Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
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
nonformal, 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 mandates the Department of Education to provide
nonformal and informal education to out-of-school children, youth, and adults in the Philippines through the Alternative Learning Syste m.
Of the 3.8 million OSCYs, 87.3% were 16 to 24 years old, 7.7% were 12 to 15 years old and 5% were 6 to 11 years old.
The proportion of OSCYs was higher among females (68.9%) than males (31. 1%)
2014 2016
Employment or looking for work 25.5% Marriage and family matters 42.3%
High cost of education or financial 22.9% High cost of education or financial 20.2%
concern concerns
Last Mile Learners – those who remain unreached even after various efforts to reach them
ALS ALS & ADM ALS & ADM
Children at risk on the Children in indigenous peoples (IP) Children who live in difficult
streets communities circumstances
Children with disabilities Out-of-School Youth (OSYs)/ Inmates Children in off-grid schools and
(CWDs) barangays
Estimation using household surveys (PSA, FLEMMS 2008 & 2013), the estimate is between 5 to 6 million
Note: In special cases, out-of-school children 11 years old & below are also being targeted and served by ALS.
8. ALS ALIVE
DepEd Procured
Partner
Individual 2,423
Organization 63
DepEd ALS programs are carried out by learning facilitators who may be directly employed by DepEd or through service provider s and
partners. These learning facilitators go to a sitio or barangay to conduct learning sessions.
They can be grouped into three main categories: 1) DepEd-delivered, 2) DepEd-procured, and 3) DepEd partners-delivered.
1. DepEd-delivered refers to the ALS program implementation directly carried out by DepEd ALS implementers, such as the Mobile
Teachers, and District ALS Coordinators who are both employed by DepEd and hold regular teacher items;
2. DepEd-procured refers to the ALS program implementation carried out by service providers contracted by the DepEd through the
Schools Division Superintendent, such as NGOs, people’s organizations, literacy volunteers, and other community-based organizations
(CBOs)
3. Non-DepEd Financed/Partners refers to the implementation of ALS programs by non-DepEd organizations, such as Local Government
Units (LGUs), NGOs, and other government organizations, international donor agencies, church-based organizations and individuals on
a voluntary basis using their own resources.
ALS PROGRAMS
Multimedia
Programs/ Projects Target Learners Modalities
Materials
Focus: Drop-outs
and Special Interest
1. Self-development Groups
2. Community development and
Entrepreneurial
3. Livelihood Development
1. Nonformal Education
Elementary Level
Secondary Level
2. Informal Education
(Personal interest, Community development, Skills & Livelihood, Entrepreneurship)
ALS CURRICULUM
Goal:
LIFELONG LEARNING
process whereby every individual acquires attitudes, knowledge, values and insights from daily experiences
As a learning process beginning at birth and ending only with death ( formal, informal and nonformal, alternative) which allo ws individual to
continue learning and developing knowledge and competencies, necessary for the effective participation in solving real life problems and in
functioning effectively in the society.
Objective:
FUNCTIONAL LITERACY
Communicate effectively
drawn from the 1997 Philippine Elementary Learning competencies and 1998 Philippine Secondary Schools Learning Competencies
structure and content was based on the national definition of functional literacy and its major indicators developed by the Literacy
Coordinating Council (LCC)
Curriculum Framework
A range of skills and competencies, cognitive, affective and behavioral which enables individuals to:
function effectively in society within the context of their environment and that of the wider community (local , national, regional & global)
These are the most important source of learning under ALS A&E System
It includes discussions, activities, self-assessment exercises, drawings, articles and other sources of information
5. is enhanced when the needs, interests and experiences of the learners are considered;
6. acquired outside the school system is equivalent to learning acquired in the schools (recognition of prior learning); and
