Implementing ALS Programs for Literacy

ERNIE C. CERADO
College of Teacher Education
Sultan Kudarat State University
ACCESS, EJC Montilla, Tacurong City
IMPLEMENTATION
AND PERFORMANCE OF ALTERNATIVE
LEARNING SYSTEM (ALS) IN REGION XII
42nd NATIONAL PAFTE
CONVENTION AND 3rd
INTERNATIONAL CONFERENCE

Undeniably, education is an indispensable
necessity for one’s well-being.
Article 26 of the Universal Declaration of
Human Rights articulated that basic
education must be accessible for the full
development of human personality as well as
for the strengthening of respect for human
rights and fundamental freedom.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Article XIV of the 1987 Philippine
Constitution articulated that every Filipino
must acquire basic education.
Nevertheless, access to basic education by
out-of-school children (OSC), out-of-school
youth (OSY), illiterate adults and others who
are not in a position to avail the facilities of
fundamental schooling poses a global
concern. 42nd NATIONAL PAFTE
CONVENTION AND 3rd

 In 2000, the Philippines joined the World
Economic Forum that launched the
Education for All (EFA) targets which were
later incorporated in the United Nations
Millennium Development Goals (UN
MDGs).
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Among signatories, they advanced that:
all children have access to free and compulsory
good-quality primary education;
the learning needs of all young people and
adults are met through equitable access to
appropriate learning and life-skills programs;
there is fifty percent (50%) improvement in
levels of adult illiteracy by 2015
- KPMG International, 2011
42nd NATIONAL PAFTE
CONVENTION AND 3rd

The Government enacted RA 9155, or the
Governance of Basic Education Act of 2001.
Along with this law, DepED had implemented a
parallel program adopting a flexible learning
philosophy, the Alternative Learning System
(ALS).
42nd NATIONAL PAFTE
CONVENTION AND 3rd

improve the capacity of our country’s education agency to
promote, support and manage community-based
decentralized interagency program;
develop alternative learning program such as those
considered demand-driven and self-learning;
strengthen local delivery system; and,
improve functional literacy rate especially in areas
considered remote and underserved vis-à-vis the
promotion of quality life.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Out of 100 Grade 1 pupils, only 66 are able to
continue through elementary and finish Grade 6.
Of that number, 58 get to enroll in high school,
but only 43 finish it. Of the 43 only 23 are able
to enroll in college while 10 enroll in a vocational
course. Only 14 out of the 23 higher education
enrollees and 7 out of the 10 vocational course
enrollees get to finish their degree”
- IBON, 2013
42nd NATIONAL PAFTE
CONVENTION AND 3rd

 Corollary, the low literacy rate of 78.3% of
Region XII based on 2008 FLEMMS, its
worsening poverty incidence between the
period of 2006 and 2009, and the inability
of the concerned bureau to conduct the
necessary studies, have indeed prompted
the researcher to conduct the study.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

This study aimed at assessing the
implementation and performance of
the Alternative Learning System (ALS)
Program in Region XII.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

1. to determine the level of ALS implementation
along with the Basic Literacy Program (BLP), and
Accreditation and Equivalency (A&E) System;
2. to compare the implementation of BLP and A&E
System;
3. to verify the ALS Programs’ level of performance
along with access, efficiency, and quality;
42nd NATIONAL PAFTE
CONVENTION AND 3rd

4. to compare the performances of BLP and A&E
system in terms of access and efficiency;
5. to relate the implementation of ALS Program to
its performance; and
6. to find out the common problems encountered
in the implementation of ALS Programs.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

ALTERNATIVE LEARNING SYSTEM
(ALS) PROGRAMS
1. Basic Literacy Program (BLP)
1.1 Pre-Implementation
1.2 Implementation
1.3 Post Implementation
2. Accreditation & Equivalency (A&E)
System
2.1 Curriculum Framework
2.2 Learning Materials
2.3 Learning Support Delivery
System
2.4 A & E Testing
PERFORMANCE
1. Access
2. Efficiency
3. Quality
42nd NATIONAL PAFTE
CONVENTION AND 3rd

42nd NATIONAL PAFTE
CONVENTION AND 3rd

The study used a descriptive-correlational
design the fact that it evaluated the
program implementation of ALS in Region
XII and its performance covering the SY
2009-2010, 2010-2011 and 2011-2012. It
also determined the existing relationships
among the variables.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

The survey covered the 9
school and city divisions in
Region XII, namely; South
Cotabato, Cotabato, Sultan
Kudarat, Sarangani, Tacurong
City, Cotabato City,
Kidapawan City, Koronadal
City, and General Santos City.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Respondents that were chosen through
simple random sampling included 425
District ALS Coordinators, mobile teachers
and program participants. The desired
sample was determined using estimation
from the mean.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Data were gathered through a survey
questionnaire along with occasional
interviews from key informants. The 2-part
survey tool was developed with the help of
a 3-member jury who initially validated its
contents as well as constructs.
Its reliability was then established after a
pilot-test was made in the Division of South
Cotabato.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Basically, the instrument solicited information on
the way the respondents perceived the
implementation of BLP and A&E System as ALS
major programs.
On the other hand, data related to access,
efficiency and quality of ALS were merely
secured from the respective Division Planning
Offices.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Both descriptive and inferential statistics were
used in data analysis to include simple and
weighted means, t-test, Pearson r and
ranking.
In most tabulations and computations, the use
of Microsoft Excel software was maximized. All
hypothesis tests were conducted at .05 level of
significance.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

