Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses the conceptual framework and related literature and

studies that provided more insights into the nature of the present study and its theoretical

framework as well.

Local Literature

Objectives

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.

ALS aims to open more educational opportunities for Filipino citizens of different

interests, capabilities of demographic characteristics, socioeconomic origins and status as well as

addressing the needs of marginalized groups.The program cuts the time needed to finish high

school, hence, significantly cuts the expenses as well. Aside from giving hope to the less fortunate,

it also provides opportunities to Out-of-School Youths (OSY) and adults elementary and

secondary school drop-outs; industry-based workers; housewives; maids; factory workers; drivers;

members of cultural minorities; indigenous people and the disabled/physically

challenged.Trainingfor instructional managers and coordinators are also provided by the program

and supports the learner’s accreditation and equivalency (A&E) review.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.

http://en.wikipilipinas.org/index.php/Alternative_Learning_System

Guidelines

The ALS evolved from the non-formal education that has been conducted by the

government of the Philippines. Previously, non-formal education was mostly concentrated in

instructions in livelihood skills training with basic reading and writing incorporated in the module.

Under the current system, skills training and livelihood training have been excluded and

established as a separate education system. Skills training had become a stand-alone program

with Technical Education and Skills Development Authority (Philippines) taking charge of the

program.

The ALS is a way for the informal and busy students to achieve elementary and high

school education without need of going to attend classroom instructions on a daily basis just like

the formal education system. Secondary education has now become a prerequisite in vocational

technology and college education in the Philippines. Livelihood trainings, however, do not need

formal or non-formal education in the Philippines.

The Implementing Guideline for Alternative Learning System (ALS) Programs

In consonance with the policy of the Department of Education to expand access to quality Basic

Education, the DepEd shall pursue all modalities available to deliver basic education services to

all Filipinos. To this end, DepEd through the Bureau of Alternative Learning System (BALS) will

provide financial resources to regions, divisions and schools to implement the ALS programs

through its Field Operations Fund and Human Resources Development Fund for FY 2010 as

follows: (1) The ALS program implementation is lodged primarily with the Mobile Teachers and

District ALS Coordinators who are assigned to conduct intensive community-based learning

sessions for out-of-school children, youth and adults in far-flung communities in all divisions

nationwide. Enclosure 1 shows Allocation for Teaching Aid & Transportation Allowances for ALS

Mobile Teachers & District ALS Coordinators by Region CY 2010, (2) DepEd Procured - The

ALS programs are also delivered through Unified Contracting Scheme with qualified education

service providers with the use of government funds for field operations. Basic Literacy Program,

Accreditation and Equivalency (A&E) Program, BP-OSA Program, Indigenous People Program,

ALS Gabay-Aral sa Pamayanan (AGAP) - Enclosure 2 shows Allocation for Unified Contracting

Scheme by Region CY 2010 and Allocation for ALS Gabay-Aral sa Pamayanan (3) It includes

A&E Test Administration, Processing and Certification and Development of Test Items for

eTesting. Fund for the purpose is centrally managed by the Bureau of Alternative Learning System

which is utilized during the conduct of the test administration in the region/division as well as in

the development of item bank for the e-testing aspect, (4) ALS Capability Building Program

includes orientation, training, Immersion and Exchange Program for field implementers in various

levels.
 Specific guidelines are hereby reiterated/issued to enable the regional and division offices

to receive and utilize their share in each of these funds.

a. DepEd Delivered (Enclosure 3 - DepEd Memo No. 313 s. 2008, Provision of Teaching Aid

and Transportation Allowances to ALS Mobile Teachers and District ALS Coordinators);

b. DepEd Procured (Enclosure 4 - DepEd Memo No. 443 s. 2007, Unified Guidelines for the

ALS Contracting Scheme; and DepEd Memo No. 369 s. 2009, Establishing a Literacy

Volunteer Program Under the National Service Corps created under E.O. No. 788).

c. A&E Assessment and Certification System (Enclosure 5 - DepEd Memo No. 82, s. 2010,

Guidelines for the August 2010 Alternative Learning System Accreditation and

Equivalency (ALS A&E) Tests).

