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M M O O D D U U LLE E 2 2 ..2 2 ALTERNATIVELEARNING SYSTEM(ALS) Teacher Induction Progra

AAAA AAmAL Teacher Education Council, Department of Education

Carolina S. Guerrero, Ph. D. Writer Bernadette S. Pablo, M. Ed. In-house Editor All rights reserved. This module may not be reproduced in any form without the permission of the Teacher Education Council,Department of Education.

T E A C H E R MODULE 2.2

I N D U C T I O N

P R O G R A M

A l t e r A l t e r n a t i v e

L e a r n i n g

S y s t e m

TTAABBLLEEOOFFCCOONNTTEENNTTSS Introduction 1Objectives 2Historical Context of ALS 2The ALS and Formal Education 6Fig. 1 The Two Paths to Basic Education 6Fig. 2 A Conceptual Framework on the Relationshipbetween Formal Education and the AlternativeLearning System 7Major Aspects of Comparison 9Fig. 3 The Learning Programs 9Fig. 4 The Setting for Learning 10Fig. 5 The Teacher 10Fig. 6 The Age of the Learner 11Fig. 7 The Curriculum 12Fig. 8 The Learning Materials 13Fig. 9 The Teaching Methodology 14Fig. 10 Assessment of Learning 14A Note to the Teacher 15Self-Check Questions 17Checkpoints 19

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM T H E D e p E D A L T E R N A T I V E L E A R N I N G S Y S T E M THE OTHER SIDE OF BASIC EDUCATION INTRODUCTION If one were to ask the man on the street what he understands of the wordeducation, almost always, his answer would be going to school in order to learn.To the common man, education is predictably associated with learning that takesplace in schools. This is a general perception historically based on tradition.In this module, you will know more about another kind of education that doesnot need to take place in school but is just as good as formal schooling. This is amodule that will help you understand a new system, the alternative learning system(ALS) which is provided by the Department of Education to help those who cannotgo to school to learn or who do not want to go to school to learn. They includethose who have never gone to school and those who have dropped out of school.Their reasons for staying out of school are varied (e.g. absence of a school in thecommunity, need to work to augment income, disability, no money for school-relatedexpenses, gender discrimination, different learning style, etc.), but most of the time,generally, the reasons are directly linked to poverty. Thus, these are themarginalized

members of our society: the rural and urban poor, prisoners, children inareas of armed conflict, indigenous peoples, laborers, etc.As you go through this module, you will encounter words or concepts that willbe defined and explained to facilitate your understanding of ALS. There will also be asimple historical overview that will give you a perspective of the ALS in Philippinesetting and in the context of global development. Likewise, you will read about theALS and its significant features as well as the comparison between formal educationand the ALS. MODULE 2.2: 1

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM As a new teacher in the public educational system, you are encouraged totake some time to be familiar with the ALS through this module. I hope you will get tobe interested enough to undergo a hands-on experience as a teacher in the ALS ofthe Department of Education.Welcome to the other side of basic education! OBJECTIVES After completing this module, you should be able to: explain how the ALS evolved; discuss how ALS compares with formal basic education; and describe the major ALS programs and their specific target learners. HISTORICAL CONTEXT OF ALS

As always, it is best to trace the source of an educational system such as theALS to the basic and fundamental law of the land. The Philippine Constitutionprovides for free and compulsory elementary education and free secondaryeducation through the Department of Education (DepEd). This means that allFilipinos have a constitutional right to basic education, and the DepEd is mandatedto provide this service to all Filipinos.In the 80s, the global community launched a campaign called Education forAll (EFA) that aimed to eradicate illiteracy and promote functional literacy for allpeoples of the world. Our nation was a signatory to this and as such, committed toproviding education for all Filipinos. MODULE 2.2: 2

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM Against this backdrop, the Philippine government put in place the followinglegal measures and commitment that serve as basis for the introduction of ALS inthe Philippine educational system: 1. Republic Act 9155: The Governance Act of Basic Education On June 6, 2001, the Philippine Congress passed a law that definedthe governance of basic education. Among many of its provisions, thislaw recognized the ALS as a complement of formal education and amajor component of basic education with a clearly defined role withinthe overall educational goals. Moreover, this law operationally definedthese terms: Nonformal Education (NFE) is any organized, systematiceducational activity carried outside the framework of the formalsystem to provide selected types of learning to a segment of thepopulation Informal Education is a lifelong process of learning by whichevery person acquires and accumulates knowledge, skills,attitudes and insights from daily experiences at home, at work,at play and from life itself Alternative Learning System

 is a parallel learning systemthat provides a viable alternative to the existing formal educationsystem. It encompasses both the nonformal and informalsources of knowledge and skills Basic Education is the education intended to meet basiclearning needs and which lays the foundation on whichsubsequent learning can be based. It encompasses earlychildhood, elementary and high school education as well asalternative learning systems for children, OSY and adult learnersand for those with special needs. MODULE 2.2: 3

