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i DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE LEARNING SYSTEM A Dissertation Presented to The Graduate School of CEBU TECHNOLOGICAL UNIVERSITY Main Campus, R. Palma Street Cebu City, Philippines In Partial Fulfillment of the Requirements for the Degree DOCTOR IN DEVELOPMENT EDUCATION ALFO...

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DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE LEARNING SYSTEM Alfonso Jr. Abasolo

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SCHOOL ADMINIST RAT ORS' LEADERSHIP ST YLES, AT T RIBUT ES AND FUNCT IONS T OWARDS … BERNARD EVANGELICOM JAMON EVALUAT ION OF T HE OPEN HIGH SCHOOL PROGRAM IN T HE PHILIPPINES Gia Mae Molino Proceedings Arnolfo Monleon

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DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE LEARNING SYSTEM

A Dissertation Presented to The Graduate School of CEBU TECHNOLOGICAL UNIVERSITY Main Campus, R. Palma Street Cebu City, Philippines

In Partial Fulfillment of the Requirements for the Degree DOCTOR IN DEVELOPMENT EDUCATION

ALFONSO C. ABASOLO JR. May 2017

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APPROVAL SHEET This Dissertation entitled: “DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE LEARNING SYSTEM”, prepared and submitted by ALFONSO C. ABASOLO JR. in partial fulfillment of the requirements for the degree in DOCTOR IN DEVELOPMENT EDUCATION has been examined and is recommended for acceptance and approval for Oral Examination. DISSERTATION ADVISORY COMMITTEE ROSEIN A. ANCHETA, JR., ASEAN ENGR., DM., Ph.D. Chairperson

MARILYN M.MIRANDA, Ed. D.

REBECCA DC MANALASTAS, Ed.D., Ph. D.

Adviser

Member

ADORA A. VILLAGANAS, Ph. D.

PERLA N. TENERIFE, Ed.D.,Ph. D.

Member

Member

WILMA C. GIANGO, Ph. D.

JANUARIO L. FLORES, JR. Ed.D., Ll.B.

Member

Member

SEVERINO R. ROMANO, Ed.D Member

______________________________________________________________________ APPROVED by the committee of Oral examination with the grade of _________ PANEL OF EXAMINERS ROSEIN A. ANCHETA, JR., ASEAN ENGR., DM., Ph.D. Chairperson

MARILYN M.MIRANDA, Ed. D.

REBECCA DC MANALASTAS, Ed.D., Ph. D.

Adviser

Member

ADORA A. VILLAGANAS, Ph. D.

PERLA N. TENERIFE, Ed.D.,Ph. D.

Member

Member

WILMA C. GIANGO, Ph. D.

JANUARIO L. FLORES, JR. Ed.D., Ll.B.

Member

Member

SEVERINO R. ROMANO, Ed.D Member

Accepted and Approved in partial fulfillment of the requirements for the degree DOCTOR IN EDUCATION MAJOR IN DEVELOPMENT EDUCATION (Dev.Ed) Comprehensive Examination: PASSED Date of Oral Examination: April, 2017 REBECCA DC MANALASTAS, Ed. D., Ph. D. Dean, Graduate School

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ABSTRACT DEVELOPING A SCHEME OF ACTION FOR ENHANCED ALTERNATIVE LEARNING SYSTEM Alfonso C. Abasolo Jr [email protected] Cebu Technological University – Main Campus The main thrust of the research Developing a Scheme of Action for Enhanced Alternative Learning System was to measured and assessed the Alternative Learning System in the Department of Education, Talisay City Division for the improvement of the program implementation and to develop on its operation in the field. The study utilized the descriptive research supplemented by questionnaire and were given to 12 implementers and 186 learners in Alternative Learning System. It was found out that the ALS Implementers used andragogy method of teaching for the learners who were the Last, Least and Lost learners which is the out of school youth and adult learners. In terms of academic profile, only few of the Implementers finished their Master’s degree and all of them are Bachelor’s Degree holder with an area of specialization in education. It was also established that the Implementers possess the attributes of a good leader based on the performance in handling ALS sessions and linkage to stakeholders. The challenges, threats and opportunities met in the program implementation were also explored as basis for the proposals of an improved development plan. The attitude of being an ALS facilitator is contributed much, as guide on the learners’ performance and how they responded on the program. The Alternative Learning System is a way for the non-formal education program and busy students to achieve elementary and high school education without need of going to attend classroom instructions on a daily basis just like the formal education system. Furthermore, an enriched instructional program was prepared for the implementation of the delivery system of the Alternative Learning System (ALS) Accreditation and Equivalency (A&E) Program. This study provided a direction on how ALS will be implemented in the community through the factors that effect on its implementation. Key Words : Alternative Learning System, Development Plan, Scheme of action, enhance; Talisay City, Cebu.

