Department of Education

Alternative Learning System

Version 2.0

Strategic Roadmap
 My warmest congratulations to the Alternative Learning System (ALS) Task Force on
its development of the Department of Education’s (DepEd) ALS Version 2.0 Strategic
Roadmap!

Anchored on the Department’s Strategic Directions 2017-2022, the Roadmap resonates

our 10-Point Agenda’s strategic objective of Expanding Coverage of Inclusion Programs.
It likewise responds to President Rodrigo Roa Duterte’s strong call and support to
strengthen and expand the implementation of ALS.

The development of Roadmap came at a most opportune time as the Department

pivots from access to quality of basic education. With it as a guide for our ALS teachers,
implementers, and partners in crafting better programs and learning opportunities for
our out-of- school youth and adults (OSYA), we now have a clearer picture of how the
ALS Program should fare in the 21st century.

As a truly inclusive basic education program, ALS 2.0 envisions lifelong learners who
are equipped and enabled to respond to the challenges and opportunities despite their
personal circumstances. The ALS Roadmap, which prioritizes the Plugging of Resource
Gaps, Laying Foundations for the Future, and Institutionalizing Reforms, concretizes
the steps toward achieving inclusivity and innovation for OSYA learners.
Secretary
Again, I congratulate each and every one of you for your commitment and service, and
for the opportunities that you have given our learners. May this Roadmap empower
you to open more doors so that learners who were not able to attend regular schools
will have the chance to live fruitful lives. Thank you for your contributions to the legacy
education program of this administration.

Mabuhay!
 Three years have passed since the Department of Education (DepEd) received a tall
order from the President of the Philippines: strengthen and intensify the implementation
of the Alternative Learning System (ALS) in the country.

It is an immense challenge given the magnitude of out-of-school youth and adult (OSYA)
learners and the dissolution of the Bureau of Alternative Learning System following the
Rationalization Plan in early 2016.

But its realization is not entirely impossible. With the steady increase in ALS enrollment,
the creation of the ALS Task Force, the roll-out of the ALS Version 2.0, the completion
of the enhanced ALS K to 12 Basic Education Curriculum (BEC), and the development
of a comprehensive five-year strategic ALS Roadmap, it is safe to say that we have
come a long way in a span of three years.

Reforms and accomplishments notwithstanding, much work remains to be done. In

the era of Industry 4.0 when it is no longer enough that our OSYA learners know how
to read, write, and count, we deem it incumbent to ensure that DepEd’s ALS Program is
responsive to the changing needs of its learners.

This Roadmap intends to keep the focus of the Department, its ALS implementers, and
Assistant Secretary its partners on the vision of molding ALS learners into nation-loving and competent
lifelong learners. Transcending the years of the current administration, the Roadmap
aims to help address these challenges: expand and improve the implementation of
ALS; develop ALS into a program that is valued and supported inside and outside
DepEd; and determine the measure of the program’s success.
As we move past the setbacks and pivot from access to quality of basic education,
the Roadmap provides us with a fresh perspective on how and where ALS should be
in the future. It likewise guides us through the improvements in program execution
that is expected to result in a reformed view of ALS and its learners: a second-chance
program that is not second- class.

With less than three years to work on further improvements, I cannot overemphasize
my gratitude for all mobile teachers, instructional manager, literacy volunteers, district
ALS coordinators, ALS regional and division focal persons, partners and stakeholders
for making ALS 2.0 possible. I would also like to give a special mention to our partner,
the World Bank, for providing us with valuable research and technical assistance in the
last three years.

Your hard work and dedication despite the challenges pave the way toward the
realization of the ALS learners’ dreams and aspirations. In turn, may this Roadmap
pave the way toward the recognition of your handiwork and meaningful contribution to
the development of future leaders and nation-builders.

Thank you!
Framework

The Department of Education has defined This Roadmap aims to provide a comprehensive picture of where the ALS program
its Strategic Directions for the period should be by the end of 2024. It is of the same length as the Department Strategic
2017-2022. At the Department level, the Directions, but it spans more than one political administration. It is important that the
Strategic Objectives seem to correspond thinking behind the contents of the Roadmap are properly understood, and that the
to the various programs and projects elements of the Roadmap are not rendered obsolete before the planning horizon ends.
the Department is implementing. In this
perspective, the entire ALS program is
categorized under the Strategic Objective DepEd Strategic Directions 2017-2022
of “Expanding Coverage of Inclusion
Programs”.
By 2022, we will have nation-loving and competent lifelong learners able to
respond to challenges and opportunities through quality, accessible, relevant,
However, the same Strategic Goals and liberating K to 12 Program delivered by a modern, professional, pro-active,
Team
and Objectives can be applied to the Vision nimble, trusted, and nurturing DepEd.
ALS program itself, to further unpack
the details of its implementation. This
provides a framework for the Roadmap Expand Access
Improve Quality
Modernize Education
that also ensures alignment with the overall to Basic Management &
Strategic and Relevance
Education Governance
institutional framework. Goal

To ensure that this Roadmap is indeed

Expand coverage of Full implementation of Automate core
“strategic” , a complementary dimension is Inclusion Programs K to 12 Program systems and processes
added to the original framework discussed Strategic Expand access to Improve Quality of (e-Governance)
above. “Strategy” should not be confused Objectives Secondary Education Teachers Improve Procurement
with “objective”, which is the marker of Provide non-classroom Expand the use of Process
facilities in remote and Technology for Accelerate Research
success at an organizational level; nor
isolated schools Learning & Dev’t
should it be confused with “action”, which Improve Partnership Enrich curricula to Improve DepEd
happens at the individual level. Rather, it is building and linkages address cross-cutting Independence from
the positioning of one organization against issues and foster interference
others; more specifically, it is placement critical thinking Improve Human
towards Liberating Resource and
on the strategic factors relevant to each
Basic Education Development
stakeholder group.1

ALS 2.0 Roadmap | 1

Context
For the environment scan, the PEST and SWOT Frameworks are utilized. PEST refers to Political, Economic, Social and Technological
factors, while SWOT refers to the usual Strengths, Weaknesses, Opportunities and Threats to ALS implementation.

Political

A major part for the planned reform of ALS is the strong

support of the President of the Philippines. He has taken a
pro-poor approach, especially in social services. Examples
of these are laws on universal tertiary education and
universal health care, both deemed unsustainable and
impossible in the past. Likewise, DepEd Secretary Leonor
Magtolis Briones has long been a supporter of ALS, and
has even included the program in her 10-point agenda
as soon as she took office. From that point, a dedicated
Assistant Secretary has been assigned to oversee the
reforms in ALS, and a Task Force has been constituted
to implement these reforms. An additional ALS program
(ALS-EST) is being piloted under an Undersecretary, and
is providing a glimpse of the future of ALS.

Economic

The planned reform comes at a time when poverty

incidence among the population has decreased, from
23.3% in 2015 to 16.6% in 2018.2 While this signals
improvement at the national level, it still translates to 17.6
million Filipinos being poor.3 Also important to note is that
the poverty threshold of PhP10,727 a month for a family of
five in 2018 is widely contested by many interest groups.
This casts doubt about the translation of better national
figures into better quality of life at the individual level.

ALS 2.0 Roadmap | 2

Social

The 2017 Annual Poverty Indicators Survey

(APIS) found that 9% of Filipinos aged
6-24 are Not in Education, Employment or
Training (NEET). Of these 3.6 million Out
of School Children and Youth, 83.1% were
16-24 years old and 11.2% were 12-15. The
following graph shows the reasons why
they are not in school: 4

Reasons for dropping out

(% share)

Marriage/ 37%
Family

Lack of 24.7%
interest

High cost 17.9%

of education Technological
Employment 8.4%
/Looking As a global backdrop, the reform in ALS is more imperative because of the Fourth Industrial
Revolution (FIRe or Industry 4.0). There is widespread concern about automation and
Illness/ 7.8% how this will negatively impact jobs. Indeed, jobs that are routine and manual have the
Disability most risk of being adversely affected by automation. Combined with decreasing prices
of robots and their components, automation’s impact on the job market is expected to
Others 4.3% be felt by the mid-2020s (which coincides with the end of the Roadmap period). Massive
upskilling is needed as at least half of the global workforce are in manual and routine
jobs.5

ALS 2.0 Roadmap | 3

Context

Strengths Weaknesses

The main strength of ALS is its design. It provides education Unfortunately, after the major ADB project on Non-Formal Education
to individuals who otherwise would not have access to it. in the 1990s, the program has seen significant underinvestment. ALS
The flexible nature of ALS allows it to serve a diverse set of has about 0.8 million learners in 2018, which represents 3 percent
learners: some just want to know basic literacy, others want of the total students in the K-12 education system, but the allocated
to gain a high school certificate, while the rest want to learn budget remained very low at 0.1 percent of the total DepEd budget.6
skills they can use to make a living. This translates to shortage of mobile teachers, low number and quality
of Community Learning Centers, and unavailability of learning modules
The ALS program also benefits from being part of the largest and other resources nationwide.
bureaucracy in the country. While mobile teachers usually
teach alone in various locations, they have the support of Another weakness of the program is that regardless of the academic
organizational structures from the district, division, region achievement of mobile teachers, very few individuals have the capability
and up to the national levels. In many places, public schools to teach a diverse set of learners across three major educational stages
are highly supportive of ALS and open their doors to the and six learning strands. This leads to some kind of “regression to an
mobile teachers and learners. educational mean”, that imparts some knowledge to all, but may prove
to be insufficient for the personal and professional objectives of many
learners.

