WHAT IS ALTERNATIVE LEARNING SYSTEM OR ALS?

It is a parallel learning system in the Philippines that provides a practical option to the
existing formal instruction. When one does not have or cannot access formal education
in schools, ALS is an alternate or substitute. ALS includes both the non-formal and
informal sources of knowledge and skills.

WHY IS THERE A NEED FOR ALTERNATIVE LEARNING SYSTEM IN THE

PHILIPPINES?

Many Filipinos do not have a chance to attend and finish formal basic education
(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools while
some do not have schools in their communities. Since every Filipino has a right to free
basic education, the Government establishes ALS to provide all Filipinos the chance to
have access to and complete basic education in a mode that fits their distinct situations
and needs.

WHAT IS THE BASIS OF ALS IMPLEMENTATION IN THE PHILIPPINES?

The 1987 Philippine Constitution provides for the recognition and promotion of other
forms of education other than formal education. Article XIV, Section 2, Paragraph (1)
declares that the State shall establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of the people and society; and
paragraph (4) concisely encourages non-formal, informal and indigenous learning
systems as well as self-learning, independent and out-of-school study programs
particularly those that respond to community needs.

The Governance Act for Basic Education otherwise known as the Republic Act 9155
stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-
school children, youth and adults population with basic education.

HOW DOES ALS WORK?

There are two major programs on ALS that are being implemented by the Department
of Education, through the Bureau of Alternative Learning System (BALS). One is the
Basic Literacy Program and the other is the Continuing Education Program –
Accreditation and Equivalency (A&E).  Both programs are modular and flexible. This
means that learning can take place anytime and any place, depending on the
convenience and availability of the learners.

WHAT IS THE DIFFERENCE BETWEEN THE FORMAL EDUCATION SYSTEM AND

THE ALTERNATIVE LEARNING SYSTEM (ALS) NON-FORMAL EDUCATION?

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

teachers.
ALS Non-formal Education happens outside the classroom, community-based, usually
conducted at community learning centers, barangay multi-purpose hall, libraries or at
home, managed by ALS learning facilitators, such as mobile teachers, district ALS
Coordinators, instructional managers at an agreed schedule and venue between the
learners and facilitators.

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.

What is ALS?

The Alternative Learning
System (ALS) is a free education program implemented by the Department of Education (DepEd) un
der the Bureau of Alternative Learning System which benefits those who cannot afford formal schooli
ng 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 kno
wledge and skills.

Objective: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 t
he needs of marginalized groups.The program cuts the time needed to finish high school, hence, sig
nificantly cuts the expenses as well. Aside from giving hope to the less fortunate, it also provides opp
ortunities to Out-of-School Youths (OSY) and adults elementary and secondary school drop-outs; in
dustry-

1. 1. Alternative Learning SystemPhoebe W. Taruc

2. 2. Course Title : Doctor in Educational ManagementSubject: Administration of Alternative

Learning SystemReporter: Phoebe W. TarucInstructress: Edith B. Lago-Ortega, Ph.D

3. 3.  
Every Filipino has a right to free basic education. But many Filipinos fail to avail of it, for various 
reasons. In attending to this issue, DepEd has set up the Alternative Learning System (ALS) to pr
ovide all Filipinos the chance to gain access to basic education in a mode that fits their distinct si
tuation and needs.ALS is a learning system that provides a practical option to the existing formal 
instruction. For the out-of-school children, youth and adults who do not have access to formal e
 ducation in schools, ALS lives up to its name - it offers an alternative. It offers non-formal source
s of knowledge and skills.Overview

4. 4. 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 altern
ative to the existing formal education instruction, encompassing both the non-formal and infor
mal sources of knowledge and skills.What is ALS?

