CHED Memorandum Order (CMO) Series of 2016 …ched.gov.ph/wp-content/uploads/2017/10/Draft-PSG-for … · · 2017-10-042 | P a g e encompasses both non-formal and informal modes

Draft as of November 8, 2016

1 | P a g e

CHED Memorandum Order (CMO) No. _____ Series of 2016 SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE DIPLOMA

PROGRAM IN ALTERNATIVE LEARNING SYSTEM

In accordance with the pertinent provisions of Republic Act No. 7722, otherwise known as, “Higher Education Act of 1994, “and by virtue of the ___the Commission en banc Resolution No. ____-11 dated ______________, 2012 vesting the Commission on Higher Education (CHED) through its Office of Programs and Standards (OPS) the power to set minimum standards for programs and institutions of higher learning and for the purpose of rationalizing the alternative learning system of basic education in the country with the end in view of keeping pace with the demand of global competitiveness, the following policies and standards are hereby adopted and promulgated by the Commission, thus:

ARTICLE I INTRODUCTION

Section 1 Rationale and Background

The United Nations Literacy Decade (2003-2012) was launched because “literacy for all is at the heart of basic education for all. . . (and) creating literate environments and societies is essential for achieving the goals of eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy” (UN, 2002b Education for All (EFA). As a signatory to the EFA Declaration, the Philippines addresses the following 2015 EFA objectives: 1.) Universal adult functional literacy, 2.) Universal school participation, elimination of drop outs, and the practice of repetition in the first 3 grades, 3.) Universal completion of the full cycle of basic education with satisfactory achievement levels by all at every grade or year level, and 4.) Total community commitment to attainment of basic education competencies for all. To reach these EFA goals, Republic Act 9155 was issued creating the Bureau of Alternative Learning System in the DepEd. The Alternative Learning System (ALS) is a parallel learning system that provides a viable alternative to existing formal basic education instruction. ALS

2 | P a g e

encompasses both non-formal and informal modes of education and sources of knowledge and skills. It addresses the learning needs of the out-of-school children, youth and adults who have not completed basic education as well as illiterate men and women. Without the ALS to complement formal basic education, EFA targets cannot be reached. In fact, the 2008 NSO census (FLEMMS) revealed that 62 percent of the total population of 80 million Filipinos or 49 million 600 thousand have not completed formal basic schooling. Given that the total number of the public and private basic education teachers is 590,000 as of July 2012 and assuming a maximum teacher-student ratio of 1:40, formal basic education can only accommodate an estimated 23 million 600 thousand students. Therefore, there are 26 million potential beneficiaries of ALS. According to the Asian Development Bank, “a universal challenge is how to break down the barriers of stereotypes or traditional way of teaching in schools, many of which prove unsuccessful or too slow to adapt. One promising approach is to introduce alternative strategies in ways that make sense to teachers and administrators. Surprisingly, many basic principles of learning were very much congruent, in many ways with the nation’s cultural traditions, but were often found to be wanting within the formal schooling system.” (ADB, 1999). The demand for competent and trained alternative learning system teachers (or mobile teachers) is increasing1. A comparison between formal basic education and ALS requirements shows differences in terms of: learning environment, teacher roles, and responsibilities, and competencies required, modalities of learning and methodologies of teaching. However, the comparison also shows that, in terms of the curriculum, the learning competencies of both are equal and parallel. Moreover, the goal of Functional Literacy is shared by both learning systems. As the education agency in charge of producing the professional manpower needed in the teaching-learning process, the Commission on Higher Education CHED) recognizes the important role of the alternative learning system in nation building and the special role of the ALS teachers in achieving the Education for All goals. It is the Commission’s mandate to prepare ALS providers who are committed to serve marginalized learners in the communities.

1 Currently, four state universities offer programs in Alternative Learning Systems. The University of

the Philippines Open University offers a Bachelor of Education Studies major in Alternative learning Systems.

The Cebu Normal University offers both a Master’s and Doctorate of Education major in Alternative Learning

System. Zamboanga State College of Marine Sciences and Technology also has a Master of Education major in

Alternative Learning System. Lastly, the University of Southeastern Philippines likewise offers a Master of

Education major in Alternative Learning System

3 | P a g e

ARTICLE II AUTHORITY TO OPERATE

Section 2 All private higher education institutions (HEIs) intending to offer the

Diploma in Alternative Learning System must first secure proper authority from the Commission in accordance with the existing rules and regulations. State Universities and Colleges (SUCs) and Local Colleges and Universities (LUCs) should likewise strictly adhere to the provisions in these policies and standards.

Section 3 Criteria on the Issuance of Authority to Operate Only HEIs that meet the following criteria can be authorized to offer the Diploma in ALS courses: 1. Must be offering undergraduate Teacher Education program/s; 2. The Teacher Education program/s must at least have Level I

accreditation; 3. Must have at least five (3) faculty members with specialization in ALS

or Certificate/Diploma in ALS 4. For on-line courses, the provider should comply with items 1 - 4.

