RELATED LITERATURES FOR THE

TOPIC:
ALTERNATIVE
EDUCATION:
Addressing the Diverse Needs of
Learners

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 nonformal, informal and indigenous learning systems as well as selflearning, 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-of-school 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.
http://www.deped.gov.ph/als

Philippine Alternative Learning System (ALS)

for drop-outs and out of school youth
The Alternative Learning System (ALS) is a free education program implemented by the Department of
Education (DepEd) under the Bureau of Alternative Learning System which benefits those who cannot
afford formal schooling and follows whatever is their available schedule. The program provides a viable
alternative to the existing formal education instruction, encompassing both the non-formal and informal
sources
of
knowledge
and
skills.
How does it work In ALS, students have to attend 10 months of school or 800 hours in the classroom.
Then
their
performance
are
then
assessed.
Since ALS is a module-based learning system, students come in on a set time and choose a module to
read. A quiz is given after each module to test their learning. Instead of teachers, facilitators are always
present to answer any questions and sometimes lecturers would discuss a certain module. After several
months, the students will take the Accreditation and Equivalency Test (AET). If they pass the test, they will
be given a high school diploma and can now enroll in college. Manny Pacquiao took and passed the
(AET) under the ALS program. He was presented a high school diploma, making eligible to pursue
college. After getting a certificate upon passing, the students have the option to enroll in ALS again or go
to a college. I have learners who are maids, fishermen, and babysitters, and a saleslady,
In fact, they do not even have to go to class five times a week to finish high school. Participants of
eSkwela just sit in front of a computer for about three hours a week. They learn according to their need
and speed. The eSkwela has five main learning strands: Communication skills, critical thinking and
problem solving, sustainable use of resources and productivity, development of self and a sense of
community, and expanding ones world vision. Each student in every session uses a computer loaded
with digital modules with videos and animation. A teacher called facilitator helps students navigate the
digital modules and monitors his/her progress to determine if the learner is ready for the A&E.

There are two ways in which you can take the Alternative Learning System, through the modules (and just
months of classroom preparation for the test?) and through the Internet (with also just months of
classroom with the computers as preparation for the test). For more information about the latter: click
here . The latter is called the eSkwela project - the computer-based way of taking the ALS - but I've read
that there are no elementary e-modules yet, so the eSkwela for elementary school solely is not yet
available.

Posted by Blogger at 9:20 PM 43 comments:

Labels: Philippine Alternative Learning System (ALS), Philippine eSkwela project

eSkwela Frequently Asked Questions

For out-of-school youth and adults interested to complete their secondary education (Accreditation and
Equivalency)
through
eSkwela
1. Is eSkwela separate from DepEDs Alternative Learning System (ALS), and its Accreditation &
Equivalency (A&E) program? http://eskwela.wikispaces.com/eSkwela+FAQs+%28for+learner+applicants
%29 Get a copy of the CD to do self learning at home where he can get a copy of the CD. Once he was
at the Center, Angelyn Malabanan, an eSkwela learning facilitator, was generous enough to provide him
not only a copy of the CD but also a walk-through on how ALS sessions are conducted there, albeit with a
technological
twist.
No, eSkwela is not separate from DepED-ALS. The difference mainly lies in the mode of ALS delivery; at
an eSkwela Center, ICTs (electronic modules, Learning Management System, module guides, computers,
Internet/World Wide Web) are utilized to deliver ALS. On the other hand, print modules are used in the
traditional ALS. However, they uphold the same set of learning ideals (learning that is self-paced, projectbased, and learner-centered; life skills approach). Learners from both delivery modes (traditional ALS and
eSkwela) may aspire to take the A&E exam; upon passing this exam, the learner will be given an A&E
certificate
of
completion,
equivalent
to
a
high
school
diploma.
2.

How

do

qualify

for

learner

slot

at

an

eSkwela

Center?

You should be able to meet the same set requirements required in the print module version of ALS:
You should be at least 15 years old; if you are younger than 15 years, you are encouraged to complete
your secondary education through the formal education system (private/public high school).
You should be ready with the required documents: your birth certificate, a certification from the school
you last attended (if you previously went to school) that you were unable to complete the secondary level.
3. What level of Accreditation & Equivalency (A&E) is currently being offered at the eSkwela Centers?
Currently, secondary A&E (A&E at the secondary level of education) is initially being offered at the
eSkwela Centers. The elementary A&E will be offered soon after the elementary e-modules are
developed.
4. Is there a test I have to take in order to qualify as an eSkwela learner?
Yes, the eSkwela Center will have you take a Functional Literacy Test (FLT), which will assess the actual
level
of
education
you
have
acquired.
5. Am I automatically accepted as an eSkwela learner if I already completed my elementary education?
Your chances of acceptance as an eSkwela learner could be higher if you have already completed your

elementary

education,

BUT

you

will

still

have

to

qualify

through

the

FLT.

