Alternative learning

THIS PAPER reported two weeks ago about a 90-year-old Guimarasnon who set the record for being the oldest passer of the Alternative Learning System (ALS) of the Department of Education (DepEd). Jose Gandecela of Nueva Valencia town finished a 10-month ALS curriculum in October 2017 and passed the examination on March 11, 2018.

The success of Gandecela is encouraging. But it appears to be an exemption rather than the rule, if we go by a World Bank study on ALS. DepEd needs a lot of catching up in terms of improving the design of ALS and encouraging out-of-school adults to participate. There is low participation and passing rates – indicators that the program is “not fully effective.”
ALS is a parallel learning system that provides a practical option to the existing formal instruction. There are two ALS major programs: the Basic Literacy Program which aims to eradicate illiteracy among out-of-school youth and adults by teaching basic literacy and numeracy, and the Continuing Education Program – Accreditation and Equivalency (A&E) which targets people who are functionally literate but did not complete basic education.

There are around 6.6 million potential enrollees aged 15-30 to the program. However, less than 10 percent of this number, or only about .6 million, were enrolled in 2017. And of those who initially enrolled, only 60 percent attended classes regularly and only about 20 percent eventually passed the A&E exams. The low participation and passing rates are more pronounced in poor communities.

World Bank attributed the low participation rate to high opportunity costs of attending ALS given that many potential enrollees are parents who attend to their children or adults who are working.

What could DepEd do? Focus on providing skills training that help ALS participants get better jobs in the future. This way, the uncertainty of economic returns of participating in the ALS is reduced. DepEd should assess the skills trainings offered by ALS facilitators and explore potential training partnerships with local industries and relevant government agencies such as the Technical Education and Skills Development Authority and Department of Labor and Employment.

A major roadblock is on financing. Unlike in formal public schools funded by the national budget, DepEd finances ALS by providing resources to individual facilitators. World Bank noted that 60 percent of the budget is spent by facilitators on transportation and basic supplies such as paper and folders and little is left to buy other learning materials. As a result, only one in every three active learners can take home the modules for self-learning.
World Bank also pointed out the sharp contrast in the quality of ALS learning facilities in urban and remote areas. Given the strong association between well-equipped facilities and attendance and completion of ALS learners, it is not surprising that participation and completion rates in areas like ARMM are much lower compared to that of the National Capital Region.

Thus, the study highlights the need to maximize the use of public schools that are well-equipped for ALS and at the same time improve information drive about the program. It also underscores the importance of rigorous monitoring and evaluation to ensure that the program meets its objectives.

ALS is a good program but must be improved. Illiteracy is a stumbling block to a country’s progress.

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