4. eSkwela / e-Learning
4. Providing budget for Reproduction of Learning Materials. Learning Modules, Cassette Tapes, Cassette Recorders.
5. Put in Place the Means for Generating Resources for Various ALS Programs / Projects via legislations.
2. Counseling
3. Referral
with other educational institutions and organizations that Secondary Level Passers can enroll in post-secondary schools and vocational
training programs, college / university courses subject to the usual screening procedures
Memorandum of Agreement signed between DECS and the Technical Education and Skills Development Authority (TESDA)
Provides NFE A&E Secondary Level Certificate Holders access to TESDA administered post -secondary schools and vocational training
programs offered in TESDA Regional and Provincial Training Centers
Administrative Order No. 116, Mandating all concerned government agencies and local government units to support the NFE A&E S ystem
that provides an alternative means of certification of learning to those Filipinos aged 15 years and above who are unable to avail of the
formal School System or have dropped out of formal elementary and secondary education
1. Elementary level
2. Secondary level
An essay
Portfolio Assessment
1. Multiple – Choice Tests
– covers competencies drawn from five (5) learning strands – comm skills,
– computer-scored
– 4 subtests with 160 questions for elementary, 200 for secondary
– time-framed (3 hrs. 30 min. elementary and 4 hrs. 15 min. secondary)
1. Elementary Level
– Multiple-choice test
– Essay writing test
2. Secondary Level
– Multiple-choice test
– Essay writing test
Secondary Test Passers are eligible to enroll in TESDA and Tertiary Education
From 2005-2015, a total of 3,968,116 learners were enrolled in ALS and provided with alternative learning intervention s through appropriate
teaching-learning modalities.
ALS Completers
A total of 2,890,787 learners completed the ALS A&E Program from 2005 -2015.
From 2005-2015, there were 1,602,475 learners who took the ALS Accreditation and Equivalency Test
From 2005-2015, DepED ALS has accredited a total number of 582,536 learners by declaring them as equivalent basic education graduates
and issuing them with Elementary and High School Diplomas through ALS A&E Program.
This year, hundreds of thousands more Out-ofSchool Youth, Children, and Adults are being served through various ALS programs.
Visually and hearing impaired learners are now served through ALS for Persons with Disability as covered under DepED Order No . 46,
s. 2014.
ALS learning materials translated into major languages in the Philippines are also being used toeducateALS learners in their
MotherTongue, including cultural minorities.
Issuances
Stakeholders
ALS CH ALLENGES
Changes in supervision
In the recent implementation of the DepED Rationalization Program, the functions of the former BALS was subsumed in the different bureaus
under CI. This affected the supervision and management of ALS at the Schools Division Offices (SDO) nationwide since there is no more
supervisor (EPS I) solely assigned to ALS. While some ALS supervisors were given new as signments, some SDOs assigned ALS to new
ones. This poses a challenge to the effective implementation of ALS programs in so far as the turnover of responsibilities an d capacity
building are concerned.
Offering of Senior High School to ALS, if adopted, would be a major challenge. Having no human resources available for variou s tracks, as
well as the absence of infrastructure, facilities and equipment at the Community Learning Centers, adoption of S enior High School would be
a challenge.
ALS has only a little over 6,846 teachers to reach the target learners and provide them with appropriate alternative learning opportunities.
Though various interventions are already in place, reaching millions of OSYs and providing them quality education through ALS is far still
from reality.
Others:
Funding support
With the integration of ALS in DepED’s Learner Information System (LIS), data collection and management w ould be improved for purposes
of assessment, evaluation, planning, and policy formulation for ALS.
With all public schools as a “one-stop-shop” for basic education, ALS could further be advocated and utilized for the benefi t of all types of
learners.
Current eSkwela program could be revitalized and ALS be made more accessible to a technologically -oriented generation of learners through
IT-based distance education.
With the new structure at the DepED Central Office, the newly established Bureau of Education Assessment could revisit the current
continuing education A&E program assessment and certification system, and come up with an equivalency assessment for ALS lear ners, one
that is more harmonized with the formal basic education system under K to12.
Technical Study will be conducted by BEA to determine common tracks for SHS for ALS learners