ALTERNATIVE LEARNING SYSTEMS (ALS) PROGRAM:

PROBLEMS AND CHALLENGES

Rian Joyce R. Alamo, Unice C. Bacani, John Paul C. Estrella,

Marilyn S. Gomez, Mary Joy L Libunao, Rufina Albert M. Pangan,
Richelle Anna I. Santos, Catherine D. Timoteo

ABSTRACT

This study aimed to determine the problems and challenges being faced in the
implementation of Alternative Learning System (ALS) Program. Generally, it looked into
the teachers competence and learners performance in the Alternative Learning System.
The study involved thirty (30) learners enrolled in the ALS program and ten (10) ALS
mobile teachers (MTs) in Baliuag South Central School. It used descriptive design as
method of research. Data were gathered using the modified survey questionnaire.
Overall, the implementation of Alternative Learning System (ALS) was asserted
to be successful as it is evident from the consistent high passing rate of ALS examinees in
the Acceleration and Equivalency (A&E) Test for the calendar years 2010, 2011, 2012,
2013 and 2014. Majority of the ALS teachers were young, married, have earned
baccalaureate degree, with masteral units and had 10 years above in teaching. Majority of
the ALS learners were in the age bracket of 15-17, had completed only their 2 nd year high
school and grade-6 level, out of school youth for 1-3 years before participating in ALS
program. The problems encountered were lack of coordination/cooperation, lack of
support from parents and guardians, absenteeism and recurrent tardiness of ALS learners.
Majority of the ALS learners passed the A & E Tests for the last five years.

Keywords: Alternative Learning System, Acceleration and Equivalency Test, Problems

and Challenges, mobile teachers, performance.
 A successful education may ensure a successful future both a in persons career or
personal path. It is believed that the foundation of every state is the education of the
youth. As such, education plays a very important role in the life of a person. It is also
considered as an agent for change. It is one great factor in determining and achieving a
certain future for an individual.
Accordingly, the state and the Department of Education (DepEd) exert much
efforts to achieve education for all. As even before, it has been giving its biggest share to
Filipino learners to achieve quality education. Nonetheless, the Department of Education
(DepEd) reported that out of 100 children who entered grade 1, no more than 66
graduated from grade 6. Of this, only 58 entered high school and only 43 completed
secondary. (SEAMEO INNOTECH, 2007)
The Philippine Government takes its biggest stride and cater out-of-school youth
and adult learners for achieving functional literacy and it is mandated under Section 2 of
Article XIV which states that such education shall also include alternative learning
system (ALS) for out-of-school youth and adult learners.
To address the problem on out-of-school youth (OSY), the Alternative Learning
System (ALS) program was implemented by the Department of Education (DepEd) to
educate individuals and offer them with qualifications recognized as an elementary or
high school graduate. (Cui-Pinca, 2000) Despite the governments effort to promote
education for all, there is still the need to reach out OSY and adult learners. (Sto.
Domingo, 2010) Alternative Learning Program is a free education program implemented
by the Department of Education (DepEd) under the Bureau of Alternative Learning
System (BALS). It aims to benefit those who cannot afford formal schooling and follows
whatever is the available schedule of the learners. It targets to elevate the life of its
clientele. The program follows a viable alternative to the existing formal education
instruction, encompassing both the non-formal and informal sources of knowledge and
skills. (Roque, 2007; Geronimo, 2014) As a learning system, it is parallel and
comparable to formal education for the reason that it has learning stands based on the
learning competencies which one can both address the goals of the Education for All
(EFA) wherein it caters Out-of-School Youth and adults who both aim to achieve quality
education.
 Alternative Learning System is a ladderized, modular non-formal education
program in the Philippines for dropouts in elementary and secondary school, out-of
school youth, non-readers, working Filipinos and even senior citizens. It is part of the
education system of the Philippines but an alternative to the regular classroom studies
where Filipino students are required to attend. The alternative system only requires
students to choose schedule according to their choice and availability. (Coloma, 2000;
Garcia, 2012)
ALS learners and Adults entered Alternative Learning Program because they have
and even set their goals they wanted to achieve. Likewise, ALS program is set to alleviate
dropouts and meet Education For All which is also another goal that the government
targets to meet. (Bogwana, 2006; Salvador, 2011) Student enters the program because
this is the path he/she chose to achieve better future.
It is therefore, salient to know the magnitude of the program, the issues
confronting the implementation of the ALS program and learners performance in the
Acceleration and Equivalency (A & E) Test.