DepEd field offices that receive financial assistance under this Order, are required to

submit financial and physical accomplishment reports every month which shall be submitted to

the Director IV, Bureau of Alternative Learning System (BALS). Immediate dissemination of and

compliance to this Order is directed.

http://www.deped.gov.ph/orders/do-58-s-2010

Guidelines on updating the status of learners of the Alternative Learning System in the

Learner Information System as of the End of Calendar Year 2016:

1. Updating the status of the Learners of Alternative Learning System (ALS) in the Learner

Information System (LIS) as of Calendar Year (CY) 2016.

2. All learning facilitators are directed to update in the LIS their learner’s status according to

their performance in the ALS Program at the end of CY 2016. They should coordinate with
 the Division ALS Focal person who is also in-charge of managing LIS access accounts in

the system. The LIS can be access through the web addresses: http://lis.deped.gov.ph.

3. Updating period is scheduled from July 18, 2017 to August 20, 2017.

4. Encoding of CY 2017 ALS learners in the LIS will commence on or before August 31,

2017. As a prerequisite to the encoding, mobile teachers/facilitators must have their

community Learning Center (CLC) finalized and submitted in the system.

5. All previous issuances relative to this order, which are inconsistent are deemed superseded

of modified accordingly.

6. Immediate dissemination of and strict compliance with Order is directed.

http://www.deped.gov.ph./orders/do.44.s.2017.

Moreover, DO.55, S. 2016 Policy Guidelines on the National Assessment of Student

Learning for the K to 12 Basic Education Program:

1. The Department of Education (DepEd) is adopting the enclosed Policy Guidelines on the

National assessment of the Student Learning for the K to 12 to Basic Education Program.

2. Assessment is the process of measuring learner’s progress in the attainment of learning

standards and the 21st century skill. The result of the various forms of assessment shall be

used to quality on learner’s academic performance.

3. The national assessment of student learning is an integral part of DepEd’s assessment

framework. It aims to:

a. Monitor the Philippine education system and schools for public accountability;
 b. Assess the effectiveness and efficiency of the delivery of education services using

learning outcomes as indicators;

c. Provide information that will guide decisions on instructional practices;

d. Determine if learners are meeting the learning standards of the curriculum;

e. Measure student’s aptitude and occupational interest for career guidance; and

f. Assess prior learning for placement accreditation and Equivalency.

4. Based on the aforementioned rationale of national assessment of student learning, DepEd

will conduct the following assessment through the Bureau of Education Assessment:

a. Early Language, Literacy, and Numeracy Assessment to be administered at the end of

Grade 3 as a key stage assessment to determine if students are meeting the learning

standards in early language, literacy, and numeracy;

b. Exit assessment to be administered in Grade 6, Grade 10, and Grade 12 to determine if

learners are meeting the learning standards of the elementary, Junior High School and

Senior High School curriculum;

c. Career Assessment to be administered in Grade 9 to determine learner’s aptitudes and

occupational interests for career guidance;

d. Accreditation and Equivalency Assessment to be taken by out-of-school youth and

adults to certify completion of elementary and secondary education, and

e. Grade Level Placement assessment for learners in special circumstances specified in

Section 6 to determine their appropriate grade level in the formal system.

procedures, and utilization of results of each assessment tool administered to learners under

the Philippine education system.

6. Effective School Year (SY) 2016-2017, the Policy Guidelines on the National Assessment

of the Student Learning for the K to 12 Basic Education Program shall be implemented in

public and private elementary and secondary schools nationwide.

7. These guidelines will remain in force and in effect until SY 2013-2014, which is when the

first K to 12 cohort completes Grade 12, unless sooner repealed, amended, or rescinded.

All existing Orders and Memoranda on student learning assessment that are inconsistent

with this Order are rescinded

8. Immediate dissemination of and strict compliance with this order is directed.

This was signed by Secretary Br. Armin A. Luistro

http://www.deped.gov.ph/orders/do-55-s-2016

Activity

The program covers mostly dropouts in elementary and secondary schools, out-of-school

youths, non-readers, working people and even senior citizens wanting to read and write. Students

enrolled under the classroom system are barred from participating in the program. Age level,

economic and personal circumstances are among the determinants in availing the program.

