HISTORICAL BACKGROUND

Introduction Alternative Learning System is expected to provide solutions in areas of conflict, critical thinking, in indigenous people communities and in areas where literacy is most wanting and where literacy is needed. Renamed GLORIA MACAPAGAL ARROYO, President of the Philippines, by virtue of the powers vested that by law, do hereby order Section 1. The Bureau of Non-formal Education is hereby renamed to Bureau of Alternative Learning System th (BALS) on the 13 day of September 2004 .Thus, the president of the Philippines executive order no. 356 renaming the Bureau of Nonformal Education to Bureau of Alternative Learning System Executive order no. 358 s. 2004, renaming and reinventing of the Bureau of Nonformal Education to Bureau of Alternative Learning System (BALS). Whereas, one of the most important initiatives in non-formal education in the Philippines in the last 10 years is the Alternative Learning System (ALS), which is a major component of basic education with a clearly defined role within the overall educational goals; Whereas, the ALS will respond to the need of a more systematic and flexible approach in reaching to all types of learners outside the school system.

The DepEd Vision

-We are people organization committed to a culture of excellence in public service. Believing that the most important resource of our country is its people, we make the task of educating the Filipino child, our singular mission; -We assist the Filipino child to discover his full potential in a child-centered and value-driven teaching-learning environment and thereby, enable him to create his own destiny in global community. We prepare him to become a responsible citizen and an enlightened leader who loves his country and is proud to be a Filipino; -We provide a school system Where teachers and principals achieve the desired learning outcomes not merely because they are empowered, competent and accountable, but because they are care; Where administer exercise visionary leadership responsive to emerging learning needs of the nation; ensure adequate resources promote appropriate technology create and sustain a conductive climate to enhance learning; and where the family, the community and the other instruction actively support our efforts. We affirm the right of every Filipino child especially the less advantaged to benefit from such a system. This is our vision With Gods help, we dedicate all our talents and energies to its realization.

The DepEd Mission

To provide quality education that is equitably accessible to all and lays the foundation for life-long learning and service for the common good.

BALS Vision
In vision itself to view the Philippines as a nation where all the citizens, especially the marginalized individual or group of learners who could not equitably gain access to formal education because of unwanted conditions, be given equal access to quality education by taking an alternative learning system that will enable them to become productive workforce and members of the land. (The Bureau of Alternative Learning System (BALS) envisions itself to be the leading producer of Filipinos life long learners.)

BALS Mission
In partnership with other producers of learning, the Bureau of Alternative Learning System (BALS) will develop exemplary programs open creative learning opportunities to achieve multiple literacies for all.

Alternative Learning System Functions:

Address the learning needs of the marginalized groups of the population including the deprived , depressed, and underserved citizens; 2. Coordinate with various agencies for skills development to enhance and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market; 3. Ensure the expansion of access to educational opportunities for citizens of different interests, capabilities demographic characteristics and socio-economic origins and status; and 4. Promote certification and accreditation of alternative learning programs both formal and informal in nature of basic education. THE ALTERNATIVE LEARNING SYSTEM ACCREDITATION AND EQUIVALENCY CURRICULUM 1.

