2019 DEPED ALTERNATI VE LEARNING SYSTEM ( ALS)

WHAT IS DEPED ALTERNATIVE LEARNING SYSTEM (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, DepEd ALS is an alternate or substitute. ALS includes both the non -formal and informal sources
of knowledge and skills.

ALTERN ATIVE LE ARNING SYSTEM (ALS) LEGAL B ASES

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
nonformal, informal and indigenous learning systems as well as self -learning, independent and out-of school study programs
particularly those that respond to community needs.

Republic Act 9155

The Governance Act for Basic Education otherwise known as the Republic Act 9155 mandates the Department of Education to provide
nonformal and informal education to out-of-school children, youth, and adults in the Philippines through the Alternative Learning Syste m.

2016 ANNUAL POVERTY INDIC ATOR SURVEY RES ULT

Almost 10%, or 3.8 million of the estimated 39 million Filipinos 6 to 24 years old were out -of-school children and youth (OSCY), according to
the results of the 2016 Annual Poverty Indicators Survey (APIS). Th is is a significant improvement from 2014 which indicated that about 32%,
or 12 million Filipinos were OSCY.
OSCY in APIS refers to 6 to 14 years old who are not attending formal school; and 15 to 24 years old who are currently out of school, not
gainfully employed, and have not finished college or post-secondary course.

Of the 3.8 million OSCYs, 87.3% were 16 to 24 years old, 7.7% were 12 to 15 years old and 5% were 6 to 11 years old.

The proportion of OSCYs was higher among females (68.9%) than males (31. 1%)

2014 2016

Reasons Percentage Reasons Percentage

Employment or looking for work 25.5% Marriage and family matters 42.3%

High cost of education or financial 22.9% High cost of education or financial 20.2%
concern concerns

Lack of personal interest 14.2% Lack of personal interest 19.7%

ALS T ARGET LE ARNERS

 Elementary and Secondary School Leavers

 Out-of-School Children – 6-14 years old

 Out-of-School Youth – 15-24 years old

 Out-of-School Adults – 25 years old and above

 Anyone who has not completed 12 – year of basic education.

Who Are The Last Mile Learners?

Last Mile Learners – those who remain unreached even after various efforts to reach them
ALS ALS & ADM ALS & ADM

Children at risk on the Children in indigenous peoples (IP) Children who live in difficult
streets communities circumstances

Kariton Klasrum IPEd Pedals and

Paddles Project

Children with disabilities Out-of-School Youth (OSYs)/ Inmates Children in off-grid schools and
(CWDs) barangays

SPEd Abot Alam/ALS LightEd PH

TARGET POPULATION OF ALS

Estimation using Education Levels:

Age Group 2008 2013

12-26 5,522,488 4,775,673

27-64 15,980,523 15,203,396

Total: 21,503,011 19,979,069

Estimation using Literacy Levels:

Age Group 2008 2013

12-26 5,845,438 4,925,363

27-64 15,276,087 14,736,589

 Age Group 2008 2013

Total: 21,121,525 19,661,952

(Source: World Bank)

Estimation using household surveys (PSA, FLEMMS 2008 & 2013), the estimate is between 5 to 6 million

Note: In special cases, out-of-school children 11 years old & below are also being targeted and served by ALS.

DEPED ALS PROGR AMS A ND PROJECTS

1. ALS Accreditation & Equivalency Program

2. The Mobile Teacher Program

3. The eSkwela / e-Learning Program

4. Balik Paaralan Out-of-School Youth Prog (BPOSA Program)

5. The “Kariton Klasrum”

6. The Abot-Alam Program

7. ALS for Differently-Abled Person [Special Education in ALS]

8. ALS ALIVE

9. Indigenous Peoples Education for ALS

10. Special Interest Programs

DEPED ALS DELIVERY M ECH ANISMS

 Deped Delivered No of Learning Facilitators

Mobile Teachers 2, 973

Full-Time District ALS Coordinators 2,275

Part-Time District ALS Coordinators 164

DepEd Procured

Literacy Volunteer 1,363

Organization (Service Providers) 10

Balik-Paaralan para sa Out-of-School Adult 58

Partner

Individual 2,423

Organization 63
DepEd ALS programs are carried out by learning facilitators who may be directly employed by DepEd or through service provider s and
partners. These learning facilitators go to a sitio or barangay to conduct learning sessions.

