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Effectiveness of the Alternative Learning System Informal Education Project

and the Transfer of Life Skills among ALS Teachers: A Case Study

Article in International Journal of Community Service & Engagement · August 2021

DOI: 10.47747/ijcse.v2i3.298

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 International Journal of Community Service & Engagement
e-ISSN: 2746-4032
Vol. 1, No. 3, August 2021

Effectiveness of the Alternative Learning System

Informal Education Project and the Transfer of Life
Skills among ALS Teachers: A Case Study
Manuel E. Caingcoy1), Juliet L. Pacursa2), Ma. Isidora W. Adajar3)
1), 2), 3)
College of Education, Bukidnon State University, Malaybalay City, Philippines
Corresponding Author: caingcoymanuel@[Link], ORCID: 0000-0002-3862-1561
Abstract
Alternative Learning System (ALS) has been adopted in Philippine basic education, yet there is no academic
institution in the region that prepares ALS teachers in teaching life skills. ALS teachers graduated from different
programs of teacher education for formal education. In response, an extension project was conceptualized and
implemented to enhance the teaching capacity and effectiveness of ALS teachers. A case study was conducted to
evaluate the effectiveness of the project. It explored the transfer of life skills among ALS teachers. Data were
collected from multiple sources. Interview and written responses, and feedbacks were analyzed using thematic
narrative analysis. Other data were analyzed using document and descriptive analyses. The project had achieved
its objectives and was rated best by participants. These indicate that the project was implemented effectively and
successfully. ALS teachers have acquired life skills and transferred them to others. Thus, the project has made a
difference in the lives of these teachers.
Keywords: Effectiveness, alternative learning system-informal education, transfer of life skills
1. Introduction
Studying the life skills become an important debate in formal and informal education. It became
a trend, particularly in non-formal education. Previous studies contribute to enriching the body
of knowledge that help educators, advocates, policy-makers, project developers, and
implementers of non-formal education understand the problems that relate life skills. With
sufficient knowledge, practitioners and curriculum developers can use empirical evidence.
However, there was a limited body of knowledge on life skills among implementers of informal
education. Yet, they are supposed to be well-trained individuals who can ensure the effective
delivery of informal education in the Department of Education.
Life skills include decision-making, community living, personal awareness, and management
(AGI, 2013). They enable to translate knowledge, attitudes, and values into actual abilities
(Vihar, n.d.). Prajapati et al. (2017) clustered them into thinking, social and emotional skills.
Life skills are important competencies that every learner should acquire. They can make
learners more useful and productive individuals in society. Adolescent Girls Initiatives of World
Bank (2013) explained what these skills are, why they matter, and how they can be taught in
the field. As posited, life skills are a broad set of social and behavioral skills or sometimes
called as soft or non-cognitive skills that allow individuals to deal with everyday demands in
life (AGI-World Bank, 2013). A previous study recognized life skills education to bridge the
gap between basic functioning and capabilities. It strengthens the ability of an individual to
meet the needs and demands of the present society, and helps in dealing with issues in a practical
manner” (Prajapati et al., 2017, p. 1). In Singapore, teachers have identified a wide range of life
skills and also skills relating to character building, household, livelihood, and survival skills
(Tan, 2018). However, one study reported the insufficiency of life skills in education. This
insufficiency was attributed to several factors that include a strong emphasis on academic
excellence, success and achievement, and non-responsive government policies (Shek et al.,

