OUR LADY OF LA SALETTE COLLEGE SEMINARY

Freire’s liberating education through critical pedagogy: an analysis of the

BOC ALS Program towards an enhanced implementation.

A Thesis

Presented to the Faculty of

Our Lady of La Salette College Seminary

Silang, Cavite

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Arts in Philosophy

Presented by

Sem. Christian C. Pagayanan

Y. 2022-2023

1
 TABLE OF CONTENTS

Chapter 1 ..............................................................................................................……….......3

INTRODUCTION …..................................................................................................

…………………….....3

1.1 Background of the Study ….....................................................................

………………………....3

1.2 Review of Related Literature …...............................................................

……………………......5

1.3 Statement of the Problem …...............................................................

……………………………..7

1.31 Main Problem ….........................................................................

……………………………..7

1.32 Sub Problems …...........................................................................

………………………..7

1.321 Sub Problem 1 …....................................................

…………………………………..........7

1.322 Sub Problem 2 …..........................................................

………………………………..7

2
 1.323 Sub problem 3 …......................................................

…………………………….......7

1.4 Thesis Argument …..........................................................................

……………………………............8

1.41 General Thesis Argument …....................................................

………………………………........8

1.42 Specific Thesis Argument …..................................................

………………………………..........8

1.421 Specific Argument 1 ….................................................

…………………………………......8

1.422 Specific Argument 2 ….................................................

…………………………………......8

1.423 Specific Argument 3 …..................................................

…………………………………....8

1.5 Rhetorical Strategies …......................................................................

……………………………..........8

1.51 Rhetorical Strategies of the 1st Sub-Problem …......................

………………………………......8

1.52 Rhetorical Strategies of the 2nd Sub-Problem ….........................

………………………………..8

1.53 Rhetorical Strategies of the 3rd Sub-Problem …...................

………………………..........8

1.6 Significance of the Study ….....................................................................9

1.7 Scope and Limitation …............................................................................10

1.8 Theoretical Framework ….........................................................................11

3
 1.9 Definition of Terms …...........................................................................11

1.10 Intellectual Biography …............................................................................12

CHAPTER 1

INTRODUCTION

1.1 Background of the study

The paper intends to present Freire's philosophy of education as

emancipatory to the dehumanizing pedagogy of the old tradition. The

conventional teacher-centered education objectifies the learners inasmuch as

they are compelled to do what is told or demanded by their teacher. The banking

system makes the minds of the students mere storage of knowledge without

enriching the minds of the students to think critically through dialogical approach.

This makes students get involved in the process of learning. Freire's book the

pedagogy of the oppressed clearly emphasized on the need to liberate the

students from oppression of all forms. Students must learn to fight against their

oppressors. For Freire our educational system has to be change or develop

which learners has to develop critical reasoning and not to be oppressed.

Education becomes a catalyst of change that helps transform oppressive

structures. Instead of being spectators, the students must be actors themselves

in the process of learning.

4
 Freire emphasizes as well the need for dialogue between students and

teachers and be both makers or creators of knowledge.1

According to Shor , the educators must not become authoritarian in their

roles in the Process of learning but rather act as guides or facilitators to help the

Pupils focusing to their energy and showing efforts on making priorities

regarding the topics or subjects that they intend to analyze.The writer finds

Freire's philosophy of education appropriate enough to emancipate the ALS

students who are generally if not all are marginalized members of society.

Freire's pedagogy is an antidote or a response to the dehumanizing situation of

the ALS students because it Fosters Critical Consciousness: Freire's pedagogy

encourages learners to develop critical consciousness, which means they gain a

deeper understanding of the social, economic, and political forces that oppress

them. This awareness helps them challenge and resist dehumanizing conditions.

It Promotes also Empowerment by engaging in a dialogical and participatory

approach to education, Freire's pedagogy empowers learners to take control of

their learning and, by extension, their lives. This empowerment can counteract

the dis empowerment often experienced by marginalized groups. Freire’s

Pedagogy also is widely regarded as an effective response to dehumanizing

situations, its success in any specific context may depend on various factors,

including the commitment of educators, the willingness of institutions to

implement it, and the broader socio-political environment. Nevertheless, it is

seen as a powerful tool for fostering humanization and social change among

marginalized groups, including ALS students.

1
Francis, Emad N. Augustinian philosophy: Between critical pedagogy and neo-scholasticism. Liberty
University, 2012.

5
 The economic poverty that afflicts the ALS students is triggered by the

monopoly of the capitalist system as well as due to the government's failure to

promote the common good by alleviating the people from poverty through

effective economic programs, free education , public health, among others.Then

and only.then education becomes liberating to the students.

1.2 Review of Related literature

2.21 On the Notion of Freire’s Liberating Education.

What do we mean when we say "Liberating education" this term is refers to

an approach to education that emphasizes the empowerment of individuals and

communities by providing them with the knowledge,2

According to Plato, A just society constantly strives to provide each individual

with t,Hhe finest education possible, according to their abilities. So it means it is

the responsibility of our society to provide a good quality education to the young

generations. 3St. Augustine believed that a lived experience is the source of

education's transformative power and that this experience is a crucial component

of learning.4The ultimate aim of education is to help people know the Idea of the

Good, which is to be virtuous. 5 John Dewey said School ought to prepare for
2
Murphy, Madonna M. "Plato's Philosophy of Education and the Common Core Debate." Online
Submission (2015).
3
Francis, Emad N. Augustinian philosophy: Between critical pedagogy and neo-scholasticism. Liberty
University, 2012.
4
Ibid
5
Sikandar, Aliya. "John Dewey and his philosophy of education." Journal of education and Educational
Development 2, no. 2 (2015): 191.

6
 social ends. Dewey moreover supports a model of school having connections

with the real life of children. Life experience should be connected to education. In

additional according to Freire 6it is understandable that the role of the teacher is

very significant what ever the situation he/she will be going to face As he or she

dialogues with the pupils he or she must draw their attention to points that are

unclear or naive, always looking at them Problematically.

Paulo Freire's view, educators' job is not to impart information to pupils, but

rather to work with them to develop new ways of thinking through dialogical

relationships.. 7Dialogue is another important element of Freire’s liberating

pedagogy.this Brazilian philosopher describes dialogue as the encounter

between Persons mediated by the world in order to name the world. According to

Ira Shor 8Dialogue belongs to the nature of human beings of communication.

Dialogue seals the act of knowing which is never individual even though it has its

individual dimension. According to John Dale and Emery Hyslop Margison

dialogue is therefore an exclusively human capacity to transform,name and

rename the world.At this point in our time students are still oppressed around the

world and this is the challenge for all of us how we bring our ideas on Education

into reality.9

In education ‘there is no guarantee that the teacher’s hopes coincide with the

student’s’ and reconciling these hopes involves ‘hard work, patience, and

courage. This three things are also very important in education it is like a key of

the teachers to help the young generation in achieving their goals in life.