The Problem
This study aims to determine the problems and challenges met in the
implementation of Alternative Learning System (ALS) in Baliuag South Central School,
Baliwag, Bulacan. Specifically, this study sought answers to the following questions:
1. What is the profile of the ALS Learners in terms of:
a. Age;
b. Gender;
c. Civil status;
d. Work involvement
e. Grade or year completed; and
f. Number of years as out-of school;
2. What is the profile of mobile teachers with respect to the following:
a. Age;
b. Civil status;
c. Educational attainment; and
d. Years in teaching;
3. What are the problems and challenges prevailing in the implementation of ALS
program?
 4. What is the percentage of ALS Learners who passed the A&E Test during the
calendar years of 2010, 2011, 2012 and 2013?
Conceptual Framework
The model of the study below presents the input-process-output. The success of
the implementation of Alternative Learning System (ALS) program depends on the
profile of the mobile teachers in terms of their capability to handle the out-of-school
youth and adults enrolled in the program. It also depends on the attitude of the students
and their capacity to learn what is being taught to them. The determination of the
problems and concerns with regard to the implementation of the ALS program will help
the mobile teachers to make necessary adjustments and look for ways so as to raise the
ALS students passing rate in the Acceleration and Equivalency (A&E) Test. Through the
survey questionnaire and interview with the respondents, solutions to problems can be
determined. The process continues through the feedback mechanism until the desired
goal has been achieved.
Input Process Output

Profile of the ALS Passing

Performance in
MobileTeachers Survey Acceleration and
Questionnaire Equivalency
Profile of ALS
(A&E) Test
Students
Interviews Successful
Challenges and Implementation of
Problems ALS Program

