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Assessment Framework in the Alternative Learning System: A Systemic

Educational Change and Sustainability

Conference Paper · September 2016

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Title : Assessment Framework in the Alternative Learning System: A Systemic
Educational Change and Sustainability
Author : Carmencita L. Castolo & Diana Lee Tracy K. Chan
Abstract

Performance of educational programs is increasingly judged on the basis of effective

learning outcomes. Assessment Framework is critical to know whether the intervention is
delivering good performance and to providing feedback for improvement in the learner’s
outcomes. This paper presents an assessment framework on how can the Alternative Learning
System can best sustain its value and worth to achieve Education for all in the Philippines. A three-
fold survey questionnaire was used in the study has ninety-four items to measure the following
variables: 1) the components of the program implementation, 2) cover the outcomes of the
program, and 3) the challenges perceived by the learners in the implementation. Shapiro-Wilk test
shows that the data is non-parametric. Hence, mode, median, and the range was calculated to get
the greatest frequency, central tendency, and, the lowest and the highest value of the data
distribution. The questionnaire has reliability of Cronbach’s alpha =.806, and variance at .335.
Reliability and validity coefficients of the instrument and all themes concerning respondents were
confirmed appropriate and necessary by the implementers. The results provide insights in the
determination of the unmet needs of the learners and put to surface whether ALS intervention is
sufficiently intensive to achieve desired goals for the out of school youth. Findings suggest that
educational inputs along with its processes have a statistical significant relationship with all its
result and the challenges in the implementation of the program.

INTRODUCTION

The education system is placing a stronger focus on measuring student outcomes, allowing

comparisons of performance between programs purposely address to facilitate learner’s learning

through assessment and evaluation. This is to assure the alignment, accountability and the action

are important to specify relative and shared outputs from activities that would influence the

outcomes (Knowlton & Philips, 2013). Enabling the education sector to attain maximum

compliance, alternative education system was designed, developed and implemented by the

Department of Education to educate the marginalized, the out-of-school youth, the physically

challenge, and reach out the far flung areas in the Philippines. Its primary objectives is to alleviate
the poor from poverty through education. Dropouts may appear small in number but they are

preponderant among the poor which thereupon turns the wheels of intergenerational transmission

of poverty against them. At the personal level, dropping out of school will mean consigning one

to a future of low-income trajectory (UNICEF, 2015). The growing number of young adolescents

are out of school with the global total reaching almost 65 million in 2013 in the world. Walking

through the times, when ALS was established in 2006, out-of-school youth in the country in 1999

to 2006, was more than half a million (UNESCO, 2008). The number of out-of-school youth in

the country has dropped to 1.2 million from 2.9 million in 2008, a study by the Philippine Institute

of Development Studies (PIDS) said. Noticed the drastic increase of approximately 2.4 million in

two (2) years which is about 4.8%. In its 2011 report, the NSO said about 6.24 million out of the

estimated 39 million Filipinos are considered as out-of-school youth. This report marks the 5.2%

increase from the 6.24 million in 2011 (NSO) to the 1.2 million as baseline in 2008 (PIDS). Notice

the drastic decrease and increased in numbers. From here, supply side and demand side factors

have to be consider and examined. Attention must be given to resolve the problem. Nonetheless,

the thriving initiatives of the Department of Education and all implementers could help in the

continuing development of ALS. Critical to the sustainability of educational programs, key

indicators of the responsiveness must be establish to measure the change in the applications of

processes (activity system) where improvement in outcomes is the primary goal of assessment,

monitoring and evaluation (Chan, 2016).

According to the National Policy on Education (NPE, 2004), the aim of secondary school

is to make a person productive to himself and the society. Academic and vocational courses are

offered at the Junior Secondary School (JSS) level. These courses are supposed to provide definite

purpose and meaning to education by relating to occupational goals, provides technical knowledge

and work skills necessary for employment, and develop abilities, attitudes, work habits and
appreciation which contributes to a satisfying and productive life. Starting out on the right foot

also allows the OSYA to demonstrate a track record necessary for a productive career, obtain

positive recommendations from their early employers, and draw on social networks of other

workers. USAID, (2013), in their “State Field Report,” said, that “youth as change agents in their

own development can be tapped to achieve various positive outcomes for their communities and

themselves because of their enthusiasm, energy, creativity, and motivation to make things better.

Enablement program intervention imposed upon them as guide to the right pathways will work not

only for themselves, their families, community but the country that youth represent.” Youth in

the development process should be treated, not marginalized, but be drivers of development, and

not followers but leaders. On the contrary, inequity is evidenced in the differential treatment of the

integration of K-12 in the out-of-school education is the lack of funding and reliance on the

practices of the self-interest of the implementers in the ALS program. According to OECD ( 2013),

when resources are limited, as they always are, these resources need to be well used to support

educational improvement objectives to the greatest possible extent. In the formal education, the

lack of funding is compensated in the school based management where the administrators are

empowered to get resources to fund projects and programs (Chan , 2016). Hill and Hayes (2007),

demonstrating program effectiveness will be central to increasing funding, strides in expanding

and standardization. Hence, the lack of sufficient resources to choose appropriate priorities and

services for their own population, “lead to a lack of accountability. As a result, the implementation

of the program will rely on subjectivity.”

