The document discusses the Alternative Learning System (ALS) program in the Philippines which aims to provide education to out-of-school youth and adults. It describes how ALS uses mobile instructors who visit learners in their homes and communities to provide literacy, elementary, and high school equivalency programs. The mobile teachers discuss the challenges of teaching a diverse group of students of varying ages and occupations. The ALS program gives underserved individuals another chance to continue their education and take an accreditation exam to earn a diploma.

1. Ms Catherine Linobo

2. Part 1: Alternative Learning System (ALS)
Mobile Instructors
Part 2: Informal Interview
Part 3: I Can Read System Experience

3. Dr. Lourdes Quisumbing

4. MOBILE TEACHERS HELP DROPOUTSMOBILE TEACHERS HELP DROPOUTS
FINISH SCHOOLFINISH SCHOOL
By Patricia Andrea Pateña
Cebu Daily News
Posted on the Philippine Daily Inquirer
Part 1: Alternative Learning System (ALS) Mobile
Instructors

5. Alternative Delivery Modes of formal
education (ADM)
• The creative and non-restrictive way of
reaching out and ensuring that primary
education can be universalized amidst the
known limitations of both children and formal
education itself.

6. •“If we don’t help them, who else will?”
“They are the ones whom society calls outcasts.
They are the ones who dropped out of school
and if we don’t give them a chance, what will
happen to their future?” Guarin asked.
---Roy Guarin, division
coordinator of the Alternative Learning System
(ALS) in Cebu City.

7. • Along with other mobile teachers, they have
been providing education to out-of-school
individuals in Cebu City for almost 15 years.
• The ALS program is designed to give out-of-
school youth and adults the opportunity to
finish elementary and high school through
informal education.

8. Sec. 2 ART. XIV of the Philippine
Constitution
• Formal Schooling – takes places within the four
walls of classroom, with textbooks and teachers.
• Non-formal Education – takes place in workplaces,
factories, shops etc., to upgrade skills of workers/
provide skills to youth and adults.
• Informal Education – learning derived from the
home, church, mass media and other community
institutions.

9. • Indigenous Learning Systems – include ways
and methods within said communities, taking
into account their needs while allowing for the
influx of external cultural factors.

10. The story of Amor Pangan
• Leslie and John’s mobile teacher said that dealing
with out-of-school individuals is more challenging
compared to regular class students because of
how she handles learners of different occupations,
backgrounds and ages.
• Most of her learners are in their mid-twenties and
thirties. Some students are over 50 years old.
• She was advised by her doctor to stop handling
classes in the mountain barangay of BUDLAAN
because of her pregnancy but she refused to do
so.

11. • “My learners are varied. There are those who
were victims of abuse. There are those who
work as waiters, construction workers, and
household helpers. So I always have to adjust
in handling them,” she said.

12. • What frustrates her most is when learners
suddenly quit from the program usually due to
work and family responsibilities.
• “I can’t afford to leave them because it would
all go to waste. I already started teaching
them,” she said.

13. • She said her most fulfilling moment was when
a student wrote her a note saying “Thank you
for inspiring me to finish my education.”
• According to Department of Education Cebu
City Schools Division Superintendent Rhea Mar
Angtud, ALS is very helpful because it gives out-
of-school individuals the chance to learn in a
place where they feel accepted.

14. • Compared to regular teachers, ALS mobile
instructors visit mountain and urban barangays
around the city, to gather individuals whom
they can teach.
• “With the formal school system, children
report to the classroom. With ALS, you are the
one to find students to teach. You go to their
houses, you visit their families, check their
status and the kind of families they have. It is
that challenging,” said Guarin.

15. • The gathered ALS learners go through a year-long
period of classes and training based on three
programs depending on their needs.
1.The Literacy Program - designed for those who
can’t read and write.
2.The Functional Literacy Program - for elementary
or high school drop outs with experience in basic
education.
3.Literacy Cum Livelihood Program - combines
academics with entrepreneurial and technical
skills.

16. Accreditation and Equivalency Exam
• In October, they will take this exam that would
determine if they could be granted an
elementary or high school diploma.

17. Part 3: I Can Read System Experience
• Created by registered psychologists, Annabel
Seargeant and Tony Earnshaw.

22. Part 4: Informal Interview with Ma’am
Evelyn Zolina Fabellon

23. Sources:
Blog entry by nbimperial. Posted on: December
2, 2010.Wordpress.com
Online source: DepEd site.wordpress
Philippine Daily Inquirer online
“Textbook on the Philippine Constitution”. De
Leon Hector
“Social Dimensions of Education” © 2006.
Vega,Prieto, Carreon.
Informal Interview with Ma’am Evelyn Zolina
Fabellon

25. Part 1: Multicultural Education (Reflective
Understanding)
• Its related goal is to help ALL students develop
more POSITIVE attitudes toward different
racial, ethnic, cultural and religious groups.

26. Alternative Learning System: A Brief History
• May 13, 1977 the post of Undersecretary of
Education and Culture, Incharge of Nonformal
Education, was created by the President of the
Philippines with Assemblywoman for Region III,
Dr. Felicita G. Bernardino as the Deputy
Minister.

27. • Since then a nationwide program of nonformal
education has been launched by the Ministry of
Education and Culture involving the 13
educational regions and all the schools,
colleges and universities, both public and
private.

28. • The rapid expansion of nonformal education in
the country is a recognition of the importance
attached to it by the Government. It is now an
accepted fact that nonformal education is not
only a supplement and complement of formal
education but is an indispensable component
of a lifelong learning system.

29. • It is also recognized that nonformal education
plays a very important role in national
development.
• It is the only effective way of providing
education to the millions of out-of-school
youths and adults to enable them to
participate more effectively in the various
development programs of the government.

30. • It has also developed innovative strategies and
methodologies in planning and
curriculum/materials development specifically
for nonformal education but which may also be
adapted to other disciplines.