It’s all about teachers thought, experiences and observations of daily school life.
Every children practice different rights. The right of education is a basic human right that everyone should have. Free education is provided by our government at different levels to achieve education for all. Education should be affordable to all, with proper facilities, textbooks and supplies provided to students at no additional costs. Our government also provides free and compulsory primary and secondary education accessible to all. Free higher education usually comes to students in the form of scholarships and grants. Alternative Learning System (ALS) program shall be intensified for individuals who have not completed primary education. Read the rest of this entry »
Some people believe that the teachers’ primary role is to teach children to behave and to judge what is right and wrong. But on the other hand, teachers play the role of second parents to the pupils. It is they who correct the pupils if something went wrong like what they do on their own children. The teachers also play significant role in shaping the life of the pupils under their care.
Talking to a pupil can help a teacher understand a pupil’s life situation better. Some of them are from a broken family, while others don’t have parents and live with immediate relatives. Sometimes they are experiencing problems and difficulties in school and the teacher as a second parent will decide to have a home visit to somehow solve the problem. Home visitation also helps teachers to understand why pupils behave in different ways. There are circumstances that some pupils are voluntarily sharing their problem at home to their teacher. Teacher as a second parent will support their pupils by giving proper guidance. Once a pupil feels that the teacher appreciates what they do, they will trust their teacher more. Pupils spend quality time in school than in home. We need to make pupils to feel that they are safe enough and never let fear be your image but love. In return, pupils should give respect to their teachers through disciplined behavior and putting in good efforts in their studies; pupils can attain success in their life and also make their parents and teachers proud of their success.
The enjoyment of the right to education is not fully realized for most indigenous peoples. The Expert Mechanism on the Rights of Indigenous Peoples says that without access to quality education indigenous communities will not be able to fully enjoy their rights. The Expert Mechanism is a group of five independent specialists who provide expertise on the rights of indigenous peoples to the Human Rights Council.
In their report to the Council on the right of indigenous peoples to education the experts say, “Deprivation of access to quality education is a major factor contributing to social marginalization, poverty and dispossession of indigenous peoples”.
The report makes the case that designing education programs for indigenous communities must take into account many factors that acknowledge the special needs of these communities. Indigenous students cannot be forced into mainstream education systems which do not integrate indigenous culture, it says.
An approach using a single model is inappropriate because of the diversity of indigenous peoples.
Promoting “indigenous perspectives, innovations and practices in an environment that replicates traditional ways of learning” is another interest of the Expert Mechanism. This includes having mother-tongue based bilingual and multilingual education at the primary as well as at higher levels. Indigenous languages should be integrated into the teaching programs. The report proposes that community members be trained as language teachers and the development of indigenous literacy material. Read the rest of this entry »
Abot-Alam is a convergence program under the Cabinet’s Human Development and Poverty Reduction Cluster (HDPRC) that envisions a Zero OSY Philippines. Through the collective effort of national government agencies, local government units, civil society organizations, the private sector, and community-based groups, Abot-Alam aims to map out all country’s out-of-school youth aged 15 to 30 and match them with appropriate government or civil society programs that will give them opportunities for education, employment, and entrepreneurship.
The success of Abot-Alam will depend on four things: a comprehensive database on the out-of-school youth generated on the community level which contains specific individual information such as names, birthdates, addresses, highest educational attainment, reasons for being out of school, etc.; a wide range of programs that will respond to the diverse of the out-of-school youth, programs that can be tweaked or modified to make them more appropriate, responsive and accessible to the OSY; a multi-sectoral alliance on the local level consisting of the local government, barangay leaders, DepEd, other government agencies, civil society organizations, civic groups, companies and business associations, and community-based groups that agree to work together to map out all the OSYs in their area and pool their resources and programs together to address the needs of the OSYs; and the participation of the ordinary citizen, who adopts as his/her personal mission the task of ensuring that at least one OSY gets access to this opportunity being provided by Abot-Alam. Read the rest of this entry »
The Bureau of Alternative Learning System (BALS) in partnership with the Southern Broadcasting Network (SBN) piloted the implementation of Radio-Based Instruction is an alternative delivery mode utilizing ALS Accreditation and Equivalency (A&E) System through radio broadcast.
Accreditation and Equivalency System is designed to meet the objectives of Education For All (EFA) and thereby increase access of marginalized learners to basic education.
The RBI program was launched on November 4, 2004. The program provided more opportunities for the OSY and Adults to gain more knowledge, attitudes, values and skills needed to improved their quality of life and increase the level of their participation in community activities.
The specific objectives of the program are: to provide learning opportunities for listeners who are out-of-school youth and adults and to enable learners/listeners acquire equivalency in basic education.
The preparatory activity is to conduct orientation/training of Mobile Teachers/District ALS Coordinators and Instructional Managers in the Division Office by BALS and Regional staff.