ALS 2.0 Roadmap | 4

Opportunities Threats

Despite these weaknesses, there are still some factors the program can maximize. First, The biggest threat to any improvement
the demand for alternative education will be present for the foreseeable future. Just among to ALS is the deeply rooted negative
Filipinos aged 16-30 in 2018, there are already 6.6 million who can benefit from ALS . Even perception of the program. While
if the formal school system performs perfectly and no additional dropouts are generated learners welcome ALS as a viable
in the future, at least one decade is needed if DepEd is to reach all of these disadvantaged second chance to improve their lives,
individuals, given the current resources provided to ALS.7 The task becomes even harder if many stakeholders who can provide
the millions of out of school adults aged 31 onwards are added to the target population. tangible value to the program remain
skeptical: higher education institutions,
Second, DepEd is not and should not be doing second chance education alone. There are employers, and even some individuals
plenty of stakeholders who have been or plan to implement some form of ALS. These include within DepEd. This low opinion of ALS
church-based organizations, local and international NGOs, local governments, and even big is not unwarranted, and reforming this
aid agencies and development partners. perspective requires significantly better
program execution.
These organizations have been working independently of each other so far, but harnessing a
combined effort is definitely doable.

Lastly, Republic Act 10931, or the Universal Access to Quality Tertiary Education Act, has
made Higher Education as well as Technical and Vocational Education and Training virtually
free in all public institutions. This landmark legislation is expected to increase the aspiration
and actual demand for education, and the main vehicle for OSYAs to access this is through
ALS.

ALS 2.0 Roadmap | 5

Roadmap
Vision ALS 2.0 Roadmap Priorities
By 2022, we will have nation-loving and
competent lifelong learners able to
Plugging Resource Gaps Laying Foundations for the Future Institutionalizing Reforms
respond to challenges and opportunities
through quality, accessible, relevant and
liberating K to 12 Program delivered by a
100%
modern, professional, pro-active, nimble, Team teaching; RPL;
micro-certification;
trusted and nurturing DepEd. 90%
ALS-EST; career
guidance; knowledge

Level of Effort and Resources

Mission 80% products
To develop exemplary programs and
open learning opportunities for OSYAs 70% Piloting innovations;
improving data and M&E;
to achieve multiple competencies and 60% better mapping; better
skills for Industry 4.0. procurement,
50% career path and governance

40%
The ALS program has anchored its
More teachers;
vision to DepEd’s overall vision for its 30% more and better training;
programs and its organization. While investing in CLCs;
20% equipment in CLCs;
the Roadmap period goes past the more learning materials;
DepEd vision period by two years, that 10% better service
contracting.
vision is expected to remain unchanged
for ALS up to 2024. 0%
2019 2020 2021 2022 2023 2024

On the other hand, the ALS mission

was crafted to succinctly articulate the
mandate of the program. While it is The main challenges for ALS are now three-fold: first, fix the current issues, then lay
currently viewed as a second chance the foundations for the future of the program, and make sure that these reforms are
educational program, it should not be institutionalized. This Roadmap recognizes the first as an ongoing priority but highlights
second-class and it can play a bigger the second and third: to be truly strategic, the Roadmap needs to know where ALS is in
role especially in light of Industry 4.0. relation to all its stakeholders so that it can chart a meaningful way forward.

ALS 2.0 Roadmap | 6

The following are the Strategic Goals of the
ALS program, which parallel the Strategic
Goals of DepEd as a whole:

1 Expand Access to Basic Education

2 Improve Quality and Relevance
3 Modernize Education Management
and Governance

Under these goals are Strategic Objectives,

which also correspond to the overall DepEd
framework. There are also sets of activities,
assumptions and targets that operationalize
the Strategic Objectives. These are outlined
in Annex 1. The discussion below will focus
on the context of these details and how
these programs and projects lead to the
attainment of ALS 2.0.

ALS 2.0 Roadmap | 7

Strategic Goal 1
Expand Access to Basic Education
Improve ALS Literacy Mapping:
The following table summarizes the Strategic Objectives and their corresponding Programs,
Success of the Literacy Mapping
Projects and Activities:
depends on the level of effort of the
Strategic Objectives Programs, Projects, and Activities mobile teachers and the willingness of
out-of-school individuals to participate
in the program. Utilizing information
1 2
Expand coverage of Improve ALS Intensify Inclusion from the Listahanan, this mapping
Inclusion Programs Literacy Mapping Dimensions of ALS exercise will now be redesigned
to focus on barangays with high
1
Increase
2 3
concentration of potential learners
Improve Explore online
Expand Access to first. This will make efficient use of
number of ALS Accreditation delivery of
Secondary Education the efforts of the mobile teachers, and
teachers and Equivalency ALS
will make tracking the progress of the
1 reach of the program easier.
Provide
Develop Community
non-classroom Intensify Inclusion Dimensions of
Learning Center
facilities in remote ALS: ALS is DepEd’s main inclusion
policies and guidelines
and isolated schools program. However, it relies on the
capability of mobile teachers to cater
1 2
Improve Engage non- Intensify capacity to the learning needs of each and every
partnership-building DepEd ALS building for ALS kind of learner they encounter. This
and linkages providers stakeholders constraint will be transformed into a
strength under ALS 2.0: teachers will
be trained intensively on the various
The PPAs under Strategic Goal 1 consider the position of the ALS program in relation to dimensions of inclusion, as well as on
its stakeholders: owners (DepEd management), employees (ALS implementers), suppliers multi-level and differentiated teaching
(NGOs and other partners), and customers (learners). To ensure attainment of Strategic methods. However, they will not be
Goal 1, it requires that management becomes more supportive of the program; mobile expected to do everything on their own:
teachers be more efficient; external partners become more cooperative; and learners support structures in DepEd shall be
become more open to alternative education opportunities. developed and linkages with relevant

ALS 2.0 Roadmap | 8

agencies and stakeholders will be intensified so that tunities do not have fixed schedules (colleges start either June or
learners with various dimensions of disadvantage can be August, and some accept students in the middle of the Academic Year;
served properly. Technical-Vocational Institutes begin training programs at various dates
in the year; employers usually hire employees urgently), there should be
Increase number of ALS teachers: ALS teachers are no real barrier to making the A&E test more frequent and more accessible
passionate about their jobs, but they only have one body to more individuals in the future. Of course, this will also be balanced
and seven days in a week. Assuming each ALS teacher against higher administrative costs, better test quality and stronger
serves 75 learners, the maximum number of ALS learners safeguards against dishonest practices.
that 10,000 teachers can reach is only 750,000 per year. If
there are 6.6 million potential beneficiaries (as discussed Explore online delivery of ALS: Success of distance / open / blended
earlier), it will take the same number of teachers 9 years learning programs in the country largely depend on program design,
to reach all of them. It is clear that the Philippines cannot access to technology, and the willingness to pursue the program. ALS
afford another decade wherein millions of its youth do learners face these constraints more significantly. Nonetheless, the
not even have high school education. In response to this, potential of technology in improving access to quality education is
DepEd will systematically increase the number of ALS undeniable. To address this, DepEd shall deliberately roll out an online
teachers in the system, up to an optimal size proportional ALS program with the aim to reach more learners, but it shall begin by
to the remaining target beneficiaries. To add flexibility to perfecting the platform for use in teacher training. The amount of time
this supply versus demand problem, an improved ALS during piloting with teachers will increase the chances that overall ICT
service contracting scheme will also be reintroduced. infrastructure has improved nationwide and that the teachers become
more comfortable with the platform, so that the learning experience will
Improve Accreditation and Equivalency: The A&E test has be better for the learners once it is implemented.
recently been modified to include portfolio assessment in
order to be able to measure a broader range of competencies
beyond that possible in the traditional multiple choice test,
enhance recognition of prior learning, as well as reduce
the high stakes nature of the exam which can be a barrier
to some OSCYA. In addition to this, learners prefer to be
able to get their certificates as soon as possible. This
has been partially addressed by the individualized nature
of ALS: once the learner demonstrates mastery of all the
required competencies, he or she is deemed a completer
of the program. However, that same learner needs to wait
for the next unpredictable schedule of A&E test to be able
to acquire a certificate. Considering that post-ALS oppor-
ALS 2.0 Roadmap | 9
Develop CLC policies and guidelines: Until recently, DepEd has not paid a
single centavo to build a Community Learning Center. However, the ALS-EST
program has shown that CLCs are worth investing in.8 A World Bank study9
also found that the most well-equipped facilities (Type 5) were associated
with a 19 percentage-point increase in the likelihood that participants
would complete the program. DepEd will carefully roll out a plan to identify
conditions well-suited for targeted investments in CLCs and begin the
process of upgrading the learning environment of learners.