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 or barangay. 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.

http://en.wikipilipinas.org/index.php/Alternative_Learning_System

To address the country’s problem on school drop-out, alternative means of learning is

introduced and now empowered to various part of the country. In the website of the Department

of Education through DepEd Order 64, series of 2011, it was stated that to ensure equal

opportunities and standard implementation of DepEd policies for the Alternative Learning System

(ALS) implementers, the agency urged all school’s division, superintendents and supervisors to

strictly observe or implement relevant policies and best practices on promotion and compensation

of all ALS implementers. It was also indicated in the same order that the mobile teacher is entitled

to promotion to the next higher level as a Master Teacher, as a School Head or as a Supervisor at

the district, division and regional levels based on the Civil Service Commission (CSC)

qualification standards. As mobile teachers, they shall receive the same benefits and professional

development packages awarded to regular teachers in terms of fellowships, scholarships and

training opportunities in all learning areas of the basic education curriculum. With their exposure

to high risk and hazardous teaching environment, they are qualified to receive additional welfare

compensation such as hazard, hardship, transportation and teaching aid allowances together with

the leave credits for the teachers who follow a flexible teaching schedule without summer vacation
and different teaching hours to meet the learning needs of the ALS learners.

(http://www.deped.gov.ph/orders/do-64-s-2011)

This was amended, supported and enhanced by DO 59, series of 2016 (DepEd, 2016).

These revised implementing guidelines stated the selection and hiring of ALS literacy volunteers

as stipulated in the enclosure of DepEd Order No. 59, series of 2012 which states the conduct of

learning sessions at the community learning centers with an organized learning group composed

of fifty (50) learners or more. The revised implementing guidelines on the provisions of teaching

aid and transportation allowances to ALS mobile teachers and district ALS coordinators further

entitled them to receive teaching aid and transportation allowances. Accordingly, such allowances

shall be used to defray transportation expenses that they incur to reach all types of ALS learners

in far-flung areas and other types of barangay. On the other hand, the teaching aid allowance is

intended for purchase of supplies and / or reproduction of materials they will use in the teaching-

learning process.

In the same DepEd Order (2016), the guidelines on the “Abot-Alam Program” was

included as stipulated in the enclosure of DO 17, series of 2014 which states that teachers assigned

to serve as, either full-time or part-time for the Abot-Alam Program shall receive the corresponding

teaching aid and transportation allowances as provided to existing ALS mobile teachers and district

ALS coordinators pursuant to the guidelines stipulated in DO Nos. 58, series of 2012 and 19, series

of 2013.

To give a complete overview of ALS, Guerrero (n.d.) designed a module on Alternative

Learning System as part of the Teacher Induction Program of the Teacher Education Council of

the Department of Education. In this module, she initially stated the basis for the introduction of

ALS in the Philippine educational system through Republic Act 9155 (the Governance Act of
Basic Education) which highlighted Alternative Learning System as a parallel learning system that

provided a viable alternative to the existing formal education system. It also encompasses both

the non-formal and informal sources of knowledge and skills, along with non-formal education

(NFE), informal education, and basic education.

Through Executive Order No. 356, the Bureau of Non-formal Education (BNFE) was

renamed Bureau of Alternative Learning System (BALS) by then President Gloria Macapagal

Arroyo. To further emphasized the functions of BALS, the following were included: (a) to address

the learning needs of all marginalized groups including the deprived, depressed and underserved

citizens, (b) to coordinate with various agencies for skills development of the learners, (c) to

expand access to educational opportunities for citizens of different interests, capabilities,

demographic characteristics, and socioeconomic origins and status and (d) to promote certification

and accreditation for basic education of alternative learning programs both non-formal and

informal in nature. (http://www.officialgazette.gov.ph/2004/09/13/executive-order-no-356-s-

2004/)

The country’s Alternative Learning System (ALS) also appeared in Wikipedia (2017)

which is, accordingly, a parallel learning system in the Philippines that provides a practical option

to the existing formal instruction. The program has two different schematics for conducting

instruction: school-based and community-based.

It was stated that school-based program conducts instructions in school campuses while in

the community-based program, formal instruction are conducted in community halls or on private

places by the government-paid instructors or by private non-government organization following a

uniform lesson modules for all academic subjects covering the sciences, mathematics, English,

Filipino, social studies among others.

also the adults who did not complete their education. The institution appealed volunteers to be

part of their project by sharing their time, talent and resources as they aim to educate the less

privileged by harnessing the “bayanihan” spirit in a community. This project also aligned itself

with the DepEd Approved curriculum which focuses on English, mathematics, science and

Filipino with learning materials such as printed modules, compact discs with e-learning modules

and computers.