5. 5. Objective:ALS aims to open more educational opportunities for Filipino citizens of different int
erests, capabilities of demographic characteristics, socioeconomic origins and status as well as a
ddressing the needs of marginalized groups.The program cuts the time needed to finish high sch
ool, hence, significantly cuts the expenses as well. Aside from giving hope to the less fortunate, i
t also provides opportunities to Out-of-School Youths (OSY) and adults elementary and secondar
y school drop-outs; industry-based workers; housewives; maids; factory workers; drivers; memb
ers of cultural minorities; indigenous people and the disabled/physically challenged.

6. 6. Alternative Learning System implements three major programs , namely:         1) The Basic Lite
racy Program         2.) The Continuing Education Program         3.) The Sustainability & Lifelong Pr
ogramAll three programs are modular and flexible: each one of them can take place anytime an
d anyplace, depending on the convenience and availability of the learners. Learning sessions are 
usually held in community learning centers following a schedule agreed upon by the learners an
d the facilitator. 

7. 7. “Empowerment of the Filipino with desirable  knowledge, attitudes, values  and skills  that will 
enable him to think critically and creatively, act innovatively and humanely in improving the qual
ity of his life and that of his family, community and country.” Vision

8. 8. “It is envisioned that with the help of ALS, everyFilipino will be awakened, empowered,
andtransformed into a productive, self-reliant,responsible, humane, and upright citizen who
cancontribute to the betterment of the family,community and country. It is also envisaged
thatALS will help alleviate poverty and sustain socialand economic growth via the development
ofemployable skills and the generation of self-employment.”Mission

9. 9. Vision:The BALS envisions itself to be the best producer of lifelong learners among Filipinos. 
Mission:In partnership with other producers of learning, the BALS will develop exemplary progra
ms and open learning opportunities to achieve multiple literacies for all. 

10. 10. 1. Learning to learn focuses in a combination of a broad general knowledge with the opportu
nity to work-in-depth on a small  number of subjects. 2. Learning to do pertains to the acquisitio
n not only of an occupational skill but also, more broadly, the competence to deal with many sit
uations and work  in teams. Underlying Concepts andTheories

11. 11. Underlying Concepts

andTheories3. Learning to live together deals on the development of an understanding of other 
people and appreciation of  interdependence in a spirit of respect for the values of  pluralism, m
 utual understanding and peace. 4. Learning to be is the development of one’s personality and ab
ility to  act with ever greater autonomy, judgment, and personal responsibility.  

12. 12. .1. Paulo Freireused “problem-posing” methods to raise awareness of social issues and to sti
mulate action by disadvantaged groups. Using a process of problem analysis, reflection, and acti
on, his approach to education was based on the belief that community members need to be enc
ouraged to think critically about problems in their daily lives in order to make decisions and take 
action.Underlying Concepts and Theories

13. 13. .2. Howard GardnerGardner’s work on multipleintelligences has had an enormous impact on 
the field of education.Gardner posits at least seven intelligences (musical, spatial, linguistic, logic
al/mathematical, bodily/kinesthetic, interpersonal, intrapersonal), and asserts that successful le
arning experiences should engage as many of these intelligences as possible.. Underlying
Concepts and Theories

14. 14. .Underlying Concepts and

Theories. Malcolm KnowlesKnowles popularized adult learning theory and ffered ways to apply i
t in learning activities. Knowles elieved that the needs of adults in education differed a reat deal 
from the needs of children. He popularized he term andragogy, “the art and science of helping d
ults learn” to draw a sharp distinction between adult earning and pedagogy, the instruction of c
hildren. He uggested that because children had yet to assume esponsible, independent roles in s
ociety, teachers and arents tend to make the decisions about what and ow they should learn. Bu
t because adults have a ealth of life experience and have already assumed esponsible roles, it is i
mportant to respect slightly ifferent principles when engaging in adult education. 

15. 15. .Underlying Concepts and

Theories4. David KolbKolb popularized an awareness of learning styles, and created a model tha
t suggests four different categories of learning—concrete experimentation, reflective observatio
n, abstract conceptualization, and active experimentation. Kolb created amethodology for incor
porating these four categories into every learning experience—the “experiential learning cycle.”

