ABSTRACT
The study analyzed the chronicles of ALS completers in the Second Congressional District of Iloilo, Schools Division of Iloilo using qualitative method and phenomenological research design. It was found out that the stories of ALS completers when they enrolled in senior high school focused on encouragement of other people, self-motivation and courage, self-confidence, enjoyment, and inspiration for the family. On the other hand, the stories of those who engaged in business were centered on courage and motivation, benefit of the family, perseverance, determination and life. The study also found out that the stories of ALS completers who stopped studying focused on encouragement of others, perseverance, and family. When enrolled in TESDA, they narrated stories on self-motivation, financial problem, helping parents, self-fulfillment, and perseverance. When employed, their narratives focused on encouragement of others, family, income, and perseverance. The results also revealed that the stories of ALS completers who got married included assuming family responsibilities, building a family, and getting pregnant.
Keywords: Alternative Learning System (ALS), Completers, Second Congressional District of Iloilo
INTRODUCTION
The Department of Education (DepEd)issues the enclosed policy titled Creation of the Bureau of Alternative Education (BAE) of the Department of Education (DepEd) in compliance with Republic Act No. 11510, also known as the Alternative Learning System Act. “An act institutionalizing the Alternative Learning System in Basic Education for Out-of-School Children in special cases and adults and appropriating funds therefor”. Under Rule I of the general provisions, section 2, this IRR shall apply to out-of-school children in special cases, out-of-school youth, and out-of-school adults.
These include, among others, the following: indigenous peoples; learners with disabilities; teenage mothers; children in conflict with the law; persons derived of liberty; rebel returnees; learners in emergency situations; and other marginalized sectors who are unable to participate in formal schooling and have not completed basic education. These rules shall also apply to ALS learners, ALS program completers, and ALS graduates. It shall also apply to ALS implementors including, but not limited to ALS teachers, community ALS implementors, learning facilitators, and ALS providers.
The State's policy is to ensure that all citizens have access to quality education at all levels. To achieve this, the government will prioritize measures that promote human development, social progress, and equality, ultimately reducing social, economic, and political disparities.
The government aims to provide opportunities for out-of-school children and adults to improve their knowledge, values, and life skills through non-formal or indigenous education systems. These programs will be tailored to meet the unique learning needs and circumstances of each individual.
Moreover, the State will foster a strong partnership between the government and private sector to achieve these goals, ensuring that everyone has access to quality education and opportunities for growth and development
The Alternative Learning System (ALS) in the Philippines offers a practical alternative to traditional formal education. ALS provides access to education for those who cannot attend formal schools, combining non-formal and informal learning sources.
As mandated by the 1987 Philippine Constitution (Article XIV, Sections 1 and 2), the state ensures that all citizens have access to quality education. To achieve this, the government supports a comprehensive education system, promotes non-formal learning, and provides training programs for adults, people with disabilities, and out-of-school youth.
To implement these policies, ALS implementers were hired to deliver quality education to all, particularly in underserved communities, and ensure that everyone has access to relevant learning opportunities.
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