroad should pass the TESDA National Certificate (NC) test and be certified accordingly.
eSkwela
eSkwela is not separate from DepEDALS. The differenc e mainly lies in the mode of ALS delivery; at an eSkwela Center, ICTs (electronic modules, Learning Management System, module guides, computers, Internet/World Wide Web) are utilized to deliver ALS. On the other hand, print modules are used in the traditional ALS. However, they uphold the same set of learning ideals (learning that is self-paced, project-based, and learner-centered; life skills approach). Learners from both delivery modes (traditional ALS and eSkwela) may aspire Ms. Nanelyn T. Bontoyan Ph.D Student
to take the A&E exam; upon passing this exam, the learner will be given an A&E certificate of completion, equivalent to a high school diploma. Assessment and Evaluation Just like traditional students, ALS A & E students are also given summative tests to assess their understanding of the things that have been taught to them. These tests come in the form of multiple-choice, fill in the blanks, and essay type questions that the students must answer based on what theyâ€&#x;ve learned. After theyâ€&#x;ve graduated from the class, students are then encouraged to take the Alternative Learning System Accreditation & Equivalency Test in order to get certificates that are equivalent to diplomas received by traditional elementary and high school graduates. Following are links for Alternative Learning System Accreditation & Equivalency Test 2012 and ALS Frequently Asked Questions. For ALS to be truly parallel with the formal system and for ALS graduates not to be marginalized, ALS focuses on the
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Alternative Learning System 2016
ALS embracing Kto12 Curriculum
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. Students of the livelihood programs also go through assessment and evaluation. They do this by taking TESDA‟s National Certification (NC) exam for the skill they tried to learn. By passing this exam, they can get certifications that will make them eligible for employment both here and abroad.
Options/Opportunities for the ALS A & E Test Passers
Enter colleges/universities. Enter other non-formal training programs. Enter formal training program. Enter/re-enter the world of work. Enter/re-enter elementary/secondary formal school system. Learn essential like skills to participate more fully and actively in the political, social, and economic lives in the community.
Memoranda of Agreement
With other educational institutions that Secondary Level Passers can enroll in post-secondary schools and vocational training programs, colleges, and universities courses subject to the usual screening procedures.
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Alternative Learning System 2016 Civil Service Commission (CSC) Resolution No. 000499
doesn’t care about it… they care how you teach them despite of their situation in life.
Recognizing the ALS A & E Elementary and Secondary Certificates as valid documents for permanent appointment to government positions provided other requirements are met.
In places like jails or rehabilitation centers, participation in ALS program does not only provide the possibility of getting an elementary or high school diploma but it creates new identities. Inmates would be quite hostile at first, as they were required to go out of their cell to meet my students. However as their ALS teacher would introduce them as “ALS learners” and talk about their ALS experiences, we observed a change of their demeanor. They were not longer just inmates, but learners and achievers. The prison cell was re-casted as a learning center. The learners would later talk about their experiences, their life before they were jailed, the lessons learned from the ALS classes, their jubilation of passing the A&E test. There were instances where inmates would describe their incarceration as a “blessing in disguise.”
