EDU 312- ALTERNATIVE

LEARNING SYSTEM

-FINAL EXAMINATION-

SUBMITTED BY:

BRIAN S. INCOGNITO
Ph.D. E.M. 1

SUBMITTED TO:
Dr. Allan PeeJay Lappay
Professor
 1. HOW DOES ALS CONTRIBUTETO THE FOLLOWING EDUCATIONAL
THRUST:

a) EFA( EDUCATION FOR ALL)

Filipinos have deep regard to for education. Education occupies a central place in Philippine
political, economic social and cultural life. It has always been strongly viewed as a pillar of national
development and a primary avenue for social and economic mobility.

A clear evidence of the value placed on education is the proportion of the national government
budget going to the sector. The Department of Education (DepEd), the country’s biggest bureaucracy ,
is given the highest budget allocation among government agencies each year as required by the 1987
Philippine Constitution.

The 1987 Constitution likewise guarantees the right to education of every Filipino. It provided that,
“The State shall protect and promote the right of all citizens to quality education at all levels and shall
take appropriate steps to make education accessible to all.”

However, despite the legal mechanisms, budget prioritization and increased access, Philippine
education has been dogged with issues. Among the issues that needs to be resolved but have
improved lately include the high dropout rates, high number of repeaters, low passing grades, lack of
particular language skills, failure to adequately respond and address the needs of people with special
needs, overcrowded classrooms and poor teacher performances. These problems in turn resulted to a
considerable number of illiterate Filipinos and out of school youths and graduates who are not
prepared for work.

Hence, the implementation of alternative learning systems in the country to allow flexible entry of
learners in both formal and non-formal/informal streams of basic education and ensure their upward
social mobility. More importantly, it is expected to demonstrate the social and economic viability of
non-school-based learning channels.

This is to respond to the need of a more systematic and flexible approach in reaching all types of
learners outside the formal school system. As such, it carries a redefined mandate which strengthens
the bureau’s function to ensure that all learning needs of marginalized learners are addressed for
them to function effectively as citizens.

But as such, in order to get the aim “Education for All”, the following shoulf be undertaken in order
for the ALS to be effective and could help to attain the vision:

a. Operationalize the Joint Circular on establishing local literacy coordinating councils and literacy
implementing units

b. Fast track the introduction of methodologies to incorporate basic and functional literacy skills
development in existing community development programs of various partners

c. Increase DepEd’s budget for the Bureau of Alternative Learning System to enable it to
continuously undertake policy/standard setting, national coordination and quality assurance
(providing technical support and monitoring and evaluation)

d. Redesign the Alternative Learning System program viz. Ladderized Technical and Vocational
Skills Program of TESDA

e. Intensify the Parent Education Program to develop parents’ functional literacy skills and to
advocate the value of being “educated”
 b) EDUCATION FOR SUSTAINABLE EVELOPMENT and;
c) GLOBAL CITIZENSHIP EDUCATION

Globalisation and digitalization connect the world. As a result, cultures mix, economies
grow and communication speeds up. The world becomes increasingly complex and uncertain.

In addition to these mega-trends, humanity is altering the planet’s climate, animals and
landscapes in unprecedented ways, and threatening all life on earth.

We’ve entered the Anthropocene – a new geological area shaped by humanity:

Given these global developments, students have an increasing demand for education that
goes beyond teaching knowledge and skills just to find a job.

Above all, students need new perspectives to be able to understand the rapidly changing
world they live in. In addition, they need to participate in this world. Many of them also want
to help reduce poverty, protect the environment and create inclusive societies. To realise this
ambition, a new approach to education is needed.

Sustainability education provides this alternative approach, aiming to educate students as

global citizens for sustainable development.

In relation to ALS (Alternative Learning System), the developers for the seven learning
strands of ALS curriculum should parallel it to K-12 basic formal education. In order to
contribute to the ESD, the content writers and experts shall revise their modules per learning
strand and finalize the modules based on the standard criteria of DepEd for the development
of ALS learning materials. Expert inputs in the development of ALS modules must be provided
to level off understanding of content writers and experts of the unique characteristics of an
ALS module compared to formal education learning modules.

By this way the SDG4s 10 targets likeequal success to technical/ vocational and higher
education. It is imperative to reduce barriers to skills development and technical and
vocational education and training (TVET), starting from the secondary level, as well as to
tertiary education, including university, and to provide lifelong learning opportunities for youth
and adults. The provision of tertiary education should be made progressively free, in line with
existing international agreements which can be attained through the Alternative Learning
Sytem.

By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a culture
of peace and non-violence, global citizenship and appreciation of cultural diversity and of
culture’s contribution to sustainable development.

