ALS in the Philippines

History of ALS in the Philippines

• Alternative Learning System (ALS) is a free, modular, non-formal education program.
• ALS is managed by the Department of Education (DepEd) in the Philippines.
• ALS offers flexible learning to out-of-school youth and adults (OSYA).
• ALS helps OSYA develop basic literacy skills and attain equivalent qualifications for completing basic education.

Types of Learning

• Formal learning is a full-time education pathway that is structured, planned, and facilitated in schools, colleges, and universities that grant diplomas and degrees.
• Non-formal learning involves complementary learning activities that are structured, planned, and facilitated in courses, workshops, seminars, and training to develop skills and capabilities.
• Informal learning is deliberate, self-directed learning that is unstructured, spontaneous, and self-motivated and can take place anywhere.

The ALS Teachers

• Mobile Teachers teach in rural and depressed areas where formal classrooms are unavailable.

New ALS Act

• ALS Teachers are DepEd-employed teachers who implement the ALS program.
• Community ALS Implementers are engaged by DepEd or a local government unit (LGU) to deliver ALS program to out-of-school children and adults.
• Learning Facilitators are teachers financed by the private sector to implement ALS programs.

Historical Development of ALS

• The Establishment of Non-Formal Education Programs came in 1936 and was initiated under the Bureau of Public Schools to address the needs of out-of-school children and adults by providing educational opportunities outside the formal school system.
• In 1977, the Launch of Experimental Non-Formal Education Project (ENFEP) was spearheaded by the Department of Education and Culture and Sports.
• The project focused on innovative educational strategies to reach marginalized communities.
• In 1984, there was Implementation of the "Functional Education and Literacy Program" (FELP) that introduced enhancements to the literacy and livelihood skills of out-of-school youth and adults and highlighted education's role in functional and life skills development.

Formalization of ALS

• Creation of the Bureau of Alternative Learning System (BALS) came in 2001 and was established through Executive Order No. 356.
• The BALS formally recognized ALS as part of the Department of Education's structure.
• Full Integration of ALS came in 2006 where the ALS became a core program of the Department of Education (DepEd) and received national recognition and funding, formalizing ALS as a parallel learning system alongside formal education.
• Integration into the K-12 Basic Education Curriculum came in 2015 where the ALS was aligned with the broader K-12 system.
• This ensured equivalency of ALS graduates with formal education pathways, enabling smooth transitions into further education or employment.

Legal Foundations of ALS

• 1987 Philippine Constitution, Article XIV, Section 2 (1) mandates the establishment, maintenance, and support of a complete, adequate, and integrated system of education that meets societal needs.
• Paragraph (4) encourages the promotion of non-formal, informal, and indigenous learning systems, emphasizing self-learning and community-responsive education.
• Republic Act No. 9155 (Governance of Basic Education Act of 2001) institutionalized ALS as a critical component of the basic education system and mandated the establishment of ALS to address the educational needs of out-of-school children, youth, and adults.
• Republic Act No. 10968 (Philippine Qualifications Framework Act) strengthened the equivalency of ALS programs with formal education systems and ensured that ALS graduates are recognized as competent for further education or employment.
• Republic Act No. 11510 (ALS Act of 2020) was signed on December 23, 2020, institutionalizing ALS as part of the basic education framework.
• The act provided the necessary funding and resources to expand and strengthen ALS programs nationwide and focused on ensuring access to basic education for out-of-school children, youth, and adults, particularly those in special cases.
• DepEd Order No. 13, s. 2019 reinforced the implementation guidelines for ALS, ensuring its proper integration and alignment with educational policies and community needs.

BALS Functions

• Addresses the learning needs of the marginalized groups of the population including the deprived, depressed and underserved citizens.
• Coordinates with various agencies for skills development to enhance and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market.
• Ensures the expansion of access to educational opportunities for citizens of different interest, capabilities, demographic characteristics and socio-economic origins and status.
• Promotes certification and accreditation of alternative learning programs both formal and informal in nature for basic education.
• Protects and promotes the right of all citizens to quality basic education.