Impact and Consequences The Alternative Learning System (ALS) is a kind of learning that knows no boundaries. The mobile teachers pass through squatters areas or deprived barangays, walk through rough and muddy roads, trek uncharted mountains for 10 kilometers more or less, or traverse rivers and swamps to bring basic education to the marginalized sectors of our society. On the other hand, the learners, as they are referred to in the system, convene in a shabby bahay-kubo, gather underneath a tree, or, if luck finds them, set up in a borrowed barangay hall, a basketball court, a jailhouse, a sports complex, or an abandoned office space— as if to approximate a classroom setting, all for the love of learning. One of my friend who is MT of ALS shares her experiences and a lesson she learned in ALS. ALS teach me to be humble all the time, no matter how high your educational attainment, your knowledge, your student Ms. Nanelyn T. Bontoyan Ph.D Student
The goal of every ALS student is to pass the equivalency test and receive an elementary or high school diploma, something that would allow him/her to pursue further education in technicalvocation or in a higher education institution, get a better employment and gain more self-confidence. The ALS equivalency passers posted the following in the Facebook group: At the moment, I'm taking up Bachelor of Science in Nursing. It is a bit difficult
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Alternative Learning System 2016 especially that I did not go through a regular high school. So I am trying my best to catch up, but it is okay. I passed the elementary level and I am now in grade 7. I am happy about my situation. I am going to finish my schooling and aim to be an ALS teacher or coordinator someday. I will help and give another chance and opportunity to the out-of-school youth. ALS helped me to remember what I learned in the past…that I thought I have forgotten. My life will change from now on. I gained hope that I can finish my college education someday. I passed the ALS exam and I am using what I learned in my work. Actually there are very few who pass the Accreditation and Equivalency Examination. Reports show that when A&E passing rate has been steadily increasing from 9% in 2000 to 21% in 2006 (Caoili, 2007). The passing rate peaked in 2013 at 28% but the figure was not sustained in 2014. Those who fail the test have to retake the test the next year. The teachers expressed in several instances that the A&E paper and pencil test does not really capture what their learners are capable of. They observed that some learners are doing well during class sessions and they are quite successful in their trade but they are not able to pass the test. There were Ms. Nanelyn T. Bontoyan Ph.D Student
recommendations for more authentic forms of assessment to determine the “graduateness” of the ALS participants. These would include observation, interviews, portfolio development, skills demonstration, site visits and other RPL tools. An official of the Department of Education said that in the first year of ALS implementation, portfolio development was used however such practice is costly and not feasible considering the meagre resources available for the program. Reports show that the Department of Education allocates only less than 1% of its budget to ALS program. The Most Likely to Succeed The ones who would stand to benefit from the ALS classes and most likely would pass the AE test are the recent school dropouts, especially those who left the school at grade 9 and 10. Another promising group are those who are already working. Based on the survey conducted among the teachers, about 38% of their learners are working as household help, nannies, vendors, laborers, restaurant workers, and the like. The recurring descriptors for these working students are “pursigido” (determined, persevering), “madiskarte” (street smart, intuitive, resourceful), responsible, diligent and more knowledgeable. They have better literacy and numeracy skills. Teachers reported that they are able to
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Alternative Learning System 2016 understand the lessons better and would find it easier to write an essay. They are also more polite and able to relate better with their peers. What constrains them is the limited time they can give to ALS classes due to their work schedule. Perseverance is also observed among those who are married and have children. This piece of information affirms the fact that the workplace provides a rich learning environment for workers. It develops that necessary life skills needed to succeed in a continuing education program. One possibility for such working students is to provide alternative pathways so they can advance educationally. One teacher suggested that that they should be give opportunities to avail of Recognition of Prior Learning (RPL) services so that they can be admitted in technical-vocational education program. The assessment and certification process for technical-vocational sector administered by the Technical Education and Skills Development Authority (TESDA) includes skill demonstration, interview and a pencil and paper examination. Another possibility is to waive the A&E test for the mature working students and allow them to take the TESDA certification process using various RPL tools.
