Alternative Learning System (als)


To empower Filipino out-of-school youth and adults to continue to learn on their own so they may improve their quality of life and that of their family, community and country.


To provide out-of-school youth and adults with learning opportunities by which they may gain knowledge, skills, attitudes and values that will enable them to think critically and creatively ; act innovatively and humanely and achieve their learning goals in order to become a contributing member of Filipino society.

Feb 07, 2014 Alternative learning system (ALS) 1. Alternative Learning System A FREE education program implemented by the DepEd A laderized, modular. Alternative Learning System Teachers that are involved in this program are called “Mobile Teachers ” for reasons. Last June 7, 2016, made a phone inquiry about the results of ALS A&E 2015 examination via Bureau of Alternative Learning System's hotline.Unfortunately, the response they gave is still indefinite. Below are the provided information:The results will be handed to BALS' office on July 15, 2016. MANILA, Philippines — A child rights advocacy group has lauded the enactment of the Alternative Learning System (ALS) Act, which they said is a step towards achieving inclusivity of education, especially for vulnerable sectors and amid the COVID-19 pandemic.

The Alternative Learning System (ALS) is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Learning System which benefits those who cannot afford formal schooling and follows whatever is their available schedule. The program provides a viable alternative to the existing formal education instruction, encompassing both the non-formal and informal sources of knowledge and skills.

Download (AF1-AF5) Alternative Learning System Form (ALS) System Form. You may edit or modify this file using any spreadsheet software. Alternative Learning System (ALS) is a second-chance, informal education program operated by the Department of Education (DepEd) for out-of-school youths and adults. 2 This report aims to assess the current implementation of ALS using a variety of sources 3, including recent surveys.

ALS is a ladderized, modular non-formal education program in the Philippines for dropouts in elementary and secondary schools, out-of-school youths, non-readers, working Filipinos and even senior citizens. It is part of the education system of the Philippines but an alternative to the regular classroom studies where learners are required to attend daily. The alternative system only requires students to choose schedules according to their choice and availability.

The program has two different schematics for conducting instruction; school-based and community-based. On the school-based program, instructions are conducted in school campuses while in the community-based program, formal instruction are conducted in community halls or on private places. The ALS program follows a uniform lesson modules for all academic subjects covering the sciences, mathematics, English, Filipino, social studies, current events among others. Delivery of instructions are provided by government-paid instructors or by private non-government organization.

Aside from schematics, the program has two levels; elementary and secondary. Students have to start from elementary level, then proceed to high school level. If a student is a graduate of elementary under a formal classroom system, the student is automatically admitted to the secondary levels depending on which year level the student stopped schooling.

ALS aims to open more educational opportunities for Filipino citizens of different interests, capabilities of demographic characteristics, socioeconomic origins and status as well as addressing the needs of marginalized groups.

The program cuts the time needed to finish high school, hence, significantly cuts the expenses as well. Aside from giving hope to the less fortunate, it also provides opportunities to Out-of-School Youths (OSY) and adults elementary and secondary school drop-outs; industry-based workers; housewives; maids; factory workers; drivers; members of cultural minorities; indigenous people and the disabled/physically challenged.

Training for instructional managers and coordinators are also provided by the program and supports the learners accreditation and equivalency (A&E) review.

1.ALS ACCREDITATION AND EQUIVALENCY (A&E) TEST aims to offer learners two learning achievements at two learning levels– Elementary and Secondary. It is a paper and pencil-based test, using multiple choice and composition writing. The test items are based on the learning competencies of the five learning strands of the ALS Curriculum.

Elementary Level

11 years old

Secondary Level

A.) Youth – 15 to 24 years old


B.) Adults – 25 years old and beyond

Alternative Learning System (als)

2. eSkwela is not separate from DepED-ALS. The difference mainly lies in the mode of ALS delivery; at an eSkwela Center, ICTs (electronic modules, Learning Management System, module guides, computers, Internet/World Wide Web) are utilized to deliver ALS. On the other hand, print modules are used in the traditional ALS. However, they uphold the same set of learning ideals (learning that is self-paced, project-based, and learner-centered; life skills approach). Learners from both delivery modes (traditional ALS and eSkwela) may aspire to take the A&E exam; upon passing this exam, the learner will be given an A&E certificate of completion, equivalent to a high school diploma.

3. BASIC LITERACY PROGRAM (BLP) is an intensive community-based training for illiterate out-of-school youth and adults, who are willing to learn basic literacy skills. The target learners are the non-literates who are out-of-school children, youth and adults.

Alternative Learning System Online

4. Informal Education (INFED) is a lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences at home, at work, at play and from life itself. All members of the community who have interests in special areas such as social, civic, aesthetic, cultural, spiritual, political, recreational, physical and other fields of lifelong learning are INFED learners. Hence, INFED learners are not confined to marginalized groups nor to those in disadvantaged areas. Every course conducted under the INFED program may be accredited most especially if the resource person/s who conducted the course/activity is/are connected with the accrediting agency. Learners who have finished technical-vocational INFED courses who plan to apply and work abroad should pass the TESDA National Certificate (NC) test and be certified accordingly.

5. Arabic Language and Islamic Values Education (ALIVE) The ALIVE in ALS Program aims to improve the quality of life of Muslim out-of-school youth and adults through ALS, thereby contributing the peace efforts of the government. Livelihood and entrepreneurship training and support network are included in the program, in coordination with the Technic al Education.


UNESCO Office, Jakarta in collaboration with the Philippines’ Department of Education (DepEd) and the Asia Pacific College (APC) organized the second workshop on a series of eight workshops in the Development of the Alternative Learning System (ALS) Learning Materials in Tagaytay City, Cavite, Philippines on 25-27 September 2019.

This is the second workshop of the Development of the New ALSs Modules following the first one held in August 2019 on the Mapping and Tagging of Alternative Learning Resources for Alternative Learning System Equivalent to K-12 Basic Education. The development of the ALS learning materials is one of the five key components of the project of UNESCO Office, Jakarta called the “Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the Philippines” with funding support from the Korea International Cooperation Agency (KOICA).

Alternative Learning System Modules

The main objective of the second workshop is to present the draft of new ALS modules developed by content writers, content experts and illustrators for the seven learning strands of ALS curriculum parallel to K-12 basic formal education. Participants to this workshop includes content writers, content experts, language and gender experts, multimedia experts and curriculum consultant together with APC project team, DepEd ALS Task Force and UNESCO. Around 40 participants attended the workshop where inputs and comments were provided to the draft of new ALS modules. Based on the feedback during the workshop, the content writers and experts shall revise their modules per learning strand and finalize the modules based on the standard criteria of DepEd for the development of ALS learning materials. Expert inputs in the development of ALS modules were further provided to level off understanding of content writers and experts of the unique characteristics of an ALS module compared to formal education learning modules.

Under this component of developing the new ALS modules, it is envisaged that 50 new ALS modules shall be developed within the seven learning strands for ALS under the enhanced curriculum. The project team lead of the workshop, Ms. Mildred Pardo, delivered the introductory remarks and briefing regarding the agenda and dynamics of the 3-day workshop. On behalf of UNESCO Jakarta, Mr Remegio Alquitran, UNESCO National Project Officer, provided short remarks in extending its sincere appreciation to all participants specifically to DepEd and APC in their collaboration for the project.

Alternative Learning Systems Fairbanks

Once all the draft ALS modules are finalized, there will be a validation process in the field which will be conducted in October 2019.

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