Empirical studies has compelling results that drives the researchers to dwell on the study

Studies in the Alternative Learning System implementation (Chan, 2016; Abiog, 2011; Alonto,

2011; Villaluz,2008; and Mataac, 2007), found that respondents “Strongly Agree,” with the

program’s accessibility, adequacy; and, responsiveness (Apao, et.al, 2014; Alonto, 2011 and
Mataac, 2007), in some parts of the country. The effectiveness of the alternative education program

in developing personal and socio-economic aspect of the learners has likewise been commendable

(Cristobal, 2014; Baywong; 2012; Mataac 2007 & Asancha, 2005). While, Apao, et al., evaluated

the ALS in Region VII, confirmed that ALS is well implemented in the region. The ALS program

is indeed an effective venue to reduce the out of school youth and adults in the country and an

effective pathways to address unemployment issues in the country in the same context. Apao, et.al,

(2014) claimed that learner’s attendance to the ALS program developed their sense of confidence

and civic mindedness by participating actively in community events and social gatherings; and

developed a positive outlook in life and the passion for education by pursuing further studies.

However, life skills such as entrepreneurship obtained percentage of 54.3 percent (learners), 33.8

percent (Mobile Teachers), and 34.3 percent from the ALS Supervisors, equivalent average of

40.8, to “Some Extent,” result in the attainment of such skills in the region.

However, issues and challenges identified in the many empirical studies were as follows:

“no available blueprint of the policies, rules, and guidelines in the implementation of the program;

lack of facilities to implement the learning experience (Chan, 2016; Cusay 2009, & Roque 2007);

there is an Inadequate Instructional Materials and Equipment (Salve, 2012; Abiog, 2011; Cusay,

2011; Caron, 2009; Villaluz, 2008; Roque, 2007; and, Fallurin, 2004); lack of ALS

implementers/Mobile teachers; lack of Training and workshop for the implementers, and the lack

of teaching strategies that fits the learning needs (Chan, 2016; Cusay 2009, & Roque 2007);

Highlights among the issues are the lack of on the job training for the learners (Chan, 2016; Cusay

2009, & Roque 2007); lack of personality development (Chan, 2016); and, the lack of livelihood

program (Chan, 2016). The study of Chan (2016), reveals that the implementers “Agree” on

certain issues, such as, 1) policies are not clear, 2) lack of just in time information, lack of facilities

to implement the learning experience, lack of modules/learning materials, lack of ALS mobile
teachers, lack of livelihood program, and the lack of motivation from the learners. Mattos and

Buffum (2015) give emphasis that the education of the out of school youth must not only conform

to the curriculum content but rather the transition from school to work environment.

Findings of the evaluation of ALS among the implementers in the National Capital Region

that majority were “Undecided” about the issues as follows: no blueprint of policies, lack of proper

coordination, lack of funding, lack of teacher training, lack of teacher strategies, lack of on the job

training for the learners, and the lack of sponsors/partners/linkages (Chan, 2016). According to

McCoach, et al., (2013), the meaning and appropriate scoring of the Undecided or “neutral

response categories can be, however, far less obvious that scale could indicate ambivalence (mixed

attitude towards the target object), true neutrality, lack of understanding of the item, lack of

knowledge or a form of refusing to answer. The respondents involvement in the program was at a

minimum of two years, ‘the lack of understanding’ and the ‘lack of knowledge’ do not give justice

for not answering (Chan,2016). Not knowing the challenges in two years or more of the

implementation of the program may seem not valid to consider. While, the true neutrality may not

also justify the means, ALS implementers are part of the system and complain verbally of the

issues and problems encountered. Narrowing the meaning of the noncommittal response, the

researcher assumed that the respondents are confused and find “ambiguity,” to explain the

phenomena (Chan, 2016).

A tracer study done in the Division of Cavite by Cristobal, (2014), cited Encabo, (2013),

Fernandez, (2012), Tolentino (2012), Lua, (2012), Baywong 2012), Harina (2012), Fentiman,

(2007); are summarized as follows: ALS graduates did not pursue college due to lack of financial

support (Cristobal, 2014); learners went to work soon after (Alonso, 2012); learners work

underpaid (Tolentino, 2012); more than one-quarter of the learners dropout from ALS due to
unemployment (Matin and Halperin, 2012); majority of the learners wanted to pursue college

(Baywong, 2012). The study of Quirrez, (2011), emphasized that, “completion of basic education

program should provide the learners some skills for gainful employment.” Local Government

Units (LGU) should strengthen support for the learners through non-government organization

willing to help this advocacy (Cristobal, 2014; Passion, 2014; Quirrez, 2011). Findings of the study

revealed that learners hoped to have skills training and development in electronics, computer

hardware and handcrafting to augment their livelihood to support their family needs and education.

Family income is the main barrier in pursuing life goals (Passion, 2014). Therefore, if the main

barriers to the schooling is to earn a living then the emphasis must be given to a job-related training.

However, if the training is limited to functional literacy requirements, the threat of not getting a

job remains.

