pafte national (als in region xii)

ERNIE C. CERADOCollege of Teacher Education

Sultan Kudarat State UniversityACCESS, EJC Montilla, Tacurong City

IMPLEMENTATION AND PERFORMANCE OF ALTERNATIVE LEARNING SYSTEM (ALS) IN REGION XII

42nd NATIONAL PAFTE CONVENTION AND 3rd

INTERNATIONAL CONFERENCE

Introduction Undeniably, education is an indispensable necessity for one’s well-being.

Article 26 of the Universal Declaration of Human Rights articulated that basic education must be accessible for the full development of human personality as well as for the strengthening of respect for human rights and fundamental freedom.



Introduction…Article XIV of the 1987 Philippine Constitution articulated that every Filipino must acquire basic education.

Nevertheless, access to basic education by out-of-school children (OSC), out-of-school youth (OSY), illiterate adults and others who are not in a position to avail the facilities of fundamental schooling poses a global concern.



Philippine Response

In 2000, the Philippines joined the World Economic Forum that launched the Education for All (EFA) targets which were later incorporated in the United Nations Millennium Development Goals (UN MDGs).



EFA Targets

Among signatories, they advanced that:all children have access to free and compulsory good-quality primary education; the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs; there is fifty percent (50%) improvement in levels of adult illiteracy by 2015

- KPMG International, 2011



Philippine Action

The Government enacted RA 9155, or the Governance of Basic Education Act of 2001.

Along with this law, DepED had implemented a parallel program adopting a flexible learning philosophy, the Alternative Learning System (ALS).



Aims OF ALS improve the capacity of our country’s education agency to promote, support and manage community-based decentralized interagency program; develop alternative learning program such as those considered demand-driven and self-learning; strengthen local delivery system; and,

improve functional literacy rate especially in areas considered remote and underserved vis-à-vis the promotion of quality life.



Out of 100 Grade 1 pupils, only 66 are able to continue through elementary and finish Grade 6. Of that number, 58 get to enroll in high school, but only 43 finish it. Of the 43 only 23 are able to enroll in college while 10 enroll in a vocational course. Only 14 out of the 23 higher education enrollees and 7 out of the 10 vocational course enrollees get to finish their degree”

- IBON, 2013

Current PH Education Situation



With that concern…

Corollary, the low literacy rate of 78.3% of Region XII based on 2008 FLEMMS, its worsening poverty incidence between the period of 2006 and 2009, and the inability of the concerned bureau to conduct the necessary studies, have indeed prompted the researcher to conduct the study.



Research Objective

This study aimed at assessing the implementation and performance of the Alternative Learning System (ALS) Program in Region XII.



Specific Objectives

1. to determine the level of ALS implementation along with the Basic Literacy Program (BLP), and Accreditation and Equivalency (A&E) System;

2. to compare the implementation of BLP and A&E System;

3. to verify the ALS Programs’ level of performance along with access, efficiency, and quality;



Specific Objectives

4. to compare the performances of BLP and A&E system in terms of access and efficiency;

5. to relate the implementation of ALS Program to its performance; and

6. to find out the common problems encountered

in the implementation of ALS Programs.



Figure 1. Research Framework

ALTERNATIVE LEARNING SYSTEM (ALS) PROGRAMS

1. Basic Literacy Program (BLP)

1.1 Pre-Implementation1.2 Implementation1.3 Post Implementation

2. Accreditation & Equivalency (A&E) System

2.1 Curriculum Framework2.2 Learning Materials2.3 Learning Support Delivery System2.4 A & E Testing

PERFORMANCE

1. Access

2. Efficiency

3. Quality

Independent Variable

Dependent Variable



Research Methodology



Research Design

The study used a descriptive-correlational design the fact that it evaluated the program implementation of ALS in Region XII and its performance covering the SY 2009-2010, 2010-2011 and 2011-2012. It also determined the existing relationships among the variables.



Locale of the Study

The survey covered the 9 school and city divisions in Region XII, namely; South Cotabato, Cotabato, Sultan Kudarat, Sarangani, Tacurong City, Cotabato City, Kidapawan City, Koronadal City, and General Santos City.



Respondents of the Study

Respondents that were chosen through simple random sampling included 425 District ALS Coordinators, mobile teachers and program participants. The desired sample was determined using estimation from the mean.



Data Gathering Instrument

Data were gathered through a survey questionnaire along with occasional interviews from key informants. The 2-part survey tool was developed with the help of a 3-member jury who initially validated its contents as well as constructs. Its reliability was then established after a pilot-test was made in the Division of South Cotabato.



Data Gathering Instrument…

Basically, the instrument solicited information on the way the respondents perceived the implementation of BLP and A&E System as ALS major programs.

On the other hand, data related to access, efficiency and quality of ALS were merely secured from the respective Division Planning Offices.



Statistical Treatment

Both descriptive and inferential statistics were used in data analysis to include simple and weighted means, t-test, Pearson r and ranking.

In most tabulations and computations, the use of Microsoft Excel software was maximized. All hypothesis tests were conducted at .05 level of significance.



RESULTS &

DISCUSSION

2013 PAFTE XII REGIONAL TEACHERS CONGRESS AND RESEARCH FORUM



Phases of Program Implementation

Mean Verbal Description

Pre-implementation 3.99 Well implemented

Implementation 4.13 Well implemented

Post-implementation 4.11 Well implemented

OVERALL MEAN 4.08 Well implemented

Table 1. Implementation of ALS Basic Literacy Program (BLP) in Region XII


The ALS Basic Literacy Program is well implemented.



