Alternative Learning System Essay

IntroductionThe substitute(a) Learning arrangement or amyotrophic lateral sclerosis is a parallel learning system that provides a viable selection to the existing formal didactics instruction (Guerrero, 2007, p. 2). It is a political platform by the De get downment of design line (DepEd), through its Bureau of Alternative Learning scheme that helps disabled people, cultural minority members, out-of- cultivate youth, former inmates and/or rebels, industry-based workers, and opposites who cannot dedicate or missed the opportunity to go through formal b ar(a) and secondary schooling.It was first called no(prenominal)-Formal knowledge when it began in 1984. Its main condense spine then was to help its students acquire technical skills that they can use for livelihood. Its focus diversified after its name was changed into Alternative Learning System in 2004. It now includes literacy classes that ar aimed at leveltually offering elementary and lofty school diplomas to s tudents who have the same above-mentioned backgrounds.Legal FoundationsThe source of the amyotrophic lateral sclerosis studyal system can be traced to the basic andfundamental legal philosophy of the land. The 1987 Philippine Constitution provides for a free and compulsory elementary direction and free secondary commandment through DepEd. Also, the Governance of the Basic Education Act of 2001, which is also known as Republic Act No. 9155, dictates that it is the primordial duty of the State, through DepEd to promote and protect the right of the citizens to feature education and shall initiate steps to ensure the accessibility of education to all.Among numerous of its provisions, this law recognizes amyotrophic lateral sclerosis as a complement of formal education and a major(ip) component of basic education with a understandably defined role within the overall educational goals (Guerrero, 2007, p. 9). The Executive localise 356 of 2004 renamed DepEds Bureau of Non-Formal Edu cation to the Bureau of Alternative Learning System (Bamyotrophic lateral sclerosis). Not only does this Order repeat the bureaus designate to address the learning needs of marginalized learners, but it also directs Bamyotrophic lateral sclerosis to provide a systematic and flexible approach to r from each one all types of learners outside the school system.In the 80s, the global community launched a campaign called Education for e rattling(prenominal) (EFA) that aimed to eradicate illiteracy and promote working(a) literacy for all peoples of the piece by the year 2015. The Philippines was a signatory to this and as such, practiseted to providing education for all Filipinos and resulted to the formulation and adoption of the Philippine EFA 2015. The goal is to have in place a credible amyotrophic lateral sclerosis that ordain increase functional literacy among the marginalized groups of learners.The country also affirmed its adornment in reducing exiguity and any form of huma n deprivation as outlined in the United Nations Millennium Development Goals (MDG), which is also aimed to be pick uped by the year 2015. DepEd is primarily tasked to implement the 2nd major goal of the MDG which is to chance upon universal education. In summary, the EFA plan for 2015 distributes urgent tasks that will guide DepEd in fulfilling the spirit of RA 9155 and EO 356, and ultimately the vision of the 1987 Philippine Constitution. It embodies the various programs, projects, and activities necessary to achieve the goal of quality amyotrophic lateral sclerosis for all marginalized Filipino learners. amyotrophic lateral sclerosis in Cagayan de Oro urban centerDepEd, in close coordination with the city government of Cagayan de Oro, enforced the program of ALS in the city and aims to attain the indicators and goals of Education for All (EFA) 2015 and of the UN Millennium Development Goals. Since 2007, the city government, as part of its implementation strategy, has been con ducting advocacy socialization and mobilization in all its Barangays through the ALS Coordinators in order to destine the number of out-of-school youth, illiterates, and school leavers. Massive information campaigns were conducted. Consultations and meetings were also initiated discussing the importance and benefits that may be derived from the literacy program by nidus on the empowerment of the learner and of his/her potential drops towards personal emersion as he/she participates in the development of his/her community.As a beneficiary of technical attention from World Bank through the League of Cities of the Philippines (LCP), the city government has hypothecate its own City Development dodging (CDS), which serves as the guide in implementing its variousprograms and projects. The ALS ranked third among the top priority programs and projects reflected in the CDS.Various City Ordinances, Resolutions, Executive Orders and others were passed and issued to support the implemen tation of ALS. Through the local anesthetic School Board (LSB), all the Barangays in Cagayan de Oro City be major stakeholders supporting the various local departments and offices assigned by law to attain the goals of the program.The local Special Education Fund (SEF) and other available resources of the city government provides certain appropriation to support the program through the whirl of training venues, the salaries of the employees, coordinators and teachers, acquisition of equipments and supplies, and others. The ALS program was implemented in the 57 urbanized and 23 rural Barangays in Cagayan de Oro City since 2007. Of the Barangays covered, the program face up some problems especially in the 11 hinterland Barangays of the 1 st congressional District of Cagayan de Oro City. These Barangays are agricultural areas and have a relatively higher(prenominal) incidence of poverty and unemployment. These are Pagalungan, Tagpangi, Taglimao, Tuburan, Pigsag-an, Tumpagon, Bayang a, Mambuaya, Dansolihon, Tignapoloan and Besigan. These are the areas we arefocusing on in our P.P.B.S. paper and sitation.The ProblemThe ALS in our paper is meant to subject the illiteracy rate in the said localities by providing an alternative avenue for achieving a high school equivalent diploma among the illiterate freehanded tribe through its existing adult specific curriculum. We are doing this by introducing our own incentive program.The adverse issues confronting the implementation of the program in the strike Barangays of Cagayan De Oro are the low rate of participation among the illiterate adult population and the low level of survival and/or retention among those who choose to participate. cutthroat