7. Do I need to know how to use a computer before I can be accepted as an eSkwela learner?
Although it is an advantage if you already know how to use a computer, it is not a requirement in order for
you to be accepted at eSkwela. The eSkwela facilitators will be giving you remedial sessions on basic
computer literacy (particularly basic navigation skills, using the mouse, and the Internet browser) on your
first sessions so you will be able to optimally use the computer for your learning sessions.
8.

Is

there

an

enrollment/registration

fee

at

an

eSkwela

Center?

No. Apart from your regular expenses (transportation, baon) and minimal fees (some eSkwela Centers
have prepared eSkwela shirts as the learners uniforms and IDs), The eSkwela learning sessions are free.
9.

When

is

the

best

time

for

me

to

apply

at

an

eSkwela

Center?

The best time to apply is the period after learners have taken their A&E exam, which is being
administered every October. For most eSkwela Centers, the learning period starts in January; thus,
learner selection is usually done from November to December of the previous year. However, you can still
inquire
at
an
eSkwela
Center
anytime
for
inquiries.
10.

How

often

should

attend

learning

sessions

at

an

eSkwela

Center?

You and an eSkwela learning facilitator will determine your schedule of learning sessions, in consideration
of your work/job (if you are already employed) and availability. Once finalized, you are required to observe
your learning schedule.

Those who pass the elementary level examination will be allowed to proceed to the high school level
while those who passed the secondary level may choose to enroll in post-secondary technical and
vocational courses. Another choice is to enroll in two, three, four or five-year courses in member schools
of the Philippine Association of State Universities and Colleges (PASUC) and others likewise supervised
by the Commission on Higher Education (CHED). They can also avail of the skills training programs of the
Meralco Foundation and those provided by the Technical Education and Skills Development Authority
(TESDA).

What are eSkwela locations for school enrollment? http://eskwela.wikispaces.com/eSkwela+Centers

Posted by Blogger at 9:19 PM No comments:

Alternative Learning System Accreditation and

Equivalency Test (ALS A&E)
Formerly known as the Nonformal Education A&E Test (NFE A&E), the Alternative Learning System
Accreditation and Equivalency Test (ALS A&E) offers examiners certification of learning achievements
equivalent
to
the
elementary
or
secondary
level
of
the
formal
school

The Accreditation and Equivalency (A&E) Test is designed to provide learners with a range of alternatives
to allow continuity in learning outside the formal school system. It also determines the examinees' skills
and inclinations. According to Education Secretary Jesli Lapus, Passing the test will pave the way for
their re-entry to formal schooling or allow them a chance to pursue other productive endeavors.
The test is a standardized paper and pencil test, with multiple choice questions for approximately 3
hours for the elementary level and longer by an hour for the high school level, as well as a 30-minute
composition writing portion for both. It covers the five learning strands: in communication, problem solving
and critical thinking, sustainable use of resources and productivity, development of self and sense of
community,
and
expanding
one's
world
vision.
REGISTRATION FOR THE 2010 ALS A&E EXAM STARTS ON MAY 3 The registration for the
Department of Educations Alternative Learning System (DepED - ALS) 2010 Accreditation and
Equivalency (A&E) Examination is set to start on May 3 up to June 15, 2010.
The ALS A&E Test is a national government program that aims to provide an "Education for All,". It is a
free paper and pencil test which is designed to measure the competencies of those who have not finished
either the formal elementary or secondary education.