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Implications and Recommendations The EFA 1990-2015 report submitted by the Philippine government to UNESCO showed that it failed in curbing the dropout rate and it was not successful in providing basic learning needs to all its constituents. The report shows that only 2% of the potential ALS learners were served. And only a small percentage passes the A&E test and is able to obtain an elementary or high school diploma. The results are no different from the observations made by Caoili in 2007. Many offered solutions like improving social marketing, increasing budgetary allocation and public-private partnerships. And there are some scholars who would raise the idea that the high dropout rate and low outcomes cannot be attributed to the educational system alone but symptoms of bigger and broader societal issues like poverty and inequality. Critics would describe development initiatives like ALS and NFE as Band-Aid solutions. What is required really is structural change (Roger, 2004). Though the numbers about participation and achievement are not encouraging, the program, to a certain degree, was able to provide hope and better opportunities to its past and existing learners. The Bureau of Alternative System has put together a coffee table book that document success stories among its learners showing that ALS opens doors to opportunities and
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Alternative Learning System 2016 effective means for social mobility. The 15 years of ALS experience has also generated promising practices that should be documented to inform policy and practice. The low performance in paper and pencil equivalency tests calls for a reexamination of the program. It might be that lumping the learners in one category as “deprived depressed and underserved� and thereby providing one-size-fits all program is not the best approach. A better categorization and more differentiation is needed. Hoppers (2006) studied the various non-formal education practices across the globe and he identified five emerging types-- the para-formal, popular education, vocational and technical training, literacy program, and non-formal education for vulnerable groups. Each type has its own philosophy, curriculum design, organization and pathway towards certification. The para-formal NFE is like the Open High School, an alternative delivery mode for those who are at risk of dropping out or those who just dropped out. The curriculum is based on the regular high school curriculum and comes with modules. Another measure is to waive the ALS high school equivalency test for the working or employed youth and adults and allow them to go through a redesigned technical-vocational (TESDA and DepEd administered) training and certification process using RPL tools. Presently, ALS learners complain that Ms. Nanelyn T. Bontoyan Ph.D Student
they cannot access intensive technicalvocational training and National Certificate level two because of the requirement of passing the equivalency test. This paper suggests that such requirement is to be set-aside and allow the working ALS learners to prepare and undergo the tech-voc training and certification test (which includes paper and pencil test, interview and demonstration of skills). The tech-voc training and national certificate open possibilities for better employment. This would especially benefit learners who are already skilled in their trade and whose expression of knowledge is more oral and performative in nature. These types of learners are to be disadvantaged in an assessment program that utilizes only the paper and pencil test. This recommendation is actually aligned with the new K-12 Curriculum which includes TESDA national certification level two for grades 11 and 12 students. If such certification is provided for nongraduates, then it should also be provided to ALS students. Actually the new K-12 curriculum would require reverting to the 1982 type of non-formal education in basic education that incorporated technical-vocational training component. Finally, for the students without a regular employment, an experiential type of learning environment through meaningful participation in a community based organization and/or a work-based organization would be a better option.
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Alternative Learning System 2016 This would require a closer collaboration with grassroots organizations like cooperatives, sectoral groups, advocacy groups, arts and sports groups. Workrelated groups like professional associations and workers or labor groups should be included. Presently, many of these groups (mostly grassroots organizations and faith-based groups) function as a service provider of ALS. Their role is to conduct learning and review sessions to prepare ALS learners for the Accreditation and Equivalency test. This paper proposes that these organizations go beyond conducting classes and instead involve the ALS learners in taking meaningful responsibilities in the organization. Part of the equivalency process is an assessment of functional literacy practices learned through meaningful participation in the organizations. This paper suggests that high school students who are at risk of dropping out or who have recently dropped out should be placed in Open High School Program. Youth and adults who have a regular work (employed or running their own business) should be given the option to go to Open High School and/or undertake the techvoc training and certification. Youth and adults without a regular work will be placed in community based organizations and/or work-related organizations for experiential learning. The equivalency activities must not be limited to paper and
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pencil challenge exams but should include localized and authentic assessment tools. Concluding Thoughts This study endeavored to examine how the ALS program is designed and actually delivered to meet the needs of their intended learners. It also identified the impact and challenges. One very palpable feature of ALS is that it serves a very diverse group of learners and yet what is common among them is the fact that they have chosen to subject themselves to educational processes that will provide them higher qualifications, something that they see to be the means to improve their lives and self-confidence as they move about in a very uncertain globalizing environment. The teachers and service providers through the years have sought ways to provide customized and meaningful learning experiences to their learners. These teachers fully understand the complexity of teaching such a diverse group and educational planners must engage with them as they redesign the program to conform to the new K-12 curriculum and Philippine Qualification Framework. In the 60â€&#x;s -70â€&#x;s, non-formal education was seen as a panacea to all educational ills. However, after a decade it failed to deliver its expected outcomes and was effectively sidelined as some of its components were incorporated in formal education (Roger, 2004). Because of the Education for All movement in the 90â€&#x;s,
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Alternative Learning System 2016 non-formal education was reintroduced but was seen as the “‟poor and badly dressed guest‟” at the education table, whose presence was hardly desired and who no one knew quite how to approach” (Hoppers, 2006). Now post-EFA assessments highlight the realization that access to education must be coupled with quality. There was also the consensus that many have remained unreached by various educational programs. The emerging NFE variant that is being introduced UNESCO is called “flexible learning strategies” or FLS that address primarily the educational concerns of outof-school children (OOSC). In the Philippines, the mothering of nonformal education is not concealed as ALS is called to be the “other side of basic education.” There is still the impression that ALS provides low quality education. However, it cannot be denied that through the years, NFE programs like the ALS has generated alternatives in making education more flexible, participatory, transformative and responsive to the circumstances of its learners. These are the prerequisites that should be sustained and strengthened to ensure that education will indeed be the “great equalizer” amidst a very demanding and extremely competitive environment brought by globalization.