ARTICLE III

PROGRAM SPECIFICATION Section 4 Degree Name

Graduates of this program shall be conferred the Diploma in Alternative Learning System.

Section 5 Program Description

The Diploma in Alternative Learning System is a 30-unit post-baccalaureate program with the primary goal of providing the appropriate tertiary education program that can respond to the need for competent and committed alternative learning system practitioners. Specifically, the program will offer courses on: Theories and Principles of ALS (5 units), Content, Pedagogy and Andragogy (16 units), and Application (9 units).

Section 6 Professions/careers/occupations that the graduates of this Program

may go into. After completion of the program, the graduates can pursue a career as ALS Learning Facilitators for the basic literacy learners (illiterates), as instructional managers of functional literacy learners (school drop outs), and as informal education/community developers.

ARTICLE IV

COMPETENCY STANDARDS

Section 7 General Competencies

4 | P a g e

An individual who completes a Diploma in Alternative Learning System is able to:

1. Serve as an advocate in the pursuit of “learning” rather than

“schooling”. (NCBTS Domain 1) 2. Create and maintain a learning environment that:

promotes recognition of prior learning as well as respect for learners of different ages and backgrounds

provides gender-fair opportunities as well as interest-based learning experiences, and

ensures timely feedback and authentic evaluation of learning to reinforce appropriate learner’s behavior. (NCBTS Domains 2 and 3)

3. Demonstrate an understanding that the unique nature of ALS and its clients requires appropriate teaching methodology both pedagogy and andragogy using: the lifeskills approach program interventions offered in different modalities, and tools and technology to address the goal of functional literacy.

(NCBTS Domain 4) 4. Realize that learners’ assessment is focused on practical application of

the knowledge and skills acquired in the context of lifelong learning. (NCBTS Domain 5)

5. Appreciate that learning can take place in a community learning center (CLC) that is collaboratively established by the members of the community to serve the different learning needs of the community. (NCBTS Domains 2 and 6)

6. Identify and conduct oneself as a professional, as guided by the ethics and standards of teaching profession, and able to make informed decisions for one’s growth and development. (NCBTS Domain 7)

ARTICLE V

CURRICULUM

Section 8 Curriculum Description Higher Education Institutions offering the Diploma in ALS program may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements.

Section 9 Curriculum Outline

The following minimum academic units are required for graduation for the Diploma in Alternative Learning System.

Courses No. of

Subjects

Equivalent Units per Subject

Total Units

A. Theories and Principles of ALS 3 units Philosophy and Principles of ALS 1 3

5 | P a g e

B. Content, Pedagogy, and Andragogy 19 units Life Skills Approach to Learning and Core Curriculum

1 3

Community Organizing and Mobilization 1 5 Modalities and Assessment in ALS 1 3 Informal Education 1 5 Human Growth, Learning and Development 1 3

C. Application 9 units Basic Literacy for Adults 1 3 Action Research 1 6 TOTAL 8 Courses 31 units

ARTICLE VI COURSE DESCRIPTION

Section 10 Description of Courses (See Annex A)

ARTICLE VII GENERAL REQUIREMENTS

Section 11 Program Administration

The Diploma in ALS shall be administered by the Dean of College of Education who possesses the following qualifications:

a. A holder of an earned doctoral degree in education or any related

discipline; b. With at least three (3) years of very satisfactory teaching

experience/performance Section 12 Faculty from Different Disciplines

The faculty should possess the educational qualifications, professional experience, teaching ability, computer literacy, scholarly research productivity and other attributes essential for the successful conduct of the alternative learning system degree program.

A. General Requirements

1. As a rule, a master’s degree in education or an allied discipline is required for teaching in the tertiary level.

2. Holder of Certificate /Diploma in ALS or its equivalent.

Section 13 Admission, Retention and Maximum Residency Requirements for Students A Baccalaureate Degree is a major requirement upon enrollment in

the Diploma in ALS program.

6 | P a g e

Every student has the right to enroll in any school, college or university upon meeting its specific requirements and reasonable regulations. The student is expected to complete the course without prejudice to the right to transfer except in disciplinary cases and/or academic delinquency.

As a general rule, no applicant shall be enrolled in any approved course unless proper credentials as prescribed are submitted to the institution during the enrollment period.

ARTICLE VIII TRANSITORY, REPEALING AND EFFECTIVITY PROVISION

Section 14 Transitory Provision

HEIs that have been granted a government authority for the Diploma in ALS program are required to fully comply with all the requirements in this CMO within a non-extendable period of three (3) years after the date of its effectivity. State Universities and Colleges (SUCs) and Local Colleges and Universities (LCUs) shall comply with the requirements herein set forth.

Section 15 Sanctions

For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as the Education Act of 1982, and Section 63 of Article XII and Sections 142-143 of Article XXVI of the CMO 40, series 2008, entitled “Manual of Regulations for Private Higher Education of 2008 (MORPHE)”, and other related laws.

