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Alternative Learning System (Philippines)
Alternative Learning System (Philippines)
Alternative Learning System (Philippines)
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Pasay Alternative Learning System Community Learning Center

The Alternative Learning System (ALS) is a parallel learning system in the Philippines that provides a practical option to the existing formal instruction. When one does not have or cannot access formal education in schools, ALS is an alternate or substitute. The system only requires learners to attend learning sessions based on the agreed schedule between the learners and the learning facilitators.

The program has two different schematics for conducting instruction: school-based and community-based. On the school-based program, instructions are conducted in school campuses while in the community-based program, formal instruction are conducted in community halls or on private places. The ALS program follows a uniform lesson modules for all academic subjects covering the sciences, mathematics, English, Filipino, social studies, current events among others. Delivery of instructions are provided by government-paid instructors or by private non-government organization.

Aside from schematics, the program has two levels: elementary and secondary. Students have to start from elementary level, then proceed to high school level. If a student is a graduate of elementary under a formal classroom system, the student is automatically admitted to the secondary levels depending on which year level the student stopped schooling.

History

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Republic Act No. 11510 signed by President Rodrigo Duterte on December 23, 2020

The ALS program was launched by the Department of Education in 2004.[1] It was institutionalized on December 23, 2020, through Republic Act No. 11510, known as the "Alternative Learning System Act", signed by President Rodrigo Duterte.[2][3]

Administration

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Program administration is held by the Department of Education, an agency of the government of the Philippines in charge of providing education to all Filipinos. Private non-government organization may deliver the program but still under the supervision of the Philippine education agency.

Levels

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Elementary

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If a learner has not finished his or her elementary schooling, he or she may be admitted to the program. Learners will have to go through a Functional Literacy Test (FLT) in order for the learning facilitator to identify the level of literacy. Learning modules will be suggested for them to focus on relative to the result of their FLT and interest. The learner will then be guided to accomplish an Individual Learning Agreement (ILA). This ILA will be the basis for the learner and facilitator to track the progress and competencies developed by the learner.

High school

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When the learners passed their final exams, the passers may enroll in college, prior to 2013, however from 2014 onwards, the A&E test passers may be required to enroll in senior high school in 2019.

Coverage

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The program covers mostly dropouts in elementary and secondary schools, out-of-school youths, non-readers, working people and even senior citizens wanting to read and write. Students enrolled under the classroom system are barred from participating in the program. Age level, economic and personal circumstances are among the determinants in availing the program.

In comparison with formal education

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Community Learning Resource Center (Bureau of Alternative Learning System - San Roque, San Rafael, Bulacan)

The ALS evolved from the non-formal education that has been conducted by the government of the Philippines. Previously, non-formal education was mostly concentrated in instructions in livelihood skills training with basic reading and writing incorporated in the module. Under the current system, skills training and livelihood training have been excluded and established as a separate education system. Skills training had become a stand-alone program with Technical Education and Skills Development Authority (Philippines) taking charge of the program.

The ALS is a way for the informal and busy students to achieve elementary and high school education without need of going to attend classroom instructions on a daily basis just like the formal education system. Secondary education has now become a prerequisite in vocational technology and college education in the Philippines. Livelihood trainings, however, do not need formal education in the Philippines.

ALS non-formal education takes place outside of the classroom, is community-based, and is typically delivered at community learning centers, barangay multi-purpose halls, libraries, or students' homes under the supervision of ALS learning facilitators like mobile teachers, district ALS Coordinators, and instructional managers according to a schedule and location that both the students and facilitators have agreed upon.

See also

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References

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Revisions and contributorsEdit on WikipediaRead on Wikipedia

Alternative Learning System (Philippines)

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from Grokipedia
![Republic Act No. 11510][float-right] The Alternative Learning System () is a parallel non-formal program administered by the Department of Education in the Philippines, offering flexible learning pathways for out-of-school children in special circumstances, youth, and adults to achieve basic literacy and equivalency certificates comparable to formal elementary and junior high school levels. Its core components include the Basic Literacy Program, which targets foundational reading, writing, and numeracy skills, and the Accreditation and Equivalency Program, enabling participants to pass standardized tests for certification without attending traditional classrooms. Designed for marginalized groups such as , those in remote areas, and individuals constrained by work or family obligations, ALS employs modular, online, and community-based delivery modes to promote and integration into formal education or employment. Institutionalized through Republic Act No. 11510, enacted in December 2020, ALS established the Bureau of Alternative Education within DepEd to oversee , including the deployment of specialized ALS teachers and the creation of at least one Community Learning Center per . This legislation addressed longstanding gaps in access, where historically one in four Filipinos aged 6-24 remained out of school, by mandating equitable provision of the ALS K to 12 Basic Education Curriculum and appropriating funds for program expansion. Empirical evaluations indicate improvements in participants' , self-confidence, and , though completion rates vary due to socioeconomic barriers. Despite these advancements, ALS faces persistent implementation hurdles, including insufficient , limited learning materials, and low learner persistence amid economic pressures that compel many to prioritize work over study. Recent data highlight ongoing challenges, with millions still unenrolled and calls for enhanced support to elevate program efficacy beyond second-chance remediation.