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ACKNOWLEDGMENT The researcher wishes to extend his profound and sincerest gratitude to the following persons for their valuable contributions in the research. The technical group headed by the very able educator Dr. Rosein A. Ancheta, University President; to Dr. Rebecca DC Manalastas, the Dean of Graduate School; to Dr. Marilyn M. Miranda, his adviser for her guidance and professional advice to further enhance his work; to Dr. Adora A. Villaganas, Dr.Perla N. Tenerife, Dr. Wilma C. Giango, Dr. Junario L. Flores Jr and Dr. Severino R. Romano, for their valuable suggestions and brilliant ideas to improve the research. DepEd Talisay City Division, Talisay City, Cebu, our School Division Superintendent Dr. Leah P. Noveras, for the never-ending support in ALS Program, Augustus R. Larida, Glenn Tahanlangit, ALS Implementers (Junry, Ferdi, Jovencio, Ingrid, Mera, Crista, and Dannah) and to all Education Program Supervisors, for their unquestionable dedication in assisting all of his activities. Mr.& Mrs.Alfonso C.Abasolo Sr.,the parents who always there for the love. Ma. Ernestine A. Abasolo, the very understanding wife, who has shown great concern and inspiration to finish this Doctorate Degree, together with the three beautiful and cute kids: Juliene, Jules, Justine and above all, God Almighty and Archbishop Teofilo Bastida Camomot, for the health and countless blessings.

ALFONSO CABELLON ABASOLO JR.

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DEDICATION

This humble work is humbly dedicated: To the love of my life Ma. Ernestine Alcantara Abasolo My Gems Juliene Luissa, Jules Lorenz, Justine Louise My Inspirations Raf Raf, Roi Roi, Rhea, Regie & Ryka

My understanding Papa Pony and Mama Lesing

Sisters Siony and Weng Weng

and especially to Almighty God for his protection and guidance.

ALFONSO CABELLON ABASOLO JR.

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TABLE OF CONTENTS Page TITLE PAGE………………………………………………………………….……..…..i APPROVAL SHEET………………………………………………………….…..…....ii ABSTRACT…………………………………………………………………...…..........iii ACKNOWLEDGMENT……………………………………………………..………..…iv DEDICATION ……………………………………………………..………..………..…v TABLE OF CONTENTS……………………………………………………….……...vi LIST OF TABLES…………………………………………………..………………….ix LIST OF FIGURES…………………………………………………………...……..…xi Chapter 1 THE PROBLEM AND ITS RESEARCH DESIGN INTRODUCTION Rationale of the Study……………………………………………...…1 Theoretical Background…………………………………………….…8 THE PROBLEM Statement of the Problem ………………………………………….19 Significance of the Study …………………………………....………20 Flow of the Study ……………………………………………..…...…24 THE RESEARCH METHODOLOGY Environment …………………………...……...……………….....…25 Subjects/ Respondents ………………………….…………………29 Instruments …………………………………………………………..38 Procedure for Data Gathering………………...……………...…….38 Treatment of Data ……………………………………………...……39 Scoring Procedures…………………………………………….....…41 DEFINITION OF TERMS…………….………………………….…….….…42 Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Related Studies………………………………….……………….….46

