To be utilized by fellow educators

1. ALTERNATIVE
LEARNING SYSTEM

2. ALS is a NFE system comprising the Basic
Literacy Program (BLP) for basic skills in
reading, writing, and numeracy; and, the
Accreditation and Equivalency Program
(A&E) which provides a pathway towards
completing basic ed.

3. * ALS is both a policy and a legal mandate.
1987 Constitution
Article XIV Education, Science and
Technology, Arts, Culture and Sports
Section 1. The State shall protect and
promote the right of all citizens to quality
education at all levels, and shall take
appropriate steps to make such education
accessible to all.

4. 4. Encourage non-formal, informal, and
indigenous learning systems, as well as
self-learning, independent, and out-of-
school study programs particularly those
that respond to community needs; and
5. Provide adult citizens, the disabled, and
out-of-school youth with training in civics,
vocational efficiency, and other skills.

5. President Rodrigo Duterte’s 10-Point
Socioeconomic Agenda
7.Invest in human capital development,
including health and education systems,
and match skills and training to meet the
demand of businesses and the private
sector.

6. Sustainable Development Goals
SDG Goal 4
Ensure inclusive and equitable
quality education and promote
lifelong learning opportunities for
all.

7. Alternative Delivery Modes
Face-to-face instruction: the teacher and
learner/s are physically in one venue during
lessons
Distance learning: a learner is given
materials or access to resources, and
undertakes self-directed study at home or
other venue
 Blended learning: a combination of face-
to-face and distance modalities

8. ALS has its own ALS K to 12 curriculum
streamlined but aligned to the formal K to
12 curriculum (see Chapter 4, Curriculum).
The major distinction of ALS is its non-
formal instruction.

9. Target Learners
ALS-EST is intended mainly for
individuals who are
• 15 years and above
• out of school
• were unable to finish basic ed

10. Screening Process
The applicant-learner takes the Functional
Literacy Test (FLT). Learners identified to be at
the basic literacy level will also take the
Assessment of Basic Literacy (ABL).
• The applicant-learner undergoes
 a review of prior learning a self-assessment
of his/her abilities and readiness for different
levels of learning

11. The applicant-learner has an interview-
counselling session with an ALS-EST
teacher.
 The results of this screening process will
determine an appropriate starting level
for the learner (for example, Basic
Literacy, Elementary, Secondary), and
his/her priority learning needs.

12. Screening Process for the Skills
Training Component
The screening is based on various
criteria corresponding to the nature,
complexity, and prerequisites of the skills
training s/he applies to.
The Skills Trainer meets with the
applicant-learner to assess his/her
suitability for the skill areas.

13. Benefits to Learners
All ALS-EST Learners are seen as partners,
directing their own learning and journey to
their personal development.
• The Program does not have a single
duration across its courses. It varies
depending on the Learner’s level of prior
learning and the nature of the skills training
s/he chooses.

14. Benefits to Learners
The Program is conducted through face-to-
face learning sessions, supported by
independent learning.
DepEd covers expenses for materials, tools,
and supplies required for the
implementation of the ALS-EST program.
The Learner’s participation in the ALS-EST
program is free of charge.

15. Benefits to Learners
The ALS-EST Learner gains basic ed
competencies and technical vocational
skills suited to their age and level of
learning.
Completion of the ALS-EST program
prepares the Learner to take the A&E
Test for the appropriate level as well as
the TESDA NC if s/he chooses.

16. Learning Facilitators
To deliver integrated Basic Education and
Skills Training, and enhance the overall
interactive teaching-learning experience,
ALS-EST enlists the services of Learning
Facilitators (ALS Mobile Teachers and
District ALS Coordinators) and Tech-Voc
Teachers.

17. Learning Facilitators
While Learning Facilitators and
Tech-Voc Teachers separately tackle
each of the two major components,
they are expected to work together
to address the needs of the
learners.

18. Assessment, Certification, and
Recognition
ALS-EST teachers combine different methods to
assess what Learners know and can do,
including:
• Observing Learners’ performance, formally and
informally
• Dialogue – giving them opportunities to explain
why and how they came up with a particular plan

19. Assessment, Certification, and
Recognition
 Analyzing the quality of Learners’
outputs or products based on agreed
standards
Tests – assess Learners’ mastery of a
skill or concept

20. ALS-EST Assessments
Diagnostic and/or Pre-ALS-EST
Assessment
Formative and Summative Assessment
Performance-Based Assessment
Project-Based Assessment
 Self-Assessment
Portfolio Assessment

21. Exit Assessment for Basic Education
The A&E exam measures competencies and life
skills of Learners who did not attend/finish formal
elementary or secondary education. The A&E
exam comprises a multiple-choice test anchored
on the competencies of the ALS Curriculum. It
may also include a written essay.
If a Learner passes the A&E s/he can be issued an
elementary or secondary education certificate

22. Exit Assessment for Skills Training
For the skills component of the
ALS-EST program, completers who
seek national skills certification can
take the NC test, which TESDA
administers for a variety of
occupational skills.

23. Certification for Basic Education
Competencies
DepEd issues A&E Elementary and
Secondary Certificate/Diploma to
successful A&E passers.

24. Certification for Skills Training
Competencies
ALS-EST Learners who did not
complete the full range of
competencies required for NC can
instead be issued by DepEd a
“Certificate of Competency
Completion” for the actual
competencies mastered, a subset of
competencies of the NC standard.

25. Recognition
For ALS-EST Learners and completers who
have shown exemplary performance in the
Program, the schools may give a “Certificate of
Recognition.” The ALS-EST schools can also
give out awards that may include, among
others:
Best Presentation Portfolio
Most Community-Responsive Project

26. Best in Mathematics
Most Promising ALS-EST
Learner/Completer
Recognition for Loyalty or Complete
Attendance

27. References:
BRIONES, LEONOR M. “Quality, Accessible, Relevant and
Liberating Basic Education for All: Our 10-Point Agenda.” 2016.
• D.O. 46, s. 2017. Framework for the Pilot Implementation of
the Alternative Learning System-Education and Skills Training.
15 April 2017.
Memorandum 197, s. 2017. Reiteration of the Policies on
Protection Against Tobacco Industry Interference in the
Department Pursuant to D.O. 48, s. 2016 and D.O. 6, s. 2012,
and CSC-DOH JMC 2010-01. 4 December 201

28. References:
D.O. 40, s. 2015. Guidelines on K to 12 Partnerships. 28 August
2015.
• D.O. 24, s. 2016. Guidelines for Accepting Donations and
Processing Applications for the Availment of Tax Incentives by
Private Donor-Partners Supporting the K to 12 Program. 25
April 2016.
• D.O. 44, s. 2016. Guidelines on the School-to-School
Partnerships for Fiscal Year 2016. 22 June 2016.
• Memorandum 76, s. 2016. Senior High School Manual of
Operations Manual One. 6 May 2016.

29. THANK YOU FOR
LISTENING!