The Alternative Learning System (ALS) Program is available to children and youth who are unable to stay in school as well as to those who have not completed their basic education. The ALS-EST, which is an ALS variation, stands for Alternative Learning System - Education and Skills Training which incorporates skills training competent into the traditional academic interventions. The ALS-EST in Quezon City was implemented through its Project EMBRACE (Empowerment MoBilization and Reintegration Program through Accelerated Continuing Education) which was originally intended for drug users under Project TOKHANG; then it was redirected to the ALS-EST of the SDO-QC as partner-beneficiary, this the pilot implementation of the ALS-EST of the SDO-QC as partner-beneficiary, thus the pilot implementation of the ALS-EST Program which became the subject of this research.
This evaluation on the pilot implementation of the ALS-EST, financed by the Special Education Fund of the Quezon City Government, aimed to (1) determine how SDO-QC implement and make ALS-EST program work; (2) understand how the skills and competency of ALS-EST learners were assessed despite constraints posed by the pandemic; (3) identify challenges encountered in the implementation of the ALS-EST learners were assessed despite constraints posed by the pandemic; (3) identify challenges encountered in the implementation of the ALS-EST Program; and (4) identify areas where the ALS-EST program can be strengthened .
Program was evaluated using the CIPP model developed by Stufflebeam (1960). The mixed method approach (documentary analysis, interview/FGD, survey) was used to carry out this evaluative study. Triangulation was undertaken in the assessment of implementation where the selected 282 ALS-trainers, and 5 program monitors or the Education Program Specialist (EPS) II-in-charge of monitoring and evaluation of the conduct of ALS-EST classes. Respondent-learners were identified using the quota sampling technique and purposive for trainers and EPS II.
On the description of the ALS-EST, findings revealed that majority of the ALS-EST learners are Female, within the age bracket of 21-30 years old, and are enrolled in the FBS. Josefa Jara Martinez has the biggest enrolment of ALS-EST implementation: the provision of training materials (e.g. consumables, tools, learning materials) to learner was rated as Slightly Implemented by the teachers, and Not Implemented by the EPS II; the conduct of environmental scanning on the human capital needs of the industry/community was rated as Slightly Implemented by the EPS II; and the administration of institutional assessment was rated as Implemented only. The three groups of respondents also identified challenges in the implementation, and those noted with higher weighted mean are: Lack of provision for training materials and consumables; short duration of training for learners to fully acquire required skills and competencies; and the Insufficient training tools and equipment (at home or school)
Having identified the weaknesses and the challenges in the implementation of the ALS-EST Program, ALS Unit in SDO-QC craft plans and actions in addressing them. It is highly recommended that industry or community needs be identified first before opening various specialization in more schools. The need to draft new budget proposal covering the provision for tools, equipment, and consumables are also suggested; a review of the curriculum specifically the budget of work (BOW), training duration, and assessment tools should also be done. A robust operations plan is advised to ensure that the next round of ALS-EST Program implementation would benefit more learners, include more teachers, offer more specializations, and conduct more appropriate assessments.