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM In summary, we say: Basic Education = early childhood education (kindergarten) and elementary education (Grades 1 6) and secondary education (1 st 4 th year) and ALS (for out-of-school age children, youth, adults and thosewith special needs) Alternative Learning System = Nonformal education (NFE) and Informal education (IEd) 2. Executive Order No. 356: Renaming the Bureau of Nonformal Education (BNFE) the Bureau of Alternative Learning System (BALS) On September 13, 2004, the Office of the President of the Republic of thePhilippines renamed the DepEds Bureau of Nonformal Education the Bureau ofAlternative Learning System (BALS) through this Executive Order signed by HerExcellency, President Gloria Macapagal-Arroyo. Not only does this Order reiteratethe Bureaus mandate to address the learning needs of marginalized learners butalso directs BALS to provide a systematic and flexible approach to reach all types oflearners outside the school system.In addition, the Executive Order spelled out the functions of the BALS. Theyinclude the following: To address the learning needs of all marginalized groups including thedeprived, depressed and underserved citizens To coordinate with various agencies for skills development of thelearners To expand access to educational opportunities for citizens of differentinterests, capabilities, demographic characteristics, and socio-economic origins and status To promote certification and accreditation for basic education ofalternative learning programs both nonformal and informal in nature. In summary, by virtue of this Executive Order, the BALS has been given the authority to guide the development of the countrys ALS.

MODULE 2.2: 4

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM 3. Education for All (EFA) Plan by 2015 In 2004, the Philippine government once again committed to participate in theglobal campaign for Education for All by the year 2015. In this Plan, one of the majorgoals is transforming all nonformal and informal education interventions into an ALSto yield more EFA benefits. This means that the goal is to have in place a credibleALS (consisting of NFE and Informal Education) that shall increase functional literacyamong the marginalized groups of learners.To this end, certain tasks will need to be undertaken, namely:1. Develop and strengthen the DepEDs BALS and mandate it to serve as thegovernment agency to guide the development of the countrys ALS.2. Make available public funds for ALS programs of GOs and NGOs subject tothe guidelines of BALS.3. Build and develop a constituency for ALS development.4. Conduct research and studies to test cost-effective options for deliveringquality ALS.5. Undertake an inventory of available resources in localities for literacyinterventions outside schools.6. Ensure a vigorous and credible system for reliably assessing, measuring,validating and communicating competencies acquired through NFE andinformal education. In summary, the EFA Plan for 2015 prescribes urgent tasks that will guide the Department of Education in fulfilling the spirit of RA 9155 and EO 356 and ultimately the vision of the Philippine Constitution. It embodies the various programs, projects and direction to achieve the goal of quality ALS for Filipino learners. MODULE 2.2: 5

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM THE ALS and FORMAL EDUCATIONFIGURE 1: The Two Paths to Basic Education Take a look at the figure above. It shows two (2) roads both leading towardsthe attainment of basic education. One road is marked formal education and itmakes use of schools. The other road is marked ALS and it makes use ofcommunity learning centers for out-of-school youth and adults and these centersmay be a barangay hall, a church, a factory, etc. Notice, too, the travelers in theformal education road and those in the ALS road. In the former, they are young; inthe latter, they are both young and old.This illustration suggests that the Filipino can choose to take any of the two(2) roads to acquire basic education. Further, it suggests that the ALS road is opento anyone regardless of age. What is important, too is that one may attain basiceducation even without entering the school system.Because this is a very simple illustration, it does not explain the otherimportant features of ALS. Consequently, a conceptual framework on therelationship between formal education and the ALS is hereby presented. The MODULE 2.2: 6

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM discussion that follows Figure 2 also explains those theoretical aspects that Figure 1cannot provide. FIGURE 2. A Conceptual Framework of the Relationship betweenFormal Education and the Alternative Learning System In the context of a lifelong learning goal that the EFA 2015 Plan envisions, it issignificant that a new paradigm of learning has evolved. The paradigm is based onthe assumption that all learning leads towards a common goal of life skillsdevelopment that results in employment, social participation and self actualization.Further, it is assumed that learning may take place in different places under differentconditions, time and environment for different types of learners. Likewise, it isassumed that learning may be measured and equated no matter when, where orhow it was acquired.The traditional view of delivering education is through the schools system. Butthere is now a recognized parallel and equivalent learning system that provides analternative to the school-based system of learning. This alternative learning systemconsists of nonformal and informal education both of which develop the MODULE 2.2: 7