Historical Development

Origins in Non-Formal Education

Non-formal education in the Philippines originated during the American colonial era as supplementary efforts to formal schooling, with Act No. 1829, enacted on May 21, 1908, authorizing the delivery of civico-educational lectures in towns and barrios to foster civic knowledge and basic skills among adults and out-of-school populations. This represented an early governmental acknowledgment of education beyond classroom structures, targeting functional competencies like and community awareness rather than structured curricula. Subsequent developments in the mid-20th century built on these foundations through ad hoc initiatives, including post-World War II literacy drives under the Department of Education and Culture, which emphasized practical skills for reconstruction and economic participation. By the , global influences from UNESCO's 1968 conceptualization of non-formal education as organized, flexible learning for specific groups prompted expanded programs, such as the and Equivalency Programme (AEP) launched in 1976, which allowed validation of non-school-acquired knowledge equivalent to elementary and secondary levels. These efforts addressed high illiteracy rates, with functional programs under the Marcos administration aiming to equip marginalized workers with reading, writing, numeracy, and problem-solving abilities for daily and occupational needs. The institutionalization of non-formal education advanced with the creation of the Bureau of Non-Formal Education in 1987, which coordinated nationwide , community-based modules, and equivalency testing to certify learning from informal sources. This bureau's work, supported by policies like Department Order No. 88 of establishing a Board of Nonformal Education for policy guidance, directly preceded the rebranding and expansion into the Alternative Learning System in the early , shifting focus from sporadic interventions to a structured parallel pathway for out-of-school youth and adults. These origins underscore a pragmatic response to persistent barriers in formal access, such as and geographic isolation, prioritizing verifiable skill attainment over chronological enrollment.

Evolution and Key Policy Reforms

The Alternative Learning System (ALS) in the Philippines originated from non-formal education efforts in the 19th century, evolving through civic initiatives to address among marginalized populations. By the 1970s, these efforts formalized under the Department of Education with the creation of the Adult and Community Education Division in 1973, emphasizing functional programs for out-of-school individuals. This laid the groundwork for structured non-formal education, shifting from ad hoc community-based learning to government-coordinated interventions aimed at basic skills acquisition. A pivotal policy reform occurred with Republic Act No. 9155, enacted on August 14, 2001, known as the Governance of Basic Education Act, which explicitly mandated the establishment of ALS as a parallel pathway to formal schooling for out-of-school children, youth, and adults unable to access traditional education. This act integrated ALS into the national basic education framework, defining it as a laddered, modular system delivering equivalent elementary and secondary credentials through flexible, community-based delivery modes. Subsequent reforms intensified in 2016, when the Department of Education launched the ALS 2.0 Strategic Roadmap to address systemic gaps, including resource shortages and implementation inefficiencies identified in prior evaluations. The roadmap prioritized plugging resource gaps, foundational improvements, and institutionalization of best practices, such as enhanced alignment with K-12 standards and better monitoring mechanisms. The most significant legislative advancement came with Republic Act No. 11510, signed into law on December 23, 2020, institutionalizing ALS as a core component of basic education and appropriating dedicated funds for its expansion. This act strengthened ALS by mandating pre-service and in-service training for implementers, improving accreditation processes for equivalency programs, and emphasizing inclusive access for special cases, thereby addressing longstanding barriers like inadequate funding and teacher capacity noted in World Bank assessments.

Recent Initiatives Post-2010s

In response to the rollout of the K to 12 Basic Education Program starting in 2013, the Department of Education (DepEd) aligned the Alternative Learning System (ALS) with the formal framework to facilitate equivalency and learner mobility. This integration ensured that ALS modules covered the same learning strands, including communication, problem-solving, and , adapted for non-formal delivery. DepEd introduced the ALS 2.0 Strategic Roadmap in , aiming to expand access, strengthen program quality, and institutionalize reforms by 2024 through resource gap plugging, foundational enhancements, and systemic improvements. The roadmap emphasized complementing K to 12 by incorporating senior high school equivalency pathways and principles. Concurrently, in June 2019, skills training modules were added to ALS core subjects like and science, targeting practical competencies for and among out-of-school . Republic Act No. 11510, enacted on December 23, 2020, institutionalized as a permanent component of , mandating tailored programs for out-of-school children with and adults while appropriating dedicated funds. The law's Implementing Rules and Regulations, issued in 2022, outlined non-formal delivery strategies, assessment protocols, and integration of approaches. In November 2020, DepEd modified operations to refine curriculum delivery, resource allocation, and program management amid evolving educational demands. By 2023, ALS 2.0 reforms focused on quality enhancement, addressing implementation challenges through data-driven adjustments and partnerships, such as with for relevant second-chance education. These initiatives expanded reach to vulnerable populations, including those in remote areas and with disabilities, though financing and completion rates remained concerns.

