MODULE 6: EDUCATION IN MODERN SOCIETY

UNIT 1: TYPOLOGIES OF EDUCATION IN MODERN SOCIETY

Overview

Education forms a holistic and significant part of any individual’s life. It is the process
of gaining or imparting knowledge that aids in building a proficient personality, ultimately
improving the quality of life. Education is not only the knowledge contained in the books
but is a much broader concept that helps in the enhancement of the skills and mental
abilities of human beings. It goes beyond the classrooms, schools, and colleges. In this
module, we will learn about the typologies of education available in modern society and
how these relate to the various sectors and industries. We will also explore on the vital role
of education in the sustainable development of society.

Learning Objectives

Having successfully completed this module,

you will be able to:
• Examine the current typologies of education in a
modern society as they relate to the various
industries;
• Describe the role of education in the sustainable
development of society.

Let’s Engage
Education concept

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Reflect on these questions. Answer it only in your mind.

1. How important is education?

2. Do you enjoy learning new things?

3. If your answer to Question 2 is yes, why?

Let’s Explore
The school is a prominent actor in modern life. It presents a formidable force
with a real impact on future developments in all spheres of life. Two of the foremost
concerns of school are to mediate the future of humanity and to find its place in the
rapidly changing society. Today, there are four universal types of education in modern
society (Tamayao, 2013). These are:

1) Informal education – refers to incidental learning derived from home,

church, mass media, peers, Internet, and other educative agencies, and social institutions
which are not organized, specified, anticipated, or predicted. It is an endless acquisition of
knowledge, skills, and values derived from daily life activities at home, church, market, mall,
workplace, or insights obtained from life itself. According to Sharma (2000), education of
this kind has no specific educator, time or place at which it is provided. All fixed syllabi,
rules, and formalities are absent from it. Likewise, this kind of education never comes to an
end and can occur while playing in a field or talking to friends or family members.

2) Formal education – refers to the education which normally takes place

within the four walls of the classroom with the presence of teachers, guided by a set of
organized activities that are intended to transmit skills, knowledge, and values, as well as to
develop mental abilities. This is otherwise known as schooling as this type is associated with
schools. This kind of education is controlled since the time (length of education) and place
of teaching are fixed and students have to arrive at a specific time to receive education
under a predetermined curriculum and syllabus. At each level, the student needs a
certification in order to enter or advance to the next grade or year level.

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 3) Non-formal education – refers to organized instruction that takes place
outside school settings (e.g. girl scouts, music lessons, sports), such as workplace, factories,
shops, and similar venues meant to upgrade skills of workers or provide new skills to Out-Of-
School Youths (OSYs) and adult illiterates. In other words, it is any planned, well-ordered
learning activity, or educational procedure conducted outside the structure of the school
system, in which specific types of practical knowledge and skills are taught to a particular
group of population like the OSYs. Unlike formal education, which has prescribed, and
sequential curriculum, this type of education puts stress on the ability of the students to
make choices of what they want to learn. Its curriculum is flexible based on one’s needs.
The student-teacher relationship is also contractual as compared to formal education.
Usually, courses are skill-oriented and range from six to ten months.

This kind of education has flexible points of entry, which can continue
throughout the lifespan. The advantages of non-formal education are reflected in its
objectives to eradicate illiteracy, increase chances of employment, apply new knowledge
to resolve economic, social, and cultural problems, and provide lifelong education to
people of all ages, the unemployed, and the OSYs.

4) Alternative learning system/education – refers to a learning system, which

can be a practical option for those who do not want to be trained under the formal
schooling, due to various impending circumstances in life. This type of education can cover
both non-formal and informal sources to obtain knowledge and skills based on one’s needs
and conditions in life. Examples are home schooling, distance education, correspondence
school, and the like, which are possible options for children and adults who are working
(e.g. actors), people with disabilities, or those who live far from schools.

It is striking to note that these different types of education do not contradict

one another but are complimentary, because they all contribute to the development of
the individual and the nation.

Let’s Explain

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 The Alternative Learning System in the Philippines, abbreviated as ALS, is a program
by the Department of Education that seeks to help Out of School Youths, industry-based
workers, people with disabilities, former inmates, rebels, members of cultural minorities, and
other people who, for one reason or another, cannot afford to go through formal
schooling.

It was first launched in 1984 under the name Non-Formal Education and was
primarily focused on helping its students acquire technical skills that they can use to earn a
living. After getting its name changed into Alternative Learning System in 2004, its focus
widened to include literacy classes that are aimed at eventually granting elementary and
high school diplomas to deserving students who were forced to drop out of primary and
secondary school.

Community Learning Centers

ALS classes are conducted at Community Learning Centers (CLCs). Each city or
municipality has a number of CLCs that interested learners can go to. These CLCs can
either be a public elementary or secondary school, a barangay hall, a room or building
lent by a government agency or private company or organization, or any other vacant
space where learners can gather together. Each CLC has an assigned teacher called an
Instructional Manager. Depending on whether they’re teaching a literacy class or a
livelihood program, instructional managers can either be a licensed teacher employed by
the Department of Education or certified practitioners of a specific craft such as
professional reflexologists or dressmakers.

ALS Accreditation and Equivalency Classes (ALS A&E) and Livelihood Programs
Students who are interested in enrolling in an ALS class are encouraged to visit
Community Learning Centers. Once there, they will be asked whether they want to attend
the literacy class (ALS A&E) or the livelihood program. Students who want to take ALS
A&E will be given an oral and written test to assess their competency level. From the result

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of the test, applicants will be grouped with either the elementary or high school level. If the
applicant has not attended any formal schooling before, they will be enrolled in the Basic
Literacy Program where they will be taught basic reading and computing skills before
moving them to more advanced classes.