Target learners are all OSY and Adults in the communities within the project sites. However, for the purpose of monitoring the DepEd Personnel of the concerned division will identify two (2) specific learning groups to be monitored and evaluated for pilot implementation.
Regular schedule of broadcast will depend on the available time to be given by the radio station. If necessary, broadcast time should be three times a week from 11:00-11:30 in the morning and with repeat broadcast in the evening of the same days. Read the rest of this entry »
The ALS-Madrasah Education Program is designed to respond to DepEd’s Education for All (EFA) Plan whose goal to make every Filipino functionally literate by year 2015. It also makes reference to the policy recommendation of the BESRA-endorsed. Technical Report on Strengthening the ALS in the Philippines: Issues and Challenges which recommends the development at the Madrasah Education for OSY and adults.
Muslim OSY’s and adults are part of the marginalized sector of society who are the target beneficiaries of DepEd’s ALS. As a result of various push factors, notably the peace and order situation in Mindanao, this group has moved into other regions, provinces and cities. They are now in National Capital Region, Metro Cebu, Iloilo and Bacolod, and in other cities up north in Lingayen and Baguio City. This mass migration of unskilled and oftentimes illiterate Muslim youth and adults has resulted in other socio-economic problems among the Muslim migrants and in the receiving areas of migration. Read the rest of this entry »
With INFED being a component of ALS that complements the Nonformal Education (NFE) component, it is able to create opportunities for self development based on an individual’s declared learning interest.
Consequently, through INFED, a person is able to acquire skills that he recognizes as his needs. Moreover, INFED responds to an individual’s learning needs at the time and situation when it is most needed.
Formal basic education is often focused at preparing someone for college work and college education is aimed at preparing someone for professional work. However, there are still numerous facers of one’s life that formal education cannot cover, these includes family life, social life, personal interest, aging, among others, informal education provides the “just-in-time” and “as-needed” learning that individuals need as they progress through life and perform many other functions other than their jobs.
Informal Education can be considered both “Life-wide” as well as “life-long.” This means we all have various learning needs at various of our lives. What most people learn in school are often forgotten through disuse or they simply become obsolete. Continuous technological development also force one to update their knowledge and skills. There are many things that may not be relevant to learn at certain times but are very useful or even critical at other times. People also expand their areas of interests as well as change their priorities in life. Thus, their learning needs also change. The main answer to most of these is informal education. Read the rest of this entry »
The ALS A&E System is an alternative learning system which provides an alternative means of learning and certification for out-of-school youth and adults aged 15 years and above, who are unable to avail of the educational opportunities of the formal school system or who have dropped out of the formal elementary or secondary education. Its vision is to empower the Filipino out-of-school youth and adults to continue to learn on their own so they may improve the quality of their life and that of their family, community and country. Its mission is to provide out-of-school and adults with learning opportunities by which can gain knowledge, skills, attitudes and values that will enable them to think critically and creatively; act innovatively and humanely and achieve their learning goals in order to become a contributing member of Filipino society.
Accreditation and Equivalency System aims to:
The target learners of the A&E System are 15 years old and above out-of-school youth and adults who are basically literate. Most of these target learners live below the poverty line predominantly coming from the depressed, disadvantaged, underdeveloped and under served areas and it also the needs of the differently abled, the prisoners and the cultural communities. Read the rest of this entry »
The Alternative Learning System (ALS) is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Learning System (BALS) which benefits those who cannot afford formal schooling and follows whatever is their available schedule. The program provides a viable alternative to the existing formal education instruction, encompassing both the non-formal and informal sources of knowledge and skills.
It was first launched in 1984 under the name Non-Formal Education and was primarily focused on helping its learners acquire technical skills that they can use to earn a living. After getting it name changed into Alternative Learning System in 2004, its focus widened to include literacy classes that are aimed at eventually granting Elementary and High School diplomas to deserving learners who were forced to drop out of primary and secondary school.
ALS aims to open more educational opportunities for Filipino citizens of different interests, capabilities of demographic characteristics, socioeconomic origins and status as well as addressing the needs of marginalized groups.
The program cuts the time needed to finish elementary and high school, hence, significantly cuts the expenses as well. Aside from giving hope to the less fortunate, it also provides opportunities to Out-of-School Youths (OSY) and Adults elementary and secondary school drop-outs; industry-based workers; housewives; maids; factory workers; drivers; members of cultural minorities; indigenous people and disabled/physically challenged.
Classes are conducted at Community Learning Centers. Each municipality or city has a number of CLCs that interested learners can go to. These CLCs can either be a public elementary or secondary schools, a barangay hall, a room or building lent by a government agency, private company, organization, or any other vacant space where learners can gather together. In ALS, learners have to attend 10 months of school or 800 hours in the classroom. Read the rest of this entry »