Though the Alternative Learning System, the knowledge, skills, values and attitudes
required by citizens to lead productive lives, make informed decisions and assume active
roles locally and globally in facing and resolving global challenges can be acquired through
education for sustainable development and global citizenship education, which includes
peace and human rights education, as well as intercultural education and education for
international understanding.
 2. HOW DOES ALS CONTRIBUTE TO THE FOLLOWING ASPECTS OF
EDUCATION:

a. SUSTAINABILITY

“Education for sustainability develops the knowledge, skills, values and world-views necessary for
people to act in ways that contribute to more sustainable patterns of living. It enables individuals and
communities to reflect on ways of interpreting and engaging with the world. Sustainability education is
futures-oriented, focusing on protecting environments and creating a more ecologically and socially just
world through informed action. Actions that support more sustainable patterns of living require
consideration of environmental, social, cultural and economic systems and their interdependence."

Alternative Learning Experience could intervene in this matter to deliver sustainability. Based on the
feature of ALS, Like the formal basic education system, the ALS curriculum has five learning areas,
namely: i) communication skills (including listening, speaking, reading and writing from print and
electronic media); ii) problem solving and critical thinking (numeracy and scientific thinking); iii)
sustainable use of resources and productivity (including ability to earn a living as an employed or self-
employed person, sustainable resources and productivity); iv) development of self and a sense of
community (a sense of personal and national history and identity, cultural pride and recognition and
understanding of civil and political rights); and v) expanding one’s world vision (knowledge, respect and
appreciation for diversity, peace and non-violent resolution of conflicts, and global awareness and
solidarity).

b. EXPANSION
Through implementation of ALS it help in terms of Expansion and Functionality. As conveyed by the
new definition of functional literacy, is equated with the notions of life skills/lifelong learning rooted in
the four pillars of education articulated by the Delors Commission. These pillars are: learning to know,
learning to do, learning to live together, and learning to be. The new definition is to be translated and/or
operationalized by the five strands of indicators as follows: (1) communication skills; (2) problem solving
and critical thinking; (3) sustainable use of resources/productivity; (4) development of self and sense of
community; and (5) expanding one’s world vision. These five strands have been anchored on the four
pillars of education that should be imbibed by all nations and education systems in the 21st century.

c. DEEPENING and; d) CONTEXTUALIZATION

As a learning outcome, literacy is a set of skills that are applied and utilized by a person within a
particular community and cultural context which benefits not only the individual but the entire society
(UNESCO 2005). Such skills enable them to take advantage of economic opportunities to respond to
their basic needs and contribute in the development activities. As a means according to Woodhall
(1987), the provision of literacy generates the basic ability to learn that is vital to the innovative
development process. Literacy is an enabling instrument that is vital in realizing the potential of persons
as individuals and as members of the community, in promoting respect within the society and in
protecting not only themselves but also their natural environment (UNESCO 2005). The greater
attention that the Philippine government continues to afford basic education is based on the premise
that alongside widened access to basic education, the functionality and productivity of the Filipino
people increases.

Contextualization is developing new skills, knowledge, abilities and attitudes in students by

presenting new subject matter in meaningful and relevant context and are attained in the
implementation of the Alternative Learning System.
 3. ALTERNATIVE LEARNING SYSTEM: CHALLENGES AND
IMPERATIVES
DIMENSIONS CHALLENGES
LEARNERS Difficulty in terms of profiling of
learners.
FACILITATORS Lack of regularly evaluated and
upgraded to ensure quality of
teaching services.
TEACHING Challenges in terms of accessibility
STRATEGIES of learning modules. [Re. Location
etc.] (An ICT component is being tested
using the radio-based approach where
learning modules are aired in selected
provinces.)
ASSESSMENT Learners tend to be just taking the
test by reviewing lot of learning
modules and not because an
instruction was delivered by the
facilitator.
LEARNING Accessibility of the learners’ place,
ENVIRONMENT availability of formal classrooms with
appropriate facilities.
PARTNER AGENCIES Strategies to maintain the partnership or
in terms of giving in return to the favor of
the partners especially in the private
sector. Availability of possible partners
can also be an issue.
CAREER/ ALS Certificate or its equivalent
EMPLOYMENT sometimes is not enough to back- up
capability of handling the job
because of employers’ references in
the job specification.
SUBSIDY/ Given the limited budget for ALS
SCHOLARSHIP/ (less than 1 percent of the total
GRANT budget), it would be impossible for
DepEd to address the said problem
alone.
IMPERATIVES
Learners under the Alternative
Learning System are assessed and
profiled to determine appropriate level
and learning interventions.
The alternative learning programs are
implemented by non-formal education
mobile teachers, literacy facilitators
and instructional managers. They are
preferably qualified teachers with
adequate training in andragogy and
special approaches for effectively
facilitating learning and managing
learners’ development through
alternative schemes.
ALS programs are delivered in
community learning centers using
various modes such as face-to-face,
group learning, family or household
approach, individual tutorial
and others.
Learners who wish to have their non-
formal and informal learnings
accredited may take the Accreditation
and Equivalency Test, which was
developed by the Bureau of Nonformal
Education (BNFE) under an ADB-
assisted project.
ALS programs are delivered in
community learning centers.
One of the key strategies being adopted is
the use of alternative financing schemes
like partnerships between local
governments and the private sector to
cover the cost of teacher programs,
instructional materials, school buildings
and facilities. The government also
engaged NGOs in the implementation of
community-based literacy programs outside
the formal school system.
The exits of the ALS program presented
also talks about the CAREER and
EMPLOYMENT. In this way, ALS can be an
instrument in the future to choose the
best career for a learner since there is a
program on guiding them to choose
what’s best base on their interest which
is the same as to employment.
The government also engaged NGOs in
the implementation of community-
based literacy programs outside the
formal school system.
 4. CITE SIMILARITIES AND DIFFERENCES