Section 16 Separability and Repealing Clauses

Any provisions of this Order, which may thereafter be held invalid, shall not affect the remaining provisions.

All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed.

Section 17 Effectivity

This Order shall take effect fifteen (15) days after its publication in the Official Gazette or in a Newspaper of General Circulation.

Quezon City, Philippines, _____________________________, 2017.

PATRICIA B. LICUANAN, Ph.D. Chairperson

7 | P a g e

ANNEX “A”

Course Title PHILOSOPHY AND PRINCIPLES IN ALTERNATIVE LEARNING SYSTEM (ALS)

No. of Units 5 units (2 units lecture; 3 units immersion) Course Description

This course traces various philosophical foundations of the Alternative Learning System (ALS) model that includes philosophical ideas of humanist educators such as Johann Pestalozzi of Switzerland, Friedrich Froebel of Germany, and Bronson Alcott of the U.S. who resisted the rising impulse to mechanize learning and instead practiced pedagogies based on authentic, caring relationships, freedom of inquiry, and the innate human quest for meaning and purpose. This also incorporates the twentieth century educator’s approaches to teaching and learning, which are all based on deep respect for the organic growth process of human being by Maria Montessori in Italy, Rudolph Steiner in Central Europe, Celestin Freineth in France, and John Dewey. This will also touch on the thoughts and works of a Brazilian educator named Paulo Freire, Jacque Delor’s Four Pillars of Learning and similar thoughts. Emphasis is placed on the framework of Philippine basic education, the beginning of ALS in the Philippines and the current reform initiatives of the Department of Education-Bureau of Alternative Learning System which are premised on the goal of establishing an alternative learning system as a viable system of basic education and a true complement to the existing formal education. The Department of Education’s formulation of the Basic Education Sector Reform Agenda (BESRA) may also be highlighted for the students to understand and appreciate the comprehensive package of education policy reforms designed to improve, on a sustainable basis, basic education outcomes. Note: A considerable portion of the course is immersion and site visits in order to provide opportunities for the students to: a) gain an overview of the current programs and context of ALS from the perspective of field implementers (regional, division and district and community levels; b) observe the operational delivery of various ALS programs, strategies and processes; and c) gather feedback on the ALS curriculum and learning resources from the perspective of the learners, implementers and community stakeholders.

Course The overall course objective is to introduce the students to the

8 | P a g e

Objectives perspectives, concepts and philosophy of a learning system that is considered an alternative to formal schooling. It aims to emphasize a number of basic principles which address learners’ needs and priorities related to community participation, individual empowerment, functionality and quality of life. This course also aims to stimulate the students’ enthusiasm, interest and preparations for assuming the role of ALS implementers. The course covers seven (7) broad topics, such as the following:

Topics 1. Introduction to the Philosophy and Principles of ALS inspired by the following humanist educators: Johann Henrich Pestalozzi’s Educational Practice;

Pestalozzi’s Method Bronson Alcott’s Observations on the Principles and

Methods of Infant Instruction Friedrich Froebel’s Influence on Education

2. Twentieth Century Educators Approaches to Teaching and Learning Maria Montessori Rudolph Steiner Celestin Freineth John Dewey’ Philosophy of Education Paulo Freire and His Pedagogy of the Oppressed: The

REFLECT Approach Jacque Delor’s Four Pillars of Learning

3. The Beginnings of ALS in the Philippines 4. Basic Principles and Approaches 5. Current Reform Initiatives of the Department of Education,

Bureau of Alternative Learning System 6. Current Trends and Practices in ALS in the Philippines 7. The ALS Programs and Projects 8. The concept of Lifelong Learning and Sustainable

Development Learning Competencies

Upon successful completion of this course, the students are expected to: 1. understand and appreciate the philosophy theory and basic

principles of ALS; 2. discuss principles and theories of ALS; 3. apply the basic principles and strategies of ALS In

performing their roles and responsibilities as future ALS implementers;

4. research and critically evaluate current trends and practices in ALS;

5. write a very comprehensive critique about the current ALS initiatives and practices in the Philippines.

Suggested Learning Activities

During the course, the following active learning strategies are suggested: Expectations setting using KWL strategy

9 | P a g e

Lecture-discussion Use of Cooperative/Active Learning Strategies such as: games, role playing, project-based

learning (dialogue) journals, brainstorming, buzz session, concept mapping, think-pair-share, counsel brainstorming exercise

Scenario-thinking Community Immersion Self-Assessment Self-Reflection Case Analysis of current practices Creation of an Individual Learning Portfolio Community Mapping Exercise Critique/Reflections of the Course (3-5 pages)

Assessment Requirements

Evaluation will be based upon the results of examinations, class participation, class assignment including those listed below:

10% - Homework Assignments 10% - Article Critique 10% - Theories and Approaches Quiz 20% - Mid-Term Exam 15% - Case Analysis Presentation 15% - Individual Learning Portfolio 20% - Comprehensive Final Exam Grading Scale: A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0-59

Any final grade below “C” will constitute the necessity of repeating this course.