Feedback Mechanism

Figure 1. Schematic diagram of the study

Method
 This study utilized the descriptive method in order to determine the problems and
challenges being encountered in the implementation of Alternative Learning System
(ALS) in Baliwag South Central school and Baliwag Municipal Jail. Purposive sampling
technique was used in selecting the respondents. Respondents of the study were all the
ten mobile teachers and thirty (30) ALS learners enrolled in the ALS program during the
school year 2014- 2015.
The data for this study were gathered using a structured survey questionnare
composed of questions that were related to the participants experiences and perceptions
regarding the implementation of the ALS program. The researchers personally distributed
the questionnaires through the assistance of the mobile teachers assigned in Baliwag
South Central School ALS Program during Saturdays practically because the respondents
were available on the said day and as requested by their respective mobile teachers. The
ALS learner-respondents completed answering the questionnaires from 10-20 minutes
whereas the ALS learners from Municipal Jail finished the questionnaires for more than
20 minutes.
The data about Acceleration and Equivalency (A&E) test takers or test passers
were also obtained from the mobile teachers and subjected for statistical treatment and
analysis. All data collected were tallied, analyzed and interpreted.
Statistical tool used include simple frequency, percentage, ranking, and weighted
mean.
To determine the degree of the problem encountered in the implementation of the
ALS program, the Likert Scale was used with the following interval and interpretation:
Interval Interpretation
4.21-5.00 Very Serious - (VS)
3.41-4.20 Serious - (S)
2.61-3.40 Average - (A)
1.81-2.60 Pose little problem - (PLP)
1.00-1.80 No problem at all - (NPAL)
Results, Discussions, and Conclusions
 Table 1 describes the profile of ALS teachers in terms of their age, gender, status,
highest educational attainment and years of teaching.
Age. The study revealed that of the 10 mobile teacher respondents, 20 % of them
had the age of 33 years old and the other 20 % have the age of 37 years old. Most of the
ALS teachers were in the middle age and were considered as young adult. The youngest
among the teacher respondents was 21 years old while the oldest who served in the
program was 42 years old.
Gender. The study showed that sixty (60) percent of the teacher respondents were
females and forty (40) percent were males. .
Civil status. It was revealed that fifty (50) percent of the respondents were
married while forty (40) percent were single. The remaining ten (10) percent composed
of teachers who were separated and widow/er.
Highest educational attainment. Based on the data, majority of the respondents
or forty (40) percent had gained Masteral units while 30% of the respondebts earned
their Masters degree. Likewise, the remaining 10% of the respondent- teachers
completed only their Baccalaureate degrees.
Years of teaching. The study revealed that 30% of the ALS teacher-respondents
had been in the field of teaching for 10 years. Twenty (20) percent of them were in their
first year of teaching. On the other hand, there was only one respondent for each year of
teaching experience, 12, 9, 7, and 2 years in service.
Table 1
Frequency and Percentage Distribution of the Profile of ALS Teacher-Respondents
 Variables Frequency Percentage
Age
42 1 10
41 1 10
40 1 10
37 2 20
33 2 20
31 1 10
23 1 10
21 1 10
Mean Age = 33.8
Gender
Male 4 40
Female 6 60
Civil Status
Single 4 40
Married 5 50
Separated 1 10
Educational Attainment
Masters Degree 3 30
Baccalaureate Degree 4 40
with Masteral Units
Baccalaureate 3 30
Years of Teaching Experience
1 2 20
2 1 10
7 1 10
9 1 10
10 3 30
12 1 10
20 1 10
 Table 2 describes the profile of the ALS students in terms of their age, gender,
civil status, and work experience.
Age. Table 2 reveals that 50% of the learner respondents fall in the ages between
15-17. It just shows that most of the ALS learners who were enrolled in the program were
in the teenage years and were considered as adolescents. Thirty percent of the ALS
students were in the age range of 21-23 years old. Other ALS students were in the age
bracket of 18-20; 36-38; 27-29; and 33-35 years old.
Gender. The study revealed that 60 % of the learner respondents were males and
the remaining 40 % were females. .
Civil status. The study showed that 93 % of the respondents were single while 7
% were married.
Work status. Based on the data, majority of the respondents or 53% of them were
working while 43% were not involved in any type of work or business.
Educational attainment. The study revealed that 23% of the ALS learner
respondents stopped schooling during their 2nd year level in high school and the other
23% did not finish grade their elementary. Five out of 30 respondents were repeatedly
taking grade 4. Ten percent were continuing their first year level in high school while 7%
stopped while in their 3rd year level. There were also learners, who unfortunately, were
not able to finish grade 3 and grade 1 respectively. Of the 30 respondents, 1 of them did
not even experience to enter formal schooling.
Table 2
Frequency and Percentage Distribution of the Profile of ALS Learner Respondents
Variables Frequency Percentage
Age
36-38 2 7
33-35 1 3
27-29 1 3
21-23 6 20
18-20 5 17
15-17 15 50
 Mean Age: 19. 87
Gender
Male 18 60
Female 12 40
Civil Status
Single 28 93
Married 2 7
Work Involvement
Working 16 53
Not working 14 47
Grade/Year Level Completed
3rd Year 2 7
2nd Year 7 23
1st Year 3 10
Grade 6 7 23
Grade 5 3 10
Grade 4 5 17
Grade 3 1 3
Grade 1 1 3
Not attended any 1 3