16. 16. .Underlying Concepts and

Theories5.  Bernice McCarthyMcCarthy expanded on Kolb’s work and the research on left and ri
ght brain processes to create her 4MAT System. McCarthy suggested four learning types: imagin
ative learners, analytic learners,common sense learners, and dynamic learners

17. 17.  Principles/Concepts/Theories Expect to be treated with respect and recognition.·Want pr
actical solutions to real-life problems.Can reflect on and analyze individual experiences.Have 
different learning styles.·Are motivated by the possibility of fulfilling personal needs and aspira
tions.Are capable of making their own decisions and taking charge of their ownlearning.

18. 18. 1. The 1987 Philippine Constitutionprovides for the recognition andpromotion of other
forms of educationother than formal education. Art. 14,Sec.2, (par.1) declares that the stateshall
establish, maintain, and support acomplete, adequate, and integratedsystem of education
relevant to theneeds of people and society; andLegal Bases“(par.4) concisely encourages non-
formal, informal, andindigenous learning systems, as well as self-learning,independent, and out-
of-school study programs particularlythose that respond to community needs
19. 19. .2. Executive Order No. 117,of 1987, decreed the creation of the Bureau of Non-Formal
Education (BNFE). The Bureau focusedon teaching-learning in non-formal settings forthe
marginalized sectors.Sec. 5 - prescribed the powers and functions of thereorganized ministry of
education, culture andsports (signed by Pres. Corazon Aquino) toimplement and coordinate the
policies, plans,programs and projects for non-formal andvocational/technical kinds of education,
amongothers.Legal Bases

20. 20. . 3. The governance Act for BasicEducation (R.A. 9155) stipulates theestablishment of ALS to
provideout-of-school children, youth, andadult population with basiceducation. Section 12.1
Rules Xll ofR.A. 9155 stipulates that “thealternative Learning System is aparallel learning system
to provide aviable alternative to the existingformal education instruction,encompassing both
the nonformaland informal sources of knowledgeand skills”.Legal Bases

21. 21. 4. Executive Order No. 356 of 2004The Bureau of Alternative LearningSystem (BALS) of the
Department of Education(DepED) in its present form was created inSeptember 2004 under
Executive Order No.356 – Renaming the Bureau of Non-FormalEducation to Bureau of
Alternative LearningSystem.Legal BasesEO 356 reiterated the definition of ALS and it
alsodirected BALS to “provide a systematic and flexibleapproach to reach all types of learners
outside of the formalschool system.”

22. 22. 5. BESRA - In 2006, DepED formulated theBasic Education Sector Reform Agenda(BESRA), a
comprehensive package ofpolicy reforms that are expected to createcritical changes to
accelerate, broaden,deepen and sustain the improvement ofbasic education in the country.It
also formulated the correspondingnecessary guidelines to strengthen BALS asan institution
entrusted to steward thedevelopment of ALS in the Philippines andaddress the national goal of
universalaccess to quality education.Bases

23. 23. Legal Bases6) DepEd Memo No. 101, s. 2001Passers can enroll in the post secondary schools
takingup technical or vocational or even two, four or five-year courseof the Commission on
Higher Education for private collegesand universities7.) DepEd Memo No. 344, s. 2000 - PASUC
(for governmentowned/controlled)Agreement between the DepEd and the
PhilippinesAssociation of State Universities and Colleges (PASUC) on theAlternative Learning
System Accreditation and EquivalencyExam for the passers who prefer to enroll at
governmentowned and controlled colleges and universities

24. 24. 9.) DepEd Memo No. 110,s. 1999 – access toTESDA skills trainingprograms10.) DepEd Order
No. 20,s. 2000 - a chance toacquire eligibility forgovernment employmentpositions under
CSCResolution No. 499

