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The Alternative Learning System (ALS) is a parallel learning system in the Philippines that provides opportunities for out-of-​school youth and adult (OSYA) learners to develop basic and functional literacy skills, and to access equivalent pathways to ​complete basic education.

A viable alternative to the existing formal education system, ALS encompasses both non-formal and informal sources of ​knowledge and skills. As a second chance education program, it aims to empower OSYA learners to continue learning in a ​manner, time and place suitable to their preference and circumstances, and for them to achieve their goals of improving their ​quality of life and becoming productive contributors to society.

In 2016, the ALS Program began undergoing reforms as part of strengthening, intensifying, and expanding its implementation. ​Three years of consultation, review and development of policies, training, and evaluation with partners in the government, ​local and international non-government agencies, and civil society organizations led to the finalization of the enhanced ALS K ​to 12 Basic Education Curriculum, the development of the ALS Program 2.0, and the rollout of the five-year ALS 2.0 Strategic ​Roadmap.

In 2022, the DepEd Bureau of Alternative Education (BAE), in partnership with SEAMEO Innotech and USAID Opportunity 2.0, ​launched the ALS 2.0 Monitoring and Evaluation (M&E) System Operations Handbook to help the Department in determining ​the effectiveness of the Program in meeting its desired outcomes and targets based on approved plans.

In 2022, DepEd and UNICEF launched two new ALS publications: The ALS ICT Strategic Plan 2022-2026, which concretizes the ​roles of ICT in the areas of access, quality and governance of the improved ALS Program; and the ALS Research Agenda ​2022-2026, which promotes evidence-based decision-making and policy development for the ALS program to achieve ​quality and inclusive lifelong learning and guides the research community in contributing to ALS research work.

The ALS Report 2023 documents the incredible journey of fast-tracking the transformation of the ALS into a quality and ​relevant second chance basic education program from July 2016 to December 2022. It outlines the challenges faced and ​overcome, and details our results and accomplishments that we are proud to celebrate as an extended ALS family. It also ​contains a comprehensive set of recommendations for the remaining work to be undertaken to fully achieve the dream, ​documented in the 1986 Philippine Constitution, of an accessible, vibrant, responsive and quality ALS as a parallel pathway of ​learning for Filipino out-of-school youth and adults.

The ALS K to 12 Basic Education Curriculum

The ALS Program uses a contextualized non-formal curriculum which is substantially aligned with the K to 12 Curriculum for Basic Education of the formal school system, but it is not the mirror ​image of the formal school curriculum. It is aligned but not identical. This takes into account the prior learning of its learners and reflects the indicators of functional literacy into six interrelated ​learning strands.

The table below shows the six learning strands and corresponding topics or skills.

ALS K to 12 Basic Education Curriculum Learning Strands

What is ALS?

The Alternative Learning System (ALS) is a parallel learning system in the Philippines that provides opportunities for out-of-school ​youth and adult (OSYA) learners to develop basic and functional literacy skills, and to access equivalent pathways to complete ​basic education.

A viable alternative to the existing formal education system, ALS encompasses both non-formal and informal sources of ​knowledge and skills. As a second chance education program, it aims to empower OSYA learners to continue learning in a ​manner, time and place suitable to their preference and circumstances, and for them to achieve their goals of improving their ​quality of life and becoming productive contributors to society.

What are the Legal Bases of ALS?

The 1987 Philippine Constitution provides for the recognition and promotion of other forms of education other than formal ​education. Article XIV, Section 2, Paragraph (1) declares that “the State shall establish, maintain and support a complete, ​adequate and integrated system of education relevant to the needs of the people and society”; and paragraph (4) concisely ​encourages “non-formal, informal and indigenous learning systems as well as self-learning, independent and out-of-school ​study programs particularly those that respond to community needs.”

The Governance of Basic Education Act, otherwise known as Republic Act 9155, stipulates the establishment of the Alternative ​Learning System (ALS) to provide out-of-school children, youth and adults population with basic education.

On December 23, 2020, the President of the Philippines signed Republic Act No. 11510, or “An Act Institutionalizing the Alternative ​Learning System in Basic Education for Out-of-School Children in Special Cases and Adults, and Appropriating Funds Therefor,” ​which provides the much needed support to further expand and strengthen the implementation of ALS throughout the country.

Who are the target learners in ALS?