Governance and Administration

Organizational Framework under DepEd

The organizational framework of the Alternative Learning System (ALS) operates under the Department of Education (DepEd) through a centralized-decentralized structure aligned with the governance principles of Republic Act No. 9155, the Governance of Basic Education Act of 2001, which initially stipulated ALS establishment as a parallel pathway to formal schooling. This framework was strengthened by Republic Act No. 11510, the Alternative Learning System Act, signed into law on December 23, 2020, institutionalizing ALS for out-of-school children in special cases and adults while mandating the creation of the Bureau of Alternative Education (BAE) as DepEd's dedicated central office for program oversight. The BAE, formally established via DepEd Order No. 47, s. 2021 on December 7, 2021, functions under DepEd's Curriculum and Instruction strand and is headed by a director empowered to formulate national policies, develop modular curricula, ensure standards, and coordinate and equivalency processes. It promotes inter-agency collaboration with local government units (LGUs), non-government organizations, and industries to enhance learner skills and employability, while overseeing the establishment of ALS Community Learning Centers (CLCs) in every and , with priority in geographically isolated and depressed areas. Implementation cascades through DepEd's regional offices, which supervise ALS activities across provinces and highly urbanized cities, and schools division offices, which manage localized delivery via designated ALS supervisors and coordinators. At the district level, District ALS Coordinators (DALSCs) and mobile teachers conduct assessments, facilitate sessions, and monitor progress, often in flexible community-based settings to reach marginalized learners including indigenous peoples, persons with disabilities, and those in remote areas. This hierarchical mirroring of the formal education system's structure—central bureau directing policy, field offices handling operations—ensures coordinated yet adaptable administration, with BAE providing technical assistance and data-driven monitoring to address coverage gaps.

Funding Mechanisms and Resource Allocation

The Alternative Learning System (ALS) in the Philippines is funded primarily through annual appropriations in the General Appropriations Act (GAA) allocated to the Department of Education (DepEd), which oversees the program's implementation. Republic Act No. 11510, signed into law on December 23, 2020, institutionalizes as a parallel basic education pathway and mandates dedicated for its expansion, including provisions for out-of-school children in special cases and adults, with DepEd required to integrate ALS budgeting into its core operations. Local government units (LGUs) supplement national via the Special Education Fund (SEF), administered by Local School Boards, to cover localized needs such as learner identification, supplemental resources, and transportation allowances. Resource allocation prioritizes personnel, materials, and , with DepEd deploying mobile teachers and district ALS coordinators—who form the bulk of implementers—to deliver modular instruction and equivalency programs in community learning centers or remote settings. In 2023, P562 million was designated specifically for ALS learners, supporting enrollment, assessment, and completion incentives. For 2024, allocations exceeded P600 million, including P56 million for constructing or upgrading community learning centers to enhance accessibility in underserved areas. These funds cover learning modules, and Equivalency (A&E) tests, and capacity-building for providers, though per-learner spending remains limited, averaging below typical formal education outlays and contributing to completion rate challenges. Despite RA 11510's emphasis on sustainable financing, ALS receives approximately 0.1% of DepEd's total budget—such as within the P793.74 billion proposed for 2025—reflecting prioritization of formal schooling and resulting in resource constraints like insufficient materials and teacher compensation, which hinder scalability for the estimated 600,000 annual enrollees. LGU contributions vary by locality, with wealthier units providing more robust support, while joint circulars from DepEd, the , and the Department of the Interior and Local Government sometimes restrict SEF usage, exacerbating inequities in allocation.

Roles of Implementers and Accredited Providers

ALS implementers, including ALS teachers, community ALS implementors, and learning facilitators, are primarily responsible for delivering non-formal education programs to out-of-school youth and adults in unserved and underserved areas. ALS teachers, employed directly by the Department of Education (DepEd), conduct instructional sessions using modular and flexible approaches tailored to learners' needs, while also handling administrative tasks such as enrollment and assessment preparation. Community ALS implementors, engaged by DepEd or units (LGUs) on basis—initially for three years to augment staffing shortages—support program execution by facilitating community-based learning centers and mobilizing participants. Learning facilitators, often financed by the , extend delivery through partnerships, focusing on specialized modules like basic literacy and equivalency testing. Key duties of implementers encompass to identify and recruit learners, development of individualized learning plans, distribution of self-learning modules, progress monitoring via formative assessments, and evaluation of session outcomes to inform adjustments. DepEd mandates regular training programs and workshops for these personnel to build competencies in , adaptation, and , ensuring alignment with national standards. Implementers also collaborate on for enrollment tracking and equivalency certification, contributing to annual reporting under Republic Act No. 11510, enacted December 23, 2020. Accredited providers, recognized by DepEd via formal partnerships with private entities, NGOs, and agencies like TESDA, play a supportive role by deploying resources, funding facilitators, and co-developing localized content to enhance program scalability and sustainability. These providers must adhere to DepEd-prescribed standards for , including learner outcomes and inclusivity metrics, and are involved in joint monitoring to bridge gaps in coverage. Through such collaborations, accredited providers help expand reach to marginalized demographics, as stipulated in Section 14 of RA 11510, which emphasizes integrated service delivery without supplanting DepEd's oversight.