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2020). Secretary Leonor Briones directed her agency to intensify and enhance the Alternative
Learning System (Department of Education, 2019).
Alternative Learning System (ALS) has been integrated into the Department of Education in
the Philippines as a parallel program to formal basic education. However, the education sector
has been facing challenges in the implementation of ALS across regions because the
implementers were graduates of Secondary, Elementary, and Early Childhood Education.
Competencies acquired in college do not match with the competencies of the Alternative
Learning System. In Northern Mindanao areas, there is no academic institution that offers such
program. And so, implementers within the region need further training to make them aligned
with and congruent to the services they are rendering. In 2016, CHED has come up with a draft
of the Policies, Standards, and Guidelines (PSGs) for the Bachelor of Alternative Learning
System program. Through a memorandum order (CMO no. 83, series of 2017), CHED released
these PSGs to higher education institutions so that the degree program can have a legal basis.
In the third quarter of 2020, the House of Representatives approved at the third and final reading
of House Bill No. 6910 or the Alternative Learning System Act (Philippine News Agency,
2020). So far, there is no response and development from the Philippine Senate. The late
crafting of these important policies had made HEIs reluctant to offer ALS as a degree program
and yet it’s been a long time DepEd has been deploying implementers in the field whose
backgrounds and degrees are not really for alternative learning system.
The valuation of life skills program or project is essential in order to develop the evidence base
and substantiate this claim (D’Arcy, 2014). The Bukidnon State University- College of
Education has conceptualized and implemented the ALS InFed project to respond to the long-
running challenges met by the ALS implementers in educating the young and adults in
preparing them for life and in making them lifelong learners. The project is dubbed
“Capacitating the ALS InFed Teachers in Teaching Life-Skills Education.” The project was
launched in November 2018. This was to bridge the gap between the competencies of ALS
implementers and the competencies or skills needed by ALS learners. In 2019, it has
successfully implemented most of the modules in phase 1. This paper intends to evaluate the
effectiveness of the project and explore the transfer of skills among ALS teachers. This was
done to draw vital information for decision-making and re-planning of phase 2. Also, this paper
reports how the project changed the lives of the participants and how they have applied the
skills in the field. Moreover, the results of this paper can be bases on offering an Alternative
Learning System degree program, diploma, or short course in the future.
2. Research Method
This paper utilized a case study in which the evaluation gathered data from multiple sources
such as the interview, written responses of open-ended questions, reports, accomplished
feedback forms, and photos. The interview was administered to four ALS InFed teachers via
google meet. Questions used in the interview were also sent to participants to triangulate the
data. The interview and written responses were analyzed using a thematic narrative analysis of
Riessman (2008). Annual reports, accomplished feedback forms, photos, and the evaluation
records were revisited and analyzed to find out if the project has met the expectations of the
participants and if they were satisfied with the trainings. Every session was evaluated using a
scale of 1 (poor) to 5 (best). Quantitative data were analyzed using descriptive statistics.
Moreover, it analyzed feedback responses and photos taken in the actual training and transfer
of skills.

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2.1. The Project

The project (Capacitating the ALS InFed Teachers in Teaching Life-Skills Education) was
designed and implemented to upgrade ALS teachers with various life skills, strategies, and
methods to effectively deliver informal education. It was carried out by conducting series and
modular seminar-workshops. It covered the digital layout and multi-media production which
covers the basic lay outing, digitizing 2D designs, digital lay outing and design, and multimedia
development (Module1); principles of flower arrangement, designs of flower arrangement, tips
of prolonging freshness of flowers, topiary and Ikebana making, corsage and bouquet making,
and presidential table flower arrangement (module 2); balloon arts that includes the principles
of balloon arrangement, techniques on balloon blowing, and designs of balloon arrangement
(module 3); arts and crafts highlights different kinds recyclable materials, possible uses of
recyclable materials, different crafts using recyclable materials (module 4); basic cookery and
bread pastries that focus on the principles of baking, major and minor ingredients in baking,
different types of baked products, equipment and utensils in baking, and processing of different
baked products (module 5); food processing that trains participants on the principles of food
preservation, methods and techniques of food preservation, market forms of fish and meat, and
processing of different meat products (module 6); and meal management that covers the goals
and procedure of meal management, types of table setting, and table skirting (module 7).
Specifically, the project aimed to enhance their teaching skills, conduct
lectures/seminars/training on the life skills, and develop a learning package that will cater to
the needs of the target clientele (Bukidnon State University, 2018).
3. Findings and Discussions
3.1 Effectiveness of the Project
After months of implementation, the project was evaluated if it achieves its general and specific
objectives. The effectiveness of the project means meeting the expectations of the participants
in the series of training conducted. These expectations are the set of criteria employed in the
evaluation conducted at the end of every session. Also, the effectiveness entails meeting the
project objectives. So far, the project implemented 17 topics from modules 1-5. The utilization
and content of the training had the highest rating of 4.99. For the former, the participants have
seen the opportunity of applying a product or technology after they would undergo the training.
For the latter, they recognized the training and the contents to address the community needs,
the ALS teachers and learners. In both criteria, the rating indicates best. This implies that the
project was best in terms of the content shared by the resource persons and the opportunity for
them to use a product or technology after the trainings. Similarly, Dupuy et al. (2018) reported
that 95% of the beneficiaries assessed the life skills program as “good” and “very good.”
Criteria of the said evaluation include relevance to the current needs, practical usefulness, and
general benefits of the trainings. The use of instructional materials and the participation or
cooperation among the participants, respectively, had the same rating of 4.97 still evaluated as
best. This would suggest that resource persons were using their instructional materials and the
participants were actively involved in the process of acquiring the skills. This is expected
because the project was more on workshops.
The “objectives” were the third highest-rated criterion. Among the nine criteria, practicality has
the least rating but still, it was rated best. Practicality signifies the usefulness of the training to
the community. Therefore, this project is practically useful and enabling. All other criteria were
rated by the participants include the timeliness, relevance, quality, and accuracy of the training

