THE ALTERNATIVE LEARNING SYSTEM GIVES NEW HOPE FOR OUT OF SCHOOL YOUTH

THE ALTERNATIVE LEARNING SYSTEM GIVES NEW HOPE FOR OUT OF SCHOOL YOUTH

There is one quiet revolution happening in our education system that does not always make headlines. It is called the Alternative Learning System, or ALS—and in my view, it is one of the most humane programs ever implemented by the Department of Education.

At its core, ALS gives a second chance to those who were left behind by the formal school system. These are the out-of-school youth, working adults, even senior citizens—people whose lives did not fit the rigid structure of traditional classrooms.

And that is precisely the point.

ALS recognizes a simple truth: life happens, but learning should not stop.

Through flexible and modular learning, students can study anytime and anywhere—whether in barangay centers, at home, or even online. They do not need to sit in a classroom every day just to prove that they are learning. Instead, they are judged based on competence, not attendance.

Once they pass the Accreditation and Equivalency exam, they receive a certificate equivalent to a high school diploma. In theory, this should open doors—to college, to vocational training, and to employment.

But here is where my concern begins.

In practice, many ALS graduates still struggle to move forward. Yes, they are qualified. Yes, they are capable. But are they being accepted?

On the education side, the problem is manageable. Some universities—including campuses of the University of the Philippines—accept ALS graduates, provided they pass entrance exams. The bigger challenge is financial. Even if they qualify, can they afford college?

On the employment side, the situation is more troubling.

Despite having credentials equivalent to high school graduates, many employers still prefer applicants with college degrees—even for jobs that do not necessarily require them. This raises a fundamental question: Are we undervaluing skills in favor of diplomas?

If that is the case, then ALS alone is not enough.

We need systems that will connect ALS graduates to real opportunities. This is why I am proposing the wider use of a Local Employment and Deployment System (LEADS), a platform that local government units can use to match job seekers with employers. Through their Public Employment Service Offices, or PESOs, LGUs can actively guide ALS graduates toward suitable jobs instead of leaving them to navigate the labor market alone.

We should also recognize the role of institutions already doing excellent work on the ground. Groups like the Sandiwaan Center for Learning (Fr. Ben Beltran), the Preda Foundation (Fr. Shay Cullen), and Tuloy sa Don Bosco (Fr. Rocky Evangelista) have proven that ALS can transform lives. But even they need stronger support—particularly in job placement and higher education pathways.

The legal framework is already in place. With Republic Act No. 11510, ALS has been institutionalized as a permanent part of our education system. The challenge now is not legitimacy—it is integration.

We must integrate ALS with scholarships, with technical training through Technical Education and Skills Development Authority, and most importantly, with the private sector. Employers must be encouraged—perhaps even incentivized—to hire ALS graduates based on skills, not just formal credentials.

Let me end with a simple appeal.

If ALS is truly a “second chance,” then let us not allow it to become a dead end. Education should lead somewhere. It should lead to dignity, to employment, to a better life.

So I ask: who will step forward to help bridge that gap?

If you know of organizations that can support ALS graduates—whether through scholarships, training, or employment—now is the time to act. Because giving hope is one thing. Sustaining it is another.

RAMON IKE V. SENERES

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