ABSTRACT
This study aimed to find out the challenges on the implementation of school-based and community-based Alternative Learning System (ALS) as bases for contextualized intervention program in the Schools Division of Iloilo City during the school year 2023-2024. The researcher used the qualitative method to explore and understand the richness and complexity of human experiences, behaviors, and social phenomena. The research method that was utilized in this study was qualitative method using the researcher-made questionnaire. There were 5 school-based implementers with 10 learners and 5 community-based implementers, and 10 learners selected as participants of the study. Thematic analysis was employed for data analysis. Based on data gathered, a proposed contextualized implementation plan was made focusing on the challenges encountered by the ALS implementers and learners in both school-based and community-based ALS program. Ultimately, this research study provides valuable insights and recommendations that promote the flourishing of implementers and learners that impact on the implementation of ALS program in Iloilo City.
Keywords: Challenges, School-Based and Community-Based, ALS
INTRODUCTION
The Alternative Learning System (ALS) is a government initiative designed to offer educational opportunities to persons who have not completed formal schooling. The program focuses on reaching out those who are not currently enrolled in school, including both young people and adults who may have discontinued their education for various reasons, such as financial constraints, early marriage, or work obligations. Additionally, it provides adaptable learning methods such as self-directed study, remote learning, and modular instruction to accommodate the varied requirements and situations of the students. The Alternative Learning System learning sessions are carried out in both school-based and community-based settings. (Antonsen et al., 2018).
School-Based Alternative Learning System (ALS) implementation integrates the ALS programs within traditional school settings. ALS classes are conducted in regular schools, either during regular school hours or through special sessions. ALS learners are provided with appropriate instructional materials and support services (Balay Rehabilitation Center, 2020).
Furthermore, the community-based Alternative Learning System (ALS) is a program that offers non-formal education to young individuals and adults who are not enrolled in schools. This education is provided within a community context. It facilitates the mobilization and organization of community members to actively engage in the ALS program. It involves conducting community meetings, forming committees, and establishing partnerships with local organizations and stakeholders. ALS learning sessions are conducted in community spaces such as barangay halls, community centers, or volunteer houses (Krug et al., 2022).
ALS implementation in different settings can assess the effectiveness of achieving its goals. As an ALS teacher, there are many challenges in evaluating learning outcomes, maintaining retention rates, and the overall success of the program. It can differ depending on whether it is school-based or community-based. I encountered a lack of awareness and understanding of the ALS program among community members, inadequate facilities, teaching materials, and educational resources (MaAra, (2016).
The Alternative Learning System (ALS) Program offers a chance for persons who are not currently enrolled in school, encompassing both youths and adults, to expand their standard of life and raise their reading altitude. The program is designed for individuals who desire to gain literacy skills and pursue education at both the secondary and elementary levels (Fernandez, 2013).
The researcher conducting this study among the ALS implementers and learners allows her a comprehensive understanding of the challenges and identify potential solutions. The information gathered can be used to improve the ALS program and address specific issues faced by implementers and learners in each setting.
In four (4) years of service in Alternative Learning System (ALS), it has become evident that a comprehensive comprehension of the distinct requirements and attributes of learners in various settings are necessary. This awareness may help modify some interventions and strategies that are specific to the setting, ensuring that ALS programs are responsive and effective to the Schools Division of Iloilo City.
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