Passers of this test are given a certificate/diploma certifying their competencies as comparable to
graduates of the formal school system, which makes them qualified to enroll in high school for elementary
level passers, and to enroll in any college course for secondary level passers.
Qualified registrants must present any of the following documents on the day of the registration, to wit:
original and xerox copies of the following government-issued identification with photo (valid driver's
license, valid passport, voter's ID, SSS/GSIS ID, postal ID, NBI clearance or barangay certification with
photo stating complete name and date of birth of the prospective registrant); or authenticated birth
certificate for school-drop-outs who are not employed and not old enough to acquire the above
documents. The test is free, thus no fees are collected during the registration, administration, processing
and certification.
Posted by Blogger at 9:16 PM 24 comments:

References:
The Philippine eSkwela Project: The Establishment of Community e-Learning Centers for the Out-ofSchool Youth and Adults http://eskwela.wikispaces.com/Project+Description

Education
department
introduces
alternative
systemhttp://www.manilatimes.net/national/2009/march/20/yehey/prov/20090320pro3.html

learning

Online
hope
for
high
school
dropouts
http://newsinfo.inquirer.net/inquirerheadlines/learning/view/20090517-205548/Online-hope-for-highschool-dropouts

Philippine Learning Station http://www.alsnet.org/AL.htm

For
more
information
about
Alternative
Learning
System
Philippines http://www.deped.gov.ph/cpanel/uploads/issuanceImg/A&E%20write%20up.pdf

in

the

Alternative Learning System http://www.school-survival.net/wiki/Philippines

BUREAU OF ALTERNATIVE LEARNING SYSTEM http://elibrary.judiciary.gov.ph/index10.php?

doctype=Executive%20Orders&docid=0368d70a693860b49058b311ac513dba455a487d5159a

Maui Salang
Technology in Education, eLearning, Training, Research
WEDNESDAY, MAY 28, 2008

Alternative Learning System: meeting the Philippines Education for All (EFA) Agenda

Alternative Learning System: Transform existing non-formal and informal learning

options into a truly viable alternative learning system yielding more EFA benefits
Action: Cost-effective alternative learning options for achieving adult functional literacy in first
language, Filipino and English are defined and propagated. National government funding is provided
to finance the integration of these alternative learning options for the effective acquisition of
functional literacy of adults as an essential and routine part of every public, private and civil society
socio-economic development initiative reaching disadvantaged persons and communities. Adult
literacy organizations work more closely with organizations already involved in community
development and poverty alleviation.
Over the years, many non-formal and informal learning options emerged initially as remedial
responses to meeting the basic literacy needs of people that the school system had failed to equip
with the necessary basic education competencies. Meanwhile, it has been increasingly recognized
that diverse educational needs of different groups of people in society are both legitimate and urgent
to meet. Yet the mainstream public schools, even in the best of circumstances, are largely unable to
meet these educational needs even as effective nonschooling methodologies for meeting these
different needs rapidly developed. Thus, the country now aspires to evolving an alternative learning
system (alternative and complementary to schools) that is organized and governed in order to
provide choices for learning not just as a remedy for school failure but as an addition even to good
schools.
This evolution is envisioned to unfold in three over-lapping stages to enable everyone to obtain
school-equivalent competencies and, if so desired, school-equivalent credentials through learning
processes within as well as outside schools. The first and most urgent stage is to make fully
functionally literate the core population of adults and youth outside schools who do not yet possess
essential functional literacy competencies. As this stage progresses to cover all those who are
functionally illiterate, second stage interventions have to be implemented that serve the wider
population with other educational needs that require learning options in addition to those provided by

