Chapter II

REVIEW OF RELATED LEGAL BASES, LITERATURE, AND STUDIES

This chapter provide review of related legal bases, literature and the studies, foreign and

local that contribute in the study.

Related Legal Basis

The 1987 Philippine Constitution provides for the recognition and promotion of other

forms of education other than formal education. Article XIV, Section 2, Paragraph (1) declares

that the State shall establish, maintain and support a complete, adequate and integrated system of

education relevant to the needs of the people and society; and paragraph (4) concisely

encourages non-formal, informal and indigenous learning systems as well as self-learning,

independent and out-of-school study programs particularly those that respond to community

needs. The Governance Act for Basic Education otherwise known as the Republic Act 9155

stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-school

children, youth and adults population with basic education. SEAMEO INNOTECH joins the

Department of Education in celebrating the signing of the Philippine Alternative Learning

System (ALS) Act as a milestone in moving forward the country’s system of non-formal

education. The ALS Act, or Republic Act No. 11510, provides support to ensure that more out-

of-school children (in special cases), youth and adults (OSCYA) have access to quality basic

education and will be ready for higher education or work. By 2011, through Republic Act 9155,

the Philippines declared that it was State policy to protect and promote the right of all citizens to

quality basic education, including ALS, which parallel what is provided by existing formal basic

education instruction. ALS encompasses both non-formal and informal modes of education and
sources of knowledge and skills. It addresses the learning needs of out-of-school children, youth,

and adults, including illiterate men and women, who have not completed or attended basic

education (CHED, 2017; Congress, 2001).

Related Literature

This area consists of the collecting readings for better understanding about the research
topic.

Local

Alternative Learning in the Philippines: A Study of Two Alternative Learning Systems for

Out-of-School Youth.

According to Rosselle Trishia Reyes-Carbaja Philippine Sociological Review 71, 2023.

Alternative education movements began in the 1920s in Europe and America. It triggered

reforms in the education system and directed the establishment of the Alternative Learning

System (ALS). In the Philippines, ALS provides opportunities for the marginalized out-of-school

youth (OSY). To understand the ALS situation in the local context, this report discusses the

experiences, perspectives, and narratives of OSYs, including the impact of ALS on the lives of

the youth. Two ALS programs for out-of-school youth in Metro Manila are the focus of the

paper. In-depth interviews and direct observation were conducted with students and graduates of

programs to acquire their overall discernment of ALS. The paper provides insights into how ALS

programs offer opportunities and platforms for the marginalized sector to pursue their education

despite difficulties experienced in life. However, their experiences while in the program were not

all positive. Implications for ALS programs in the Philippines are discussed. Study Orientation
and College Readiness among Alternative Learning System Graduates in Northeastern

Philippines Mamba, Maria; Tamayao, Antonio; Vecaldo, Rudolf; Paat, Febe Marl; Pagulayan,

Editha; Asuncion, Jay Emmanuel International Journal of Education and Practice, v9 n2 p285-

296 2021 Access to quality basic and tertiary education has been the primary concern of the

Philippine government. The World Bank has reported that a high percentage of Filipino

Alternative Learning System (ALS) graduates are enrolled in tertiary education. However, little

is known on their transition from basic to tertiary education specifically focused on their study

orientation and college readiness. Hence, it is imperative to examine these variables among ALS

graduates considering its repercussion to their educational outcomes.

The Philippine alternative learning system: expanding the educational future of the

deprived, depressed, and underserved. The 9th International Conference on Researching Work

and Learning (RWL9) on 9, 2015.The Philippine educational system has provided various

mechanisms so that diplomas provided from kindergarten up to higher education may be granted

to particular types of learners who for various reasons are unable to attend or complete the

formal schooling track. Such alternative credential-granting mechanisms are institutionalized

through various national policies. The commitment of the Philippine government to UNESCO’s

“Education for All”(EFA) goals, especially in addressing school dropout and literacy rates are

among the reasons for such alternative credential-granting schemes. One of such programs is the

Alternative Learning System (ALS), described as the" other side" of basic education. The ALS

program combines nonformal education and accreditation and equivalency (A&E) test that

grants elementary or high school diploma. It specifically targets the learning needs of school

leavers, adults and other learners from marginalized groups who are described by the law as

“deprived, depressed, and underserved”(DDUs). ALS classes are held in some 4,467 community
learning centers all over the Philippines. How is the ALS program designed and actually

delivered to meet the needs of their intended learners? What has been the impact of the program

and its challenges? The data of this qualitative case study are in the form of narratives from the

participant observation notes and reflection papers of 400 teacher education students who

enrolled in a course on Alternative Learning at the College of Education, University of the

Philippines from 2012 to 2014. In every semester, groups of students would conduct ALS classes

in nearby communities and travel to one province to observe ALS classes in the countryside.

