Problems In the Implementation of Alternative Learning System in the Philippines

             Alternative education evolved in 2004 from series of modifications and amendments of laws and orders concerning education. To differentiate it from Formal education, this was formulated to provide educational needs of drop-outs. out -of- School Youths, illiterate adults and special children.

               Plans and mechanics of implementation were created. Methods of instructions were designed. Funds were also allocated. Despite the endeavors of the state and Bureau of Alternative Learning System to fully attain its goals, problems arose in its implementation.

              Some Problems Affecting Alternative Learning System 1.  Funds
        2011 Annual budget of Alternative Learning system is is more than 15 billion pesos which is divided in all ALS schools through out the Philippines. Is this really enough to cater the services the bureau really need? It is not enough to provide buildings, books, funds for seminars claimed by ALS people. However, may we also consider the financial management of this fund that it might be the reason of its shortage.
  2. Curriculum  

           There are hundreds or not thousand of competencies in the whole New Secondary School Curriculum which are prescribed to be taken in four years in formal education. With this span of time of learning, the students in general have not able to attain an MPS of 75. Yet in the Alternative Education these competencies were compacted  into a school year's curriculum. A first year drop-out can finish high school in just few months. However, ALS student who cant be able to pass Accreditation and Equivalency Test wont be able to get certificate. Consequence is he or she wont proceed to higher level of learning. Its either he or she will return back to learn that compacted curriculum or stop from school. What will happen to these persons? Remain undirected unless had apprentice which will help them land jobs.In Sadanga Municipality alone, there were 69 enrollees in 2010 - 2011 only 7 passed the A and E test. Where will those remaning 62 go?

  

3.Teachers' Attitudes

        ALS teachers claim they have more difficult tasks than those in the formal education and vice versa. Formal teachers stick to their traditional practices of ltting their pupils sit properly like trainee soldiers with their fingers crossed position on top of their desks.Pupils with behavioral problems that can irritate teachers are sent to ALS as Children-At-Risks.

 4. Peace and Order Situations (Ideology)

          Peace situations in Mindanao hinder progress or reach of both Formal And Non-Formal Education. Youths who are supposed to be in schools  are involved in arm struggle instead of enjoying schooling. 

            
  5. Lack of Coordination Between ALS and the Community

       Every institution needs the support of both internal and external stakeholders.They are assets to an organization or institution to achieve their goals. Clients of ALS are education-lacked citizens. They must be aware of their educational needs.

                 Alternative Learning System is of help in the endeavor of the government to eradicate illiteracy and address unemployment problems. In fact most of those helping to maintain our economy or Mga Bagong Bayani working abroad acquired their skills in Alternative Learning System. Those who provide personal services are products of Alternative Learning System too.

                  For the betterment of Alternative Learning System, its fund must be increased and managed well. Curriculum must be modified. Clients must be grouped according to their level of knowledge and not merged as one learning group. The ten-month period of study must be extended. Schools purposely for ALS must be fully established.