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Chapter 3 PRESENTATION, DATA ANALYSIS AND INTERPRETATION Profile of Respondents Groups…………………………….…..…..73 ALS Implementers …………………………………………….…73 Age and Gender……………………………………...….….73 Highest Educational Attainment……………...……….…...75 Year of Experience……………………...………….……….76 Appropriate Trainings and Seminars ………………….....78 ALS Learners……………………………...……………....……...79 Age and Gender ………………………………………….....79 Civil Status ………………………….………………..……...80 Highest Educational Attainment ……………………….….81 Combined Family Income………………...…………….…..83 Respondents’ Perception on the ALS Implementation………84 Instructional Materials…………………….......…………..85 Physical Facilities and Equipment……………….…..…..87 Financial Resources and Linkages…………….…...……88 Cooperation from stakeholders………………………..…91 Attitude of ALS Implementers……………………...……..92 Summary of Responses ………………………..………..……..94 Significant Coefficient of Correlation between ALS Implementation and identified Variables……………....96 Perception of the ALS Implementers on the Best Practices Related to ALS Implementation ……….…103 Chapter 4 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings……………………………………….….105 Conclusions……………………………………………………..109 Recommendations……………………………………....…….111

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Chapter 5 Output of the Study Rationale…………………….……………………………….………….112 Objectives……………………………………………...………………..114 Scheme of Implementation…………………………………………….115 Development Plan…………………………………………………..…..116 BIBLIOGRAPHY…………………………………………………………..…...…..119 APPENDICES Transmittal Letter to the Superintendent……………………....………124 Transmittal Letter to the Adviser………………………………………..125 Teachers Profile………………………………………….....……..….....126 Learners Profile…………………………………………...…………..…129 Teachers Self-rating in Instructional Materials……………...………...131 Teachers Self-rating on Facilities and Equipment…………….…...…132 Teachers Self-rating on Financial Resources………………...……....133 Teachers Self-rating on Cooperation from stakeholders………….….133 Attitude of ALS Implementers……………………………………..…...134 Learners Self-rating on Instructional Materials…………………….…135 Learners Self-rating on Facilities and Equipment……………….……136 Learners Self-rating on Financial Resources………………….......…137 Learners Self-rating on Cooperation from stakeholders…………….137 Success story…………………………………………………….………138 CURRICULUM VITAE…………………………………………………………..….141

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LIST OF TABLES Table Number

Title

Page

1

Distribution of the Respondents

30

2

Age and Gender of the Implementers

74

3

Highest Educational Attainment of the ALS Implementers

76

4

Years of Experience as ALS Implementor

77

5

Appropriate Trainings and Seminars

78

6

Age and Gender of Learners

79

7

Civil Status

80

8

Learners Highest Educational Attainment

81

9

Combined Family Monthly Income

83

10

Instructional Materials

85

11

Physical Facilities and Equipment

87

12

Financial Resources and Linkages

89

13

Cooperation from stakeholders

91

14

Attitude of ALS Implementers

92

15

Summary on Responses on ALS Implementation

95

16

Significant Relationship between the ALS Implementers Age and the ALS Implementation

17

Significant Relationship between the ALS Implementers Gender and the ALS Implementation

18

97

Significant Relationship between the ALS Implementers Educational Attainment and the ALS Implementation

19

96

Significant Relationship between the ALS Implementers

97

x

Years of Experience and the ALS Implementation 20

Significant Relationship between the ALS Implementers Trainings and Seminars and the ALS Implementation

21

98

99

Significant Relationship between the ALS Implementers Income and the ALS Implementation

22

Significant Relationship between the ALS Learners Age and the ALS Implementation

23

100

Significant Relationship between the ALS Learners Gender and the ALS Implementation

24

99

101

Significant Relationship between the ALS Learners Combined Family Income and the ALS Implementation 101

25

Significant Relationship between the ALS Learners Educational Attainment and the ALS Implementation