The purpose of this study is to provide analysis and focus on the assessment policy of the

program to address challenges dealt by the learners in the Alternative Learning System. If

inclusive education is mandated by the government to achieve Education for all, identifying to

what extent there is progress in the understanding that each school has the moral responsibility to

include everyone implies: a) respecting, understanding and taking care of cultural, social and

individual diversity (education systems, schools and teachers’ response to the expectations and

needs of students); b) the provision of equal access to quality education; and, c) close co-ordination

with other social policies. This should involve the expectations and demands of stakeholders and

social actors (UNESCO, 2008).

The primary objectives of the study are as follows: identify the implementation of the ALS

components based on the learners’ perspective, determine how the intended outcomes of the

program have been implemented to achieve goals, establish the challenges experienced by the
learners, and, determine if there is no relationship between the implementation of ALS

component parts and the achievement of its desired outcomes, and, the challenges perceived

by the learners. These measures can facilitate in developing efficient and effective assessment

framework to address issues perceived by the learners to achieve desired goals.

METHOD

The study used a descriptive correlation research to explain the status and condition of the

learners in the Alternative Learning System. Respondents were n = 394 Secondary level learners

from the 27, 400 enrollees in the National Capital Region. Sample size was computed using n

= N/1 + N (e)², where, 27,400/1 +27, 400(.05)². Validity of the instrument was tested to various

stages which established the content and statistical validity. Reliability of Cronbach’s alpha =.806,

and variance at .335. The data of the study was non-parametric, hence, the researcher used median,

mode and range of the representative sample to establish the frequency and centrality of the

dispersion. Using the non-parametric Spearman's correlation coefficients measure correlations

between the implementation of the components, the intended outcomes and challenges were

calculated. This serves as an evidence-based practice to measure the climate of the programs from

the perspectives of the learners who learn and work in these settings. Part 3 of the study included

a critical and integrative review of the accumulated literature to formulate a comprehensive

understanding of issues and themes surrounding alternative education and to identify any empirical

studies that have been published about the challenges in the implementation of the Alternative

Learning System.

Statistical treatments were carried out through the use of the Statistical Program for Social

Science (SPSS). Likert Scale was used to confirmed and disconfirm the status, condition and

challenges of the program as perceived by the learners who were enrolled in the 2015-2016 period.
Verbal interpretation (VI) of Part 1 were: 5 – Highly Implemented, 4 – Implemented, 3 –

Somewhat implemented, 2 – Slightly Implemented, and 1 – Not Implemented. On the other hand,

Part 2 and 3 in the instrument measure the quality of the implementation were as follows: 5 –

Strongly Agree, 4 – Agree, 3 – Undecided, 2 – Disagree, and 1 – Strongly Disagree. The techniques

translated and described the data gathered that bring the development of assessment framework

into place, to address areas in which problems remain identified.

RESULT

The study used the most frequently occurring score in the data set of the learners to best

summarize the entire data of measurement using the central tendency (mode and median). While

the range shows the variability of the data set.

Table 1 - Delivery System of the Alternative Learning System

As Perceived by the Learners

Verbal
Description F % Mode Median Range
Interpretation
Moderately
Open Access 224 57.00 3.00 3.00 3.00
Implemented
Highly
Learner’s Orientation 335 85.00 5.00 5.00 3.00
Implemented
Offer flexible learning 132 33.50 4.00 4.00 4.00 Implemented
Moderately
Instructional materials 214 54.3 3.00 3.00 3.00
Implemented
Collaborative learning 192 48.7 4.00 5.00 4.00 Implemented
Self-directed learning 127 32.2 4.00 4.00 4.00 Implemented
Offer review and
140 35.50 4.00 5.00 4.00 Implemented
tutorial

Table 1 shows that the 335 learners agree that “learner’s orientation” at 84.2%, is “Highly

Implemented,” with a mode = 5.00 and mdn = 5.00. A flexible learning, collaborative learning,

self-directed learning practices, and offer a review and tutorial system for free. The result of the
study reinforced the findings of Alonto, (2011) and Mataac, (2007), that ALS is responsive in

some parts of the country. The findings give an impression that the delivery system and its

elements are implemented but no assurance of quality.

On the other hand, “Instructional materials” has f214 at 54.3%, mode = 3.00, mdn = 3.00

and range = 3.00; and, the Open Access with f224 at 57% implementation in terms of its access,

between the peaks of the distribution, mode is 3.00, mdn = 3.00 and range is 3.00 which implies a

“Moderately Implemented.” These result disconfirmed the findings of Alonto, (2011), Villaluz

(2008 ) and Mataac, (2007), which found that respondents “Strongly Agree,” with the program’s

accessibility and adequacy. Studies in the past shows that there is an Inadequate Instructional

Materials and Equipment (Salve, 2012; Abiog, 2011; Cusay, 2011; Caron, 2009; Villaluz,

2008Roque, 2007; and, Fallurin, 2004). While, the findings that Instructional material is

moderately implemented suggests that, modules are being used but this does not quantify adequacy

of the modules being used.

