ALS Frequently Asked Questions

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 CURRENT:ALS FREQUENTLY ASKED QUESTIONS

WHAT CURRICULUM IS USED IN THE ALS?

The ALS Curriculum reflects the set of knowledge skills and competencies that learners
should develop to meet the minimum requirements of basic education. It is comparable
to the formal school curriculum. The teaching and learning processes and resources are
based on the ALS Curriculum.

WHO ARE THE TARGET LEARNERS IN THE ALS?

ALS is intended for out-of-school children, youth and adults who need basic and
functional literacy skills, knowledge and values.
These people are usually located in far-flung communities with no or limited access to
formal schools.

 In 2008, it was estimated that 40.95 million or 45% of the total Philippine
population did not complete basic education. This population is considered the
target groups of the alternative learning system.
 Among the target groups, 27.53 million are 15 years old and above. Meanwhile,
6-11 years old (8.7 million) and 12-15 (4.7 million) years old are the aggregated
target learners who are in-school age.
 Specifically, this group of marginalized learners consists of street children,
indigenous peoples, farmers, fisherfolks, women, adolescents, solo parents,
children in conflict areas not reached by the formal school system, rebel
returnees, and others.

WHO DELIVERS THE ALS?

ALS is either DepEd-delivered, DepEd-procured, or DepEd Partners-delivered.

 DepEd-delivered refers to the implementation arrangement where program is

directly carried-out by DepEd ALS implementers such as the ALS Mobile
Teachers and District ALS Coordinators.
 DepEd-procured refers to the implementation arrangement where program is
contracted by DepEd to service providers such as non-government organizations
and other government organizations and literacy volunteers.
  DepEd Partners-delivered refers to the implementation of ALS Programs by
non-DepEd organizations such as Local Government Units (LGUs), Non-
Government Organizations (NGOs) and other Government Organizations (GOs),
international donor agencies, church-based organizations and individuals on a
voluntary basis using their own resources.

WHO ARE THE DEPED ALS FIELD IMPLEMENTORS?

The ALS Programs are carried out by ALS Mobile Teachers and District ALS
Coordinators in the 17 regions of the country. Both are DepEd employed and hold
regular teacher items.

Mobile Teachers are “specialized” teachers who live among the people in
remote barangays of the country to conduct the BLP for illiterate out-of-school children,
youth and adults who are willing to learn basic literacy skills and proceed to Continuing
Education program: Accreditation and Equivalency (A&E) for those who left formal
school system or have no access to schools.

The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a
district. However, just like the Mobile Teachers, they also serve as learning facilitators in
the delivery of the different ALS programs/projects.

HOW DOES LEARNING INTERVENTION TAKE PLACE IN THE ALS?

The learning facilitator (Facilitator, Instructional Manager, ALS Mobile Teacher, District
ALS Coordinator) goes to a sitio or barangay with Functional Literacy Test and a set of
learning materials to conduct learning sessions until such time that the learners have
become literate before going to another sitio or barangay. However, depending on the
need of the learners, the learning facilitator goes back to a sitio or barangay for
visitation and follow-up.

Most of the time, instead of the learners going to the Community Learning Center, the
learning facilitator brings the learning materials to the learners to help them acquire
basic and or functional literacy skills.

ALS programs are delivered in various modes such as face-to-face, radio-based,

eSkwela/computer-based or independent learning.

WHERE DO LEARNING SESSIONS TAKE PLACE?

Learning sessions take place at the Community Learning Center or at any place
convenient to the learners. Teaching and learning may also take place at the homes of
the learners, under the shades of trees, inside a church or mosque, playground and any
other available space and venue.

WHAT MATERIALS ARE USED IN THE ALS?

The ALS utilizes learning modules. Each module is complete in itself. It contains the
description of the module, objectives, learning activities, and pre and post tests.
Modules for the basic and lower elementary level learners come with a Facilitator’s
Guide. Meanwhile, modules for advanced elementary and secondary levels were
designed for self-learning.

In the conduct of ALS sessions, use of supplementary learning materials is being

encouraged particularly those that are developed by the Facilitator to suit the local need
and context and are locally available.

In partnership with various organizations, both local and international, the DepEd-BALS
was able to adapt and/or produce print and non-print learning materials to supplement
the existing modules in the conduct of ALS learning sessions.

