2.

Education plays a very important role in the development and progress of the
country. However, in reality children who do not go to formal schooling have difficulties
in understanding and learning 21st-century skills which enable them to cope with and
to compete in the globalized world. And to cope with these challenges Philippines
created a system in nonformal and informal education such as the Alternative
Learning System (ALS). The implementation of ALS aims to provide out-of-school
children, youth and adults population with basic education.
Hence, in the study of Tindowen, Bassig, Cagurangan (2017) reveals that
learners were not yet ready to face the globalized world due to the fact that their
attainment of the required 21st-century skills is low, except for the local connection skill
as this is the only skill that ALS learners already acquired.
In line with education for all of DepEd, Philippine Government program in Special
Education was created. It aims to achieve an inclusive, barrier-free and rights-based
society for persons with disability in the decade 2003-2012. For the improvement of
access to quality education for all, the Philippine model of establishing SPED centers
as resource centers for inclusion. This program assisted that the growth in social
condition with non-disabled students learning to be more tolerant of children with
disabilities as they become more aware of their needs. In that way they demonstrate
more positive feelings about themselves after spending time helping their classmates
with disabilities (Inciong, 2007).
Child Friendly School System (SFSS) of DepEd sponsored by the UNICEF aims
at putting the best interest of the child especially the poor learner, at heart by
understanding the child himself and his interaction with his environment (the home, the
school and the community) through a standardized teaching system. The important
role of this program is to make very learners to be aware of his/her rights and other’s
people rights, understand that everyone is equal regardless of their social status, race,
skin color, and religion as well as apply the CFC model to education; the violation,
discrimination, and unwanted conditions will never happen at schools (Fitriani, 2020).
Madrasah Education Program (MEP) aims to provide the Muslim learners with
appropriate and relevant educational opportunities within the context of their cultures,
customs, traditions and interests through the integration of the Arabic Language and
Islamic Values Education (ALIVE) program in the basic education curriculum so that
the Muslim citizens shall have the intellectual and educational capacity to participate
actively in the social, economic and political endeavours of the country (DepEd, 2020).
 The program sustains relevance and responsiveness to community expectations
and needs by sourcing inputs to the teaching and learning process as well as to its
management and administration, from the community through adoption of an
acceptable recruitment criteria/ process and compensation scheme for ALIVE
teachers. The ALIVE program is implemented in schools whose environment is
conducive to learning in the light of the Child-friendly School System, ably being
managed (Pascasarjana, 2015).

Indigenous People’s Education (IPEd) Program is DepEd’s response to the right

of Indigenous People (IP) to basic education that is responsive to their context,
respects their identities, and promotes their indigenous knowledge, skills, and other
aspects of their cultural heritage (DepEd Order 22, s. 2018).

The commitment of IPEd is aims the attainment of the rights of indigenous

peoples to education. In this regard, for schools and learning programs serving
indigenous learners, the aims of the K to 12 Program are realized through IPEd
(DepEd Order 32, s. 2015) .

References:
Tindowen, D., Bassig, J., Cagurangan, J. (2019). Twenty-first century skills of
altenative learning system learners. July-September 2017: 1–8.
https://doi.org/10.1177/2158244017726116

Fitriani, S. (2020). Promoting child-friendly school model through school committee as

parents’ participation. International Journal of Evaluation and Research in
Education (IJERE) Vol. 9, No. 4, December 2020, pp. 1025~1034 ISSN: 2252-
8822, DOI: 10.11591/ijere.v9i4.20615

Pascasarjana, S. (2015). A Comparative Study of Weekend Developmental Madrasah

Curriculum in Davao City, Philippines. Retrieved from:
http://eprints.ums.ac.id/40000/17/Publication%20Article%20for%20pdf
%20%282%29.pdf

http://www.jldd.jp/gtid/acmr_18/pdf/4.pdf

https://www.deped.gov.ph/2015/07/29/do-32-s-2015-adopting-the-indigenous-peoples-
education-curriculum-framework/
https://www.deped.gov.ph/wp-content/uploads/2020/02/List-of-Programs-and-Projects-
Beneficiaries.Finals.V2.pdf