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The ALS Curriculum reflects the set of knowledge skills and competencies that learners
should develop to meet the minimum requirements of basic education. It is comparable
to the formal school curriculum. The teaching and learning processes and resources are
based on the ALS Curriculum.
ALS is intended for out-of-school children, youth and adults who need basic and
functional literacy skills, knowledge and values.
These people are usually located in far-flung communities with no or limited access to
formal schools.
In 2008, it was estimated that 40.95 million or 45% of the total Philippine
population did not complete basic education. This population is considered the
target groups of the alternative learning system.
Among the target groups, 27.53 million are 15 years old and above. Meanwhile,
6-11 years old (8.7 million) and 12-15 (4.7 million) years old are the aggregated
target learners who are in-school age.
Specifically, this group of marginalized learners consists of street children,
indigenous peoples, farmers, fisherfolks, women, adolescents, solo parents,
children in conflict areas not reached by the formal school system, rebel
returnees, and others.
Mobile Teachers are “specialized” teachers who live among the people in
remote barangays of the country to conduct the BLP for illiterate out-of-school children,
youth and adults who are willing to learn basic literacy skills and proceed to Continuing
Education program: Accreditation and Equivalency (A&E) for those who left formal
school system or have no access to schools.
The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a
district. However, just like the Mobile Teachers, they also serve as learning facilitators in
the delivery of the different ALS programs/projects.
The learning facilitator (Facilitator, Instructional Manager, ALS Mobile Teacher, District
ALS Coordinator) goes to a sitio or barangay with Functional Literacy Test and a set of
learning materials to conduct learning sessions until such time that the learners have
become literate before going to another sitio or barangay. However, depending on the
need of the learners, the learning facilitator goes back to a sitio or barangay for
visitation and follow-up.
Most of the time, instead of the learners going to the Community Learning Center, the
learning facilitator brings the learning materials to the learners to help them acquire
basic and or functional literacy skills.
Learning sessions take place at the Community Learning Center or at any place
convenient to the learners. Teaching and learning may also take place at the homes of
the learners, under the shades of trees, inside a church or mosque, playground and any
other available space and venue.
In partnership with various organizations, both local and international, the DepEd-BALS
was able to adapt and/or produce print and non-print learning materials to supplement
the existing modules in the conduct of ALS learning sessions.
The learning areas in the ALS are called learning strands which are the equivalent of
the “subjects” in the formal school system.
The FLT is composed of five (5) parts. These are 1) the Personal Information Sheet
(PIS), 2) Listening and Speaking, 3) Reading, 4) Writing, and 5) Numeracy.
To reach this marginalized group of learners, BALS implements non-formal and informal
education or education that takes place outside the formal school system.
BALS carries out two Non-formal Education Programs: a) the Basic Literacy Program
(BLP) for illiterates and the b) Continuing Education: Accreditation and Equivalency
(A&E) Program for elementary and high school drop-outs.
BALS has developed Informal Education courses that include self-interest and life
experiences programs. Initially, it has already developed a special curriculum for
indigenous peoples (IPs). With this construct, greater learning needs will be addressed
and funneled to promote lifelong learning in all streams of education.