25. 25. It is a very important component in the PhilippineEducation to achieve quality and access to
education asenvisioned in the EFA 2015 Phil. Plan of Action andspecifically on the reduction of
illiteracy rate.Sec. 12.1 Rule XII of R.A. 9155 stipulates that the ALS is aparallel learning system to
provide a viable alternative to theexisting formal education instruction, encompassing both
thenon-formal and informal sources of knowledge and skills.One of the most important
initiatives in Non-formaleducation is the ALS which is a major component of basiceducation with
a clearly defined role within the overalleducational goal. Thus the Bureau of Non-formal
 Education isrenamed to Bureau of Alternative learning SystemThe Bureau of Alternative
LearningSystemThe Bureau of Alternative LearningSystem

26. 26. The BALS is mandated to address the needs ofBasic education of the OYS and adults in the
countryparticularly in far flung and isolated communities, toraise the level of literacy in the
target areas andimprove the quality of life of individuals and familiesin remote and underserved
communities.Why is BALS Placed in ourEducational System?

27. 27. BALS OrganizationalStructureBureau of AlternativeLearning SystemLiteracyDivision

(LD)ContinuingEducationDivision (CED)StaffDevelopmentDivision (SDD)

28. 28. 1. Literacy Division (LD) A community-based programfor illiterate out-of-school youth and
adults to developbasic literacy skills: reading, writing and numeracy.2. Continuing Education
Division (CED) as defined bythe 1986 meeting of the Asia and the Pacific Programmeof
Educational Innovation for Development (APEID),covers all educational opportunities taking
place outsidethe literacy and primary education programs, includingthe enrichments of the
learning environment to activateand sustain motivation for learning. It provides extra-curricular
activities which further enhance the learningprocess.

29. 29. 3. Staff Development Division (SDD)formulates policies, plans andprograms to upgrade the
quality ofteaching and non-teaching staff in non-formal education.

30. 30. International Perspectives of Non-formalEducation

31. 31. The original version of NFEhttp://www.digital-review.org/themes/46.html emerged inthe

late 1960s and early 1970s. Coombs (1968) andCoombs and Ahmed (1974) defined NFE as an
alternativeform of education for adults and children that occurredoutside of the traditional
classroom environment. The needfor NFE arose in the context of the widespreaddisillusionment
with formal schooling in the 1970s (Illich1973). NFE was then seen as a panacea for the ills
ofeducation in developed and developing countries (Freire1972), and Aid gencies made
substantial investments inNFE from the late 1960s to the 1980s.International Perspectives of
Non-formal Education

32. 32. The 1990s witnessed a growing ambivalencetoward NFE programs as they became
associatedwith second rate educational programs catering tothe needs of poor and marginalized
groups. Becauseaccreditation frameworks were weak or non-existentin most countries, NFE
students suffered adisadvantage vis-àvis those from the formaleducation stream in either not
being certified or in notgetting absorbed in the job market.International Perspectives of Non-
formal Education

33. 33. More recently, NFE has undergone aresurgence in developing countries because of
therealization that formal schooling, in its present form,has limited reach. Furthermore, it is now
recognizedthat the educational needs of young people and adultsare varied and should be
addressed through suitableprograms. In developed countries, NFE has assumedimportance in
the context of lifelong learning, whichsees learning as taking place not only in schools
andcolleges, but throughout the lifespan, in many differentlocations and times and in formal,
non-formal, andinformal modes.International Perspectives of Non-formal Education
34. 34. The current emphasis on creating ‘knowledge-based’societies has made ‘learning’
throughout life moreimportant, which in turn requires an education system tohave greater
flexibility to enable learners to enter and leavethe system at different points. Thus, accreditation
andequivalency and other synergies between the formal andthe non-formal learning sectors
have become essential.Moreover, a wide range of education providers, includinguniversities,
NGOs, government agencies, and the privatesector, needs to be involved, particularly because
learners,who have diverse learning styles, would need differentkinds of skills from formal, non-
formal, informal, anddistance and open learning institutions.International Perspectives of Non-
formal Education

35. 35. A joint research project undertaken by memberinstitutions of the Asia Pacific Programme of
Education forAll (APPEAL) Resource and Training Consortium (ARTC) todocument and
disseminate innovative approaches to NFEand lifelong learning in the region classifies NFE
innovationsin the region under three broad categories (UNESCO2002):International Perspectives
of Non-formal Education

