Education is critical to the development of a nation. It teaches the next generation how to be good citizens. Curriculum leaders in the Philippines are constantly refining the curriculum to meet the demands of students and the nation’s interests. Because they are minors under the age of eighteen and are exposed to violations, schooling aids juvenile delinquents in rehabilitating themselves. As a result, it is best to trace the origins of an educational system like the ALS back to the land’s core and fundamental law. The Philippine Constitution mandates free and compulsory primary education, as well as free secondary education provided by the Department of Education (DepEd). This means that all Filipinos have a constitutional right to basic education, and the Department of Education is required to give it to them. In the 1980s, the international community initiated the Education for All (EFA) movement, with the goal of eradicating illiteracy and promoting functional literacy for all peoples on the planet.
In today’s world, the United Nations and its member countries have established new Sustainable Development Goals, among which education is one of the top objectives. Obtaining a high-quality education is essential for improving people’s lives and achieving long-term development. Juvenile delinquents are provided equitable opportunities through education, which is also one of the Sustainable Development Goals. As a party to this agreement, the Philippines is committed to providing education to all Filipinos. In light of this, the Philippine government enacted the following legal measures and commitments, which would serve as the foundation for the implementation of ALS in the Philippine educational system. The Governance Act of Basic Education (Republic Act 9155) is the first. The Philippine Congress passed a bill on June 6, 2001, that outlined the governance of basic education. This law acknowledged the ALS as a complement to formal education and an important component of basic education with a clearly defined role within the larger education system, among many other measures. Second, the Bureau of Non-Formal Education (BNFE) was renamed the Bureau of Alternative Learning System (BALS) by Executive Order No. 356 (BALS). These regulations have an effect on the country’s acknowledgment of non-formal education.
The Bureau’s mandate mandates BALS to provide a systematic and adaptable method to reach all sorts of learners outside the school system, as well as to address the learning requirements of underprivileged learners. In addition, the Executive Order outlined the BALS’ responsibilities. They include: addressing the learning needs of all marginalized groups, including the poor, depressed, and underserved residents; coordinating with many agencies for the learners’ skill development; to promote certification and accreditation for basic education of non-formal and informal learning programs; to increase access to educational opportunities for citizens of various interests, capabilities, demographic characteristics, and socioeconomic origins and status; and to expand access to educational opportunities for citizens of various interests, capabilities, demographic characteristics, and socioeconomic origins and status.
By: Elaine D. Paller |Teacher I| Alternative Learning System (ALS)
