Globalization in Todays Training of Journalists

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West Visayas State University

College of Communication

La Paz, Iloilo City

ALTERNATIVE LEARNING SYSTEM PROGRAM

In Partial Fulfillment

Of The Requirements For The SubjectDVC 221 (Educational Communication)

Submitted to:RICKY BECODO

Submitted byMariah Therese Aguilar

Carla Joy Baldomar

Shalom Mae Baldomar

Gene Kim Evangelio

Marielle Mae Matulac

March 6, 2015

ABSTRACT

The Alternative Learning System is the main educational program in Brgy. Tabuc Suba, Jaro, Iloilo City. The ALS was implemented because of the increasing number of out-of-school people and crime rate in the Philippines.

Table of Contents

Chapter I

A. Background and Rationale

B. Introduction

The Philippines has a long history of putting importance in the improvement of basic education both as a means and an indicator of national development. Defining the scope and purpose of Alternative Learning System (ALS) in the Philippines is still an evolving process. ALS is a government program which gives chance to out-of-school-youth, non-readers, working Filipinos and sometimes even the senior citizens. It is a program which ladderized their level easily through teaching them the basic education. The ALS has comparison to formal education as some like in the Jaro I take place in school. Its Mobile teacher was also teaching to normal student. Even though ALS student just go to school twice, some of them still have the initiative to go to school in normal number of days. The ALS is also a chance for some law-breakers like drug addict. The Tabuc Suba, Jaro ALS students also help the girls who have indecent kind of work. In this, they can change their life and start anew. Alternative Learning system is one way of the DepEd to lessen the arising numbers of students who are over-aged in their year level. In this regard, both informal education and non-formal education, being sub-components of the Alternative Learning System, occupy a strategic place in the Philippine national development thrusts because they have the potential to develop a more context-appropriate and socially inclusive Filipino basic education system. At present, capturing the nature of ALS in the country produces diverse results. ALS can also help in gaining employment in the Philippines as the K-12 was implemented wherein the student.C. Scope, Goal and Objective

The alternative learning system (ALS) has a very big scope. It is intended for out-of-school youth and adults that is free for all who are interested and still want to continue their studies. The age range of the enrollees of the program is 13 years old and above. Mostly, the students may be kicked out/dropped from school, illiterate, law-breakers like drug user/dealers, prostitutes, robbers, etc. The program aims to lead the out-of-school people to a better future by nourishing their innate knowledge and skills. The goal is education for all, in such a way that to help the OSY to finish what they have started and meet the minimum requirements of basic education which they needed. The ALS has been implemented because of increasing number of out-of-school youth and adults in the Philippines. Its main purpose is to lessen the out school youth in the community and nuisance in the society. Chapter II

A. Background of Implementation

ALS (Alternative Learning System) 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. 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.

It is either DepEd-delivered, DepEd-procured, or DepEd Partners-delivered. DepEd-deliveredrefers to the implementation arrangement where the program is directly carried-out by DepEd ALS implementers such as the ALS Mobile Teachers and District ALS Coordinators.

DepEd-procuredrefers to the implementation arrangement where the program is contracted by DepEd to service providers such as non-government organizations and other government organizations and literacy volunteers.

DepEd Partners-deliveredrefers 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.Programs under ALS (Alternative Learning System)

Program for illiterates:Basic Literacy Program (BLP)

The Basic Literacy Program (BLP) is a program aimed at eradicating illiteracy among out-of-schools youth and adults (in extreme cases school-aged children) by developing basic literacy skills of reading, writing and numeracy.Program for dropouts of formal Elementary and Secondary Levels:

Continuing Education: Accreditation and Equivalency (A&E) Program

The Accreditation and Equivalency (A&E) Program is a program aimed at providing an alternative pathway of learning for out-of-school children, youth and adults who are basically literate but who have not completed the 10 years of basic education mandated by the Philippine Constitution. Through this program, school dropouts are able to complete elementary and high school education outside the formal school systemProgram for Adolescents:Adolescent Reproductive Health (ARH)

The Adolescent Reproductive Health is a project for out-of-school adolescents ages 9-24 years old. It is a life skills-based education program for adolescents who are in high-risky behavior, sex-related or non-sex related behavior.Program for Parents:Parent Education

The Parent Education is an informal education which is a life skills, short-term course that addresses the special needs and interests of the parents to promote pride in their work and ownership of their responsibilities as members of the family and their community.

Program for Poor Families:Family Basic Literacy Program (FBLP)

This is a literacy service learning intervention utilizing literate family members to help non-literate members upgrade their literacy skills and improve the educational opportunities of poor families in the depressed, deprived and underserved (DDU) areas.

Program for Disadvantaged Children:Informal Education for Disadvantaged Children

This program focuses on packaging of short-term educational activity that addresses the special needs and interests of the street and working children. It intends to use life skills active learning approaches/strategies aimed at developing/enhancing social, civic, aesthetic, cultural, recreational physical and personal development. The learning materials/packages may be developed/adopted/adapted or gathered from other sources and tailored-fit to the identified needs of the said users.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 remotebarangaysin 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 the formal school system or have no access to schools.

The District ALS Coordinators are primarily designed 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.

Entering 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.Learning InterventionThe learning facilitator (Facilitator, Instructional Manager, ALS Mobile Teacher, District ALS Coordinator) goes to asitioorbarangaywith 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 anothersitioor 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.

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.

Learning Areas of ALSThe 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 Ones World Vision(knowledge, respect and appreciation for diversity, peace and non-violent resolution of conflict, and global awareness and solidarity).

Chapter III

The ObjectiveCommunication

InfrastructureMediaStrategy

1.

2.

3.

Appendices

Source

(http://www.deped.gov.ph/als/faq)

(http://www.deped.gov.ph/als/programs)