26

102

Best practices related to ALS implementation in Talisay City Division, Cebu

103

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LIST OF FIGURES Table

Title

Page

1

Theoretical-Conceptual Framework of the Study

18

2

Flow of the Study

24

3

Schools Implementing ALS in Talisay City, Cebu

4

Research Environment Respondents

5

A Career Pathing for ALS Implementers and Learners

31-36 37 114

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Chapter 1 THE PROBLEM AND RESEARCH DESIGN INTRODUCTION Rationale of the Study Countries like South Africa, United States of America, Uganda and other Countries needs a broad consolidated youth and adult education policy for the many people who a have not benefited from the formal system of education and training. Although this policy may understandably priorities literacy and basic education and take in the attention to out-of-school youth and marginalized children and to language issues and support for the creation of literate environments (http://www.educationinnovations.org). In the Philippines and some other countries, the children who face the most severe barriers to education, such as those associated with gender, poverty, displacement, nomadism, disability, and/or ethnicity, are still left behind. Many of these children do not get a chance to go to school because their families bank on them for labor, the distance and the risk in going to school. Some cannot attend because the local schools lack water points, latrines, or accessible facilities for children with disabilities. The greatest challenges are met by children who encounter several of these barriers. The Mobile school is a cart with extendable blackboards and it can be set up and torn down, a fully weather resistant and can be used on sidewalks, parks and slums of big city. The mobile school is fully weather resistant that is suitable in a burning Caribbean sun and freezing temperature in Romania. The Kariton Klasrum in the Philippines provides street children, out-of-school children, and

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school dropouts aged five to 14 years old with easier access to education. After six months, learners are assessed for school-readiness, before eventually being reintegrated into regular schools or the Alternative Learning System (ALS). The government of Micronesia is also contracted the National Training Council (NTC) to work on the development of out-of-school youths’ skills and potential through various training opportunities that will help them to find jobs and thus secure better conditions for their future lives. The programme’s target groups were out-of-school youths aged between 17 and 23 whose mother tongue was Marshallese. In terms of their initial level of education, most were 9th to 11th grade drop-outs. As most of the learners wanted to participate in a Job Corp training programme in Hawaii. In Mumbai, India, if their children cannot go to school, then the school should go to them. Around 3,000 children benefit from the project every year. Everyday a school bus pulls up at 4 locations outside the slums and Volunteer teachers hold non-formal education classes and encourage parents to send their children to the school bus for a couple of hours per day (planinternational.org). In the Philippines the program intended for our out-of–school youth and adult is called Alternative Learning System (ALS). Since every Filipino has a right to free basic education, the Government creates ALS to deliver all Filipinos the chance to have right of entry and complete basic education in a mode that fits their present situations and needs. The Alternative Learning System is a parallel learning system to provide a viable alternative to the existing formal education instruction, encompassing both

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the non-formal and informal sources of knowledge and skills, the Department of Education, through the Bureau of Non formal education is mandated to ensure that all learning needs of the marginalized learners are addressed; one of the most important initiatives in Non-Formal Education in the Philippines in the last 10 years in the Alternative Learning System (ALS), which is a major component of basic education with a clearly defined role within the overall educational goals; The ALS will respond to the need of a more systematic and flexible approach in reaching to all types of learners outside the school system (DepEd R.A. 9155). Pursuant to Section 14 of Republic Act No. 9155, otherwise known as “Governance of Basic education act of 2001,” hereinafter referred to as the “act,” the following Rules and Regulation are hereby promulgated: the Department of Education shall take appropriate steps to make such education accessible to all. (Rule I Section 1.1) The Department of Education (DepEd) shall establish, maintain and support a complete adequate and integrated system of basic education relevant to the needs of the teachers and society. It shall establish and maintain a system of free and compulsory public education in the Elementary and Secondary level. All educational institutional shall indicate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal disciplines, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency.

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Non formal Education is defined as any organized, “systematic educational activity carried outside the framework of the formal system to provide selected types of learning to a segment of the population”( DepEd, Republic Act 9155). It is “a lifelong process of learning by which every person acquire and accumulates knowledge, skills, attitudes and insights from daily experiences at home, at work, at play and from life itself”. Bureau of Alternative Learning System (BALS) before is currently handled by the (BLD-SID) Bureau of Learning Delivery-Student Inclusion Division that carries out two Non formal Education Programs. These are the Basic Literacy Program (BLP) for non-illiterate learners and the Accreditation and Equivalency (A&E) Test for elementary and high school drop-outs/ overaged learners. BALS is currently setting up the Informal Education Curriculum that will include self-interest and life experience program. Initially, it has already developed a special curriculum for Indigenous Peoples (IPs), Madrasah, SPED/ Special Education Program. With their construct, greater learning needs will be addressed and funneled to promote lifelong learning in all streams of education. Perhaps literacy is not a remedy for solving all the problems facing in every countries and communities implementing the Non-Formal Education or Alternative Learning System, there is no doubt that a literate population is more productive and empowered to make informed decisions to enjoy sustainable livelihoods than an illiterate population. It should be pointed out that non-formal education should not be assumed to be for non-literates only because it does accommodate ...