ALTERNATIVE LEARNING SYSTEM IMPLEMENTATION AND ADHERENCE TO THE DEPARTMENT OF EDUCATION STANDARDS A CASE STUDY REPORT

ALTERNATIVE LEARNING SYSTEM IMPLEMENTATION
AND ADHERENCE TO THE DEPARTMENT OF EDUCATION STANDARDS:
A CASE STUDY REPORT
Ms. Kristin Anne C. Corcega
Ms. Ramona Faye G. Alicarte
ABSTRACT
A non-formal education in the Philippines had been set as the Alternative Learning
System commonly known as ALS. This provided Filipinos the chance to have access to
complete basic education in a mode that fits their distinct situation and needs. Implementation
of such programs must be constantly checked and monitored not only by the government but
by the community for it to be a continuous success. In this study, the researchers described
how ALS is implemented in one ALS Center in San Pablo City, Laguna. It was compared to
the standards the Department of Education imposed in all its centers.
Data was gathered by Interview, Observation and Review of Related Literature and
Studies. The researchers then described the comparison and determine the differences
between the chosen ALS center’s implementation and the DepEd ALS implementation
guidelines. It was observed that the center is a DepEd delivered center which means that most
function and mandates comes from the Regional office of DepEd in San Pablo City. The
Mobile Teachers and other ALS implementers are employees of DepEd. The materials used
were DepEd provided. They did social-mobilization to offer ALS to target learners. There
were pre-tests and post-tests which were also designed by the Department of Education. It
was also discovered that there are five (5) learning strands that are included in the curriculum
of the ALS center in Lakeside District San Pablo Central School such as Communication
Skills, Problem Solving and Critical Thinking, Sustainable Use of Resources, Development
of Self and Sense of Community and Expanding One’s World Vision.
In conclusion, the center observed has a steady rate of enrollees which attested that
the ALS center have provided quality education in non-formal program. The ALS has been
adherent to the guidelines set by DepEd. In terms of program delivery, DepEd was managing
the operations and functions of the center. Furthermore, what separates the ALS center in San
Pablo City to the other centers was its skills and manpower enhancement delivered by partner
institutions.

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Many Filipinos do not have a chance to attend and finish formal basic education due to many
reasons. Some drop out from schools while some do not have schools in their communities. In 2008,
an estimation of 40.95 million or 45% of the total Philippine population did not complete basic
education. Among this identified population, 27.53 million are 15 years old and above. Meanwhile,
6-11 years old (8.7 million) and 12-15 (4.7 million) years old are those who are still in-school age.
Specifically, this population consists of street children, indigenous peoples, farmers, fisherfolks,
women, adolescents, solo parents, children in conflict areas not reached by the formal school system,
rebel returnees, and others (deped.gov.ph).
Since every Filipino has a right to free basic education, the government establishes an
Alternative Learning System (ALS) to provide all Filipinos the chance to have access to and complete
basic education in a mode that fits their distinct situations and needs. The 1987 Philippine
Constitution provides for the recognition and promotion of other forms of education other than formal
education. Article XIV, Section 2, Paragraph 4 concisely encourages non-formal, informal and
indigenous learning systems as well as self-learning, independent and out-of-school study programs
particularly those that respond to community needs. This provision leads to the Governance Act for
Basic Education otherwise known as the Republic Act 9155 stipulates the establishment of the
Alternative Learning System (ALS) to provide out-of-school children, youth and adults population
with basic education (deped.gov.ph).
To date, there have been researches and studies about the creation and adaptation of non-
formal and informal education in the Philippines through the Alternative Learning System but only a
few on its implementation to the communities. It is in this context that the researchers decided to
pursue this study to describe how ALS is implemented in one ALS Center in San Pablo City, Laguna.
Moreover, in about a month, the researchers are going to design a blueprint of their own
Language and Literacy Program, thus this has intensified their desire to do the research on an existing
non-formal education program implementation and its adherence to the standards set by the
Department of Education (DepEd).
Statement of the Problem
The research was conducted to identify the practices and implementation of the Alternative
Learning System (ALS) in one specific ALS center. This research study specifically attempted to
achieve the following:
1. Describe an Alternative Learning System implementation in one locale.
2. Determine the Alternative Learning System center’s adherence and differences to the
Department of Education standards on ALS implementation.
Moreover, this research study exclusively attempts to answer the following questions:
1. How does the Alternative Learning System (ALS) delivered in the center, in terms of:
1.1 Main Source of Program Direction
1.2 Learner Selection or Admission