Table 2 - Learning Support of the Alternative Learning System

As Perceived by the Learners

Verbal
Description F % Mode Median Range
Interpretation
Learner oriented discussion 147 37.3 3.00 4.00 3.00 Implemented
Slightly
Online support system 159 40.4 3.00 2.00 3.00
Implemented
Flexible time 118 29.9 3.00 4.00 4.00 Implemented
Guidance and Counseling 185 47.0 4.00 5.00 3.00 Implemented
Review class 146 37.1 4.00 5.00 4.00 Implemented
Highly
Tutorials 250 63.5 5.00 5.00 4.00
Implemented

Table 2 shows the learning support system implemented by the ALS Program as follows:

the ALS Program offers tutorial class which is “Highly Implemented.” While, guidance and
counseling, “learner oriented discussion, “flexible time,” and review classes are implemented as

perceived by the learners. However, “on line support system” has f159 at 40.4%, mode is 3.00,

median is 2,00 which means “Slightly Implemented.” The result disconfirmed the findings of

Alonto, (2011), Villaluz (2008 ) and Mataac, (2007), which found that respondents “Strongly

Agree,” with the program’s accessibility and adequacy.

Table 3 - Curriculum Content of the Alternative Learning System

As Perceived by the Learners

Verbal
Description F % Mode Median Range
Interpretation
Moderately
Learner Centered Content 200 50.8 3.00 3.00 3.00
Implemented
Highly
Communication skills 137 34.8 5.00 4.00 4.00
Implemented
Highly
Problem solving skills 184 46.7 5.00 4.00 4.00
Implemented
Sustainable Use of Resources 187 47.5 4.00 4.00 2.00 Implemented
Moderately
Self and Community awareness 168 42.6 3.00 3.00 4.00
Implemented
Moderately
Exploring the World Vision 135 34.3 3.00 3.00 4.00
Implemented

Table 3 convey the implementation of the Curriculum Content as imposed to attain the

functional literacy of the out of school youth and adults have been “Highly Implemented” such as,

“Communication Skills,”(f137 at 34.8% with mode = 5.00, mdn = 4.00; and, the Problem Solving

Skills (f184 at 46.7%, mode = 5.00, mdn = 4.00, and range at 4.00. This reveal that ALS Program

implementation focus more in the English, Filipino and Mathematics.

While, “Moderately Implemented” are as follows in terms of: “learner oriented content,”

the most frequent score has f200 at 50.8%, mode = 3.00, mdn = 3.00 and range is 3.00; “self and
community awareness” has f168 at 42.6%, mode = 3.00, mdn = 3.00, and range of 3.00. These

factors are very critical components of the program to achieve learning and EFA goals – 3.”

If the ALS Program assures the alignment, accountability and the action important to

specify relative and shared outputs from activities that would influence the, a learner oriented

content and community awareness must be fully imposed for the learners to appreciate his

environment and what the environment can do for them in return. At the secondary level, Mattos

and Buffum (2015) emphasized that time is multiplied exponentially by the expectation that

schools not only teach mandatory curriculum but also offers college coursework for students who

are accelerating, remediation work for skills that students should master. Waiting is not the

student’s cup of tea for the result of their effort. Mattos and Buffum (2015) even added that for

any school dedicated to ensuring that all students learn at high levels, making the time to meet

each varying need is a critical consideration. Achieving this goal, would be much easier if the

activity system is purposely designed based on this outcome. The implementers’ conscious

practice should consider that “youth as change agents in their own development can be tapped to

achieve various positive outcomes for their communities and themselves because of their

enthusiasm, energy, creativity, and motivation to make things better. Enablement program

intervention imposed upon them as guide to the right pathways will work not only for themselves,

their families, community but the country that youth represent.” Youth in the development

process should be treated, not marginalized, but be drivers of development, and not followers but

leaders (USAID, 2013). .

 Table 4 - Instructional Materials of the Alternative Learning System
Components As Perceived by the Learners

Verbal
Description F % Mode Median Range
Interpretation
Utilization of the module 180 45.7 5.00 4.00 4.00 Highly
Implemented
Standardized Design 115 29.2 3.00 3.00 4.00 Moderately
and content Implemented
Objectives and instructions 89 22.6 5.00 3.00 4.00
Implemented
are clear
Learning Content fits the learner 125 31.7 5.00 3.00 4.00 Moderately
characteristics Implemented
Provide interactive learning 161 33.6 2.00 3.00 3.00 Moderately
Interactive
Learning assessment is 132 33.5 3.00 4.00 3.00 Implemented
Align to the topic.

Table 4 shows the implementation of the Instructional Materials in the ALS Program. It

shows that the utilization of the module is “Highly Implemented.” The findings proved otherwise

previous studies that there is an Inadequate Instructional Materials and Equipment for the

learners.(Salve, 2012; Abiog, 2011; Cusay, 2011; Caron, 2009; Villaluz, 2008; Roque, 2007; and,

Fallurin, 2004).