In the same flow of thoughts, Ruivivar (2016) discussed how ALS in the Philippines is

implemented. Aside from the common understanding such as definitions and legal bases of the

program, she stressed out that one of its aims is to benefit those who cannot afford formal schooling

and flows whatever is the available schedule of the learners as it follows a viable alternative to the

existing formal education instruction, encompassing both the non-formal and informal sources of

knowledge and skills.

Aside from Republic Act 9155, Executive Order 117 of 1987, the Governance Act for

Basic Education and Executive Order No. 356 of 2004, the Basic Education Sector Reform Agenda

(BESRA) was also included among the legal bases as a comprehensive package of policy reforms

that are expected to create critical changes to accelerate, broaden, deepen and sustain improvement

of basic education in the country. Likewise, BESRA also formulated the corresponding necessary

guidelines to strengthen BALS as an institution entrusted to steward the development of ALS in

the Philippines and address the national goal of universal access to quality education. The

following programs were also presented under ALS: (a) Basic Literacy Program (ALS-BLP), (b)

Accreditation and Equivalency Program (ALS-A & E), (c) Balik-Paaralan Para sa Out-of-School

Adult (ALS-BP-OSA), (d) Informal Education (INFED), (e) Indigenous People’s Education (IP),
(f) Family Basic Literacy Program (FBLP), (g) ALS Gabay Aral sa Pamayanan (AGAP), (h) ALS

for Person with Disability (ALS-PWD).

In a more specific and concrete picture of the ALS program implementation, Department

of Education (2017) through Memorandum DM-CI-2017-00312 which was signed by Dino, clear

statement of the requirements was listed to be accommodated in the ALS program specifically on

facilitating A & E test. These include the original and photocopy of certification of ALS

completion issued by the learning facilitator, original and photocopy of birth certificate or any of

the following documents, i.e. baptismal certificate, voter’s ID, valid passport, valid driver’s license

and any legal document bearing the applicant’s picture, name and signature like NBI clearance,

barangay clearance and identical pictures (1x1). In addition, frequently asked questions were

clearly stipulated like the possible qualified applicants, the processes of registration and the

personnel involved in the process.

In the municipality of Silang, Cavite, DepEd – District Office (2017) stated that the

implementation of Alternative Learning System (ALS) program during the first quarter focused

on learning sessions for 2016 learners. Various activities were done like advocacy, social

mobilization and other related activities were done while waiting for the Accreditation &

Equivalency (A & E) test registration. The program was intensified through the passionate support

of the local government units (LGUs) and even the non-government organizations (NGOs),

partners and other stakeholders to mobilize and expand the programs and projects in every

barangay. This is greatly motivated by the town mayor’s (Hon. Omil Lourdes Poblete) campaign

toward achieving 0% illiteracy in Silang. This campaign is also influenced by Mandela (cited in

DepEd-Silang, 2017) by stating that education is the most powerful tool in which we can use to
change the world which is loaded with knowledge, talents, skills, well-rounded personality and a

good heart.

The ALS A&E Test, formerly known as the Non-formal Education A&E Test, is a paper

and pencil test designed to measure the competencies of those who have neither attended nor

finished elementary or secondary education in the formal school system. Examinations were

administered in 17 regions nationwide by the Bureau of Alternative Learning System (BALS) of

DepEd on April 17, 2016 for wave 1 of exam (Regions I, II, III, IV-A, IV-B, V, NCR, and CAR)

and April 24 for second wave of exam (Regions VI, VII, VIII, IX, X, XI, XII, Caraga, and

ARMM).

Tests for the extension centers such as rehabilitation, formation centers and BJMPs were

conducted on April 16 and 23. The April 2016 ALS A&E results are expected to be released in

July to August 2016 (3 to 4 months after the exam). In 2014, a total of 84,785 successfully hurdled

the exam nationwide. Results were announced in May 2015 or four months after the last day of

scheduled examinations.

The A&E registration, administration, and certification are provided free by DepEd.

Passers of the ALS exam are given a certificate or diploma, signed by the DepEd secretary,

certifying the passers’ competency as comparable to the graduates of the formal school system.

Passers are qualified to enroll in secondary and post-secondary schools.

Targets of the ALS are school drop-outs, those who have not attended the formal school

system, homeschoolers, or others who have not finished basic education but are basically literate.