6
Freire, Paulo. Education for critical consciousness. Bloomsbury Publishing, 2021.
7
Cortez, Franz Giuseppe. "The Philippine Engagement with Paulo Freire." Kritike 7, no. 2 (2013).
8
Shor, Ira, and Paulo Freire. A pedagogy for liberation: Dialogues on transforming education. Greenwood
Publishing Group, 1987.
9
Te Riele, Kitty. "Pedagogy of hope." Making schools different: Alternative approaches to educating young
people (2009): 65-73.

7
 Education emerges as the place where students become the origin of the

transformation of reality. The critical consciousness proposed by Freire

originates in the students,conceived as the privileged historical subjects of their

own liberation. Upon comprehending their reality, students structure their praxis

and act, understanding that gaining critical consciousness is an illuminating

moment for their life and the practice of freedom of their communities.10

1.22 ON CRITICAL PEDAGOGY

In understanding on Freire’s concept of Critical Pedagogy we must consider all

the challenges of implementation.This Philosophical concept of critical pedagogy

contemplates how education can provide the young individuals with the powerful

tools to make their lives better and strengthen the government , to create a more

egalitarian and just society, and thus to deploy education in a process of progressive

social change. According to Paulo Freire the young individuals learn a moral

discourse that includes ethical guidelines to social evaluation. and another support

for this based on his Pedagogy of hope Freire argued that 11Students must be

encouraged to take responsibility for their own learning and not to be dependent on

their educators to interpret the world for them. So it means the students are also

encouraged to do something for themselves in order to achieved their goal in life

they must strive to achieve their dream in life and also in terms of education of

Children The family plays a significant role in the lives of out-of school youth.

Cortina, Regina, and Marcella Winter. "Paulo Freire’s Pedagogy of Liberation." (2021).
10

Waghid, Y. "Higher education transformation and a pedagogy of hope." South African Journal of Higher
11

Education 22, no. 4 (2008): 745-748.

8
 Parents serve as role models to their children, whatever the situation is. The

mother is viewed as the youth’s confidant and teacher.12

So Therefore the education process for the youth should begin first in the family.

1.23 ON THE ALS PROGRAM

13
Everyone is aware that many of our fellow Filipino lack formal education.

This is

the reason the government established initiatives to give all Filipinos access to

education.

The Department of Education is responsible for implementing the Alternative

Learning System. This program's goal is to assist young people who are not in

school, those who are employed, and those who have physical impairments in

receiving an appropriate education even when they find it difficult to attend

formal schooling. But even though there is ALS Program there is still a lot of

educational problem like the lacking of teachers, and also the Problem of

financial the students cannot buy school supplies because they don’t have

money. And one of the problem also is childhood labor the children are being

forced to work in an early age to give contribute to the Family’s income instead

of going to school to study because of Poverty this is the Problem also of our

country..The children who work as slaves arrive at from households with low

incomes in need of additional funding.

12
Miller, Robert G., Theodore L. Munsat, Michael Swash, and Benjamin R. Brooks. "Consensus guidelines for
the design and implementation of clinical trials in ALS." Journal of the neurological sciences 169, no. 1-2
(1999): 2-12.
13
Lozada, Regine Celine A. "Alternative Learning System (ALS) Program Achievement and Job Performance of
Implementers. European Journal of Social Sciences Studies 8, no.. 1 (2022).

9
 14
The kids don't work just a few hours a day. They frequently labor so much

each week that they quit their studies. In addition to the fact that children are not

receiving an education, child work carries a number of dangerous

consequences.

1.3 Statement of the Problem

1.31 Main Problem: Within the Framework of Freire’s Concept of Liberating

Education through Critical Pedagogy, How does the Implementation of the ALS

Program be Enhanced

1.32 Sub Problems

1: What is Freire’s Concept of Liberating Education?

2: What Potential Weakness is Systemic to the ALS Program?

3: How does Freire’s Liberating Education enhance the ALS Program?

1.4 Thesis Argument/Statement

1.41 General Thesis Arguments

The paper will discuss how Freire's idea of liberating education through

critical analogy be a framework in analyzing ALS Education Program towards an

enhanced implementation.

1.42 Thesis Argument for the First Sub-Problem

The paper will discuss Freire's idea of liberating education through critical

pedagogy whose end is geared towards humanization of the learners.

1.43 Thesis Argument for the Second Sub-Problem

The paper will discuss the nature and objectives of the ALS program as well

as identify what weakness of the ALS program be resolved or strengthened.

14
Alonzo, R., and R. Edillon. "Eliminating child labor in the Philippines." Paper submitted to the International
Labour Organization as part of an ILO/International Programme on the Elimination of Child Labour (IPEC)
study (2002).

10
1.44 Thesis Argument for the Third Sub- Problem

The paper will discuss how the ALS program be enhanced using as a

framework Freire's critical.pedagogy.

1.5 Rhetorical Strategies

This research is applied research it focuses on identifying and challenging

oppression in the ALS Program using Freire’s Philosophy of Education. This

study may be used as a basis to improve the way the ALS program is

implemented and make sure that education is used as a vehicle for social

change and empowerment.

1.51 Rhetorical Strategy Sub-Problem 1

The presentation of Freire's pedagogy as a philosophical framework consists

of identifying the weaknesses of the traditional educational system which Freire

argued to be dehumanizing and a failure to develop the student's critical minds.

After exposing the weaknesses of the traditional pedagogy, the writer will present

how Freire's pedagogy of the oppressed will serve as an intervention towards the

liberation and humanization of the learners.

1.52 Rhetorical Strategy Sub-Problem 2

The presentation of the topic ALS program includes the general.profile of the

learners as well as the nature and objectives of ALS program. The writer will also

identify the weakness of the ALS program and how they be resolved.

1.53 Rhetorical Strategy Sub-Problem 3

The presentation of the arguments on how Freire's pedagogy could

serve as an intervention in transforming or emancipating ALS program from

11
 its weakness. The primary goal of the ALS program which is to enhance the

learners' technical knowledge and skills for economic growth, immediate

employment and competitiveness in the labor market may deprive the

students of moral education, critical thinking and personal development.

1.6 Significance of Study

The paper is indeed significant inasmuch as it is directly related to our

congregation's apostulate or charism. Our congregation runs school for

economically marginalized but deserving youth ( Out of youth boys). Our

school offer ALS Education/Program in elementary level Junior high level

and Senior high level and also to equip our students with technical vocational

knowledge and skills for future employment we offer them two vocational

courses Shielded metal Arc welding( SMAW NC1 and 2) and also Electrical

installation and maintenance (EIM NC2) The writer, however, has realized

that education should not only cater to economic ends but more so to the

development of moral values as well as critical minds of the students to help

emancipate themselves from all forms of alienation or oppression brought

about by.unjust society. It is in this spirit that the writer has chosen Freire's

idea of pedagogy to help enhance ALS program towards holistic education.

Through understanding Freire’s Philosophy of education it will help our

community to become more aware about the situation of our students in their

studies.