References/Resource Materials

Literature review and research on local and international practices and emerging concepts and principles on ALS, perspective on nonformal, informal and lifelong learning will help provide data sources throughout the whole/course. The following references can be accessed and reviewed: 1. Handbook for the Instructional Managers in the Nonformal

Education Accreditation and Equivalency (NFE-A&E) System

2. Ahmed, M. (1972). Nonformal Education: Problems and Prospects

3. Eshach, H. (2007) Bridging in-School and Out-of-School Learning: Formal, Nonformal and Informal Education. Journal of Science Education and Technology, 171-190

4. Guerrero, C.S. (2008). Status and Prospects of the ALS of the Department of Education: 2008 Technical Report

10 | P a g e

Course Title: Lifeskills Approach To Learning and the Core Curriculum

Course Credits: 3 units

Course Description:

The course is intended to introduce the education students to core lifeskills as essential tools for understanding one’s strengths and weaknesses, discerning opportunities and threats, and improving relationship with others. The course topics include ten core lifeskills techniques and strategies as:1) problem solving, 2)critical thinking, 3)effective communication skills, 4)decision making, 5)creative thinking, 6)interpersonal relationship skills, 7)self-awareness building skills, 8)empathy, 9)coping with stress and emotions and 10)entrepreneurship. These lifeskills will be discussed in the context of the of the 5 learning strands of the ALS curriculum (Learning Strand 1-Communication Skills, Learning Strand 2-Problem Solving and Critical and Creative Thinking, Learning Strand 3-Sustainable Use of Resources and Productivity, Learning Strand 4-Development of Self and a Sense of Community, Learning Strand 5-Expanding One’s World Vision).

Course Objectives: The course in Lifeskills Approach to Learning and the Core Curriculum shall engage students with the ALS principle of learning that lifeskills are learning competencies and functional literacy is the outcome of lifeskills-based education. Students are expected to demonstrate a sound understanding of the principle that learning is not compartmentalized into subjects but it is integrative and wholistic. The course aims to introduce the process of learning in ALS with the use of lifeskills approach.

Learning Competencies:

At the end of the course, the students are expected to be able to: 1. Describe the core lifeskills approach techniques and

strategies problem solving critical thinking effective communication skills decision making creative thinking interpersonal relationship skills self-awareness building skills empathy coping with stress and emotions entrepreneurship

2. Describe the 5 learning strands of the ALS Curriculum. Learning Strand 1-Communication Skills Learning Strand 2-Problem Solving and Critical and

Creative Thinking Learning Strand 3-Sustainable Use of Resources and

Productivity

11 | P a g e

Learning Strand 4-Development of Self and a Sense of Community

Learning Strand 5-Expanding One’s World Vision 3. Explain the operational definition of Functional Literacy 4. Understand the relationship between the core lifeskills and

the 5 learning strands of the ALS Curriculum in the context of how does learning process work in ALS

5. Appreciate the important role of lifeskills approach to learning and the ALS Core Curriculum as essential tools in improving the quality of life of the learners

Suggested/Required Topics:

2. Lifeskills Approach to Learning The Core Lifeskills Active Learning Strategies in ALS

3. ALS Core Curriculum 5 ALS Learning Strands Functional Literacy

4. Linking Lifeskills and the ALS Core Curriculum

Suggested Learning Activities:

Carousel Brainstorming Exercise Group Discussions Research/Reporting Case Studies Buzz Sessions Debates/Discussion Panels CLC visits Listening to/ Interviewing Resource Person Journal Writing Role Playing

Suggested Performance Outcomes and/or Assessment Requirements

Students understand the core lifeskills techniques and strategies and can describe how these relate to the ALS Core Curriculum

Students will have working knowledge of the 5 Learning Strands of the ALS Curriculum

Students can explain how the 5 Learning Strands are integrated in the operational definition of functional literacy

Students can provide real-life scenarios on how lifeskills-based education is impacting (a) ability of a learner to better identify problems (b) explore alternative solutions, and (c) make rational and creative decisions in solving each problem or issue as it arises

References Presentation of BALS on: ALS Curriculum Design The ALS Curriculum and Materials How Is ALS Taught?

Life Skills Approach to Child and Adolescent Healthy

12 | P a g e

Development (Mangrulkar, L, Vince Whitman, C, and Posner, M, published by the Pan-American Health Organization, 2001) Life Skills Education & CCE Class IX & X (Vihar, P., published by the Central Board of Secondary Education, n.d.)

Course Name: Community Organizing and Mobilization

Course Credits: 5 units

Course Description:

Community engagement can be defined as “bringing together the talents, resources, and skills of people in the community in order to increase their collective power and work for social change’. In addition, it mobilizes the community’s political will for change. To further our understanding of the distinctions between and differing purposes for certain community-based strategies, we have conceptualized the Community Engagement Continuum in order to categorize a range of community based approaches in the anti-violence movement and to clarify the extent of the changes they aim for. The four points on the continuum are: community outreach and education, community mobilization, community organizing, and community accountability. They are defined by the level to which the strategies they employ lead to increase in the community’s capacity to transform relations of power and sustain these changes. The ALS Teacher as community worker is also made aware of the priorities and resource requirements that could contribute to the development of the community learning centers and the effective organization of community learning groups. This module requires reflective exercises among the students on the impact of the field work on their role as future ALS teachers.