Engage non-DepEd ALS providers: Individual ALS providers aim to fulfill

their organizational mandates, but at the same time, they would prefer to
have close coordination with DepEd to ensure that their efforts have a wider
significance. In the past, this coordination has been superficial, and as a
result, the efforts of other partners are not maximized. DepEd recognizes
the vital role they play, especially when the millions of potential learners are
viewed in contrast with the limited manpower of ALS. DepEd shall therefore
develop a comprehensive strategy for engaging external ALS implementers.

Intensify capacity building for ALS stakeholders: As part of engaging non-

DepEd ALS providers, it should be ensured that they implement the program
according to the standards set by DepEd. Therefore, external providers
will slowly be included in training programs, subject to allowable financial
arrangements. Unfortunately, even the wider DepEd organization requires
reorientation and some level of training on ALS. Key individuals in DepEd
will also be tapped to improve understanding of the program and to ensure
institutional support for its activities.

The activities discussed not just aim to redesign ALS, but also to improve
access to the program. These (1) increase the reach of ALS, (2) improve
the learning environment and teaching strategies, (3) maximize ALS
efforts outside DepEd, and (4) ensure support from within the wider DepEd
organization.

ALS 2.0 Roadmap | 10

Strategic Goal 2
Improve Quality and Relevance

The following table summarizes the Strategic Objectives and their

Promote team teaching, especially
corresponding Programs, Projects and Activities:
in Secondary level: A major
weakness of the program identified
Strategic Objectives Programs, Projects, and Activities
earlier is that mobile teachers are
tasked to seemingly do everything
Full implementation
1
Promote team teaching, themselves. This is too much to
of K to 12 program especially in Secondary level ask from any teacher, let alone
the ones who are teaching formal
1 school dropouts who might already
Improve quality Implement a continuous and com-
have challenges in learning. ALS
of teachers prehensive ALS 2.0 training program
2.0 promotes a higher quality of
1 2
teaching, wherein team teaching is
Expand the use Make LRMDS Provide Science, Math, the norm, and the necessary support
of technology for more useful for Tec-Voc and other ICT to implement this is available.
learning teachers equipment to qualified CLCs While this is less imperative in the
Basic Literacy Program and the
Enrich curricula to
1
Improve
2
Provide training
3
Introduce an Elementary Level, a team consisting
address cross-cut- learners’ on Technical, ALS-specific of formal school teachers, mobile
ting issues and fos- academic Vocational, En- Post Program teachers, Tec-Voc experts and other
ter critical thinking performance trepreneurial and Support resource persons should be the
towards Liberating Life Skills, where System ones implementing the Secondary
Basic Education appropriate level program in CLCs. This will help
ensure that aside from increasing
their chances of passing the A&E
test, learners genuinely master the
The PPAs under Strategic Goal 2 also consider the position of the ALS program in relation key competencies in the curriculum
to its stakeholders. To ensure attainment of Strategic Goal 2, it requires that management to make them more competitive in
provides more resources to the program; mobile teachers embrace new teaching strategies; life after ALS.
and learners become more diligent in their studies.

ALS 2.0 Roadmap | 11

Implement a continuous and comprehensive the ALS Task Force will support the Bureau more learning resources, improved portfo-
ALS 2.0 training program: ALS teachers of Learning Resources in this task. lio assessment and introduction of
receive less professional development micro-certifications, shall be undertaken
opportunities compared with their Provide Science, Math, Tec-Voc and by DepEd to deliberately improve the
counterparts in the formal school system. other ICT equipment to qualified CLCs: teaching-learning environment of ALS.
In addition, even if they get to join training Providing any form of equipment to ALS
programs, these are not always what they has not been done since the end of the
require in the field. DepEd commits to non-formal education project by ADB.
a comprehensive training program that ALS 2.0 is challenging the status quo
begins with genuine training needs analysis, because of the initial success of ALS-EST.
effective training strategies, and holistic Along with investments in the physical
performance evaluation. These shall be CLC, corresponding investments will
supplemented by continuous coaching / now be made to equip qualified CLCs
mentoring / technical assistance and ALS with the relevant equipment to improve
-Learning Action Cells (LACs). The best learning. Due to the heterogeneous state
of the best shall also be developed into a of CLCs nationwide, DepEd will study the
pool of national trainers that will not just be appropriate equipment for each type of
resource persons during training, but also be CLC and roll these out carefully.
coaches and mentors on-call all year round.
Improve learners’ academic performance:
Make LRMDS more useful for teachers: Most learners who enrol in the Secondary
DepEd has invested heavily in developing program aim to continue to formal
and rolling out the Learning Resource schooling (50%) and to look for work
Management and Delivery System for all (17%)10. This will only be possible if they
public school teachers. However, like any pass the A&E test. However, the current
ICT-based solution, it is hampered by poor learning environment and strategies
access to technology and poor program make this difficult, as evidenced by
design to maximize its potential. In addition, uneven passing rates in various regions
after a few years of usage, the materials nationwide. A comprehensive set of
start to become outdated and less useful activities ranging from curriculum review,
to the teachers. Updating and maintaining improved recognition of prior learning,
such a system requires a lot of effort, and better individualized teaching strategies,

ALS 2.0 Roadmap | 12

Provide training on Technical, Vocational, Entrepreneurial
and Life Skills, where appropriate: In addition to obtaining
Elementary and / or High School diplomas, ALS learners
require other skills that they can acquire while undergoing
the regular ALS program, to help them earn while pursuing
further education. This fact has been recognized worldwide11
as a means to improve the attractiveness of second chance
education programs and to mitigate the opportunity cost of
enrolling in such. ALS 2.0 heeds this advice by dedicating a
significant portion of the ALS “academic year” to life skills
training and by intensifying its skills training component. In
addition, the team teaching requirement discussed earlier
will make Tec-Voc experts, entrepreneurs and other resource
persons accessible to ALS learners.

Introduce an ALS-specific Post Program Support System:

Learners expect some degree of success and improvement
in their lives after undergoing the ALS program. DepEd is
in a unique position to jumpstart this process. ALS shall
deliberately introduce learner guidance and career support
services to existing and former ALS learners. These will help
address academic, psychological and social issues affecting
learning, and will prepare learners for their options after
undergoing ALS, specifically their transition to employment,
self-employment / entrepreneurship and/or continuing
education / post-secondary training.

The activities discussed not just aim to redesign ALS,

but also to improve its quality and relevance for potential
learners. These (1) redefine the standards of good teaching,
(2) equip teachers with the knowledge and tools to teach
better, and (3) provide learners with practical knowledge to
improve their lives even while undergoing the program.

ALS 2.0 Roadmap | 13

Strategic Goal 3
Modernize Education Management and Governance
The PPAs under Strategic Goal 3 also
The following table summarizes the Strategic Objectives and their corresponding consider the position of the ALS program
Programs, Projects and Activities: in relation to its stakeholders. To ensure
attainment of Strategic Goal 3, it requires
Strategic Objectives Programs, Projects, and Activities
that management becomes more open to
shared governance and more supportive
Automate core
1
Strengthen
2
Improve Monitoring of ALS teachers; mobile teachers
systems and databases and Evaluation embrace new technologies and systems
processes related to ALS processes to improve program implementation; and
the ALS Task Force be more introspective
1 and adopt a culture of continuous
Improve procure- Exercise better internal planning to improvement.
ment process improve procurement timelines
1 2 3
Strengthen databases related to ALS:
Accelerate Research Develop Conduct Feasi- Conduct Tracer DepEd has also invested a lot in developing
and Development an ALS 2.0 bility Studies on Studies on ALS the Electronic Basic Education Information
Research forward-looking learners System (eBEIS) and the Learner
Agenda program Information System (LIS). Additional
dimensions effort was exerted to make sure that ALS
data was included in these databases.
1 2 However, there are some indications that
Improve DepEd Develop the ALS Develop an External ALS data in these databases are not fully
independence from 2.0 governance Coordination Framework / accurate. Therefore, the ALS Task Force
interference structure Stakeholder Alliance will endeavor to improve the reliability of
the ALS information submitted to these
1 2
databases. In addition, the Task Force
Improve Human Implement a comprehen- Lobby for specialized will develop an internal ALS database
Resource and sive and fair Performance degrees on ALS that contains micro-level data useful for
Development Management System teaching program implementation, but are not
necessary at the level of the eBEIS and
the LIS.

