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TOPIC:
ALTERNATIVE
EDUCATION:
Addressing the Diverse Needs of
Learners
There are two ways in which you can take the Alternative Learning System, through the modules (and just
months of classroom preparation for the test?) and through the Internet (with also just months of
classroom with the computers as preparation for the test). For more information about the latter: click
here . The latter is called the eSkwela project - the computer-based way of taking the ALS - but I've read
that there are no elementary e-modules yet, so the eSkwela for elementary school solely is not yet
available.
How
do
qualify
for
learner
slot
at
an
eSkwela
Center?
You should be able to meet the same set requirements required in the print module version of ALS:
You should be at least 15 years old; if you are younger than 15 years, you are encouraged to complete
your secondary education through the formal education system (private/public high school).
You should be ready with the required documents: your birth certificate, a certification from the school
you last attended (if you previously went to school) that you were unable to complete the secondary level.
3. What level of Accreditation & Equivalency (A&E) is currently being offered at the eSkwela Centers?
Currently, secondary A&E (A&E at the secondary level of education) is initially being offered at the
eSkwela Centers. The elementary A&E will be offered soon after the elementary e-modules are
developed.
4. Is there a test I have to take in order to qualify as an eSkwela learner?
Yes, the eSkwela Center will have you take a Functional Literacy Test (FLT), which will assess the actual
level
of
education
you
have
acquired.
5. Am I automatically accepted as an eSkwela learner if I already completed my elementary education?
Your chances of acceptance as an eSkwela learner could be higher if you have already completed your
elementary
education,
BUT
you
will
still
have
to
qualify
through
the
FLT.
7. Do I need to know how to use a computer before I can be accepted as an eSkwela learner?
Although it is an advantage if you already know how to use a computer, it is not a requirement in order for
you to be accepted at eSkwela. The eSkwela facilitators will be giving you remedial sessions on basic
computer literacy (particularly basic navigation skills, using the mouse, and the Internet browser) on your
first sessions so you will be able to optimally use the computer for your learning sessions.
8.
Is
there
an
enrollment/registration
fee
at
an
eSkwela
Center?
No. Apart from your regular expenses (transportation, baon) and minimal fees (some eSkwela Centers
have prepared eSkwela shirts as the learners uniforms and IDs), The eSkwela learning sessions are free.
9.
When
is
the
best
time
for
me
to
apply
at
an
eSkwela
Center?
The best time to apply is the period after learners have taken their A&E exam, which is being
administered every October. For most eSkwela Centers, the learning period starts in January; thus,
learner selection is usually done from November to December of the previous year. However, you can still
inquire
at
an
eSkwela
Center
anytime
for
inquiries.
10.
How
often
should
attend
learning
sessions
at
an
eSkwela
Center?
You and an eSkwela learning facilitator will determine your schedule of learning sessions, in consideration
of your work/job (if you are already employed) and availability. Once finalized, you are required to observe
your learning schedule.
Those who pass the elementary level examination will be allowed to proceed to the high school level
while those who passed the secondary level may choose to enroll in post-secondary technical and
vocational courses. Another choice is to enroll in two, three, four or five-year courses in member schools
of the Philippine Association of State Universities and Colleges (PASUC) and others likewise supervised
by the Commission on Higher Education (CHED). They can also avail of the skills training programs of the
Meralco Foundation and those provided by the Technical Education and Skills Development Authority
(TESDA).
The Accreditation and Equivalency (A&E) Test is designed to provide learners with a range of alternatives
to allow continuity in learning outside the formal school system. It also determines the examinees' skills
and inclinations. According to Education Secretary Jesli Lapus, Passing the test will pave the way for
their re-entry to formal schooling or allow them a chance to pursue other productive endeavors.
The test is a standardized paper and pencil test, with multiple choice questions for approximately 3
hours for the elementary level and longer by an hour for the high school level, as well as a 30-minute
composition writing portion for both. It covers the five learning strands: in communication, problem solving
and critical thinking, sustainable use of resources and productivity, development of self and sense of
community,
and
expanding
one's
world
vision.