However, “Moderately Implemented” in the instructional materials are the: “Standard of

the Design and content” (f115 at 29.2%, mode = 3.00, mdn = 3.00 and range = 4.00); have”a clear

objectives and instructions” (f89 at 22.6%, mode = 5.00, mdn = 3.00 and range is 4.00; “Learning

Content fits the learner characteristics” has f125 at 31.7%, mode is 5.00, median = 3.00 and range

= 4.00); and, lastly, “provide interactive learning,” (f161 at 33.6%, mode = 2.00, mdn = 3.00, and

range of 3.00); and, Notice that these four (4) elements of learning support system of the program

are “Moderately implemented.” These components of the program are very critical in teaching and

learning for the out-of-school youth. to achieve learning and EFA Goal – 3 (UNESCO, 2010).
 Table 5 - Teaching Strategy of the Alternative Learning System
Components As Perceived by the Learners

Verbal
Description F % Mode Median Range
Interpretation
Utilize the Individual Learning Moderately
267 67.8 3.00 3.00 3.00
Agreement (ILA) Implemented
Highly
Recognized Prior learning (RPL) 214 54.3 5.00 5.00 4.00
Implemented
Use ALS module in teaching. 153 38.8 5.00 4.00 3.00 Implemented
Group Interaction 193 49.0 5.00 4.00 3.00 Implemented
Guest Teacher facilitation 116 29.4 4.00 4.00 4.00 Implemented
Experiential Learning 169 42.9 5.00 4.00 3.00 Implemented
Debate 181 45.9 3.00 4.00 4.00 Implemented
Moderately
Peer Learning 169 42.9 3.00 3.00 4.00
Implemented
Printed materials (magazines, etc) 152 38.6 3.00 2.00 4.00 Implemented
Poster, billboards, etc 118 29.9 5.00 4.00 4.00 Implemented
Moderately
Other references 168 42.6 4.00 4.00 4.00
Implemented
Moderately
Audio-visual Presentation 145 36.8 3.00 3.00 4.00
Implemented
Game 130 33.0 4.00 2.00 4.00 Implemented
Slightly
Simulations 142 36.0 2.00 3.00 4.00
Implemented
Slightly
Role Playing 132 33.5 2.00 3.00 3.00
Implemented
Demonstration 138 35.0 4.00 4.00 4.00 Implemented
Frequent Test/Quizzes 124 31.5 5.00 3.00 4.00 Implemented
Tutorial session 153 38.8 4.00 4.00 4.00 Implemented

Table 5 shows the Teaching Strategy used in the ALS Program for the out of school youth

and adults. Recognition of Prior Learning is “Highly Implemented” in the implementation.

Crucial to the learners skills development are “Moderately Implemented” such are: Utilize

the Individual Learning Agreement (ILA) (f264 at 67.8%, mode = 3.00, mdn = 3.00 and range =

3.00); Peer Learning (f169 at 42.9%, mode = 3.00, mdn = 3.00 and range = 4.00); Other references

(f168 at 42.6 %, mode = 3.00, mdn = 3.00 and range = 4.00); and, Audio-visual Presentation (f145

at 36.8%, mode = 3.00, mdn = 3.00 and range = 4.00). While, the teaching strategies that are

“Slightly Implemented” in the implementation of ALS are: Simulations (f142 at 36%, mode =

3.00, mdn = 2.00 and range = 4.00); and Role Playing (f132 at 33.5%, mode = 3.00, mdn = 2.00

and range = 3.00). These confirmed the findings that there is a lack of teaching strategies that fits
the learning needs (Chan, 2016; Cusay 2009, & Roque 2007). Prevalent issues exists then and

now.

Table 6 - Learning Assessment of the Alternative Learning System

Components As Perceived by the Learners

Verbal
Description F % Mode Median Range
Interpretation
Highly
Learner’s Portfolio 160 40.6 5.00 4.00 4.00
Implemented
Highly
Quiz 176 44.7 5.00 4.00 4.00
Implemented
Projects 164 41.6 5.00 4.00 4.00 Implemented
Highly
Reading, writing, speaking 275 69.8 5.00 5.00 4.00
Implemented
Prior Learning experiences 165 41.9 4.00 4.00 4.00 Implemented
Moderately
Social Interaction 105 26.6 5.00 3.00 4.00
Implemented
Behavior Modification 149 37.8 4.00 4.00 4.00 Implemented

Table 5 shows the Learning Assessment used by the implementers in the ALS Program.

The mode as the most frequently occurring score in the distribution in the table.“Highly

Implemented,” are the Learner’s Portfolio, Quiz and, Reading, Writing and Speaking. Likewise,

behavior modification and the recognition of prior learning experiences are also

implemented.Critical to the development of interpersonal skills is the “Social Interaction,”

however, moderately implemented (f105 at 26.6%, mode = 5.00, mdn =3.00). This findings

coincide with the result in Table 5, that Peer Learning is moderately implemented.
 Table 7 - ALS Implementer in the Alternative Learning System
As Perceived by the Learners