ALS 2.0 Roadmap | 14

Improve Monitoring and Evaluation processes: Develop an ALS 2.0 Research Agenda: The
Regular supervision of learning facilitators undermanned ALS Task Force barely has
is essential to ensure program quality.12 ALS time to stop and examine ALS from a wider
teachers are open to monitoring, but they perspective. To become more effective, the
would prefer if the visits are more constructive organization cannot just rely on M&E data for
and productive than these currently are. program improvement. There are some areas
There are many lessons from the formal that require dedicated study, and these should
school system that can be contextualized for be articulated in an ALS Research Agenda.
instructional supervision in the ALS setting. This can then be conducted by the team or
However, academic supervision is not enough supported by various stakeholders.
to improve the program. A harmonized
monitoring and evaluation system shall also Conduct Feasibility Studies on forward-
be developed for ALS to continuously provide looking program dimensions: DepEd
DepEd management and other stakeholders management expects the ALS Task Force to
with accurate and actionable information. lead the way in developing new aspects of the
ALS program. In addition to desk research,
Exercise better internal planning to improve there are some proposals that need to be
procurement timelines: Procurement piloted in order to gather useful insight. Initially,
performance is a government-wide problem. these include (1) alternative delivery options
In DepEd, millions of pesos worth of for the Kto12 curriculum, (2) expanding the
procurement of learning modules are usually concept of School-based Management to
delayed. Issues with procurement also make help manage ALS, (3) introducing micro-
the date of the A&E exam unpredictable, certification processes in ALS and its
leading to sub-optimal numbers of test implications on the Philippine Qualifications
takers. Training programs also suffer from Framework, and (4) facilitating international
substantial delays because of procurement assessments to boost the competitiveness of
matters. While the ALS Task Force cannot learners, among others.
directly improve procurement processes, it
can support DepEd’s Procurement Service
by improving internal planning and providing
complete information early in the procurement
cycle.

ALS 2.0 Roadmap | 15

Conduct Tracer Studies on ALS learners: All ALS Implement a comprehensive and fair Performance Management System:
stakeholders are interested to know whether the DepEd is standardizing teacher performance through the Results-based
program is delivering on its promise of a second chance Performance Management System (RPMS) and the Philippine Professional
for its learners or not. Positive information on this will Standards for Teachers (PPST). Unfortunately, there is near unanimous
also help improve the overall image of ALS. M&E data feedback from ALS teachers that certain details of these initiatives put them
might be insufficient for this purpose; something of at a disadvantage compared to formal school teachers. While ALS teachers
this importance requires focused attention. DepEd will represent a minority of the teaching force, a consideration of their grievances
therefore invest in regular Tracer Studies that provide shall be conducted and a workable solution shall be proposed.
definitive evidence about the performance of the
program. Lobby for specialized degrees on ALS teaching: Even among ALS teachers
who have been implementing the program for more than 20 years, there are
Develop the ALS 2.0 governance structure: The ALS very few that can be considered as genuine “ALS experts”. This is because
Task Force is operating on an ad hoc basis and thus still they only learned of the nuances of the program when they were already on the
suffers from very significant operational constraints. job. A standardized and formalized instruction on everything about ALS will
DepEd management is expecting the office to propose help prepare teachers for the unique context of the program. As the biggest
a more comprehensive and permanent governance employer of teachers in the country, DepEd can use its influence on Teacher
structure for the program. This proposal shall be informed Education Institutions (TEIs), possibly through the Teacher Education Council
by all the insight of the past decades of implementation, (TEC), to produce graduates that are more prepared to implement ALS.
but shall also be forward-looking to effectively address
the coming challenges of Industry 4.0. The activities discussed not just aim to redesign ALS, but also to modernize
its governance. These (1) improve access to management information,
Develop an External Coordination Framework / (2) improve procurement processes, (3) introduce a culture of continuous
Stakeholder Alliance Mechanism: Stakeholders can be development, (4) introduce the concept of shared governance, and (5) improve
so much more than just suppliers of the ALS program, the welfare of its employees.
as evidenced by the success of the Mindanao Youth
Development Project of the USAID (MYDev)13. Earlier,
a comprehensive strategy for engaging external ALS
implementers was discussed in relation to improving
access to the program. To complement this, ALS
stakeholders can also be engaged to help manage the
program. This concept of shared governance has been
effective in formal schools and it is time that ALS does
the same.

ALS 2.0 Roadmap | 16

Conclusion

There is a growing consensus that simply By the end of the Roadmap period, it is envisioned that ALS 2.0 has evolved into a program
improving what ALS is doing now will that properly complements K to 12 education in formal schools in the Philippines. Among
not be enough to meet the demands of other characteristics, ALS 2.0 should be:
basic education, let alone Industry 4.0.
Plugging resource gaps and improving 1 Able to properly recognize prior learning and provide genuine modular courses leading
effectiveness and efficiency in current to micro-level certifications that are useful for the labor market;
program implementation are important 2 Of an optimal size and offering high quality academic education to individuals facing
tasks, but DepEd cannot lose sight of the difficulty in completing basic education;
requirements of the future. 3 Providing skills and livelihood training through partnerships with local industries and
experts;
This Roadmap begins the look to the future 4 A fair career path that allows professional growth for its teachers within the context
by questioning long-held assumptions and of Department-wide human resource development;;
practices about ALS and postulating that 5 A program respected within the Department of Education and provided with adequate
these are NO LONGER SENSIBLE moving resources and support to be able to meet its targets properly.
forward:
ALS 2.0 is redefining a program that has been misunderstood for the last two decades. It
1 Improving ALS has a negative tradeoff recognizes its shortcomings and it reinvents its strengths. ALS 2.0 is a complementary
with formal education program under K to 12, but it can also provide innovations that improve access to quality
2 ALS is a standalone education system education nationwide.
3 The A&E test should only be held once
a year
4 DepEd cannot invest in CLCs
5 DepEd cannot provide equipment for ALS
6 ALS teachers can produce high school
graduates by themselves

ALS 2.0 Roadmap | 17

Notes
1
https://hbr.org/2018/04/your-strategic-plans-probably-arent-strategic-or-even-plan
2
https://psa.gov.ph/content/proportion-poor-filipinos-was-estimated-166-percent-2018
3
https://psa.gov.ph/sites/default/files/2018%20Full%20Year%20Poverty%20Statistics_ppt.pdf
4
https://psa.gov.ph/content/nine-percent-filipinos-aged-6-24-years-are-out-school-results-2017-annual-poverty-indicators
5
https://www.weforum.org/agenda/2019/02/the-outlook-for-automation-and-manufacturing-jobs-in-seven-charts/
6
DepEd computations
7
Takiko Igarashi, Nicholas Tenazas and Pablo Acosta (2019), Unlocking the Potential of the Bangsamoro People through the
Alternative Learning System
8
DepEd ALS EST Handbook
9
Takiko Igarashi (2018), A Second Chance to Develop the Human Capital of Out-of-School Youth and Adults
10
Futoshi Yamauchi, Takiko Igarashi, Nicholas Tenazas and Maritess Tiongco (2016), Alternative and Inclusive Education in the
Philippines
11
OECD (2019), Getting Skills Right: Engaging low-skilled adults in learning, (www.oecd.org/employment/emp/engaging-low-
skilled-adults-2019.pdf)
12
Yamauchi et al. 2016
13
USAID: From Out of School to Outstanding Youth: Sharing MYDev Youth’s Outcomes
Alternative Learning System
Version 2.0

Annex 1
Department of Education
Alternative Learning Ststem Version 2.0 5-year Strategic Plan (ALS 2.0 Roadmap)

Vision Mission
By 2022, we will have nation-loving and competent lifelong learners able to To develop exemplary programs and open learning opportunities for OSYAs to
respond to challenges and opportunities through quality, accessible, relevant and achieve multiple competencies and skills for Industry 4.0.
liberating K to 12 Program delivered by a modern, professional, pro-active, nimble,
trusted and nurturing DepEd