To our students this paper will help them to understand the importance of

education as relevant to them on how it changes them into a progressive

individual person

12
 1.7 Scope and Limitation

The paper consists of three major variables which constitute the whole

paper. The philosophical framework which is Freire's idea of

critical.pedagogy constitutes the second chapter. Its main thrust rests on

twofold ways, Freire's critique of the "oppressive" traditional.pedagogy and

the intervention he proposed to create a liberating education. The next part

of the paper is the presentation of the nature and objectives of ALS program.

The paper identifies as well some weaknesses of the ALS program

which.needs emancipation. The third part of the paper is the discussion on

how the philosophical framework.of Freire could serve as an.intervention in

the enhancement of ALS program.towards the liberation of the learners and

the educational.system as well.as the society as a whole. It should be noted

though that the paper does not include all.other levels of education but only

to the ALS program.

1.8Theoretical Framework

13
 Liberating
Education

Paolo Freire’s
ALS concept of
Pedagogy
Program critical
Pedagogy

Enhanced
Implementatio
n

1.9 Definition of Terms

Critical pedagogy - aims to emancipate oppressed or marginalized groups by

developing the students critical thinking. ALS - Alternative Learning System

(ALS) is a parallel learning system.in the Philippines that provides opportunities

for out-of-school youth/adult learners to develop basic and functional literacy

skills, and to access equivalent pathways to complete basic education.

Traditional education - is a teaching style wherein the teacher is the sole source

of knowledge and authority while students are bound to listen and memorize

whatever the teacher tells them especially during examination time.

14
1.10 Intellectual Biography of Paulo Freire

Paulo Reglus Neves Freire was born in the northeastern Brazilian state of

Pernambucu on September 19, 1921, the youngest of four children in a middle-

class household. Sewing was his mother's trade. After serving in the Brazilian

army, his father worked for the Pernambuco Military Police before being forced
15
to retire early due to arterial sclerosis. Elza Oliveira, with whom Freire married

in his early twenties, taught him a great deal that would help him in his career as

an adult educator. After a brief stint practicing law, Freire joined the Social

Service of Industry (SESI), where he developed his empathy for the disparities

between social classes. When Freire was appointed director of Education at

SESI, an employer-sponsored organization created to support employees and

their families, in 1946, his armory of educational ideas started to take shape.
16
In June 1964, Freire was imprisoned in Brazil for 70 days as a traitor. After

a brief stay in Bolivia, he lived in Chile for five years working in the Christian

Democratic Agrarian Reform Movement. In 1967 he published his first book,

Education as the Practice of Freedom, bringing him acclaim and a position as

visiting professor at Harvard in 1969. In 1968 he wrote his famous Pedagogy of

the Oppressed, published in Spanish and English in 1970, but not in Brazil until

1974
17
In 1979, after 15 years of exile, Freire was allowed to return to Brazil and

did so in 1980. He joined the Workers’ Party (PT) in São Paulo and, from 1980 to
15
Roberts, Peter. "Paulo Freire." In Oxford research encyclopedia of education. 2017.
16
Ibid
17
Ibid

15
 1986, supervised its adult literacy project. With the triumph of the PT in 1988,

Freire was appointed Minister of Education for the City of São Paulo. His policy

work and innovations in literacy training as Minister continue to effect the city and

Brazil to this day.

Freire's work has had lasting influence in Brazil and many other countries of

the world.His pedagogy and philosophy have inspired social movements and

literacy campaigns to construct more just societies. Paulo Freire participated

both directly and indirectly in many of these endeavors.18

Religious leaders drew on Freire's writings on literacy to teach rural workers

to read the world and the word, starting with their daily experiences and then

progressing to discussions on inequality, economy, and politics (Tarlau, 2019).

The strategies used by educators, included drawing on the language of the

community, creating pedagogical activities based on students' realities, and

promoting learning through dialogue (Tarlau, 2019). Confirming the notion that

education is simultaneously an act of knowing and a political act (Freire, 1985),

those ideas also influenced MST's struggle for rural workers' rights and political

agenda recognition. Sharing her fieldwork notes, Tarlau (2019) quotes one of

MST's national leaders, who explained how Freire influenced their quest for

social justice: "Paulo Freire taught us that we are the subjects of the process of

social change, not objects. He believes in peasant workers Paulo Freire taught

us that everyone has to be an agent in their own liberation" (p. 51). Freire

continues to be a source of inspiration for MST and themovement's pedagogical

practices (Vieira & Côco, 2018; Tarlau, 2019).19

18
Cortina, Regina, and Marcella Winter. "Paulo Freire’s Pedagogy of Liberation." (2021).
19
Ibid

16
 CHAPTER 2

Paolo Freire’s concept of critical Pedagogy

This chapter delves into the theoretical foundations that underpin the current

study, focusing on Paolo Freire's concept of critical pedagogy. Freire's concept

of critical pedagogy is a transformative educational philosophy that emphasizes

the role of education in fostering critical thinking, social justice, and human

liberation.This section aims to provide a thorough exploration of Freire's ideas,

tracing their historical development and examining their implications for

contemporary educational practices. Understanding Freire’s critical pedagogy

will lead us into a realization that to become educated is not a matter degree or

achievements that we have. What matter most is on how we liberate ourselves

as educated person.

Critical pedagogy posits that education is not just about transmitting

information but empowering individuals to critically analyze and engage with the

world around them. It emphasizes the development of agency and the ability to

act meaningfully in society.

2.2 Nature of critical pedagogy.

the nature of critical pedagogy is characterized by its commitment to social

justice, empowerment, and transformative education.It challenges traditional

educational paradigms and aims to create learning environments that actively

contribute to a more just and equitable society.

17
 Critical pedagogy encourages learners to be activists and catalysts for social

change. It goes beyond the classroom, urging individuals to apply their critical

understanding to address societal issues and contribute to positive

transformations. Critical pedagogy believes that nothing is impossible when we

work in solidarity and with love, respect, and justice as our guiding lights. Indeed,

the great Brazilian critical educator, Paulo Freire always maintained that

education has as much to do with the teachable heart as it does with the mind.

According to Mclaren “Critical pedagogy is a way of thinking about,

negotiating, and transforming the relationship among classroom teaching, the

production of knowledge, the institutional structure of the school, and the social

and material relations of the wider community, society, and, nation state

McLaren, 1998, p.45).20

Love is the basis of an education that seeks justice, equality, and genius. If

critical pedagogy is not injected with a healthy dose of what Freire called “radical

love,” then it will operate only as a shadow of what it could be. Such a love is

compassionate, erotic, creative, sensual, and informed.21 The adoption of critical

pedagogy in educational frameworks is indispensable for cultivating a generation

of learners adept at questioning established norms, engaging in thoughtful

analysis, and actively contributing to the dismantling of societal inequities,

thereby fostering an educational environment that not only imparts knowledge

but also instills a commitment to social justice and transformative action

This approach recognizes that education is not neutral but rather influenced

by social, cultural, and political factors. Critical pedagogy also emphasizes how

20
Abraham, Getahun Yacob. "Critical pedagogy: Origin, vision, action & consequences." KAPET 10,
no. 1 (2014): 90-98.
21
Morgan, John. "Critical pedagogy: The spaces that make the difference." PEDAGOGY CULTURE
AND SOCIETY 8, no. 3 (2000): 273-290.