Classes are usually held every day, although how many hours a day or how many
days a week a student should show up for class depends on the instructional managers. If
there are other responsibilities that keep students from attending classes, they are allowed
to take home free modules that they can study wherever and whenever they want. At the
end of these modules are questions and exercises that the students must answer in order to
evaluate how much they understood the lesson. After they’re done with the modules, they
are asked to return them to their instructional managers so they can correct them.

Subjects of Study
ALS A&E classes are divided into five categories called learning strands. These
include: (1) Communication Skills (English and Filipino), (2) Problem Solving and Critical
Thinking (Science and Mathematics), (3) Sustainable Use of Resources and Productivity, (4)
Development of Self and A Sense of Community / Value of Collaboration, and (4)
Expanding One’s Own World Vision. By integrating these five learning strands, ALS A & E
students are not only taught academic skills such as reading, writing, and doing research,
they are also taught practical things that they can use in everyday situations, especially in
a diverse and challenging work environment. Livelihood classes, on the other hand, teach
them practical skills that they can use to earn a living. These include cooking, dressmaking,
hairdressing, and handicraft making among other things. In some cases, ALS A&E classes
are reinforced with skills training in order to help the learners become well-rounded
individuals while keeping the lessons varied and interesting at the same time.

Duration of the Program

The ALS A&E classes take a minimum of 800 hours to complete; however, this may
change every now and then depending on the progress of the students. By contrast, the
duration of the livelihood program greatly varies depending on the specific skill being
learned — going anywhere from three days up to several months or more.

Assessment and Evaluation

Just like traditional students, ALS A&E students are also given summative tests to
assess their understanding of the things that have been taught to them. These tests come in
the form of multiple-choice, fill in the blanks, and essay type questions that the students
must answer based on what they’ve learned.

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 After they’ve graduated from the class, ALS A&E students are then encouraged to
take the Alternative Learning System Accreditation & Equivalency Test in order to get
certificates that are equivalent to diplomas received by traditional elementary and high
school graduates.

Students of the livelihood programs also go through assessment and evaluation.

They do this by taking TESDA’s National Certification (NC) exam for the skill they tried to
learn. By passing this exam, they can get certifications that will make them eligible for
employment both here and abroad.

To give you a summary on this unit, please watch the video on:

1. Types of education: Formal, Non-formal, Informal education.

Retrieved from: https://www.youtube.com/watch?v=IhD5uVlGHmM

2. Ano Nga Ba Ang Alternative Learning System (ALS) Paano Mag Enroll sa ALS?
Retrieved from: https://www.youtube.com/watch?v=oi5HNoWs6Bo

***Videos will be uploaded in Google Classroom

Let’s Elaborate
For this part of the unit, you are required to answer the question, but your score on
this will not be counted towards the final grade.

Question:
1) Reflect on the Universal Types of Education in a Modern Society. What are the merits and
demerits of Informal, Formal, Non-formal, and Alternative education?
Answer Here:

Informal education Formal education Non-formal education/

Alternative learning system
Merits: Merits: Merits:

1. 1. 1.

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2. 2. 2.

3. 3. 3.

Demerits: Demerits: Demerits:

1. 1. 1.

2. 2. 2.

3. 3. 3.

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Let’s Evaluate
Summative Assessment

Now, it is your turn to check on your understanding of this unit module. Take note,
this will be graded and recorded.

Answer all items in not more than seven (7) sentences. Underline the keywords of
your answers.

It’s 3-2-1 time! Let us check your comprehension skills based on your understanding
regarding the unit module on Typologies of Education in modern society.

1. Three (3): Discuss 3 INTERESTING LESSONS you have learned in our unit module
on typologies of education. Expound your answers.

2. Two (2): Discuss 2 INTRIGUING IDEAS you have in mind as you were reading
the content of the unit module on typologies of education. Expound your answers.

3. One (1): Cite 1 BIG CONCEPT that has a significant impact in your life as
Political Science Students major based on the content of the unit module on
typologies of education. Elaborate your claim.

References:

References

De Leon, H. S., & De Leon, H. M. (2014). Textbook on the Philippine Constitution. Manila:
REX Printing Co., Inc.

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Pawilen, G., Reyes, E., Rivera, J., & Sison, T. (2019). The School and the Community, School
Culture , and Organizational Leadership. Manila: REX Book Store, Inc.

Serrano, E., & Cajigal, R. (2020). The Teacher and the Community, School Culture, and
Organizational Leadership. Quezon City: Adriana Publishing Co., Inc.

Tamayao, A. (2013). Social Dimensions of Education. Manila: Manila: REX Book Store, Inc.

Vega, V., Prieto, N., & Carreon, M. (2015). Social Dimensions of Education. Quezon City:
Lorimar Publishing, Inc.

Types of education: Formal, Non-formal, Informal education. Retrieved from:

https://www.youtube.com/watch?v=IhD5uVlGHmM

Ano Nga Ba Ang Alternative Learning System (ALS) Paano Mag Enroll sa ALS? Retrieved
from: https://www.youtube.com/watch?v=oi5HNoWs6Bo

Alternative Learning System. Available at:

https://www.courses.com.ph/

Alternative Learning System. Available at:

https://www.deped.gov.ph/alternative-learning-system/

Governance of Basic Education Act of 2001. Available at:

https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/

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BUDDY M. CASTILLO
Department of Political and Social Sciences
School of Teacher Education and Liberal Arts
Saint Louis University, Baguio City, Philippines
04 January 2023

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