Educational Framework

Curriculum Structure and Modules

The Alternative Learning System (ALS) curriculum is structured as a competency-based framework aligned with the K to 12 Curriculum, emphasizing functional , , and essential knowledge for out-of-school children, youth, and adults, delivered through modular, self-paced formats rather than traditional grading. This non-formal approach prioritizes learner-centered modules that cover core competencies across six learning strands, enabling progression toward and Equivalency (A&E) at elementary or junior high school levels. Modules are designed for flexibility, incorporating print-based self-learning materials, digital resources, and contextualized content to address diverse learner needs, with an emphasis on practical application over rote memorization. The six learning strands form the backbone of the curriculum, integrating subjects like , , science, , and into cohesive, outcome-oriented units:
Learning StrandKey Focus Areas and Competencies
Communication Skills (English and Filipino)Oral and written proficiency, , , , and functional skills for everyday communication and .
Scientific Literacy and Skills, environmental awareness, basic scientific concepts, , and application of scientific methods to real-world problems.
Mathematical and Problem-Solving Skills, basic operations, , measurement, logical reasoning, and practical problem-solving for and decision-making.
Life and Career Skills skills, , , , and for sustainable livelihoods and community participation.
Understanding the Self and Society integration, cultural awareness, , , and self-reflection to foster responsible individuals within Philippine society.
Digital CitizenshipDigital concepts, digital operations and management, digital applications, digital system network, digital devices, and digital ethics.
These strands are implemented via standardized modules developed by the Department of Education (DepEd), including core subject modules (e.g., for Filipino, English, , , and Araling Panlipunan) and supplementary life skills handbooks, updated in the 2019 ALS K to 12 Curriculum (BEC) to enhance alignment with formal education outcomes. Modules for the A&E program, such as those from the 2014 series revised for K to 12, target specific competencies assessed in the A&E Test, with over 100 modules available in print and digital formats for basic literacy and levels. Delivery incorporates facilitator-led sessions, independent study, and blended approaches, with recent enhancements under ALS 2.0 emphasizing micro-credentials for skills like and problem-solving to bridge gaps in .

Elementary Equivalency Program

The Elementary Equivalency Program, a component of the Alternative Learning System's Accreditation and Equivalency (A&E) framework, targets out-of-school children, youth, and adults seeking certification equivalent to completion of formal elementary education (Grades 1 through 6). It operates as a non-formal, modular pathway that assesses and validates prior informal learning or self-study against DepEd's functional literacy standards, bypassing traditional classroom attendance. Participants, often dropouts or those with incomplete schooling due to economic, familial, or geographic barriers, undergo competency-based evaluation rather than time-bound grading. The program's curriculum consists of self-paced, learner-centered modules delivered in print, digital, or blended formats, covering essential competencies in Filipino, English, , Araling Panlipunan (), and basic and Health, with integration of like and livelihood training. These modules, revised in 2019 under the Enhanced ALS 2.0 to align with the K-12 Basic Education Curriculum, emphasize practical application over rote memorization, such as problem-solving in and contextual . Delivery occurs through community-based sessions led by ALS implementers, including mobile teachers and district coordinators, with flexible scheduling to accommodate working learners. Enrollment requires no prior formal records, only basic identification and a learner's profile form submitted to local DepEd offices. Assessment culminates in the annual A&E Test, a standardized paper-and-pencil examination administered nationwide, typically in March, evaluating , , and at the elementary level. The test, developed by DepEd's Bureau of Education Assessment, requires a passing score of at least 75% across sections to qualify for certification; retakes are permitted without limit after remediation. Successful completers receive an official Certificate of Equivalency from DepEd, recognized as comparable to a formal elementary , enabling access to secondary ALS programs, vocational courses, or opportunities requiring credentials. In 2024, registration for the test involved submission of affidavits of non-completion and photos, processed through schools division offices from to November. This equivalency supports reintegration into formal systems, though data on pass rates remains limited in public DepEd reports, with implementation varying by region due to resource constraints.

Secondary Equivalency Program

The Secondary Equivalency Program, a component of the Accreditation and Equivalency (A&E) initiative in the Alternative Learning System, provides out-of-school youth and adults with basic literacy skills an alternative route to certify competencies equivalent to formal completion. It targets individuals aged 16 and older who have attained elementary-level proficiency but lack a , enabling them to validate prior and acquire necessary skills for or further study. The program operates under the Department of Education's framework, with curriculum aligned to the K to 12 Curriculum to ensure parity with formal schooling outcomes. Curriculum delivery relies on self-paced, modular instruction facilitated by ALS mobile teachers, district instructors, or accredited providers in flexible community settings, accommodating working adults' schedules. Modules emphasize six interrelated learning strands: Communication Skills (covering English and Filipino proficiency), Scientific Literacy and Critical Thinking (fostering inquiry, analysis, and scientific understanding), Mathematical and Problem-Solving Skills (strengthening numeracy and logical reasoning), Life and Career Skills (focusing on values formation, ethics, livelihood, and employability), Understanding the Self and Society (encompassing personal development, social studies and civic engagement), and Digital Citizenship (promoting ICT literacy, responsible online behavior, and digital competencies for lifelong learning). These strands target functional competencies for real-world application, with secondary-level modules building advanced critical thinking, problem-solving, and digital skills benchmarked against formal Grade 7-10 outcomes, updated via the ALS K to 12 Basic Education Curriculum under Republic Act No. 11510 enacted in 2021. Assessment culminates in the A&E Test, a standardized paper-and-pencil examination measuring mastery across the five strands through multiple-choice, essay, and practical components, lasting 4 hours and 55 minutes for secondary participants. The test evaluates equivalency to formal secondary graduation, with passers receiving a certificate from the Department of Education that qualifies holders for tertiary enrollment, Technical Education and Skills Development Authority (TESDA) programs, or eligibility. Registration occurs annually through schools division offices, requiring proof of age, identity, and basic , with tests administered nationwide, such as the 2024 edition following guidelines in DepEd Memorandum No. 359, s. 2024. This equivalency mechanism supports reintegration into mainstream pathways while addressing dropout causes like and early workforce entry.

