COMMUNITY

LEARNING
CENTER
Alternative Learning System 1
 Construction of Community Learning Center/Alternative Learning
System (ALS) in the Aklan Province

Source: https://peoaklan.wordpress.com/als/
 Construction of Community Learning Center/Alternative Learning
System (ALS) in the Aklan Province

Source: https://peoaklan.wordpress.com/als/
 CURRENT STATE OF COMMUNITY
LEARNING CENTERS

To date, there are 25,219 ALS Community Learning Centers across the
country. However, only about 1,000 of these are considered conducive
learning environments.

The majority of existing CLCs are simple (with a table, chairs, and
chalkboard), temporary, makeshift, and often times, shared spaces. They can
be small chapels or multipurpose facilities, or spaces owned or managed by
the barangay or by private individuals.
 CURRENT STATE OF COMMUNITY
LEARNING CENTERS

Studies have shown that providing conducive learning environments for ALS
positively impacts the performance of its learners—from enrollment, completion, and
passing the Accreditation and Equivalency Test.

Further, the inclusion of Learning Strand 6 – Digital Citizenship and addition of

higher competencies in English, Science, and Math in the ALS K- 12 Basic
Education Curriculum, makes it necessary to construct school-based CLCs that are
ICT-enabled and equipped with technical-vocational laboratories.
 CURRENT STATE OF COMMUNITY
LEARNING CENTERS

Acknowledging the expansion of the ALS also entails making sure that the learning
environment can keep up with the new demands and objectives of the program.
This calls for the attention to prioritize establishing school-based ALS Community
Learning Centers because the success of the expansion of ALS and its other
implemented programs is heavily influenced by the facilities provided for its learners.
Moreover, establishing CLCs which are responsive to the evolving needs of the learners
will make it easier to mainstream other expansions in the future.
 TARGET COMMUNITY LEARNING
CENTERS

Consistent with other Department-implemented projects, priority is given to the

target segment which requires more immediate help. In the case of establishing
CLCs, Section 13 of RA 11510 highlights the prioritization of areas where there is
limited access to formal basic education or higher concentration of out-of-school
children in special cases, or adults lacking basic literacy skills or have dropped out of
formal school, or both. As such, the initial target is to establish 1 CLC for every
legislative district which will also serve as hubs for other ALS units in the district.
 TARGET COMMUNITY LEARNING
CENTERS

The strategic target is to have 1 CLC for every city and town which
corresponds to a total of 1,883 target learning centers to be established in
identified priority schools.

For 2022, as part of the legacy of the administration of President

Rodrigo Roa Duterte and the 18th Congress, it is hereby proposed that
the ALS-CLC priority target may appropriately begin with 1 CLC per
legislative district or a total of 243 ALS-CLCs.
MAJOR PROGRAM
OF ALS
ALTERNATIVE LEARNING SYSTEM 1
 1. PROGRAM FOR ILLITERATES:
BASIC LITERACY PROGRAM (BLP)

The Basic Literacy Program (BLP) is a program aimed at

eradicating illiteracy among out-of-schools youth and adults (in
extreme cases school-aged children) by developing basic
literacy skills of reading, writing and numeracy.
2. PROGRAM FOR DROPOUTS OF FORMAL ELEMENTARY
AND SECONDARY LEVELS: CONTINUING EDUCATION:
ACCREDITATION AND EQUIVALENCY (A&E) PROGRAM

The Accreditation and Equivalency (A&E) Program is a program

aimed at providing an alternative pathway of learning for out-of-school
children, youth and adults who are basically literate but who have not
completed the 10 years of basic education mandated by the Philippine
Constitution. Through this program, school dropouts are able to complete
elementary and high school education outside the formal school system.
3. PROGRAM FOR INDIGENOUS PEOPLES:
INDIGENOUS PEOPLES EDUCATION

The Indigenous Peoples Education is a research and

development project which aims to provide basic education
support services to IP communities. This is initially
implemented at the tribal communities in Dumalneg, Ilocos
Norte, Gen. Nakar, Quezon, and Botolan, Zambales.
4. PROGRAM FOR MUSLIM MIGRANTS: ARABIC
LANGUAGE AND ISLAMIC VALUES EDUCATION IN
ALTERNATIVE LEARNING SYSTEM (ALIVE IN ALS)

The Arabic Language and Islamic Values Education in Alternative Learning

System (ALIVE in ALS) is designed for the Muslim Migrants to be able to positively
contribute to the peace efforts of our government in order to improve the quality of
life of Muslim OSY and adults. 
It has components, namely; Basic Literacy Program + ALIVE; Accreditation &
Equivalency (A&E) Program + ALIVE; Informal Education + ALIVE; Technical
Vocational Education Program + ALIVE; and Entrepreneurship Development +
ALIVE.
5. PROGRAM FOR HEARING IMPAIRMENT:
ALTERNATIVE LEARNING SYSTEM FOR
DIFFERENTLY-ABLED PERSONS (ALS-DAP)

The Alternative Learning System for Differently-Abled Persons

(ALS-DAP) is a project which aims to deliver Basic Literacy Program to
the special/differently-abled children/OSYs/adults, e.g., hearing
impaired learners who have not availed of/have no access to the formal
school system through specialized approaches, e.g., sign language.
 6. PROGRAM FOR ADOLESCENTS:
ADOLESCENT REPRODUCTIVE HEALTH
(ARH)

The Adolescent Reproductive Health is a project for out-of-

school adolescents ages 9-24 years old. It is a life skills-based
education program for adolescents who are in high-risky
behavior, sex-related or non-sex related behavior.
7. PROGRAM FOR PARENTS: PARENT
EDUCATION

The Parent Education is an informal education which is a

life skills short-term course that addresses the special needs
and interests of the parents to promote pride in their work and
ownership of their responsibilities as members of the family
and their community.
8. PROGRAM FOR POOR FAMILIES:
FAMILY BASIC LITERACY PROGRAM
(FBLP)

This is a literacy service learning intervention utilizing

literate family members to help non-literate members upgrade
their literacy skills and improve the educational opportunities
of poor families in the depressed, deprived and underserved
(DDU) areas.
9. RADIO-BASED INSTRUCTION (RBI)

The Radio-Based Instruction (RBI) Program is an alternative learning

delivery mode using radio broadcast to deliver the ALS programs. As a
form of distance learning, it is able to expand access to education by
bringing it to where the learners are. It aims to provide learning
opportunities to listeners and enable them to acquire equivalency in basic
education through the broadcast of lessons.
10.PROGRAM FOR DISADVANTAGED CHILDREN:
INFORMAL EDUCATION FOR DISADVANTAGED
CHILDREN

This program focuses on packaging of short-term

educational activity that addresses the special needs and
interests of the street and working children. It intends to use
life skills active learning approaches/strategies aimed at
developing/enhancing social, civic, aesthetic, cultural,
recreational physical and personal development.