REGISTRATION FOR THE 2010 ALS A&E EXAM STARTS ON MAY 3 The registration for the
Department of Educations Alternative Learning System (DepED - ALS) 2010 Accreditation and
Equivalency (A&E) Examination is set to start on May 3 up to June 15, 2010.
The ALS A&E Test is a national government program that aims to provide an "Education for All,". It is a
free paper and pencil test which is designed to measure the competencies of those who have not finished
either the formal elementary or secondary education.
Passers of this test are given a certificate/diploma certifying their competencies as comparable to
graduates of the formal school system, which makes them qualified to enroll in high school for elementary
level passers, and to enroll in any college course for secondary level passers.
Qualified registrants must present any of the following documents on the day of the registration, to wit:
original and xerox copies of the following government-issued identification with photo (valid driver's
license, valid passport, voter's ID, SSS/GSIS ID, postal ID, NBI clearance or barangay certification with
photo stating complete name and date of birth of the prospective registrant); or authenticated birth
certificate for school-drop-outs who are not employed and not old enough to acquire the above
documents. The test is free, thus no fees are collected during the registration, administration, processing
and certification.
Posted by Blogger at 9:16 PM 24 comments:
References:
The Philippine eSkwela Project: The Establishment of Community e-Learning Centers for the Out-ofSchool Youth and Adults http://eskwela.wikispaces.com/Project+Description
Education
department
introduces
alternative
systemhttp://www.manilatimes.net/national/2009/march/20/yehey/prov/20090320pro3.html
learning
Online
hope
for
high
school
dropouts
http://newsinfo.inquirer.net/inquirerheadlines/learning/view/20090517-205548/Online-hope-for-highschool-dropouts
For
more
information
about
Alternative
Learning
System
Philippines http://www.deped.gov.ph/cpanel/uploads/issuanceImg/A&E%20write%20up.pdf
in
the
Maui Salang
Technology in Education, eLearning, Training, Research
WEDNESDAY, MAY 28, 2008
Alternative Learning System: meeting the Philippines Education for All (EFA) Agenda
good schools. This population includes legitimate minorities, such as differently abled children who
can best achieve their learning goals outside schools and children from ethnic communities who
want to acquire basic competencies desired by all Filipinos while preserving their own unique ethnic
identity and culture. The successful implementation of these two overlapping stages, i.e., meeting
the needs of the functionally illiterate and serving the educational needs of minorities, would
eventually converge towards a third stage which involve the emergence of a true, coherent and
organized system for lifelong learning that will include, but will extend beyond good elementary and
secondary schools.
Two specific strategies in developing the alternative learning system will maximize its contribution to
the attainment of EFA goals. First, the most cost-effective alternative learning interventions for
achieving adult functional literacy would be integrated with the wide variety of socio-economic and
cultural programs reaching disadvantaged people who are also likely to be educationally
disadvantaged. Second, a parallel delivery system dedicated to providing alternative learning
programs to those who cannot meet their needs through schools would be evolved. As the school
system improves its efficiency and effectiveness and the large pool of youth and adult illiterates
shrinks, the diverse educational needs of various groups in society assumes greater importance and
visibility. Meeting these needs would become the impetus for the emergence and organization of the
alternative learning system. Finally, as good schools meet the common needs of most children, the
parallel alternative learning system grows and develops to meet the special needs of different
groups of children and adults. This alternative learning system initially focuses on meeting basic
education needs of all but eventually serves other education needs even beyond basic
competencies.
The specific actions to be undertaken are the following:
1. The existing Bureau of Alternative Learning System of DepEd and the Literacy Coordinating
Council should be developed, strengthened and mandated to serve as the government agency to
guide the evolution of the countrys alternative learning system. Among BALS functions should be to
promote, improve, monitor and evaluate but not necessarily deliver alternative learning interventions
for functional literacy of out-of-school youth and adults, for ethnic minorities and other groups with
special educational needs that cannot be met by schools, and for desired competencies that are part
of lifelong learning. Such an agency for ALS should be able to harmonize and assure the quality of
programs by various service providers. It should also be able to contract with or provide grants to
providers of non-formal education, define and set standards for adult literacy programs, accredit and
recognize providers meeting standards, and monitor and evaluate adult literacy outcomes among
individuals and populations.