Implementation and Reach

Delivery Modalities and Instructional Approaches

The Alternative Learning System (ALS) in the utilizes flexible delivery modalities designed to accommodate the schedules and circumstances of out-of-school and adults, emphasizing non-formal, community-based instruction over traditional settings. These modalities include independent self-paced learning through printed or digital self-learning modules, which allow learners to progress at their own rhythm with built-in pre- and post-assessments. Face-to-face sessions, facilitated by mobile teachers or district instructional supervisors, occur in community learning centers or learners' homes, providing direct guidance and remediation. Blended approaches integrate these elements, combining modular self-study with periodic group interactions, groups, or digital tools such as eSkwela platforms offering 143 digitized and Equivalency (A&E) modules. Additional options encompass radio-based instruction for remote areas and immersion programs embedding learners in workplaces for practical skills application, all customized via Individual Learning Agreements that assess prior knowledge and set personalized timelines. This structure, reinforced by Republic Act No. 11510 enacted on December 23, 2020, prioritizes accessibility for marginalized groups. Instructional approaches in ALS are competency-based, focusing on functional and aligned with the K-12 framework and TESDA standards, rather than rote memorization. integrates multiple competencies through hands-on projects culminating in portfolios, while constructivist methods draw on learners' experiences via the 4A's model (Activity, Analysis, Abstraction, Application) tailored for . credits informal experiences, fostering self-directed progression, with regular assessments ensuring mastery before . These methods, delivered by ALS implementers, emphasize contextualization to local needs, enhancing and retention.

Target Demographics and Enrollment Patterns

The Alternative Learning System (ALS) primarily targets out-of-school children aged 6-14, out-of-school aged 15-25, and adults aged 18 and above who have not completed elementary or , including school leavers, , persons with disabilities, and other marginalized groups unable to access formal ing due to factors such as poverty, employment demands, family responsibilities, or geographic isolation. Financial constraints represent the leading cause of dropout among this population, with approximately 9% of aged 6-24 out of formal school in 2017, of whom 83% were aged 16-24. The estimated pool of potential learners—out-of-school and adults lacking completion—ranges from 5-6 million nationwide. Annual enrollment in ALS has averaged around 600,000 learners in recent years, with the majority pursuing the Accreditation and Equivalency (A&E) secondary level program, though this figure represents only a fraction of the targeted out-of-school population. For School Year 2023-2024, enrollment reached 655,517, but completion rates lagged at 46.2% (302,807 completers), indicating persistent patterns of attrition linked to work conflicts, mobility, and inadequate support. In 2023, ALS recorded 217,631 enrollees by late August, part of a broader DepEd effort to expand reach amid stable but insufficient uptake relative to the estimated 10 million potential beneficiaries identified in 2025 planning. Enrollment patterns show concentration in urban and peri-urban areas with higher poverty incidence, though rural and indigenous communities remain underserved despite targeted outreach.

Geographic Coverage and Accessibility

The Alternative Learning System (ALS) is implemented nationwide across the ' 17 administrative regions, coordinated by the Department of Education (DepEd) through its regional offices and schools division offices, with delivery primarily via mobile teachers, district supervisors, and community-based learning centers. This structure enables coverage in both urban and rural locales, targeting out-of-school youth and adults regardless of location, as formalized under Republic Act No. 11510, which mandates expanded reach to underserved areas. From 2016 to 2021, over 4 million enrollments were recorded countrywide, reflecting broad geographic penetration amid efforts to address the estimated 40 million out-of-school individuals. Accessibility remains uneven, with rural and geographically isolated areas encountering significant barriers such as poor transportation infrastructure, remote , and limited facilities, which restrict consistent session delivery and learner retention. In rural settings, sessions frequently occur in informal venues like homes or halls due to the scarcity of dedicated centers, in contrast to urban areas where structured learning hubs are more prevalent, exacerbating disparities in program and participation. Enrollment patterns show higher initial uptake in rural regions—driven by greater out-of-school populations—but correspondingly lower completion rates, attributed to these logistical hurdles and competing demands. DepEd's ALS Roadmap (2020) prioritizes equity by deploying mobile teachers to "schoolless barangays" and remote communities, yet implementation gaps persist, including inadequate (27% in rural areas versus 47% urban), which hampers blended modalities post-COVID-19. Regional variations are evident in studies, such as higher challenges in Mindanao's rural provinces like compared to urbanized divisions, underscoring the need for targeted resource allocation to mitigate geographic inequities. Despite flexible scheduling and community partnerships, systemic underfunding and teacher shortages in peripheral regions continue to limit effective coverage for the most marginalized demographics.