(ALS ACCREDITATION & EQUIVALENCY CORE CURRICULUM) Alternative learning system is a parallel learning system that provides a visible alternative to the existing formal education instruction. It compasses both the non-formal and informal sources of knowledge and skills. Background and Rationale The Bureau of alternative Learning System (BALS) implements two major non-formal education programs namely, the Basic Literacy Program (BLP) and the Accreditation and Equivalency (A&E) Program. The BLP is a program aimed at eradicating illiteracy among out-of-school youth (OSY) and adults (in extreme cases school-aged children) by developing basic literacy skills by reading, writing and numeracy. The A&E Program is a program aimed at providing an alternative pathway of learning for out-of-school youth and adults who are basically literate but who have not completed the 10 years of basic education mandated by the Philippines Constitution. Through this program, school dropouts are able to complete elementary and high school education outside the formal school system. These two programs are delivered through a containing scheme with qualified education service provides with the use of government funds for field operations better known as Literacy Service Contracting Scheme (LSCS) and Learning Support Delivery System (LSDS). In the past, these funds were used separately to implement the two programs, i.e., BLP using the LSCS funds and A&E using the LSDS funds. The funds from the Central Office are transferred to the regional office, which in turn, distributes the funds to the Division Offices (Dos). Using these funds, the DO contracts services of qualified education service providers. Service Providers (SPs) are private groups or organizations, private and State Universities and Colleges (SUCs) as well as other government organizations, who are awarded the funds in order to deliver the BL/A&E Programs to target learners in the community. Selection of Service Providers is based on criteria and the award is made covering specific contract periods. Consequently, there are two different implementation guidelines for contracting the services providers for two ALS programs. Moreover, the funds were not equally allocated for the two ALS programs since more funds were allocated to the BLP. Recent data, however, show that there are target learners for the A&E program than for BLP. In order to standardize program operations and ensure increased participation, efficiency and effectiveness of program delivery, there is now a consolidation of the funds as well as a unification of thee guidelines for service contracting. The Balik-Paaralan para sa Out-of-School Adults (BPOSA) Program is an Accreditation and Equivalency Program for secondary level whose main features are: The program is conducted in a secondary school; The Instructional Managers (IMs) are the teachers of the school; the Service Provider is the school which is represented by the school Principal; The learning sessions are conducted outside the regular class schedule (after class periods or during weekends); and The program uses the ALS Curriculum and learning materials.

PROGRAM DESCRIPTION The ALS A & E system is built around a truly non-formal education curriculum known as the ALTERNATIVE LEARNING SYSTEM Accreditation and Equivalency (ALS A & E) curriculum. Thus, the Bureau of Alternative Learning System (BALS) implements two major programs namely, the Basic Literacy Program (BLP) and the Accreditation and Equivalency (A&E) Program. The BLP eradicating illiteracy among out of school youth (OSY) and adults ( in extreme cases in school aged children) by developing basic literacy skills, reading, writing, and numeracy. It also providing an alternative pathway of learning for out of school youth and adults who are basically literate but who have not completed the 10 years of basic education mandated by the Philippine constitution. Through this school dropouts are able to complete elementary and high school education outside the school system. The ALS A&E Curriculum Framework has undergone a series of review and validation process by ALS experts and practitioners and has recently been revised in light of experiences gained over the past three years of ALS A&E implementation and recent developments in thee formal school curriculum, i.e., the new Revised Basic Education Curriculum (RBEC). The A&E Curriculum Framework is based on the new national definition of functional literacy and its major indicators developed by the Literacy Coordinating Council (LCC). Under this definition, functional literacy was defined as: A range of skills and competencies- cognitive, affective and behavioral-which enables individuals to: Live and works as a human persons; develop their potential; Make critical and informed decisions; Function effectively in the society within the context of their environment and that of the wider community (local, regional, national, global).

ALS A & E AIMS and OBJECTIVES (i) Provide a system for assessing levels of literacy and non-formal learning achievement based on a national ALS A & E Curriculum covering functional education/ literacy skills and competencies and designed to be comparable to the formal school system. Offer an alternative pathway by which out of school youth and adults earn an educational qualification comparable to the formal elementary and secondary system ; and Enable out of school youth and adults to gain more complex reading, writing and numeracy skills, to meet their learning goals as they define them, and to gain the skills they need to improve their economic status and function more effectively in society.

(ii) (iii)

ADMISSION REQUIREMENTS In the Philippines, out-of-school youth can take the Alternative Learning System program in the Department of Education. There is like training for 10 months or so, and then the next year, the youth can take the Accreditation & Equivalency Test. If the youth passes the test, then the youth gets something which is equivalent to an elementary or high school diploma (test takers at least 12 years old, then it is elementary diploma, but if you're at least 15 or 16 years old then it is high school diploma). A&E Test required the following: For elementary level the learners must have: - At least at age of 12 years old and out-of school or formal school program - Any of the following: birth certificate/NSO/Barangay Certification/Valid IDs (original and photocopy) - 3 copies of passport size or 2x2 picture w/ nameplate (e.g. DELA CRUZ, JUAN MARQUEZ) For Secondary level the learners must have: At least at age of 15 years old and out- of school or formal school program for more than 1 year. A copy of recommendation coming from the school principal (if dropout in formal school system). Any of the following: birth certificate/NSO/Barangay Certification/Valid IDs (original and photocopy) 3 copies of passport size or 2x2 picture w/ nameplate (e.g. DELA CRUZ, JUAN MARQUEZ)