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1.3 Ratio of Teacher and Learner
1.4 Schedule and Venue for Teaching - Learning Sessions
2. What are the methods of instruction in this Alternative Learning System center, in terms of:
2.1 Students Learning Assessment
2.2 Mode of Teaching – Learning Instruction
2.3 Materials Utilized
3. What are the Curriculum Contents that are present in ALS instruction? Are there any
alterations or specializations in lesson content utilized in this center?
Significance of the Study
The study conducted by the researchers has identified the adherence and specializations of the
ALS Center to the national ALS implementation standards. The study aims to benefit the following:
 The Alternative Learning System centers in San Pablo City, Laguna, as the ALS
implementers would have an idea of their current practice and adherence to the Department of
Education. They can also redirect or add focus on areas that needs improvement which may
affect their learners overall performance and hold fast to what is expected of them that is to
provide quality education even in the non-formal and informal set ups.
 Other Local City Government as well as the different regional or district officials of the
Department of Education may benefit in preparing for the creation and delivering an
Alternative Learning System in their respective cities and districts.
 The ALS Center in Lakeside District San Pablo Central School may be provided with the
assessment on how they deliver ALS and their adherence to the national standards. It may
serve as a feedback on how they can improve their services and practice.
 The Respondents or the Mobile Teachers will gain feedback on which of their practices are
aligned or not to the national standards. This study may also give them the time to reflect on
the efficiency and effectiveness of their program delivery.
 The Language and Literacy Education Students will become more aware of the creation of
ALS in the Philippines and its standards of implementation. It may give them an idea or a
framework on how ALS is delivered in a specific locale.
 Lastly, Future Researchers may use this study as reference in a similar research that will help
improve the implementation of informal and non-formal education in the Philippines.
Scope and Delimitation of the Study
This research study described only the non-formal and informal delivery of education through
the practices of an ALS Center. Specifically, the study determined the adherence and differences in
implementation of an Alternative Learning System Center to that of the guidelines set by the
Department of Education (DepEd).
The research study covered one (1) center out of the seven (7) ALS centers in San Pablo
City, Laguna. The observed ALS center is located inside the Lakeside District San Pablo Central
School. It was conducted among the present enrolled ALS students and mobile teacher currently
deployed in the observed center. The Education Program Specialist assigned to handle all the seven
(7) centers also took part in giving supplementary data in this study.
Definition of Terms

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The following operational terms were used in the research study:
ALS - Alternative Learning System is a parallel learning system in the Philippines that provides a
practical option to the existing formal instruction. When one does not have or cannot access formal
education in schools, It includes both the non-formal and informal sources of knowledge and skills.
A & E – Accreditation and Equivalency Program - Continuing Education program which is served
for those who left formal school system or have no access to schools.
A & E test- lengthy and time-limited examinations administered in different examination centers
every year that will promote the learner to another year level.
Basic Literacy Program (BLP) – Education program which is served for illiterate out-of-school
children, youth and adults who are willing to learn basic literacy skills.
Bureau of Alternative Learning System (BALS) – an organization which functions to address the
learning needs of the marginalized groups of the population; coordinate with various agencies for skill
development; ensure the expansion of access to educational opportunities; and promote certification
and accreditation of alternative learning programs both formal and informal in nature for basic
education.
Education Program Specialist (EPS) – in-charge of monitoring the utilization of funds and will
oblige the division/regions to submit and comply with the various needed reports.
Functional Literacy Test (FLT) – Test given to assess the literacy skills of the learner in terms of
listening and speaking, reading, writing, numeracy and (PIS) Personal Information Sheet which
dictates the learner’s background.
Formal Education – This type of learning is intentional, organized and structured. Formal learning
opportunities are usually arranged by institutions. Often this type of learning is guided by a
curriculum or other type of formal program.
Learning modules - contains the description of the module, objectives, learning activities, and pre
and post-tests. Modules for the basic and lower elementary level learners come with a Facilitator’s
Guide. Meanwhile, modules for advanced elementary and secondary levels were designed for self-
learning.
Learning strands – learning areas in the ALS equivalent of the “subjects” in the formal school
system.
Literacy mapping- strategy used to identify the learners
Mapping tool- help the coordinators and teachers assess the needs of the learners based on their given
background.
Mobile teachers – are “specialized” teachers who live among the people in remote barangays of the
country to conduct the BLP and A & E education program of the ALS.
Non - Formal Education – This type of learning may or may not be intentional or arranged by an
institution, but is usually organized in some way, even if it is loosely organized. There are no formal
credits granted in non-formal learning situations.
Pre-test - exercises done or questions asked in the modules before the main lesson is served to help
the learner be engaged with the lesson.