good schools. This population includes legitimate minorities, such as differently abled children who
can best achieve their learning goals outside schools and children from ethnic communities who
want to acquire basic competencies desired by all Filipinos while preserving their own unique ethnic
identity and culture. The successful implementation of these two overlapping stages, i.e., meeting
the needs of the functionally illiterate and serving the educational needs of minorities, would
eventually converge towards a third stage which involve the emergence of a true, coherent and
organized system for lifelong learning that will include, but will extend beyond good elementary and
secondary schools.
Two specific strategies in developing the alternative learning system will maximize its contribution to
the attainment of EFA goals. First, the most cost-effective alternative learning interventions for
achieving adult functional literacy would be integrated with the wide variety of socio-economic and
cultural programs reaching disadvantaged people who are also likely to be educationally
disadvantaged. Second, a parallel delivery system dedicated to providing alternative learning
programs to those who cannot meet their needs through schools would be evolved. As the school
system improves its efficiency and effectiveness and the large pool of youth and adult illiterates
shrinks, the diverse educational needs of various groups in society assumes greater importance and
visibility. Meeting these needs would become the impetus for the emergence and organization of the
alternative learning system. Finally, as good schools meet the common needs of most children, the
parallel alternative learning system grows and develops to meet the special needs of different
groups of children and adults. This alternative learning system initially focuses on meeting basic
education needs of all but eventually serves other education needs even beyond basic
competencies.
The specific actions to be undertaken are the following:
1. The existing Bureau of Alternative Learning System of DepEd and the Literacy Coordinating
Council should be developed, strengthened and mandated to serve as the government agency to
guide the evolution of the countrys alternative learning system. Among BALS functions should be to
promote, improve, monitor and evaluate but not necessarily deliver alternative learning interventions
for functional literacy of out-of-school youth and adults, for ethnic minorities and other groups with
special educational needs that cannot be met by schools, and for desired competencies that are part
of lifelong learning. Such an agency for ALS should be able to harmonize and assure the quality of
programs by various service providers. It should also be able to contract with or provide grants to
providers of non-formal education, define and set standards for adult literacy programs, accredit and
recognize providers meeting standards, and monitor and evaluate adult literacy outcomes among
individuals and populations.
2. Public funding made available for ALS programs of various government and private entities should
be subject to the policies and guidelines of the proposed ALS reconfigured structure. Public funding
for basic literacy of out-of-school youth and adults should be allocated in order to integrate adult
literacy interventions into the most effective socio-economic programs already reaching many
communities of educationally disadvantaged people. A survey should be made of socio-economic
programs most likely to be reaching communities with high concentration of educationally
disadvantaged or illiterates. Such a survey should cover national and local government programs, as
well as programs of the private and non-government sectors. Programs should then be assessed in

terms of their potential for integrating adult literacy interventions such as their current reach among
illiterates, level of demand by illiterate potential clients, and opportunities available for integrating
adult literacy in program operations, among others.
3. Effort should be made to build and develop a constituency for ALS development. There are many
groups and persons who already recognize the value of non-school options for meeting education
needs. They may not readily step up and advocate alternative learning system because of the
dominance of schooling in education. Positive examples and promising initiatives in alternative
learning should be recognized and given greater appreciation. Media as an alternative and potent
source of informal education should be strengthened.
4. The actual form and structure of the delivery system for alternative learning is still not yet
clear. Research and development work will be needed to test cost-effective options for delivering
high quality and reliable alternative learning.
5. The ALS agency should undertake an inventory of available resources in localities foradult literacy
interventions outside schools. Service providers, course-ware, teaching materials, and facilities with
special usefulness to adult literacy programs should be identified for potential use by various welfare
and poverty alleviation programs. Available local capacities for high quality non-formal education for
adult learners should be promoted among managers and operators of socio-economic programs
reaching the poorest households which also likely to have members who are illiterate or
educationally disadvantaged.

From Functionally Literate Filipinos: An Educated Nation Philippine Education For All
(EFA) 2015 National Action Plan
Posted by Maui Salang Dulce at 5:36 PM

Alternative
digital

learning

goes

October 3, 2013
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Dr. Edwin Ferrer, officer-in-charge of the Bureau of Alternative Learning

System (BALS) for Region 1 counts the San Carlos City Jail, public market and
city plaza as places of learning for his students.
At the city jail, Edwin is teaching the inmates basic literacy skills as well as
alternative livelihood to give them the chance for a fresh start and become
productive citizens once they have served their sentence.
Meanwhile, at the San Carlos Public Market, Edwin teaches market vendors
Math and literacy classes. For the senior citizens of San Carlos City, he would
conduct regular social and recreational sessions like ballroom dancing
lessons to keep these retirees active and energized.
Edwin is one of the more than 6,000 mobile teachers all over the country
who would go where the students are, and by this, we dont mean the usual
classrooms in schools where formal education takes place. These mobile
teachers are the Department of Educations answer to the pressing need of
making education available beyond the four walls of the classroom to out-ofschool youth and adult learners.
They seek to improve the quality of life of Filipinos by raising the level of
literacy in target communities such as out-of-school youth and working
individuals who have no access to formal classroom learning.
Now, Edwin and other mobile teachers like him can use mobile technologies.
Smart Communications, Inc. (Smart) and the DepEd-BALS are working
together to make mobile technologies a more pervasive tool to help enhance
Philippine education.
Working through startup partner Orange Fix, Smart and DepEd have
developed a mobile application that would digitize the books and other