36. 36. 1. Functional literacy and adult education for povertyalleviation, as illustrated by case
studies from Bangladeshand China. The Bangladesh case study with contributions from16 NGOs
gives considerable attention to linking literacy witheconomic activities. On the other hand, the
study from Chinahighlights that inter-sectoral coordination is critical for lifelonglearning and also
for linking education with poverty alleviation.International Perspectives of Non-formal
Education3 broad categories (UNESCO2002):

37. 37. 2. Non-formal education for sustainable development,as in case studies from India,
Indonesia, the Philippines,and Thailand. The Indian study focuses on the importanceof linking
NFE programs to demand from the localcommunity and developing locally relevant curricula. In
theIndonesian and Philippines case studies, it is theequivalency of the NFE program with the
formaleducational system that forms the basis for sustainabledevelopment, viewed as lifelong
learning linked toeconomic improvement. The case study from Thailanddemonstrates an
effective approach to sustainabledevelopment through building the capacity of the
ruralpopulation for community-based action in marketing.International Perspectives of Non-
formal Education3 broad categories (UNESCO2002):

38. 38. 3. NFE as lifelong learning,as in case studies from Australia, Malaysia, and South KoreThe
Australian case study highlights an innovative educationprogram that enabled farmers in
Queensland to assess their currensituation and improve their confidence in their own ability to
makestrategic choices, resulting in a better quality of life, more profitablefarming, and
improvements in the management of land and othernatural resources. The Malaysian case
study focuses on theeffectiveness of a lifelong learning project for capacity-buildingamong rural
youth and adults through a massive computer literacytraining program. The South Korean case
study describes the CredBanking System (CBS), an open education system that
recognizesdiverse learning experiences not only in school but also out ofschool. Thus, when a
student accumulates the requisite CBS-approved credits, she or he can obtain an associate or
bachelor’sdegree. Thus, CBS provides citizens with greater access to variouseducational
opportunities and fosters lifelong learning.
39. 39. 1. Non-formal education promises to be a more effectiveapproach to relating education to
national development.”2. Non-formal approaches offer education that is functional andpractical,
i.e., related to the life-needs of the people.3.Non-formal education seeks to maintain a
benefit/costconsciousness of what it does in order to provide the mosteffective and purposeful
consequences with the mostefficiency.”International Perspectives of Non-formal
EducationT.W.Ward, et al., cited by Claudio Zaki Dib

40. 40. 4. Non-formal education is the inherent commitment to seekinnovative means to achieve
the goals.”5. Non-formal education offers a more eclectic, multidisciplinaryapproach to the
problem of development in a country6. Non-formal education promises to produce short-term
effectsas well as long-term achievements.”7. Non-formal education assists in the decision-
making ofeducational and development funding agencies on both anational and international
level.”International Perspectives of Non-formal Education

41. 41. The PhilippineEducation For All (EFA)2015 is a vision and aholistic program ofreforms that
aims atimproving the quality ofbasic education for everyFilipino by 2015.

42. 42. .In 1990, there was a World Declaration onEducation for All (EFA) in Jomtiem, Thailand,
whichprescribed that Basic Learning Needs shall be met for all byvarious means. As a response,
the Philippines crafted andimplemented the 10-year EFA Philippine Plan of Actioncovering 1991-
2000. The EFA plan articulated the country’snational goals, objectives, policies and strategies, as
wellas the regional programs for implementation for the firstdecade of the EFA movement.
Under the 1991-2000Plan (EFA 1), the thrusts included:

43. 43. 1. Early Childhood Development• Expansion of self-sustaining community-based ECCD• Use
of innovative approaches to parent education• Promotion of preparatory education•
Accreditation of private pre-school programs and institutions• Differentiated approaches for
special categories of children• Strengthening of health, nutrition and other allied services•
Socio-cultural adaptation of curriculum, materials andapproaches• Single agency to coordinate
programs for ECCD