estimates in the concerned areas indicate very low participation in the ALS program. Of those who avail of it, only very few actually commit to graduate. Insofar as the goal of attaining the highest participation among the total number ofpotential beneficiaries is conce rned, the ALS program translates into a dismal percentage of the estimated success rate.On closer assessment, the identified causes for this mediocre success rate appear to be the lack of incentives to avail of or sustain participation to the ALS program due to economic constraints. These constraints are characterized as follows 1) Participation in ALS education implies unacceptable daily income loses among potential participants. In the fringe hinterland localities where incomes are hardly sufficient to meet minimum daily nutrition costs, participation during school sidereal days will mean abdicating daily incomes unavoidable to insure the provision of basic living needs like the days food supply.2) ALS Participation also implies incurring added education related costs. While enrolment, facilities and learning materials are free, travel costs and other miscellaneous allowances are required to insure that participants are physically establish and whos mental and health dispositi ons are conducive to learning. Sustaining these costs for tell learning sessions are often enough to deter potential participants. cathode-ray oscilloscope and Limitation of the PaperThere is a wide choice of perspectives and set of levels to approach ALS as a topic. In this paper, the existing ALS program we are attempting to make better using our version of the same are the following el up to now hinterland fringe Barangays in the 1st congressional District of Cagayan de Oro City Pagalungan, Tagpangi, Taglimao, Tuburan, Pigsag-an, Tumpagon, Bayanga, Mambuaya, Dansolihon, Tignapoloan and Besigan. Our focus customers here are the resident adults (18 long time old and above) in the said areas.The ALS Assessment and Evaluation phase, Accreditation and Equivalency processes (ALS A & E), livelihood programs, and its curriculum are only part of the paper as an assumption that they are there, functioning as they should. Because our topic is not think on them, they are not discussed he re. And of course we think they are very important since we are drawing our strategies from the existing overall mechanism of how the ALS program works. We are asking the questions, Howdo we increase the participants and make them commit to actually finish the program? and How do we motivate those employed or volunteered directly in the ALS program to participate and meet their objectives? These are the concerns that this group is attempting to manage.Figure 1 shows the Strategic Framework of the proposed ALS motivator Program.The focus of our P.P.B.S. is to add a set of incentives to continually help improve the mechanisms that operate ALS. The Planning, Programming, and Budgeting are at work separately along this framework. It is our proneness that this model will cascade smoothly to our target learners.Vision warm reduction of illiteracy among adults in the fringe Barangays of Cagayan de Oro City through the Alternative Learning System and where human dignity is restored thereb y resulting to personal growth and community development.MissionTo improve the ALSs participation and accomplishment rate among the illiterate adult population in the concerned areas of Cagayan de Oro City through the participation incentive program.Figure 2 shows the S.W.O.T. Analysis for the proposed ALS Incentive Program.The programs Strengths, Weaknesses, Opportunities and Threats will help clarify the present situation and strategies that can be developed out from them, and will determine the salient indicators of success, the abilities of the program managers and stakeholders and the available skills and resources. The S.W.O.T. Analysis conducted is grounded on knowing Where the program is now? and in identifying What are the strategies needed to attain its goals? The Strengths and Weaknesses are at heart factors within the control of those involved in the ALS organization (inside environment).Theyare Strategy, Structure, System, Staff, Skills, Style, and Shared values. On t he other hand, Opportunities and Threats are outside influences that impact the ALS organizationS and O are strategies that should be executed, given that the Strengths and Opportunities are there. W and O asks the question, How can we use our Opportunities to actuate or even reverse our Weaknesses? S and T asks the question How can we use our Strengths to offset or even reverse our Threats? W and T is the combination of Weaknesses and Threats. It shows that they are part of the organizations identity since no organization is perfect. Because these factors cannot be fixed, it contains strategies that manage or minimize the damage caused by them.Figure 3 shows the organizational structure of the proposed ALS Incentive Program.Figure 4 shows the Strategy Map of the proposed ALS Incentive Program.The objectives shown in the map have a causal relationship as traced by arrows along each of the unalike functions in the ALS Incentive Program, namely Financial Perspective, Learning and Gr owth, inbred Process, and Client Perspective. As you can see, the goals here are accession Participation, Increase Completion, and Decrease Illiteracy.And each of these is supported by our proposed incentives. The Balanced Scorecard in Figure 5 below will elaborate on the contrastive incentives mentioned in this paper so far. It will also describe how the objectives from polar functions in the ALS Incentive Program can be achieved by concentrating on and satisfying its three parts Measures, Targets, and Initiatives. The Balanced Scorecard will be a helpful guide in carrying out the functions of each member of ALS in helping themselves and their learners keep motivated and be on track towards achieving their goals.ConclusionWhile this group acknowledges the current efforts do by the LGUs, DepEd, BALS, and ALS in their cooperation and hardwork, the daily operations to help suppress illiteracy in the involved barangays is still far from what they should be. Our emphasis here, as already mentioned, is the introduction and proper management of an incentive program in the ALS program. As what we have presented, we believe this would optimize the operations in each stepand level of the program. And thus, in the long run, the reduction and even total elimination of illiteracy is then achieved. It is our hope that this P.P.B.S. be part of the many considerations that may help the functions of the current ALS program.