Supplementary materials are important in the conduct of ALS learning sessions.

Additional materials make learning sessions more effective by reinforcing newly
acquired literacy skills. They also serve as springboards to a new lesson, thus, making
learning more fun and interesting. Use of multi-media also gives both Facilitators and
learners chance to access new information and technology and activates multi-sensory
learning.

WHAT ARE THE AREAS OF LEARNING IN THE ALS?

The learning areas in the ALS are called learning strands which are the equivalent of
the “subjects” in the formal school system.

These learning strands are:

 Communication Skills (listening, speaking, reading and writing)

 Problem-Solving and Critical Thinking (numeracy and scientific thinking)
 Sustainable use of Resources/Productivity (ability to earn a living through self-
employment, outside employment, entrepreneurship, sustainable use of
resources and appropriate technology and productivity)
  Development of Self and a Sense of Community (self-development, a sense of
personal and national history and identity, cultural pride and recognition and
understanding of civil and political rights)
 Expanding One’s World Vision (knowledge, respect and appreciation for
diversity, peace and non-violent resolution of conflict, and global awareness and
solidarity)

IS THERE AN ENTRANCE TEST IN THE ALS?

The potential learner in the ALS goes through a screening process to determine
whatever prior learning that he/she may have through the Functional Literacy Test
(FLT). This assessment will assist the Learning Facilitator to set-up a teaching and
learning plan for a particular learner.

The FLT is composed of five (5) parts. These are 1) the Personal Information Sheet
(PIS), 2) Listening and Speaking, 3) Reading, 4) Writing, and 5) Numeracy.

WHAT IS THE DIFFERENCE BETWEEN NON-FORMAL EDUCATION AND

INFORMAL EDUCATION?

To reach this marginalized group of learners, BALS implements non-formal and informal
education or education that takes place outside the formal school system.

Republic Act 9155 defines Non-formal Education as “any organized, systematic

educational activity carried outside the framework of the formal school system to
provide selected types of learning to a segment of the population”.

On the other hand, Informal Education is defined as “a lifelong process of learning by

which every person acquires and accumulates knowledge, skills, attitudes and insights
from daily experiences at home, at work, at play and from life itself”.

BALS carries out two Non-formal Education Programs: a) the Basic Literacy Program
(BLP) for illiterates and the b) Continuing Education: Accreditation and Equivalency
(A&E) Program for elementary and high school drop-outs.

BALS has developed Informal Education courses that include self-interest and life
experiences programs. Initially, it has already developed a special curriculum for
indigenous peoples (IPs). With this construct, greater learning needs will be addressed
and funneled to promote lifelong learning in all streams of education.
222222222

What curriculum is used in the ALS?

The ALS Curriculum reflects the set of knowledge skills and competencies that learners should
develop to meet the minimum requirements of basic education. It is comparable to the formal school
curriculum. The teaching and learning processes and resources are based on the ALS Curriculum.

Who are the target learners in the ALS?

ALS is intended for out-of-school children, youth and adults who need basic and functional literacy
skills, knowledge and values. These people are usually located in far-flung communities with no or
limited access to formal schools.
In 2008, it was estimated that 40.95 million or 45% of the total Philippine population did not complete
basic education. This population is considered the target groups of the alternative learning system.
Among the target groups, 27.53 million are 15 years old and above. Meanwhile, 6-11 years old (8.7
million) and 12-15 (4.7 million) years old are the aggregated target learners who are in-school age.
Specifically, this group of marginalized learners consists of street children, indigenous peoples,
farmers, fisherfolks, women, adolescents, solo parents, children in conflict areas not reached by the
formal school system, rebel returnees, and others.

Who delivers the ALS?

ALS is either DepEd-delivered, DepEd-procured, or DepEd Partners-delivered.

DepEd-delivered refers to the implementation arrangement where program is directly carried-out by

DepEd ALS implementers such as the ALS Mobile Teachers and District ALS Coordinators.

DepEd-procured refers to the implementation arrangement where program is contracted by DepEd

to service providers such as non-government organizations and other government organizations and
literacy volunteers.

DepEd Partners-delivered refers to the implementation of ALS Programs by non-DepEd

organizations such as Local Government Units (LGUs), Non-Government Organizations (NGOs) and
other Government Organizations (GOs), international donor agencies, church-based organizations
and individuals on a voluntary basis using their own resources.

