A REFLECTION PAPER

on the Topics of
the Course
ALS 502
Models of Alternative Learning
System

Prepared by:
MORSIDI S. ABDUHAIL
Graduate Student

Submitted to:
FREDELYN F. DAJAY
Course Professor
 Republic of the Philippine
ZAMBOANGA STATE COLLEGE OF MARINE SCIENCES AND TECHNOLOGY
Fort Pilar, Zamboanga City
Tel No. 992-3092/Tel No: (062) 991-0643 Telefax: (062) 991-0777 website: http:www.zscmstedu.ph
________________________________________________________________________________________________________

CONTINUING EDUCATION

It is important to note that adult learning is very different from the normal
learning of a child or a regular student. Brookfield (1985) concluded that adult
learning is more inner, and self-directed, that is, the adult learner learns to learn.
A new branch of psychology has been in progress that is primarily concerned with
understanding the interrelationship of learning and development and the ways in
which learning contributes to adult life-span development. Various researches
have demonstrated approaches for analyzing how learning activities contribute
to life-span developmental processes. The very act of learning is a developmental
process. Developing learning occurs in social contexts such as classrooms and
work sites where groups of individuals interact, engage in joint problem solving
and co-construct knowledge. Rather than focusing on learning as a goal of
education, the promotion of the intellectual, cognitive, or social developments of
the individual may emerge as more typical objects of instruction. Assessments can
then be geared toward evaluating developmental outcomes, such as the results
of knowledge reorganization, tracking of growth trajectories, and prediction of
long-term change rather than simply documenting what and how much adults
have "learned" as a result of instruction. Adults do not stop learning in their early
20s, but continue to learn, develop, and mature across the whole of their lives.
Adult educational psychology explores how life-span developmental processes
(e.g., social, cognitive, intellective) take shape in contexts such as the workplace,
family, and community. A practical outcome of adult educational psychology
research is that it often produces findings that can be useful to practitioners in the
development of effective instructional methods and assessment techniques that
are useful indicators of adult learning (Pourchot and Smith 1998; Yoonkyeing
1999).
 ACCREDITATION AND EQUIVALENCY

The implementation of the alternative learning system program along with

the provision of life skills, increased literacy and quality of living. It was revealed
that the provision of life skills was attained to a great extent. The program was
able to increase literacy as evident in the successful passers of the alternative
learning system accreditation and equivalency (ALS A&E) test. After completion
of the program, the ALS passers improved their quality of living by engaging in
jobs or entrepreneurial activities that increase financial stability, participating
actively in community events and social gatherings, cultivating a positive outlook
in life and developing the passion for pursuing higher education. The Alternative
Learning System A&E program in the Philippines is effective in cultivating the life
skills of the recipients. The program has improved the quality of living of the
respondents as they continue their pursuit for meaning and significance in life.
Alternative Learning System (ALS) as an alternative solution to reach-out for
the less fortunate; who for some reasons were unable to go or continue their
education, symbolizes hope and a second chance to those who are determined
to bring betterment to their lives. It gives them the courage to go on and aim for
success. Now, ALS in the different places in the country has been making a
remarkable difference to the lives of our own Filipino countrymen in the poverty-
stricken areas. ALS is envisioned to empower its clientele through a more
responsive quality program. The programs were implemented by specialized
teachers namely; the District ALS Coordinator, the Mobile Teacher, and the
Instructional Manager. Hence, classes are held once a week or at least eight
hours per week to cater on all the learners.

Knowing about the ALS program, made me realize how ALS truly influences
the lives of the people in remote, deprived, depressed and mostly underserved
areas of the country. It was in fact an eye opener in my part since I haven’t
previously recognized yet the true importance of ALS as a significant instrument
in enabling and releasing people’s capacities. The ALS program in the District has
been showing a significant development for years and its growth is notable in its
sense as well. Presumably, the programs being offered by the District to its
clientele is really suited to their needs. I believe that more than teaching the
learners to read and write, its literacy program serves as a core engine of the
learners’ total human development. From the perceived seemingly uncertain life,
now our deprived fellow Filipinos can start imagining their life with certainty by
becoming a useful member of the community through the varied ALS program.
 DEPED STRENGTHENS PROGRAM FOR INDIGENOUS COMMUNITIES

The indigenous people like the Manobo are the concern of the Department
of Education DepEd Order s.2011, Adopting the National Indigenous Peoples (IP)
Education Policy Framework. This order the consolidation of all successful lessons
and practices employed by the non-government organizations and the previous
program of the department into a “coherent IP Education Program,” as said by
DepEd Sec. Br. Armin Luistro, FSC. This is one of the commendable efforts of the
department knowing that they respond to the Education for All (EFA) goal by
2015.
Not only to the IP communities, but the department has also pushed
inclusive education as their strategy for obtaining higher participation rate
(meaning, greater number of people will be served) from children with special
needs. According to DepEd Order No. 72 s. 2009, inclusive education “embraces
the philosophy of accepting all children regardless of race, size, shape, color,
ability or disability with support from staff, students, parents, and the community.”
This is the end they have in mind as they devise a program for children with special
needs consisting of the following: (1) locating the children with special needs, (2)
assessing them in order to (3) choose the best plan for them either by self-
contained classrooms, inclusion to the general education classrooms, or pull-out
from the general education classroom for specific interventions, (4) modifying the
curriculum based on the individual’s needs and, (5) encouraging their parents to
get involved.
The latest annual report by World Economic Forum (WEF) on gender
equality recognized the Philippines as top among other countries in the Asia-
Pacific and fifth of the 136 countries worldwide. The rankings are based upon the
country’s ability to “close the gender gap” in educational attainment and in three
other important areas—economic equality, political participation, health and
survival. Such is a remarkable progress given that the country is pursuing equality
among its people which I believe starts with the equality in access to quality
education.
 BASIC LITERACY PROGRAM

