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Alternative Delivery Mode in The Philippines

Alternative delivery modes (ADMs) in the Philippines refer to non-traditional education programs recognized by the Department of Education that use flexible learning approaches. ADMs utilize various resources including print materials, videos, group discussions, tutorials, and home visits to improve educational access and performance. They aim to achieve education targets and address the needs of marginalized learners. A 2015 study assessed how well the Open High School Program implemented the new K-12 curriculum. Key benefits of ADMs included more flexible entry/exit requirements and learning materials tailored to students' abilities. While ADMs helped improve educational outcomes like test scores, they did not significantly reduce dropout rates. However, they supported the Department of Education's reform efforts to create a more

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724 views2 pages

Alternative Delivery Mode in The Philippines

Alternative delivery modes (ADMs) in the Philippines refer to non-traditional education programs recognized by the Department of Education that use flexible learning approaches. ADMs utilize various resources including print materials, videos, group discussions, tutorials, and home visits to improve educational access and performance. They aim to achieve education targets and address the needs of marginalized learners. A 2015 study assessed how well the Open High School Program implemented the new K-12 curriculum. Key benefits of ADMs included more flexible entry/exit requirements and learning materials tailored to students' abilities. While ADMs helped improve educational outcomes like test scores, they did not significantly reduce dropout rates. However, they supported the Department of Education's reform efforts to create a more

Uploaded by

Ryan Estonio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Alternative Delivery System/Mode in the Philippines

Alternative delivery mode refers to the nontraditional education program recognized by the
Department of Education (DepED) which applies a flexible learning philosophy and a
curricular delivery program that includes non-formal and informal sources of knowledge and
skills. An alternative delivery mode may include the use of facilitator-aided and interactive
self-instructional print and audio-based learning materials, video tapes, face-to-face
structured learning groups, semi-structured and unstructured discussions, one-on-one
tutorials, study groups and self-learning groups, demonstration sessions, home visits,
mentoring and remediation.. (retrieved from S. No.3220 - Senate of the Philippines “Rural
Farm Schools Act" Sec 3. Definition of Terms) This is implemented to improve a certain
performance indicators to achieve the 2015 targets of Education for All and the Millennium
Development Goal on achieving primary education. ADM would also address the learning
needs of marginalized learners and others who are at risk of dropping to help and guide them
overcome social and economic constraints in their schooling.

In 2015, SEAMEO-INNOTECH directed a contextual analysis assessing the Open High


School program of the Philippines. The assessment study decided the present status of the
OHSP with regards to operationalizing the new K to 12 Basic Education Curriculum of the
Philippine Department of Education (DepEd). The examination was subsidized by the Center
under the SEAMEO INNOTECH Regional Education Program (SIREP). Among the highlights
of ADM that assist address with tutoring dropout and access obstructions are the
accompanying: (1) Qualification necessities for students are not as prohibitive as that of
ordinary schools. In contrast to the customary tutoring, ADM does not generally need a
concentrated capabilities and prerequisites to be qualified. This is an open door for every
individual who is pointing one more opportunity completing their instruction without trading off
their works or other individual issues. Another element of ADM is its adaptability. They can
deal with their own timetable. (2) Flexibility is given to students regarding learning time,
section and exit, and period for accreditation/confirmation. (3) Learning materials are made
more pertinent to the setting of the students and request of industry, in this manner improving
the student's odds of getting utilized, upgrading position execution, or helping them manage
quick social issues. As referenced before, ADM has distinctive methodology and instructing
style to its students, generally the educational plan gave are ability based beside the

Mr. Mark Anthony Ramos


rudiments. In this manner, (4) learning materials are made less difficult and more reasonable
or "scaled down" to ensure a specific degree of achievement with respect to the students.
This will help to effortlessly adapt to the exercises that may challenge them. It is additionally
an extraordinary factor of considering the capacity of the students for the instructors in
building up a learning materials that will suit their capacity and abilities understanding all
alone.

The piloting of ADMs as supported by UNICEF made notable contributions to improving


educational outcomes, particularly as far as raising the authority level and accomplishment
test scores of kids. Upgrades here were hearty. Be that as it may, as far as lessening dropout
and reiteration rates, the enhancements were not as noteworthy. In any case, the ADMs
improved the endeavors of Basic Education Sector Reform Agenda (BESRA) of the
Department of Education (DepEd) in acquainting advancements implied with make the
instructing learning climate more changed and invigorating, give occasions to youngsters'
dynamic support, and upgrade the commitment of guardians and networks in training
activities. The imaginative procedures for sure demonstrated noteworthy with regards to
current Philippine instruction, UN need bearings, and needs of other turn of events and
contributor offices working for the nation. (UNICEF, 2012).

Mr. Mark Anthony Ramos

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