Who are the DepEd ALS Field Implementors?

The ALS Programs are carried out by ALS Mobile Teachers and District ALS Coordinators in the 17
regions of the country. Both are DepEd employed and hold regular teacher items.
Mobile Teachers are “specialized” teachers who live among the people in remote barangays of the
country to conduct the BLP for illiterate out-of-school children, youth and adults who are willing to
learn basic literacy skills and proceed to Continuing Education program: Accreditation and
Equivalency (A&E) for those who left formal school system or have no access to schools.
The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a district.
However, just like the Mobile Teachers, they also serve as learning facilitators in the delivery of the
different ALS programs/projects.

How does learning intervention take place in the ALS?

The learning facilitator (Facilitator, Instructional Manager, ALS Mobile Teacher, District ALS
Coordinator) goes to a sitio or barangay with Functional Literacy Test and a set of learning materials
to conduct learning sessions until such time that the learners have become literate before going to
another sitio or barangay. However, depending on the need of the learners, the learning facilitator
goes back to a sitio or barangay for visitation and follow-up.
Most of the time, instead of the learners going to the Community Learning Center, the learning
facilitator brings the learning materials to the learners to help them acquire basic and or functional
literacy skills.
ALS programs are delivered in various modes such as face-to-face, radio-based, eSkwela/computer-
based or independent learning.
Where do learning sessions take place?
Learning sessions take place at the Community Learning Center or at any place convenient to the
learners. Teaching and learning may also take place at the homes of the learners, under the shades
of trees, inside a church or mosque, playground and any other available space and venue.

What materials are used in the ALS?

The ALS utilizes learning modules. Each module is complete in itself. It contains the description of
the module, objectives, learning activities, and pre and post tests. Modules for the basic and lower
elementary level learners come with a Facilitator’s Guide. Meanwhile, modules for advanced
elementary and secondary levels were designed for self-learning.
In the conduct of ALS sessions, use of supplementary learning materials is being encouraged
particularly those that are developed by the Facilitator to suit the local need and context and are
locally available.
In partnership with various organizations, both local and international, the DepEd-BALS was able to
adapt and/or produce print and non-print learning materials to supplement the existing modules in
the conduct of ALS learning sessions.
Supplementary materials are important in the conduct of ALS learning sessions. Additional materials
make learning sessions more effective by reinforcing newly acquired literacy skills. They also serve
as springboards to a new lesson, thus, making learning more fun and interesting. Use of multi-media
also gives both Facilitators and learners chance to access new information and technology and
activates multi-sensory learning.
What are the areas of learning in the ALS?
The learning areas in the ALS are called learning strands which are the equivalent of the “subjects”
in the formal school system.
These learning strands are:
 Communication Skills (listening, speaking, reading and writing)
 Problem-Solving and Critical Thinking (numeracy and scientific thinking)
 Sustainable use of Resources/Productivity (ability to earn a living through self-employment,
outside employment, entrepreneurship, sustainable use of resources and appropriate
technology and productivity)
 Development of Self and a Sense of Community (self-development, a sense of personal
and national history and identity, cultural pride and recognition and understanding of civil
and political rights)
 Expanding One’s World Vision (knowledge, respect and appreciation for diversity, peace
and non-violent resolution of conflict, and global awareness and solidarity)
Is there an entrance test in the ALS?
The potential learner in the ALS goes through a screening process to determine whatever prior
learning that he/she may have through the Functional Literacy Test (FLT). This assessment will
assist the Learning Facilitator to set-up a teaching and learning plan for a particular learner.
The FLT is composed of five (5) parts. These are 1) the Personal Information Sheet (PIS), 2)
Listening and Speaking, 3) Reading, 4) Writing, and 5) Numeracy.
 222222222222