BALS Objectives

• Improves the socio-economic status of out-of-school youth (OSY) and the poor by enhancing their basic educational capability through functional education and literacy, and continuing education programs for self-reliance.
• Promotes literacy programs for the attainment of basic skills.
• Develops livelihood skills which manifest in the individual-specific competencies that prepare and improve.
• Expands certification and equivalency programs which are administered by the formal education subsystem, into the non-formal sector.

Significance of BALS Creations

• A milestone in Philippine education policy, serving as the foundation for enhancements to ALS.
• Empowers countless Filipinos to achieve basic education and improve their quality of life through alternative learning pathways.

Guiding Principles of ALS

• Flexibility accommodates learners with varying schedules, learning paces, and contexts.
• Learner-Centered Approach emphasizes individualized learning plans based on the unique needs and abilities of learners.
• Community-Based Learning recognizes the importance of community engagement and real-world applications in learning.
• Empowerment aims to equip learners with skills for personal development, employability, and active citizenship.

The Philosophies of ALS

• Education for All - education is a universal right.
• This aligns with global initiatives like UNESCO's Education for All (EFA) campaign and the Sustainable Development Goals (SDG 4).
• Inclusivity and Equity focuses on marginalized and disadvantaged learners.
• Lifelong Learning promotes continuous learning across all stages of life, adapting to the diverse needs of learners.

Key Components of Lifelong Learning in ALS

• This includes literacy and numeracy programs, skills training and development, and equivalency programs for formal education levels.

Significance of Lifelong Learning in ALS

• Reduces illiteracy and improves the quality of life.
• Promotes social mobility and economic opportunities.
• Empowers individuals to adapt to changing social and technological environments.

Target of ALS

• Elementary and Secondary School Dropouts
• Those over-aged for Grade 6 and 4th Year
• Unemployed Out-of-School Youth (OSY) and adults, inmates, rebel/soldier integreess
• Industry-based workers, housewives, maids, factory workers, drivers
• Members of cultural minorities/Indigenous People (IPs)
• Persons with Disabilities (PWDs)/ physically challenged

New ALS Act: Definitions

• Adults - Filipinos aged 18 years and above unable to begin or continue basic education in formal school.
• Out-of-school children in special cases – children not enrolled in elementary or secondary school due to special cases, learners with disabilities or conditions, indigenous peoples, children in conflict with the law, learners in emergency situations, and other marginalized sectors.

ALS Class Locations

• ALS classes are conducted at a Community Learning Center (CLC), which is a physical space convenient to learners.
• The CLC houses learning resources and facilities for out-of-school children in special cases and adults.
• The CLC serves as a venue for face-to-face learning activities and other learning opportunities for community development and improving quality of life.

Major Programs of ALS

• Basic Literacy Program (BLP) aims to eradicate illiteracy among OSYA and school-aged children by developing basic literacy skills of reading, writing, and numeracy.
• Accreditation and Equivalency Program offers an alternative pathway of learning for OSYA with basic literacy skills, enabling school dropouts to complete elementary and high school education outside the formal system.
• Life Skills for Work Readiness and Civic Engagement Program addresses the mismatch between skills taught in school and skills demanded in the workplace.
• It aims to help young people find jobs, start businesses, or otherwise contribute to their communities.

Two Sets of Life Skills

• Work Readiness Skills needed by young people to be successful at work in the formal, non-formal, and informal sectors.
• Civic Engagement Skills are values and skills for living in and helping to improve quality of life in the community and overall society.

Implementing Rules and Regulations of RA. NO 11510

• The Alternative Learning System Act institutionalizes the alternative learning system in basic education for out-of-school children in special cases and adults.
• The act appropriates funds.
• The state provides education opportunities for marginalized sectors through nonformal or indigenous education.

Rule 2: Institutionalization of ALS

• The Bureau of Alternative Education (BAE) is the focal office.
• BAE formulates policies and coordinates with DepEd CO, TESDA, DTI, DSWD, DOLE, CHED, and LGUs for work experience and job placement and provides financial, technical, human and materials.

Rule 3: Implementation of Priority Non-Formal Education Programs

• This includes Basic Literacy Program; A&E Program; IP Education Program; Academic-Focused Bridging Program; and Functional Education and Literacy Program
• Those who passed the A&E assessment can proceed to a higher education level or Tech-Voc education and training.