Roadmap:
LEG END B Baseline gathering P Pilot phase D Policy decision HI Headline Indicator NA Not applicable

Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Expand Expand ALS Literacy Mapping % of identified OSYAs reached
1

Access to coverage by ALS implementers

B 10% 10% 10% 10% 10%
Basic of Inclusion
Education Programs
% of OSYAs reached that are
NA 90% 90% 90% 90% 90%
converted into ALS learners
PARTICIPATION RATE2
HI
B 10% 11% 12% 13% 14%
Gross Enrolment Rate 3
B 3.26% 3.37% 3.49% 3.61% 3.75%
Assumptions: Activities:
Literacy Mapping will be Determining baseline of OSYAs
redesigned as an advocacy and
Finalizing enhanced mapping
validation activity.
procedures
Target locations and learners
will be provided by Listahanan Training on Literacy Mapping 2.0
Targets are based on fixed 2019 Monitoring of Literacy Mapping
number of ALS implementers 2.0
and the 75-learner quota
1
Age range: 16-30
2
Age range: 16-30
3
Age range: 16 onwards
Annex 1 | 1
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Expand Expand Intensify Inclusion Dimensions % of ALS implementers trained
Access to coverage of ALS4 on the inclusion dimensions of
B P 99% NA 99% NA
Basic of Inclusion ALS
Education Programs
Assumptions: Activities:
ALIVE, SPED, IP, peace Maximize the use of existing
education and others are NOT modules, when appropriate
standalone programs and will Develop new inclusion-related
be treated only as additional learning materials based on ALS
components that need to be 2.0 curriculum
integrated in the ALS program
Train ALS teachers on inclusive
education
Collect accurate information on
implementation of inclusion
Expand Expand
Access Access to Increase number of ALS Ratio of ALS teachers to
1160 1000 830 685 560 450
to Basic Secondary teachers remaining OSYA5
Education Education
Expand Expand
Access Access to Improve Accreditation and % of A&E learners taking the A&E
B 50% 55% 60% 65% 70%
to Basic Secondary Equivalency Certification
Education Education
Assumptions: Activities:
A&E test will be conducted once Improving administration of A&E
a year until such time that an test6
online A&E test and a walk-in Improving utilization of /
test can be made available feedback on A&E test scores and
other information
Options for A&E test modalities:
Piloting of online (and/or other
national, regional, online, Braille,
forms of) A&E test
audio, others
Institutionalizing the online (and/
or other forms of) A&E test
Expanding A&E Certification to
include portfolio assessment
4
More accurately, inclusion DIMENSIONS of the ALS program 6
Include policy on Walk-ins
5
Age range: 16-30
Annex 1 | 2
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Expand Expand
Access coverage
Explore online delivery of ALS % of learners taking ALS online D P B 5% 5%
to Basic of Inclusion
Education Programs
Assumptions: Activities:
Development of policies,
materials and online platform
Piloting and modeling
Full implementation
Expand Provide non-
Access to classroom
Basic facilities in Community Learning Center % of Type 3 CLCs among all
B B 35% 40% 45% 50%
Education remote and policies and guidelines7 mapped CLCs
isolated
schools
% of Type 1 CLCs among all
B B 30% 27% 24% 20%
mapped CLCs
Assumptions: Activities:
DepEd will begin providing Inventory of all existing CLCs and
Capital Outlay funds for the other learning environments used
construction of appropriate by DepEd ALS implementers
CLCs based on certain criteria Inventory of all CLCs and other
learning environments used by
DepEd will accredit and monitor non-DepEd ALS implementers
external ALS implementers
Issuance of CLC policies8
Upgrading Type 1 CLCs into
Type 2 CLCs
Upgrading Type 2 CLCs into Type
3 CLCs
Monitoring of CLC types of
accredited non-DepEd ALS
implementers
7
Including construction, rental and overall operations
8
Contents include but not limited to: ownership, criteria for upgrading, CLC improvement plans, etc.

Annex 1 | 3
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Enabling ALS implementers
to access alternative learning
environments for specialized
competencies
Expand Improve % share of DepEd-contracted
Access to partnership- Engage non-DepEd ALS ALS providers among total
N P 3% 7% 10% 13%12
Basic building and providers9 DepEd-financed10 implementers11
Education linkages
% of private ALS providers
P B 25% 50% 75% 99%
accredited and monitored
Assumptions: Activities:
DepEd will still hire additional Developing policy on
mobile teachers. accreditation of non-DepEd ALS
implementers
DepEd is still open to an im-
proved ALS contracting scheme

Developing policy on contracting

non-DepEd ALS implementers13
Orientation / training on Accred-
itation and Contracting policies
for non-DepEd ALS implementers
Monitoring performance of non-
DepEd ALS implementers
Expand Improve Intensify capacity building for % of internal DepEd stakeholders
Access partnership- ALS stakeholders14 oriented on ALS15
B 99% 99%
to Basic building and
Education linkages
% of external stakeholders ori-
B 10% 20% 30% 40% 50%
ented on ALS16

9
Increasing ALS plantilla items too much is not acceptable to many in DepEd; non-DepEd ALS 12
Target should go down after this year
providers allow more flexibility, especially when there is less demand for ALS; however, the body 13
Should include guidelines on assignment / deployment of contracted implementers
should decide how to treat this dilemma, as the period for the decline in demand for ALS is at least 14
Timing of advocacy: if non-election year, focus on internal; if election year, focus on external
10 years away 15
Targets are cumulative for the ALS 2.0 Roadmap period, but needs periodic massive reorientation
10
DepEd Delivered plus DepEd Procured implementers within a decade
11
This should be a moving target, based on performance of DepEd implementers and remaining 16
Define / limit external stakeholders to be targeted
OSYAs; but general trend is that this will increase first before it is reduced
Annex 1 | 4
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Assumptions: Activities:
Orientation / training on ALS for
internal and external stakehold-
ers17
Immersion program for internal
DepEd stakeholders18
Participating in conferences of
associations of various DepEd
employees19
Participating in conferences of
associations of LGU officials20
and other stakeholders
Coordinating all ALS initiatives
nationwide21
Developing a feedback mecha-
nism for accredited ALS imple-
menters
Improve Full imple- Promote team teaching, espe- % of ALS implementers conduct-
Quality and mentation cially in Secondary level22 ing appropriate23 team teaching
P 5% 10% 15% 20% 25%
Relevance of K to 12 strategies with formal school
program teachers
Activities:
Developing guidelines for team
teaching
Piloting team teaching in ALS
Refining, scaling and monitoring
team teaching in ALS

17
If standalone: this can take many forms: national conference, regional workshops, division 21
Planning, monitoring, reporting, of all implementers, including development partners
orientations, etc. 22
ALS teachers and specialists from formal schools
18
Suggestion: target division superintendents and regional directors, along with their chiefs, 23
Only appropriate in Secondary Level and Skills Training; need to define guidelines, esp. on
and school principals frequency, content and other details
19
PESPA, NAPSSHI, PSDS, PASS, others
20
League of Provinces, Municipalities and Barangays; other stakeholders include conferences of
State Universities and Colleges, TVET institutions, Guidance Counsellors, etc.
Annex 1 | 5
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Improve Improve Training Needs Assessment24 Conduct of Training Needs
Quality and quality of Assessment for ALS implement- P 99% 99%
Relevance teachers ers25
Maintenance of Teacher % of ALS implementers
Portfolios maintaining individual teaching P 99% 99% 99% 99% 99%
portfolios
Training of ALS implementers26 % of ALS implementers trained27 99% 50% 99% NA 50% 99%
National ALS Trainers Pool of National ALS Trainers
P
organized and operational
Assumptions: Activities:
ATF will coordinate with NEAP ALS 2.0 Mass Training of
and HRDS for any plans they Teachers
have for ALS implementers Continuous capability building28

ATF will talk to development ALS 2.0 Induction Program for

partners as well regarding the new ALS teachers29
inclusion of these activities in Developing pool of National ALS
upcoming projects Trainers
Piloting and scaling of LAC
sessions for ALS
Strengthening Instructional
Supervision, Coaching and
Mentoring
Improve quali- Competency Test for Teachers30 % of DepEd ALS implementers
ty of teachers who took the competency test NA P 99%
for teachers