Contents
1. WHAT IS DEPED ALTERNATIVE LEARNING SYSTEM (ALS)?
1. ALTERNATIVE LEARNING SYSTEM (ALS) LEGAL BASES
2. 2016 ANNUAL POVERTY INDICATOR SURVEY RESULT
3. ALS TARGET LEARNERS
4. TARGET POPULATION OF ALS
5. DEPED ALS PROGRAMS AND PROJECTS
6. DEPED ALS DELIVERY MECHANISMS
7. ALS PROGRAMS
8. ALS CURRICULUM
9. What are the ALS A&E Learning Modules?
10. ALS 5 Learning Strands
11. ALS Principles of Learning
12. ALS Modalities
13. School Heads, LGUs , Academe, NGOs Roles in Sustaining the ALS Program
14. ALS Post-Implementation Support System
15. Formal agreements with agencies, institutions and organizations
16. ALS A&E Assessment and Certification System
17. The NFE Accreditation and Equivalency Tests
18. ALS Test Passers
19. DEPED ALS IN THE LAST 10 YEARS
20. DEPED ALS UPDATES
21. SUCCESSFUL STRATEGIES
22. ALS CHALLENGES
23. DEPED ALS FUTURE PLANS
WHAT IS DEPED ALTERNATIVE LEARNING SYSTEM
(ALS)?
It 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, DepEd ALS is an alternate or substitute.
ALS includes both the non-formal and informal sources of knowledge and skills.

ALTERN ATIVE LE ARNING SYSTEM (ALS) LEGAL B ASES

1987 Philippine Constitution

Provides for the recognition and promotion of other forms of education other than formal education.

Article XIV, Section 2, Paragraph (1) declares that the State shall establish, maintain and support a
complete, adequate and integrated system of education relevant to the needs of the people and society;
and paragraph (4) concisely encourages nonformal, informal and indigenous lear ning systems as well as
self-learning, independent and out-of school study programs particularly those that respond to community
needs.

Republic Act 9155

The Governance Act for Basic Education otherwise known as the Republic Act 9155 mandates the Department of
Education to provide nonformal and informal education to out-of-school children, youth, and adults in the
Philippines through the Alternative Learning System.
2016 ANNUAL POVERTY INDICATOR SURVEY RES ULT

Almost 10%, or 3.8 million of the estimated 39 million Filipinos 6 to 24 years old were out -of-school children and
youth (OSCY), according to the results of the 2016 Annual Poverty Indicators Survey (APIS). This is a significant
improvement from 2014 which indicated that about 32%, or 12 million Filipinos were OSCY.

OSCY in APIS refers to 6 to 14 years old who are not attending formal school; and 15 to 24 years old who are
currently out of school, not gainfully employed, and have not finished college or pos t-secondary course.

Of the 3.8 million OSCYs, 87.3% were 16 to 24 years old, 7.7% were 12 to 15 years old and 5% were 6 to 11
years old.

The proportion of OSCYs was higher among females (68.9%) than males (31.1%)

2014 2016

Reasons Percentage Reasons Percentage

Employment or looking for work 25.5% Marriage and family matters 42.3%

High cost of education or financial 22.9% High cost of education or financial 20.2%
concern concerns

Lack of personal interest 14.2% Lack of personal interest 19.7%

ALS TARGET LEARNERS
 Elementary and Secondary School Leavers

 Out-of-School Children – 6-14 years old

 Out-of-School Youth – 15-24 years old

 Out-of-School Adults – 25 years old and above

 Anyone who has not completed 12 – year of basic education.

Who Are The Last Mile Learners?

Last Mile Learners – those who remain unreached even after various efforts to reach them

ALS ALS & ADM ALS & ADM

Children at risk on the streets Children in indigenous peoples (IP) Children who live in difficult
communities circumstances

Kariton Klasrum IPEd Pedals and

Paddles Project

Children with disabilities Out-of-School Youth (OSYs)/ Inmates Children in off-grid schools and
(CWDs) barangays
ALS ALS & ADM ALS & ADM

SPEd Abot Alam/ALS LightEd PH

TARGET POPULATION OF ALS

Estimation using Education Levels:

Age Group 2008 2013

12-26 5,522,488 4,775,673

27-64 15,980,523 15,203,396

Total: 21,503,011 19,979,069

Estimation using Literacy Levels:

Age Group 2008 2013

12-26 5,845,438 4,925,363

Age Group 2008 2013

27-64 15,276,087 14,736,589

Total: 21,121,525 19,661,952

(Source: World Bank)

Estimation using household surveys (PSA, FLEMMS 2008 & 2013), the estimate is between 5 to 6 million

Note: In special cases, out-of-school children 11 years old & below are also being targeted and served by ALS.

