The Impact of Alternative Learning System in Cotabato Division:  A Case Study

Tarhata Guiamalon; Dedith A. Sandigan; Sema G. Dilna

doi:10.18535/ijsrm/v10i4.el01

Abstract

As a result of the world Declaration of Education for All (EFA) in 1990, the Philippines designed Alternative Learning System (ALS), a program that will provide non-formal education to out-of-school children (OSC), out-of-school youth (OSY), illiterate adults and marginalized Filipinos that will address illiteracy and promote continuing education. This research study used the qualitative research design involving the Cotabato Division in the province of North Cotabato implementing the ALS A&E program. The mobile teachers. District ALS program coordinators , ALS A&E passers, and the division ALS program supervisors were the respondents of this study . The studies were conducted in Cotabato Division particularly Central Elementary Schools. It was concluded that the ALS program was successful in providing basic learning needs to its beneficiaries and most of them pass the A&E test and were able to obtain an elementary or high school diploma and even college degree.The Alternative System Program of the Department of Education has great impact in Social and Economic Development of the North Cotabato Province.

Keywords

Education for AllImpactAlternative Learning SystemCase StudyOut-of-school youth

References

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[refR-1] Caoili, R. (2007). The Philippines country case study. Education for All Global Monitoring Report 2008. Education for All by 2015: will we make it?. UNESCOGoogle Scholar ↗

[refR-2] Colardyn, D., Bjornavold, J. (2004). Validation of formal, non-formal, and informal learning: Policy and practices in EU member states. European Journal of Education, 39, 70-89.Google Scholar ↗

[refR-3] Galima, L. (2012). Educating dropouts and adult learners through the alternative learning system: Equalizing opportunities for education in a multicultural society. International Journal of Interdisciplinary Social Science, 6(9), 159-166.Google Scholar ↗

[refR-4] Nath, S., Sylvia, N., Grimes, J. (1999). Raising basic education levels in rural Bangladesh: The impact of a non-formal education programme. International Review of Education, 45, 5-26.Google Scholar ↗

[refR-5] Morissey, M et al (2008). Achieving our Potential: An Action Plan for Prior Learning Assessment and Recognition (PLAR) in Canada. PLA Halifax, CanadaGoogle Scholar ↗

[refR-6] Pinca, E. (2015). The mobile teachers’ profile, competencies, performance and problems in the department of education, division of Northern Samar, Philippines. International Journal of Scientific and Technology Research, 4(12), 45-50.Google Scholar ↗

[refR-7] Rogers, A. (2004). Non-formal Education: Flexible Schooling or Participatory Education? Hong Kong: Kluwer Academic Publishers.Google Scholar ↗

[refR-8] Sanchez, E (2015). Non-Formal Education Among Out of School Youth: Case Studies of Service Providers of the Philippines Alternative Learning System. Master of Arts Transformational Urban Leadership Azusa Pacific UniversityGoogle Scholar ↗

[refR-9] The Principala’s Handbook Towards Empowered Leadership (2005). A Publication by the Manila Punlic Elementary School, Principals Association, Inc. (MAPESPA).Google Scholar ↗

[refR-10] United Nations International Children’s Emergency Fund. (2010). The Filipino child: Global study on child poverty and disparities: Philippines. A glimpse at the school dropout problem. Makati City: Philippine Institute for Development Studies.Google Scholar ↗

[refR-11] United Nations (2004). Education for All' Best Investment for Development, Economic And Social Council Told http://www.un.org/News/Press/docs/2002/ECOSOC5999.doc.htmGoogle Scholar ↗