They can be grouped into three main categories: 1) DepEd-delivered, 2) DepEd-procured, and 3) DepEd partners-delivered.

1. DepEd-delivered refers to the ALS program implementation directly carried out by DepEd ALS implementers, such as the Mobile
Teachers, and District ALS Coordinators who are both employed by DepEd and hold regular teacher items;

2. DepEd-procured refers to the ALS program implementation carried out by service providers contracted by the DepEd through the
Schools Division Superintendent, such as NGOs, people’s organizations, literacy volunteers, and other community-based organizations
(CBOs)

3. Non-DepEd Financed/Partners refers to the implementation of ALS programs by non-DepEd organizations, such as Local Government
Units (LGUs), NGOs, and other government organizations, international donor agencies, church-based organizations and individuals on
a voluntary basis using their own resources.
ALS PROGRAMS

Multimedia
Programs/ Projects Target Learners Modalities
Materials

NonFormal Education (NFE)

Basic Literacy Program (BLP) Illiterates 1. face-to-face 1. print

2. radio-based instruction materials
3. computer-based 2. digitized
instruction/ eSkwela modules
4. independent learning 3. radio script
5. TV instruction 4. TV episodes

Accreditation & Equivalency Drop-outs

(A&E) Program

Informal Education (InfEd)

Focus: Drop-outs
and Special Interest
1. Self-development Groups
2. Community development and
Entrepreneurial
3. Livelihood Development
1. Nonformal Education

A. Basic Literacy Program

B. Continuing Education – Accreditation & Equivalency Program

 Elementary Level

 Secondary Level

2. Informal Education
(Personal interest, Community development, Skills & Livelihood, Entrepreneurship)

ALS CURRICULUM
Goal:

LIFELONG LEARNING

process whereby every individual acquires attitudes, knowledge, values and insights from daily experiences

As a learning process beginning at birth and ending only with death ( formal, informal and nonformal, alternative) which allo ws 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.

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 one’s world view

The BEC – ALS:

  contains a learning continuum of essential and functional skills, knowledge and values appropriate for ALS basic education designed to
be comparable to the basic education in the formal school system

 drawn from the 1997 Philippine Elementary Learning competencies and 1998 Philippine Secondary Schools Learning Competencies

 structure and content was based on the national definition of functional literacy and its major indicators developed by the Literacy
Coordinating Council (LCC)

Curriculum Framework

New Definition of Functional Literacy

A range of skills and competencies, cognitive, affective and behavioral which enables individuals to:

 live and work as human persons

 develop their potentials

 make critical and informed decisions

 function effectively in society within the context of their environment and that of the wider community (local , national, regional & global)

in order to improve the quality of their life and that of society.

WHAT ARE THE ALS A&E LEARNING MODULES?

These are the most important source of learning under ALS A&E System

 It contains information on different topics of interest

 It includes discussions, activities, self-assessment exercises, drawings, articles and other sources of information

ALS 5 LE AR NING STR AN DS

1. Communication Skills (English & Filipino)

2. Problem Solving and Critical Thinking

3. Sustainable Use of Resources/Productivity

4. Development of Self and a Sense of Community

5. Expanding One’s World Vision

ALS PRINCIPLES OF LE ARNING

1. does not only take place within the four (4) walls of the classroom;

2. is fun with the use of active learning strategies;

3. is not compartmentalized into subjects but it is integrative and holistic;

4. Teachers and schools are not the only sources of learning;

5. is enhanced when the needs, interests and experiences of the learners are considered;

