Alternative Learning System 705 1

Topics: Critical thinking, Cebu, Education Pages: 7 (4286 words) Published: August 8, 2015
ISSN 2348-1218 (print)
International Journal of Interdisciplinary Research and Innovations ISSN 2348-1226 (online) Vol. 2, Issue 4, pp: (20-26), Month: October - December 2014, Available at:

Alternative Learning System Accreditation and
Equivalency (ALS A&E) Program: Quality of
Life beyond Poverty

Leah T. Apao, 2Filomena T. Dayagbil, 3Ethel L. Abao

Department of Education, 2,3Cebu Normal University Cebu City, Philippines

Abstract: The study assessed the implementation of the alternative learning system program along provision of life skills, increased literacy and quality of living. It was revealed that the provision of life skills was attained to a great extent. The program was able to increase literacy as evident in the successful passers of the alternative learning system accreditation and equivalency (ALS A&E) test. After completion of the program, the ALS passers improved their quality of living by engaging in jobs or entrepreneurial activities that increase financial stability, participating actively in community events and social gatherings, cultivating a positive outlook in life and developing the passion for pursuing higher education . The Alternative Learning System A&E program in the Philippines is effective in cultivating the life skills of the recipients. The program has improved the quality of living of the respondents as they continue their pursuit for meaning and significance in life. Keywords: alternative learning system, life skills, literacy, quality of living.



Literacy is fundamental to the achievement of the quality of life of a person. Literacy is more than a basic reading ability, but rather an indication of how adults use written information to function in society (McMullen, 2004). Youth and adults should acquire literacy and lifelong skills necessary in getting a good job, decent earnings, and access to quality learning opportunities. Countries that are successful in endowing their population with literacy and lifelong skills are usually in a better position to meet the economic demands of operating in a globalized information economy. A highly-literate population will be better able to deal with issues of governance in a highly diverse society. As noted by UNESCO, illiteracy hampers a country’s economic growth. The Dakar Framework had a specific target to reduce adult illiteracy by 50 per cent. But it will be missed by a wide margin with 800 million adults worldwide still unable to read or pen their name, especially in South Asia and sub-Saharan Africa (Narayan, 2012). The said countries have been assailed with economic crisis prompted by poverty which are attributed to illiteracy. The Philippines is not exempted from economic crisis brought about by poverty. Recent study of Mercene (2012) disclosed that the Philippines was found to have one of the highest poverty incidence rates in Southeast Asia pegged at 15.5%, with poor people living at less than one U.S. dollar a day or at Php 32.00 a day. The Out-of-School Children (OSC), Out-of-School Youth (OSYs), and Out-of-School Adults (OSAs) comprise the huge number of Filipino individuals who are most affected by poverty due to lack of educational opportunities. As revealed in the Country Profile commissioned for the EFA Global Monitoring Report 2008, Education for All by 2015, sixteen million two hundred eighty-two thousand three hundred forty-three (16,282,343) out-of-school Filipino citizens comprised 20% of the 82M in 2004.

The 2004 NSO report cited poverty as the primary contributor to the high growth of out of school youth (OSY). However, given the lack of education as the precarious situation that caused poverty, the OSY phenomenon continues to occur among the poor.

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Research Publish Journals

ISSN 2348-1218 (print)
International Journal of Interdisciplinary Research and Innovations ISSN 2348-1226 (online) Vol. 2, Issue 4, pp: (20-26), Month: October -...

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