There were a total of 52 community learning centers that were visited, 41 of which are in Metro

Manila. The 11 community learning centers in the countryside were selected purposely based on

recommendations and being listed as literacy award recipients. Survey on the ALS program was

also administered among 43 ALS educators. The narratives and the survey responses collected

were analyzed to generate themes. The teacher education students reports and survey results

were complemented by the narratives of one of the authors being a facilitator of an online

support group for ALS learners, a consultant of the Department of Education in policymaking

and teachers training for ALS.

Related Studies

This area contain of the information which is additionally important to the research.

Local

Roy, et.al.(2023), in their study they dig a dipper better understanding of how Alternative

learning systems (ALS) students can be part of blended learning. There were 5 Alternative

learning System(ALS) students from Dolores National High School included as part of their

conducted study. They conducted interviews with each respondent to examine and learn about
their experiences as an ALS students. Based on their findings blended learning helps students a

lot and has good outcomes and this program helps the out of school youth to start over and give

them a chance to continue and reach their dreams. According to the findings in their study that

blended learning are both effective and ineffective due to the challenges they experienced in this

program and barriers to blended learning. The recommendation was suggested that there should

be support to those students so that they have more courage to continue their studies and fulfill

their dreams. This study contributes to those out of school youth with the motivation to continue

their study and this studies is the awareness of the possible outcome of the next ALS students

who are willing to be part of this program.

The Department of Education (DepEd) offers a second opportunity, an informal education

initiative called Alternative Learning System (ALS) to out-of-school children and adults. It is a

useful alternative to the current formal instruction that enables students to complete their basic

education in a way that suits their circumstances and needs. Alternative Learning System (ALS)

will help the working and disadvantaged individuals who want to finish their primary and

secondary education. The Alternative Learning System (ALS) in Nagcarlan, Laguna started in

2014. Many individuals have been allowed to graduate and get a proper job that enables them to

sustain the necessities of their families and individuals.

Foreign

Rafaela Eneyda and Lopez Cobar (2022), in their study they found that the meaningful

academic curriculum, a positive classroom space, courses to prepare regarding additionally

academic opportunity and future employment capabilities, and also the teacher preparedness, are

perceived as key influences to the students graduation. Their study recommend that school
counsil should develop and provide suitable services to their population, so that the students will

be successful in the future being an employee/ educational attempt. Based on the data that they

have gathered according to statistics Canada (2021), in the Ontario 27.75% of the young people

age 15 to 24 has attended but not finished high school in year 2020. In the Ontario Ministry of

Education system ( AES): a system that uses out of school location has substitute - learning

settings to the students who not be able to participate regular class learning. Their studies aim to

contribute in the Literature to the alternative education. This contribute to improve the programs

and will helpful to decrease the negative insights related with the students who attended in these

programs.

Synthesis of the Art

Regarding the phenomenological study of students lived experiences in alternative

learning system (ALS) at Malinao National High School , the researchers presented a variety of

relevant literature and studies. ln order to comprehend these findings and literature more clearly

once the researchers synthesized them in the discussion that ensued. One of the study's

highlights. Rafaela Eneyda and Lopez Cobar's study highlights the importance of a meaningful

academic curriculum, positive classroom space, courses for future employment, and teacher

preparedness in influencing students' graduation. They recommend school communities provide

suitable services to ensure success in the future. Statistics Canada show 27.75% of Ontario youth

attended but not finished high school in 2020, highlighting the need for alternative education

programs.
 According to the Philippine government has prioritized access to quality basic and tertiary

education, with a high percentage of Filipino Alternative Learning System (ALS) graduates

enrolled in tertiary education. However, little is known about the transition from basic to tertiary

education, particularly in terms of study orientation and college readiness. The ALS program,

which combines nonformal education and accreditation and equivalency tests, aims to meet the

learning needs of school leavers, adults, and marginalized groups. The program is held in 4,467

community learning centers across the Philippines. A qualitative case study was conducted with

400 teacher education students from 2012 to 2014, who observed ALS classes in nearby

communities and rural areas. The study analyzed the narratives and survey responses collected to

generate themes, highlighting the need for further research on the transition from basic to tertiary

education for ALS graduates.

With the aid of this study, children and teens who are not enrolled in school can continue

their education in a flexible and modular manner. The student's convenience and availability

determine the learning rate. ALS provides assistance to individuals who are unable to attend

school on a regular basis for a variety of reasons. Since ALS was established, more Filipinos

have the opportunity to learn, which promotes personal development. When students with

exceptional needs and situations complete their basic education, they are able to continue their

studies and finally launch their careers.

