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Alternative Learning System

What is Alternative Learning System or ALS?


It is a parallel learning system in the Philippines that provides a practical option to the
existing formal instruction. When one does not have or cannot access formal education
in schools, ALS is an alternate or substitute. ALS includes both the non-formal and
informal sources of knowledge and skills.

Why is there a need for Alternative Learning System in the


Philippines?
Many Filipinos do not have a chance to attend and finish formal basic education
(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools while
some do not have schools in their communities. Since every Filipino has a right to free
basic education, the Government establishes ALS to provide all Filipinos the chance to
have access to and complete basic education in a mode that fits their distinct situations
and needs.

What is the basis of ALS implementation in the Philippines?


The 1987 Philippine Constitution provides for the recognition and promotion of other
forms of education other than formal education. Article XIV, Section 2, Paragraph (1)
declares that the State shall establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of the people and society; and
paragraph (4) concisely encourages non-formal, informal and indigenous learning
systems as well as self-learning, independent and out-of-school study programs
particularly those that respond to community needs.
The Governance Act for Basic Education otherwise known as the Republic Act 9155
stipulates the establishment of the Alternative Learning System (ALS) to provide out-ofschool children, youth and adults population with basic education.

How does ALS work?


There are two major programs on ALS that are being implemented by the Department
of Education, through the Bureau of Alternative Learning System (BALS). One is the
Basic Literacy Program and the other is the Continuing Education Program Accreditation and Equivalency (A&E). Both programs are modular and flexible. This
means that learning can take place anytime and any place, depending on the
convenience and availability of the learners.

What is the difference between the Formal Education System and


the Alternative Learning System (ALS) Non-formal Education?
Formal Education system is classroom-based, managed by trained formal school
teachers.
ALS Non-formal Education happens outside the classroom, community-based, usually
conducted at community learning centers, barangay multi-purpose hall, libraries or at
home, managed by ALS learning facilitators, such as mobile teachers, district ALS
Coordinators, instructional managers at an agreed schedule and venue between the
learners and facilitators.

ALS FAQ
What curriculum is used in the ALS?
The ALS Curriculum reflects the set of knowledge skills and competencies that learners
should develop to meet the minimum requirements of basic education. It is
comparable to the formal school curriculum. The teaching and learning processes and
resources are based on the ALS Curriculum.

Who are the target learners in the ALS?


ALS is intended for out-of-school children, youth and adults who need basic and
functional literacy skills, knowledge and values.
These people are usually located in far-flung communities with no or limited access to
formal schools.

In 2008, it was estimated that 40.95 million or 45% of the total Philippine
population did not complete basic education. This population is considered the target
groups of the alternative learning system.

Among the target groups, 27.53 million are 15 years old and above. Meanwhile,
6-11 years old (8.7 million) and 12-15 (4.7 million) years old are the aggregated target
learners who are in-school age.

Specifically, this group of marginalized learners consists of street children,


indigenous peoples, farmers, fisherfolks, women, adolescents, solo parents, children in
conflict areas not reached by the formal school system, rebel returnees, and others.

Who delivers the ALS?


ALS is either DepEd-delivered, DepEd-procured, or DepEd Partners-delivered.

DepEd-delivered refers to the implementation arrangement where program is


directly carried-out by DepEd ALS implementers such as the ALS Mobile Teachers and
District ALS Coordinators.

DepEd-procured refers to the implementation arrangement where program is


contracted by DepEd to service providers such as non-government organizations and
other government organizations and literacy volunteers.

DepEd Partners-delivered refers to the implementation of ALS Programs by


non-DepEd organizations such as Local Government Units (LGUs), Non-Government
Organizations (NGOs) and other Government Organizations (GOs), international donor
agencies, church-based organizations and individuals on a voluntary basis using their
own resources.

Who are the DepEd ALS Field Implementors?


The ALS Programs are carried out by ALS Mobile Teachers and District ALS
Coordinators in the 17 regions of the country. Both are DepEd employed and hold
regular teacher items.
Mobile Teachers are specialized teachers who live among the people in
remote barangays of the country to conduct the BLP for illiterate out-of-school children,
youth and adults who are willing to learn basic literacy skills and proceed to Continuing
Education program: Accreditation and Equivalency (A&E) for those who left formal
school system or have no access to schools.
The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a
district. However, just like the Mobile Teachers, they also serve as learning facilitators in
the delivery of the different ALS programs/projects.

How does learning intervention take place in the ALS?


