The ALS Experience:

Insights on Education for All

and All for Education

A Final Paper
Prepared by Reyshimar C. Arguelles
M. Ed ESL -2

Presented to
Prof. Aileen Chiong
EDP 251 Instructor

January 2024
Overview

Through their exposure to non-formal education (NFE) in the Philippines, the

EDP 251 class under Prof. Aileen Chiong familiarized the concepts and principles

that laid the groundwork for delivering the vision of Education for All to marginalized

sectors and economically disadvantaged groups.

The class also underwent immersion teaching key lessons to selected

learners under the Alternative Learning System at Supan Elementary School in

Buenavista, Guimaras. This paper consists of insights and analysis on our

experience in learning about, observing, and applying the concepts on NFE

teaching.

Development of Supplementary ALS Lessons

The highlight of our EDP 251 class was our development and application of

tailored ALS lessons to learners last December 16, 2023 at our target school,

Supang Elementary School.

Prior to this, we were able to undergo workshop and critique sessions

supervised by Prof. Chiong in which each group is tasked with preparing

supplementary materials for specific strands. In our group consisting of Mr. Millman

Paul Chavez and Mr. John Leo Lucero, we chose to create a short lesson plan on

Filling Out Forms which belongs to Learning Strand 1 under the ALS curriculum.

The lesson appears simple, at least to us who have experience in complying a

variety of forms. A closer look at the materials we downloaded from the ICT4ALS

website, we had to scale down the concepts so that we could focus on the most

basic information required in most forms, i.e. bio-data such as names, addresses,

and contact numbers.

 The greatest hurdle we encountered is the complexity of real-world forms.

Since institutions, employers, and schools do not use a single format, we had taken

into account the possible variations that learners may encounter, such as the need to

differentiate Middle Name and Middle Initial as well as City Address from Provincial

Address.

Some of the learners already demonstrated a certain level of competence in

the task we required, but we felt that the lesson should be more extensive

considering the technical nature of the task. Other than learning the most pertinent

data required in most forms, the learners should also need to develop analytical

skills when reading instructions and effective writing skills to ensure the data they

provide is legible.

Nevertheless, the experience introduced me to actual challenges on the field.

As an ALS teacher that relies on modules since our school has yet to implement in-

person Senior High School level ALS learners, teaching concepts that are

supposedly simple (such as Filling Out Forms or even Financial Literacy) required a

great deal of preparation. This would involve using a variety of materials and relying

less on formal lectures. ALS teachers will also need to be dynamic and relatable,

ensuring that the lessons cater to the immediate contexts of each learner. It is not a

simple task, but when it involves providing a second chance to learners who have

goals to pursue.

The Value of Field Work

With NFE being an area that requires teachers to undergo a dynamic range of

experiences outside the classroom, conducting field work provides a greater

awareness of the challenges and opportunities that are mostly encountered in the

real world.

For the most part, it is impossible to fully understand the complexity of NFE

teaching through classroom lectures or even short films about the subject. First-hand

experiences such as our immersion at Supang Elementary School introduces us to

the realities of non-formal pedagogy in which teachers need to develop empathy,

resourcefulness, and a desire to go over and beyond traditional classroom

strategies. This is due to the fact that ALS learners are more engaged when lessons

are tailored to their realities.

We would not have arrived at these realizations if we had not conducted field

work which, for me at least, should be a requirement in training NFE teachers and

professionals in the social studies sector.

For me as a language teacher, I found that the field work we conducted at

Supang Elemntary School allowed me to become more aware of the challenges in

English language learning among adult learners as well as OSYs. Their lack of

exposure to language acquisition opportunities encouraged me to strategize how I

would simplify the technical aspects of filling out forms.

English as a Second Language (ESL) teachers like myself may use field work

as a valuable opportunity to develop a sense of resourcefulness and empathy when

it comes to engaging learners who may lack the essential skills for reading and

writing effectively.

More importantly, engaging actual ALS learners can help ESL teachers

become more dynamic in catering their teaching strategies to the individual contexts

of regular classroom learners, especially those who may have language acquisition

difficulties.
Preparing a New Generation of ALS Teachers

Ever since it was mandated through the Presidential Decree No. 1139, non-

formal education has become the country’s responsibility to ensure that every

Filipino has a chance to become competent individuals. Presently, the goal of

Education-for-All is becoming more pronounced as new technologies make NFE

more accessible and efficient.

