Implementation of Alternative Learning System in the Division of Pampanga

Abstract

Introduction

Every Filipino has a right to free basic education, but many fail to avail it for various reasons. In attending to this issue, the Department of Education has set up the Alternative Learning System (ALS) to provide all Filipinos the chance to gain access to basic education in a mode that fits their distinct situation and needs. Executive Order No.356, s. 2004 renamed the Bureau of Non-Formal Education (NFE) to Bureau of Alternative Learning System (BALS). The NFE's main policy is "to protect and promote the right of all citizens to quality basic education and such education accessible to all by providing all Filipino children in the elementary level and free education in the high school level. Such type of education also includes an Alternative Learning System for out-of-school youths and adult learners. This dissertation was conducted to assess the implementation of the Alternative Learning System (ALS) in the Division of Pampanga Executive Order No. 356, s.2004 otherwise known as an alternative learning program.

Methods

The study used a descriptive type of research. The A&E passers of the secondary level test in the Division of Pampanga were taken as respondents using proportional random sampling. There were 3305 takers during the years 2014-2015 and 925 passed and duly certified by the Secretary of Department of Education.

Results

Most of the respondents belong to the mid-'20s, males outnumbered the female enrollees, and most of them did not indicate their job before entering the ALS program. The respondents obtained an average of 88.99 percent in the Accreditation &Equivalency test. Findings also show that the majority of the components of ALS were implemented. Most of the respondents were able to get jobs after finishing the program. Others pursued vocational/ technical courses, according to the respondents from the conducted interview.

Discussions

There were pressing problems in the implementation of the components of the ALS program like the difficulty of mobile teachers to use delivery modes to the different groups of learners and there was also a lack of modules and other learning materials. Furthermore, results from self-made questionnaires and interviews revealed problems met by respondents and their proposed solutions that there is a need for further training and seminars for mobile teachers and other service providers on various delivery modes for the different groups of learners.