ALS….MORE THAN JUST A 3-LETTERED WORD[1]
Adeline Cariño Mendoza[2]
“ALS is expected to provide solutions in areas of conflict, critical thinking, in indigenous people communities, reaching out to the un-reached and undeserved groups of learners and in some areas where literacy is most wanting and most needed.” – Jesli Lapus, Former Secretary of Department of Education.
The Alternative Learning System or commonly known as ALS is an offshoot of Executive Order No. 356 restructuring and renaming the Bureau of Nonformal Education (BNFE) to Bureau of Alternative Learning System (BALS). This is to respond to the need of a more systematic and flexible approach in reaching to all types of learners outside the formal system. As such, it carries a redefined mandate which strengthens the bureau’s function to ensure that all learning needs of marginalized learners are addressed for them to function effectively as citizens. In other words, ALS is designed to provide education that is meaningful as it is rooted in the community life and experience of the people; because learning takes place in this context as well as in the way they understand the stages of their cycle.
Along the course of the implementation of ALS, there were various problems encountered as it was introduced and implemented in the different areas and communities in the Philippines. The following were identified as common problems encountered in the implementation of ALS:
Ø Very limited budget for ALS (less than 1% of the total budget given to DepEd.) With this budget, it is impossible for ALS to address the need of it’s’ implementation. Any program or project for that matter, if funds are insufficient will not be effective and efficient.
Ø The difficulty of encouraging and motivating of ALS clienteles to attend their classes and sessions. The low participation rate in the Alternative Learning Programs as confirmed where the least attended alternative learning system programs for 15 years old and above were Basic Literacy Classes (2.2%), Functional Literacy (4.6%) and Basic Vocational Training Programs (6.2%). Livelihood Training was most attended with 43.2% implying priority for meeting basic economic needs.
Ø Not all those who enrolled in the ALS program were able to finish studying the modules. At the national level, the average completion rate of Literacy Service Contracting Scheme Learners from 2000 – 2005 was 82.6% only. Their absenteeism and dropping out from the ALS programs is due to their other concerns like their work and household chores. Others do not have the means to go to the ALS center because their places are very far while others choose to spend their time working so that they could have money. In other words, poverty is still one of the prevalent reasons for not finishing the ALS programs.
Ø The scarce human and financial resources of the District Department of Education, which resulted in limited program campaign, inadequate support for the contextualization of learning modules, and insufficient training programs for community members.
Ø The strong influence of the Islamic religious groups, which supports only a purely culture-based program management. It was noted that in Islamic regions especially those in Mindanao have very poor participation in the ALS programs because they think that whatever is taught to the learners may be contradictory to their Islamic doctrine and culture.
Ø The District Department of Education’s ill-prepared turnover of the ALS programs to the municipal governments, which resulted in the latter’s limited technical and financial assistance to the program.
Ø The passing rate of the Accreditation and Equivalency test is far from desirable. The passing rate ranges from 13-24% at the elementary level and 13-19% at the secondary level. This means that less than 2 in every 10 A&E test takers actually pass the exam. Moreover, many of those who pass the exams are “walk-in” test takers, not necessarily the learners who underwent the A&E programs. These walk-in test takers are sometimes drop-outs from formal basic education who take the A&E test to gain an educational qualification comparable to that of the formal system. They also have easy access to the testing centers and who reside in urban areas. They have greater exposure to mass media as source of knowledge and information compared to those who fail in the A&E test who have less exposure to mass media and come from far-flung areas.
Ø The very limited coverage of alternative learning programs and the issue on the quality of these programs. The ALS programs do not satisfy the need to provide illiterate Filipinos with basic learning needs. And those who pass the A&E test do not have sufficient knowledge to really qualify them for higher education.
To address these problems in the implementation of ALS, the following should be taken into consideration:
ü Increase DepEd’s budget for the Bureau of Alternative Learning System to enable it to continuously undertake policy/standard setting, national coordination and quality assurance (providing technical support, monitoring and evaluation.) There should also be alternative financing schemes like partnership between local governments and private sectors to cover the costs of ALS teacher programs, instructional materials, ALS centers and facilities. The government should also engage NGOs in the implementation of community-based literacy programs outside the formal school system.
DepEd should actively participate in advocating for efficient tax revenue collection. Moreover, mobilization of resources from local governments, private sectors and other partners who will also help the country finance the increasing budgetary requirements in the implementation of ALS as part of EFA (Education for All). In line with this, there should also be an institutionalization of local initiatives for fund sourcing and human resource augmentation to ensure program.
ü The DepEd should fast-track the introduction of methodologies that will incorporate basic and functional literacy programs in the community development initiatives of other government agencies such as the DA, DENR, DAR, DH and DSWD. Moreover, alternative learning system-related efforts of local government and NGOs should be strengthened and intensified to help address the illiteracy of Filipino youths and adults.
ü Redesign the Alternative Learning System program viz. Ladderized Technical and Vocational skills program of TESDA.
ü Intensify the Parent Education Program to develop parents’ functional literacy skills and to advocate the value of being “educated” to their children.
ü Harmony of program operation policies and strategies with the cultural beliefs and practices of the community.
ü Assumption of roles by the stakeholders, based on their individual interests and capacities.
ü Enhancement of stakeholders’ skills to ensure effective and efficient performance of their roles in the program.
ü Establishment of participation conditions that will stir up program implementation and
ü BALS should tap volunteer committed teachers to help in the implementation of the ALS programs.
Thus, ALS is more than just a 3-lettered word. It was designed and crafted beautifully to help in the attainment of EFA. But more than just the design is the challenge of those in the BALS to properly implement the ALS programs so that it will be effective and efficient in addressing the educational needs of the depressed, underprivileged, marginalized and the poor Filipinos. It is also a challenge on my part as an educator in the formal system to do all ways and means to help educate the young Filipinos. ALS is more than just the discussions and reporting that we had in our ALS class but the challenge is also for me to improve my teaching strategies and come up with alternative ways to address the educational needs of my students.
Hello Ma'am! i hope this blog will do.hehehe! So far this is what I can pass for now. The other requirements will be on the scheduled deadline. Have a great day!
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