Making the most of these tools will still require teachers who have the

capacity to teach under an NFE setting. With this, pre-service teacher training

programs must include experiences and activities that introduce the new generation

of educators to the realities and challenges of NFE. This must involve the use of field

work as a tool for preparing teachers to handle ALS lessons.

There are numerous reasons for why field experience is crucial. Firstly, being

exposed to actual field conditions allows teachers to reflect on their teaching styles

and develop their own pedagogy (Liakopoulou, 2012). Secondly, as a supplement to

classroom learning, field work could help teachers shift from relying mostly on

lectures or “telling” to facilitating the learning process in the fieldwork classroom

(Ebby, 2000). Finally, field work plays a vital role in developing 21st century skills

among preservice teachers. It is a part of global preparation which enhances

teachers’ cultural competence, allowing them to become more responsive towards

diverse teaching environments (Vaughn & Swanson, 2018).

In this sense, field work as a part of NFE preparation for preservice teachers

is a vital tool of equipping potential ALS implementers with the knowledge and skills

needed to address the challenges and take on the opportunities that are observed

on the ground.
 This, however, comes with several hurdles, one being the safety of teachers

conducting field work in remote areas where transportation is difficult. A possible

solution to this is to build linkages with target local government units that must

ensure the safety of teacher trainees that immersed in their communities.

In addition to that, there is also a need to address the lack of communications

and basic facilities in such remote areas. This complicates the need to immerse in

diverse communities since teacher trainees will need to be exposed to different NFE

environments, including those that are deprived of facilities and lack access to digital

materials. Table 1 provides a comprehensive overview of such threats as well as

possible areas of strength that make field work a crucial part of teacher preparation.

No teacher training program is immune to possible risks. Through intensive

preparation, facilitators can make the experience an enriching one for teachers

focusing on NFE teaching as a preferred career trajectory.

Table 1. SWOT Analysis of Field Work for Preservice Teachers

Strengths Weaknesses Opportunities Threats

Exposure to Lack of access to Involvement of Overreliance on

different cultural stable communication community planners artificial intelligence as
contexts in far-flung areas and leaders a mode of independent
learning
Opportunities for NFE learners may not Use of ICT materials
reflection on be participative (e.g. videos, games, Lack of funding for
teachers’ during field classes interactive modules) NFE programs, most
pedagogical available online. notably ALS
strategies A long preparation
time is needed in Possible politicization
Development of terms of material by local leaders.
teachers’ sense of development, learner
empathy, creativity, profiling, etc.
and resourcefulness
Conclusion

Throughout my experience in this subject, I have developed a deeper

appreciation for NFE, particularly the gains that ALS has provided for OSYs and

other marginalized sectors. Education, after all, is a universal human right, one that

the Philippines cannot afford to overlook. Exposure to the individual narratives of

ALS learners has convinced me of the need to strengthen the country’s educational

system, seeing that these types of learners have ambitions, goals, and dreams that,

they think, could be attained through the classroom. Further improving the NFE

infrastructure would mean ensuring these learners’ needs to actualize the skills that

will allow them to gain stable employment and, in the case of adult learners who

want to finish school, enrich their identities. With the opportunity to engage such

learners, EDP 251 and the field work it offers will help teachers like myself realize

just how crucial a role we play, not only in building individual lives but also building

an entire nation.

References:

Ebby, C. B. (2000). Journal of Mathematics Teacher Education, 3(1), 69–

97. doi:10.1023/a:1009969527157

Liakopoulou, M. (2012). The role of field experience in the preparation of reflective

teachers. Australian Journal of Teacher Education; v.37 n.6 p.42-54; 2012, 37(6),
42–54. https://search.informit.org/doi/10.3316/aeipt.194400

Vaughn, M. & Swanson, K. W. (2018). Fieldwork in Developing Countries: Preparing

Pre-Service Teachers. In S. Dikli, B. Etheridge, & R. Rawls (Eds.), Curriculum
Internationalization and the Future of Education (pp. 273-292). IGI Global.
https://doi.org/10.4018/978-1-5225-2791-6.ch015