(https://philnews.ph/2016/06/29/2015-2016-als-ae-exam-results/)
Local Studies

Studies on Alternative Learning System (ALS) as an alternative means of learning and as

response to the call of Education for All in various part of the world remain under-theorized. This

was primarily caused by its new beginning in the educational system and perhaps the people’s

level of preparedness and acceptability to engage in this kind of education. However, there are

still good number of studies which remain worth considering to further enhance this alternative

education program. In the study conducted by Fernandez (2013), it was revealed that ALS teachers

have a very high overall computed mean score which were interpreted as very competent; however,

this competence was not significantly related to their gender and educational background but

significantly relate to their teaching experience, salary and performance rating. In terms of the

student-respondents, learning strand on Communication skills have the highest number of passers

while majority of them failed in the learning strand about Sense of Community and Expanding

One’s World View. In relation to the latter’s socio-demographic profile, civil status, family

background, and age appeared not be significant to their performance; in contrast, gender and

distance from community learning center were significant to their overall performance.

Going to the teachers; competence, the following weaknesses were identified: manifest a

thorough knowledge of the subject matter, formulate questions to clarify a lesson, usage of various

aids to make the subject matter in the module more interesting to learners, make use of a variety

of teaching strategies to make the lessons in the module more interesting and provide challenging

task applicable to real life situations. Thus, programs on enriching professional trainings on

Alternative Learning System were recommended.

This was supported by Legal (2016) who also proved the ALS Coordinators and mobile

teachers’ competence which served as the basis for a proposed training program. Applying the
descriptive method of research in which a researcher-made questionnaire was utilized as an

instrument to determine the level of competence in each teaching domain and the training program

needed to be undertaken. The study showed that the teaching domain which revealed fair

competence in knowledge, skills, and attitude and needed further training and development was

on demonstration of skills in the use of Information and Communication Technology (ICT) in

teaching and learning process.

With the goal to equip the learners with life skills to cope successfully with situations in

their everyday life, Apao, et al. (2014) have used the following life skills as self-awareness,

empathy, effective communication, interpersonal relation skills, decision-making, problem

solving, creative thinking, critical thinking, coping with emotions, coping with stress and

entrepreneurial skills having been participated by the ALS learners, the mobile teachers and the

supervisors who rated themselves on the extent of their attainment of the life skills based on

specific indicators.

Using the portfolio, test results and reflection journals, the learners rated themselves highly

in the acquisition of life skills like self-awareness which is in contrast with the case of the mobile

teachers and the ALS supervisors since they considered other evidences like learners’ performance

in class, portfolio and other evidences of learning. Generally, the self-awareness skill was

developed and attained to a very great extent. Other skills which were attained to a great extent

were problem solving, empathy, decision making and effective communication. Another

important focus of the study was the level of adult literacy which scored poorly in the overall rating

of the study locale. This problem was greatly affected by the insufficiency of resources like

modules and other instructional materials as expressed by the mobile teachers and the ALS

supervisors. Added to the problem was the lack of community learning centers (CLCs) in some
of the study locales. Finally, this study also looked at the learner’s quality of living in relation to

ALS training. Basically, it refers to the general well-being of individuals based on the standard

indicators of the quality of life. It includes wealth and employment, environment, physical and

mental health, education, recreation and leisure time, and social belongings.

In relation to the study, ALS learners had experienced social judgement being affiliated

with the Alternative Learning System program. This is in connection to the negative feedbacks

people have against ALS as a program. Indeed, people tended to discouraged them to part of it as

a means of learning and career preparation. On the brighter of it, it was revealed that while some

experienced negative comments, still many expressed gratitude to the programs ALS have offered

because most of them were hired by various local companies and industries. Thus, most of the

recipients improved their quality of life by engaging in jobs or entrepreneurial activities that

increase financial stability. Other significant positive effect to their lives were the development of

their sense of confidence and civic mindedness, positive outlook in life and the cultivation of their

passion for education.

Meanwhile, another feature of Alternative Learning System was conducted by Dela Rosa

(2015) who focused on Adolescent Reproductive Health Education Teaching Program as

implemented to selected out-of-school youths. This study measured the effectiveness of the stated

health education program and its implication to health teaching using the Bloom’s Taxonomy

Domains of Learning. Based on the data analysis, it showed a significant difference on the mean

scores of the pre-test and the post-test between the control group and experimental group.