teaching materials under the ALS curriculum, making it easier for mobile
teachers to teach their community of learners.
The ALS mobile app will be made available for free in affordable mobile
devices like tablets bundled with Smart connectivity. Through the mobile
app, educators can now access teaching materials anytime, anywhere,
online or offline from their tablets.
The project is part of Smarts pioneering initiatives in mEducation. The
materials in the mobile app are integrated under the ALS. Alternative
learning can now be accredited by the DepEd through its Accreditation and
Equivalency Test. The learner will be awarded Elementary Certificate or
Secondary Certificate provided he/she passes the examination.
This collaboration with BALS is part of our mEducation initiatives as we seek
not only to enhance learning via mobile technologies but also hope to
democratize access to devices, connectivity and content, said Darwin
Flores, Smart department head for community partnerships. In the future,
we will be introducing mobile learning for students as well.
The tablets that are pre-loaded with the ALS mobile app can be ordered
online
via
www.smart.com.ph/Bro/DepEdBALS<http://www.smart.com.ph/Bro/DepEdBAL
S.
With the ALS mobile app, Edwin and the other mobile teachers of DepEd
BALS are one step closer towards fulfilling their aspiration of providing
inclusive education for all.
Read
more
at
http://www.mb.com.ph/alternative-learning-goesdigital/#PJG62vHcGeUwG6kO.99

http://alexckingi.blogspot.com/2
011/05/problems-inimplementation-of.html
Sabado, Mayo 21, 2011

Problems In the Implementation of

Alternative Learning System in the
Philippines
Alternative education evolved in 2004 from
series of modifications and amendments of laws
and orders concerning education. To differentiate it
from Formal education, this was formulated to
provide educational needs of drop-outs. out -ofSchool Youths, illiterate adults and special children.

Plans and mechanics of implementation

were created. Methods of instructions were
designed. Funds were also allocated. Despite the
endeavors of the state and Bureau of Alternative
Learning System to fully attain its goals, problems
arose in its implementation.
Some Problems Affecting Alternative
Learning System 1. Funds
2011 Annual budget of Alternative Learning
system is is more than 15 billion pesos which is
divided in all ALS schools through out the
Philippines. Is this really enough to cater the
services the bureau really need? It is not enough to
provide buildings, books, funds for seminars
claimed by ALS people. However, may we also
consider the financial management of this fund
that it might be the reason of its shortage.
2. Curriculum
There are hundreds or not thousand of
competencies in the whole New Secondary School
Curriculum which are prescribed to be taken in four
years in formal education. With this span of time of
learning, the students in general have not able to
attain an MPS of 75. Yet in the Alternative
Education these competencies were compacted
into a school year's curriculum. A first year drop-

out can finish high school in just few months.

However, ALS student who cant be able to pass
Accreditation and Equivalency Test wont be able to
get certificate. Consequence is he or she wont
proceed to higher level of learning. Its either he or
she will return back to learn that compacted
curriculum or stop from school. What will happen to
these persons? Remain undirected unless had
apprentice which will help them land jobs.In
Sadanga Municipality alone, there were 69
enrollees in 2010 - 2011 only 7 passed the A and E
test. Where will those remaning 62 go?

3.Teachers' Attitudes
ALS teachers claim they have more difficult
tasks than those in the formal education and vice
versa. Formal teachers stick to their traditional
practices of ltting their pupils sit properly like
trainee soldiers with their fingers crossed position
on top of their desks.Pupils with behavioral
problems that can irritate teachers are sent to ALS
as Children-At-Risks.
4. Peace and Order Situations (Ideology)

Peace situations in Mindanao hinder progress

or reach of both Formal And Non-Formal Education.
Youths who are supposed to be in schools are
involved in arm struggle instead of enjoying
schooling.
5. Lack of Coordination Between ALS and
the Community
Every institution needs the support of both
internal and external stakeholders.They are assets
to an organization or institution to achieve their
goals. Clients of ALS are education-lacked citizens.
They must be aware of their educational needs.

Alternative Learning System is of help in

the endeavor of the government to eradicate
illiteracy and address unemployment problems. In
fact most of those helping to maintain our
economy or Mga Bagong Bayani working abroad
acquired their skills in Alternative Learning System.
Those who provide personal services are products
of Alternative Learning System too.
For the betterment of Alternative
Learning System, its fund must be increased and

managed well. Curriculum must be modified.

Clients must be grouped according to their level of
knowledge and not merged as one learning group.
The ten-month period of study must be extended.
Schools purposely for ALS must be fully
established.