OF THE FOLLOWING:

Open High School Program. It is an alternative mode of formal secondary education

program run by the Bureau of Secondary Education (BSE) of the Department of Education
(DepEd) of the Republic of the Philippines.

It caters to learners who are unable to attend the regular class program due to
physical impairment, personal and family problem, financial difficulty, distance of home to
school, early pregnancy, early marriage, work and other justifiable and legitimate reasons.

The program provides an opportunity for elementary school graduates, high school
drop-outs and successful examinees of the Philippine Education Placement Test (PEPT) to
complete secondary education in a purely distance learning mode. The program provides
printed self learning modules for students to use for their lessons and classroom activities.

Home school programs include all forms of external help with homeschooling. Some are
called umbrella schools, other programs call themselves Independent Study Programs,
Distance Learning Programs, Virtual or Cyber Schools, Charter Schools, or Learning
Centers. Homeschool programs are basically a collection of curriculum, procedures and
staff providing support to homeschooling children and parents. Homeschool programs
vary greatly. Some programs cover all grades from kindergarten to high school, others
cover elementary school or middle school and not the high school grades. Some online
schools are supported by tax payers and are merely extensions of local public schools,
all “home school programs” must be investigated before joining.

A night school is an adult learning school that holds classes in the evening or at night
to accommodate people who work during the day. A community college or university
may hold night school classes that admit undergraduates.

A school, typically used for the purpose of continuing education

with classes held predominantly in the evening to accommodate students with
typical day shift work schedules.

Night school typically refers to adult education classes held in the evening
hours at middle and high school campuses. For adults, these classes are mainly
geared toward personal enrichment and furthering of job or life skills.

Night classes are held in the evening, generally between the hours of 5 and
10 PM. Night classes are designed so that working students or students with families
can attend classes without disrupting their work or family schedules.
 5. EXPLAIN THE IMPORTANCE AND IMPLICATIONS OF THE COMPETENCY-
BASED ASSESSMENT FOR ETEEAP.

There have been urgent calls and proposals for a re-thinking, reengineering, re-
designing, re-inventing, and re-structuring of education to adapt to emerging needs as well
as a re-definition and reconceptualization of Philippine education in the light of all the
challenges and opportunities in the field of educational system. In facing the challenges of
the economic downturn in the Asia-Pacific region since 1997, the rapid international rise of
knowledge-driven economies and the drastic impacts of information technology and
globalization, numerous educational reforms and school re-structuring movements have
been initiated and implemented to pursue effective education in the region and other parts
of the world.

Historically, education in the Philippines had dramatically changed in goals, focus

and methodology whenever a new conqueror forcibly took control of the country. Disparities
in values, orientations and philosophies of the different colonial rulers made an impact on
the Filipinos, more importantly, on the educational system, and eventually, on the quality of
life in the country. Undoubtedly, the dynamics of education in the country has created a wide
spectrum of platforms of trends, problems and issues.

And to help individuals from relevant highly valued body of work and life experiences
as well as high-level, non-formal and informal training, and to grant individuals, qualified
through the aforementioned systems, equivalency credits and/or appropriate academic
degree with all the rights, privileges and appurtenances due those formal higher education
degrees. Revised policies, standards and guidelines for the implementation of the expanded
tertiary education equivalency and accreditation program (eteeap) for undergraduate degree
programs.

The Expanded Tertiary Equivalency and Accreditation Programs (ETEEAP) – a

comprehensive program of identifying, assessing and assigning equivalent college level
learning for non-formal and informal training, and demonstrated/substantiated
competencies, skills, attitudes and values acquired from related work experience towards
the final granting of equivalent credits and/or awarding of appropriate academic degree by
deputized higher education institutions. Competency enhancement programs are employed
to ensure progression of the individual student in the Program.

The Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP), is

being implemented pursuant to Executive Order 330 of 1996. Through this program, an
individual may be granted a diploma for a degree after a competency-based evaluation from
established equivalency competencies standards and a comprehensive assessment system
employing written tests, interviews, skills demonstration, portfolio, and other creative
assessment methodologies administered by designated assessors or faculty experts.

Boy Abunda is now a product of ETEEAP and currently Sunshine Cruz and other celebrities
enrolled on ETEEAP. There are now universities and colleges around the country who offered
the program.