Furthermore, this study also identified the profile of the respondents including age, gender, and

number of children. The mean score of the pre-test and post-test of the control and experimental

group were taken into consideration. Likewise, the significant difference of the pre-test and post-
test of the control and experimental group were further assessed which states that the post-test

score of the experimental group and control group resulted to superior understanding of knowledge

wherein the higher the level of understanding in terms of the knowledge of the out-of-school

youths, the more extremely effective the adolescent reproductive health education program. It was

concluded that the adolescent reproductive health education program is extremely effective in

terms of the understanding of the knowledge of the adolescent reproductive health education

program.

Among the Filipino learners, the Indigenous People (IP) deserve the most to be the primary

recipient of the program. In relation, Moralista & Delariarte (2014) piloted the study on

Alternative Learning System and its influence on the intellectual abilities of the indigenous people.

Result of the study showed that the indigenous people in the research locale were able to graduate

in ALS education and its implementation appeared to the very effective. With the bigger number

of female respondents who were benefited in the program, male indigenous people were also

encouraged to enrol the said program as most of the recipient obtained permanent job which

become the source of their income. To further improve the program, it was recommended that

teachers should pursue higher education or trainings related to ALS curriculum to become more

effective facilitators of learning. In the same way, ALS coordinator should task to design a

strategic plan and should be inculcated in the minds of teachers for a greater productivity and

outstanding performance at a minimal cost. Finally, to maximize the participation of teachers,

administrators, and community, if would be best if they all practice collaboration. Accordingly,

this would solicit the best ideas and support of the internal and external stakeholders to the

fulfilment of the school mission, vision, goals, and objectives.

http://www.deped.gov.ph/orders/do-101-s-2010
 In the same line of concern, Imbag (2016) also had studied indigenous-based enrichment

of the Department of Education’s ALS curriculum. With the participants’ marginalized status and

limited access to basic social services especially in education.

This was influenced by their proximity to the learning centers in the community and most

of the time, the teaching itself were perceived to be irrelevant to their culture or to the teaching of

their local community. With the research’s objective to produce a culturally appropriate and

needs-responsive curriculum for them, the researcher has employed ethnographic-participatory

type of research triangulated with community observations and interviews. The result of the study

revealed that the indigenous knowledge systems and practices should be integrated in the entity of

the program. Thus, to empower the indigenous group in the research locale, the researcher come

up with the enriched curriculum with special emphasis on traditional beliefs and practices.

These include their own language and culture, customs and rituals, ethnomathematics,

ethnoscience, and livelihood in order to help them improve their scholastic achievement, enhance

their pride and self-esteem, and perpetuate their cultural traditions (Imbag, 2016b).

Villenes, et al. (2016) also had spearheaded study on Alternative Learning System;

however, their major concern was toward the instructional supervision. Generally, this paper

aimed to surface the status of the program implementation of the ALS by its major field

implementers through examining the common practices observed and documented together with

the critical issues found in the program. The gathered data were used as a baseline information in

the development of appropriate and responsive measure as inputs for instructional supervision.

Using ethnographic research design which was complemented by methodical triangulation

employing participant observations and field works, in-depth interviews and other data gathering

techniques like document analyses and focus group discussion (FGD). The findings revealed that
in general context, the locale implementers practiced the conventional way of program

implementation. The analyses exposed that the critical issues affected the program

implementation; hence, it should be strengthened through an enriched instructional supervision.

In the end, the researchers drafted measures and policies toward an empowered instructional

supervision to serve as guide in the delivery of ALS programs and projects.

The same group of researchers headed by Villenes (2015) had introduced collaborative

action in the implementation of Alternative Learning System (ALS) programs towards reforming

conventional practices to responsive services. The study was divided into three (3) phases which

include the following: analyses of the accounts on how the program is conventionally

implemented, developed a framework of action toward collaborative implementation and the

execution of the designed plan and initial assessment of the significance of the program

implementation. With this, various reforms were given emphasis especially the number of partners

and service providers participated in the collaborative implementation.

PASIG CITY, July 19, 2017 –To ensure that the Alternative Learning System (ALS)

curriculum is aligned with the K to 12 Program, and to provide learning opportunities that will

empower out-of-school youth (OSY) and adult learners to improve their quality of life and become

more effective contributors to society, the Department of Education (DepEd), through the Bureau

of Curriculum Development (BCD), launched the ALS-K to 12 Basic Education Curriculum. Like

the K to 12 Curriculum, the ALS-K to 12 Basic Education Curriculum is expressed in content

standards, performance standards, and learning competencies.