Verbal
Description F % Mode Median Range
Interpretation
Submits Performance report 192 48.7 5.00 4.00 3.00 Implemented
Considers prior learning
149 37.8 4.00 4.00 3.00 Implemented
experience
Teaches objectively 128 32.5 5.00 4.00 4.00 Implemented
Responsive to the needs of the Highly
180 45.7 5.00 4.00 3.00
learners. Implemented
Explore learners capacity and Highly
223 56.6 5.00 5.00 2.00
capability Implemented
Guide learners in using Individual
187 47.5 4.00 4.00 4.00 Implemented
Learning Agreement.
Encourage learners to participate Moderately
160 40.6 3.00 3.00 3.00
in active learning methods Implemented
Strictly imposed regulation. 201 51.0 4.00 4.00 3.00 Implemented
Understand individual difference 148 37.6 3.00 4.00 4.00 Implemented
Respect learner’s right, safety and Highly
214 54.3 5.00 5.00 3.00
security Implemented

Table 7 shows the ALS Implementer (ALSI) in the ALS Program as perceived by the

learners. ALSI’s are perceived responsive to the needs of the learners and, respectful of the

learner’s right, safety and security. On the other hand, “Moderately Implemented” is the

“Encouragement of learners to participate in active learning methods.” ALS learners developed

their sense of confidence and civic mindedness by participating actively in community events and

social gatherings; and developed a positive outlook in life and the passion for education by

pursuing further studies (Apao, et al., 2014). Active learning enhances social interaction and

motivates peer learning which is both moderately implemented in the study.

 Table 8 - Implementation of the Personality Development as an
Intended Outcomes in the Alternative Learning System

Verbal
Description F % Mode Median Range
Interpretation
Help learners to believe in oneself
and realized what they are capable 170 43.1 4.00 4.00 4.00 Implemented
of doing,
Show the learners how knowledge
can change their life and thei 140 35.5 5.00 4.00 5.00 Implemented
situation.
Guide learners on how they can
further improve and enhance their 152 38.6 5.00 4.00 3.00 Implemented
capacity and capability.
Encourage inquiry and self- Highly
206 52.3 5.00 5.00 4.00
expression. Implemented
Reinforce learning by coaching
Moderately
learners to express ideas, concepts 159 40.4 3.00 3.00 5.00
Implemented
and opinions appropriately.
Train and discipline learners in the
Moderately
transition from school to work 257 65.2 3.00 3.00 4.00
Implemented
environment.

Table 8 shows the Personality development program in ALS as perceived by the learners

is “Highly Implemented” because implementers of the program “Encourage inquiry and self-

expression, help learners to believe in oneself and realized what they are capable of doing, show

the learners how knowledge can change their life and the situation. and, guide learners on how

they can further improve and enhance their capacity and capability.

“Moderately Implemented” are activities that “reinforce learning by coaching learners to

express ideas, concepts and opinions appropriately (f159 at 40.4%, mode = 3.00, mdn = 3.00 and

range = 5.00); and, “Train and discipline learners in the transition from school to work environment

(f257 at 65.2%, mode = 3.00. mdn = 3.00 and range = 4.00). According to the National Policy on

Education (NPE, 2004), courses in the secondary education are supposed to provide definite

purpose and meaning to education by relating to occupational goals, and develop abilities,
attitudes, work habits and appreciation which contributes to a satisfying and productive life. If this

transition will not be fully implemented as standard in ALS program, gradual increase in output

and outcomes are expected.

Table 9 - Implementation of the Employability as an

Intended Outcomes in the Alternative Learning System

Verbal
Description F % Mode Median Range
Interpretation
Provision of technical skills
213 54.1 5.00 5.00 4.00 Implemented
training.
Provision for learners to choose Moderately
249 63.2 3.00 3.00 4.00
the type of technical skills to learn. Implemented
Moderately
Provide on the job-training. 143 36.3 3.00 3.00 4.00
Implemented
Establish linkages and network
among public and private 148 37.6 4.00 4.00 4.00 Implemented
organization
Training skills are aligned to
130 33.0 4.00 4.00 4.00 Implemented
industry needs.
Moderately
Provision of internship program 231 58.6 3.00 3.00 3.00
Implemented

Table 9 shows how learners in the ALS Program are empowered to attain

functional literacy in terms of employment. However, “provision for learners to choose the type

of technical skills to learn (f249 at 63.2%, mode = 3.00, mdn = 3.00 and range = 4.00);“provision

of on the job-training (f143 at 36.3%, mode = 3.00, mdn = 3.00 and range = 4.00); and, “provision

of internship program” (f231 at 58.6%, mode = 3.00, mdn 3.00 and range = 3.00) are perceived to

be “Moderately Implemented.” Findings of the study revealed that learners hoped to have skills

training and development in electronics, computer hardware and handcrafting to augment their

livelihood to support their family needs and education. Family income is the main barrier in

pursuing life goals (Passion, 2014). Another study to affirm the findings was from the study of

Roque (2007), who stated, ALS classes were organized in compliance only, activities or projects
were organized depending on the budget, and there was no close follow up and evaluation of ALS

activities/employment possibilities.

This confirmed the study made by OECD,( 2010) which identified several systemic

weaknesses across several nations that interfered with the development of adequate skills and

competencies that allowed young people to be competitive in the job market and no vocational

preparation. Important findings revealed problems impacting transition to work are as follows:

problems with the school to work transition, and markets that functions poorly to further education

and training. Pressure on education to fix the range of issues that affect young people moving into

entry-level jobs is escalating and so with the dropout rate. This information is for accountability

and decision-making (Apao et al, 2014).