18
 important it is for teachers to be conscious of their own privilege and prejudices.

It exhorts educators to establish inclusive classrooms that honor a range of

viewpoints and experiences. According to Freire, education should motivate

students to take up social change initiatives in addition to imparting information.

Paolo Freire wrote a letter to the literacy teachers in chile according to him

he said they must have faith in human beings they must be convinced that the

fundamental effort of education is to help with the liberation of the People. 22

Critical pedagogy, following Freire's example, takes on the responsibility of

inviting pupils to use the conceptual and discursive tools that they generate the

ideological aspects of their encounters, enduring recollections, psychological

obstacles, fervent commitments to daily life, and Connect them to the tangible

and intangible power structures that exist in the broader social life setting. It

becomes a difficulty for instructors who are critical. to challenge the signifier's

authority and the resulting "social void." Some of the current Freirean analytical

research leaves us with the idea that the experience of students need to be

given special consideration status, frequently with little thought given to creating

a critical vernacular apart from the analytical language that students and

professors use.

Critical pedagogy concerns itself with the social embeddedness of education

and its political character. It recognizes that knowledge is relative and political

and that teaching always entails the transfer of some values, therefore, learning

should include the learners' personal background, and environmental issues,

especially cultural traditions and social practices.23

22
Shor, Ira. "Education is politics: Paulo Freire's critical pedagogy." In Paulo Freire, pp. 24-35.
Routledge, 2002.
23
Pishghadam, Reza, and Elham Naji Meidani. "A critical look into critical pedagogy." Journal for
Critical Education Policy Studies 10, no. 2 (2012): 464-484.

19
 The Critical Pedagogy despite of its very significant contributions in the field of

education has faced also from various perspective. critical pedagogy is accused

of being another medium of oppression by excluding voices and issues that

other groups bring to educational encounters. It has also been criticized as a

pedagogy that stresses theory that is merely capable of criticism without being

able to offer directions for action. 24 another accusation against critical pedagogy

is “its critical-theoretical determinism (Simon, 1987; Flores, 2004). Accordingly,

normative models of social justice cannot lead to any empowerment. Similarly,

Ellsworth (1992) claims that by replacing one set of preferred knowledge with

another, critical pedagogy becomes another medium of receptive knowledge.

Ellsworth (1989) turned a critical gaze upon critical pedagogy after her attempt to

put critical pedagogic principles into practice. She argued that in critical

pedagogy there is the danger of an agenda being established where learners are

led to pre-defined goals.25

The education institutions and individual educators have the responsibility to

introduce critical pedagogy. Students have the right to be introduced to it and

participate in the process of developing skills for critical understanding of the

reality of their society.26

2.21 Decentering of Teaching method

By arguing for a decentering of teaching strategies that moves the

emphasis from the authoritative instructor to the empowered student, Paolo

Freire's critical pedagogy questions the conventional hierarchical structure of

24
Ibid
25
Ibid
26
Ibid

20
 education. Within the context of critical pedagogy, this section examines the

transformational potential of decentering.

A conscious move toward student-centered learning is required while

decentering teaching methods. The concepts of student-centered pedagogy are

examined in this section, with a focus on how students actively shape their

educational journey. A key component of this strategy is Freire's emphasis on

discourse as a means of co-creating knowledge.

2.211 Participative Students’ learning

Active participation via conversation is a key component of participatory

learning in critical pedagogy. Instead than being passive consumers of

knowledge, students actively contribute to a group process of meaning-making.

“The students are empowered to be more independent and interdependent.

They take greater control of their own learning by participating in the planning

and implementation of service projects, while benefiting from the modelling

provided by their practice teachers.”27

We should know and remember that the participative learning system for the

students is very important because this participative learning empowers the

students by encouraging active involvement in their process of learning and it

helps them to develop their critical thinking skills. “Participative assessment is

well established in higher education. However, students’ concerns about the

appropriateness of participative assessment create resistance to successful

27
Tsien, Teresa BK, and Ming‐sum Tsui. "A participative learning and teaching model: The partnership
of students and teachers in practice teaching." Social Work Education 26, no. 4 (2007): 348-358.

21
 implementation. Strategies for addressing student concerns are needed because

participative assessment practices appear to improve learning outcomes.”28

The participation of the students for their learning has a Profound impact to

them by promoting empowerment, critical thinking skills and it motivates them to

have a positive mindset and these impacts extend beyond in their classrooms.

And through the active participation of the students they can boost also their self-

confident they must have a freedom to express their ideas during in collaborative

activities in the school they the teachers must allow them to feel that they are

recognized for their contributions in order to believe in their abilities as students

and specially as a human being.

2.212 Emancipatory Pedagogy

. Globally, educators have been motivated by emancipatory pedagogy to

embrace a more socially conscious and participatory style of teaching and

learning. According to Burbules and Berk (1999), critical pedagogy is founded on

notions such as emancipatory knowledge and communication. Basically, it has

“the goal of educating students to take risks, to struggle with ongoing relations of

power, to critically appropriate forms of knowledge that exist outside of their

immediate experience, and to envisage versions of a world which is ‘not yet’’29

For Paulo Freire, emancipatory education is a transformative approach to

teaching and learning that aims to liberate individuals from oppression and foster

critical consciousness. These emancipatory education is deeply rooted in the

critical pedagogy and it seeks to empower the students to understand the

28
Brew, Christine, and Philip Riley. "Measuring student support for participative assessment and
related strategies: Development and testing of the beliefs about participative assessment instrument
(BAPAI)." Australian Journal of Teacher Education (Online) 36, no. 4 (2011): 33-52.
29
Pishghadam, R., & Naji Meidani, E. (2012). A critical look into critical pedagogy. Journal for Critical
Education Policy Studies, 10(2), 464-484.

22
 questions for their learning process.In emancipatory education, the student is the

main player. Those who supported education promotes active engagement, in

contrast to conventional methods that place information in the hands of passive

learners. With teachers and classmates, students participate in conversations,

offer their viewpoints, and cooperatively co-create information.

In keeping with the notion of praxis, Freire presents emancipatory education

as a practice as well as a theory, describing how an educational project might be

conducted ‘on the ground’30

In order for education to be really effective, according to Freire, pupils must

be given the skills necessary to both critically evaluate their surroundings and

take decisive action to alter them. In order to promote emancipatory learning

among students, Freire highlights the significance of conscientization, or critical

consciousness. Students need to become conscious of their social surroundings

and understand the power relationships that are in place, in his opinion. Students

have a direct role in changing society if they recognize their own oppression and

take intentional steps to become change agents.