While there are students who attends formal schooling every day, there are
still a number of children who are not able to go to school mainly due to poverty.
However, under the Philippine Development Plan (PDP) poverty will not be a
barrier for the youth to pursue quality education. The PDP provides Education For
All (EFA). A program under the PDP is the Alternative Learning System (ALS)
wherein mobile teachers and instructional managers go to barangays to reach
out for out of school youth and adults. They teach youth and adult learners for
free. Many residents of far flung areas lack money and time to spend for formal
education. ALS classes are often done in barangay halls, churches, multi-purpose
hall or any community learning centers.
Like any other school division in the country, Zamboanga City Division also
provides a wide range of programs that will cater to the needs of it’s out of school
learners. ZCD offers the usual Basic Literacy Program for illiterates and the A&E
Program for elementary and high school level. In the assessment of their learners,
they categorize them into non-literate, semi-literate and post literate. I think the
approach is a good step to determine very well the kind of learning the learners
need. It also gives every learner a chance to grow and develop accordingly
without fear of pressure. For those who wants to pursue learning in a different
direction, special projects are also offered such as; Radio-Based Instruction for
distance learning, Balik Paaralan-Out of School Adults (BP-OSA), e-
skwela/computer-based instruction, ALS for Differently Abled Persons, and literacy
in jail for the inmates. It is good to note that aside from the programs initiated, ALS
in Zamboanga really aims to serve their people better by strengthening the
competence of its manpower. There are skills training and capacity building
designed for their ALS providers to ensure smooth delivery of the programs in the
field, to enhance their know-how in teaching, and to cope with the changing
time and demands of today. Mobile teachers (MT) and instructional managers
(IM) are continually supported by the division office and their respective districts.
Based on my learning, I think what makes ALS in Zamboanga Division a
productive and growing program is the presence of commitment and passion
among its providers (IM and MT) and the close monitoring and supervision in the
part of the district and division offices. The contribution of LGUs and NGOs cannot
be underestimated as well. Together, they work closely and in unity to improve
the life of their people and their own city. They are urged to eradicate poverty in
their own place through their valuable support in the different programs of
Alternative Learning System.
Indeed, with free education in ALS managed by competent facilitators, and
supported by unswerving leaders, we can truly depend on the thrusts and goals
of ALS for our out of school learners. Perhaps, we can anticipate a brighter future
for our poverty-stricken fellowmen in the future.
 STRONG REPUBLIC SCHOOLS- DISTANCE LEARNING SYSTEM

In line with the national government’s efforts to expand learning

opportunities especially in remote areas, Strong Republic Schools (SRS) are being
established in selected barangays throughout the country. These are aimed at
providing basic and functional literacy classes and at enhancing existing schools
through distance learning technologies. The Department of Education is
collaborating with the National Anti-Poverty Commission, Department of Social
Welfare and Development and local government units, under the overall
direction of the Office of the President.
Initially available in 20 barangays in various parts of the country for the last
years, the Strong Republic Grade School or the government’s distance learning
program has expanded to include more depressed villages in the Visayas and
Mindanao.
The project, aimed at extending the benefits of education to remote
barangays that do not have classrooms and teachers, has made schooling
available through television facilities put up in areas where quality of education is
very low.
In areas where television cannot reach them, the students are taught
through “technovans,” which house a television set and instructional materials in
reading, writing and arithmetic.
Enrollees are required to take a qualifying exam to determine their entry
point in the program which encompasses distance learning modules.
In Maguindanao, distance-learning facilities have been set up in major
evacuation camps in war-torn areas like Pagalungan and Pagagawan.
Non-government groups particularly corporate foundations have
supported the program, donating some of the available 1,500 long distance
learning equipment for grade schools.

COMMUNITY LEARNING CENTERS

The innovation of CLC program providing trainings and seminars in

community is of great help to Filipino people as this will guide them on how to
spend their money in an appropriate manner. In this way Filipinos would have a
good chance managing their livelihood.
 MOBILE LEARNING

Technology is highly used in today’s education, almost everything we do

rely on the help of our gadgets. Indeed, if technology is used in a proper way it
would also give a good outcome. Technology help us make our work much easier
and so with learning. Through mobile learning the passing of information is more
convenient, the students and teachers will no longer have a hard time helping
each other attain their goal to have a better learning.

BALIK PAARALAN PARA SA OUT-OF SCHOOL ADULT (BP-OSA)

Education is important to everyone, having this kind of program is a great

help to cure ignorance to Filipino citizen. “Education is the key to success “.
Indeed, being educated will guide someone on how to run his life, he would
know what to do and not to do; his education will serve as his direction on
taking the path towards success.