The Alternative Learning System: An Alternative Pathway of Basic Education By virtue of Executive Order No.

356 dated September 13, 2004, the Bureau of Nonformal Education (BNFE) was renamed to Bureau of Alternative Learning System (BALS). As such, it carries a redefined mandate spelled out by Her Excellency, President Gloria Macapagal-Arroyo, which strengthens the bureaus function to ensure that all learning needs of the marginalized learners are addressed for them to function effectively as Filipino citizens. The renaming of BNFE to BALS will respond to the need of a more systematic and flexible approach in reaching all types of learners outside the school system. The BALS, then shall be regarded as an equal partner with the formal system in the delivery of basic education. The Department of Education (DepED) implements two major NFE programs: the Basic Literacy Program (BLP), which offers community-based learning for illiterate youth and adults to develop basic literacy skills, and the Accreditation and Equivalency (A&E) Program for literates who have not completed ten years of basic education. It is a certification of learning for out-of-school youth and adults aged 15 years old and above who are unable to avail of the formal schooling or who have dropped out of formal elementary or secondary education. These programs are delivered through the Literacy Service Contracting Scheme and Learning Support Delivery System, respectively, which contract the services of partner agencies, e.g. LGUs, NGOs, SUCs, church-based organizations, peoples organization, and DepED. The Bureau has been conducting trainings for mobile teachers, district NFE coordinators, district and division supervisors. Projects were facilitated to address other concerns like Indigenous Peoples Education Program, Balik-Paaralan Para Sa Out-of-School Adult (BP-OSA), Family Basic Literacy Program, and Mobile Literacy Program. On the pipeline are projects like Radio-Based Instruction and Adolescent-Friendly Literacy Education Program, which will be done on a pilot basis. To pursue the goals of Education for All II (2000-2015), where Alternative Learning System transforms nonformal and informal interventions into an alternative learning system that will yield more EFA benefits, the BALS will conduct a barangay-level literacy survey exercise by 2005 to fully establish a realistic benchmark as per the following indicators :

Access : Participation / Enrolment of various ALS programs by age and sex Efficiency : No. and % of completers of various ALS programs by age and sex Quality : No. and % of NFE A & E passers by level, by age group. Along this line, activities have been lined up in coordination with various organizations and stakeholders. The Bureau will take steps to develop the implementing rules and regulations for ALS which will be the guidepost under RA 9155 (Governance Act of Basic Education).

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Non-formal Education Accreditation & Equivalency Learning Support Delivery System The Schools Division of Ilocos Norte has for many years performed very well in terms of official education performance indicators such as cohort survival rate, completion rate and dropout rate, consistently exceeding the national averages by several percentage points. It has also been awarded a number of citations for academic achievement of several outstanding schools. Despite these impressive achievements, the Division still faces the challenge of how to address the basic education needs of those out-of-school youth and adults who are unable to avail themselves of educational opportunities in the formal school system. Around half of high-school aged population is not in school and a significant number have been dropping out. Work opportunities are limited with many young people leaving town for jobs in big cities or overseas.
Multigrade teaching in small rural schools. The course Multigrade Teaching in Small Rural Schools was conducted for the Schools Division of Ilocos Norte last 26-30 April 2004 through the support of

Training on Strategic Development Planning International Benchmarking Program on School-Based Management Forum on INTEL Teach to the Future Program Text2Teach: Training of Trainers Workshop Non-formal Education Accreditation & Equivalency Learning Support Delivery System Photo Gallery

Given this situation, the role of non-formal Congresswoman Imee R. Marcos. Training education takes on great importance in content included the qualities of an effective providing an alternative pathway of multigrade teacher; status of multigrade teaching in the Philippines; multigrade learning and certification for those outside instructional systems and lesson planning; and the formal school system. The materials development for multigrade teaching Governance of Basic Education Act of in science and math. Experts from the Department of Education served as resource 2001 incorporates alternative learning persons to the course. systems for OSYs and adult learners as an integral component of the basic education system. The Department of Education has developed and innovative and award-winning alternative pathway of learning known as the NFE A&E System. Implementation of the NFE A&E System in Ilocos Norte has been limited, however, due to lack of funding for NFE programs from either the Central DepEd Office of the Local School Board and the fact that very few Ilocos Norte DepEd NFE personnel have been effectively trained on the NFE A&E System. Recognizing the potential provided by the NFE A&E program to address the learning needs of OSY and adults, the Hon. Congresswoman Imee R. Marcos of the 2nd District of Ilocos Norte has generously provided funding to support implementation of the NFE A&E Learning Support Delivery System (LSDS) in 13 school districts of Ilocos Norte. This includes the contracting of SEAMEO INNOTECH to train 22 DepEd officials to act as Instructional Managers under the NFE A&E LSDS. SEAMEO INNOTECH conducted a rapid training needs assessment in Ilocos Norte in June 2003 to review NFE programs and capability-building efforts, clarify priority training needs of proposed participants and discuss plans for conduct of the training program. Based on the results of the TNA the following competency areas of the NFE A&E LSDS were identified as priority training needs: Flexible learning philosophy of the NFE A&E LSDS How to use the NFE A&E learning modules The use of portfolios for assessment of learning progress Development of individual learning plans/agreements Strategies and techniques in providing learning support to NFE A&E learners Counseling Advocacy and social mobilization

The course was held 31 May to 4 June 2004, focusing on the functions of the instructional manager in providing learning support services for out-of-school youth and adult learners of the NFE A&E System. Participants were composed of District Non-formal Education coordinators, teachers and school principals.
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