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Post-test - exercises done or questions asked in the modules after the main lesson is served to check
the understanding of the learner.

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Conceptual Framework
The Bureau of Alternative Learning System (BALS) implements the non-formal and informal
education or the education that takes place outside the formal school system. Republic Act 9155
defines non-formal education as “any organized, systematic educational activity carried outside the
framework of the formal school system to provide selected types of learning to a segment of the
population”. On the other hand, informal education is defined as, “a 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”.
BALS has also developed informal education courses that include self-interest and life
experiences programs. With this construct, greater learning needs will be addressed and funneled to
promote lifelong learning in all streams of education (deped.gov.ph).
From the actual provision in the 1987 Philippine Constitution of Alternative Learning System
creation down to the Republic Acts and relevant articles that asserts the observation of quality
education even in non-formal and informal means, the researchers conceptualized a study that will
describe or define an actual implementation of ALS in one of its delivery centers and determine its
adherence and differences to the ALS guidelines set by the Department of Education.

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Research Paradigm
Input Process Output
Figure 1
Research Paradigm
ALS implementation and adherence to DepEd Standards:
A Descriptive Study
Figure 1 shows the research paradigm conceptually made by the researchers of this study using
the Input-Process-Output (IPO) model or system. The first step in this IPO model is the Input which
includes the target data needed for this study, specifically: (1) DepEd’s ALS standard implementation
guidelines, and the (2) actual implementation of ALS programs in one ALS center in San Pablo City,
Laguna. The Process includes an interview, observation and review of related literature and studies.
Lastly, the Output will be the determination of ALS implementation and adherence to DepEd’s
standards of the observed ALS center in San Pablo City, Laguna.
 DepEd’s ALS
standard
implementation
guidelines
 Actual
implementation of
ALS programs in one
ALS center in San
Pablo City, Laguna
Data Gathering:
 Interview
 Observation
 Review of Related
Literature and
Studies
Determination of ALS
implementation and
adherence to DepEd’s
standards in an ALS
center in San Pablo
City, Laguna

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CHAPTER II
RESEARCH METHODOLOGY AND DESIGN
Research Design
This study is a descriptive research. Descriptive research is a study in which the phenomena
are described and the relationship between variables is examined. This type of research design used in
this study determined the degree of comparison between the actual implementation of Alternative
Learning System (ALS) in a certain locale in San Pablo City, Laguna and the guidelines or standards
set upon by the Department of Education (DepEd) on ALS implementation.
Participant Selection and Data Gathering Procedure
This research study covered one ALS center in San Pablo City, Laguna out of the seven (7)
ALS centers in the city. The researchers agreed to conveniently observe the nearest center available
which is the ALS center located inside the Lakeside District San Pablo Central School.
Before the data gathering, an initial visit by Miss Corcega took place in the office of the over-
all in charge (OIC) of ALS centers in San Pablo City. According to the OIC, a concept paper, an
intent letter and the copy of checklist with the interview questions signed by the course adviser are
required before they allow the interview and observation. After complying with the said requirements,
the researchers then proceed to the data gathering.
The interview was conducted purposively to the present personnel or mobile teacher assigned
in the center observed. The interview was conducted at the ALS center by Ms. Kristin Anne Corcega.
The set of interview questions was also given to the Education Specialist, who handles all the seven
(7) ALS centers in San Pablo, Laguna, as he was present in the center during the researcher’s visit.
Moreover, the observation was conducted on two (2) different dates with different sets of
students. The first one was conducted last October 29, 2015 and the other one was last November 4,
2015. Details for these observations and answers to the interview were consolidated and presented as
findings in the next chapter of this research study.
Research Instrument
This study on the Alternative Learning System implementation made use of a Self-made
Observation Checklist and an Interview Questionnaire. The self-made observation checklist was
based on the Department of Education (DepEd) standards or guidelines for ALS program
implementation.
As for the interview, the researchers come up with questions that are relevant and necessary to
determine the adherence and differences of the ALS center observed in relation to the DepEd’s ALS
implementation guidelines.
Both the observation checklist and interview questions were formulated by Ms. Ramona Faye
Alicarte and were submitted for checking by the course adviser, Ms. Ana Katrina Marcial, before the
actual observation and interviews.
Data Analysis

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In interpreting the gathered observation data and interview answers, the researchers simply
described the comparison and contrast the differences between the ALS center’s program
implementation and the DepEd ALS implementation guidelines. The gathered data will be presented
as findings in the next chapter of this paper.