DEPED ALS PROGR AMS A ND PROJECTS

1. ALS Accreditation & Equivalency Program

2. The Mobile Teacher Program

3. The eSkwela / e-Learning Program

4. Balik Paaralan Out-of-School Youth Prog (BPOSA Program)

5. The “Kariton Klasrum”

6. The Abot-Alam Program

7. ALS for Differently-Abled Person [Special Education in ALS]

 8. ALS ALIVE

9. Indigenous Peoples Education for ALS

10. Special Interest Programs

DEPED ALS DELIVERY M ECH ANISMS

Deped Delivered No of Learning Facilitators

Mobile Teachers 2, 973

Full-Time District ALS Coordinators 2,275

Part-Time District ALS Coordinators 164

DepEd Procured

Literacy Volunteer 1,363

Organization (Service Providers) 10

Balik-Paaralan para sa Out-of-School Adult 58

Deped Delivered No of Learning Facilitators

Partner

Individual 2,423

Organization 63

DepEd ALS programs are carried out by learning facilitators who may be directly employed by DepEd or through
service providers and partners. These learning facilitators go to a sitio or barangay to conduct learning sessions.

They can be grouped into three main categories: 1) DepEd-delivered, 2) DepEd-procured, and 3) DepEd
partners-delivered.

1. DepEd-delivered refers to the ALS program implementation directly carried out by DepEd ALS implementers, such as
the Mobile Teachers, and District ALS Coordinators who are both employed by DepEd and hold r egular teacher items;

2. DepEd-procured refers to the ALS program implementation carried out by service providers contracted by the DepEd
through the Schools Division Superintendent, such as NGOs, people’s organizations, literacy volunteers, and other
community-based organizations (CBOs)

3. Non-DepEd Financed/Partners refers to the implementation of ALS programs by non-DepEd organizations, such as
Local Government Units (LGUs), NGOs, and other government organizations, international donor agencies, church -
based organizations and individuals on a voluntary basis using their own resources.
ALS PROGRAMS

Multimedia
Programs/ Projects Target Learners Modalities
Materials

NonFormal Education (NFE)

Basic Literacy Program (BLP) Illiterates 1. face-to-face 1. print

2. radio-based instruction materials
3. computer-based instruction/ 2. digitized
eSkwela modules
4. independent learning 3. radio script
5. TV instruction 4. TV episodes

Accreditation & Equivalency (A&E) Drop-outs

Program

Informal Education (InfEd)

Focus: Drop-outs
and Special Interest
1. Self-development Groups
2. Community development and
Entrepreneurial
3. Livelihood Development
1. Nonformal Education

A. Basic Literacy Program

B. Continuing Education – Accreditation & Equivalency Program

 Elementary Level

 Secondary Level

2. Informal Education

(Personal interest, Community development, Skills & Livelihood, Entrepreneurship)

ALS CURRICULUM

Goal:

LIFELONG LEARNING

process whereby every individual acquires attitudes, knowledge, values a nd insights from daily experiences

As a learning process beginning at birth and ending only with death ( formal, informal and nonformal, alternative)
which allows individual to continue learning and developing knowledge and competencies, necessary for the
effective participation in solving real life problems and in functioning effectively in the society.
Objective:

FUNCTIONAL LITERACY

 a functionally literate person must be able to:

 Communicate effectively

 Solve problems scientifically, creatively and think critically

 Use resources sustainably and be productive

 Develop oneself and a sense of community

 Expand one’s world view

The BEC – ALS:

 contains a learning continuum of essential and functional skills, knowledge and values appropriate for ALS basic
education designed to be comparable to the basic education in the formal school system

 drawn from the 1997 Philippine Elementary Learning competencies and 1998 Philippine Secondary Schools Learning
Competencies

 structure and content was based on the national definition of functional literacy and its major indicators developed by
the Literacy Coordinating Council (LCC)

Curriculum Framework

New Definition of Functional Literacy

A range of skills and competencies, cognitive, affective and behavioral which enab les individuals to:

 live and work as human persons

 develop their potentials

 make critical and informed decisions

 function effectively in society within the context of their environment and that of the wider community (local, national,
regional & global)

in order to improve the quality of their life and that of society.

WHAT ARE THE ALS A&E LEARNING MODULES?