Course Objectives: Community Organizing and Mobilization provides an overview of and training in community organizing and mobilization practice in the communities where ALS Teachers are assigned. This includes defining what community organizing is and identifying its value base; exploring the strategies, tactics and activities of organizing; and thinking about marketing, language and evaluation. It also focuses the students in the skills of community organizing and techniques for effective advocacy and social mobilization. Students will also have the opportunity to reflect on and strengthen their own skills as community organizers and advocates. The students should understand the history and issues in community organizing and mobilization and learn some of the skills necessary to engage in community organizing and development activities.

13 | P a g e


At the end of the course, the students are expected to employ: Analytical Skills

1. Analyze historical, geographical, economic, and political forces within a community

2. Discover the value system of a community 3. Utilize census data and other statistical and research data

in community analysis and in proposal writing 4. Conduct Advocacy and Social Mobilization utilizing various

strategies 5. Identify and analyze household profiles of potential ALS

learners in a community and to document it using the ALS Information Management System forms.

6. Document the populations-at-risk (marginalized sector) for a given community

7. Utilize force field analysis to analyze likelihood of acceptance of a proposal by critical actors in a community and by a funding source or sources

8. Determine who should be members of a constituency to address the needs of learners and other marginalized members of the community

9. Develop an organizing strategy which encourages involvement of diverse populations

10. Apply social work values and ethics to the analysis of unmet needs of marginalized sectors in a community.

11. Develop skills required to advance social and economic justice in the community setting

12. Apply systems theory and the problem solving process to address unmet needs of marginalized sectors within the community

Interpersonal Skills 1. Interact with community stakeholders in order to identify

needs that should be addressed. 2. Work with community stakeholders in forming a

constituency 3. Teach leadership skills to community stakeholders,

thereby empowering them to address their unmet needs 4. Prepare community stakeholders to interact with

community leaders to enlist their help in addressing consumer unmet needs, thereby empowering them to advocate on their own behalf.

5. Apply social work values and ethics to all phases of community organizing

Suggested/ Required Topics:

Introduction and Definitions -Defining and identifying the community 1. political and economic structure 2. social service structure

14 | P a g e

3. vertical and horizontal relationships in the community Theory of Community Organizing

-Defining Community Problems 1. Identifying the problem 2. Narrowing the problem 3. Researching the problem 4. Defining the problem: statistics, facts, and implications -Developing Constituencies 1. Socialization 2. Primary group phase 3. Organization development phase 4. Institutional relations organization 5. Technical and interactional tasks of each stage

Community Organizing 1. Developing relationships 2. Establishing rapport 3. Learning community norms and mores 4. Listening, observing, and interviewing 5. Development of a statistical profile of the community, utilizing census data, and comparing the community to the city or municipality in which it is located in terms of its statistical profile 6. Identification of Household of Potential ALS learners

Advocacy and Social Mobilization 1. Meaning and Purpose 2. Strategies

The “Big Bang” The Big Visit The “Little Bang” The Letter and the Technical Journal Functional Linkage and Network System Formulation of local ASM action plan Development and Dissemination of local IEC materials

Community Mapping Community Orientation on ALS Program

Mobilizing Resources A. Identifying sources of funds B. Researching sources of funds C. Approaching the funding source D. Proposal writing

Suggested Learning Activities:

Approaches/Strategies: Visitation of Selected Communities Problem Identification Planning and Strategizing Identification of Resources Reflection on the course of action taken Assessment of best approach to follow

15 | P a g e

Presentation of Case *Lecture, discussion, Internet exercises, and simulations will be used in class as the principle means of learning. Case studies, readings, and course assignments will be used outside the classroom. Students will integrate material from field practice into their work both in class and outside.


FIELD ASSIGNMENT Development of a community organization and mobilization project in a target community as field work of students. Output: Conduct Advocacy and Social Mobilization employing various strategies with the aim of gaining an in-depth understanding of the community where the student is assigned. After the activity, the student must be able to: 1. describe the community, its history, its mandate, its services,

and its client population. 2. describe the economic life of the community, the vertical and

horizontal structure of the community, the political and government structure of the community, the planning process in the community, the dominant norms and values in the community, and the way in which the community allocates its funds (i.e., what is the priority area to which funds are allocated: education, police protection, municipal services, or something else?) Utilize both Internet sources and the local community library or community learning resource center as part of the student’s research on the community.