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to solve a community problem. All of these got the same descriptive rating – best. This means
the objectives of every module had been responsive to address their needs of ALS InFed
teachers. At this point, it is safe to claim that the ALS InFed project was effective since it
achieved what it intends to achieve.
Table 1. Frequency and Percentage Distribution of Trainees in Different Topics/Modules
___________________________________________________________________________
Modules/Topics Trainees
f %
___________________________________________________________________________
M1.1- Digital Layout and Multi-Media Production 18 4.24
M1.2- Introduction to Basic Lay-Outing 18 4.24
M1.3- Digital Lay-Outing using Photoshop (session 1) 23 5.42
M1.3- Digital Lay-Outing using Photoshop (session 2) 23 5.42
M1.4- Multi-Media Production 17 4.00
M2.1- Flower Arrangement-Principles of Flower 27 6.36
Arrangement & Designs
M2.2- Flower Arrangement-Tips of Prolonging 32 7.54
M3 - Balloon Arts with Flower Arrangement 32 7.54
M4.1- Arts & Crafts - Introduction & Orientation 20 4.71
M4.2- Arts & Crafts -Using Recyclable Materials 17 4.00
M4.3- Arts & Crafts - Backdrop Lay-Outing & Letter Cutting 26 6.13
M4.4- Arts & Crafts - Creatures & Organizers 29 6.83
M4.5- Arts & Crafts - Using Crayons & Box Organizer Making 24 5.66
M5.1-Basic Cookery: Principles of Baking and Major/Minor Ingredients 22 5.18
M5.2-Basic Cookery and Baking Different Products (1) 36 8.49
M5.3-Basic Cookery and Baking Different Products (2) 30 7.07
M5.4-Basic Cookery and Baking Different Products (3) 30 7.07
___________________________________________________________________________
Total 424 100.00
___________________________________________________________________________
Table 1 presents the number of trainees who received the series of training in the ALS InFed
project. During the launching, the Malaybalay City Division endorsed 50 teachers for the
training representing the 10 districts. However, the actual participants vary for every scheduled
training. Notice that the total trainees served in the project have reached 424 which was 49.88
per cent of the expected number of trainees (850 trainees) at the end of implementing 17 topics.