As shown in Table 3, the study revealed that there was a serious problem in terms
of the coordination or cooperation from parents and guardians of the ALS learners with a
weighted mean of 4.1. The respondents had also a problem on absenteeism (2.14) and
tardiness with a mean score of 1.90.
Further to this, there were also problems on low passing rate of learners in the
A&E Test (1.76); high dropout rate of ALS students (1.53). Other problems with their
corresponding mean scores met were the following: inadequacy of financial assistance
from the local school board to sustain the activities of ALS program (1.37); poor linkages
and support from NGOs, LGUs, private sectors and other potential service providers
(1.3); low budget allocation from the Department of Education (1.23); lack of
training/seminars for the professional growth of ALS implementers as well as the
unsociable relationship between ALS implementers and learners (1.13), shortage of
modules, supplies, materials, and facilities needed on the operations of ALS and the
problem which pertains to the negative attitude and unprofessionalism of ALS
implementers accumulated a weighted mean of 1.06.
 Table 3
Problems Encountered in the Implementation of ALS Program

Problems prevailing in the implementation of ALS 5 4 3 2 1 f WP WA I

1. Absenteeism is prevalent 0 2 7 14 7 30 64 2.13 PLP
2. There is a high dropout rate 0 0 3 10 17 30 46 1.53 NPAL
3. Recurrent tardiness of ALS learners is highly
experienced 0 4 5 5 16 30 58 1.90 PLP
4. Low passing rate of learners in the A & E Test 3 2 1 3 21 30 53 1.76 NPAL
5. Shortage of modules, supplies, materials, and
facilities needed on the operations of ALS is often
experienced 0 0 1 2 27 30 34 1.13 NPAL
6. There is inadequacy of financial assistance from
the local school board to sustain the activities of
ALS program 0 0 4 3 23 30 41 1.37 NPAL
7. There is low budget allocation from the
Department of Education 0 0 3 1 26 30 37 1.23 NPAL
8. There is lack of training/ seminars for the
professional growth of ALS implementers 0 0 2 1 27 30 35 1.17 NPAL
9. There is poor linkages and support from NGOs,
LGUs, private sectors and other potential service
providers 0 0 3 3 24 30 39 1.3 NPAL
10. The negative attitude and unprofessionalism of
ALS implementers are experienced 0 0 2 28 30 32 1.06 NPAL
11. There is lack of coordination /cooperation effort
from parents and guardians 13 8 4 1 4 30 123 4.1 S
12. Unsociable relationship between ALS
implementers and learners 0 0 2 1 27 30 35 1.17 NPAL
 As reflected in Table 4, the study revealed that ALS teachers experienced serious
problem in terms of prevalent absenteeism of learners (3.3). Next problem was recurrent
tardiness among ALS learners (3.4). Similarly, there were also problem on the following
with their mean scores: budget allocation from the Department of Education (2.9); high
dropout rate of ALS learners ((2.8). Likewise, there were minimal problems on the
following: shortage of modules, supplies, materials, and facilities needed on the
operations of ALS (2.5); inadequacy of financial assistance from the local school board to
sustain the activities of ALS program (2.5); poor linkages and support from NGOs,
LGUs, private sectors and other potential service providers (2.5); lack of coordination
/cooperation effort from parents and guardians (2.4); unsociable relationship between
ALS implementers (1.9).

Table 4
ALS Problems Encountered by the Mobile Teachers

Problems Prevailing in the

5 4 3 2 1 F WPWA I
Implementation of the ALS Program

1. Absenteeism is prevalent 2 1 5 2 0 10 33 3.3 A

2. There is a high dropout rate 0 0 8 2 0 10 28 2.8 A
3. Recurrent tardiness of ALS learners is highly
experienced 1 3 5 1 0 10 34 3.4 S

4. Low passing rate of learners in the A & E

0 0 1 2 7 10 14 1.4 NPAL
Test
5. Shortage of modules, supplies, materials,
and facilities needed on the operations of
0 0 6 3 1 10 25 2.5 PLP
ALS is often experienced