24
Should include reporting on progress from original (baseline) TNA and how these needs have 29
Suggestion: target plantilla teachers in 1st year of ALS teaching; will serve as MTOT for new
been addressed teachers
25
No need for this every year 30
Including Process Skills Test in English, Science and Math
26
Need to define modalities of training (e.g. cascading, distance, LAC, others)
27
2019 is an MTOT year; for subsequent years, alternating batches of teachers can be used
28
As comprehensive as MTOT, but with topical updates and with addition / removal of topics,
if necessary
Annex 1 | 6
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
% of DepEd ALS implementers
who have minimum required
NA B 70%
proficiency31 from the
competency test for teachers
Improve Expand Make LRMDS more accessible % of ALS teachers with active32
Quality and the use of and useful for teachers LRMDS accounts
80% 85% 90% 95% 99% 99%
Relevance technology for
learning
Assumptions: Activities:
ALS can develop and procure Tagging and mapping of compe-
new learning resources / tencies between new curriculum
materials and existing LRs
Monitoring the utilization of
LRMDS accounts33
Coordinating with BLR on
improvement of library of
resources available in the LRMDS
Improve Expand Provide Science, Math, Tec-Voc % of CLCs with appropriate
Quality and the use of and other ICT equipment to equipment35
B 20% 25% 30% 35% 40%
Relevance technology for qualified CLCs34
learning
ICT for Education36 % of CLCs with appropriate ICT
B 20% 40% 60% 80% 99%
equipment37
Assumptions: Activities:
DepEd will provide Capital Develop and issue a policy on
Outlay for equipment in selected providing the appropriate equip-
CLCs ment to different types of CLCs

31
Have the appropriate competencies to teach at their assigned level(s) 35
Correlated with progress on Type 3 CLCs; decide if other types of CLC can have basic equipment
32
“Active” is defined as “used when necessary” 36
Ensure other dimensions as well: investment plan, strategy how to maximize (educational
33
One of the main targets for monitoring: ensure that all implementers have the non-negotiables management and instruction)
(curriculum and modules); BLR should provide analytics 37
Differentiate ICT provision for various types of CLCs
34
Ensure other dimensions as well: investment plan, strategy how to maximize (educational
management and instruction)

Annex 1 | 7
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Improve Enrich curric- Improve learners’ performance COMPLETION RATE38
HI

Quality and ula to address B 60% 65% 70% 75% 80%

Relevance cross-cutting
issues and HI
A&E PASSING RATE39
foster critical
thinking to-
wards Liber- B 60% 65% 70% 75% 80%
ating Basic
Education
Assumptions: Activities:
Reviewing and finalizing ALS 2.0
curriculum
Issuing policy on curriculum
implementation40 and
contextualization
ALS implementers utilizing
full-cycle assessment tools (e.g.
RPL, FLT, ILA, Portfolio, Projects,
micro-certification, others)
ALS implementers utilizing ap-
propriate teaching strategies in
various ALS programs (e.g. 4As,
PBL, WLL, others)
Evaluating and enhancing ex-
isting ALS programs / delivery
modes41
Developing new modalities to
deliver ALS
Providing adequate learning
modules for all learners
Procuring and developing
supplementary learning materials

38
Broken down per program
39
Includes test, project and portfolio
40
Including Language of Instruction and others
41
Examples include: RBI, e-Skwela, others
Annex 1 | 8
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assump- (with Component Activities) 2019 2020 2021 2022 2023 2024
tions)
Improve Enrich curricula to Life Skills % of ALS learners trained on
Quality and address cross-cutting socio-emotional and life skills
Relevance issues and foster
P 50% 55% 60% 65% 70%
critical thinking
towards Liberating
Basic Education
Assumptions: Activities:
MYDev Life Skills Implementation of Life Skills
modules will require modules
enhancements at some Training of remaining ALS
point implementers not yet trained
Revisiting the Life Skills modules
and evaluating implementation42
Enhancement Training of ALS
implementers on improved Life
Skills modules
Development and utilization of
modules that impart socio-emo-
tional skills
Improve Enrich curricula to ALS+ST % of CLC effectively implement-
Quality and address cross-cutting (livelihood and skills) ing ALS+ST programs
Relevance issues and foster
NA NA P 20% 40% 60%
critical thinking
towards Liberating
Basic Education
Assumptions: Activities:
DepEd will scale Redesigning the ALS+ST
up livelihood skills program
development as a Piloting the ALS+ST program
component of A&E
programs Institutionalizing the ALS+ST
program
42
Task for new admin

Annex 1 | 9
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Introduce an ALS-specific Post % of CLCs with multiple
Program Support System43 post-program pathways for ALS NA P 50% 75% 99% 99%
completers in place
Assumptions: Activities:
ATF will work with BLSS to Setting up a learner guidance and
ensure ALS is included in its counseling program
guidance program Setting up a career development
program for learners
Modernize Automate Strengthen databases related Accuracy of ALS data in LIS and
Education core to ALS BEIS
Management systems and NA P B 80% 85% 90%
and processes
Governance
Assumptions: Activities:
ATF will coordinate with EMISD Including ALS-specific data
on plans to validate ALS data elements in LIS and eBEIS44
and improve current databases Validating ALS data in LIS and
eBEIS45
Work on interface of existing
systems with planned ALS MIS / Developing new ALS indicators
46

database Develop ALS-specific MIS /

database to supplement LIS and
eBEIS
Modernize Automate Improve Monitoring and % of Regions monitored by
Education core Evaluation processes Central Office staff47
Management systems and NA P 99% 99% 99% 99%
and processes
Governance
% of Divisions monitored by
NA P 99% 99% 99% 99%
Regional Office staff

43
Including career counselling, employment referral/OJT/immersion, seed capital for
self-employment, scholarships for further study, etc.
44
Including information like profile of teachers, etc.
45
Needs to be linked to PBB or IPCR, among other things
46
Include Socioemotional skills, cognitive skills, ST (not census)
47
Define quality dimensions of M&E

Annex 1 | 10
 Strategic Goals Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Activities Indicators

(with Critical Assump- (with Component Activities) 2019 2020 2021 2022 2023 2024
tions)
% of CLCs monitored by Division Office
NA P 80% 85% 90% 95%
staff
Assumptions: Activities:
ALS M&E System based Designing a comprehensive M&E system
on DepEd BEMEF for ALS48
Piloting ALS 2.0 M&E system
Institutionalizing ALS 2.0 M&E system
External Impact Evaluation of ALS 2.0
conducted at end of Roadmap Period
Modernize Improve Exercise better internal Providing procurement requirements as
Education procurement planning to improve early as possible to facilitate the work of
Management process procurement timelines Procurement Service
and Governance
Modernize Accelerate Tracer Studies Number of tracer studies conducted50
Education Research and
NA NA 1 1 1 1
Management Development49
and Governance
Feasibility Study on Final decision (and design) of ALS SHS
alternative delivery of curriculum NA P D
SHS curriculum
Feasibility Study on ALS Final decision (and design) of ALS SBM
NA P D
SBM policy (esp. MOOE)
Feasibility Study on ALS Final decision (and design) of ALS Micro
NA P D
Micro Certification Certification policy
Feasibility Study on ALS Final decision (and design) of an ALS
NA NA P D
Voucher Program Voucher Program
Feasibility Study on Participation in international adult /
International Adult workforce skills assessments51
NA NA P D
/ Workforce Skills
Assessment
Develop the ALS 2.0 Conduct of other studies included in
NA D 1 1 1 1
Research Agenda Research Agenda
48
Should be based on roles and functions of the office (different at different levels of governance)
49
ALS needs a strong and dedicated unit on this, based on various programs to be piloted and studies to be conducted
50
Start with first batch of ALS 2.0 completers
51
Examples: EDC, SFI, others
Annex 1 | 11
 Strategic Objectives Programs, Projects and Objectively Verifiable Targets and Timelines
Goals Activities Indicators
(with Critical Assumptions) (with Component Activities) 2019 2020 2021 2022 2023 2024
Assumptions: Activities:
Develop the ALS 2.0 Research
Agenda
Conduct of studies included in
Research Agenda
Modernize Improve Develop the ALS 2.0 governance Submission of proposal for new
Education DepEd structure52 ALS structure
Management independence NA 1
and from
Governance interference
Develop an External Submission of External
Coordination Framework Coordination Framework /
D P 40% 50% 60% 70%
/ Stakeholder Alliance Alliance Mechanism for all levels
Mechanism of ALS operations
Modernize Improve Implement a comprehensive Creation / definition of career
Education Human and fair Performance path / professional progression
Management Resource and Management System for ALS implementers53 NA P D
and Development
Governance
Lobby for specialized degrees Creation / definition of
NA D P Dip BS MA
on ALS teaching specialized ALS courses