As defined in the new ALS Act, these are:

• Adults – Filipinos age 18 years old and above who were not able to begin or continue basic ​elementary or secondary) education in formal school
  

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• Out-of-school children in special cases – children​ in the official school age who are not enrolled in​ ​elementary or secondary school due to special cases​ such as economic, geographic, political, ​cultural, or​ social barriers, including learners with disabilities or​ conditions, indigenous peoples, ​children in conflict​ with the law, learners in emergency situations, and​ other marginalized sectors​
  

What documents are required to enroll?

Interested ALS learners should complete and submit the following requirements to ALS teachers in your ​area or to the Schools Division/District Office:

• Photocopy of birth certificate (PSA) / baptismal certificate
  
• 2x2 ID picture (white background)
  
• Form 137 (only for learners from the formal education system)
  

How do I know if I am officially enrolled in ALS?

Upon submission of all the required documents, the ALS learner should be registered by the ALS teacher ​in the Learner Information System (LIS). A unique Learner Reference Number (LRN) will be issued if ​successfully enrolled in the system. Note that each learner, whether in ALS or in the formal education ​system, should possess one LRN only.

Who are the teachers in ALS?

As defined in the new ALS Act, these are:

• ALS teachers ​- DepEd-employed teachers who ​implement the ALS programs​
  

• Community ALS implementors - persons engaged either by DepEd or any local government unit ​(LGU) ​to deliver ALS programs to out-of-school children and adults​
  

• Learning facilitators ​- teachers financed by the private ​sector (NGOs, CSOs, or individuals) ​who ​implement ALS programs​
  

What learning materials are used?

The ALS primarily uses learning modules for its learners. Each module contains learning activities, and ​pre- and post-assessments. Modules for basic levels include a facilitator’s guide, while modules for ​advanced levels are designed for self- or independent learning. These are provided by the ALS teacher ​to the learners.

Supplementary materials like text and non-text modules, self-learning instructional materials, learning ​activity packages, online or digital modules, textbooks, e-modules, or blended technology learning ​materials from the home or other sources may also be used.

What are my options as an ALS graduate?

• A&E elementary level passer → Junior High School (JHS)​
  
• A&E JHS level ​passer → Senior High School (SHS) / TESDA
  
• A&E SHS level passer → college / TESDA / ​employment
  

What if I want to return to formal school?

In case an ALS learner without an A&E certificate wants to enroll in the formal basic education system, ​s/he must take and pass the Philippine Education Placement Test (PEPT).

Where are ALS classes conducted?

Learning sessions may be conducted at any place or space referred to as Community Learning Center (CLC) which is convenient to the learners.

A CLC is a physical space to house learning resources and facilities of a learning program for out-of-school children in special cases and adults; and it is a venue for ​face-to-face learning activities and other learning opportunities for community development and improvement of people’s quality ​of life.​

The CLCs are categorized into five types:

Become an ALS learner

The ALS Program is open to potential learners at any time of the year. Interested OSYA learners may visit or contact their nearest ​DepEd District and/or Division Office for information about the ALS learning sessions being offered in the area.

A potential learner undergoes the revised Functional Literacy Test (FLT) and the existing Assessment for Basic Literacy (ABL) to ​determine whatever prior learning s/he may already have. The result of this assessment will help the ALS Learning Facilitator and ​the learner to develop an Individual Learning Agreement (ILA) that records what the learner wants to learn (learning goals), and ​how (learning activities and strategies) and when (timeline) the learner wants to achieve his/her learning goals.

The new FLT is composed of two parts: Personal Information Sheet (PIS) and a written test based on the six learning strands of ​new ALS K to 12 Basic Education Curriculum. The FLT also contains the Listening/Speaking portion of Learning Strand 1 ​(Communication Skills), which is administered per individual.

Learning Process

ALS learners are considered active agents of their own learning. As such, they are expected to:

1. define their own learning needs;
   
2. identify the most appropriate pathway for addressing these needs; and
   
3. achieve their learning goals through learning modules, supplementary learning materials, and available instructional support.
   

These must be reflected through an Individual Learning Agreement (ILA). The ILA will serve as one of the bases for instruction and ​assessment learners’ progress.

ALS learners interested in seeking certification through the Accreditation and Equivalency (A&E) Test will need to master the ​competencies detailed in the ALS K to 12 Basic Education Curriculum.

Since ALS targets OSYA learners with various levels of literacy, the instructional support to be provided by the ALS teacher may be ​face-to-face, or through distance education and blended learning, depending on the needs of the learners.