Table 10 - Implementation of the Entrepreneurship as an

Intended Outcomes in the Alternative Learning System

Verbal
Description F % Mode Median Range
Interpretation
Assessment of learner’s capability and
166 42.1 5.00 4.00 4.00 Implemented
capacity to become an entrepreneur.
Conduct livelihood activities. 171 43.4 4.00 4.00 4.00 Implemented
Provision of extra-curricular programs
Moderately
aligned to the technology, livelihood 154 39.1 3.00 4.00 4.00
Implemented
education.
Train learners in managing innovative
ideas, opportunity recognition and 145 36.8 5.00 3.00 4.00 Implemented
management of small business.
Provision of business incubation for
129 32.7 4.00 4.00 3.00 Implemented
qualified learners.
Train and discipline learners in the
transition from school to work 239 60.7 4.00 4.00 4.00 Implemented
environment.

Table 9 shows the implementation of Entrepreneurship activities in the program to

alleviate learners from poverty and become a productive citizen in the society.

Moderately Implemented” are: Provision of extra-curricular programs aligned to the

technology, livelihood education (f154 at 39.1%, mode = 3.00, mdn = 4.00 and range is 4.00).
According to Rice (2014), very few researches have come about evaluating the functionality,

applicability, and propriety of the K-12 in the context of the out-of-school youth program. Evident

in the Philippine practice, there is no K-12 curriculum for ALS yet. According to Alvermann,

Hinchman, Moore, Phelps, and Waff, (2006), Becoming literate is a process not only of acquiring

functional skills of decoding and encoding printed materials, but also of developing critical

awareness and agency in one’s own life. Entrepreneurial orientation is helpful for the out of school

youth to harness their full potential.

Table 11 - Challenges in the Implementation of Alternative Learning System

As Perceived by the Learners

Challenges of ALS Implementation F % Mode Median Range VI

Policies are not clear defined. 137 34.8 2.00 2.00 4.00 Disagree
Lack of just in time information
144 36.5 2.00 3.00 4.00 Disagree
dissemination.
No available blueprint of the policies,
rules, and guidelines in the implementation 151 38.3 3.00 4.00 4.00 Agree
of the program.
Lack of proper coordination between
159 40.4 2.00 2.00 4.00 Disagree
DEpEd and the Learning Center.
Lack of funding/resources to implement
142 36.0 5.00 4.00 4.00 Agree
the program.
Lack of facilities to implement the learning
185 47.0 4.00 4.00 4.00 Agree
experience.
Lack of modules/instructional materials. 247 62.7 2.00 2.00 4.00 Disagree
Lack of ALS implementers/Mobile
176 44.7 4.00 4.00 3.00 Agree
teachers.
Lack of Training and workshop for the
173 43.9 4.00 4.00 3.00 Agree
ALSI.
Lack of teaching strategies that fits the 135 34.3
4.00 4.00 3.00 Agree
learning needs.
Lack of on the job training for the learners. 173 43.9 4.00 4.00 4.00 Agree
Lack of personality development. 170 43.1 4.00 4.00 4.00 Agree
Lack of livelihood program. 159 40.4 4.00 4.00 4.00 Agree
Lack of sponsors, partnership and linkages 173 43.9 2.00 2.00 4.00 Disagree
Lack of motivation from the learners. 173 43.9 2.00 2.00 4.00 Disagree

Table 11 shows the perceived challenges in the implementation of the Alternative Learning

System. of the learners to the issues of the implementation are as follows: 1) no available blueprint

of the policies, rules, and guidelines in the implementation of the program; 2) lack of facilities to

implement the learning experience; 3) lack of ALS implementers/Mobile teachers; 4) lack of

training and workshop for the implementers; 5) lack of teaching strategies that fits the learning

needs; 6) lack of on the job training for the learners; 7) lack of personality development; and, 8)

lack of livelihood program; and. lastly, 9) the learners have “strongly agree” in the lack of

funding/resources to implement the program.

Alternative programs with a clear sense of purpose and a structure that includes many of

the eight factors identified are: 1) the presence of caring, knowledgeable adults, 2) a sense of

community, 3) a focus on assets, 4) respect for youth, 5) high expectations for academic

achievement and responsible behavior, 6) a holistic, comprehensive, multi-dimensional

developmental curriculum, 7) provide authentic, engaging learning that connects school and work,

and, 8) support and long-term follow-up services. These eight factors consistently recur in research

reports and descriptions of effective alternative programs (Kerka, 2003).

While, a series of Spearman rank-order correlations in order to determine if there is a

relationships between the program components, the implementation of the intended outcomes, and

the challenges perceived by the learners enrolled in the program. The test between components,

the implementation of the intended outcomes has rs = .641, p>.001, which means there is a

significant relationship. Further, the findings shows that outcomes and the challenges rs = .190,

p>.001. These findings show that the components and intended outcome variables have a

significant relationship to the challenges existing in the program. Therefore, the study rejects the

hypothesis that there is no significant relationship between the implementation of the components

to the desired outcomes and the challenges.