The learning facilitator (Facilitator, Instructional Manager, ALS Mobile Teacher, District
ALS Coordinator) goes to a sitio or barangay with Functional Literacy Test and a set of
learning materials to conduct learning sessions until such time that the learners have
become literate before going to another sitio orbarangay. However, depending on the
need of the learners, the learning facilitator goes back to a sitio or barangay for
visitation and follow-up.
Most of the time, instead of the learners going to the Community Learning Center, the
learning facilitator brings the learning materials to the learners to help them acquire
basic and or functional literacy skills.
ALS programs are delivered in various modes such as face-to-face, radio-based,
eSkwela/computer-based or independent learning.

Where do learning sessions take place?


Learning sessions take place at the Community Learning Center or at any place
convenient to the learners. Teaching and learning may also take place at the homes of
the learners, under the shades of trees, inside a church or mosque, playground and
any other available space and venue.

What materials are used in the ALS?


The ALS utilizes learning modules. Each module is complete in itself. It contains the
description of the module, objectives, learning activities, and pre and post tests.
Modules for the basic and lower elementary level learners come with a Facilitators
Guide. Meanwhile, modules for advanced elementary and secondary levels were
designed for self-learning.
In the conduct of ALS sessions, use of supplementary learning materials is being
encouraged nhbghparticularly those that are developed by the Facilitator to suit the
local need and context and are locally available.
In partnership with various organizations, both local and international, the DepEd-BALS
was able to adapt and/or produce print and non-print learning materials to
supplement the existing modules in the conduct of ALS learning sessions.
Supplementary materials are important in the conduct of ALS learning sessions.
Additional materials make learning sessions more effective by reinforcing newly
acquired literacy skills. They also serve as springboards to a new lesson, thus, making
learning more fun and interesting. Use of multi-media also gives both Facilitators and
learners chance to access new information and technology and activates multi-sensory
learning.

What are the areas of learning in the ALS?

The learning areas in the ALS are called learning strands which are the equivalent of
the subjects in the formal school system.
These learning strands are:

Communication Skills (listening, speaking, reading and writing)

Problem-Solving and Critical Thinking (numeracy and scientific thinking)

Sustainable use of Resources/Productivity (ability to earn a living through selfemployment, outside employment, entrepreneurship, sustainable use of resources and
appropriate technology and productivity)

Development of Self and a Sense of Community (self-development, a sense of


personal and national history and identity, cultural pride and recognition and
understanding of civil and political rights)

Expanding Ones World Vision (knowledge, respect and appreciation for diversity,
peace and non-violent resolution of conflict, and global awareness and solidarity)

Is there an entrance test in the ALS?


The potential learner in the ALS goes through a screening process to determine
whatever prior learning that he/she may have through the Functional Literacy Test
(FLT). This assessment will assist the Learning Facilitator to set-up a teaching and
learning plan for a particular learner.
The FLT is composed of five (5) parts. These are 1) the Personal Information Sheet (PIS),
2) Listening and Speaking, 3) Reading, 4) Writing, and 5) Numeracy.

What is the difference between non-formal education and


informal education?

To reach this marginalized group of learners, BALS implements non-formal and


informal education or education that takes place outside the formal school system.
Republic Act 9155 defines Non-formal Education as any organized, systematic
educational activity carried outside the framework of the formal school system to
provide selected types of learning to a segment of the population.
On the other hand, Informal Education is defined as a lifelong process of learning by
which every person acquires and accumulates knowledge, skills, attitudes and insights
from daily experiences at home, at work, at play and from life itself.
BALS carries out two Non-formal Education Programs: a) the Basic Literacy Program
(BLP) for illiterates and the b) Continuing Education: Accreditation and Equivalency
(A&E) Program for elementary and high school drop-outs.
BALS has developed Informal Education courses that include self-interest and life
experiences programs. Initially, it has already developed a special curriculum for
indigenous peoples (IPs). With this construct, greater learning needs will be addressed
and funneled to promote lifelong learning in all streams of education.

ALS Programs
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.

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.
For information on the A&E Test, go to the ALS Accreditation and Equivalency
Test page.

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.

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.

Program for Hearing Impairment:


Alternative Learning System for Differently-Abled Persons (ALSDAP)
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.

Program for Adolescents:


Adolescent Reproductive Health (ARH)
The Adolescent Reproductive Health is a project for out-of-school adolescents ages 924 years old. It is a life skills-based education program for adolescents who are in highrisky behavior, sex-related or non-sex related behavior.

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.

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.

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.

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. The learning
materials/packages may be developed/adopted/adapted or gathered from other
sources and tailored-fit to the identified needs of the said users.

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