By Brian James Lu
TWENTY years ago, the Philippines instituted the Alternative Learning System (ALS) to address the growing number of out-of-school children, youth, and adults (OSCYA) who lacked access to formal education. This initiative responded to concerning trends in the Philippines, such as the decline in literacy rates among 15-24-year-olds from 96.6 percent in 1990 to 95.1 percent in 2000 and further to 94.8 percent in 2008. Additionally, data from November 1994 showed that 3.8 million, or 14.1 percent, of children and youth aged 7-24 were out of school.
The ALS traces its origins to 2004, a groundbreaking initiative of the Department of Education (DepEd), which aimed to address the pressing issue of OSCYA. Recognizing that formal education was inaccessible to millions due to poverty, geographical barriers, and other socio-economic challenges, ALS emerged as a beacon of hope for those left behind by the traditional school system. Designed as a flexible, learner-centered program, it provided basic education through nonformal means, specifically catering to Filipinos unable to attend regular classes.
ALS, a global movement, aims to promote inclusive education through initiatives like the Education for All (EFA) goals and the United Nations Sustainable Development Goals (SDGs). Even before the COVID-19 pandemic, the World Bank said there were already 258 million school-age children and adolescents not attending school across the world, and 781 million adults were unable to read or write in any language.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) spearheaded the Education for All framework in 1990, emphasizing the importance of providing education opportunities for marginalized populations, including the OSCYA. Similarly, the SDGs, particularly Goal 4, emphasized ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. These global commitments inspired and reinforced our government’s efforts to create and institutionalize the ALS, aligning local strategies with international standards to address education gaps and promote social equity.
The intertwined realities of economic hardship and limited access to education perpetuated a cycle of poverty, leaving countless individuals unable to secure better livelihoods. ALS offered a pathway to break this cycle, equipping learners with essential literacy, numeracy, and life skills that could empower them to participate meaningfully in society and the workforce.
Over the years, ALS evolved and expanded, responding to the diverse needs of its learners. It incorporated modules tailored to various age groups and learning levels, including Indigenous peoples, ensuring inclusivity and relevance. By providing equivalency programs that allowed learners to obtain elementary and secondary-level certifications, ALS became a viable alternative for many who had abandoned hope of ever completing their education. It also emphasized practical skills development, enabling its graduates to transition to technical-vocational training or employment.
The culmination of ALS’s journey came in 2020, with the passage of Republic Act No. 11510, also known as the Alternative Learning System Act. This landmark legislation institutionalized ALS, ensuring its sustainability and integration into the country’s education framework. The law mandated increased funding, professionalization of ALS teachers, and the establishment of community learning centers nationwide. Its objectives were clear: to provide accessible, inclusive, and quality education to all learners, particularly the marginalized, and to uphold education as a fundamental right.
There are many stories of ALS learners who, given a second chance in life, were able to attend informal education programs and secure gainful employment both in the country and abroad. Thankful for the chance to break the cycle of poverty, they benefit themselves and their families.
Indeed, the impact of the ALS Act has been transformative. Since its inception, the program has reached millions of learners. In 2020 alone, DepEd reported more than 800,000 enrollees in ALS programs, a testament to its growing reach and relevance. For OCSYA, the program has been a lifeline, offering them a second chance to fulfill their educational aspirations and improve their quality of life. No less than the National Economic and Development Authority (NEDA) highlighted the correlation between ALS participation and improved employability, noting that ALS graduates were better positioned to secure jobs or pursue higher education.
Despite significant progress, challenges remain. The Philippines continues to grapple with high poverty rates, with 18.1 percent of the population living below the poverty threshold as of 2021. In 2022, estimates placed the number of out-of-school youth at 3.6 million, highlighting the ongoing relevance of ALS.
Unfortunately, the 2nd Congressional Commission on Education (EDCOM 2) has raised significant concerns about the effectiveness of the ALS Act (RA 11510), which has been in effect for more than three-and-a-half years. According to the EDCOM 2, despite its passage, many provisions of the law remain unimplemented, and challenges related to funding, budget allocation, lack of support for ALS learners, and the gap between enrollment and completion rates in ALS programs continue to impede its success.
According to the DepEd, about 600,000 learners enroll in ALS annually, with the majority opting for the Accreditation and Equivalency (A&E) Secondary Program. However, there is a notable gap between enrollment and program completion. For instance, only 302,807 of the 655,517 enrollees successfully completed the program in the 2023-2024 school year. Although ALS enrollment figures have grown by 1.5 times annually, this increase is far from addressing the “estimated 5 million out-of-school youth aged 17 to 24.” The ALS program currently enrolls just 224,885 learners, accounting for a mere 9 percent of the estimated out-of-school youth population, according to recent statistics. This prompted Senator Sherwin Gatchalian, author of the ALS Act, to state that proper implementation of the law is essential for the program to succeed.
Filipinos place immense value on education, viewing it as the key to unlocking opportunities and improving their quality of life. In a nation where poverty continues to be a significant challenge, Filipinos understand that education is the most reliable path out of hardship. It provides individuals with the knowledge and skills to secure better job prospects, elevate their living conditions, and break the cycle of poverty.
Despite the challenges facing ALS, its journey from a pioneering initiative to an institutionalized program enshrined in law stands as a testament to the country’s commitment to inclusive education. It embodies the principle that learning should be accessible to all, regardless of age, socio-economic status, or circumstance.
Editor’s note: The opinions expressed in the foregoing article are solely the author’s and do not reflect the opinions and beliefs of the Philippine News Agency (PNA) or any other office under the Presidential Communications Office.