Equivalency and Integration with Formal System

Accreditation and Certification Processes

The Accreditation and Equivalency (A&E) Program within the Alternative Learning System (ALS) provides a mechanism for out-of-school and adults (OSYA) to demonstrate competencies equivalent to formal elementary or junior high school levels, enabling integration into higher education or opportunities. This process, administered by the Department of Education (DepEd), culminates in the A&E Test, a paper-and-pencil examination assessing mastery of competencies outlined in the ALS Curriculum-Based Support Materials (CBSM), including functional , , and . Successful completion grants a DepEd-issued recognized as equivalent to a formal , as stipulated under Republic Act No. 11510, enacted on December 23, 2020, which institutionalizes ALS and mandates standardized assessments for equivalency. Preparation for the A&E Test requires learners to complete relevant ALS modules through self-study, mobile teachers, or community-based sessions, followed by an optional Accreditation and Equivalency Readiness Test (AERT) to gauge preparedness and identify gaps. Registration occurs annually at designated Schools Division Offices, with applicants submitting a photocopy of their Philippine Statistics Authority (PSA)-issued birth certificate, barangay certificate of residency, two 2x2 photos, and proof of prior informal learning if applicable; for the 2025 cycle, registration ran from September 29 to November 4. The test itself, held periodically—such as preparatory activities noted for November 2025—evaluates elementary-level candidates on 305 competencies across five learning strands and secondary-level on 345, with passing determined by scaled scores reflecting national standards. Post-examination, results are processed centrally by DepEd, with certificates issued to passers validating equivalency for purposes like tertiary admission or vocational training; non-passers may retake after remediation. This framework, detailed in DepEd Order No. 47 s. 2002 and updated via RA 11510's Implementing Rules and Regulations, ensures alignment with formal education outcomes while accommodating flexible learning paths, though administration relies on regional capacities which can vary. For program implementers, separate accreditation under the ALS Education and Skills Training (EST) Guidelines involves partnership proposals and compliance audits to deliver certified modules.

Comparative Outcomes in Skills and Literacy

Assessments of Alternative Learning System (ALS) learners reveal moderate proficiency in functional literacy and basic skills, with mean percentage scores (MPS) averaging 75.68% for junior high school level participants across learning strands in the Functional Literacy Test (FLT), including lower performance in English (69.75%) and higher in social understanding (88.09%). These scores reflect foundational competencies tailored to out-of-school and adults but fall short of the deeper analytical skills typically developed in formal , where national assessments like the Program for International Student Assessment (PISA) place Philippine formal students near the bottom globally, though with structured progression yielding higher completion benchmarks. ALS Accreditation and Equivalency (A&E) pass rates, a key measure of equivalency to formal credentials, averaged 30% nationally from 2014 to 2016, with variations up to 56% certification rates (including portfolio assessments) from 2016 to 2022, compared to formal secondary completion rates exceeding 70% in the same period per Department of Education data. Lower ALS pass rates stem from flexible, self-paced modalities suited to working or disadvantaged learners, resulting in shorter instructional time and less rigorous skill mastery relative to the 10-month formal school year, though targeted interventions like mock testing have boosted local success to 62.68% in some cohorts. In practical skills, A&E passers demonstrate employability gains, being twice as likely to secure full-time formal jobs than non-passers, with 41% passage in high-risk programs linking certification to formal (p=0.006). However, World Bank analyses indicate ALS outcomes prioritize and work readiness over advanced or technical proficiencies, lagging formal graduates who benefit from standardized curricula and higher , with ALS comprising less than 1% of spending. This disparity underscores ALS's role as a remedial pathway rather than equivalent in depth, though it outperforms no intervention for at-risk groups.

Barriers to Transitioning to Formal or Higher Education

ALS completers in the Philippines, despite earning equivalency certificates that nominally align with formal elementary or secondary levels, encounter substantial academic preparation gaps when attempting to enter formal schooling or higher education institutions. A 2021 study of 143 ALS graduates found that only 16.8% achieved college readiness scores of 100 or higher on the College Readiness Test, with 83.2% lacking sufficient competencies in core areas due to the flexible, self-paced nature of ALS contrasting with the structured demands of tertiary programs. This discrepancy is exacerbated by limited exposure to senior high school curricula and unfavorable study orientations, such as poor and delay avoidance, prevalent in 90.9% of participants, which predict lower readiness (R² = 0.036, p < 0.05). Additionally, transitions often involve adapting to rigorous academic standards without prior formal high school experience, leading to proficiency shortfalls noted in broader assessments where ALS learners average 16.8% functional literacy rates. Financial constraints represent a primary socioeconomic barrier, as many ALS participants are working adults or from low-income households prioritizing employment over continued education. A 2025 assessment highlighted that financial stress and resource scarcity force graduates to forgo higher education, with 54% of ALS enrollees historically unable to complete even the program itself due to income needs. Case studies of ALS graduates pursuing degrees reveal persistent household income limitations, compelling individuals to balance studies with full-time labor, often resulting in incomplete transitions. Personal and logistical challenges further impede progress, including family obligations, early parenthood, and age-related adjustments for older learners re-entering formal systems. Participants in recent research reported time management difficulties from concurrent work and domestic duties, alongside initial motivational lapses or distractions that disrupt enrollment continuity. Systemic issues, such as inadequate institutional support and material shortages, compound these, with recommendations emphasizing the need for targeted counseling, flexible scheduling, and enhanced resource allocation to bridge gaps between non-formal and formal pathways.

