The cultivation of 21st-century abilities among students is one of the foci of today’s educational issues. The term “21st-century skills” refers to a broad set of knowledge, skills, work habits, and character traits that are thought to be critical to success in today’s world, particularly in collegiate programs and contemporary careers and workplaces, and can be applied across all academic subject areas and in all educational, career, and civic settings throughout a student’s life. To compete in today’s rich and global economy, 21st-century abilities are required to solve complex problems, cooperate and communicate effectively with others, acquire new skills and information autonomously, and adapt to fast changing conditions.
The ability of educational institutions around the world to promote 21st-century skills to their pupils through formal education becomes a reality. However, it is also a fact that a significant portion of the global population is made up of dropouts, out-of-school kids, and even people who do not attend formal schooling. As a result, those who do not attend formal schooling struggle to comprehend and master 21st-century abilities that will enable them to cope with and compete in a globalized society. And, in order to meet the difficulties posed by the changing globe and knowledge economy, countries all over the world have proposed and implemented solutions to assist individuals in achieving education through non-formal and informal education.
The government’s efforts to combat school dropout by strengthening student programs and developing a system that promotes continuing education resulted in the promulgation of Republic Act 9155, or the Governance Act of Basic Education, in 2001, which contains provisions for an Alternative Learning System (ALS) to address illiteracy and promote continuing education.
The introduction of ALS paved the path for marginalized groups such children, women, individuals with special needs, Indigenous people communities, and out-of-school-youths (OSY) who did not complete their basic education owing to economic and support challenges to express their educational rights. Many studies have found that globalization benefits educated, skilled, and mobile employees, while underprivileged groups who lack access to education are unlikely to benefit from modernity. The Bureau of Alternative Learning System (BALS) of the Department of Education (DepEd) has devised a curriculum that combines formal and non-formal education to help OSY and underprivileged Filipino learners cope with the fast-changing workplace (Philippine Education for All, 2009). The learning strands are altered according to their “functionality” rather than their discipline. The ALS is classified as a Community-Based Learning Service, which aims to develop students’ intellectual capacity along their chosen professional route while also encouraging them to develop a sense of social responsibility by allowing them to serve the community. This challenges ALS teachers to try their best to provide a meaningful learning experience to such a diverse group. Furthermore, literature suggests that ALS provides an opportunity for OSY and individuals to learn not only fundamental and life skills, but also 21st-century abilities that will help them manage with and adapt to changes in their environment. As a result, students in the ALS program are already equipped with at least the 21st-century abilities required for their career and personal development.
Recent research trends have emphasized the importance of analyzing the performance of non-formal education initiatives such as the Philippines’ ALS Program. The use of effective evaluation of such programs is crucial in revealing their outcomes, particularly in terms of determining whether the programs’ objectives are truly realized. As a result, monitoring students’ outcomes is one of the most effective ways to gauge the performance of such programs and ensure that they encourage and assist learners in becoming internationally competitive through the acquisition of 21st-century skills, even if they are not in formal school. As a result, it can be stated that student participation in 21st-century skills is at the forefront of educational innovations.
By: Elaine D. Paller |Teacher I| Alternative Learning System (ALS)
