One of the world’s largest second-chance education initiatives is in the Philippines. In the previous ten years, the Alternative Learning System, or ALS, has served 5.5 million adolescent and adult learners aged 15 and above. The World Bank has been coaching the Department of Education on how to improve its results and advance to the next stage.
ALS is a genuine second-chance program that benefits its participants, but it must continue to grow in order to enable participants reach their full potential. The Philippines’ experience with ALS might be useful to other nations dealing with the similar problem. Many Filipinos have found it difficult to complete their basic education, especially now that we are in a new educational system. Some people cease coming to school to work for a job, others don’t have access to schools, and still others lack the ability to adjust to the new educational standard.
Under the Basic Education Curriculum (BEC), basic education refers to grades 1 through 12, whereas K-12 refers to the present educational curriculum. In response, the Philippine government passed Republic Act 9155, also known as the Governance Act of Basic Education, in 2001, which establishes the Alternative Learning System (ALS) (Governance of Basic Education Act of 2001).
ALS is a comparable learning system that covers both non-formal and informal sources of information and skills as an alternative to present formal education training. The Basic Literacy Program and the Continuing Education Program – Accreditation and Equivalency are the two primary programs offered by the ALS (A&E). Both programs are modular and adaptable. The timetable of sessions is based on the learners’ convenience and availability. Furthermore, the ALS lessons are community-based, with the professors traveling to the learners’ homes. Classes are frequently held at the barangay multi-purpose hall, libraries, students’ homes, or other learning facilities. Mobile instructors, district ALS Coordinators, and instructional facilitators are the learning facilitators. The educational facilitators are not mobile, but the learners and facilitators agree on a timetable and location. With the establishment of ALS, every Filipino now has access to and completion of a basic education. Policy Guidelines on the Implementation of Enhanced Alternative System, DepEd Order No. 13, s. 2019 2.0 specifies that ALS must provide opportunity for out-of-school children and adults (OSYA) to achieve basic and functional reading skills, as well as access to similar paths to completion of basic education.
Out-of-school adolescents and other people are given a second chance to continue their education and thereby improve themselves, thanks to the creation of the ALS program as an alternative to formal education. However, the aforementioned program’s execution should be in line with current formal education, and the policy’s implementation should be well-executed so as not to negate the program’s own objective. ALS program implementers must ensure that the program is completed and implemented successfully and efficiently.
By: Jerry B. Macaday|Teacher III|Alternative Learning System (ALS)|Olongapo City
