ALS ON THE GO (Gensan Onwards)

Rationale

Philippine government has been facing challenges from the simplest to the most
complex ones; but the government and its leaders have always rose above those challenges. In
today’s situation, a new challenge is here to test the government and its departments and
organizations. Following the result of the COVID-19 pandemic that has greatly affected millions
of people worldwide, from different agencies to varied institutions; here comes a new breed of
challenge, the post-pandemic challenge. While it is true that the said pandemic has caused so
much of a change on everyone’s lives, it is also true and evidential that the post-pandemic
poses another challenge to be taken by everyone in all walks of life who was driven to live by
the ways during the pandemic.

In all these challenges that our nation has been facing, the Department of Education is
never spared, thus, the department is seeking, revising, and adapting, various possible
solutions which are urgently needed to bridge the gap created be it by the pre-pandemic,
pandemic, or post-pandemic situation on the Philippine Educational system. All the challenges
may have threatened Philippines in all aspects, however, in all of it, the Philippines along with
the collective effort of its leaders and constituents, every challenge has always been seen rather
than just a challenge but also a catalyst for institutions to search for innovative solutions in a
relatively short period of time.

As part of these collective efforts, the Alternative Learning System which is a parallel
learning system that provides a viable alternative to the existing formal education instruction,
encompassing both the non-formal and informal sources of knowledge and skills for out-of-
school children, youth, and adults, as it promotes the right of all citizens to quality basic
education and such education accessible to all; it has also taken the challenge in the
educational system posed by the post-pandemic. Although, the situation of the learning areas,
the schedule, and the learners itself are constant challenge to be taken into consideration, it is
always believed that, like any other educational institution, must continuously innovate and seek
ways to deliver and provide the necessary services to its clienteles who are the least, the lost,
and the last.

The implementation of the ALS on the GO (Gensan Onwards) has allowed the
organization to achieve its goals in sync with the country’s development plan to ensure inclusive
and equitable quality education and promote lifelong learning and opportunities for all.

GOOD PRACTICES

ALS on Wheels
This initiative focuses on advocacy and social mobilization which will improve not only
the ALS Literacy Mapping, as well as reaching out learners who cannot attend classes in the
permanent CLCs. The success of the ALS Programs under this Project greatly depends on the
level of effort of the ALS teachers and the willingness of out-of-school individuals to participate
in the program. There are 12 out of 15 districts in the division of General Santos City has
successfully implemented the project through the support given by the BLGU and other
stakeholders. This project has catered 12.45% or 420 out of 3,372 enrollees. This shows a
significant increase in the total number of LIS Registration for the School Year 2022-2023.

Kap, Usap Tayo

Gensan is composed of 26 Barangays with a wide scope of area; some are reachable
through vehicles, and some are not. To still promote awareness and deliver information to those
hard-to-reach areas, Kap, Usap Tayo project was created. The person-in-charge must
determine Brgy. key officials and private individuals to be interviewed during the live session
which will run for 5-10 minutes. The topics to be discussed during this live session will be all
about 1) Key officials/ Private Individual to help teachers promote the programs of ALS to its
constituents specially those who are in far-flung areas, 2) For the Key Officials/private
individuals state their commitment of support which will surely motivate the constituents to enroll
and even support the programs of ALS. This micro effort will surely provide macro result for the
Henerals.

Lista sa Roleta
Filipinos in general do love to gamble and love to have something in return out of a deed
that was done. This is one of the few reasons why Lista sa Roleta was made possible through
the partnership of ALS, BLGU, and other stakeholders or private individuals; it also motivates
previous ALS learners or an individual who has knowledge about ALS to recruit other possible
ALS learners. The mechanics of this game-like Advocacy and Social Mobilization activity is that
previous ALS learners and individuals with the knowledge of ALS must recruit and make those
recruits enroll in any of the ALS Programs. Each recruit is equivalent to 1 entry for the Roleta
draw which is done once every 2 months. The lucky winner will receive 1 sack of 50kg rice. This
project does not only promote the Programs of ALS but also help those who are in need as it
provides one of the basic needs to the lucky winner.

E-enrolment
Due to health restrictions brought by the COVID-19 pandemic, all the face-to-face
transactions in school becomes limited, but were still made possible with internet which includes
the E-enrolment. Using this, interested enrollees will just click the given link to easily enroll
themselves, or utilize the usage of different social media applications such as Facebook and
Messenger. Up until the present, teachers still use this practice to inform the prospect enrollees
about the program of ALS in their nearest barangay or purok.

BbS/BbM (Basa bago Session / Basa bago Module)

 According to the 2018 PISA worldwide ranking result in reading, Philippines got second
to the last or 76th in ranking out of 77 participants. There is a big concern in terms of reading
capacity and reading comprehension among Filipino learners. As a part of the little efforts done
to address this concern, ALS Gensan initiated the BbS-BbM Project; this project requires
learners to read first before attending regular session or modules. It aims to assess the level of
the learners through their reading capacity and comprehension. With this, teachers will be able
to know the kind of intervention they need conduct in filling the gap between where the learners
are and where they need to be in terms of education level.

