Alternative learning system

This study will attempt to find out the awareness of Maubanin through Alternative Learning System Program. The research will make a survey for one of Barrangay here in Mauban Quezon. Specifically, it seeks to answer the following question:

1. What is Alternative System Program?
2. Where I can take ALS classes?
3. How can I enroll for ALS class?
4. What are the requirements?
5. Who conduct ALS class?
6. How long do ALS classes last?
7. Are we required to enroll in ALS A&E classes before we can take ALS A&E test? 8. Is there an age limit for taking ALS A&E test?
9. Where can I register for Alternative Learning System Accreditation and Equivalency test 2014?
10. Are ALS classes and livelihood programs for free?

The respondent will be the Maubanin. The researcher will be choose one Baranggay in Mauban Quezon.
The method that will be use in this research will be the Descriptive Research Method. And the main instrument will be a survey questionnaire. In that questionnaire the research will be measure the research study that will be conducted.

BACKGROUND OF THE STUDY:
This research entitled “ Maubanin Awareness through Alternative Learning System program in Mauban Quezon” aims to study the awareness of Maubanin through ALS. Commonwealth Act No. 80 of 1936 which created the Office of Adult Education under the Department of Instruction called for the inclusion of an adult education stream in the national education system. The thrust of the Office of Adult Education was vocational instruction. In 1947, the Office of Adult Education was changed into the Adult and Community Education Division (ACED) of the Bureau of Public Schools. The Community Education component aimed at providing assistance in post-war rebuilding efforts.

The Division intended to integrate the education of the child with that of the adult towards home and community betterment, as well as to utilize community resources in instruction in order to make school learning more responsive and related to the realities of life. It also sought to aid in the development of children, youth, and adults in order to become useful citizens through participation in democratic life. However, in 1969, ACED was abolished and its functions were subsumed under the National Manpower Youth Council. In 1977, the re-assimilation of the Non-Formal Education (NFE) in the education bureaucracy was again formalized through a Presidential Decree, enacting the creation of the position of the Undersecretary of Education, Culture and Sports for Non-Formal Education. After EDSA I, Executive Order No. 117 of 1987, decreed the creation of the Bureau of Non-Formal Education (BNFE). The Bureau focused on teaching-learning in non-formal settings for the marginalized sectors.

CHAPTER 1
THE PROBLEM AND ITS SETTING
TITLE: “MAUBANIN AWARENESS THROUGH ALTERNATIVE LEARNING SYSTEM PROGRAM IN MAUBAN QUEZON” (YEAR 2014-2015)
MAIN PROBLEM: If Maubanin is aware through Alternative Learning System Program? STATEMENT OF THE PROBLEM:
1. What is demographic profile of Maubanin based on their:
a. Age
b. Gender
2. What is Alternative System Program?
3. Where I can take ALS classes?
4. How can I enroll for ALS class?
5. What are the requirements?
6. Who conduct ALS class?
7. How long do ALS classes last?
8. Are we required to enroll in ALS A&E classes before we can take ALS A&E test?
9. Is there an age limit for taking ALS A&E test?
10. Where can I register for Alternative Learning System Accreditation and Equivalency test 2014? 11. Are ALS classes and livelihood programs for free?

INTRODUCTION:
If one were to ask the man on the street what he is understands the word “education”, almost always, his answer would be “ going to school in order to learn”. To common man, education is predictably associated with the learning that takes place in schools. This is general perception historically based on tradition.

According to the module that the researchers read you will know more about another kind of education that does not need to take place in school but is just as good as formal schooling. The Alternative Learning System or ALS is a parallel learning system that provides a viable alternative to the existing formal education instruction (Guerrero,2007, p. 2). It is a program by the Department of Education (DepEd), through its Bureau of Alternative Learning System that helps disabled people, cultural minority members, out-of-school youth, former inmates and/or rebels, industry-based workers ,and others who cannot afford or missed the opportunity to go through for malelementary and secondary schooling. It was first called Non-Formal Education when it began in 1984. Its main focus back then was to help its students acquire technical skills that they can use for livelihood. Its focus diversified after its name was changed into Alternative Learning System in 2004. It now includes literacy classes that are aimed at eventually offering elementary and high school diplomas to students who have the same above-mentioned backgrounds. Legal Foundations The source of the ALS educational system can be traced to the basic and fundamental law of the land.