Freire explains conscientization by reference to different modes of

consciousness that had prevailed among particular groups at given times in

Brazil’s history. Magical (semi-intransitive) consciousness, dominant in rural

peasant communities, was associated with a kind of resigned acceptance of

social problems.31

Furthermore, Freire's idea of emancipatory student learning is a plea for the

freedom of education. It subverts conventional paradigms by elevating discourse,

30
Nouri, Ali, and Seyed Mehdi Sajjadi. "Emancipatory Pedagogy in Practice: Aims, Principles and
Curriculum Orientation." The International Journal of Critical Pedagogy 5, no. 2 (2014).
31
Roberts, Peter. "Paulo Freire." In Oxford research encyclopedia of education. 2017.

23
 critical consciousness, and practice to the status of fundamental elements of

education.

2.22 Aims of Critical Pedagogy

This chapter delves into the aims of critical pedagogy, a theoretical

framework that serves as the foundation for the practices and educational

philosophy covered in this thesis. A set of broad objectives that influence the

transformational character of education are embodied by critical pedagogy,

which has its roots in the writings of Paulo Freire and other notable educators.

These goals are essential to comprehending the ways in which critical pedagogy

functions as a guiding concept in the field of education. Critical pedagogy

includes other goals in addition to its primary objectives of empowering students

and advancing social justice.

Building pupils' capacity for critical thought is one of the objectives of critical

pedagogy. Through critical pedagogy, students may become active participants

in their own learning by learning how to assess arguments, examine material,

and challenge authority. The aims also of this critical pedagogy is to create a

collaborative learning environment where the dialogue and respect are valued

the students are encouraged to engage in meaningful discussions with their

teachers and to each other.

According to Gregory Jay and Gerald Graff they argue that “Critical

Pedagogy speaks of dialogue and students’authority to initiate and freely pursue

critical analyses in practice such as pedagogy merely reaffirms the authority of

the teacher.”32

George, Ann. "Critical pedagogy: Dreaming of democracy." A guide to composition

32

pedagogies (2001): 92-112.

24
 The major goal of Critical Pedagogy, according to Vandrick (1994) claims, is

to emancipate and educate all people regardless of their gender, class, race, etc.

And also according to Gadotti (1994) he also notes that pedagogy is of major

interest for Freire by which he seeks to change the structure of an oppressive

society. Critical pedagogy in Kanpol’s (1998) terms rests on the belief that every

citizen deserves an education which involves understanding the schooling

structure by the teacher that would not permit education to ensue.33

Thinkers of critical theory believe that these goals are satisfied only through

emancipating oppressed people which empowers them and enables them to

transform their life conditions. It is actually the starting point for critical

pedagogy.34

2.21 Humanization of Student’s subjectivity

Recognizing and appreciating each student's uniqueness is essential to

humanizing their subjectivity. It acknowledges that every student enters the

educational setting with a distinct set of experiences, backgrounds, and

viewpoints.We recognize that students are active participants in their own

education rather than passive consumers of knowledge by acknowledging their

subjectivity. With this method, teachers may establish a more welcoming and

stimulating classroom where students feel heard, seen, and understood.

33
Aliakbari, Mohammad, and Elham Faraji. "Basic principles of critical pedagogy." In 2nd international
conference on humanities, historical and social sciences IPEDR, vol. 17, pp. 78-85. 2011.
34
Ibid

25
 The teacher is seen as an approachable person, willing to help the student if

they needed it with academic and non-academic problems.35

Some pupils appeared to benefit more from teacher enthusiasm for their

subjects and their capacity to inspire others when it comes to the educators with

whom they were more comfortable.

Freire argued, that the education is the heart of the practice of humanization.

To be human is to be continually learning and growing. A humanizing pedagogy

places teacher and student in a fluid, collaborative relationship through which the

student’s sociocultural and linguistic repertoires are recognized and built upon.36

In a nutshell, Paulo Freire argues that education is the foundation of the

humanization process and emphasizes how it can empower people and advance

social justice. Through promoting critical thinking and discourse, education

transforms into a tool for breaking free from repressive structures.

2.22 Liberation of Society Towards structural change

The idea of liberation is a driving force behind efforts to alter education and

society, reflecting the deep understanding of critical educators like Paulo Freire.

In this Chapter, the necessity of liberation as a catalyst for structural change is

explored as the author digs into the complex interactions that exist between

education and the larger social environment. Here, the term "liberation" refers to

a deep transformation in consciousness that fosters critical knowledge, agency,

and the collaborative effort to demolish systematic injustices, rather than only

being the removal of overt forms of oppression.

35
García-Moya, Irene, Fiona Brooks, and Carmen Moreno. "Humanizing and conducive to learning:
An adolescent students’ perspective on the central attributes of positive relationships with
teachers." European Journal of Psychology of Education 35 (2020): 1-20.
36
Taylor, Laura A. "Negotiating discourses of curriculum and time: Tensions of humanizing and
dehumanizing discourses in an urban elementary school." Equity & Excellence in Education 52, no. 2-
3 (2019): 312-326.

26
 According to Freire “ teachers whose dream is the transformation of society

have to get control of a permanent process of forming themselves and not wait

for Professional training from the establishments”37

And he also added saying that “we must understand in a dialectical way the

relationship between systematic education and social change the political

transformation of society. The problem of school are deeply rooted in the global

conditions of society, perhaps the problems of alienation above all.”38

Social change in the context of liberation and emancipation, according to

Freire, is possible—even in right- wing times. Since the world has been

constructed by human beings, then it can reconstructed by human beings.

Nothing human made is intractable, and because this is so, then hope exists.

History can be made by individual human beings with radical love in their hearts

and a vision of what could be.39

The concept of liberating the society entails escaping from repressive or

constrictive regimes and striving to build more inclusive, fair, and just institutions.

Rethinking and rebuilding institutions to better meet the needs of all people is

necessary for liberating society. To make sure they are inclusive, responsive,

and responsible, this may include reevaluating the established frameworks for

government, education, and healthcare.

2.23 Holistic character of education

The interdependence of several aspects of human development is

acknowledged in holistic education. It aims to develop not just intellectual

abilities but also social responsibility, creativity, emotional intelligence, and

37
Fleming, Ted. "Bridges and Fault lines in Freire’s Pedagogy and Mezirow’s Transformation."
38
Ibid
39
Kincheloe, Joe L. Critical pedagogy primer. Vol. 1. Peter Lang, 2008.

27
 ethical principles. This method seeks to create a learning atmosphere that

supports students' general well-being while acknowledging that they are

complicated human beings with a range of abilities, feelings, and viewpoints.

The idea behind education's holistic approach is that a really satisfying

educational experience must include all three of these elements: establishing a

sense of purpose, meaningful connections, and fostering a deep awareness of

oneself.