2. Public funding made available for ALS programs of various government and private entities should
be subject to the policies and guidelines of the proposed ALS reconfigured structure. Public funding
for basic literacy of out-of-school youth and adults should be allocated in order to integrate adult
literacy interventions into the most effective socio-economic programs already reaching many
communities of educationally disadvantaged people. A survey should be made of socio-economic
programs most likely to be reaching communities with high concentration of educationally
disadvantaged or illiterates. Such a survey should cover national and local government programs, as
well as programs of the private and non-government sectors. Programs should then be assessed in
terms of their potential for integrating adult literacy interventions such as their current reach among
illiterates, level of demand by illiterate potential clients, and opportunities available for integrating
adult literacy in program operations, among others.
3. Effort should be made to build and develop a constituency for ALS development. There are many
groups and persons who already recognize the value of non-school options for meeting education
needs. They may not readily step up and advocate alternative learning system because of the
dominance of schooling in education. Positive examples and promising initiatives in alternative
learning should be recognized and given greater appreciation. Media as an alternative and potent
source of informal education should be strengthened.
4. The actual form and structure of the delivery system for alternative learning is still not yet
clear. Research and development work will be needed to test cost-effective options for delivering
high quality and reliable alternative learning.
5. The ALS agency should undertake an inventory of available resources in localities foradult literacy
interventions outside schools. Service providers, course-ware, teaching materials, and facilities with
special usefulness to adult literacy programs should be identified for potential use by various welfare
and poverty alleviation programs. Available local capacities for high quality non-formal education for
adult learners should be promoted among managers and operators of socio-economic programs
reaching the poorest households which also likely to have members who are illiterate or
educationally disadvantaged.
From Functionally Literate Filipinos: An Educated Nation Philippine Education For All
(EFA) 2015 National Action Plan
Posted by Maui Salang Dulce at 5:36 PM
Alternative
digital
learning
goes
October 3, 2013
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teaching materials under the ALS curriculum, making it easier for mobile
teachers to teach their community of learners.
The ALS mobile app will be made available for free in affordable mobile
devices like tablets bundled with Smart connectivity. Through the mobile
app, educators can now access teaching materials anytime, anywhere,
online or offline from their tablets.
The project is part of Smarts pioneering initiatives in mEducation. The
materials in the mobile app are integrated under the ALS. Alternative
learning can now be accredited by the DepEd through its Accreditation and
Equivalency Test. The learner will be awarded Elementary Certificate or
Secondary Certificate provided he/she passes the examination.
This collaboration with BALS is part of our mEducation initiatives as we seek
not only to enhance learning via mobile technologies but also hope to
democratize access to devices, connectivity and content, said Darwin
Flores, Smart department head for community partnerships. In the future,
we will be introducing mobile learning for students as well.
The tablets that are pre-loaded with the ALS mobile app can be ordered
online
via
www.smart.com.ph/Bro/DepEdBALS<http://www.smart.com.ph/Bro/DepEdBAL
S.
With the ALS mobile app, Edwin and the other mobile teachers of DepEd
BALS are one step closer towards fulfilling their aspiration of providing
inclusive education for all.
Read
more
at
http://www.mb.com.ph/alternative-learning-goesdigital/#PJG62vHcGeUwG6kO.99
http://alexckingi.blogspot.com/2
011/05/problems-inimplementation-of.html
Sabado, Mayo 21, 2011
3.Teachers' Attitudes
ALS teachers claim they have more difficult
tasks than those in the formal education and vice
versa. Formal teachers stick to their traditional
practices of ltting their pupils sit properly like
trainee soldiers with their fingers crossed position
on top of their desks.Pupils with behavioral
problems that can irritate teachers are sent to ALS
as Children-At-Risks.
4. Peace and Order Situations (Ideology)