ALTERNATIVE LEARNING SYSTEM #allinlahatsaALS

Overview

ALS is a parallel learning system to the formal education system, offering non-formal and informal learning opportunities for Filipinos who face barriers to attending traditional schools. It aims to give learners a practical, accessible alternative to complete basic education—from elementary through high school levels—in ways that fit their unique circumstances and needs.

Purpose and Legal Basis

The system was established to fulfill every Filipino's constitutional right to free basic education, particularly targeting those unable to attend or complete formal education due to factors such as economic constraints, geographical isolation, or other personal challenges. It is grounded in the 1987 Philippine Constitution and Republic Act 9155 (Governance Act for Basic Education), which promote and mandate non-formal and informal learning systems as viable education pathways.

How ALS Works

The Department of Education (DepEd) implements ALS through two main programs:

• Basic Literacy Program: Focuses on teaching reading, writing, and numeracy to learners who are non-literate or have very basic skills.

• Continuing Education Program – Accreditation and Equivalency (A&E): Enables learners to complete elementary or secondary education equivalency through modular and flexible learning modes.

Classes and learning sessions usually happen outside traditional classrooms—in community centers, barangay halls, libraries, or even at home—and are facilitated by trained ALS instructors or learning facilitators. The learning process is adaptable, so learners can study anytime and anywhere according to their convenience.

Differences from Formal Education

Unlike the formal system, which is classroom-based and led by certified teachers, ALS is community-based, flexible, and learner-centered. Instruction is tailored to the learner's pace and availability, often involving modular study materials and personal guidance rather than fixed school hours.

Benefits and Eligibility

ALS offers:

• Accessibility for learners in remote areas or with limited resources.

• Flexibility to balance education with personal and work commitments.

• Inclusivity for all ages and marginalized groups including persons with disabilities, indigenous peoples, street children, working adults, and even those incarcerated.

• Certification through the A&E Test providing equivalency to formal elementary or high school diplomas.

• Opportunities for continuing education, employment, skills training, and community participation.

Anyone who has not completed formal basic education can enroll regardless of age. Enrollment generally involves assessment tests to determine the learner’s educational level and a personalized learning plan known as the Individual Learning Agreement (ILA).

Additional Features

Recent enhancements include alignment with the K to 12 curriculum, incorporation of digital literacy, and the introduction of Senior High School components within ALS in pilot regions. ALS also recognizes prior learning and experiences through its Recognition of Prior Learning (RPL) process.

How to Enroll

Interested learners can apply through their local DepEd offices or Community Learning Centers (CLCs). Enrollment usually requires basic documents like birth certificates and previous academic records. Learning facilitators assess learners and help them design study plans tailored to personal goals and schedules.

Impact and Reach

ALS is a crucial education initiative empowering countless Filipinos who otherwise might be left behind in the formal system. It provides a pathway to lifelong learning, enabling learners to improve their socio-economic status and contribute positively to society.

In summary, ALS is a vital and inclusive educational alternative in the Philippines that bridges gaps in access to basic education by offering flexible, community-based, and learner-focused programs designed for those who cannot participate in traditional schooling. It continues to evolve to better serve the diverse needs of Filipino learners.

INDIGENOUS PEOPLE

Indigenous peoples are a distinct group of people who have a deep and long-standing connection to a particular land or geographical region. While there is no single, universally agreed-upon definition, several key characteristics are commonly used to identify them:

• Historical Continuity: They are the descendants of the original inhabitants of a country or region, having a historical link to pre-colonial or pre-settler societies.

• Self-Identification: They identify themselves as indigenous and are recognized and accepted as such by their community.

• Cultural and Social Distinction: They maintain social, cultural, economic, and political characteristics that are different from the dominant societies in which they live. This often includes having their own distinct language, beliefs, and traditional practices.

• Strong Link to Land: They have a special and fundamental relationship with their traditional lands, which are crucial for their physical and cultural survival.

