Citation

Educating dropouts and adult learners in cultural communities: The alternative learning system secondary level accreditation and equivalency program in Ifugao

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Abstract:

Alternative learning system in the Philippines has a long history, but its first integration into the mainstream can be traced back to Act No. 1829 in 1908, which was an act that provided for the delivery of civic educational lectures in towns and barrios. In 1936, the Office of Adult Education under the Department of Instruction was created under the Bureau of Public Schools. By 1987, the need for nonformal/alternative learning system was formally recognized in the 1987 Philippine Constitution.
Today, the Alternative Learning System (ALS) in the Philippines has evolved into a parallel learning system that provides education to the underprivileged and the underserved through means other than the existing formal education instruction. Ifugao is one of the identified provinces where alternative learning is most needed, and one of the programs under ALS is the Accreditation and Equivalency Program in the Secondary Level. The AEP-SL in Ifugao - how it works, how implementers and supervisors work together and how the learners benefit from the program, as well as the struggles and techniques of teaching used by the implementers - is under scrutiny in this research, using qualitative methods, with the interview schedule, focus group discussion and participant observation as the main research tools. The difficulties faced by the teachers in providing education to adult learners and dropouts, as well as the strengths and weaknesses of the program are richly chronicled in this research.

Author's Keywords:

Alternative Learning System
Convention
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492970_index.html
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MLA Citation:

Galima, Loreta Vivian. "Educating dropouts and adult learners in cultural communities: The alternative learning system secondary level accreditation and equivalency program in Ifugao" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492970_index.html>

APA Citation:

Galima, L. R. , 2011-04-30 "Educating dropouts and adult learners in cultural communities: The alternative learning system secondary level accreditation and equivalency program in Ifugao" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492970_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Alternative learning system in the Philippines has a long history, but its first integration into the mainstream can be traced back to Act No. 1829 in 1908, which was an act that provided for the delivery of civic educational lectures in towns and barrios. In 1936, the Office of Adult Education under the Department of Instruction was created under the Bureau of Public Schools. By 1987, the need for nonformal/alternative learning system was formally recognized in the 1987 Philippine Constitution.
Today, the Alternative Learning System (ALS) in the Philippines has evolved into a parallel learning system that provides education to the underprivileged and the underserved through means other than the existing formal education instruction. Ifugao is one of the identified provinces where alternative learning is most needed, and one of the programs under ALS is the Accreditation and Equivalency Program in the Secondary Level. The AEP-SL in Ifugao - how it works, how implementers and supervisors work together and how the learners benefit from the program, as well as the struggles and techniques of teaching used by the implementers - is under scrutiny in this research, using qualitative methods, with the interview schedule, focus group discussion and participant observation as the main research tools. The difficulties faced by the teachers in providing education to adult learners and dropouts, as well as the strengths and weaknesses of the program are richly chronicled in this research.


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