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM competencies of the ALS curriculum. The ALS curriculum consists of competenciesequivalent to those found in the formal education curriculum. Both curricula aim todevelop basic and functional literacy skills. The competencies are said to becomparable although their methodology and content may differ. It is in this light thatthe ALS is said to be parallel and comparable to formal education.The framework presented in Figure 2 reflects this parallel relationshipbetween the two learning systems: formal education and alternative learning system,which suggests that because of this comparability, there exists flexibility in botheducational systems that enables a learner to seek and avail of entry and reentryopportunities in both streams.The figure also shows that in the context of continuing education, theeducational ladder in both streams promotes corresponding skills development atbasic, middle, and higher levels. But more importantly, the figure suggests thatcomparable competencies may be equated and parallel learnings accredited.In more concrete terms, take a closer look at both formal education and ALSand compare and contrast the two in some major aspects, such as, the learningprograms, the setting where learning takes place, the teacher, the age of the learner,the curriculum, the learning materials, the teaching methodology, and theassessment of learning for promotion to the next learning level. MODULE 2.2: 8

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM MAJOR ASPECTS OF COMPARISON Figures 3 to 10 present the major aspects for which comparison is madebetween the ALS and formal basic education. FIGURE 3: Learning Program Figure 3 shows the learning programs of formal education and those of theALS. Specifically, formal basic education consists of elementary education whichcovers Grades 1 to 6 and secondary education which covers 4 year levels.The ALS program on the other hand consists of the Basic Literacy Programwhich is a program for the illiterates on basic reading, writing and numeracy skills,and the Accreditation & Equivalency Program (A&E) which is equivalent to theelementary and high school programs of formal education and which address thelearning needs of school dropouts or those who have not completed 10 years ofschooling as mandated by the Philippine Constitution. MODULE 2.2: 9

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM FIGURE 4: SettingFIGURE 4: Setting Figure 4 presents the setting where learning takes place. In the formal schoolsystem teachinglearning is conducted primarily in the school. On the other hand,teaching-learning in the ALS occurs in the community learning centers (CLC) whichmay either be a barangay hall, church, factory, a reading center, or the home.Generally, the learners meet in the CLCs as a group according to an agreement theythemselves have set with the facilitator or instructional manager. The rest of the time,learners take home their learning materials to study at their own time. FIGURE 5: Teacher Figure 5 contrasts the teacher in the formal school system with that in theALS. MODULE 2.2: 10

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM In formal education, the teacher is called a classroom teacher who is aprofessional i.e. licensed to teach (having passed the Licensure Exam for Teachers).The classroom teacher must be a college graduate with a degree of either BSEd orBEEd.In ALS, the teacher of the Basic Literacy Program is called a facilitator whomay be a high school graduate at the very least but must have undergone training asa facilitator. On the other hand, the teacher in the A&E Program must be at least acollege graduate though not necessarily an Education major but must haveundergone training in ALS. FIGURE 6: Age of Learner Figure 6 compares the age of learners in both the formal and ALS System. Informal education, the age of the learner is prescribed. Thus, age of entry in Grade 1,is 6-years and the exit age at 4 th year high school is 15 years. On the other hand,there is no age prescribed for learners in the ALS. Oftentimes, learners in the BasicLiteracy Program are adults, while learners in the A&E Program are youth and adults16 years old and over. MODULE 2.2: 11

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM FIGURE 7: Curriculum In terms of the curriculum, Figure 7 reflects the parallel curricula of bothlearning systems.Formal education has the Basic Education Curriculum (BEC) while the ALShas the ALS Curriculum. The learning competencies of both curricula are paralleland comparable although subject matter or content may differ. This means that bothcurricula are meant to develop competencies that are equivalent in nature. While theBEC curriculum has 5 major subjects English, Science, Math, Filipino, andMakabayan, the ALS curriculum has 5 learning strands which are lifeskills-orientedrather than subject-oriented. The 5 learning strands are the following:- Communication Skills- Development of Self and A Sense of Community- Critical Thinking and Problem Solving- Expanding Ones World Vision- Sustainable Use of Resources/Productivity MODULE 2.2: 12

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM FIGURE 8: Learning Materials Figure 8 compares the learning materials that are generally used as the maintools for learning in the two systems of learning. Formal education generally makesuse of textbooks which normally require teachers to facilitate their use.The ALS meanwhile, generally makes use of printed modules which may beused by learners with or without the aid of a teacher since the materials are designedas self-instructional and therefore self-paced. Also, since the subject matter is notcompartmentalized according to subject areas, the modules are said to beintegrated. MODULE 2.2: 13

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM FIGURE 9: Teaching Methodology One of the basic characteristics that differentiates formal education and ALSis the teaching methodology. Figure 9 shows that formal education utilizes theprinciples of pedagogy or the science of learning among children while the ALSutilizes the principles of andragogy, the science of adult learning. FIGURE 10: Assessment of LearningPromotion to the next Learning Level Figure 10 compares the measures for assessing learning for promotion to the nextlearning level in both systems. MODULE 2.2: 14