• Non-Dominant Status: They often form non-dominant groups within the larger society and may have experienced subjugation, discrimination, and marginalization.

It's important to note that the term "indigenous" is a broad one, and various countries and organizations may use different terms, such as "First Nations," "Aboriginal peoples," or "tribal peoples." The focus is on identifying them rather than strictly defining them, and self-identification is considered a fundamental criterion.

Indigenous peoples are incredibly diverse, with an estimated 476 million people belonging to more than 5,000 distinct groups across over 90 countries. They are the inheritors of unique cultures and knowledge systems, and their traditional practices are often vital for the sustainable management of natural resources and biodiversity.

MULTIGRADE

Multigrade teaching, also known as multi-age or composite class teaching, is an educational approach where a single teacher instructs students of different ages and grade levels in the same classroom at the same time. This model is common in small or remote schools where there aren't enough students to form separate classes for each grade.

How It Works 🏫

Instead of teaching a single curriculum to a uniform age group, the teacher in a multigrade classroom must use a variety of teaching strategies to meet the diverse needs of all their students. This often involves:

• Integrated Curriculum: Combining similar topics across different grade levels. For example, a lesson on local history might be adapted to include different research tasks for students in grades 3 and 4.

• Differentiated Instruction: Designing tasks and activities that allow students to work at their own pace and ability level, regardless of their age.

• Peer Tutoring: Encouraging older students to help and mentor younger students, which reinforces their own understanding of a topic.

• Collaborative Learning: Having students of different ages work together on projects, fostering communication and teamwork skills.

Benefits of Multigrade Classrooms ✨

Multigrade classrooms offer unique advantages for both students and teachers.

• Social and Emotional Growth: Students develop stronger social skills, empathy, and a sense of community by interacting with peers of different ages. Older students learn leadership and responsibility, while younger students gain from the positive role models around them.

• Personalized Learning: The focus shifts from a rigid, grade-specific curriculum to individual student needs. This flexibility allows advanced students to work ahead and those who need more time to master a concept to do so without being left behind.

• Reduced Competition: The mixed-age environment can decrease academic competition, as students are more focused on their own learning and collaboration rather than comparing themselves to same-age peers.

• Long-Term Teacher-Student Relationship: Students often stay with the same teacher for more than one year, which builds a stronger, more trusting relationship and allows the teacher to better understand each student's learning style.

Challenges of Multigrade Classrooms 🚧

Despite the benefits, multigrade teaching presents several challenges that require careful management.

• Increased Teacher Workload: Planning and preparing lessons for multiple grade levels is demanding and requires significant time and effort.

• Curriculum and Resources: Standard textbooks and curricula are typically designed for single-grade classrooms, requiring teachers to adapt and create their own materials.

• Negative Perceptions: Some parents and educators may view multigrade classrooms as an inferior option, believing that students are not receiving the same quality of education as in a traditional single-grade setting.

• Classroom Management: It can be difficult to manage a diverse group of students with varying attention spans and learning needs simultaneously.

Multigrade education, while often a necessity in certain areas, has proven to be a viable and effective educational model when implemented with proper training, resources, and support.

ALTERNATIVE DELIVERY MODE 

Alternative Delivery Mode (ADM) is a flexible and non-traditional approach to delivering basic education. It is designed to cater to learners who, for various reasons, are unable to attend regular, face-to-face classes in a traditional school setting. ADM is a key strategy for making education more inclusive and accessible, particularly for marginalized and at-risk students.

Who are the Target Learners?

ADM is intended for a diverse group of students, including:

• Learners in geographically isolated and disadvantaged areas.

• Children living in conflict- or disaster-prone areas.

• Students who have to work to support their families.

• Learners with special health or physical conditions.

• Those who are at risk of dropping out of school.

• Students from overcrowded schools.