Throughout the program, learners will be assessed using various formative assessment tools used by the ALS teacher and ​assessment instruments found in the learning modules. Learners are also asked to update learning logs and develop their ​portfolio based on their ILA.

The Department of Education implements non-formal education programs through the ALS. Non-formal education is defined by UNESCO as “education that is ​institutionalized, intentional and planned by an education provider. The defining characteristic of non-formal education is that it is an addition, alternative and/or a ​complement to formal education within the process of the lifelong learning of individuals. It is often provided to guarantee the right of access to education for all. Non-​formal education can cover programs contributing to adult and youth literacy and education for out-of-school children, as well as programs on life skills, work skills, and ​social or cultural development.”

The non-formal education programs in ALS are Basic Literacy Program (BLP) and Accreditation and Equivalency (A&E) Program.

The ALS Program also provides opportunity for learning through Informal Education (InFed). Informal Education, defined as a “lifelong learning process acquired outside the ​formal school system but complements learning acquired in both non-formal and formal basic education,” creates opportunities for self-development, community ​development, entrepreneurship, and skills development in response to the individual’s learning interest.

Basic Literacy Program (BLP)

The Basic Literacy Program (BLP) is a program component of ALS aimed at eradicating illiteracy among OSYA, and in extreme cases, school-aged children, by developing ​the basic literacy skills of reading, writing, and numeracy.

Accreditation and Equivalency Program

The Accreditation and Equivalency (A&E) Program is a program component of ALS aimed at providing an alternative pathway of learning for OSYA who have the basic ​literacy skills but have not completed the K to 12 basic education mandated by the Philippine Constitution. Through this program, school dropouts are able to complete ​elementary and high school education outside the formal school system.

Life Skills for Work Readiness and Civic Engagement Program

Consistent with the goal to intensify its second chance education program and make it more responsive to the ​needs of the learners, DepEd integrated the Life Skills for Work Readiness and Civic Engagement Program developed ​under the Mindanao Youth Development project of USAID.

The Life Skills for Work Readiness and Civic Engagement Program aimed to address the mismatch between skills ​taught in school and skills demanded in the workplace that have left young people unable to find jobs, start their ​own businesses, or otherwise contribute to their communities.

Building up on its partnership with MYDev and the United States Agency for International Development (USAID), the ​Department of Education is mainstreaming the use of Life Skills for Work Readiness and Civic Engagement in the ​Alternative Learning System to develop skills and competencies needed for economic success, such as ​communications, leadership, workplace safety, and financial literacy skills among its ALS learners.

In MYDev, Life Skills include two sets of skills:

a. Work Readiness Skills – work-related skills needed by young people to be successful at work in the formal, non-​formal, and informal sectors

b. Civic Engagement Skills – values and skills for living in and helping to improve quality of life in our community and ​overall society

In 2019, the Life Skills Program was rolled out in the BLP and A&E classes of DepEd delivered ALS programs all over the ​country.

About A&E Assessment and Certification

The ALS Accreditation and Equivalency (A&E) Assessment and Certification is a process that comprises an exam and other appropriate assessments to measure the ​competencies acquired by ALS learners based on the ALS K to 12 Basic Education Curriculum (BEC).

Completers of ALS who are passers of the A&E Test are given certificates bearing the Department of Education (DepEd) seal, the ALS logo, the Schools Division Office’s logo, ​dry seal and designated signatories, and the school’s name (if the A&E passer completed ALS under a school or an SBM School for ALS) or the Community Learning ​Center’s name (if the A&E passer completed ALS under a CLC). This duly signed official document certifies their competencies as comparable graduates of the formal ​education system.

Under DepEd Order No. 27, series 2018 (Amendment to DepEd Order No. 42, s. 2015, or the High School Graduates Who are Eligible to Enroll in Higher Education Institutions in ​School Year 2016-2017, in Relation to ALS), beginning school year 2018-2019 and for subsequent school years, passers of previous A&E Tests (high school level), and of the ​November 2017, March 2018, and February and March 2019 A&E Tests (high school level), who are all high school graduates of the old basic education curriculum for ALS, ​are eligible to:

a. Enroll in college/university as First Year students, subject to admission policies and requirements of higher education institutions (HEIs); or

b. Take skills development training programs; or

c. Enroll in Senior High School at any public school, or private school of their choice (subject to admission requirements).

Schedules

Please be informed that a DepEd Memorandum on the upcoming A&E Test will be issued to provide further details.