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This means not all of them were consistently attending the sessions. This concern has to be
communicated to the division office for appropriate actions. These individuals may have
reasonable circumstances that’s why they did not attend frequently. One of these would be the
conflict of schedules. Although, the training was pre-scheduled, yet they may have other very
important activities to attend to. That’s why the appropriate office and authorities have to verify
their circumstances and take appropriate action to concerned teachers. Despite its effective
implementation, the project has met a challenge- the attendance of participants. This would
3.2 Transfer of Skills to learners
The main responsibility of training learners on life skills lies in every ALS teacher. It was
revealed that teachers hold high regard for life skills. Teachers have identified a wide range of
life skills that relate to character building, household, livelihood, and survival skills (Tan, 2018).
In this project, the first objective was to enhance the teaching skills of the ALS Teachers. This
implies a long-term change in teachers after a series of training. The succeeding section
analyzes whether or not the project has met its desired result. The data from the interviews,
open-ended questions, photo documentation, and accomplished feedback forms were used to
draw significant evidence. One of the open-ended questions asked if they acquired the skills
from the series of training. The very essence of the question was to trace if they have truly
acquired the life skills expected of them. Indeed, the narratives indicate they acquired the skills:
Edtech, Balloon Art, Flower arrangement, Backdrop, cooking; Baking and pastries,
balloon decorating, flower arrangement, basic editing, and letter cutting; Basic
Editing, letter cutting, backdrop design, recyclable organizer; Filler baking and
pastries, balloon decorating, and flower arrangement.
During need assessment or conceptualization phase, these teachers acknowledged their
limitations in teaching ALS students. These teachers considered the series of training very vital
in playing their roles as mobile teachers. The skills they acquired can bring a significant
improvement in their work. Some of them say:
Most of the trainings are very essential for me because I [was] able to apply it in
our personal needs as a Mobile teacher; The series of trainings are very useful and
important for me as an ALS Mobile Teacher because I was able to apply [them] in
different ways when those are needed in my teaching.
In one of the sessions, the implementers have distributed the feedback forms to participants.
This was to get additional information for monitoring and re-planning purposes. In this form, a
set of questions elicited responses as feedbacks. It was asked: Does the extension project of
BukSU help you? If yes, in what way or ways does it help you? One hundred per cent had
responded “yes.” When this question was asked, it was during the training on art and crafts.
The responses to the second question are presented below to support the emerging themes. The
themes that emerged include capability and creativity, activities and programs, and expenditure
and livelihood. Capability and creativity refer to the acquired skills in arts and crafts. They
become more capable, especially in making backdrop and tarpaulin, cutting letters and
numbers, and combining colors creatively and correctly based on some principles. Accordingly,
these skills are useful in teaching ALS students. The training itself stimulated their creativity
and innovative skills. Here are some of their feedbacks:
It added to my capability. I can use this for my teaching with my ALS students
(FF5); It is a great advantage on my part I was able to make a backdrop (FF7); We

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can now share it with others (FF2); It enables us to combine colors and cut letters.
It can greatly help us teachers (FF3); It would greatly help us make creative letters
and numbers (FF10). It is useful and it makes us creative in making a backdrop
(FF13); It helps us improve and grow in knowledge in cutting letters, the basics in
colors and harmony, and most especially it improves our creativity (FF14); It added
to my knowledge of making a backdrop (FF16); This is a big help for us to develop
the talents of our students (FF18).
From responses, a theme- activities, and programs was derived. ALS teachers find the relevance
of the skills they acquired to their work. In verbatim, they said:
This would help ALS during programs, especially schools that are far from the city
(FF8); It can help us in different activities of ALS (FF9); It would help ALS in its
activities (P6). We can now properly cut letters and it helps us, especially during
school activities (FF2); We can make a backdrop for school activities (FF1); It
allows us to cut letters for a backdrop (FF12). The training is useful especially there
are a lot of activities in school (FF14); It would help me during school programs
(FF15); In terms of school activities, it helps a lot (FF18).
The third theme was on expenses and livelihood. This has something to do with the economic
value of the training. They said they are no longer hiring nor looking for individuals who will
do the decoration, make a tarpaulin, and a backdrop during school programs and activities. Also,
they saved and lessen the expenditures. Some of them recognized the value and potentials of
their skills for livelihood or additional sources of income. The narratives below support this
theme.
We won’t look for artists outside our organization to do the work for us. We cannot
spend on their talent pay (FF6); I wouldn’t ask and depend on others or pay them
to do it for me. I could save money (FF7); It would also help us earn a living (FF10);
I can help students by providing them a livelihood (FF4); It helps save money in
making a tarpaulin (FF12); We need not hire in decorating and making a backdrop
(FF15); It can be a source of income (FF18).