Common Examples of ADMs

ADMs are not a single method but a menu of flexible options. Some well-known examples, particularly in the Philippines, include:

• Modified In-School, Off-School Approach (MISOSA): This model divides a class into two groups. One group attends school for face-to-face instruction while the other studies at home using self-learning modules. The groups then switch places after a set period. This approach is often used in schools with a high number of students to address classroom congestion.

• Instructional Management by Parents, Community, and Teachers (e-IMPACT): This is a technology-enhanced program that involves the collaboration of parents, the community, and teachers to provide quality, low-cost education. Students learn from modules, often in small peer and family learning groups, with guidance from a facilitator.

• Open High School Program (OHSP): This program is for learners who cannot complete their secondary education due to time constraints, financial difficulties, or other personal circumstances. It emphasizes independent, self-paced, and flexible study.

• Homeschooling: This ADM allows learners to get an education in a home-based environment, with parents or guardians acting as facilitators. While the curriculum still aligns with the standard K to 12 curriculum, there is flexibility in terms of scheduling and learning delivery.

Key Characteristics of ADM

• Flexibility: ADM offers flexible scheduling and locations, allowing students to learn at their own pace and in a way that fits their personal situation.

• Self-Paced Learning: Many ADMs, such as those using modular learning, are self-paced, which gives students control over their learning speed.

• Independent Study: ADMs often require learners to be self-directed and responsible for their own learning, though they may still receive support from facilitators, parents, or peers.

• Focus on Access: The primary goal of ADM is to ensure that all citizens have access to a quality basic education, regardless of their circumstances.

• Alignment with Formal Curriculum: Despite their non-traditional nature, ADMs are not a separate or lower-quality system. They are designed to follow the content and competencies of the formal curriculum, ensuring learners meet the same educational standards.

OPEN HIGH SCHOOL

The Open High School Program (OHSP) is a flagship initiative of the Department of Education (DepEd) in the Philippines. It is a form of Alternative Delivery Mode (ADM) that provides an opportunity for out-of-school youth and students who are at risk of dropping out to complete their secondary education.

How it Works

The core of the OHSP is a flexible, independent, and self-paced learning model. Instead of attending a regular school on a daily basis, students learn primarily through self-learning modules.

• Distance Learning: The program is based on a distance learning approach, which means students can study from home or a location that is convenient for them.

• Modular Learning: The curriculum is broken down into modules that students work on at their own pace. They are provided with printed materials for their lessons and activities.

• Teacher Facilitation: While the learning is independent, students are still under the guidance of a teacher-facilitator. This teacher schedules regular consultations or face-to-face sessions to check on the student's progress, provide academic support, and clarify difficult concepts.

• Curriculum: The OHSP follows the same K-12 curriculum as regular high schools, ensuring that students meet the same educational standards.

Who is it for?

The Open High School Program is specifically designed for individuals who face barriers to attending traditional school, such as:

• Financial Constraints: Students who need to work to support their families and cannot afford to attend regular classes.

• Geographical Limitations: Learners who live in remote or isolated areas where access to a regular high school is difficult.

• Physical or Health Conditions: Students with disabilities or long-term health issues that prevent them from attending school regularly.

• Social or Family Constraints: Those with personal circumstances, like being a parent or having household responsibilities, that make a regular school schedule impossible.

• School Dropouts: It also encourages out-of-school youth to return to the education system and complete their secondary schooling.

Benefits of the Program

The OHSP offers significant advantages to its learners:

• Flexibility: It allows students to manage their time and education according to their personal circumstances.

• Inclusivity: It ensures that marginalized and at-risk youth have access to a quality education, fulfilling the goal of "Education for All."

• Reduces Dropout Rates: By providing a viable alternative, it helps to keep potential dropouts in school and encourages out-of-school youth to re-enroll.

• Empowerment: It fosters independence, self-discipline, and a sense of responsibility in learners, as they are largely in charge of their own academic progress.

• Formal Recognition: Students who complete the program receive the same high school diploma as those in the regular school system, allowing them to pursue higher education or career opportunities.