Empirical Effectiveness

Measured Achievements and Success Indicators

The Alternative Learning System (ALS) has certified over 817,000 learners through the Accreditation and Equivalency (A&E) program from school year 2016-2017 to 2021-2022, encompassing 73,903 elementary-level and 743,183 junior high school-level passers. This represents a certification rate of 56% for A&E examinees in that period, an improvement from the 36% rate observed between 2005 and 2015. In 2024 alone, 112,379 individuals qualified via the A&E test, enabling equivalency to formal secondary education credentials. Annual enrollment has averaged approximately 600,000 learners, with cumulative reach exceeding 4.2 million from 2016 to 2022, primarily in A&E programs (76% junior high school level). The Basic Literacy Program enrolled 297,332 participants in the same timeframe, with 144,416 achieving functional literacy completion. Overall program completion stood at 65.7% for learners meeting their individualized goals during this period. A&E test pass rates have varied, averaging around 30% nationally from 2014 to 2016, following a lowering of the passing threshold from 75% to 60% correct answers in 2018 to better align with learner preparedness. Among completers, 60% of A&E passers pursued tertiary education or vocational training post-certification. In employability outcomes, A&E passers were twice as likely to secure full-time formal employment compared to non-passers, with certified individuals earning roughly 50% higher monthly wages—approximately PHP 7,400 (US$148 in 2018 terms)—than uncertified out-of-school youth. These gains stem from enhanced human capital, as measured against labor force survey data benchmarking formal high school completers. Early ALS Senior High School pilots produced 62 graduates in 2019, marking initial steps toward broader equivalency at higher levels.

Quantitative Impact on Literacy and Employability

The Alternative Learning System (ALS) has yielded quantifiable gains in literacy for participants, particularly through its Basic Literacy Program targeting functional illiteracy among out-of-school youth and adults. Assessments in 2023 revealed that 45% of entrants demonstrated grade-level reading comprehension, rising to 68% upon program completion. These improvements align with the program's focus on foundational skills, though national functional literacy rates remain high at 93.1% overall, indicating ALS primarily addresses deficits among marginalized subgroups. Accreditation and Equivalency (A&E) test passing rates, certifying equivalence to formal elementary or secondary completion, reflect literacy and competency outcomes but have fluctuated with program maturity and policy adjustments. From 2014 to 2016, roughly 30% of enrollees passed, with about 60% attending sessions regularly and fewer than 50% sitting for the exam; earlier rates were lower at 18% in 2014, up from 4% in 2005. A 2018 reduction in the passing threshold from 75% to 60% correlated with higher success, reaching 66.6% for elementary and 73% for secondary levels in school year 2018-2019. In 2024, 112,379 individuals passed the A&E test, though total examinee numbers limit precise rate calculation beyond historical trends of 20-70% regionally. Employability data show ALS certification boosts labor market participation, albeit modestly and unevenly. A 2024 survey of 719 completers reported 54% employment, with 51% achieving job-skill alignment; however, gender gaps were evident, with 65% of males aged 25-35 employed versus 34% of females. World Bank analysis indicated A&E passers in 2017 were over 70% likely to be employed or self-employed (versus 50% for non-passers), twice as likely to secure formal full-time roles, and earned PHP 2,400 more monthly on average. Integration with technical-vocational education and training (TVET) amplifies effects: 2015-2016 data from 650 graduates showed 55.4% employment with TVET versus 27.5% without, a 25-28% uplift statistically significant at p<0.01.
Outcome MetricALS Completers/PassersNon-Completers/Non-PassersSource (Year)
Employment Rate>70% employed/self-employed50%World Bank (2017)
Formal Full-Time JobsTwice as likelyBaselineWorld Bank (2017)
Monthly Earnings Premium+ 2,400BaselineWorld Bank (2017)
Employment with TVET55.4%27.5% (no TVET)DLSU/World Bank STEP (2015-2016)
These figures underscore causal links between certification and outcomes, strongest for younger participants with prior schooling exposure, yet constrained by low overall enrollment (under 10% of out-of-school youth) and resource shortages like high pupil-teacher ratios (75:1).

Causal Factors in Program Outcomes

The outcomes of the Alternative Learning System () in the , including completion rates averaging 59-80% in recent years and Accreditation and Equivalency (A&E) test pass rates around 18-20%, are primarily driven by learners' socioeconomic circumstances and opportunity costs. Individuals who previously dropped out of formal due to financial difficulties exhibit higher enrollment, completion, and A&E passing probabilities, as the program's flexible modalities allow reconciliation of learning with economic pressures. However, with 67% of the target (out-of-school aged 15-29) already employed, high foregone deter sustained participation, contributing to low overall enrollment below 10% of eligible individuals. Program design elements, such as Individual Learning Agreements and self-instructional modules, facilitate better retention among younger enrollees under 26 by accommodating work-study balances, leading to gains and, for A&E passers, a 20 increase in probability and monthly earnings uplift of 2,400. Conversely, inadequate implementation undermines these benefits: half of facilitators lack complete module sets, and rural regions like the record A&E pass rates under 2% due to poor facilities, exacerbating urban-rural disparities in outcomes. Smaller facilitator-learner ratios below 40 also correlate with higher pass rates, indicating that overburdened staffing directly impairs skill acquisition and certification success. Learner-specific factors further shape results, with older participants over 26 facing elevated dropout risks from competing priorities, while dynamics reduce female enrollment among those who exited formal school for or . Disinterest, cited in 35% of dropouts, stems from perceived irrelevance to immediate needs, yielding completion rates as low as 33% in some cohorts and limiting broader impacts beyond certified passers. Employment demands account for 19% of discontinuations, underscoring how external economic imperatives override program incentives absent stronger vocational linkages.