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CHAPTER III
RESULTS AND DISCUSSION
The observation notes gathered from the observation checklist together with the answers to
the interview questions are summarized and presented in a tabular form, specifically in Table 1 for a
more organized data presentation.
Table 1
DepEd Guidelines for ALS implementation Lakeside District San Pablo Central School
ALS Center
ALS Delivery System
 DepEd delivered
 DepEd procured
 DepEd partners-delivered
ALS Delivery System
DepEd delivered
ALS Programs
 Basic Literacy Program
 Continuing Education Program –
Accreditation and Equivalency
 Indigenous People Education
 Arabic Language and Islamic Values
Education in ALS (ALIVE in ALS)
 Alternative Learning System for
Differently-Abled Persons
 Adolescent Reproductive Health
 Parent Education
 Family Basic Literacy Program
 Radio-Based Instruction
 Informal Education for
Disadvantaged Children

ALS Programs in the center
 Basic Literacy Program
 Continuing Education Program –
Accreditation and Equivalency
Venues/Facilities that can be used
 Community Learning Center
 Barangay Multi-Purpose Hall
 Libraries
 Home
ALS Venues/Facilities used
 Learning Center located inside the
Lakeside District San Pablo Central
School
 Barangay Multi-Purpose Hall
 Vacant lots
 Covered Courts/ Under the trees
Learning Facilitators
 Mobile Teachers (DepEd employed)
 District ALS Coordinators (DepEd
employed)
 Instructional Managers
 Civic Volunteers
 NGO provided teachers
Learning Facilitators
 Mobile Teachers (DepEd employed)
 District ALS Coordinators (DepEd
employed)
 Literacy Volunteers

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 LGU provided teachers
Mode of Delivery
 Face-to-face
 Radio-based
 eSkwela/ Computer-based
 Independent learning
Mode of Delivery
 Face-to-face
 eLearning
 Independent learning
Schedule of Learning and Facilitation
*There are no guidelines on the frequency
and duration of teacher-learner interaction
for ALS from the DepEd.
Schedule of Learning and Facilitation
Daily or Every Night (5 times a week)
3 to 5 hours per day
ALS Target Learners
 Street Children
 Out of School Youth (OSY)
 School Dropouts
 Illiterate Adults
 Persons with Disabilities (PWD)
 Children/Adults with Special Needs
 Juvenile Residents
 Farmers and/or Fisherfolks
 Solo parents
 Unemployed mothers
 Children in conflict areas
 Rebel returnees
Catered Learners
 Out of School Youth (OSY)
 School Dropouts
 Illiterate Adults
 Persons with Disabilities (PWD)
 Residents from Bureau of Jail
Management and Penology
Materials for ALS implementation
 Basic Learning Module with
Facilitators Guide
 Advanced Learning Module for
Independent Learning
 Supplementary Learning Materials
 Learning Materials for Specific
Learners Need
Materials used
 Basic Learning Module with
Facilitators Guide
 Advanced Learning Module for
Independent Learning
 Supplementary Learning Materials
 Learning Materials for Specific
Learners Need
Other Instructional Materials
 Manila papers and chalkboards
 ICT Materials such as tablets, laptops
and LCD projectors
Curriculum Content
Five Learning Strands:
 Communication Skills
 Problem-Solving and Critical Thinking
Curriculum Content
Five Learning Strands:
 Communication Skills (English and
Filipino)