The 1987 Philippine Constitution provides for a free and compulsory elementary education and free secondary education through DepEd. Also, the Governance of the Basic Education Act of 2001, which is also known as Republic Act No. 9155, dictates that it is the primordial duty of the State, through DepEd to promote and protect the right of the citizens to quality education and shall initiate steps to ensure the accessibility of education to all. Among many of its provisions, this law recognizes ALS as a “complement of formal education and a major component of basic education with a clearly defined role within the overall educational goals (Guerrero, 2007, p. 9).” The Executive Order 356 of 2004 renamed DepEd’s Bureau of Non-Formal Education to the Bureau of Alternative Learning System (BALS). Not only does this Order repeat the bureau’s mandate to address the learning needs of marginalized learners, but it also directs BALS to provide a systematic and flexible approach to reach all types of learners outside the school system.

THEORETICAL FRAMEWORK
This part of the study serves as a basic for the researches to undergo this study. According to a paper by Doronilla, there are two strands of education tradition in the Philippines – the mass-delivered national education system and the real life context-based informal education.1The paper argued that it is this gap between the knowledge imposed in the formal system and the lessons learned in the family and community that makes academic education irrelevant to the lives of the Filipino learners. This has become the main reason why the researchers want to pursue this study to find out if Maubanin is aware in Alternative Learning System Program. RESEARCH PARADIGM

INPUT PROCESS OUTPUT

HYPOTHESE
The researcher will be find out if Maubanin aware in Alternative learning system program in Mauban Quezon.

SIGNIFICANCE OF THE STUDY
This research will become significant to the following:
To the researchers themselves because it will enable to know the answers on the question stated in their research. They will also find out if Maubanin is aware through alternative learning system program. To the community, that will help them to realize how education is important even non-formal and formal education. To the school administrators, for them to continue implementing in their school the Alternative Learning System here in Mauban To the teachers, for them to be encourage to practice their teaching profession to out of school youth and for those who wants to have a good education. To the future researchers, that will serve as their future references when undergoing similar research.

SCOPE AND DELIMITATIONS
This research covered 200 of Maubanin. Out of this number, 100 were in
Linang and another 100 for Bayan .This study was conducted at Mauban Quezon.

DEFINATION OF TERMS
ALS- acronym for Alternative Learning System a non-formal schooling of out of school youth. Survey Question- a method for collecting quantitative information about items in a population Non- Formal Education- is a loosely defined term covering various structured learning situations, such as swimming sessions for toddlers, community-based sports programs and conference style seminars, which do not either have the level of curriculum, syllabus, accreditation and certification associated with ‘formal learning’, but have more structure than that associated with ‘informal learning’, which typically take place naturally and spontaneously as part of other activities. These form the three styles of learning recognized and supported by the OECD.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
RELATTED LITERATURE
Education comes in three modes: formal; non-formal; and informal. According to Philip Coombs formal education is the established schooling system from primary, secondary, tertiary to graduate education. Non-formal education is any systematic educational activity carried outside the framework of the formal system to provide selected types of learning to a segment of the population. Lastly, informal education is the lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes and insights from daily experiences at home, at work, at play and from life itself. RELATED STUDIES

The mass-delivered national education system and the real life context-based informal education.2 The paper argued that it is this gap between the knowledge imposed in the formal system and the lessons learned in the family and community that makes academic education irrelevant to the lives of the Filipino learners.In this regard, both informal education and non-formal education, being sub-components of the Alternative Learning System, occupy a strategic place in the Philippine national development thrusts because they have the potential to develop a more context-appropriate and socially inclusive Filipino basic education system. At present, capturing the nature of ALS in the country produces diverse results. Pockets of practices have been developed over time by individual communities or social organizations. The challenge now for the Philippine government and the Department of Education (DepED) is to facilitate the growth of ALS in the country by providing and strengthening the institutional support to the Bureau of Alternative Learning System (BALS).

The Bureau of Alternative Learning System (formerly the Bureau of Non-Formal Education) has been in place even before the 1987 Philippine Constitution. As an office, it was intended to help Filipino learners gain employment. However, with the expansion of its scope from non-formal education to alternative learning system, it becomes necessary to realign its organizational structure and systems to effectively perform its mandate. The Omnibus ALS Policy Guidelines tells the story of the growth of ALS in the Philippines as reflected in the organizational development of BALS. Unlike other entrenched government agencies, BALS is in an exciting phase of development. Most of its concepts are still for discussion. Practices and processes are still being tested. This policy document is the intended to reflect the next steps in the institutionalization of ALS as an integral part of basic education and one that is equal and parallel to formal basic education.