Rule 4: Hiring and Professional Development of ALS Teacher

• DepEd creates teaching positions specializing and needed in ALS and Allocate salary grades.
• BAE shall coordinate with CHED in promoting ALS as a teacher education specialization with off-campus training and practice for ALS teachers.
• Benefits and professional development packages in BEC shall also be given to ALS teachers.

Rule 5: ALS Community Learning Centers

• DepEd or LGUs shall provide at least one (1) ALS CLCs in every municipality, prioritizing the areas with higher-level or marginalized sectors.
• DepEd schools can be used as learning centers during no class days or after regular class hours.
• CLCs shall be open and operational seven (7) days a week.

Rule 6: Partnership with the Private Sector and Creation of System of Recognition and Monitoring of ALS Providers

• DepEd shall encourage partnerships with the private sector who can provide ALS programs.
• Curriculum - ALS providers shall use BEC but can also integrate unique needs of learners.
• Learning Facilitator - only the LET or PBET passer can be ALS Facilitator.

Rule 7: Partnership with Government Agencies on the Implementation of the ALS Program

• CHED, TESDA, DOLE, DTI, DA, DSWD, DILG, LGU, DOJ, DICT, DOH

Rule 8: Mandatory Annual Review and Evaluation of the ALS Program

• This involves submitting an annual review/report of the ALS to Congress

Rule 9: Prohibition from Collection of Fees

Rule 10: Tax Incentives

• Any donation, contribution and grant for the ALS program shall be exempt from the donor's tax.

Rule 11: Allowances of ALS Teachers and Community ALS Implementors

Rule 12: Final Provisions

• Appropriations, issuance of supplementary policies and guidelines, Amendments, transitory provisions, separability clause, Repealing Clause, Effectivity.

Significance of Alternative Learning

• ALS addresses educational inequities by catering to out-of-school youth, adults, indigenous peoples, and persons with disabilities.
• ALS promotes lifelong learning providing flexible learning opportunities for those unable to participate in the formal education system.
• Alternative learning enhances employability and livelihood opportunities for learners and contributes to achieving the Sustainable Development Goal (SDG) 4: Quality Education for all.

The ALS-EST Handbook: The ALS-EST Curriculum

• A combination of the ALS K to 12 Curriculum and the TVL Track component of the formal Senior High School (SHS) Curriculum.
• The ALS K to 12 Curriculum currently covers only up to Junior High School (JHS).
• Contains a learning continuum of essential skills, knowledge, attitudes, life skills, learning-to-learn skills, and values desired for ALS Learners and completers are expected to demonstrate learning of competencies from each of the six learning strands.

Six Interrelated Learning Strands

• Learning Strand 1: Communication Skills (English) develops the ability to access, critically process, and effectively use available information in a variety of media to function effectively and participate actively.
• macro skills include listening, speaking, reading, expressing, and viewing.
• Learning Strand 2: Scientific Literacy and Critical Thinking / Learning Strand 3: Mathematical and Problem-Solving Skills help learners think critically and solve problems using logic and creativity.
• Improve critical and creative thinking for better decision-making and problem-solving as well as numeracy skills
• Learning Strand 4: Life and Career Skills focuses on skills and knowledge for earning a living and promoting a sustainable lifestyle. In addition to demonstrating job skills, all learners are encouraged to choose on TVL track specialization.
• Learning Strand 5: Understanding Self and Society is intended to help learners acquire a positive sense of self and social responsibility that will lead them to live harmoniously.
• Learning Strand 6: Digital Citizenship seeks to equip ALS learners with the means to live and work effectively as part of the digital universe by developing information, communication and competences.

Key Skills to Develop:

• The ability to organize new knowledge, gather and analyze information, categorize things and ideas, and make comparisons.
• How to infer principles from evidences, critique their own thinking, evaluate options as a basis of decision making.
• How to apply the scientific process, seek explanations and provide assertions with evidence.
• Overcoming obstacles, applying principles to draw conclusions, and independent learning.