44. 44. 2. Universalization of Quality Primary Education• Enhancing the holding power or student
retention ofschools• Using alternative teaching-learning delivery modes• Strengthening home-
school partnership• Emphasis on higher-level thinking skills• Upgrading teacher competencies3.
Alternative Learning Systems• Eradication of illiteracy in selected areas• Promotion of
continuing education and development• Implementation of integrated programs

45. 45. In 2000, the Philippines, as a reaffirmation of thevision set in the 1990 World Declaration,
committeditself to the 6 EFA 2015 Goals at the World EducationForum in Dakar. Based on the
Dakar Framework forAction, the country came up with the PhilippineEFA 2015 National Action
Plan entitled “FunctionallyLiterate Filipinos, An Educated Nation.”

46. 46. Though the government officiallyapproved the Philippine EFA 2015 Plan only in2006, it was
already used by the DepEd as itsoverall planning and policy framework as earlyas 2003 and was
already integrated in theformulation and updating of the MTPDP 2001-04 and 2005-2010.

47. 47. The 2006 Philippine EFA National Action Plan wasdesigned with the end goal of achieving
functionalliteracy for everyone. To achieve this goal the planincorporates ALS-related
 commitments such as thefollowing:1. Develop and strengthen BALS and mandate it toserve as
the government agency to guide thedevelopment of the country’s ALS.2. Make available public
funds for ALS programs ofGOs and NGOs subject to the guidelines of BALS.Philippine Education
For All (EFA)National Action Plan of 2006

48. 48. 3. Build and develop a constituency for ALS development.4. Conduct research and studies to
test cost-effective optionsfor delivering quality ALS.5. Undertake an inventory of available
resources in localities forliteracy interventions outside the school system.6. Ensure a vigorous
and credible system for reliably assessing,measuring, validating and communicating
competenciesacquired through NFE and informal education.[10]The EFA 2015 plan established
the crucial role of BALS assteward in the still developing discourse on ALS. Severalsystemic
improvements were prioritized in order to facilitate thefulfillment of that mandate.Philippine
Education For All (EFA) NationalAction Plan of 2006

49. 49. The EFA 2015 Plan emphasizes the need to provide basiceducation for all and add a
dimension to what has been thus faralmost exclusively school-based education. It points to an
“urgentneed to respond to the learning needs of youth and adults that areeither have never
been to school, have dropped out, reverted toilliteracy, or need basic or advanced skills to find
jobs.” It suggestsa “viable alternative learning system” to formal schooling thattogether with the
schools can ensure that “minimum learningachievement will be a reality for all Filipinos.” Thus,
the EFA 2015Plan emphasizes that educational opportunities are channels oflearning which can
become effective conduits of valuesorientation, consciousness and information useful and
relevant toa wide range of social goals.What is EFA Plan

50. 50. Overall Goals & Objectives of Philippine EFA20151. Universal Adult Functional Literacy:All
persons beyond school-age,regardless oftheir levels of schoolingshould acquire the essential
competenceto be consideredf unctionally literate intheir native tongue, in Filipino or inEnglish.2.
Universal School Participation andElimination of Drop-outs and Repetitionin First Three Grades:
All children agedsix should enter school ready to learnand prepared to achieve the
requiredcompetencies from Grade 1 to 3instruction.

51. 51. 3. Universal completion of fullcycle of basic education schoolingwith satisfactory

achievementlevels by all at every grade oryear.*All children aged six toeleven should be on track
tocompleting elementary schoolingwith satisfactory achievementlevels at every grade, and
allchildren aged twelve to fifteenshould be on track to completingsecondary schooling with
similarlysatisfactory achievement levels atevery year.Overall Goals & Objectives of Philippine
EFA 2015

52. 52. 4. Total community commitment to attainment of basiceducation competencies for all.-
Every community should mobilize all its social,political, cultural and economic resources and
capabilitiesto support the universal attainment of basic educationcompetencies in Filipino and
English.Overall Goals & Objectives of Philippine EFA 2015