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References: Aron, L. (2006). An Overview of Alternative Education. National Center on Education and the Economy: US Department of Labor, Employment, and Training Administration. Arzadon, MM and Nato, R. Jr (2015). The Philippine Alternative Learning System: Expanding The Educational Future Of The Deprived, Depressed, And Underserved Billett, S. (1996). Constructing vocational knowledge: History, communities & ontogeny. Journal of Vocational Education & Training, 48(2), 141-154. Billett, S. (2001). Learning in the workplace: strategies for effective practice. Sydney: Allen and Unwin. Caoili, R. (2007). The Philippines country case study. Education for All Global Monitoring Report 2008. Education for All by 2015: will we make it?. UNESCO Doronila, M. (1997). A Research and Development Approach to the Delivery of Comprehensive Functional Education and Literacy in the Philippines. Paper Presented at the Asia Literacy Regional Forum, May 5-9, 1997, Manila Doronila, M. L. C. (2001). Developing a literate tradition in six marginal communities in the Philippines: Interrelations of literacy, education, and social development. In D. R. Olson & N.
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Alternative Learning System 2016 Torrance (Eds.), The making of literate societies (pp. 248-283). New York: Blackwell. Guerrero, C. (2003). Country Report: EFA National Plans of Action. 2003 ACCU-APPEAL Joint Planning Meeting on Regional NFE Programmes in Asia and the Pacific. Tokyo, 2-5 December 2003 Hoppers, W (2006). Nonformal Education and Basic Education Reform: A Conceptual Review. International Institute of Educational Planning. UNESCO Kim, J. &. Taylor (2008). Rethinking alternative education to break the cycle of educational inequality and inequity. Journal of Educational Research, 101(4), 207-219. Sandoval, L. (2011). Alternative Learning System: The Other Side of Basic Education OUT-OF-SCHOOL CHILDREN AND YOUTH IN THE PHILIPPINES: ISSUES AND OPPORTUNITIES Human Development Sector Unit East Asia and Pacific Region The World Bank Washington, D.C. September 2003 http://securitymatters.com.ph/alternativelearning-system3861/#sthash.z87uLK92.dpuf http://www.census.gov.ph/content/outschool-children-and-youth-philippinesresults-2013-functional-literacy-education Ms. Nanelyn T. Bontoyan Ph.D Student
www.deped.gov.ph www.wikipedia.com The Philippine eSkwela Project: The Establishment of Community e-Learning Centers for the Out-of-School Youth and Adults http://eskwela.wikispaces.com/Pro ject+Description Education department introduces alternative learning systemhttp://www.manilatimes.net/nation al/2009/march/20/yehey/prov/20090320pr o3.html Online hope for high school dropouts http://newsinfo.inquirer.net/inqu irerheadlines/learning/view/20090517205548/Online-hope-for-high-schooldropouts Philippine Learning Station http://www.alsnet.org/AL.htm For more information about Alternative Learning System in the Philippines http://www.deped.gov.ph/cpa nel/uploads/issuanceImg/A&E%20write% 20up.pdf Alternative Learning System http://www.schoolsurvival.net/wiki/Philippines Bureau of alternative learning system http://elibrary.judiciary.gov.ph/ind ex10.php?Doctype=Executive%20Orders &docid=0368d70a693860b49058b311ac5 13dba455a487d5159a
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