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 Sustainable use of
Resources/Productivity
 Development of Self and Sense of
Community
 Expanding One’s World Vision
 Problem-Solving and Critical Thinking
(Math and Science)
 Sustainable use of
Resources/Productivity (Social Studies)
 Development of Self and Sense of
Community
 Expanding One’s World Vision (History
and Values Education)
Analysis and Discussion of Findings
The researchers hereby discuss the findings of study based on the data gathered and analyzed as
presented in Table 1 and hereby presented according to our Statement of Research Questions:
I. How the Alternative Learning System (ALS) is delivered in the center, in terms of (1) Main
Source of Program Direction, (2) Learners Selection or Admission, (3) Ratio of Teacher and
Learner, and (4) Schedule and Venue for Teaching - Learning Sessions?
Based on the observation and interview sessions, the ALS center in Lakeside District San
Pablo Central School is a DepEd delivered center. This means that most of the function and mandates
of this center comes from the Regional Office of the Department of Education in San Pablo City,
Laguna. The Mobile Teachers and other ALS implementers including the supervisors are employees
of DepEd. The materials used as well as the learning facility are also DepEd provided.
For the learners’ selection, the Mobile Teachers adhere to the standard procedure that is to go
to the different barangays and districts in San Pablo, Laguna to offer ALS to target learners. They call
this social-mobilization, wherein they look for potential ALS learners using a standard mapping form.
Before a learner can be admitted to the program, he or she must be assessed through the standard
Functional Literacy Test purposely designed by the Department of Education for admissions to ALS
programs.
The ratio for Mobile Teacher to learners is 1:75 as told by the ALS implementers in the
interview and has been validated by the researchers through the student’s portfolios in the ALS center
in Lakeside District San Pablo Central School. Most of the catered learners in this center are Out of
School Youth (OSY), School Dropouts, Illiterate Adults, Persons with Disabilities (PWD) and
residents from Bureau of Jail Management and Penology (BJMP).
For the learning facilitators, there are seven (7) Mobile Teachers who are regularly rotating in
the seven (7) ALS centers and venues in San Pablo City, Laguna. An Education Program Specialist
(EPS) is the one acting as supervisor to these Mobile Teachers. There are also civic volunteers who
help out in these centers.
In terms of the delivery of learning, the learners and Mobile Teachers are meeting regularly in
the ALS center for 10 consecutive months. Students are highly encouraged to have their independent
learning. More so, teacher-learner interactions are not limited to the center itself; they also meet in
the Barangay Halls, covered courts, under the trees, vacant lots and even in the homes of the learners
depending on the learner’s need.
II. What are the Methods of Instruction in this Alternative Learning System center, in terms of:
(1) Students Learning Assessment, (2) Mode of Teaching – Learning Instruction, and (3)
Materials Utilized?

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Since the ALS center observed is a DepEd delivered center, the modules handed to learners
are DepEd provided. The modules contain assessment tools that aid in determining the learner’s
progress. Mobile Teachers also conduct Pre-test and Post-test activities that are also designed
specifically for ALS learners. Moreover, passing the Accreditation and Equivalency (A&E) is the
standard assessment tool for promotion and accreditation.
The mode of instruction took place through face to face interaction, eLearning and also
independent learning. The delivery of instruction varies on the learner’s need and preferences.
For the learning materials, the standard learning tool is the ALS module. However, since
learning needs vary from one learner to the other, the Mobile Teachers use supplement materials
depending on the perceived needs of their learners and the availability of resources in their center.
ICT materials such as tablets, personal computers, laptops and LCD projectors are also utilized by the
center during teaching-learning sessions.
III. What are the Curriculum Contents that are present in ALS instruction? Are there any
alterations or specializations in lesson content utilized in this center?
As per the standards of Department of Education for the curriculum content of ALS, there are
five (5) learning strands that should be included. These strands include Communication Skills,
Problem-Solving and Critical Thinking, Sustainable Use of Resources/Productivity, Development of
Self and Sense of Community and Expanding One’s World Vision. This is the same and was observed
in the ALS center in Lakeside District San Pablo Central School.
Moreover, there is one thing special in this ALS center. There is an employment opportunity
for their learners after finishing the ALS program. A partner institution has been providing additional
learning sessions for their students which include skills and manpower enhancement.
This industrial partner, specifically the Service Resource Inc., sends out trainers from their
company to help out the Mobile Teachers in preparing the ALS learners for employment in their
agency by teaching specific skills needed in their company. This partnership makes this ALS center
standout among the rest as it is not only an ordinary learning center but an enrollment-to-employment
hub in San Pablo City, Laguna.