Thus, for A&E Curriculum Framework, the indicators of functional literacy were formulated into five interrelated learning strands, as: SKILLS AND KNOWLEDGE COVERED IN FIVE LEARNING STRANDS OF THE ALS A&E SYSTEM LEARNING STAND 1. Communication Skills (Filipino and English) TYPES OF SKILLS AND KNOWLEGDE COVERED Listening Speaking Reading Writing A. Math-Related Skills >Addition, subtraction, multiplication, and division >Computing fraction, percentages, decimals >Measurements (e.g., of weight, length, area, time, volume) >Using money >Reading Tables and graphs >Reading maps and scales B. Science related Skills >Using Scientific ways of thinking >Maintaining personal and community health >Understanding the environment >Using simple machines >Preparing for natural and man-made calamities (e.g., typhoons, earthquakes, pollution) >Using information technologies A. Skills related to making a living >Developing income-generating project >Setting up a small business >Protecting workers rights >Improving job-related skills >Improving work performance and productivity >Improving the quality of work >Setting up and running a cooperative >Maintaining a safe and healthy workplace B. Skills related to making best use of resources >Using natural resources wisely >Preventing pollution >Caring for the environment >Taking care of tools >Making best use of work materials >Using time effectively >Using appropriate Technologies >Understanding and developing the self >Improving personal relationships Understanding Filipino History and culture Practicing appropriate Filipino Values Protecting and practicing civil and political responsibilities. > Developing knowledge and respect for other culture and countries. > Maintaining peace > Resolve conflict > Understanding the link between Philippines and the Rest of the world. > Developing awareness of issues affecting people all around the world (AIDS, Drugs, Pollution