Project AlternaTURO
This refers to the different kinds of learning modalities and strategies which are done by
the teachers to address the diverse needs of the learners. This aims to improve Accreditation
and Equivalency results. Since the A&E test has recently been modified from the traditional
multiple-choice test to portfolio assessment to be able to measure a broader range of
competencies This will also enhance recognition of prior learning, as well as reduce the high
stakes nature of the exam which can be a barrier to some Out of School Children, Youth, and
Adult (OSCYA). In addition to this, learners prefer to be able to get their certificates as soon as
possible. This has been partially addressed by the individualized nature of ALS. Once the
learner demonstrates mastery of all the required competencies, he or she is deemed a
completer of the program. ALS Gensan expands by developing Accreditation and Equivalency
Readiness Test for learners’ preparation in the A & E Test.

ALS E-Skwela
Through the support provided by the LGU and BLGU in providing learning facility and
equipment, ALS learners can access information and use learning materials needed for their
learning progress as 21st Century learners, and to be able to address the requirements of
Learning Strand 6 (Digital Citizenship).

Lumpia’t Turon sa Hapag ng Edukasyon

Given the geographical location of General Santos City having both urban and rural
areas and the limited availability of CLCs in their respective areas, some learners need to
traverse for long hours to reach the nearest CLCs. This concern affects one of the physiological
needs of the learners, because as they arrive at the CLCs, they become exhausted and hungry.
To solve this issue, teachers made an initiative to serve Lumpia’t Turon sa Hapag ng
Edukasyon, with the hope that this will ease their exhaustion and hunger not only for food, but
also for education.

Radio-Based Instruction
Radio-based instruction is mostly used as a sort of distance learning to teach students
who are unable to attend in-person classes or who are in remote locations, allowing them to
continue their education despite these difficulties. Radio-based instruction has been utilized to
reach out-of-school-children, youth and adult especially those people with disabilities (PWD),
working students, indigenous peoples (IP), farmers, and other people who can't attend regular
classes.

Hatid-Bakurang Edukasyon
Unlike the ALS on Wheels Project, Hatid-Bakurang Edukasyon is a door-to-door
mechanism in delivering modules. This project was initiated to answer the call for solution
during the on-set of Covid-19 pandemic where everyone was restricted to conduct face-to-face
classes. Up until the present this project is still utilized by the teachers for those learners whose
health are at risk or with comorbidities. It does not only deliver module but as well as delivers a
package of skills learning.

SPED-ALS
ALS originally caters Out-of-School-Youth, Children and Adults (OSYCA) only. However,
through the enactment of RA 11510 otherwise known as the ALS Act and its Implementing
Rules and Regulation (IRR), ALS now must cater learners with special needs. This answers the
call for inclusive education which embraces the philosophy of accepting all learners regardless
of race, size, shape, color, ability, or disability. For the past two years, ALS Gensan has catered
more or less 10 learners with special needs.

BJMP (Education Behind Bars)

Person Deprived with Liberty somehow felt like everything stopped the moment they
were put behind bars. To still cater their needs in terms of education and materialize the EFA
Goal (Education for All), DEPED through ALS made a partnership with BJMP to provide quality
education and skills to the PDLs which will help them become better and useful citizens of the
country. The ALS teachers will come to BJMP and conduct classes whether outside or inside
the cell depending on the level of the PDLs case.

FLT Primer
As part of the continued technique and strategy in battling illiteracy and trying to promote
and ensure turn out of high results in any assessment, ALS Gensan has developed an FLT
primer and is now on the stage of regional validation. This primer will surely help the learners to
strengthen their competencies where they are deemed to be performing weakly. The content of
this primer will help them master the required competencies which is reflected in the Functional
Literacy Test.

E-Assessment
ALS Portfolio Assessment was made to temporarily replace the A and E Test during the
on-set of Covid-19. However, despite the effort done by the department, there are some cases
which made impossible for the learners to still attend the final phase of Portfolio assessment.
Learners who can undergo and pass the initial assessment, as well as the inter-district
revalidation but was not able to attend the final assessment, can still join thru phone calls or
using video calls of social media platforms.

Iskor Mo, Regalo Ko

As part of the preparation of the learners for the A and E Test, it is very common for
teachers to conduct reviews and dry run to ensure the readiness of the learners in taking the A
and E Test. To boost the learner’s interest and eagerness to pass the said test, teachers made
dry-runs and review more meaningful and engaging by adding color to it. Each district must
determine the top 10 and each will receive prizes which corresponds to their placement.