6. acquired outside the school system is equivalent to learning acquired in the schools (recognition of prior learning); and

7. Mother tongue is necessary to acquire basic literacy skills.

ALS MOD ALITIES

1. Face to Face Learning Session / Structured Learning Session

2. Independent / Home Study / Modular / Self-Learning

3. Radio-Based Instruction [RBI]

4. eSkwela / e-Learning

SCHOOL HEADS, LGUS , AC ADEME, NGOS ROLES IN SUSTAINING THE ALS

PROGR AM
1. Building / providing of ALS Learning Centers
 2. Maintenance of Existing ALS Learning Centers

3. Providing Training Costs and Payment of Salaries for Instructional Managers

4. Providing budget for Reproduction of Learning Materials. Learning Modules, Cassette Tapes, Cassette Recorders.

5. Put in Place the Means for Generating Resources for Various ALS Programs / Projects via legislations.

6. Monitoring and Evaluation of the Program.

ALS POST-IMPLEMENTAT ION SUPPORT SYSTEM

1. Graduation/ Completion Ceremony

2. Counseling

3. Referral

FORM AL AGREEMENTS WI TH AGENCIES, INSTITU TIONS AND ORGANIZATI ONS

Memoranda of Agreement

with other educational institutions and organizations that Secondary Level Passers can enroll in post-secondary schools and vocational
training programs, college / university courses subject to the usual screening procedures

Memorandum of Agreement signed between DECS and the Technical Education and Skills Development Authority (TESDA)

Provides NFE A&E Secondary Level Certificate Holders access to TESDA administered post -secondary schools and vocational training
programs offered in TESDA Regional and Provincial Training Centers

Civil Service Commission (CSC) Resolution No. 000499

Civil Service Commission (CSC) issued CSC Resolution No. 000499 recognizing the NFE A&E Elementary and Secondary certificates as
valid documents for permanent appointment to government positions provided other requirement s are met.

Administrative Order No. 116

Administrative Order No. 116, Mandating all concerned government agencies and local government units to support the NFE A&E S ystem
that provides an alternative means of certification of learning to those Filipinos aged 15 years and above who are unable to avail of the
formal School System or have dropped out of formal elementary and secondary education

ALS A&E AS SESSMENT AND CERTIFIC ATION SYS TEM

Provide two levels of certification of learning achievement comparable to formal education

1. Elementary level

2. Secondary level

THE NFE AC CREDITATIO N AND EQUIV ALENCY TE STS

The NFE A&E System offers learners the possibility of certification through successful completion of an NFE A&E Tests at two levels –
Elementary and Secondary Levels. The tests at both levels are paper and pencil-based tests and use predominantly multiple choice based
questions. (Plans are being made for having other forms of assessments such as portfolio assessment and other nonformal asses sment
methodologies).

Components of the ALS A&E Certification System

 The ALS A&E standardized multiple-choice Tests

 An essay

 Portfolio Assessment
1. Multiple – Choice Tests
– covers competencies drawn from five (5) learning strands – comm skills,
– computer-scored
– 4 subtests with 160 questions for elementary, 200 for secondary
– time-framed (3 hrs. 30 min. elementary and 4 hrs. 15 min. secondary)

2. An essay (in Filipino)

– assess writing skills
– assessed using holistic scoring by a team of three (3) assessors
– based on Minnesota Standard Test of Written Composition

Test Passers must meet minimum requirements:

1. Elementary Level

– Multiple-choice test
– Essay writing test

*90 in multiple choice test with not less than 2 in essay

2. Secondary Level

– Multiple-choice test
– Essay writing test

*95-99 in multiple choice test with not less than 3 in essay

*100 and above in multiple choice test with not less than 2 in essay

ALS TEST PASSERS

Elementary Test Passers are automatically accepted in 1st year high school [DepED Order no. 13 , s. 2003]

Secondary Test Passers are eligible to enroll in TESDA and Tertiary Education

DEPED ALS IN THE LAS T 10 YE ARS

ALS Enrolment

From 2005-2015, a total of 3,968,116 learners were enrolled in ALS and provided with alternative learning intervention s through appropriate
teaching-learning modalities.