2. Problem Solving and Critical Thinking A.

3. Sustainable Use of Resources/Productivity

4. Development of Self and a Sense of Community 5. Expanding Ones World Vision

SITUATIONER Mandate The Department of Education (DepEd) is undertaking significant initiative to attain Education for All. Two bureaus of Deped (Bureau of Elementary Education and Secondary Education) are responsible for the in-school children through the formal school system. The third bureau, the Bureau of Alternative Learning System (BALS) addresses basic education needs of school age but who have not been to school at all or those who have dropped out of school especially those living in far-flung and isolated communities of the country. Education for All states that: The existing Bureau of Alternative Leaning System of the Department of Education should be developed, strengthened and mandated to serve as the government agency to guide the evolution of the countrys Alternative Learning System. Among its key functions should be to promote, improve, monitor and evaluate (but not necessary deliver) alternative learning inventions for functional literacy of out-of-school youth, and adults, for ethnic minorities and other groups with special educational needs that cannot be met by school, and desired competencies that are part of lifelong learning. Consequently, BALS addresses issues on expanding access to basic education, improving its quality and ensuring its efficiency and effectiveness. Clients In 2004 it was estimated that 16 million or 20% of the total Philippine population were either school drop-outs or stayouts. This population is considered the target groups of the Alternative Learning System. Presently, it is estimated that 12 million children of school-age are not in school which is about the same number as those in-school. The first priority of ALS are the 10.5 million 16 years old and above. Meanwhile, the aggregated 5.2 million target learners that are comprised of the 6-11 years old (1.8 million) and 12-15 (3.9 million) years old are its second priority. Specially, this group of marginalized learners consists of street children, indigenous peoples, farmers, fisher folks, women, adolescents, solo parents, children in conflict areas not reached by the formal school system, rebel, returnees, and others. Programs To reach this marginalized group of learners, BALS implemented non-formal and informal education or education that takes place outside the formal school system. Republic Act 9155 defines Non-formal Education as any organized, systematic educational activity carried outside the framework of the formal system to provide selected types of learning to a segment of the population. On the other hand, Informal Education is defined as a lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes and insight from daily experienced at home, at work, at play and from life itself. BALS carries out two Literacy Programs: a) the Basic Literacy Program (BPL) for illiterate and the b) Accreditation and Equivalency (A&E) System for elementary and high school drop-outs. BALS is currently setting up the Informal Education Curriculum that will include self-interest and life experiences programs. Initially, it has already developed special curriculum for indigenous peoples (IPs). With this construct, greater learning needs will be addressed and funneled to promote lifelong learning in all streams of education. The Government of Basic Education Act of 2011 (Republic Act of 9155) recognizes the importance of informal education to help advance the goals of Education for All in the country. Some definitions have been formulated by the DepEd Bureau of Alternative Learning System (BALS), bases on articulations of R.A. 9155, as follows: Quality Education is the appropriateness, relevance and excellence of the education given to meet the needs and aspirations of an individual and society. Basic Education is the education intended to meet basic learning needs which lay the foundation on which subsequent learning can be based. It encompasses early childhood, elementary and high school education as well as alternative learning system for children, out-of-school youth and adult learners and includes education for those with special needs. Elementary Education shall refer to the first stage of free and compulsory, formal education primarily concerned with providing basic education and usually corresponding to six or seven grades. Elementary education can likewise be attained through Alternative Learning System. Secondary Education shall refer to the stage of free formal education following the elementary level concerned primarily with continuing basic education usually corresponding to four years of high school. Secondary Education can likewise be attained through Alternative Leaning System. Special Needs Education shall refers to the education of children and youth with special needs corresponding to elementary and secondary education that require modifications of school practices, curricula, programs, special services and facilities. These include children and youth who are gifted/talented, fast learners and those with disabilities. Formal Education is a systematic and deliberate process of hierarchical structured and sequential learning corresponding to the general concept of elementary and secondary level of schooling including education for those

with special needs. At the end of each level, the student needs a certification in order to enter or advance to the next grade/year level. Non-formal Education is any organized, systematic educational activity carried outside the framework of the formal system to provide selected types of learning to a segment of the population. Informal Education is a lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes and insight from daily experienced at home, at work, at play and from life itself. Alternative Learning System is a parallel learning system that provides a viable alternative to the existing formal education instruction. It encompasses both the non-formal and informal sources of knowledge and skills. Learning Facilitator this term is being used in the existing Alternative Learning Program (A&E) program. For purposes of consistency and proper reference there is a need to include the definition of a teacher in the formal system since being a learning facilitator is only one of their roles. Learner is any individual seeking basic literacy skills and functional life skills or support services for improvement of the quality of his/her life. Adult Learners are learners aged 25 years and above who are illiterates or neoliterates who either have had no access to formal education or have reverted to illiteracy. Out-of-School Youth are school age children who are unable avail of the educational opportunities of the formal school system or who have dropped out of formal elementary or secondary education. Functional Literate Person is a one who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainably and be productive, develop himself/herself and sense of community and expand his/her world view. The A&E Learning MODULES The ALS A&E Learning modules are the important support materials of the NFE A&E System. The modules are like booklets which the learners read and study. They contain information on different topics of interest. In a module, you will find discussions, activities, self-assessment exercises, drawings, articles and knowledge that you can use to solve daily life problems. It will also help the learner to become more effective Filipino citizen. The module has been especially designed to be interactive. This means that they are written in such a way that they seem to be talking to them. They will act as the facilitator, assessor, motivator, counselor, friend and colleague. The modules will require the learners to be largely responsible for their own learning rather than simply relying on the Instructional Manager. As they work through a module, it will challenge them to work different learning activities and review their learning progress. It will also give them feedback on their performance, provide friendly reminders and offer suggestions to improve their study habits and learning styles. This is called self-directed learning. The modules are the main source of learning in ALS A&E System. They are, however, supported by other learning materials and a combination of other learning support strategies like tutorials, study groups and other learning activities organized by the Instructional Manager.