Utilize data from the most recent census conducted, gathered from the barangay or concerned agencies, to present a statistical profile of the community. Utilize the ALS Information Management System forms on data gathering and/or validating inventory of the household profile of target ALS learners within the community. Provide similar statistical data for the city or municipality as a whole, and compare your community to the city or municipality statistics: in what ways is your community typical of the city or municipality and in what ways does it differ? Identify the needs of the target ALS clientele within the community as seen by members of the community. This is a need which applies to a number of residents in the community. Express this need in behavioral terms. (This will be done in class as a class exercise prior to writing the paper.) This need may include: Establishment of Community Learning Centers

16 | P a g e

Production of learning materials and resources Describe any existing agencies or services which attempt to work on or potential workers for the learners’ needs identified in the community. What other community groups have an actual or potential interest in this unmet need? What goal would your constituents see as a resolution of this problem?

Part 2

A. Who should be included in the constituency B. How will the constituency be developed? Describe the

steps that will be followed in constituency development. C. What program will the constituency suggest to address the

unmet need? D. To whom will this program be presented for approval?

Why? (Remember that there may be more than one "critical actor": one who will give money, one who will provide a facility, etc.)

E. Where will the program, if funded, be housed: in an existing agency, in a new agency? Why?

F. How will the constituency introduce the program proposal to the community at large? The funding source?

Part 3 Prepare a formal proposal for funding; and Analyze of the outcomes of the process. Proposal 1. Develop a proposal which your constituents would present for funding, including: a. a brief cover letter b. a rationale for the program (You will probably draw on your work from the first paper, including the statistical data on your community to do this portion.) c. a BRIEF program description. d. program budget, including in-kind contributions. a statement regarding the criteria which will be utilized to evaluate program effectiveness. Analysis of the outcomes of the process What is the likelihood that the proposal will be accepted? Funded? What have you learned from this assignment?

17 | P a g e

ORAL REPORT Each student will give an oral report as part of class participation. Topics will be assigned in class. COURSE CONTENT Unit 1 - Studying the Community in Which You Work Unit 2 - Theory of Community Organizing Unit 3 – Advocacy and Social Mobilization Unit 3 - Fund Raising Unit 4 - Tactics and Techniques in Organizing FINAL EXAMINATION The final examination will be cumulative, covering all knowledge, values, and skills included in the course subject matter.

References Kahn, Organizing, Ch. 5, 9, 18 Warren, Studying Your Community Vernon & Lynch, Social Work and the Web, P. 1 - 83.

Brager, Community Organizing, Ch. 1 - 11 Kahn, Organizing, Ch. 1 - 4, 6, 7

The Foundation Center's Guide to Proposal Writing - Entire Book The Bread Game - Entire Book Kahn, Organizing, Ch. 14

Brager, Community Organizing, Ch. 12 - 16 Kahn, Organizing, Ch. 8, 10 - 13, 15, 17

ALS A&E Manual of Operations

Course Title MODALITIES AND ASSESSMENT OF LEARNING

Course Credits 3 units

Course Description

The ALS utilizes different modalities and formats for learning: use of print materials, broadcast or radio-based instruction and e-learning. Thus, learning may be acquired through face to face interaction, independent self-learning or supervised tutorial. In any of these modalities, assessment and evaluation of learning are conducted to determine the effectiveness of materials and procedures. This course is designed to connect both evaluation of teaching and assessment of student learning, at theoretical and practical levels. Building on curriculum theory and design, students will develop an understanding of the measurement of learning outcomes and objectives, in order to determine if learners have achieved mastery and if the delivery of teaching had been effective. Practical hands-on exercises are important components in working with the Accreditation and Equivalency Test and the Functional Literacy Test. Students will also undergo sessions to produce portfolio and authentic assessment

18 | P a g e

measures. This course presents an overview of the concepts and principles of assessment with emphasis on learning in non-formal.

Course Objectives:

The course on Modalities and Assessment for Learning will engage students in the process of seeking and interpreting evidences from their future learners on the learning process. It will also improve students’ learning to simply diagnose learners' learning needs. Assessment for learning can also be used for planning to support and determine professional development needs. Students will gain better understanding on the importance of assessment in teaching learning processes so that learners can play an active role.

The course will also help students to plan and modify teaching and learning programs and enable to determine learners’ strengths and weaknesses in the learning processes.

Suggested / Required Topics

Overview of Educational Assessment - Introduction to Assessment - Role and Nature of Assessment - Principles of Assessment Principles of Effective Literacy Assessment - Key assessment principles - Assessment practices - Importance of Assessment - Assessment Literacy Definitions , Traditional vs. Non-Traditional - Definition of Assessment Types of Assessment - Assessment Models - Formal Assessment -Informal Assessment -Portfolio Assessment - Rubric Methods of Assessment - Nature of Assessment - Purpose of Assessment - Tools of Assessment *assessing learner's progress ; feedbacking ; teacher-led assessment ; learner self-assessment ; peer assessment computer-based assessment Functional Literacy Test Recognition of prior learning

19 | P a g e

Performance based-learning Competency based-learning Portfolio Assessment - Definition of portfolio - Purpose of portfolio - Assessing portfolio - Creating Rubrics ePortfolio for eSkwela