ALS Summit (Garbo. Pasidungog. Paglambo)

- It is a great feeling being expose to, recognize, and socialize. To address this concern,
ALS in partnership of General Santos City Out of School Youth Development Alliance
(GSCOSYDA) along with other non-government organizations, private sectors, and individuals.
This activity enables learners to showcase their talents and skills, different ALS districts to
exhibit their outputs, products, and services. Recognize the significant support and aide given
by the different stakeholders, the effort made by the ALS teachers through the years, and the
highlight of this is to make learners socialize with a bigger scope of ALS community.

ALSsist Program
This provides the Out-of-School-Children, Youth, and Adult with opportunities to improve
their knowledge, values, life, skills, and readiness for higher education, work or self-employment
through a system of nonformal or indigenous education, or both which are tailored to respond to
their learning needs and life circumstances. The Barangay and SK aid or assistance that will
strengthen the implementation of the program including, but not limited to the following:
Scholarship Program through financial assistance; Rice and other goods subsidy;
Materials/consumables for practicums; Events and activities; and Utilization of the E-learning
Hub for learning sessions.

ALS TOU (Teachers Onwards and Upwards)

- As we work towards improving quality through “Sulong EduKalidad”, DepEd-ALS
Gensan recognizes the urgent need to upskill and reskill the teachers, so that they will be
equipped to meet the changing standard, landscape, and context of ALS 2.0. This gives
teachers a chance to move to a higher level of assessment practice. Teachers has also made
an initiative to self-enroll on different courses which they needed in upskilling and reskilling. ALS
TOU empowers the teachers to explore innovative ways which result learners to engage and
become globally competitive.

ALS Exhibit
ALS has always been invited in activities in the Division, Region, and National Level. As
way of showcasing the skills, talents and products of the districts and its learners, each district
through the effort of the person-in-charge under Flexible Education Learning Program (FELP)
and the skilled learners offers relevant services for conventions in Division, Region and National
level as well as events like Barangayan, Teachers’ Day, Women’s Day, Father’s Day and the
like.

YAIG Project (Youth and Adult Income Generating)

To complete the aim of ALS which is to educate and capacitate learners and make them
able to earn a living while studying, YAIG program was made possible. This program was
materialized through the collaborative effort of ALS, LGU, BLGU and other stakeholders. Skilled
learners under YAIG will be able to offer relevant services and products in their identified YAIG
centers. The portion of the income of YAIG centers will be used for the maintenance of and
other operating expenses and the rest will be divided to the learners under YAIG project.

IMPACTS AND POSITIVE EFFECTS OF YOUR GOOD PRACTICE

a. How did the good practice contribute to the teaching-learning process?
Teaching is a complex set of practices that draws on a lot of different factors. Having
these good practices which served to be a standard all throughout DepEd ALS Gensan has
really contributed a significant and better change on the teaching-learning process by making
both teachers and learners become more effective and efficient on the different tasks they
partake.

b. How did the good practice contribute to the achievement of the ILA?
It is a general knowledge that aside from financial concern, time management has been
a constant issue and the number one hindrance for the learners of ALS. And such does not only
end on the part of the learners but also to the teachers who find their work quite hard and near
to impossible. Hence, ALS has made the ILA which favors to both learners and teachers, but
ILA does not guarantee completion of assigned and required tasks. Through these good
practices, achievement of the ILA is now more possible and reachable since it provided various
ways and solutions.

c. How did the good practice make the ALS teacher’s workload more manageable?
Prior to the existence of these good practices, teachers work is quite hard to manage both
physically, mentally, and even emotionally. Through these practices, teacher’s workload has
lightened e.g. carrying of hard copy modules and other learning materials from one CLC to
another, with these good practices modules and other learning materials are now available in
computers, or through the ALS on wheels, teachers no longer need to personally carry the hard
copy of modules or other learning materials.

d. How did the good practice utilize the limited resources available to the program?
 Since the beginning of these good practices, resources are now maximized and was
properly utilized. Teachers can identify the different modalities used by various learners hence
they can provide the necessary materials fitted to their learning modality. For example, if there is
a total of 75 learners, teacher will no longer need to print 75 modules for some of these learners
can access the internet and they can use or access the e-modules available in the google drive.

e. How did the good practice engage members of the community?

By the significant change brought with the implementation of these projects which is now
considered as a good practice, a lot more members of the community become aware of the
programs and projects of ALS. They become more motivated, interested, and eager to support,
participate and even help ALS to spread the good news of second chance opportunity in
education. The evidence of these engagements is clearly seen on the level of support given by
different stakeholders and the remarkable increase of the LIS registered ALS learners.

In General, these practices really have made a significant impact not only on the data
presentation of ALS-Gensan, the teachers, but also on the lives of every Henerals who
benefited from these different programs and projects which aims only for the betterment of the
learners, and for them to become the best version of themselves and a better citizen of this
Nation.