Holistic education is an educational philosophy that departs from the idea

that

an individual can find identity, meaning, and purpose through his relationship

with

society, the natural environment, and spiritual values.40 Holistic education aims to

build as a whole and balance all individual potential which includes spiritual,

moral, imaginative, intellectual, cultural, aesthetic, emotional, and physical which

directs all of these aspects towards achieving an awareness of their relationship

with God.41

Students can be empowered by the principles of character-based, holistic

learning. be accomplished by helping students develop their character via

exemplary attitudes; the excellent in It's about how the instructor talks, acts, and

conducts themselves that students should aspire to. A Teachers need to set an

example for their students, not just by providing scientific knowledge but being a

teacher also means imparting moral values and a person's characteristics to

mold the character of pupils who will grow up to be even greater national

leaders.
40
Isroani, Farida, and Mualimul Huda. "Strengthening Character Education Through Holistic Learning
Values." QUALITY 10, no. 2 (2022): 289-306.
41
Ibid

28
 Holistic education addresses the broadest development of the whole person

at the cognitive and affective levels It aims for the fullest possible human

development enabling a person to become the very best or finest that they can

be and develop fully ‘those capacities that together make up a human being.42

We should know that Fostering people who are well-rounded, self-aware,

and endowed with a wide range of abilities, values, and attributes that go beyond

academic knowledge is the aim of the holistic character of education.

Character education needs to be developed both systemically and holistically

which aims to optimize the implementation process for students as the next

generation of the nation. Through a holistic approach.43

Finally, the transforming character of education's holistic component goes

beyond the confines of traditional academic learning. This school of thought

acknowledges how the cognitive, affective, social, moral, and physical aspects of

human growth interact in complex ways.

2,23 Dynamics of critical Pedagogy

Beyond the conventional transfer of information, the dynamics of critical

pedagogy reflect a transformational and socially involved approach to education.

This educational philosophy, which is based on critical theory, stresses the

analysis of power systems, promotes challenging established norms, and seeks

to equip students to take an active role in social change.

42
Mahmoudi, Sirous, Ebrahim Jafari, Hasan Ali Nasrabadi, and Mohmmd Javad Liaghatdar. "Holistic
education: An approach for 21 century." International Education Studies 5, no. 2 (2012): 178-186.
43
Saputro, Johan Dwi, and Mukhamad Murdiono. "Implementation of character education through a
holistic approach to senior high school students." International Journal of Multicultural and
Multireligious Understanding 7, no. 11 (2020): 460-470.

29
 Students are empowered to critically connect with their environment via the

dynamics of critical pedagogy, which provides an alternative educational

paradigm. This transformative method aspires to produce knowledgeable

citizens who can actively contribute to good societal change in the classroom by

encouraging discourse, reflection, praxis, empathy, inclusion, and social justice.

2.3 Developing students critical thinking.

The development of critical thinking is an important step in achieving the

goals of holistic education, not only through helping students gain knowledge but

above all through ensuring that they think effectively.44

Classroom dialogue is one method of encouraging critical thinking in children. By

fostering an environment of meaningful discourse and opinion sharing, students

are able to confront their own assumptions and take into account different points

of view. Additionally, teachers ought to provide pupils the chance to investigate

alternative perspectives and raise inquiries. Assigning students critical thinking

exercises to solve problems is another useful strategy. Such exercises, which

require analysis, assessment, and creative thinking, might be based on

hypothetical or real-world events. Students get experience locating pertinent

material, evaluating its reliability, and formulating logical answers by working

through these tasks.

Teacher can also develop critical thinking in students by making use of daily

newspaper clippings directly related to current classroom content this will allow

the teacher to incorporate discussion into the classroom activities. News from the

newspaper will afford the teacher an opportunity to discuss the affective

Rimiene, Vaiva. "Assessing and developing students' critical thinking." Psychology Learning &
44

Teaching 2, no. 1 (2002): 17-22.

30
 components involved.45 Another step to be taken by teacher in order to promote

critical thinking among students is that teacher needs to review, refine and

improve on teaching activities. Teachers should strive to continually refine their

courses to ensure that their instructional techniques are helping students

develop critical thinking skills.46

In order to accomplish this kind of strategies the teacher must monitor the

students while they are doing their classroom activities to check also their

participation for the development of their critical thinking.

2.31 Dialogical Education between Teacher and Students.

Within the setting of dialogical education, the traditional borders of authority

and submission are not relevant to the dynamic between teachers and students.

Rather, it is nourished by a dynamic exchange in which educators actively listen

to their students' voices in addition to teaching them new information. To further

create a rich tapestry of shared learning, students are also invited to express

their viewpoints, experiences, and questions.

Dialogue is another important element of Freire’s liberating Pedagogy. He

describes dialogue as the encounter between persons mediated by the world in

order to name the world.47

Freire expands the concept of dialogue: within a hierarchal society, he argues

that dialogue is an act of "love, humility, and faith" in humanity. Dialogue also

requires hope, mutual trust, and critical thinking from the people who are in dialogue

45
Yusuf, Florence Adeoti, and E. A. Adeoye. "Developing critical thinking and communication skills in
students: Implications for practice in education." African research review 6, no. 1 (2012): 311-324.
46
Ibid
47
Cortez, Franz Giuseppe. "The Philippine Engagement with Paulo Freire." Kritike 7, no. 2 (2013).

31
together. Like the bigger fight for liberation, dialogue consists of both thoughts and

concrete actions together.48

Dialogical education built on the foundation of mutual respect between the

teacher and the students both of them are recognize as the contributors to the

learning Process. Dialogical education promotes also the open communication

between the teacher and the students they are engage in continuous exchange

of ideas and thoughts creating environment where everyone feels comfortable to

express themselves.By adhering to these ideas, dialogical education develops a

setting that promotes meaningful conversations, ignites a passion for learning,

and equips students to take an active role in a world that is changing quickly. It

highlights the value of conversation as a tool for teaching as well as an essential

component of the learning process.

2.32 Conscientization of Students

Conscientization in education is more than just learning new material; it also

requires critical thinking about oppressive and power systems, questioning

presumptions, and motivating students to become change agents. The word

"conscientization" itself suggests that pupils become more aware of their

surroundings and transcend the state of passive information consumption to

participate in critical and active interaction.

Freire's philosophy of education centers around the concept of

conscientization, which refers to the process of developing critical

48
Bello, Muhinat Bolanle. "An Understanding of Paulo Freire's" Pedagogy of the
Oppressed"." Canadian Journal of Family and Youth/Le Journal Canadien de Famille et de la
Jeunesse 15, no. 1 (2023): 225-231.

32
 consciousness and empowering individuals to understand and transform their

social reality. Through dialogue and reflection, learners become aware of the

oppressive systems and structures that perpetuate inequality and are

encouraged to take action to effect change (Freire, 1970).49

Adopting a conscientious mentality is facilitated by conscientization.

Teachers may help students develop into more perceptive and autonomous

thinkers by pushing them to challenge and evaluate material rather than taking it

at face value. In conclusion, student conscientization is essential to both the

development of a just society and their own personal progress. Their ability to

think critically, their empathy for the experiences of others, and their drive to

bring about constructive change are all strengthened by it. Teachers need to

make this process a priority by including it into the curriculum and fostering an

atmosphere that promotes candid discussion and introspection among the

pupils.