ALS Completers

A total of 2,890,787 learners completed the ALS A&E Program from 2005 -2015.

A&E Test Takers

From 2005-2015, there were 1,602,475 learners who took the ALS Accreditation and Equivalency Test

A&E Test Passers

From 2005-2015, DepED ALS has accredited a total number of 582,536 learners by declaring them as equivalent basic education graduates
and issuing them with Elementary and High School Diplomas through ALS A&E Program.

DEPED ALS UPD ATES

Enhancement of ALS curriculum with that of the K to12 Basic Education Curriculum
The Bureau of Curriculum Development (BCD) is currently reviewing the ALS learning competencies versus the K to 10 competenci es. The
output of this initiative is an Enhanced ALS curriculum which is aligned to K to10. Additional competencies and learning materials are being
proposed for development in ALS for it to become more relevant and up -to-date.

Continued Implementation of ALS Program and Projects

This year, hundreds of thousands more Out-ofSchool Youth, Children, and Adults are being served through various ALS programs.

 Visually and hearing impaired learners are now served through ALS for Persons with Disability as covered under DepED Order No . 46,
s. 2014.

 ALS learning materials translated into major languages in the Philippines are also being used toeducateALS learners in their
MotherTongue, including cultural minorities.

SUCCESSFUL STR ATEGIE S

 Need-responsive Policy

 Issuances

 Active Support from

 Stakeholders

 Conduct of various activities to gain support

 Partnership with Private Corporations

ALS CH ALLENGES
Changes in supervision
In the recent implementation of the DepED Rationalization Program, the functions of the former BALS was subsumed in the different bureaus
under CI. This affected the supervision and management of ALS at the Schools Division Offices (SDO) nationwide since there is no more
supervisor (EPS I) solely assigned to ALS. While some ALS supervisors were given new as signments, some SDOs assigned ALS to new
ones. This poses a challenge to the effective implementation of ALS programs in so far as the turnover of responsibilities an d capacity
building are concerned.

Implementation of Senior High School under the Kto12 program

Offering of Senior High School to ALS, if adopted, would be a major challenge. Having no human resources available for variou s tracks, as
well as the absence of infrastructure, facilities and equipment at the Community Learning Centers, adoption of S enior High School would be
a challenge.

Lack of learning facilitators

ALS has only a little over 6,846 teachers to reach the target learners and provide them with appropriate alternative learning opportunities.
Though various interventions are already in place, reaching millions of OSYs and providing them quality education through ALS is far still
from reality.

Others:

 Mapping of potential learners

 Funding support

 Provision of more CLCs, facilities, and equipment

 Sufficient and relevant learning resources

 Integration of livelihood and employment opportunities

 Lack of interest (on the part of the OSYs)

DEPED ALS FUTURE PLANS
Full implementation of ALS LIS

With the integration of ALS in DepED’s Learner Information System (LIS), data collection and management w ould be improved for purposes
of assessment, evaluation, planning, and policy formulation for ALS.

ALS to be offered in all schools

With all public schools as a “one-stop-shop” for basic education, ALS could further be advocated and utilized for the benefi t of all types of
learners.

Information and Technology (IT)-enabled ALS education

Current eSkwela program could be revitalized and ALS be made more accessible to a technologically -oriented generation of learners through
IT-based distance education.

New ALS Assessment

With the new structure at the DepED Central Office, the newly established Bureau of Education Assessment could revisit the current
continuing education A&E program assessment and certification system, and come up with an equivalency assessment for ALS lear ners, one
that is more harmonized with the formal basic education system under K to12.

Senior High School for ALS

Technical Study will be conducted by BEA to determine common tracks for SHS for ALS learners