It also defines the minimum competency standards for learners an alternative pathway of

learning and certification parallel to the formal school system. DepEd Assistant Secretary for

Public Affairs Service and ALS G.H. Ambat underscored the importance to adjust the previous
ALS curriculum that would help dispel notions of disparity between ALS graduates and graduates

from the formal system, “We are true to our mandate that no learner [will be] left behind.

With this new curriculum, we hope that the ALS learners would have the same quality of

education that would avail them of the four exits of K to 12: higher education, employment,

entrepreneurship, or middle-level skills development.

BCD Director Jocelyn Andaya explained that the revision of the curriculum took two years

because the office, as well as the former office handling the program, the Bureau of Alternative

Learning System (BALS), undertook a comprehensive review and revision process involving a

series of consultations and workshops with curriculum experts in formal and non-formal education

from within and outside the DepEd. The outputs of workshops were further reviewed by national

and international consultants, DepEd subject experts, and ALS learning practitioners, supervisors,

and other ALS stakeholders. Comparable to the formal school curriculum, the ALS curriculum

reflects the set of knowledge, skills, and competencies that learners should develop to meet the

minimum requirement of basic education. The curriculum includes both the formal and informal

sources of knowledge and skills.

Andaya further explained the menu of possible learning interventions and pathways

responsive to the needs, context, circumstances, and diversity of learners that the refined ALS

Curriculum provides. To erase the notion that ALS is an “inferior” curriculum, the new curriculum

gives equivalency options and alternative programs similar to formal schooling, such that a learner

can move and transfer seamlessly from one education system to another. For example, a learner

can have formal education from Kindergarten to Grade 3, then shift to non-formal education for

Grades 5 to 6, and reintegrate seamlessly into the formal system for Junior High School (JHS)

because the essential skills are covered by both curriculum.

learners#ixzz4vYhf1sFw)

Assessments are in place to ensure readiness of learners for the next level of schooling.

The use of flexible learner options helps ensure this fluidity and permeability from Kindergarten

to Grade 12. The essential skills are the same for both formal and non-formal curriculums and can

be delivered through many means and strategies. ALS utilizes learning modules. Each module is

complete in itself and contains the description of the module, objectives, learning activities, and

pre- and post-tests.

Each strand has a schematic diagram which describes the relationship of the parts to the

whole strength. For ALS to be truly parallel with the formal education system, same standards and

competencies are set for both in the K to 12 Curriculum to achieve the goal of producing

holistically developed Filipinos with 21st century skills. Although the framework is organized in

strands, the intention is that instruction should be created around topics of importance to learners.

This is the basic difference between the K to 12 Curriculum and the ALS Curriculum. The topics

should provide an opportunity for the integration of skills.

Andaya added that during the alignment and finalization process, many learning

competencies from the formal school curriculum were adopted in the ALS Basic Education

Curriculum. There was significant expansion of the content scope to ensure alignment with the

formal K to 12 school curriculum. The number of competencies included in the curriculum

increased from 776 existing learning competencies to 2,046 enhanced learning

competencies. (http://www.deped.gov.ph/press-releases/deped-rolls-out-als-k-12-basic-

education)
 MANILA, Philippines - The Department of Education (DepEd) has released an updated

curriculum for the Alternative Learning System (ALS) to align with the K to 12 basic education

curriculum. DepEd Assistant Secretary G.H. Ambat said the new curriculum will strengthen the

ALS program and give out-of-school youth better learning opportunities outside the formal

education system. “We are true to our mandate that no learner (will be) left behind. With this new

curriculum, we hope that the ALS learners (will) have the same quality of education so they can

avail themselves of the four exits of K-12: higher education, employment, entrepreneurship or

middle-level skills development,” Ambat said. DepEd’s Bureau of Curriculum Development

director Jocelyn Andaya said it took two years to release the revised curriculum, as they had to

conduct a comprehensive review and consultation process with experts in formal and non-formal

education.

“The outputs of workshops were further reviewed by national and international consultants,

DepEd subject experts, and ALS learning practitioners, supervisors and other ALS stakeholders,”

she added.

Ambat said the new ALS curriculum hopes to dispel notions of disparity between ALS

graduates and graduates from the formal system, noting that it now gives equivalency options and

alternative programs similar to formal schooling that will allow learners to move and transfer

seamlessly from one education system to another. (http://www.philstar.com/education-and-

home/2017/07/27/1721719/deped-aligns-als-k-12-curriculum)