2016年-世界发展银行全球_Alternative_and_Inclusive_Learning_in_the_Philippines_98页_1mb

Summary of the Alternative Learning System (ALS) Study in the Philippines

Core Content

This report presents an in-depth analysis of the Alternative Learning System (ALS) in the Philippines, focusing on its implementation, target population, beneficiaries, delivery mechanisms, and labor market outcomes. The study was conducted by a World Bank team in collaboration with the Department of Education (DepEd) and De La Salle University, utilizing data from national surveys and educational statistics to evaluate the effectiveness and reach of ALS.

Main Findings

1. Target Population and Enrollment

• Target Population: The ALS is designed for out-of-school youths and adults, particularly those who have not completed elementary or high school.
• Enrollment Rate: In 2014, only 10% of the potential ALS learners were enrolled in the program.
• Employment Status: Two-thirds of the target population (ages 16–26) are currently employed, which highlights the opportunity cost of participating in ALS.
• Population Size: The ALS target population in the age group of 15–26 years is estimated to be between 4.5 and 5.5 million, equivalent to the population of a small country like Denmark or Singapore.

2. Characteristics of ALS Beneficiaries

• Dropout Motives: Students who drop out of school due to financial constraints are more likely to enroll in and complete the ALS program.
• Marriage/Pregnancy and Behavioral Issues: These are the least likely reasons for enrollment and success in ALS.
• Literacy Levels: The study classifies individuals based on literacy skills into five levels, with Level 0 indicating inability to read and write, and Level 4 indicating completion of high school or higher education.

3. Delivery Modes and Facilitator Performance

• Facilitator Types: ALS facilitators are either directly employed by DepEd (DepEd-delivered) or contracted (DepEd-procured).
• Payment Structures: Performance-based payments are expected to improve learning outcomes, but there is no clear difference in work efficiency between the two types of facilitators.
• Pay Disparity: DepEd-procured facilitators are paid significantly less than DepEd-delivered ones, regardless of performance.
• Teaching Experience: DepEd-delivered facilitators have more teaching experience, which is generally associated with better performance and effectiveness.

4. Monitoring and Evaluation

• Coordination Issues: Monitoring activities across different education management tiers are poorly coordinated, leading to inefficiencies.
• Dual Role of DALSC: District ALS Coordinators (DALSC) are responsible for both teaching and monitoring, which may hinder their effectiveness in either role.

5. Labor Market Returns

• Pass Rate and Returns: Labor market returns to ALS are significant only when learners pass the Secondary A&E exam. The current pass rate is around 20%, which is low and discourages enrollment.
• Class Size Impact: Smaller class sizes (fewer than 40 learners per facilitator) are associated with higher A&E pass rates.
• Incentive Distortion: Expanding ALS may inadvertently discourage current students from completing school, as they might perceive it as a way to avoid graduation.

6. Policy Recommendations

• Early Intervention: Early intervention in education is more effective in improving long-term outcomes.
• Holistic Approach: A coordinated effort between ALS and Alternative Delivery Mode (ADM) is necessary to provide second-chance education to dropouts and non-completers.
• Target Population Redefinition: Based on the analysis of benefits and costs, the upper age limit for ALS should be set at 26 years or younger.
• Improving Efficiency: Redesigning the A&E examination and upgrading the content of the ALS Secondary program can improve outcomes and better align with the needs of marginalized students.

Key Information

• ALS Overview: ALS is an informal education program managed by the DepEd, offering a second chance to those who have dropped out or never enrolled in school.
• Data Sources: The study used data from the Functional Literacy, Education, and Mass Media Survey (FLEMMS) 2008 and 2013, as well as the Basic Education Information System (BEIS) and Labor Force Survey (LFS).
• Program Expansion: While expanding ALS is necessary to provide a second chance to those who lack basic education, it may distort incentives for current students.
• Financial Constraints: Financial issues are the main reason for school dropout, and a scholarship or conditional cash transfer could help reduce the opportunity cost for potential learners.

Conclusion

The study emphasizes the need for a more efficient and inclusive approach to ALS, focusing on improving enrollment, reducing class sizes, and enhancing the coordination between ALS and ADM. It also highlights the importance of redefining the target population and implementing policies that reduce financial barriers to education. The report concludes that early intervention and a holistic strategy are essential for addressing the challenges faced by out-of-school youths and adults in the Philippines.