Components Mean Verbal Description

Curriculum Framework 4.09 Well Implemented

Learning Materials 4.00 Well Implemented

Learning Support Delivery System 4.12 Well Implemented

A & E Testing 4.32 Well Implemented

Overall Mean 4.13 Well Implemented

Table 2. Implementation of ALS Accreditation and Equivalency (A&E) System in Region XII


The ALS Accreditation and Equivalency System is well

implemented.42nd NATIONAL PAFTE CONVENTION AND 3rd


Variables Means Difference t-comp t-critical

BLP Implementation 4.08 0.06 0.43 2.16 ns

A&E System Implementation 4.13

*ns – NOT SIGNIFICANT

Table 3. t-test Analysis between the Implementation Levels of Basic Literacy Program and Accreditation and Equivalency (A&E)

System


The implementation levels of BLP and A&E System are comparable.



Program Mean Verbal Description

BLP 49.29 Very Satisfactory

A&E System 69.45 Very Satisfactory

Overall Mean 59.37 Very Satisfactory

Table 4. ALS Performance Level in Region XII in terms of Access


The ALS performance in terms of access is very satisfactory.



Program Mean Verbal Description

BLP 92.32 Excellent

A&E System 82.99 Excellent

Overall Mean 87.66 Excellent

Table 5. ALS Program’s Performance Level in Region XII in Terms of Efficiency


The ALS performance in terms of efficiency is excellent.



School Year Mean Verbal Description2009-2010 5.74 Poor

2010-2011 10.22 Poor

2011-2012 16.88 Poor

Grand Mean 10.95 Poor

Table 6. Quality of ALS A&E System in Region XII in terms of Test Passing Percentage


The A&E System performance in terms of test passing percentage is

poor.42nd NATIONAL PAFTE CONVENTION AND 3rd


School Year Mean Verbal Description

2009-2010 81.56 Excellent

2010-2011 91.88 Excellent

2011-2012 73.95 Very Satisfactory

Grand Mean 82.46 Excellent

Table 7. Quality of ALS A&E System in Region XII in Terms Percentage of Elementary Passers Mainstreamed to Secondary


The A&E System performance in terms of the percentage of

elementary passers mainstreamed to secondary is excellent.42nd NATIONAL PAFTE CONVENTION AND 3rd



2009-2010 36.39 Good

2010-2011 42.76 Satisfactory


Overall Mean 42.09 Satisfactory

Table 8. Quality of ALS A&E in Region XII in terms of Percentage of Secondary Level Test Passers Enrolled in

University/College/Vocational Schools


The A&E System performance in terms of the percentage of secondary passers who enrolled in college or vocational course is

satisfactory.42nd NATIONAL PAFTE CONVENTION AND 3rd






Grand Mean 49.21 Satisfactory

Table 9. Quality of ALS A&E System in Region XII in terms of Percentage of Passers Who Got Employed


The A&E System performance in terms of percentage of passers who

got employed is satisfactory.42nd NATIONAL PAFTE CONVENTION AND 3rd



BLP Performance 25.98 43.48 3.85 2.145*

A&E System Performance 69.46

Table 10. The t-test Analysis between the Performance Levels of Basic Literacy Program (BLP) and Accreditation and Equivalency

(A&E) System in Region XII in terms of Access

* - significant


In terms of access, the performance of ALS A&E System is higher than the

BLP.




BLP Performance 92.32 9.33 0.997 2.16ns

A&E System Performance 82.99

Table 11. The t-test Analysis between the Performance Levels of Basic Literacy Program and Accreditation and Equivalency System in

Region XII in terms of Efficiency

*ns – NOT SIGNIFICANT


In terms of efficiency, the performance of ALS A&E System and

BLP are comparable.



Between BLP and its Performance There is no significant relationship between the implementation of ALS Basic Literacy Program and its performance along with access as well as efficiency.

Relationship of the Implementation and Performance of ALS Program




Between A&E System and its Performance There is no significant relationship between the implementation of ALS Accreditation and Equivalency System and its performance in terms of access as well as efficiency.





There is no significant relationship between the implementation of ALS Accreditation and Equivalency System and its performance in terms of quality such as percentage of A&E test passers, percentage of mainstreamed to secondary, percentage of mainstreamed to tertiary/vocational schools, and percentage of those employed.





Problems Encountered in the Implementation of ALS Program in Region XII

Data revealed that insufficient funding for the program ranked FIRST among the ten (10) common problems met during the implementation of ALS program in Region XII.

Other problems met include poor attendance of learners, absence of functional learning centers in the barangay, inadequate learning materials or school supplies, and low percentage of service providers.




The foregoing findings provide the following conclusions:

The implementation of the Alternative Learning System (ALS) in Region XII along with the Basic Literacy Program and Accreditation and Equivalency System was comparably well implemented.

In terms of performance, A&E System fared relatively higher than the BLP while both programs have equivalent levels in efficiency.


Conclusions



The foregoing findings provide the following conclusions:

It was also concluded that the level of ALS program implementation is not related to its performance at all.

Finally, the most serious problem in the implementation of ALS program was confirmed to be the insufficient funding.


Conclusions…



This study recommends the following:

better funding for the program; strengthening of the program’s advocacy and

mobilization; enhancement of teaching strategies; provision of additional teaching position items as

Mobile Teachers; shortening of the A&E Test results waiting time; and, similar study maybe undertaken in other regions of

the country.


Recommendations



Thank you very much and God bless us all!




pafte national (als in region xii)

Education

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