ALS Learners' Perceptions of Participating in the A&E Program: Motivations,

Challenges, and Outcomes

Introduction

It is evident that education and schooling are important in the lives of today's
youth. It achieves a range of objectives, such as educating people about social
standards, creating opportunities for goal-setting, and acquiring knowledge. It also gives
them the information and abilities they need to fulfill their life's ambitions.

A lot would say that success is in education. Education has a significant

contribution not only in fostering inclusive, equitable and sustainable economic growth
but also in combating poverty and hunger also in promoting sustainable development.
Education is at the centre of global development drive through affordability, quality
regarding accessibility among other objectives.

Education has a significant role in the development of skills and talents across all
fundamental domains to varying degrees. It is not just passing information from one
source to another. Education system of a country can be improved which will help in
developing the talent of its people that will enable them to contribute in the level best to
the nation. A country's educational system aims at imposing a certain set of credentials
on its citizens while also benefiting them socially, economically, and societally. The goal
of education at the national level is to create people who are economically capable,
tolerant, and nonviolent. Education's secondary social goal is to produce citizens who
will protect their country's and community's interests (Mammadov, 2018).

The less fortunate youth, on the other hand, struggle to finish their education and
become dropouts. Republic Act No. 11510, also known as the Alternative Learning
System Act (ALS Act), was created by the government in response to the difficulty of
young Filipino students. It lays out the guidelines and procedures for the Alternative
Learning System. The ALS Act offers a system of education that gives every Filipino the
option to finish their basic education in a way that most effectively fulfills their particular
requirements and circumstances.
 Additionally, there is no doubt that during the past few decades, the Philippines'
educational system has improved. Still, the educational system in the country needs to
address a few specific problems. One concerning issue is the high dropout rate among
students. The main cause of this is the current economic crisis, which is primarily
caused by poverty and illiteracy. One's perspective on the future is hindered by poverty,
and children from low-income families have few opportunities. They still have lots of
time and money to follow their interests and passions (Philippine Basic Education,
2017).

The ALS program, which offers an alternative to traditional classroom instruction,

is certainly an essential part of the Philippine educational system. Most young Filipinos
aim at achieving the highest education if possible, but not all will manage to realize such
a dream. According to the Philippines Statistics Authority (2018) 17.6 million Filipinos
are poor. Due to poverty, a big portion of young Filipinos is still not able to have
education as their right.

The Alternative Learning System is a parallel educational approach that

integrates informal and non-formal education to provide knowledge and skills (DepEd,
2016). It focuses on the educational needs of adults, school dropouts, and other
marginalized learners without access to formal education. The Accreditation and
Equivalency (A&E) Test, which can lead to the awarding of either an elementary or high
school diploma, will now be made available to individuals who fit the legal description of
"deprived, depressed, and underserved" through ALS (Arzadon and Nato, 2015). The
Bureau of Non-Formal Education (BNFE) created this exam, which is given once a year.
For Filipinos and foreigners ages 15 years of age and older and who are either unable
to attend or do not have access to the formal school system, or who have dropped out
of formal elementary and secondary school but are not essentially uneducated; it offers
an alternative method of certification of learning. Test-takers will have the option of
returning to the formal basic education system, studying any technical-vocational
school, or studying at higher education ("Philippine Education for All 2015:
Implementation and Challenges Philippines", 2015).
Methods

Context and setting of the study

This study is on the Alternative Learning System (ALS) education which basically
serves people who failed to undergo the formal learning in the conventional system.
This study shall be conducted in Alternative Learning System Centers also known as
schools offering Accreditation and Equivalency program.

Specify the study design

The study will use qualitative research design to provide a comprehensive

understanding of Alternative Learning System learners’ perception of participating in the
Accreditation and Equivalency program. The qualitative design allows for the integration
of qualitative study and providing a stronger understanding of this study.

Population (patients, etc. if applicable)

This study’s population was those learners enrolled in Alternative Learning

System – Accreditation and Equivalency Program. It is a program meant to serve a
cause of an alternative mode of learning for the out-of-school children, youth and adults
who are basically literate but who have not completed the 10 years of basic education
stipulated in the Philippine Constitution. The said program of school dropouts completes
elementary and high school education outside the conventional school system (DepEd,
2016).

Sampling strategy

In this study, random sampling method will be utilized. The sample was twenty
(20) learners who have either completed or dropped out of the ALS – Accreditation &
Equivalency Program. This program is conducted in partnership with the Department of
Education to assist ALS learners in moving into the learning continuum from functional
literacy up to the mastery of skills and competencies that lead them to pass the national
ALS – Accreditation and Equivalency Tests. It will grant them a certificate certifying
them as equivalence to high school diploma enabling them to attend any colleges and
universities of their choice (MLALAF, 2016).

Identify the main study variables

Independent variable in this study is the Accreditation and Equivalency Program

Participation. It is considered as independent variable because it is the factor that
researchers can manipulate. In this study, you may have participants who either
participate in the Accreditation and Equivalency or do not. Researchers can study the
effects of this manipulation on the other variables.

For the dependent variable in this study, it is the motivations, challenges, and
outcomes. Because they depend on the level of participation in the Accreditation and
Equivalency program. These are expected to vary based on individuals actively
participating in the program or not. And these variables are influenced by the
independent variable.

Data collection instruments and procedures

Since the study aims to assess the ALS learners’ participation in the
Accreditation and Equivalency program, we will develop a survey questionnaire to
gather demographic information, motivations, challenges, and perceived outcomes
related to Accreditation and Equivalency Program participation. Likert scale questions
for measuring the intensity of their motivations, challenges, and satisfaction.
 Outline analysis methods

Theoretical Implications and

Framing Further
Recommendations
Establishing a Data Collection Data Analysis
background and Identifying the
introduction on the Twenty (20) Identifying the motivations that
need for respondents will be analysis of ALS- drive ALS learners
understanding the utilized in this A&E motivations, to participate in
context of study using challenges, and the A&E program.
Alternative qualitative and outcomes of this And provide them
Learning System in random sampling. program. recommendations
Accreditation and on the
Equivalency enhancement of
Program the program.

Figure 1 Outline of the Methods

References

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