52
Including appropriate resource requirements (e.g. per capita cost, teacher allowances, etc.)
53
Includes standardized OPCR / IPCR (including MOVs) and Performance Bonus Indicators
Annex 1 | 12
Alternative Learning System
Version 2.0 Roadmap Costing

Annex 2
Department of Education Roadmap Costing
Alternative Learning Ststem Version 2.0

Summary

2020 2021 2022 2023 2024 Total

Access 1,074,026,500 2,837,448,000 2,946,495,500 3,232,783,000 3,613,870,500 13,704,623,500

Quality 3,639,666,000 2,508,900,000 2,954,040,000 4,095,266,000 5,088,900,000 18,286,772,000
Governance 46,280,000 38,680,000 15,680,000 15,680,000 25,680,000 142,000,000

Totals 4,759,972,500 5,385,028,000 5,916,215,500 7,343,729,000 8,728,450,500 32,133,395,500

Expense Category

MOOE 1,190,372,500 1,673,278,000 2,204,465,500 3,631,979,000 5,016,700,500 13,716,795,500

PS 158,000,000 158,000,000 158,000,000 158,000,000 158,000,000 790,000,000
CO 3,411,600,000 3,553,750,000 3,553,750,000 3,553,750,000 3,553,750,000 17,626,600,000

Totals 4,759,972,500 5,385,028,000 5,916,215,500 7,343,729,000 8,728,450,500 32,133,395,500

Nature of Investment

Gaps 4,116,823,500 4,385,945,000 4,522,192,500 4,658,780,000 4,795,367,500 22,479,108,500

Foundation 418,403,000 851,883,000 1,310,683,000 2,460,383,000 3,704,883,000 8,746,235,000
Institution- 224,746,000 147,200,000 83,340,000 224,566,000 228,200,000 908,052,000
alization

Totals 4,759,972,500 5,385,028,000 5,916,215,500 7,343,729,000 8,728,450,500 32,133,395,500

Annex 2 | 1
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
1 Expand Expand Improve ALS
Access to coverage Literacy Mapping
Basic of 37,200,000 340,000 340,000 340,000 340,000 38,560,000
Education Inclusion
Programs
2 Determining Series of
baseline of meetings
OSYAs
3 Finalizing 2-day consultation
enhanced workshop in
mapping Manila; policy on
procedures mapping
4 Training on Litera- LuzViMin clusters
37,200,000
cy Mapping 2.0
5 Monitoring of 1 monitor per
Literacy Mapping region 340,000 340,000 340,000 340,000
2.0
6 Expand Expand Intensify
Access to coverage Inclusion
Basic of Dimensions of 4,380,000 37,540,000 340,000 37,540,000 340,000 80,140,000
Education Inclusion ALS
Programs
7 Maximize the Develop and
use of existing disseminate
modules, when Teaching Guides
appropriate on Inclusion
8 Develop new Writeshops
inclusion- related
learning materials 4,040,000
based on ALS 2.0
curriculum
9 Train ALS teach- LuzViMin clusters
ers on inclusive 37,200,000 37,200,000
education
10 Collect accurate 1 monitor per
information on region
340,000 340,000 340,000 340,000 340,000
implementation
of inclusion
Annex 2 | 2
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
11 Expand Expand Increase number
Access to Access to of ALS teachers
294,587,500 431,175,000 567,762,500 704,350,000 840,937,500 2,838,812,500
Basic Seconary
Education Education
12 Regular positions New items per
158,000,000 158,000,000 158,000,000 158,000,000 158,000,000
year
13 Contracting 3 teachers per 75
136,587,500 273,175,000 409,762,500 546,350,000 682,937,500
scheme students
14 Expand Expand Improve
Access to coverage Accreditation and
Basic of Equivalency 50,223,000 105,223,000 105,223,000 207,723,000 210,223,000 678,615,000
Education Inclusion
Programs
15 Improving Twice a year
administration of starting 50,000,000 50,000,000 50,000,000 100,000,000 100,000,000
A&E test 2023
16 Improving Information
utilization of / dissemination
feedback on A&E 223,000 223,000 223,000 223,000 223,000
test scores and
other information
17 Piloting of online
(and/or other
5,000,000
forms of) A&E
test
18 Institutionalizing
the online (and/
5,000,000 7,500,000 10,000,000
or other forms of)
A&E
19 Expanding A&E Operating
Certification to expense for
50,000,000 50,000,000 100,000,000 100,000,000
include portfolio portfolio
assessment assessment

Annex 2 | 3
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
20 Expand Expand Explore online
Access to Access to delivery of ALS
2,000,000 10,000,000 20,000,000 30,000,000 40,000,000 102,000,000
Basic Seconary
Education Education
21 Development of Series of
policies, meetings
2,000,000
materials and
online platform
22 Piloting and
10,000,000
modeling
23 Full
20,000,000 30,000,000 40,000,000
implementation
24 Expand Provide Develop
Access to non- Community
Basic classroom Learning Center
Education facilities in policies and 401,820,000 2,248,630,000 2,248,290,000 2,248,290,000 2,248,290,000 9,395,320,000
remote and guidelines
isolated
schools
25 Inventory of all Report
existing CLCs and submissionby
other learning divisions, then
environments validation by 2 680,000
used by monitors per
DepEd ALS region
implementers
26 Inventory of all Report
CLCs submission by
and other divisions, then
learning validation by 1
340,000 340,000
26 environments monitor per region
used by
non-DepEd ALS
implementers

Annex 2 | 4
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
27 Issuance of CLC Series of
800,000
policies meetings
28 Upgrading Type 1 Modest structure,
CLCs into Type 2 just to secure 938,190,000 938,190,000 938,190,000 938,190,000
CLCs property
29 Upgrading Type 2 Property
CLCs into Type 3 improvements 909,760,000 909,760,000 909,760,000 909,760,000
CLCs only
30 Monitoring of 1 monitor per
CLC types region
of accredited 340,000 340,000 340,000 340,000
non-DepEd ALS
implementers
31 Enabling ALS Renting
implementers appropriate labs
to access and workshops
alternative
400,000,000 400,000,000 400,000,000 400,000,000 400,000,000
learning
environments
for specialized
competencies
32 Expand Improve Engage non-
Access to partner- DepEd ALS
Basic ship- providers
7,216,000 340,000 340,000 340,000 340,000 8,576,000
Education building
and
linkages
33 Developing Series of
policy on meetings
accreditation of 3,200,000
non-DepEd ALS
implementers
34 Developing policy Series of
on contracting meetings
3,200,000
non-DepEd ALS
implementer

Annex 2 | 5
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
35 Orientation/ Regional
training on orientations,
Accreditation but with cost
and Contracting sharing from 816,000
policies for interested NGOs
non-DepEd ALS (registration fees,
implementers etc)
36 Monitoring 1 monitor per
performance of region
340,000 340,000 340,000 340,000
non-DepEd ALS
implementers
37 Expand Improve Intensify capacity
Access to partner- building for ALS
Basic ship- stakeholders
276,600,000 4,200,000 4,200,000 4,200,000 273,400,000 562,600,000
Education building
and
linkages
38 Orientation / 5 from region,
training on ALS 5 from division,
for internal 47000 school
250,000,000 250,000,000
and external heads and 3000
stakeholders slots for other key
officials
39 Immersion
program for
19,200,000 19,200,000
internal DepEd
stakeholders
40 Participating in Key ALS TF
conferences of members serving
associations of as resource 1,400,000 1,400,000 1,400,000 1,400,000 1,400,000
various DepEd persons
employees
41 Participating in Key ALS TF
conferences of members serving
associations of as resource
1,400,000 1,400,000 1,400,000 1,400,000 1,400,000
LGU officials and persons
other
stakeholders

Annex 2 | 6
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
42 Coordinating all Series of
ALS meetings
1,400,000 1,400,000 1,400,000 1,400,000 1,400,000
initiatives
nationwide
43 Developing a Series of
feedback meetings
mechanism for 3,200,000
accredited ALS
implementers
44 Improve Full imple- Promote team
Quality mentation teaching,
5,000,000 56,860,000 56,860,000 56,860,000 56,860,000 232,440,000
and of K to 12 especially in
Relevance program Secondary level
45 Developing Series of
guidelines for meetings
team teaching
46 Piloting team Honorarium for
teaching teaching
5,000,000
in ALS (secondary
specialists)
47 Refining, scaling Honorarium for
and teaching
47 monitoring (secondary 56,860,000 56,860,000 56,860,000 56,860,000
team specialists)
teaching in ALS
48 Improve Improve Implement a
Quality quality of continuous and
and teachers comprehensive
116,700,000 79,270,000 22,410,000 79,950,000 79,270,000 377,600,000
Relevance ALS 2.0
capability
building program
49 Training Needs 2 assessors per
780,000 680,000
Assessment region
50 Training of ALS two batches
implementers trained in 56,860,000 56,860,000 56,860,000 56,860,000
succeeding years