Presentation of students portfolio


At the end of the course, the students are expected to be able to: Gain better understanding on the modalities and

corresponding appropriate assessment measures Appreciate the value of assessment. Understand ALS assessment principles and measures Enumerate Traditional and non-traditional assessment

approaches and techniques Give examples of modalities and assessment for learning. Apply assessment strategies in the teaching and learning

process. Know the importance of rubric in assessment Present personal portfolio and ePortfolio


1. Discussion 2. Group work 3. Demonstration 4. Role Play 5. Journal 6. Creating Rubrics 7. Project 8. Written and Oral Exam


Upon successful completion of this course, the students will be able to: Appropriately use the language of assessment. Demonstrate ALS assessment principles and its scope. Identify several specific roles or purposes of educational

assessment and the types of assessment appropriate for each. Provides feedback and integrates technology in instruction. Present personal ePortfolio

References Teaching Modalities- http://www.how-to-study.com/teaching-tips/teaching-techniques/teaching-through-different-modalities.asp

Course Title Informal Education & Productivity

http://www.how-to-study.com/teaching-tips/teaching-techniques/teaching-through-different-modalities.asp



20 | P a g e

No. of Units 5 units

Course Description The course introduces the students to Informal Education (InfEd) in ALS which is a lifelong learning process acquired outside the formal school system but which complements the curriculum of both Nonformal Education (NFE) and Formal Basic Education (FBE). It will give the students a chance to create opportunities to lead in the building of a community that responds to the needs of the people. With InfEd being a component of ALS that complements the Nonformal Education (NFE) component, it is able to create opportunities for self-development based on an individual’s declared interest. As a rule, all members of the community – the children, youth and adults who represent interest groups such as senior citizens, youth leaders, professionals, laborers, employees, etc. can be learners of this program. InfEd in ALS maybe acquired anywhere, anytime and anyhow using various modalities/methods This course also explains the relationships of the three modes of learning, namely formal, nonformal and informal in the context of lifelong learning. It also includes discussions on the philosophical and legal bases of InfEd such as the Constitution, RA 9155. The course also discusses the program implementation procedures, assessment and certification of learning in InfEd. This course will require a demonstration of an application of InfEd in a productive enterprise.

Course Objective The course shall develop BS ALS students who are familiar with the what, who, why, and how of informal education which will lead to the development of a deeper understanding and appreciation of a program where individuals learn based on their self-interest and are able to explore and enlarge their experiences, and engage in productive enterprise.

Suggested/Required Topics

Nature of Informal Education in ALS Purpose of InfEd in ALS Methods of Delivering InfEd in ALS Assessment of Learning in InfEd of ALS Introducing InfEd ALS Passport Directory of Institutions that Offer InfEd Courses Legal Bases of InfEd

- Constitution - RA 9155

Knowing and Managing Target InfEd Beneficiaries Working with People as an Informal Educator Professional Values in Informal Education

21 | P a g e

Guiding Principles of Community Mobilization Community Participation, Organization and Development Challenges in Doing Community Work Formal, Nonformal and Informal Modes of Learning in the

Context of Lifelong Learning Social Pedagogy Social Action and Its Relationship to Informal Education

Learning Competencies

At the end of the course, the students are expected to be able to: 2. Explore different facets of informal education – nature,

purpose, target beneficiaries, methods of delivery and assessment with the inclusion of InfEd passport

3. Equip themselves with skills needed in promoting InfEd

4. Work as an informal educator with people in target communities

5. Identify the guiding principles of community mobilization

6. Discover the challenges in doing community work 7. Realize the importance of the three modes of learning

in the context of lifelong learning 8. Deepen understanding on social pedagogy 9. Express their desire to help people by delivering InfEd

to communities


Brainstorming Group Discussions Research/Reporting Interview/Casual Conversation with Target

Beneficiaries Surveys Case Studies/Case Analysis Community Visits Role Playing Journal Writing Practicum on InfEd Video Presentation


Video Documentation on Changing Life of a Community through InfEd Activities

Accomplishment of InfEd Passport

References Informal Teaching and Learning. A study of everyday cognition in a Greek community, by: Henze, R. (1992) Principles and Practice of Informal Education: Learning Through Life by Linda Deer Richardson and Mary Wofe ( 2001) Working with Children: Social Pedagogy and Residential Child

22 | P a g e

care by J. Boddy(2003) Social Action: A Teleological Account) by Seumas Miller (2011) www.infed.org/thinkers/et-rous.htm

Course Title BASIC LITERACY FOR ADULTS No. of Units 3 units Course Description

This course starts with basic knowledge on the content and methodology needed for the teacher to be able to handle basic literacy for adults. Emphasis is placed on the concept that adult learners are not the same as school-based learners, since they differ in many significant ways, and as such the discussion and assignment must be focused heavily on the principles of adult learning and learning by experience or 4As of adult learning. Fundamentals of teaching reading, writing and numeracy for non-literate learners will also be the main focus. This may consider the works of Paulo Freire on the Regenerated Freirean Literacy through Empowering Community Techniques (REFLECT), Franck Laubach in Laubach Literacy and Elsa Auerbach.