CHAPTER III
METHODOLOGY
RESEARCH LOCALE
This study will be conducted in Mauban Quezon. The researcher will chose some Barangay here in Mauban. RESEARCH DESIGN
The researchers will employ the Descriptive Research Method in order to find out if Maubanin is aware in Alternative learning System. POPULATION SAMPLING
The respondent of this research will be randomly. There is respondent that live in “linang” and in “bayan”. The researcher will be give the survey question for the respondent in different barangay. RESEARCH INSTRUMENT

The primarily instrument that will be used in this research is the Survey
questionnaire. This questionnaire measure the willingness of Maubanin DATA GATHERING PROCEDURES
A set of letter will be constructed in order to address to the concerned authorities. Upon the completion of necessarily permits and approval to conduct this study, an survey question will be prepared, the questionnaire will be presented to research teacher for consultation to ensure its suitability and applicability for the respondents of this study.

The researchers will be conducting first their study in “linang”. Each chosen respondent will be answer the survey questionnaire. It will conduct it more than two weeks.
In the following week, The researchers will be conducting first their study in “bayan”. Each chosen respondent will be answer the survey questionnaire. It will conduct it more than two weeks.
If necessary information and the data complete, the researchers will start tabulating, analyzing and computing data out come up with the findings of this research.

Pambayang Kolehiyong Mauban
School of Education

“Maubanin Awareness through Alternative Learning System Program in Mauban Quezon” (Year 2014-2015)

A Research Proposal Presented to:

MR.EDWIN L. REYES
(Research Adviser)

Submitted By:
Añonuevo, Lou Nerielle F.
Salcedo, Mary Jane M.
3A-BEED

ABSTRACT
This study will attempt to find out there is a significant difference on children who enrolled in Day Care Center and to those children does not enrolled in Day Care Center based on their learning outcomes in Kindergarten. The differences of learning outcomes will be arise to this study. Specifically, it seeks to answer the following questions:

1. What are the learning outcomes of children who enrolled in Day Care Center? 2. What are the learning outcomes of children does not enrolled in Day Care Center? 3. Is there any significant difference on their learning outcomes when they are in Kindergarten? 4. Is a year of schooling determining the learning outcomes of the children? Ho- There is a significant difference on children who enrolled in Day Care Center and to those children does not enrolled in Day Care Center based on their learning outcomes in Kindergarten. H1- There is no significant difference on children who enrolled in Day Care Center and to those children does not enrolled in Day Care Center based on their learning outcomes in Kindergarten. There will 40 respondents from Mauban North Elementary School.

The method that will be used in this research will be the Descriptive Research Method. And the main instrument that will be used is a pre-test and post test. And before their 3rd grading the researcher conduct the pre-test and at the end of their 3rd grading the researcher conduct the post test. In this method the researcher will measure their research study. This pre-test and post test will be consulted to a Kindergarten teacher to determine its appropriateness and applicability on the pupils where it is going to be used.

BACKGROUND OF THE STUDY:
This research entitled “A Comparative Study Between Children Enrolled In Day Care Center And The Children Does Not Enrolled In Day Care Center Based On Their Learning Outcomes In Kindergarten” aims to study and compare the learning outcomes of children enrolled in day care center and the children does not enrolled in day care center. It primarily be focused on learning outcomes of kindergarten pupils. This statewide longitudinal study was designed to investigate the effects of kindergarten schedule (half day, alternate day, and full day) and prior preschool attendance on elementary children’s success (achievement, incidence of grade retention, provision of special educational services, and classroom behavior). Academic data are summarized from two phases of the study: a retrospective analysis of children’s outcomes related to kindergarten attendance in 27 school districts in the years 1982, 1983, and 1984; and a prospective analysis of two cohorts of children, one entering kindergarten in fall 1986 in 27 school districts and one in fall 1987 in 32 school districts.

Behavioral outcome data are reported in detail. Existing data found in cumulative folders, representing scores from 13 different standardized tests, and various outcome data were analyzed for the retrospective study. Outcome data for the ongoing study were gathered from the Metropolitan Readiness Tests (administered in kindergarten), the Metropolitan Achievement Tests (administered in first grade), and the Hahnemann Elementary School Behavior Rating Scale (administered in kindergarten). Results from the longitudinal study indicate that children who attend preschool prior to kindergarten experience greater subsequent success in elementary school than those who do not. Results from both phases of the study indicate that participation in full-day kindergarten is positively related to subsequent school performance, at least through first grade. Additional analyses demonstrate the significant impact of age at entrance to kindergarten and of gender.