Als Learning Strand 1 Filipino Pdf

[Donat Ruel]

TheAlternative 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 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.

Private schools are generally free to determine their curriculum in accordance with existing laws and regulations. Institutions of higher education are classified as public or private; public institutions are subdivided into state universities and colleges (SUCs) and local colleges and universities (LCUs).

During the pre-colonial period, most children are not provided solely vocational training, supervised by parents, tribal tutors or those assigned to specific, specialized roles within their communities (for example, the babaylan).[6] In most communities, stories, songs, poetry, dances, medicinal practices and advice regarding all sorts of community life issues were passed from generation to generation, primarily through oral tradition.[7] Some communities utilized a writing system known as baybayin, whose use was wide and varied, though other syllabaries were used throughout the archipelago.[6]

Formal education was brought to the Philippines by the Spanish, which was primarily conducted by religious orders.[8] Upon learning the local languages and writing systems, they began teaching Christianity, the Spanish language, and Spanish culture.[9] These religious orders opened the first schools and universities as early as the 16th century. Spanish missionaries established schools immediately after reaching the islands. The Augustinians opened a parochial school in Cebu in 1565. The Franciscans took to the task of improving literacy in 1577, aside from the teaching of new industrial and agricultural techniques. The Jesuits followed in 1581, and the Dominicans, in 1587, set up a school in Bataan.[10] The church and the school cooperated to ensure that Christian villages had schools for students to attend.[11]

The Spanish also introduced printing presses to produce books in Spanish and Tagalog, sometimes using Baybayin.[12] The first book printed in the Philippines dates back to 1590. It was a Chinese language version of Doctrina Christiana. Spanish and Tagalog versions, in both Latin script and the locally used baybayin script, were later printed in 1593. In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, sometimes called the "Patriarch of Filipino Printing", wrote his famous "Librong Pagaaralan nang manga Tagalog nang Uicang Castilla", which was meant to help Filipinos learn the Spanish language. The prologue read:.mw-parser-output .templatequoteoverflow:hidden;margin:1em 0;padding:0 32px.mw-parser-output .templatequote .templatequoteciteline-height:1.5em;text-align:left;padding-left:1.6em;margin-top:0

Let us therefore study, my countrymen, for although the art of learning is somewhat difficult, yet if we are persevering, we shall soon improve our knowledge.Other Tagalogs like us did not take a year to learn the Spanish language when using my book. This good result has given me satisfaction and encouraged me to print my work, so that all may derive some profit from it.[13]

After implementing the decree, the number of schools and students increased steadily. In 1866, the total population of the Philippines was 4,411,261. The total number of public schools for boys was 841, and the number of public schools for girls was 833. The total number of children attending those schools was 135,098 for boys and 95,260 for girls. In 1892, the number of schools had increased to 2,137, of which 1,087 were for boys and 1,050 for girls.[14] By 1898, enrollment in schools at all levels exceeded 200,000 students.[15][16] There was some opposition to universal education from Spanish priests; only 1.6% of the population gained more than primary school education.[17]

Non-Spaniards founded some schools during this period that were not colonial creations.[citation needed] Damian Domingo established in 1823 a fine arts school known as the Academia de Dibujo y Pintura,[19] now the Fine Arts College of the University of the Philippines. In 1868, Doa Margarita Roxas de Ayala established the girls' school La Concordia.[20] Asuncin Ventura, a nun, founded in 1885 an orphanage the Asilo de Looban in Paco, an arrabal of Manila. It was the first orphanage founded by a Filipino and it would later offer academic and vocational instruction.

About a year after securing Manila, the Americans were keen to open up seven schools with army service members teaching with army command-selected books and supplies.[29] In the same year, 1899, more schools were opened, this time with 24 English-language teachers and 4500 students. In that system, primary education consisted of 6 years of elementary and four years of secondary schooling. Until recently, it prepared students for tertiary-level instruction to earn a degree and secure a job later in life.[29]

A highly centralized, experimental public school system was installed in 1901 by the Philippine Commission and legislated by Act No. 74.[30] The law exposed a severe shortage of qualified teachers by large enrollment numbers in schools. As a result, the Philippine Commission authorized the Secretary of Public Instruction to bring more than 1,000 teachers from the United States, called the Thomasites, to the Philippines between 1901 and 1902. These teachers were scattered throughout the islands to establish barangay schools.[16] The same law established the Philippine Normal School (now the Philippine Normal University) to train aspiring Filipino teachers. Provincial governments supported the high school system. It included particular educational institutions, schools of arts and trades, an agricultural school, and commerce and marine institutes established in 1902 by the Philippine Commission.[31]

Several other laws were passed throughout the period. In 1902, Act No. 372 authorized the opening of provincial high schools.[29] While in 1908, Act No. 1870 initiated the opening of the University of the Philippines, now the country's national university.[32][33]

However, the emergence of high school education in the Philippines did not occur until 1910. It was borne out of rising numbers in enrollment, widespread economic depression, growing demand by big businesses and technological advances in factories, the emergence of electrification, and the growing need for skilled workers.[29] High schools were created to meet this new job demand, and the curriculum focused on practical job skills that would better prepare students for professional white-collar or skilled blue-collar work. This proved beneficial for both the employer and the employee; the investment in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than those employees with just primary educational attainment.

However, a steady increase in school enrollment has hindered revisions to the then-implemented experimental educational system.[29] Act No. 1801, also known as Gabaldon Law, was passed in 1907, which provided a fund of a million pesos for the construction of concrete school buildings and is one of many attempts by the government to meet this demand.[34][35] In line with the Filipinization policy of the government, the Reorganization Act of 1916 provided that all department secretaries except the Secretary of Public Instruction must be natural-born Filipinos.[36][37]

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