In relation to this study, several researches were conducted in order to determine and
analyze the effectiveness of Alternative Learning System (ALS) and Technical Education and
Skills Development Authority (TESDA). A study conducted by Azarcon (2014) entitled
“Education Behind Bars: An Analysis of the Alternative Learning System Program of the
Bulacan State University Extension Services Office,” aims to assess the services provided by the
BulSU Extension office to inmates at the Bulacan Provincial Jail through the ALS program. The
study focused on 144 inmates who participated in the program. The results indicate that there is a
significant correlation between the inmates' satisfaction rating and their perception of the
services provided to them. Despite a lower percentage of program graduates, it was still
considered adequate and effective. From the data gathered, ALS program offers inmates a means
to adapt to their life in prison and provides them with hope, particularly for those who may
eventually be released. It also gives them the chance to learn, explore new things, and experience
schooling, which many of them were deprived of before being incarcerated. These findings will
inform future actions and improvements in the extension office's services, particularly in relation
to the literacy program they offer.
Furthermore, Consuelo’s (2021) study assess the implementation of the Alternative
Learning System (ALS) in the Division of City Schools in NCR. The study included 81
participants and employed a quantitative research design with a descriptive-evaluative approach.
The sample size was determined using purposive sampling. A self-made questionnaire in the
form of a checklist was used, utilizing a 5-point Likert Scale. The findings revealed that the
majority of respondents were female, aged between 46-50 years, with 1 to 5 years of service, and
had earned master's units in education. They were primarily instructional managers. The ALS
Programs implemented included Advance Elementary and Secondary Level, Accreditation and
Equivalency Program, and Basic Literacy Program. Group discussions were the main delivery
method used by ALS Implementers. The ALS Program and Activities were constantly monitored,
evaluated, and accepted by the community. However, challenges faced by the respondents
included inadequate funding, non-functioning equipment, cramped and poorly-ventilated
classrooms, and insufficient resources such as modules for program delivery. Consequently, it is
necessary for the Department of Education - Bureau of Alternative Learning System Division to
address the issues faced by ALS Implementers in each Division of City Schools.
In addition, a comparative study on the implementation of ALS between rural and urban
areas was deeply analyzed by Borela (2020). The objective of this research study is to assess how
the Alternative Learning System (ALS) curriculum is implemented for juvenile delinquents in
both urban and rural areas of the Philippines. The study also seeks to determine if the current
education programs effectively address the needs of these juvenile delinquents in relation to
Juvenile Delinquency Acts. In this study, the researcher focuses on the teachers that were
assigned to teach ALS in juveniles. The analysis and interpretation of the gathered data reveal
that ALS teachers, whether from rural or urban areas, share similar experiences in implementing
the ALS program for juvenile delinquents, particularly in terms of curriculum, instruction, and
assessment. Additionally, the teachers emphasize that the program provides the juvenile
delinquents with renewed hope and a new sense of purpose, enabling them to pursue their
dreams. Lastly, teachers from both areas offer similar suggestions for improving the program
implementation, including the allocation of additional funds for the development of high-quality
learning materials, expanding the number of learning centers, and implementing diverse forms of
assessment.
Moreover, livelihood trainings such as TESDA was also conducted by several researchers
in the country. A study “The Effectiveness of Skills Training and TechVoc Extension Programs at
the Bataan District Jail from 2010-2013: An Evaluation” evaluated the effectiveness of the
livelihood programs conducted by the Bataan Peninsula State University (BPSU) at the Bataan
District Jail from 2009-2013. It assessed the administrative capability of the BPSU Extension
Office, the level of stakeholder participation, the program outputs, and the economic and social
impacts of the livelihood trainings. The study also examined the influence of administrative
capability, stakeholder participation, and program implementation. A survey-questionnaire was
used to collect data, and appropriate statistical tools were applied. A total of 138 detainees
participated in the study. The results indicated a positive relationship between administrative
capability, stakeholder participation, program implementation, and program outputs. The
majority of respondents believed that their socio-economic status improved as a result of the
programs. The respondents perceived a significant positive relationship between the
implementation of BPSU extension programs and the extent of stakeholder participation. The
study recommends the maintenance of an effective and efficient extension program mechanism
(Gabor et al., 2018).
Lastly, another study was also conducted which aims to assess the livelihood programs
provided by the BJMP 1st District of Quirino Province to inmates during their incarceration and
determine the effects of these programs on their lives after release. The study “Effects of BJMP
Livelihood Program to the Lives of Released Inmates” found that the livelihood programs had
various positive effects on the inmates while they were in prison, including skill development
and application, emotional diversion, increased self-trust, and bonding with fellow inmates. The
BJMP offers multiple livelihood programs, with many inmates availing programs such as
electronics, bread and pastry, massage therapy, and carpentry. These programs had a significant
impact on the socioeconomic status of the released inmates, although some challenges were still
experienced, albeit not of high severity. The livelihood programs also influenced the released
inmates' self-confidence, acceptance by others, job opportunities, and additional income sources.
However, challenges faced by the inmates in applying their learned skills included difficulty in
application, lack of income or resources, delayed employment, and discrimination (Djoana &
Aoas, 2020).
Overall, the studies underscore the importance of education and skills training in the
rehabilitation and reintegration of individuals in prison and juvenile settings. These programs
offer opportunities for personal growth, skill development, and increased chances of successful
reintegration into society. The findings from these studies provide valuable insights for
policymakers, educators, and stakeholders to enhance and further develop ALS and TESDA
programs, ultimately leading to positive outcomes for inmates and juvenile delinquents. Also, the
findings suggest that both ALS and TESDA programs are effective in addressing the educational
and skills training needs of individuals in prison and juvenile settings. However, it is important to
continue evaluating and enhancing these programs to ensure they meet the evolving needs of the
individuals involved. By doing so, we can further improve their effectiveness and contribute to
the successful rehabilitation and reintegration of inmates and juvenile delinquents into society.
References
Azarcon, R. (2014). Education Behind Bars: An Analysis of the ALS Program of the BulSU
Extension Services Office. https://files.eric.ed.gov/fulltext/ED596774.pdf
Borela, V. (2020). ALS Curriculum Implementation for Juvenile Delinquents in Urban and Rural
Areas in the Philippines: A Comparative Analysis. Middle Eastern Journal of Research
in Education and Social Sciences, 1(1), 1–14. https://doi.org/10.47631/mejress.v1i1.3
Consuelo, C. (2021). Evaluation of the Implementation of the Alternative Learning System.
International Journal of Engineering and Information Systems (IJEAIS), 5(6), 41–135.
http://ijeais.org/wp-content/uploads/2021/6/IJEAIS210606.pdf
Djoana, D., & Aoas, M. (2020). Effects of BJMP Livelihood Program to the Lives of Released
Inmates. International Journal of Innovative Science and Research Technology, 5(11).
https://ijisrt.com/assets/upload/files/IJISRT20NOV459.pdf
Gabor, B., Joson, E., & Varua, N. (2018, March). The Effectiveness of Skills Training and
TechVoc Extension Programs at the Bataan District Jail from 2010-2013: An Evaluation.
Research Gate.
https://www.researchgate.net/publication/350312582_The_Effectiveness_of_Skills_Train
ing_and_TechVoc_Extension_Programs_at_the_Bataan_District_Jail_from_2010-
2013_An_Evaluation