DISCUSSION

The findings of the study concluded that education program intervention must have a

monitoring and evaluation standards in the implementation by assessing the translation of its
primary components into its service processes, the alignment of all its activity system in the

attainment of its outcomes and the challenges encountered can be address immediately. In this

manner, philosophy underlying the program is intact (methodology, instruction, teaching and

learning) and the assurance of attaining success indicators is critical. Hence, the better the

implementation of the ALS components, the better alignment of activities are implemented

chances of achieving the intended outcomes is expected, and, challenges in the implementation

can be reduce.

According to OECD (2013), assessment should serve and advance educational goals and

student learning objectives. It is the most important criterion for a theory of change. Given the

significant relationship between the components, outcomes (strategies) and challenges (result), the

researcher draw upon what constitutes sound assessment practice. Sound assessment leads to the

development of a logic model. According to Knowlton & Philips (2013), a logic model display a

logical sequence or chain of events, the order and content of activities. If the scale of effort does

not match short-term outcomes, as the result of the assessment, it is important to specify change

initiative carefully. To explore the quality of the assessment framework guided from the logic

model the primary of objectives must be present and the Fit (Frequency, Intensity and Target) for

the program. The objectives must have specific action is connected to the outcomes, activities are

action-oriented that provokes change in awareness, knowledge, skills and behavior, and illustrate

the time dependent sequence of the outcomes. The FIT principle implies the adequacy of relative

activity and the intended results.

 Assessment Framework of Alternative Learning System

Alternative Learning
System Components

 Delivery System
Challenges in the
 Learning Support
Implementation of
System; ACTIVITY
the Alternative
 Curriculum; SYSTEM
 Modules Learning System
 Implementers
 Strategies
 Assessment of
Learning

Personality Development, Employability and

Entrepreneurship of the Learners

Figure 1. Paradigm of the Study

The study proposes an assessment framework using the theory of change and the logic

model. It illustrates a framework that fully understand and intervene to improve the

implementation of the ALS programs, issues in the implementation must be address through a

regular assessment. It requires a careful assessment of the program components, the learner’s

activity towards the attainment of goals in the context of program quality. It should not stop from

the implementation of its components only. It is necessary to mobilize opinion in favour of

assessment from the implementers and learners to begin a process of consensus-building. This will

convey a well-planned implementation that promotes deep understanding of program content and

goals; the implementation comprising the activity system follow a series of prescribed steps,

resulting to the achievement of ALS goals (personality development, employability and

entrepreneurial minds of the learners); and check the challenges of the implementation that
interferes to achieve the desired outcomes in the process. The main emphasis of the activity system

focus on the skills needed by the industry to equip learners of the competency needed to get a job.

Skills learned in school is a success indicator of a good investment in the Alternative Learning

System. The assessment framework will establish if the activities are consistent to the standards

(components), integrated in all the activities off the learners (activity system) and aligned to the

needs of the learners (intended outcomes), towards the achievement of goals. The learners’

functional literacy focused on personal, social, ethical, and competency development must be

confirmed through assessment framework. In today’s educational environment, a strong and

compelling evidence of program effectiveness must be secured.

The proposed assessment framework have three major themes emphasizing both learner

achievement and ALS program outcomes including: a) assess the implementation of the ALS

components; b) assessment in the alignment of activity system (infuse work-based learning

contributing to mastery of industry standard); and, lastly, c) assessment of the challenges

encountered in the process. These will further establish the embedded career and technical

education based on the needs of the business and industry. Collectively, the elements of this

particular conceptual framework is tightly organized around the assumed purpose of ALS program

to produce a functionally literate member of the society from the out of school youth and adults.

The significant findings that there is a relationship between the main variables of the study

suggests that ALS program like any other educational interventions cannot be treated in isolation.

The most considered critical is the implementation of the ALS components. The translation of the

intended outcomes and the challenges are dependent on the implementation of its major

components (delivery system, learning support, curriculum, modules, implementer, training,

strategies and funding). Therefore, the need to continue paying attention to what goes on in the
classroom, the quality of learning outcomes and focus on the processes and changes that recurring

in the program must be assess objectively to improve the ALS program. The gap that often exists

between the program components and challenges provokes inquiry to identify factors that

constrain the effective implementation of educational policies. The problem of the ALS program

is traceable to the assessment framework which should come immediately after the implementation

of its components, the activity system alignment to its outcomes and the achievement of outcome

in ALS. Chan (2016) have stated clearly that good planning will ensure effective implementation.

It is with this premise that the findings in the many researches be most likely to take into

consideration in the assessment to achieve a sustainable ALS Program. The analysis of the

implementation efforts of the ALS Implementers gave an insight into the relationship between

policies and goal attainment which can best utilize to standardize an assessment framework that

will serve as guidelines towards the institutionalization of the program. . According to OECD

(2013), assessment should serve and advance educational goals and student learning objectives.

The findings can best be described as the critical criterion in the standardization of the ALS

program assessment.

Further studies in the Alternative Learning System must explore limitations of the program

not to find faults and point blame to those who are accountable but to resolve challenges. ALs is

the way to achieve EFA goals

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