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM Formal education generally makes use of end-of-school year achievementtests for all learning levels starting in Grade 1 to 4

th year High School.The ALS generally makes use of end-of-program tests which may be given atany time that a learner completes the program. For the Basic Literacy level, this testis called the Assessment of Basic Literacy (ABL Test) and it measures basic reading,writing and numeracy skills. For the A&E test, the elementary level learner takes theA&E Elementary level test and the secondary level learner takes the A&E Secondarylevel test. In both cases, the tests measure functional literacy competencies such asthe following: communicate effectively solve problems scientifically, creatively and think critically use resources sustainably and be productive develop oneself and a sense of community expand ones world view A NOTE TO THE TEACHER As a regular classroom teacher, you will have to observe regular class hours.But if you also wish to serve the marginalized people in the community (the illiteratesand school dropouts), you may be a teacher to them outside of your regular classhours, i.e., after class, on weekends, on holidays. You can either be a facilitator ofALS for the Basic Literacy program for illiterates or an instructional manager for theAccreditation and Equivalency program for school dropouts as long as you undergospecial training conducted by the local DepEd office in charge of ALS in the District,Division or Region. When you do serve as an ALS facilitator or instructionalmanager, you can earn service credits. This arrangement is provided for in DepEdOrder No. 53 s. 2003 entitled Updated Guidelines on Grant of Vacation ServiceCredits to Teachers and which states among others: MODULE 2.2: 15

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM Statement of the Policy The basic policy in the grant of vacation service credit is that it should be given only for work beyond regular functions or beyond regular work hours/days where payment of honorarium or overtime pay is not possible. In addition, there are situations wherein extraordinary work is demanded from teachers including those which expose their lives to certain risks and for which monetary compensation is not enough. Thus, extra non- monetary compensation is justified. Activities Eligible for the Grant of Service Credits One of the activities eligible for the grant of service credits is teaching in non-formal education classes in addition to teaching in formal education classes carrying a normal teaching load. Procedure in the Grant of Service Credits The following steps shall be followed in the grant of service credits: a.1 Head of office/school recommends approval of request to render vacation service a.2 Schools Division Superintendent

approves/disapproves request a.3 If reason for request is not among those listed above, request should be forwarded to theRegional Director for action if activity is region-wide and to theCentral Office through theRegional Director if activity is DepEd-wide. For attendance/participation in DepEd-wide programs and projects, the Central Office shall make the necessary issuances on the grant of vacation service credits. Other Rules The following rules shall also apply in the grant or use of service credits: a. One work day of vacation service credit is granted for one day (eight hours) of service; b. The number of days of vacation service credits granted to a teacher shall not exceed 15 work days in one year except in cases authorized by the Secretary upon the recommendation of the Regional Director ; c. Vacation service credits shall not be granted for services rendered without previous authority; d. Teachers on detail in offices or assigned to non-teaching jobs are on the vacationsick leave basis and should not therefore be granted vacation service credits. MODULE 2.2: 16

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM

SCQ

Having read through the module, you may now assess your own understandin g ofthe

messages it contains by answering the following questions:1. In 2004, the Bureau of Nonformal

Education (BNFE) was renamedBure au of Alternative Learning System (BALS). As a

consequence, theBureau was mandated to provide not only nonformal education but

alsoan alternative learning system. What is the relationship between NFEand ALS?

Do you think this move by DepEd to focus attention from NFEto ALS is good for school

dropouts? Explain your answer.2. The module compares the ALS with the formal education

program interms of various aspects such as: the learning programs, the setting

forlearning, the teacher, the age of the learner, the learning materials, thecurriculum , the teaching

methodology, and assessment of learning. Inyour opinion, which one of these aspects

makes ALS and formaleducati on truly comparable? Explain your answer briefly.

MODULE 2.2:
17

TEACHER INDUCTION PROGRAM ALTERNATIVE LEARNING SYSTEM

3. Case No. 1Mario is 16 years old

now. He is a first year high school dropout. Hestopped going to school four years ago

because he was sickly. He is verymuch interested now to study again, but he does not want to go

back toschool. He thinks he is too old for first year.What program can you advise

him to join? Why?4. Case No. 2Mang Carding is a 49 year-old grandfather who completed 4

th

gradeas his highest educational level several years ago. Today, his grandsonaske

d his help in doing his homework. The long period that he has notdone reading and

writing has affected his literacy. He admits that hehimself needs help in reading and writing.What

ALS program can help him? Why?

MODULE 2.2:
18

Module 2.2 Alternative Learning System

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