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Figure 1: Flower Arrangement Figure 2: Cookery and Baking

Life skills enable teachers to translate knowledge, attitudes, and values into actual abilities
(Vihar, n.d.). In the photos below, the ALS InFed teachers were in action during the flower
arrangement, baking, and pastry workshops. They have learned and practiced life skills. Once
the facilitators have done demonstrating the skills, ALS teachers were given time to acquire the
same skills by producing outputs at the end of every session. As has been argued that in all
contexts, the actual utilization of skill must be put into practice for an individual to truly grasp
the concept (Cassidy et al., 2018). These authors emphasize the realistic implementation of the
project to ensure the acquisition of life skills.
The ALS InFed teachers may have possessed some of the life skills before the series of training,
while some of them may not have acquired them in previous in-service training. For the third
open-ended question, they were asked if the series of training have made them more effective
and capable of teaching life skills. This question was anchored on the main objective of the
project that is to enhance the life skills of ALS InFed teachers. Though it was a self-evaluation,
their responses are valuable information for the implementers.
It [training] gives me more confidence that I can share more knowledge and skills
in which my learners can gain life-long skills; I learned new skills and enhanced
my prior learnings of some training that [are] very applicable in my work; The ICT
helped me and [I] found an easy way to prepare and deliver my lesson to them. It
lessens my time and money in preparing visual aids; Before I lack different skills,
that is why I cannot teach them. And now I can teach them what I've learned.
One of them has articulated the progress in herself. Figuratively, she compared the past and the
time after she acquired the life skills. She likened herself to a delicious cake. This was an
admittance that her life skills were enhanced. One vital information this teacher has voiced out
was the intent to become a nationally certified trainer in life skills so that she could also certify
the students.
It seems like I am a half- baked cake…. I have prior knowledge of some of the
training skills. But with the extension project of BUKSU, I [was] able to acquire
new skills and enhance the existing learnings; I do hope that I will be given a
certificate on the training that I had so that I could also certify or give certificates
to my learners which is very helpful for their employment specifically for those
who can't continue higher education; Now, I can proudly say that I am a delicious
cake with eye captivating icing.
With the narratives above, it is evident that the project has enhanced ALS teachers’ teaching
effectiveness and capability. This improvement may have a ripple effect on their learners.
Somehow, this supports the previous evidence that students got more interested in learning,
come to school more regularly, and find themselves relevant to the community.
3.3 Transfer of Life Skills to Learners, Families and Community
“Integrating life skill training through education will help youth to overcome such difficulties
in life” (Prajapati et al., 2017, p. 1). A study recognized that “life skills education bridges the
gap between basic functioning and capabilities. It strengthens the ability of an individual to
meet the needs and demands of the present society, and helps in dealing with issues in a practical
manner” (Prajapati et al., 2017, p. 1). The second open-ended question asked was on how they
apply the acquired life skills in their respective stations. The series of training and the

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experiences of the participants would become meaningful when they find the relevance of the
acquired skills in their current work. The narratives and photos below show how these skills
were directly transferred to ALS students. The following narratives are indicative of skills
transfer. Thus, ALS teachers have applied what they learned and acquired from the series of
trainings.
I shared my acquired skills in balloon art and flower arrangement to my learners on
our 1-day ALS InfEd skills training; With the training that I had been through given
by BUKSU, I was able to channel it to my ALS learners during our InFEd sessions;
We have the actual demonstration and application of skills; Pictures and videos will
support that the learners were able to gain the skills conducted; I apply the skills in
my teaching by integrating them into my discussion; I used slide show presentations
and encoded reports and worksheets of the learners using a computer. Moreover, I
taught the learners how to cook palitaw, empanada, and puto cheese.
As a result of knowledge and skills transfer, there were changes in learners after they acquired
and developed life skills through ALS teachers. This was true when the learners found the
meaning and the usefulness of enhanced life skills and apply them in their schooling, especially
in accomplishing academic tasks. Also, learners had become more eager to acquire life skills.
As a result, they attend classes more frequently than before. The participants narrate:
They are more confident and also eager to learn more lifelong learning skills; The
positive changes happened to my learners upon learning the different skills; The
interest of the ALS learners in attending our class sessions increased which is
evident in our class attendance; The skills they acquired from me for example ICT
-they used it in encoding their projects, research, and learning online; It encourages
the learners to pursue their learning because they feel interested and they don't feel
bored; Other skills help me encourage them to stay and pursue their studies because
it helps develop their knowledge and good values.
World Bank (2014) calls for cooperation that “together we can make a difference in the lives of
youth and help them to become productive and engaged members of their families,
communities, and countries (p. 49). Yadav et al. (2017) added that “developing different life
skills abilities among adolescent students require planning, patients and collective efforts of
teachers, parents and school managements” (p. 12). Sobel (2004), advocated for “hands-on,
real-world learning experiences… help students develop stronger ties to their community,
enhance students’ appreciation for the natural world, and create a heightened commitment to
serving as active, contributing citizens” (p. 12). Another ALS teacher recollected how the life
skills trainings she conducted to her learners had become relevant to the needs of the
community. Accordingly, the learners find themselves useful and felt accomplished. This was
because they were able to extend services and skills during the barangay celebration.
After the trainings, some of my learners felt accomplished and useful, especially
that our training was very timely; We had our training a few days before their
Barangay Fiesta. My learners shared their acquired skills during the preparation of
their barangay fiesta; So, while enhancing their gained skills, they also become
useful in their community while volunteering.
Moreover, one ALS teacher described how her students have improved after they acquired the
life skills from the class. The narratives portray those learners are now capacitated and able to
demonstrate the same skills. The pictures below are pieces of evidence that these teachers