Chapter 3

The educational mission of The Brothers of Christ of Banneux

Chapter 3 explores the history of ALS Program in the Philippines and how it was

being implemented within the Brothers of Christ of Banneux congregation. This

chapter delves into the historical context, development, and key components of the

ALS program within the congregation, highlighting its significance in fulfilling the

Kilag, Osias Kit, Aileen Catacutan, Julanie Abella, Mervin Arcillo, Ryzel Maureen Figer-Canes, and
49

Rechelle Mary Zamora. "Transformative Education: A Study of Teaching Values Education-Based on

Paulo Freire’s Philosophy of Education." Excellencia: International Multi-disciplinary Journal of
Education (2994-9521) 1, no. 1 (2023): 56-64.

33
mission of the Brothers to serve the youth through education. This chapter will focus

on the Implementation of ALS in BOC

3.1 History of Alternative learning system

Although the precise designation and methods of implementation may change

throughout cultures and historical times, the idea of alternative learning systems or

non-traditional education techniques has been around for a long time.

Alternative schooling has a long history. However, defining alternative

schooling is difficult because it necessitates an answer to the question: “alternative to

what?” It suggests that there is an accepted schooling archetype from which to

differentiate. However, just what that model might be is likely to vary over time and

place.In one perspective, alternative schools challenge what Tyack and Tobin, in 1994,

referred to as the traditional grammar of schooling as it pertains to conventional forms of

schooling developed in Western societies since the Industrial Revolution. Alternative

schools challenge the taken-for-granted grammar of schooling variously through their

organization, governance structures, curriculum, pedagogy, type of students, and/or

particular philosophy. Certain types of alternative schools, including democratic schools,

developmental and holistic alternative schools (e.g., Montessori and Waldorf/Steiner),

and flexi schools, might offer lessons to the educational mainstream on how to be more

inclusive and socially just. However, there are also ways in which they can work against

such principles.50

Progress in the Philippines' efforts to enhance its half of Filipino students do

not finish the whole basic education cycle, despite the country's public basic

Tindowen, Darin Jan C., John Michael Bassig, and Jay-Ar Cagurangan. "Twenty-first-century skills
50

of alternative learning system learners." Sage Open 7, no. 3 (2017): 2158244017726116.

34
education system having been in place for ten years. Though only about eighty

percent of Filipino elementary students finish the sixth grade, practically all Filipino

children start primary education at age of 6.

Thirty percent of Filipino students drop out before they reach the tenth grade in

secondary education, with just thirty percent of Filipino youngsters starting junior

high school on time. Learners who discontinue their studies many of them end up

working in unskilled jobs with poor pay and unstable secure employment since they

are unable to pursue higher education or vocational training after completing their

elementary or secondary schooling. Reduced dropout rates are a primary concern.

The Philippine government first realized the need to offer educational

opportunities to out-of-school youth and adults who had missed out on formal

schooling because of a variety of circumstances, including poverty, remote location,

conflicts, and other socioeconomic factors, in the early 1984, which is when the ALS

program was established under President Ferdinand Marcos administration. In 1986:

As part of ALS, the A&E program was launched, providing a different route for

people without formal education to earn certificates of elementary and secondary

education equivalence. In 1994: More disenfranchised and underprivileged groups

were included to the ALS, such as urban poor, indigenous communities, and prison

prisoners.

Alternative learning system was being implemented using a method with multiple

aspects that incorporates various strategies and stakeholders. The main government

organization in charge of ALS implementation in the Philippines is the DepEd. It

creates ALS-related policies, guidelines, and programs and manages their national,

regional, and local implementation.

35
 Alternative Learning System provides a second chance schooling to

marginalized learners to the end that they are able to find a better job and pursue

further education. The program requires highly dedicated and multi-skilled teachers

who have to deal with diverse types of learners.51

ALS has adopted cutting-edge strategies and adjusted to the evolving nature of

education in recent years. In order to meet the demands of a varied range of learners,

this involves using flexible learning modes, creating alternate learning resources, and

integrating technology into ALS training.

The Alternative Learning System (ALS) in the Philippines saw substantial

advancements as part of more extensive educational changes during Corazon "Cory"

Aquino's administration, which ran from 1986 to 1992. After the People Power

Revolution, President Cory Aquino's government had the difficult task of reconstructing

the nation, with education serving as one of the main areas of emphasis. Providing

educational opportunities to underprivileged groups in society, including as out-of-

school youth and adults, was deemed crucial by President Cory Aquino's

administration. The ALS program was started by the Ministry of Education, which was

the agency that preceded the Department of Education (DepEd), in an attempt to

increase access to education.

Section 14 of Republic Act No. 9155, otherwise known as “Governance of Basic

Education Act of 2001, state that the Department of Education shall protect and

promote the right of all citizens to quality basic education and shall take appropriate

Arzadon, M., and Rogelio Nato Jr. "The Philippine alternative learning system: expanding the
51

educational future of the deprived, depressed, and underserved." In The 9th International
Conference on Researching Work and Learning (RWL9), edited by [Editor's Name], 9-12.
2015.

36
steps to make such education accessible to all. And shall maintain and support a

complete adequate, and integrated system of basic education relevant to the needs of

the people and society. It shall established and maintain a system of free and

compulsory public education in the elementary level and free education in the high

school level.52

In 2019, as mandated in Republic Act No. 10533 or the Enhanced Basic Education

Act of 2013 and the 10-point agenda of the Duterte administration, the Department of

Education (DepEd) implemented the Enhanced Alternative Learning System (ALS) 2.0

on the 2019 ALS K to 12 Curriculum.53

The Department of Education (DepEd) is responsible for creating, preserving, and

providing a comprehensive, sufficient, and well-integrated basic education program

pertinent to the requirements of society and educators. It will create and uphold a

system of free and elementary and secondary public education that is required

One of the reasons why the ALS program has been successful is that it has

been able to adapt to the unique challenges faced by learners in conflict-affected

areas. For example, the program has developed modules that are designed to be

delivered in a modular format, making it easier for learners to access education

even if they have to relocate due to conflict.54

In order for us to understand more the history of Alternative learning system

Program Let us explore the contributions that the past Philippine presidents have

made to the alternative learning system.

52
Abasolo, A. "Developing a scheme of action for enhanced alternative Learning System." (2017).
53
Resurreccion, Angelita B., Maria Mercedes E. Arzadon, Liwayway C. Fortuna, and Niña Svetlana M.
Mendoza. "RESEARCH ON ALTERNATIVE LEARNING SYSTEM (ALS) TRAINING AND CERTIFICATION
FOR STUDENTS IN TEACHER EDUCATION INSTITUTIONS." (2021).
54
Do, What You Can. "Educational Challenges in the Philippines."

37
 During his administration, Ferdinand Marcos made significant contributions to

the creation and advancement of the Alternative Learning System (ALS) initiative

in the Philippines.Marcos underscored the significance of education and the

need of catering to the educational requirements of the disadvantaged segments

of the populace. He probably mentioned the ALS program in connection with

giving people and children who were not in school access to formal education

through conventional channels.

