ABSTRACT
This descriptive-qualitative study determined the experiences of learners and teachers on the preparation and conduct of portfolio assessment for Alternative Learning System (ALS). Based on the results of the in-depth interview with the participants, it was found out that the experiences of learners in the preparation of portfolio assessment for ALS were mixed emotions, fruitful learning and reflection, and hardship. It was also found out that the experiences of teachers in the preparation of portfolio assessment for ALS were time constraints, extensive preparations, financial constraints, need patience, and challenging. The experiences of learners in the conduct of portfolio assessment for ALS were proper guidance, feeling nervous, and confidence. Based also on the results of the in-depth interview with the participants, it was found out that the experiences of teachers in the conduct of portfolio assessment for ALS were manageable, incomplete portfolio content and defense preparation, and overwhelming.
Keywords: Experiences, Learners, Teachers, Portfolio Assessment, Alternative Learning System (ALS), Enhancement Program
INTRODUCTION
With the duty to provide social welfare and social services to its citizens, Article XVI of the Philippine Constitution of 1987 says, “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.”
In consonance with the constitutional mandate, the Schools in the District of Guimbal and Miagao exert efforts to have all the children of school age enroll in school and see to it that no child seeking admission to public elementary and secondary schools is denied entrance.
However, despite the educational programs and projects implemented in these divisions, there are still pupils and students who cannot finish schooling. The Bureau of Alternative Learning System (BALS) is designed to address these prevalent problems.
Alternative Learning System (ALS) in the Schools District of Guimbal and Miagao is the new paradigm of non-formal education. This is an offshoot of the challenge of Education For All (EFA), a global movement formed by an alliance of countries, which sought a consensus on the issues and opportunities in meeting basic education for all.
For decades, non-formal education has been regarded as one of the learning systems associated with livelihood skills instead of basic and functional literacy, which is its real mandate. There has finally been progress in the long-term goal of making non-formal education an equal partner in basic education, alongside the official learning system. The conceptualization of non-formal education to Alternative Learning System (ALS) provides a pathway of learning from basic literacy to preparation to the field of work and college studies through the various levels of basic education (DepEd Memorandum No. 49, 2004).
As envisioned in the Education For All (EFA), the Alternative Learning System has grown into a realistic alternative to the current system of formal education. It includes both official and informal places to get information and skills, like the home, the church, the media, the environment, and even life itself. It also includes the range of skills from basic to advanced. It is synonymous with non-formal based learning system (EFA, 2005).
Alternative Learning System is spreading and becoming a felt need in the field of education. Likewise, it becomes an organization with wider bases, supports, demands, and implementers.
At present, the implementation of ALS is given to the districts and schools. In the district, the District Supervisor or Principal-In-Charge of the District implements the program through the efforts of the elementary and secondary School Heads, district ALS coordinators, school coordinators, and mobile teachers.
In the Schools District of Guimbal and Miagao, there were more than hundreds ALS students who were enrolled in the Alternative Learning System Program.
The researcher was encouraged to conduct the study to determine the experiences of learners and teachers on the preparation and conduct of portfolio assessment for Alternative Learning System (ALS) as bases for an enhancement program.
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