Learning Strand 4

• Focuses on the attitudes, skills, and knowledge (competencies) necessary for earning a living and promoting a sustainable lifestyle.
• It covers the ability to earn a living-through employment/self-employment, entrepreneurship, sustainable consumption-live within one's means, navigate the marketplace reduce wasteful expenditure and perform wise consumption/utilization of resources, conserve resources for future generations, and produce and use work-related skills, knowledge, values, and technology to maximize one's efficiency and performance as a productive citizen.
• In addition to demonstrating mastery of skills completed under LS4, all ALS learners are encouraged to complete at least one TVL track specialization leading to the acquisition of occupational skills and a NC.

Learning Strand 5

• Intended to help learners acquire a positive sense of self and social responsibility that will lead them to develop their potentials and enable them to live together harmoniously within the contexts of their family, local community, and country as well as participate as a member of the Association of Southeast Asian Nations (ASEAN) region and an increasingly global community.
• The learning strand endeavors to encourage learners to continue developing the knowledge, attitudes, values, and skills in order to act locally in building a just, peaceful, equitable, compassionate, multi-cultural, and pluralistic society.

Learning Strand 6

• Seeks to equip ALS learners with critical knowledge, skills, and values to be able to live and work effectively as part of the digital universe.
• Digital citizenship competencies include: Digital Concepts and Digital Operations and Management, Digital Applications, Digital Systems Network, Digital Devices and Digital Ethics

Alignment to Formal K to 12

• The ALS K to 12 curriculum adds competencies not found in the formal school system but ALS-EST caters to a special subset of learners who have different capacities and needs.
• Essential skills: digital citizenship skills, global citizenship skills, learning-to-learn skills and life skills-related competencies

Learners are encouraged to center, build, respond and implement:

• In the implementation of the ALS K to 12 Curriculum, it is essential that teachers focus on the everyday application and development of competencies.
• The Handbooks encourage building learners Existing knowledge and experience, respecting and incorporating local knowledge, community wisdom responding and attending to specific learner needs and potentials

Skills Training Curriculum Technical Skills

• They are seen as an essential component of economic growth.
• The critical elements (ILO, 2010) are: Broad availability of quality education as a foundation for future training and Solid bridges between the world of work and training providers in order to match their needs and enterprise.
• There also should be continuous workplace training and lifelong learning; Anticipating and building competencies for future needs plus ensuring broad access to training opportunities

Skills Training Offering

• ALS-EST schools need to consider the available resources in the host school and community to determine the supply side such as skill trainers, workshops and materials
• Aligning skills training with job market demands helps to increase the likelihood of employment for ALS-EST graduates and avoid skills-employ ment mismatch. The schools need to conduct market analysis to identify skill areas with high demand in the labor market

Training and content

• Schools and implementers may adopt the Standard Needs Assessment Survey tools, currently used by TESDA to come up with a systematic list of demand-driven skills that could be offered through ALS-EST and The Skills Training shall follow TESDA TR or approved Non TESDA Programs
• TR specifies the training arrangements including components such as curriculum design/ delivery; equipment; trainee qualifications and the TESDA website lists about 300 downloadable training courses

Competencies

• In order to achieve Competencies students are to integrate the ALS -EST Curriculum and implement Integration across the six learning strands.

Module 4

• Outlines the Strategies for Facilitating Learning in Diverse and Marginalized Learner Contexts with the goal to is identify challenges and promote equity.

Strategies to achieve this learning include:

• Teaching that is Culturally Responsive and Differentiated .
• Multisensory approaches and flexible options that empower communities.
• Use of ICT tools to build engagement.

Building Relationship

• Building trust and a rapport with communities which allows integration through introduction, objectives and better communications.
• Technology addresses educational challenges since it breaks geographical barriers and provides flexible scheduling

Integrating ICT

• With proper use of Information Technology the course objectives and learning content will better promote self spaced learning however, proper training is needed

Tools to increase ICT integration:

• Blended Learning face to face in person Discussions
• Online or digital content (Videos Readings) for self directed learning
• Gamification game based elements to increase motivation and engagement
• Storytelling based on Experience's to enhance literacy and communication

Challenges in Implementing ICT:

• The most difficult challenge is limited internet since ALS learners live in poor communities
• As a tool the most beneficial method to provide education is downloads and partnership programs that will allow ICT hubs with materials