2013 PAFTE XII REGIONAL TEACHERS CONGRESS AND RESEARCH FORUM
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Phases of Program
Implementation
Mean Verbal Description
Pre-implementation 3.99 Well implemented
Implementation 4.13 Well implemented
Post-implementation 4.11 Well implemented
OVERALL MEAN 4.08 Well implemented
Table 1. Implementation of ALS Basic Literacy
Program (BLP) in Region XII
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Components Mean Verbal Description
Curriculum Framework 4.09 Well Implemented
Learning Materials 4.00 Well Implemented
Learning Support Delivery System 4.12 Well Implemented
A & E Testing 4.32 Well Implemented
Overall Mean 4.13 Well Implemented
Table 2. Implementation of ALS Accreditation and
Equivalency (A&E) System in Region XII
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Variables Means Difference t-comp t-critical
BLP
Implementation
4.08 0.06 0.43 2.16 ns
A&E System
Implementation
4.13
*ns – NOT SIGNIFICANT
Table 3. t-test Analysis between the Implementation Levels of
Basic Literacy Program and Accreditation and Equivalency (A&E)
System
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Program Mean Verbal Description
BLP 49.29 Very Satisfactory
A&E System 69.45 Very Satisfactory
Overall Mean 59.37 Very Satisfactory
Table 4. ALS Performance Level in Region XII
in terms of Access
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Program Mean Verbal Description
BLP 92.32 Excellent
A&E System 82.99 Excellent
Overall Mean 87.66 Excellent
Table 5. ALS Program’s Performance Level in Region
XII in Terms of Efficiency
42nd NATIONAL PAFTE
CONVENTION AND 3rd

School Year Mean Verbal Description
2009-2010 5.74 Poor
2010-2011 10.22 Poor
2011-2012 16.88 Poor
Grand Mean 10.95 Poor
Table 6. Quality of ALS A&E System in Region XII in
terms of Test Passing Percentage
42nd NATIONAL PAFTE
CONVENTION AND 3rd

2009-2010 81.56 Excellent
2010-2011 91.88 Excellent
2011-2012 73.95 Very Satisfactory
Grand Mean 82.46 Excellent
Table 7. Quality of ALS A&E System in Region XII in Terms
Percentage of Elementary Passers Mainstreamed to Secondary
42nd NATIONAL PAFTE
CONVENTION AND 3rd

2009-2010 36.39 Good
2010-2011 42.76 Satisfactory
Overall Mean 42.09 Satisfactory
Table 8. Quality of ALS A&E in Region XII in terms of Percentage
of Secondary Level Test Passers Enrolled in
University/College/Vocational Schools
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Grand Mean 49.21 Satisfactory
Table 9. Quality of ALS A&E System in Region XII in
terms of Percentage of Passers Who Got Employed
42nd NATIONAL PAFTE
CONVENTION AND 3rd

BLP Performance 25.98 43.48 3.85 2.145*
A&E System Performance 69.46
Table 10. The t-test Analysis between the Performance Levels of
Basic Literacy Program (BLP) and Accreditation and Equivalency
(A&E) System in Region XII in terms of Access
* - significant
42nd NATIONAL PAFTE
CONVENTION AND 3rd

BLP Performance 92.32 9.33 0.997 2.16ns
A&E System
Performance
82.99
Table 11. The t-test Analysis between the Performance Levels of
Basic Literacy Program and Accreditation and Equivalency System in
Region XII in terms of Efficiency
*ns – NOT SIGNIFICANT
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Between BLP and its Performance
There is no significant relationship
between the implementation of ALS
Basic Literacy Program and its
performance along with access as well
as efficiency.
Relationship of the Implementation and
Performance of ALS Program
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Between A&E System and its Performance
There is no significant relationship between the
implementation of ALS Accreditation and
Equivalency System and its performance in
terms of access as well as efficiency.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

There is no significant relationship between
the implementation of ALS Accreditation and
Equivalency System and its performance in
terms of quality such as percentage of A&E
test passers, percentage of mainstreamed to
secondary, percentage of mainstreamed to
tertiary/vocational schools, and percentage of
those employed.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Problems Encountered in the Implementation of ALS
Program in Region XII
Data revealed that insufficient funding for the program
ranked FIRST among the ten (10) common problems met
during the implementation of ALS program in Region XII.
Other problems met include poor attendance of
learners, absence of functional learning centers in the
barangay, inadequate learning materials or school
supplies, and low percentage of service providers.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

The foregoing findings provide the
following conclusions:
The implementation of the Alternative Learning
System (ALS) in Region XII along with the Basic
Literacy Program and Accreditation and Equivalency
System was comparably well implemented.
In terms of performance, A&E System fared relatively
higher than the BLP while both programs have
equivalent levels in efficiency.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

The foregoing findings provide the following
conclusions:
It was also concluded that the level of ALS
program implementation is not related to its
performance at all.
Finally, the most serious problem in the
implementation of ALS program was confirmed
to be the insufficient funding.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

 This study recommends the following:
 better funding for the program;
 strengthening of the program’s advocacy and
mobilization;
 enhancement of teaching strategies;
 provision of additional teaching position items as
Mobile Teachers;
 shortening of the A&E Test results waiting time; and,
 similar study maybe undertaken in other regions of
the country.
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Thank you very
much and God
bless us all!
42nd NATIONAL PAFTE
CONVENTION AND 3rd

Implementing ALS Programs for Literacy

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