These are the most important source of learning under ALS A&E System
 It contains information on different topics of interest

 It includes discussions, activities, self-assessment exercises, drawings, articles and other sources of information

ALS 5 LE AR NING STR AN DS

1. Communication Skills (English & Filipino)

2. Problem Solving and Critical Thinking

3. Sustainable Use of Resources/Productivity

4. Development of Self and a Sense of Community

5. Expanding One’s World Vision

ALS PRINCIPLES OF LE ARNING

1. does not only take place within the four (4) walls of the classroom;

2. is fun with the use of active learning strategies;

3. is not compartmentalized into subjects but it is integrative and holistic;

4. Teachers and schools are not the only sources of learning;

5. is enhanced when the needs, interests and experiences of the learners are considered;

6. acquired outside the school system is equivalent to learning acquired in the s chools (recognition of prior learning);
and

7. Mother tongue is necessary to acquire basic literacy skills.

ALS MODALITIES

1. Face to Face Learning Session / Structured Learning Session

2. Independent / Home Study / Modular / Self-Learning

3. Radio-Based Instruction [RBI]

4. eSkwela / e-Learning

SCHOOL HEADS, LGUS , AC ADEME, NGOS ROLES IN

SUSTAINING THE ALS P ROGR AM

1. Building / providing of ALS Learning Centers

2. Maintenance of Existing ALS Learning Centers

3. Providing Training Costs and Payment of Salaries for Instructional M anagers

4. Providing budget for Reproduction of Learning Materials. Learning Modules, Cassette Tapes, Cassette Recorders.

5. Put in Place the Means for Generating Resources for Various ALS Programs / Projects via legislations.

6. Monitoring and Evaluation of the Program.

ALS POST-IMPLEMENTAT ION SUPPORT SYSTEM

1. Graduation/ Completion Ceremony

2. Counseling
 3. Referral

FORM AL AGREEMENTS WI TH AGENCIES, INSTITU TIONS AND

ORGANIZATIONS

Memoranda of Agreement

with other educational institutions and organizations that Secondary Level Passers can enroll in post -secondary
schools and vocational training programs, college / university courses subject to the usual screening procedures

Memorandum of Agreement signed between DECS and the Technical Education and Skills Development
Authority (TESDA)

Provides NFE A&E Secondary Level Certificate Holders access to TESDA administered post -secondary schools
and vocational training programs offered in TESDA Regional and Provin cial Training Centers

Civil Service Commission (CSC) Resolution No. 000499

Civil Service Commission (CSC) issued CSC Resolution No. 000499 recognizing the NFE A&E Elementary and
Secondary certificates as valid documents for permanent appointment to governm ent positions provided other
requirements are met.

Administrative Order No. 116

Administrative Order No. 116, Mandating all concerned government agencies and local government units to
support the NFE A&E System that provides an alternative means of certifi cation of learning to those Filipinos
aged 15 years and above who are unable to avail of the formal School System or have dropped out of formal
elementary and secondary education

ALS A&E AS SESSMENT AND CERTIFIC ATION SYS TEM

Provide two levels of certification of learning achievement comparable to formal education

1. Elementary level

2. Secondary level

THE NFE AC CREDITATIO N AND EQUIV ALENCY TE STS

The NFE A&E System offers learners the possibility of certification through successful completion of an NFE A&E
Tests at two levels – Elementary and Secondary Levels. The tests at both levels are paper and pencil -based tests
and use predominantly multiple choice based questions. (Plans are being made for having other forms of
assessments such as portfolio assessment and other nonformal assessment methodologies).

Components of the ALS A&E Certification System

 The ALS A&E standardized multiple-choice Tests

 An essay

 Portfolio Assessment
1. Multiple – Choice Tests
– covers competencies drawn from five (5) learning strands – comm skills,
– computer-scored
– 4 subtests with 160 questions for elementary, 200 for secondary
– time-framed (3 hrs. 30 min. elementary and 4 hrs. 15 min. secondary)

2. An essay (in Filipino)

– assess writing skills
– assessed using holistic scoring by a team of three (3) assessors
– based on Minnesota Standard Test of Written Composition

Test Passers must meet minimum requirements:

1. Elementary Level

– Multiple-choice test
– Essay writing test

*90 in multiple choice test with not less than 2 in essay

2. Secondary Level

– Multiple-choice test
– Essay writing test
*95-99 in multiple choice test with not less than 3 in essay
*100 and above in multiple choice test with not less than 2 in essay

ALS TEST PASSERS

Elementary Test Passers are automatically accepted in 1st year high school [DepED Order no. 13 , s. 2003]

Secondary Test Passers are eligible to enroll in TESDA and Tertiary Education

DEPED ALS IN THE LAS T 10 YE ARS

ALS Enrolment

From 2005-2015, a total of 3,968,116 learners were enrolled in ALS and provided with alternative learning
interventions through appropriate teaching-learning modalities.