Course Objectives The overall course objective is to emphasize to the students their future roles and responsibilities as field implementers who will be primarily responsible for handling basic literacy for adults and related programs. It aims to stimulate their enthusiasm, interest and preparations for assuming that role by providing the historical background, theories, principles and practices in managing basic literacy instruction, specifically for adults in different learning environments.

Topics This course covers six(6) broad topics: Topic 1. Working with Adult Learners Topic 2. Principles, Techniques and Approaches in Teaching Basic Literacy Skills for Adults promoted by Freire, Laubach and Auerbach. Topic 3. Teaching Reading to Adults Topic 4. Teaching Writing to Adults Topic 5. Teaching Numeracy to Adults Topic 6. Current Trends, approaches, techniques and Practices in Teaching Basic Literacy for Adults

Learning Competencies

Upon successful completion of this course, the students are expected to: 1. understand and appreciate basic principles in managing the

basic literacy instruction for adults; 2. discuss different approaches and techniques in teaching

basic literacy, writing and numeracy to adults; 3. apply different approaches, methodologies and techniques

in teaching basic literacy for adults in different contexts and learning environments;

4. demonstrate an understanding of various approaches, techniques, and methodologies to basic literacy instructions;

http://www.infed.org/thinkers/et-rous.htm

23 | P a g e

5. research and critically evaluate current trends and practices in teaching basic literacy skills;

6. write a very comprehensive critique about the current practices and initiatives of ALS field implementers in managing the programs on basic literacy for adults.


As much as possible, the content will be delivered through the use of cafeteria of active learning strategies in order to make the learning experiences more meaningful to students. Discovery approach and practical assignments must dominate the whole modality for this course. Listed below are some practical cooperative learning strategies: think-pair-share project-based learning buzz session role play/demonstration use of dialogue journals concept mapping brainstorming case studies jigsaw method carousel brainstorming exercises self-reflection techniques/reflective analysis 4As cycle of experimental learning demonstration/modeling multi-media presentation independent research projects practical assignments article critiques case studies self reflections

Assessment Requirements

Evaluation of the student progress will include outputs listed below:

10% - Homework Assignments 10% - Article Critique 10% - Theories and Approaches Quiz 20% - Mid-Term Exam 15% - Case Analysis Presentation 15% - Individual Learning Portfolio 20% - Comprehensive Final Exam

Grading Scale: A = 90 - 100 B = 80 - 89 C = 70 - 79 D = 60 - 69 F = 0 - 59

24 | P a g e

NOTE: Any grade below a “C” will constitute the necessity of repeating this course.

References/Resource Materials

Literature review and research on local and international background, practices and emerging concepts and principles on basic literacy for adults, including strategies/ techniques and methodologies on basic and functional literacy as well as well as other types of literacy will help provide data sources throughout the whole course. The following references can be accessed and reviewed by the students: 1. Handbook for the Instructional Managers in the Nonformal

Education Accreditation and Equivalency (NFE-A&E) System

2. Literacy: Reading the Word and the World by Paulo Freire 3. Pedagogy of the Oppressed by Paulo Freire 4. Critical Literacy: Changing the World through the Word by

Martha Mendoza 5. Making Meaning, Making Change by Elsa Auerbach 6. Adult ESL/Literacy from the Community to the Community:

A Guidebook for Participatory Literacy Training by Elsa Auerback

7. Laubach Literacy International Instruction by Martha A. Lane

8. Instructional Program by Kenneth A. Boothe 9. Implement a Literacy Program by Carole P. Spate 10. Ahmed, M. (1972). Nonformal Education: Problems and

Prospects 11. Eshach, H. (2007) Bridging in-School and Out-of-School

Learning: Formal, Nonformal and Informal Education. Journal of Science Education and Technology, 171-190

12. Guerrero, C.S. (2008). Status and Prospects of the ALS of the Department of Education: 2008 Technical Report

Course Title Action Research

Course Credits 6 units

Course Description Action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a “community of practice” to improve the way they address issues and solve problems within ALS reality. Action research or participatory action research has emerged in recent years as a significant methodology for intervention, development and change within communities and groups. It is now promoted and implemented by many development agencies and university programs. Suggested areas for action research include: factors affecting dropout, tracking A&E

25 | P a g e

passers, profile of ALS teachers/service providers, effective teaching, learning modalities, etc. Topics for action research should be drawn from practice teaching experience such as, digitizing, indigenizing and translating learning materials to other languages (including Braille), managing e-Skwela and Radio Based Instruction, and production of advocacy materials

Documents

CHED Memorandum Order (CMO) Series of 2016 …ched.gov.ph/wp-content/uploads/2017/10/Draft-PSG-for … · · 2017-10-042 | P a g e encompasses both non-formal and informal modes