A&E Results

Click on the respective ALS A&E Test results to view the list of qualifiers. These results have been updated as of May 27, 2019.

Year Month School Level

1999 June Elementary and Secondary

1999 November Elementary Secondary

2000 May Elementary Secondary

2000 September Elementary Secondary

2000 November Elementary Secondary

2001 July Elementary Secondary

2002 May Elementary Secondary

2003 May Elementary Secondary

2004 March Elementary Secondary

2005 February Elementary Secondary

2006 February Elementary Secondary

2007 February Elementary Secondary

2008 February Elementary Secondary

2008 June Elementary Secondary

2008 October Elementary Secondary

2009 October Elementary Secondary

2010 October Elementary Secondary

2011 October Elementary Secondary

2012 November Elementary Secondary

2013 October Elementary Secondary

2014 November Elementary Secondary

2015 April 2016 Elementary Secondary (A) Secondary (B) Secondary (C) Secondary (D) Secondary (E-H) Secondary (I-L) Secondary (M-N) Secondary (O-Q) ​Secondary (R-S) Secondary (T-Z)

2018 February & March 2019 Elementary Secondary

ICT4ALS

With the extension of the Enhanced Community Quarantine (ECQ) due to COVID-19, the need for more online learning opportunities is more ​apparent. In response to this, UNICEF Philippines created the ICT4ALS website to provide online resources and apps that ALS learners, ​teachers, and implementers can explore and use.

The ICT4ALS complements the DepEd Commons' pool of learning resources. It also includes links to online webinars, courses, and tutorials ​that ALS teachers can partake to learn more about ICT-based distance teaching and learning.

The ICT4ALS is co-developed and regularly updated by the UNICEF Philippines Education team, the ALS Task Force, and various partners and ​volunteers.

Access ICT4ALS here: http://bit.ly/ICT4ALS

MyDev Life Skills FMs

In many countries, a mismatch between skills taught in school and skills demanded in the workplace have left young people unable to find jobs, start ​their own businesses, or otherwise contribute to their communities.

The Mindanao Youth Development (MyDev) project adopted Education Development Center’s Work Ready Now! (WRN!) curriculum which delivers ​relevant and effective work readiness and civic engagement training to youth, giving them a second chance at economic success and better ​participation in their communities.

Building up on its partnership with MyDev and USAID, the Department of Education is mainstreaming the use of Life Skills for Work Readiness and Civic ​Engagement in the Alternative Learning System to develop skills and competencies needed for economic success, such as communications, leadership, ​workplace safety, and financial literacy skills among its ALS learners.

FM-Opening Activity

FM_Module-1-Personal Development

FM_Module-2-Interpersonal Communication

FM_Module-3-Leadership & Teamwork

FM_Module-4-Work Habits and Conduct

FM_Module-5-Safety & Health at Work

FM_Module-6-Rights & Responsibilities of Workers and Employers

FM_Module-7-Financial Fitness

FM_Module-8-Exploring Entrepreneurship

FM_Module-9-Civic Engagement

FM-Closing Activity

Contextualized MELCs-Based ALS SHS Curriculum

Contextualized MELCs-Based ALS SHS Curriculum

What’s Up Ka-Tropa?: An Interactive Audio Instruction

IAI Orientation Video

IAI Promotional Video

Module 1 - 10 episodes - IAI Lifeskills

UNESCO-Koica ALS Modules for Junior High School

LS-1 Communication Skills (Filipino)

LS-1 Communication Skills (English)

LS-2 Scientific Literacy and Critical Thinking Skills

LS-3 Mathematical and Problem Solving Skills

LS-4 Life and Career Skills

LS-5 Understanding the Self and Society

LS-6 Digital Citizenship

ALS LIS Forms (AF1-AF5)

Assessment Forms

• ALS Assessment Form 1 - Individual Learning Agreement
  
• ALS Assessment Form 2 - Record of Module Use and Monitoring Learner's Progress
  
• RPL Form 1 - Documentation of Life Experiences
  
• RPL Form 2 - Record of Training
  
• RPL Form 3 - Summary of Work History
  
• RPL Form 4 - BL Learner's Competencies Checklist
  
• RPL Form 4 - LEL Learner's Competencies Checklist
  
• RPL Form 4 - AEL Learner's Competencies Checklist
  
• RPL Form 4 - JHS Learner's Competencies Checklist
  

Click here to ​see the CLC ​Assignments ​of ALS ​Teachers