6. There is inadequacy of financial assistance

from the local school board to sustain the
0 1 3 6 0 10 25 2.5 PLP
activities of ALS program

7. There is low budget allocation from the

Department of Education 0 0 9 1 0 10 29 2.9 A

8. There is lack of training/ seminars for the

professional growth of ALS implementers 0 0 1 4 5 10 16 1.6 NPAL
9. There is poor linkages and support from
NGOs, LGUs, private sectors and other
0 0 5 5 0 10 25 2.5 PLP
potential service providers

10. The negative attitude and unprofessionalism

of ALS implementers are experienced 0 0 0 5 5 10 15 1.5 NPAL

11. There is lack of coordination /cooperation

effort from parents and guardians 0 2 3 1 4 10 24 2.4 PLP

12. Unsociable relationship between ALS

0 0 2 5 3 10 19 1.9 PLP
implementers and learners

As shown in Table 5 ,the study revealed that the percentage of qualifiers and
successfully passed the Accreditation and Equivalency (A&E) Test during the school
years 2010 2013 was sixty four percent and was always high and above fifty percent
passing percentage. During the year 2010, the number of passers was 39 (57%). In the
year 2011, the number of passers was 87 (63%). In the year 2012, the number of passers
was 80 (71%). While in the year 2013, the number of passers was 92(66%).
Table 5
Frequency and Percentage Distribution of the Numbers of Takers and
Passers of Accreditation & Equivalency Test

Year Taken Takers Passers Percentage

2010 68 39 57

2011 138 87 63

2012 113 80 71

2013 140 92 66

Mean Score 469 298 64

 Based on the findings of the study, the following conclusions were arrived at:
Majority of the ALS teachers were 33 and 37 years old, most were females, married, have
earned baccalaureate degree with masteral units and had10 years and above in teaching
experience.
Majority of the ALS learners were in the age bracket of 15-17; most of them were
males; single; working and employed during their involvement in ALS program;
completed only their 2nd year high school and grade-6 level in elementary before
participating in ALS program; and stayed out of school youth for 1-3 years.
ALS teachers and learners encountered problems such as lack of
coordination/cooperation effort from parents and guardians; prevalent absenteeism; and
recurrent tardiness of ALS learners. In addition to this, according to the mobile teachers,
they encountered problems on low budget allocation from the Department of Education
(DepEd). Baliuag South Central School experienced problems such as rampant
absenteeism, often tardiness of the learners, lack of coordination from parents and
guardians as well as poor budget allocation from the Department of Education.
Majority of the learners passed the A & E Test for four calendar years and it was
noted that calendar year 2012 had the highest percentage of passers. The percentage of
passing was always above the fifty percent passing percentage.
The implementation of ALS program in Baliwag South Central School during the
calendar years of 2010-2013 was successful based on the consistent high percentages of
passers in the A & E Test.

Recommendations
Based on the findings and conclusions of the study, the following
recommendations are offered:
1. There is a need for mobile teachers to do additional home visitations and
conduct frequent dialogues or meetings with the parents or guardians of
the ALS learners with regards to the academic status and performance.
Orienting the parents or guardians on ALS programs strong points
and advantages would offer great help in terms of motivating the
learners to complete the program. Parents or guardians
 counselling is also helpful to lessen the occurrences of
absenteeism and tardiness among the ALS learners.
2. The ALS Mobile teachers should be more motivated to enhance
themselves through attendance to relevant seminars and trainings
for professional growth opportunities. Through this, their
delivery of instruction will be developed and
their teaching competencies, and skills will be further
enhanced thus, meeting the growing needs of the ALS
learners.
3. Implementing agencies should look for ways so as to find solutions to
problems on the operations of the ALS program. The Department of
Education (DepEd) should monitor the ALS mobile teachers and the
implementation of the ALS program.
4. Future researchers can conduct further studies relevant to Alternative
Learning System (ALS).

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