Gap Bridge of the Study

The decision to study in the lived experience of students within the Alternative

Learning System (ALS) starts with knowing the importance of opportunity training in meeting
the instructional needs of all students, mainly those who they've boundaries to regular education.

The researchers selected this topic because A.L.S makes great meaning for education for people

who cannot complete education regularly due to factors such as financial problems, living alone,

or personal problems. By understanding the studies of ALS students, researchers goal to share

understanding about application effectiveness, discover areas for development, and make a

contribution to a bigger communique about open and available schooling.

Using relevant literature and studies on this curriculum innovation, the researchers

finds several influences in this examine. First, integrating the modern literature on ALS in

foreign and local literature will permits researchers to interpret findings within a broader

theoretical framework and gain a higher knowledge of the elements involved in ALS that relay

to enter and convey effects that improve the effectiveness of their methods and make certain the

reliability and accuracy of the consequences. In addition, gaps and commonplace areas located in

the literature can help researchers increase comparable research questions about cutting-edge

subjects and gain new views on new scholarship.

This studies is very important in today’s social, political and educational contexts. As

society struggles with the connection among get admission to, fairness, and educational

standards, understanding the lived stories of ALS students is greater essential than ever. The

results of this study have the potential to provoke policy and action efforts that improve the

effectiveness and equity of alternative education programs, help those with barriers achieve their

educational goals and maximize their achievement in society .

Theoretical Framework
 The early alternative schools movement was primarily supported and developed from

the basic tenets of the progressive education theory, generated from the progressive education

movement in the United States between the 1890s to the 1930s. The dominant branches of this

theory are: (1) developmental, child-centered instruction; (2) social reconstruction; (3) active

citizen participation in all areas of life, and (4) the democratic organization of all public

institutions (Schugurensky & Agguire, 2002), John Dewey was the principal theoretical

draftsman of progressive education. He laid the groundwork for the developmental, child-

centered and social reconstruction branches of that theory (Neumann, 2003). Dewey's work in

the progressive development of education and the influence of several eighteenth-century

educational philosophers, posed a significant impact on the late nineteenth century progressive

educator Francis W. Parker, whom Dewey called the father of progressive education (Neumann,

2003). Colonel Parker was Dewey's friend and colleague. He shared similar ideas on progressive

education and opened a progressive school in Chicago in 1901 (Schugurensky & Agguire, 2002).

The progressive education theory, and the public alternative schools movement that ensued, laid

the foundation of alternative school programs for the academically and socially disengaged

student.

The model guiding this study, regarding elements of a successful alternative education

program, is based on the frequently named program features from a multitude of researchers.

Successful program elements have been compiled by Stacey Aronson (1995) in a journal article

on alternative learning environments, Aaronson (1995) understands the need for participation

choice by all stakeholders. within the alternative program. Successful program completion is

more likely to occur when students, along with their parents, and staff choose to participate in

that setting. Choosing to attend, rather than forced assignment, fosters ownership and
 commitment to the school. The whole student focus is necessary so that personal, social,

emotional, and academic development may be addressed. Warm, caring relationships with

teachers and staff members. are a critical piece to the alternative school culture. Alternative

programs foster expanded roles for teachers. Instructors not only

function in the teacher role but as counselors, advisors, and

mentors. A sense of community among teachers, students, and

1.Demographic profiling of the students
in terms of: staff creates a connection. between the student and the school, in
a. age addition to fostering the relationships described above. Alternative
b.gender
education teachers hold high expectations for all students while
c.employment status
exhibiting flexibility and consideration of change according to
d.civil status
student needs.
e. Occupation

f. Family size

2.Challenges encountered of Alternative

Learning System (ALS) students in terms: Survey Questionnaire and Check Identifying the lived experiences of
list students of the Alternative
a. self learning
Learning System
b. face to face

c. educational materials

d. academic performances

3.Advantages and disadvantages of the

students in Alternative Learning System
(ALS) in terms of:

a. self learning

b. face to face
INFUT PROCESS OUTPUT

Conceptual Framework

The conceptual paradigm as shown in figure, it applies the system approach which

consists of the input, process, output and feedback. This study identify the phenomenological

study of students lived experiences in the alternative learning system in Malinao National High

School. The respondents were limited to the students of alternative learning system. In

identifying the lived experience of students in ALS first it is needed to identify the demographic

profile. Because in terms of demographic profiling it will help to identify the lived experience of

the students in ALS. By identifying the lived experience of the students of als, this study will be

beneficial to prioritize the als students and improve the education system of alternative learning

system in Malinao National High School.

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