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CHAPTER IV
CONCLUSIONS AND RECOMMENDATIONS
Conclusion
Based on the findings of the researchers, we hereby make the following conclusions:
1. Ever since its creation as an ALS center in 2004, there has been a steady rate of enrollees in
the number of ALS learners in the Philippines. In one city, such as San Pablo City, Laguna
there are already seven (7) ALS centers. In addition, this steady rate of enrollees has an
impact on the work of the Department of Education (DepEd) and the Local Government Units
as to how they will cater these students in providing quality education in non-formal or
alternative ways.
2. The Alternative Learning Center operating inside the Lakeside District San Pablo Central
School has been adherent to the guidelines set by the Department of Education with regards to
the implementation of ALS centers. From the admission process, to the methods of
instructions, materials used down to the evaluation and assessment, the ALS center observed
are align to the set national standards. There has been no deviation in the curriculum content
but only some additional special activities observed in this center.
3. In terms of program delivery, the Department of Education is managing the operations and
functions of this center as an ALS DepEd-delivered center. Moreover, the personnel assigned
or the Mobile Teachers and Education Program Specialist in this ALS center are also
considered qualified to perform their core-mandated functions. They are under the supervision
of the Department of Education as well.
4. Though the entire DepEd ALS module have been successfully discussed in this center, a
specialized program such as the skills and manpower enhancement delivered by their partner
institution sets this ALS center apart from the other ALS centers located in the city. Thereby,
making them not just an ordinary center which produces literate individuals, but an
enrollment to employment ALS hub which produces competent workers in the field.
Recommendations
The researchers make the following recommendations with the intent of improving the Alternative
Learning System program implementation and centers in the Philippines:
To the Local Government Unit and Department of Education in San Pablo City Laguna,
we recommend increasing its support to the performance of their seven (7) ALS centers. We also
recommend providing a regular or separate center for ALS delivery such as classroom/s and other
education facility like the one in Lakeside District San Pablo Central School.
To the Education Program Specialists, we recommend that to improve more the regular ALS
programs, they can take the initiative to look for industrial partners who are looking for skilled and
literate employees. Through this partnership, they can provide additional skills to the ALS learners
and enable them to be employed immediately. Moreover, they can also consider unlimiting the ALS
center from just the A&E and BLP programs. They can also seek to offer other programs such as
Adolescent Reproductive Health Program, Parent Education, Family Basic Literacy Program and
others as it is also under the guidelines of the Department of Education.

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To the respondents or the ALS implementers, having known this assessment of their ALS
program implementation, we recommend that they utilize this information to assess and review their
knowledge and practices should they consider creating another center or being transferred to another.
They may also use this information as it applies to their current practice by comparing whether their
implementation are related to the standards set by the Department of Education.
To future researchers, we recommend that a thorough study on other factors that affect the
passing rate of the school and the Nursing Licensure Examination performance of the students be
undertaken. Factors to be assessed may include the following: Time allotted for discussion of every
learning strand, Academic Performance in the Accreditation and Equivalency tests, Curriculum
Contents, Mobile Teacher performance, Utilization of other materials, Motivation of learners, and
other factors that affect the implementation of ALS program.

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REFERENCES
Journal Articles
Ag-agiw, Novelyn N. (2011). The Accreditation and Equivalency Program of the Department Of
Education Alternative Learning System: The Ifugao Experience. Unpublished Master’s
Thesis. Bayombong, Nueva Vizcaya: Nueva Vizcaya State University.
Galima, Loreta Vivian R. (2012). Educating Dropouts and Adult Learners through the Alternative
Learning System: Equalizing Opportunities for Education in a Multicultural Society.
International Journal of Interdisciplinary Social Sciences. Vol. 6 Issue 9, p159-166. 8p.
Eaton, Sarah Elaine (2010) Formal, non-formal and informal learning: The case of literacy, essential
skills and language learning in Canada. Eaton International Consulting Inc. p.8.
Nieto, Sonia. (1996). Affirming Diversity: The Sociopolitical Context of Multicultural Education. 2 nd
Ed. White Plains, New York: Longman Publishers
Werquin, P. (2007). Terms, Concepts and Models for Analyzing the Value of Recognition
Programmes: RNFIL- Third Meeting of National Representatives and International
Organisations. Retrieved from http://www.oecd.org/dataoecd/33/58/41834711.pdf.
Internet/Online-Based References
deped.gov.ph
Toolkit for Mobile Teachers (2007)
1987 Philippine Constitution
DepEd Memorandum: No. 313, s. 2008
DECS Order: (No. 11, s. 1989) Allotment: l-(D.O. 50-97)
DepEd Order: (Nos. 50, s. 2013 and 59, s. 2012)

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ALTERNATIVE LEARNING SYSTEM IMPLEMENTATION AND ADHERENCE TO THE DEPARTMENT OF EDUCATION STANDARDS A CASE STUDY REPORT