Criticisms and Systemic Challenges

Implementation Shortcomings and Retention Issues

The Alternative Learning System (ALS) in the has encountered persistent implementation challenges, including inadequate funding and resource allocation, which hinder effective delivery of non-formal education. Despite the passage of Republic Act No. 11510 in December 2020 establishing ALS as a parallel pathway, more than three years later in 2024, the program faced ongoing financing woes, with budget constraints limiting the provision of learning materials, facilities, and support services for out-of-school youth and adults. Teachers and implementers report heavy workloads, limited access to digital and alternative teaching resources, and difficulties in adapting modular curricula, particularly in remote or underserved areas where face-to-face sessions are infrequent. These issues are exacerbated by insufficient teacher training tailored to ALS's flexible, community-based model, leaving educators underprepared for diverse learner needs such as varying levels and socioeconomic backgrounds. Retention problems further undermine the program's reach, with approximately 54% of enrollees failing to complete their studies as of 2024, according to data from the Second Congressional Commission on Education (EDCOM II). High dropout rates stem primarily from socioeconomic pressures, including the necessity for learners to prioritize work or obligations over education, compounded by financial constraints that restrict access to transportation or supplemental support. Disinterest in the , perceived as less rigorous or relevant than formal schooling, alongside inadequate parental and involvement, contributes to inconsistent attendance and eventual discontinuation. In regions like , learners cite ineffective communication from facilitators and module-based learning difficulties as additional barriers, resulting in low completion ratios that question the system's scalability for functional goals. These retention gaps persist despite efforts to integrate psychosocial support, highlighting causal links between resource scarcity and motivational deficits rather than inherent learner aptitude.

Quality Deficiencies Relative to Formal Education

The Alternative Learning System (ALS) in the faces systemic quality deficiencies relative to the formal K-12 program, largely attributable to disproportionate underfunding and operational constraints that limit instructional depth, resource access, and outcome equivalence. ALS, serving 0.8% of learners, allocates just 0.1% of the Department of Education's budget—PHP 632 million in 2024—resulting in fragmented service delivery compared to the formal system's more robust financing for standardized infrastructure and materials. This under-resourcing manifests in inadequate Community Learning Centers (CLCs), where 61.3% fall below standard classroom size, 61.3% lack potable water, 40.24% have no handwashing facilities, and 25.69% are without toilets, environments that hinder sustained focus and contrast sharply with formal schools' regulated facilities. Teacher quality and deployment exacerbate these gaps, with ALS maintaining pupil-teacher ratios of 75:1—three times the ideal 25:1—and 85.01% of CLCs relying on a single instructor, often mobile teachers burdened by out-of-pocket expenses for transportation and aids due to operational funding covering only 60% of costs. Formal K-12 benefits from lower ratios, full-time certified educators, and systematic , whereas ALS teachers exhibit variable commitment and receive insufficient training, leading to inconsistent implementation across regions. Learning materials and technological integration remain critically deficient, with 88% of CLCs lacking reference books and 99% without assistive devices, compounded by a where only 30.5% have reliable , restricting exposure to contemporary skills like ICT proficiency that formal education increasingly incorporates. Modular delivery, while flexible, suffers from material shortages and outdated components, yielding shallower mastery in core competencies; for instance, while ALS completers show gains from 45% to 68% at grade level, this trails formal graduates' benchmarks due to weaker foundational alignment and labor market relevance, with just 51% of employed completers reporting strong job-skill matches. These factors collectively position ALS as a remedial pathway with demonstrably inferior quality controls, perpetuating skill disparities for its dropout-targeted population.

Economic and Policy Critiques

Critics argue that the () suffers from chronic underfunding, with its allocation consistently comprising less than 1% of the Department of Education's (DepEd) total budget between 2014 and 2016, limiting the program's capacity to deliver scalable development for out-of-school youth and adults. This fiscal constraint results in insufficient learning materials, facilities, and trained facilitators, exacerbating low enrollment—only about 15% of potential learners participate—and completion rates of 60-80%, as economic pressures compel many participants to prioritize immediate income over education. From a cost-effectiveness standpoint, evaluations indicate mixed returns; while targeted ALS variants for at-risk urban youth demonstrate value in reducing violence involvement at a of approximately USD 1,200 per completer, broader program outcomes yield limited employability gains, with graduates often confined to low-wage, unskilled jobs due to equivalency certifications that fail to match formal education standards. Policy analyses highlight that without enhanced per capita budgeting—post-Republic Act 11510's institutionalization in 2021—the system's remains suboptimal, as socio-economic barriers like family work obligations divert learners, yielding negligible long-term poverty alleviation. On policy grounds, ALS implementation lacks robust governance frameworks, permitting uneven local government unit (LGU) execution under decentralized funding, which fosters disparities in program quality and oversight without national standardization mandates. World Bank assessments criticize the absence of integrated pathways to formal higher education or vocational training, rendering certifications economically marginal and perpetuating a cycle where policy prioritizes access over measurable skill acquisition and labor market alignment. Furthermore, inadequate mechanisms fail to address causal factors like gender-specific economic hurdles, undermining the program's efficacy despite its second-chance intent.

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