53. 53. Significance of ALS in attaining EFA goals:One of the country’s urgent tasks in order to
attain the objeabove is to transform non-formal and informal interventions intoalternative
learning system yielding more EFA benefits. The firstmost urgent step is to make fully
functionally literate the core populof adults and youth outside schools who do not as yet
 possess essefunctional literacy. The actions required for this include:a)the national government
finances the integration of alternlearning options as an essential and routine part of every
public, prand civil society socio-economic development initiatives and make tavailable to
disadvantaged persons and communities; andb)adult literacy organizations work more closely
withorganizations already involved in community development and poalleviation.

54. 54. The Medium Term Philippine DevelopmentPlan 2001-2004 also guided theimplementation
of alternative learningsystems in the country to allow flexible entryof learners in both formal
and non-formal/informal streams of basic educationand ensure their upward social
mobility.More importantly, it is expected todemonstrate the social and economicviability of
non-school-based learningchannels

55. 55. The first four sections of RA 9155 (w/c definessome critical features of ALS) clearly
recognizes the roleof ALS as complement to the formal education system inorder to achieve the
stated goal of quality education forall. . It is an indispensable component of a lifelonglearning
system. It is the only effective way of providingeducation to the millions of out-of-school youths
andadults to enable them to participate more effectively in thevarious development programs
of the government.Moreover, it is in the Implementing Rules and Regulationsof RA 9155 where
the intent to operationalize ALS wasmentioned.

56. 56. RA 9155 also defined several critical features of ALS such as:1. Alternative Learning System
(ALS) is a parallel learning system to pra viable alternative to the existing formal education
instruction. Itencompasses both the non-formal and informal sources of knowledge askills;2.
Informal Education (INFED) is a lifelong process of learning by whichevery person acquires and
accumulates knowledge, skills, attitudes andinsights from daily experiences at home, at work, at
play, and from life i3. Non-Formal Education (NFE) is an organized, systematic,
educationaactivity carried outside the framework of the formal system to provideselected types
of learning to a segment of the population.4. Learner is an individual seeking basic literacy skills
and functional lifeskills or support services for the improvement of the quality of his/her lif

57. 57. 5. Learning Facilitator is the key learning supportperson who is responsible for supervising
andfacilitating the learning process and activities of thelearner.6. Learning Center is a physical
space to houselearning resources and facilities of a learningprogram for out-of-school youth and
adults. It is avenue for face-to-face and multi-media learning andactivities and other learning
opportunities forcommunity development and improvement of thepeople’s quality of life.

58. 58. OF EDUCATIONMENT(i) the Basic Literacy Program which offers community-basedlearning
for illiterate youth and adults to develop basic literacyskills; and(ii) the Accreditation and
Equivalency Program for literates whohave not completed 10 years of basic education. It is
acertification of learning for out-of-school youth and adults aged15 years old and above who are
unable to avail of formalschooling or who have dropped out of formal elementary orsecondary
education.As a parallel learning system, ALS has gradually andeffectively evolved in different
schools all over the country.Recognizing its crucial role, DepED through the AlternativeLearning
System Division , implements two major programsnamely :Significance of ALS in attainingEFA
goals:
 59. 59. ALS plays an important role in achieving the goal ofation for All (EFA) 2015, which is the
“Universal Coverage off-School Youth and Adults in the provision of Basic Learnings”. With the
stakeholders’ participation in this endeavour,will certainly uplift the economic situation of the
Filipinoe.Former Secretary Jesli A. Lapus dubbedLS as the lifeblood of our EFA efforts.Without it,
we can never achieve ourducation for All targets- at least not withine timeframe that we have
set for ourselves.he limitations of our public school system,nd the limited resources we have for
ourublic schools, prevent us from reallyddressing the needs of many of our people”.Significance
of ALS in the attainment of EFA Goals & Objectives

60. 60. “Education is the keyto unlock the goldendoor of freedom.”George WashingtonCarver

61. 61. Be the change you want tosee in the worldThanks fordropping by!

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