QuestionsQuestions (Republic Act No. 11510)
The Act’s short title is the “Alternative Learning System Act.” Its policy is to promote the right of all citizens to quality education and make education accessible, prioritizing measures for human development and social progress, particularly to provide out-of-school children in special cases and adults opportunities for nonformal/indigenous or both, with close government-private collaboration.
Examples: (a) provide adequate, timely, quality attention and support to basic learning needs of out-of-school children in special cases and adults; (b) guarantee equitable access in unreached/underserved/conflict-affected/emergency communities; (c) promote lifelong learning via ALS K to 12 BEC and pathways to education/work; (d) hire, capacitate, and deploy ALS Teachers and learning facilitators for far-flung and emergency areas; (e) design specialized programs for learners with disabilities; (f) develop and utilize nonformal/informal approaches; (g) strengthen nonformal basic education while allowing school-age children to return to formal education.
It is the comprehensive curriculum indicating competency, content, key stages, and standards for ALS programs, benchmarked on DepEd’s K to 12 formal curriculum, focusing on 21st-century skills (information, media & technology; learning & innovation; communication; life & career skills).
NFE is any organized and systematic activity carried outside the formal education framework to provide selected types of learners to a segment of the population. Informal education is diverse forms of learning that are intentional or deliberate but not institutionalized—lifelong learning from daily experiences at home, work, play, and life itself.
Children of official school age who are not enrolled in elementary/secondary school due to special barriers such as economic, geographic, political, cultural, social barriers, including learners with disabilities/conditions, indigenous peoples, children in conflict with the law, learners in emergency situations, and other marginalized sectors.
BAE is created as the focal office for DepEd’s implementation of ALS programs. It is headed by a Director and serves as the focal office for policy formulation, curriculum development, learning program delivery, learning materials development, quality assurance and support systems, and regular learner assessment activities.
Key duties include: establishing minimum quality standards for ALS curriculum/materials, planning, implementation, monitoring, evaluation, and management; certifying/accrediting learners through alternative programs; coordinating with agencies, LGUs, and the private sector to ensure access; linking with agencies/industries for skills development and employability/entrepreneurship; establishing linkages and managing a nationwide database of out-of-school children in special cases and adults; and performing other necessary functions.
Priority programs include: Basic Literacy Program; A&E Programs; Indigenous Peoples Education Program; Academic-Focused Bridging Programs; and Functional Education and Literacy Programs. Delivery modalities may include modular instruction; online/digital/mobile learning; face-to-face tutorials; radio/TV instruction; blended learning; workshops/simulations/internships; and inclusive/safe learning environments.
DepEd shall prescribe the appropriate minimum number of months required for completion of each ALS program to ensure learners receive adequate and quality basic education and skills to complete required competencies of the ALS K to 12 BEC.
Elementary A&E passers may enroll in junior high school. Junior high school A&E passers may enroll in senior high school or selected TVET through TESDA. Senior high school A&E passers may enroll in higher education (if they comply with other admission requirements) or in TVET through TESDA. DepEd must also develop supplemental learning programs for passers to enhance college readiness and employment/self-employment.
Micro-certification (micro-credentialing) is a flexible means of certifying attainment of specific elements of ALS K to 12 minimum competencies. It can serve as a credential for purposes such as job applications, recruitment, and selection.
ALS Teachers are DepEd-employed teachers who implement ALS programs. Community ALS Implementors are persons engaged by DepEd or LGUs to deliver ALS programs. Learning Facilitators are teachers financed by the private sector who implement ALS programs; the private sector includes NGOs, associations, CSOs, or individuals.
DepEd must strengthen ALS Teachers program by creating teaching positions/salary grades (in consultation with DBM and CSC). Community ALS Implementors may be engaged to augment human resources. However, after three (3) years from the effectivity of the Act, DepEd shall hire only ALS Teachers. ALS Teachers have promotion entitlement based on CSC qualification standards, with equal opportunities in implementation.
DepEd, in coordination with CHED and relevant partners, shall develop regular training programs/workshops to ensure ALS Teachers and implementors/facilitators have knowledge and capacity to carry out ALS curriculum and enhance their roles as academic, administrative, and community leaders. ALS Teachers should receive the same benefits/professional development packages given to regular teachers (e.g., fellowships, scholarships, training opportunities).
At least one ALS CLC must be provided in every municipality and city. Priority is given to areas with limited access to formal education or higher concentration of out-of-school children. DepEd schools’ facilities may be used during no class days and after regular hours. Each CLC must meet DepEd-approved specialization/criteria and be open and operational seven (7) days a week with adequate resources/facilities, including a childcare space for parents attending ALS classes.
All DepEd ALS programs are free of charge. Collection of any fees/costs/charges is not allowed. ALS Teachers, Community ALS Implementors, and officers of DepEd-administered CLCs who violate this are held administratively liable.