ALS Completers

A total of 2,890,787 learners completed the ALS A&E Program from 2005 -2015.

A&E Test Takers

From 2005-2015, there were 1,602,475 learners who took the ALS Accreditation and Equivalency Test
A&E Test Passers

From 2005-2015, DepED ALS has accredited a total number of 582,536 learners by declaring them as equivalent
basic education graduates and issuing them with Elementary and High School Diplomas thro ugh ALS A&E
Program.

DEPED ALS UPD ATES

Enhancement of ALS curriculum with that of the K to12 Basic Education Curriculum

The Bureau of Curriculum Development (BCD) is currently reviewing the ALS learning competencies versus the K
to 10 competencies. The output of this initiative is an Enhanced ALS curriculum which is aligned to K to10.
Additional competencies and learning materials are being proposed for development in ALS for it to become more
relevant and up-to-date.

Continued Implementation of ALS Program and Projects

This year, hundreds of thousands more Out-ofSchool Youth, Children, and Adults are being served through
various ALS programs.

 Visually and hearing impaired learners are now served through ALS for Persons with Disability as covered under
DepED Order No. 46, s. 2014.

 ALS learning materials translated into major languages in the Philippines are also being used toeducateALS learners
in their MotherTongue, including cultural minorities.
SUCCESSFUL STRATEGIE S
 Need-responsive Policy

 Issuances

 Active Support from

 Stakeholders

 Conduct of various activities to gain support

 Partnership with Private Corporations

ALS CH ALLENGES

Changes in supervision

In the recent implementation of the DepED Rationalization Program, the functions of the former BALS was
subsumed in the different bureaus under CI. This affected the supervision and management of ALS at the
Schools Division Offices (SDO) nationwide since there is no more supervisor (EPS I) solely assigned to ALS.
While some ALS supervisors were given new assignments, some SDOs assigned ALS to new ones. This poses a
challenge to the effective implementation of ALS programs in so far as the turnover of responsibilities and
capacity building are concerned.

Implementation of Senior High School under the Kto12 prog ram

Offering of Senior High School to ALS, if adopted, would be a major challenge. Having no human resources
available for various tracks, as well as the absence of infrastructure, facilities and equipment at the Community
Learning Centers, adoption of Senior High School would be a challenge.

Lack of learning facilitators

ALS has only a little over 6,846 teachers to reach the target learners and provide them with appropriate
alternative learning opportunities. Though various interventions are already in place, reaching millions of OSYs
and providing them quality education through ALS is far still from reality.

Others:

 Mapping of potential learners

 Funding support

 Provision of more CLCs, facilities, and equipment

 Sufficient and relevant learning resources

 Integration of livelihood and employment opportunities

 Lack of interest (on the part of the OSYs)

DEPED ALS FUTURE PLA NS

Full implementation of ALS LIS

With the integration of ALS in DepED’s Learner Information System (LIS), data collection and management would
be improved for purposes of assessment, evaluation, planning, and policy formulation for ALS.

ALS to be offered in all schools

With all public schools as a “one-stop-shop” for basic education, ALS could further be advocated and utilized for
the benefit of all types of learners.

Information and Technology (IT)-enabled ALS education

Current eSkwela program could be revitalized and ALS be made more accessible to a technologically -oriented
generation of learners through IT-based distance education.

New ALS Assessment

With the new structure at the DepED Central Office, the newly established Bureau of Education Assessment
could revisit the current continuing education A&E program assessment and certification system, and come up
with an equivalency assessment for ALS learners, one that is more harmonized with the formal basic education
system under K to12.

Senior High School for ALS

Technical Study will be conducted by BEA to determine common tracks for SHS for ALS learners