Annex 2 | 7
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
51 ALS 2.0 Induction
Program for new 50,000,000 10,000,000 10,000,000 10,000,000 10,000,000
ALS teachers
52 Developing pool
of National ALS 3,000,000 3,000,000 3,000,000 3,000,000 3,000,000
Trainers
53 Piloting and Series of
scaling of LAC meetings in 2020;
1,600,000 4,950,000 4,950,000 4,950,000 4,950,000
sessions for ALS LAC sessions
2021 onwards
54 Strengthening
Instructional
Supervision, 4,460,000 4,460,000 4,460,000 4,460,000 4,460,000
Coaching and
Mentoring
55 Improve Improve Competency Test
Quality quality of for Teachers
5,686,000 - - 5,686,000 - 11,372,000
and teachers
Relevance
56 Administration of
Competency Test 5,686,000 5,686,000
for Teachers
57 Improve Expand Make LRMDS
Quality the use of more accessible
1,850,000 50,000 50,000 50,000 50,000 2,050,000
and technology and useful for
Relevance for learning teachers
58 Tagging and Hiring of
mapping of consultant and
competencies RAs
1,800,000
between new
curriculum and
existing LRs
59 Coordination Series of
with BLR and meetings
50,000 50,000 50,000 50,000 50,000
monitoring of
LRMDS

Annex 2 | 8
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
60 Improve Expand Provide Science,
Quality the use of Math, Tec-Voc
and technology and other ICT 3,413,200,000 1,705,800,000 1,705,800,000 1,705,800,000 1,705,800,000 10,236,400,000
Relevance for learning equipment to
qualified CLCs
61 Develop and Series of
issue a policy meetings
on providing
the appropriate 1,600,000
equipment to
different types of
CLCs
62 Provision of
Science, Math
2,274,400,000 568,600,000 568,600,000 568,600,000 568,600,000
and Tec-Voc
equipment
63 ICT for Education 1,137,200,000 1,137,200,000 1,137,200,000 1,137,200,000 1,137,200,000
64 Improve Enrich Improve learners’
Quality curricula academic
and to address performance and
Relevance cross-cut- assessment
ting issues
and foster
83,230,000 53,200,000 53,200,000 53,200,000 53,200,000 296,030,000
critical
thinking
towards
Liberating
Basic Edu-
cation
65 Reviewing and Hiring of
finalizing ALS 2.0 consultant and
curriculum RAs
66 Issuing policy on Series of
curriculum imple- meetings
1,600,000
mentation and
contextualization

Annex 2 | 9
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
67 Monitoring ALS Hiring of
implementers consultant and
utilizing full-cycle RAs
assessment tools
and appropriate
teaching
strategies in
various ALS
programs
68 Evaluating and Series of
enhancing exist- meetings
1,600,000 1,600,000 1,600,000 1,600,000 1,600,000
ing ALS programs
/ delivery modes
69 Developing new Series of
modalities to meetings 1,600,000 1,600,000 1,600,000 1,600,000 1,600,000
deliver ALS
70 Providing ade- Reproduction and
quate learning distribution of
modules for all existing modules 28,430,000
learners with teaching
guides
71 Procuring and de- One lot initial
veloping supple- estimate
50,000,000 50,000,000 50,000,000 50,000,000 50,000,000
mentary learning
materials
72 Improve Enrich Life Skills
Quality curricula
and to address
Relevance cross-cut-
ting issues
and foster
2,000,000 - 2,000,000 80,000,000 80,000,000 164,000,000
critical
thinking
towards
Liberating
Basic Edu-
cation

Annex 2 | 10
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
73 Revisiting the Life Series of
Skills modules meetings
2,000,000
and evaluating
implementation
74 Enhancement
Training of ALS
implementers 80,000,000 80,000,000
on improved Life
Skills modules
75 Development Series of
and utilization of meetings
modules that im- 2,000,000
part socio-emo-
tional skills
76 Improve Enrich ALS+ST
Quality curricula
and to address
Relevance cross-cut-
ting issues
and foster
4,000,000 500,000,000 1,000,000,000 2,000,000,000 3,000,000,000 6,504,000,000
critical
thinking
towards
Liberating
Basic Edu-
cation
77 Redesigning the Series of
4,000,000
ALS+ST program meetings
78 Piloting the Additional mooe
ALS+ST program (some level of
500,000,000
CO are already
allocated above)
79 Institutionaliz- Additional mooe
ing the ALS+ST (some level of
1,000,000,000 2,000,000,000 3,000,000,000
program CO are already
allocated above)

Annex 2 | 11
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
80 Improve Enrich Introduce an
Quality curricula ALS-specific
and to address Post Program
Relevance cross-cut- Support System
ting issues
and foster
8,000,000 113,720,000 113,720,000 113,720,000 113,720,000 462,880,000
critical
thinking
towards
Liberating
Basic Edu-
cation
81 Setting up a
learner guidance
4,000,000 56,860,000 56,860,000 56,860,000 56,860,000
and counseling
program
82 Setting up a
career develop-
4,000,000 56,860,000 56,860,000 56,860,000 56,860,000
ment program for
learners
83 Mod- Automate Strengthen
ernize core databases
Education systems related to ALS
Manage- and 11,280,000 9,680,000 680,000 680,000 680,000 23,000,000
ment and processes
Gover-
nance
84 Including Series of
ALS-specific data meetings
1,600,000
elements in LIS
and eBEIS
85 Validating ALS Field work
data in LIS and 680,000 680,000 680,000 680,000 680,000
eBEIS
86 Developing new Series of
4,000,000 4,000,000
ALS indicators meetings

Annex 2 | 12
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
87 Develop ALS-spe- Estimate for
cific MIS / dbase
database to 5,000,000 5,000,000
supplement LIS
and eBEIS
88 Mod- Automate Improve
ernize core Monitoring
Education systems and Evaluation
Manage- and processes 4,000,000 5,000,000 5,000,000 5,000,000 15,000,000 34,000,000
ment and processes
Gover-
nance
89 Designing a com- Series of
prehensive M&E meetings 4,000,000
system for ALS
90 Piloting ALS 2.0
5,000,000
M&E system
91 Institutionalizing Phased rollout
ALS 2.0 M&E 5,000,000 5,000,000 5,000,000
system
92 External Impact Contracted study
Evaluation of ALS
2.0 conducted at 10,000,000
end of Roadmap
Period
93 Mod- Accelerate Develop the ALS
ernize Research 2.0 Research
Education and Devel- Agenda
Manage- opment 19,000,000 20,000,000 10,000,000 10,000,000 10,000,000 69,000,000
ment and
Gover-
nance
94 Develop the ALS Series of
2.0 Research meetings 4,000,000
Agenda

Annex 2 | 13
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
95 Conduct of stud- in-house or
ies included in contracted studies 5,000,000 5,000,000 5,000,000 5,000,000
Research Agenda
96 Tracer Studies in-house or
5,000,000 5,000,000 5,000,000 5,000,000
contracted studies
97 Feasibility Study in-house or
on alternative contracted studies
5,000,000
delivery of SHS
curriculum
98 Feasibility Study in-house or
5,000,000
on ALS SBM contracted studies
99 Feasibility Study in-house or
on ALS Micro contracted studies 5,000,000
Certification
100 Feasibility Study in-house or
on ALS Voucher contracted studies 5,000,000
Program
101 Feasibility Study in-house or
on International contracted studies
Adult / Workforce 5,000,000
Skills Assess-
ment
102 Mod- Improve Internal and Ex-
ernize DepEd ternal Operation-
Education indepen- al Structures
Manage- dence from 8,000,000 - - - - 8,000,000
ment and interfer-
Gover- ence
nance
103 Develop the ALS Series of meetings
2.0 governance 4,000,000
structure
104 Develop an Exter- Series of meetings
nal Coordination
Framework / 4,000,000
Stakeholder Alli-
ance Mechanism

Annex 2 | 14
Order Strategic Objectives PPA Remarks 2020 2021 2022 2023 2024 Total
Goals
105 Mod- Improve ALS-specific
ernize Human HRD reforms
Education Resource
Manage- and Devel- 4,000,000 4,000,000 - - - 8,000,000
ment and opment
Gover-
nance
103 Implement a Series of meetings
comprehensive
and fair Perfor- 4,000,000
mance Manage-
ment System
104 Lobby for special- Series of meetings
ized degrees on 4,000,000
ALS teaching

Annex 2 | 15