As part of the Department of Education's (DepEd) educational programs, the

Alternative Learning System (ALS) continued to function in the Philippines during

Joseph Estrada's administration (1998–2001). Although there isn't a much of

history specifically written on ALS under Estrada's presidency, the paper can

provide a general review of the larger background and advancements in

education at that time. Like previous administrations, the Estrada administration

recognized the need of education to combat social injustice and poverty.

Improved basic education and more access to alternate learning possibilities

were probably part of larger attempts to reform education, even though particular

ALS programs may not have received much attention during his administration.

During Estrada's administration, the Philippines suffered a number of social,

financial, and political difficulties that might have influenced the way educational

initiatives like ALS were carried out. The degree of ALS program expansion or

improvement during this time may have been impacted by a lack of funding,

bureaucratic obstacles, and conflicting agendas.

The Alternative Learning System (ALS) in the Philippines experienced a

number of advancements and initiatives during Gloria Macapagal-Arroyo's

administration with the aim of expanding access to education. During her time as

38
a President of the Philippines there was a concerted effort to increase the

number of ALS centers in the whole country the aim of this expansion is to bring

education closer to individuals specially to the youth.In order to address the

many difficulties afflicting the Philippines under President Benigno "Noynoy"

Aquino III's administration, the government launched a number of projects and

programs. During his presidency, programs such as the Alternative Learning

System (ALS) were maintained and improved.

President Benigno "Noynoy" Aquino III made it clear that he was an

enthusiastic supporter of the ALS initiative. Education reform was given top

priority during his presidency, and the Department of Education (DepEd) was led

by him in implementing ALS and other efforts to strengthen the nation's

educational framework. He made attempts to broaden the organization's appeal,

improve its curriculum, boost financing, and fortify alliances to aid in its execution

during his leadership. Following his election in 2016, President Rodrigo Duterte

also showed his support for ALS and underlined the significance of education in

his administration's mission. During his leadership, the DepEd carried out ALS

projects and activities, including steps to deal with the COVID-19 pandemic's

difficulties and maintain ALS education.

As part of the government's initiatives to enhance the nation's educational

system and give chances to underserved groups in society, the ALS program got

attention and support under President Aquino's administration. The program's

objectives were to lower the high dropout rate in the nation, deal with the

illiteracy problem, and provide people the tools they needed to actively engage in

socioeconomic development.

39
 In 2018, the World Bank published its findings on the state of the

implementation of ALS in the Philippines. The program has made

remarkable 31Volume 12 • June 2019headway as the number of ALS learners

that benefited the program had increased from 537,666 in 2016 to 641,584

in 2017. Recent data indicate that about 3.7 million youth aged 16-24 and

3.1 million young adults aged 25-30 did not complete junior high school.

Worse, 23% of those aged 15 to 30 are out of school. However, learner

attendance between 2014 and 2016 shows a moderately positive record of

60%, while 30% passed the A&E exam. Interestingly, female examinees are

showing better exam results than their male counterparts. On the other hand,

ALS learners from urban areas have a higher passing rate than those in the

rural areas55

The history of Alternative learning system Program in the Philippines is the

story of inventiveness And total dedication to help the Marginalized people Even-

though there is some disadvantages like dropout rates and limited resources. But

still the ALS program in the Philippines remained dedicated to its goal of giving

underprivileged people access to alternative education opportunities so they may

better their lives and contribute to the advancement of society in recent years.

The future of ALS in the nation is still being shaped by continuous attempts to

improve the program's efficacy, relevance, and accessibility despite obstacles.

3.2 ALS PROGRAM IN BOC

55
Ruiz, Glenlie, Gina Fe Pilapil, Katrina Jan Alexa Rule, Stephanie Anne Tulod, and Mauro Allan Amparado.
"Evaluation of the Playgroup Project and Alternative Learning System Programs In Village Looc and Village
Opao, Mandaue City, Cebu, Philippines." JPAIR Institutional Research 12, no. 1 (2019): 23-39.

40
 The Alternative Learning System can be strongly connected to the

Apostulate of The Brothers of Christ Congregation to the youth. The Brothers of

Christ Congregation often focuses on serving marginalized People. ALS provides

an opportunity to reach out to individuals who have not had access to formal

education due to poverty, or personal circumstances. By offering ALS, the

congregation extends its mission to provide education to the youth.

When it comes to the ALS Curriculum, there is no difference because each

ALS Community Learning Center follows the same Curriculum guidelines. When

it comes to teaching, there are indeed differences, one of which is the Class

schedule . In the Brothers of Christ , there are classes for five days inside, while

outside, it depends on the time or day when the students can attend.Secondly,

there is Consistency Learning because the teachers can really focus on the

students' learning every day as they come in, while those who are studying

outside, it's not enough for them to learn properly due to the limited time they

allocate for studying.

Lastly, there's concentration/focus in learning. In The Brothers of Christ, our

students have no other problems to think about other than studying, while

outside, there are various hindrances to their education such as vices,

socializing, food, family problems, and many more.

When it comes to the holistic education, The Brothers of Christ Congregation

emphasizes holistic development, to the out of school youth (OSY) addressing

not only their educational needs but also their spiritual, emotional, and social

well-being. ALS can be integrated into this holistic approach by providing not just

academic education but also life skills training, values formation, and

41
psychosocial support to learners. This comprehensive approach to education

aligns with the congregation's mission to nurture the whole person.

3.21 HOW IS THE ALS PROGRAM BEING IMPLEMENTED IN BOC?

The alternative learning system program was being implemented in BOC

when the Brothers started the mission of accepting the out of school youth

coming from poor families. In order to fulfill our mission in serving the out of

school youth we hired teachers whom will be focus on the academic status of the

students and instructors for their vocational training. Our community as ALS

Program center for the out of school youth we follow the same curriculum

guidelines provided by the department of education

42
Chapter 3: The BOC ALS Program

Introduction
3.1 History of the ALS Program in the Philippines
3.12 Founding of the ALS Program
3.13 Current Status of the ALS Program
3.14 History of ALS BOC

3.2 The ALS Curriculum

3.21 Summary of the ALS Curriculum
3.211 English

3.212 Mathematics

3.212 Filipino

3.213 MyDev Life Skills

Module 1: Personal Development
Module 2: Interpersonal Communication
Module 3: Leadership and Teamwork
Module 4: Work Habits and Conduct
Module 5: Safety & Health at Work
Module 6: Rights & Responsibilities of Workers and
Employers
Module 7: Financial Fitness
Module 8: Exploring Entrepreneurship
Module 9: Civic Engagement

Chapter 4: Freire’s Liberating Education in the ALS BOC Program

- Highlight the objectives and principles of the ALS Program, which you found in
your discussion of chapter 3. What main characteristics and objectives did you
find in the curriculums of the ALS Program?
- Evaluate these ALS Objectives/Principles according to Freire’s Critical
Pedagogy. Do the objectives of the ALS program align with Freire’s concept of
Critical Pedagogy? What aspects of the ALS Curriculum align with Freire’s
Critical Pedagogy? Are there

43
44
45