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transferred the skills they acquired from the series of training in ALS InFed project.
Before they don't know how to cook the right procedure to those kakanin, but now,
they already knew it; They become familiar with the different materials used in
cooking; then the good values, the right way on how to prepare foods; And now,
they will know how to start a business.

Figure 3: Baloon Art Figure 4: Lecture session

The transfer of skills among ALS teachers also happened within their families and communities.
After being equipped through a series of training, their respective families have benefited from
their life skills, especially during occasions and celebrations. Accordingly, they are no longer
buying or ordering food for family celebration like birthdays. The participants are the ones who
cooked or baked their food or pastries. Furthermore, they shared the skills not only to ALS
learners and families, but also to their co-teachers, and friends. This gives us idea that skills are
mastered once shared with anyone around you. For instance, some of them were saying:
I also shared the skills that I had with my co-teachers, friends, and family; Aside
from my learners, my family, friends, and co-workers benefited from my acquired
knowledge; After the series of trainings, I cook it myself when we celebrate within
our family.

Figure 5: Output 1 Figure 6: Output 2

This evaluation paper negated a previous study which reported that the majority of developing
countries’ life skills programs lack evaluation, monitoring and systematic implementation. Such
review reported that programs are often conducted to yield short term results (Nasheeda et al.,
2019). The photos below were outputs of an ALS InFed teacher who took advantage of the

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skills she developed in the training. Esquinita is a café where celebrations and occasions are
held. Such ALS infeed teacher capitalized her skills on table management, decoration, and
setting a venue for an intimate wedding. She serves as an on-call setter and decorator of the
venue when there are occasions. This alone is the evidence that the life skills acquired by this
teacher from the project were shared with the community. Thus, this has become a source of
additional income. Having an additional income is a long-term opportunity for the teacher.
During the Kaamulan Festival 2019 flower arrangement competition, some ALS InFed teachers
participated in the said competition. Luckily, they were declared champion. This evidence
suggests that the training has made a difference in the life skills of ALS InFed teachers. Before,
they don’t care about joining a competition. Now, they are more competent. Thus, the series of
trainings has changed their lives progressively.
4. Conclusion
Implementers had done their best to achieve the objectives of the project. This study found
evidence that the implementation of the ALS InFed project had satisfied the participants in all
criteria. Thus, the series of training have met their expectations and had addressed their training
needs. This paper concluded that the project was implemented effectively. Consequently, the
ALS InFed teachers acquired life skills and shared them with learners, families, and community.
Subsequently, ALS students had shared the same skills in their communities. Thus, this project
has made an improvement on the life skills of ALS teachers and students. Certainly, the
improvement goes beyond the Alternative Learning System classrooms, professional and
personal lives of ALS InFed teachers since life skills have the potentials as sources of additional
income.
Acknowledgments
The researchers are grateful to the participants for honestly giving their feedbacks and for
participating in the virtual interview and for answering the open-ended questions. The officials
of DepEd Malaybalay City deserved a recognition for their constant support to the Bukidnon
State University.
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