An Assessment of Alternative Learning System-Accreditation and Equivalency (ALS-A&E) Curriculum for Secondary Clientele

Abstract

This study assessed the Alternative Learning System-Accreditation and
Equivalency (ALS-A&E) Writing curriculum for secondary clientele with the end
goal of developing an enhanced session guide. It was focused on how it is taught, the
clientele’s ability to write an academic composition and the implementers’ and
clientele’s concerns in its implementation. Two program implementers and 48
clientele were purposively chosen as respondents. Data were obtained from the
compositions written by the respondents which were expressed in Waray and English
languages, questionnaire, and Focus Group Discussion (FGD). Subsequently, data
gathered were analyzed accordingly following the six-step techniques for a case study
outlined by Yin (2014). Results revealed that the curriculum is conventionally
facilitated. Also, the clientele can easily write a composition in Waray but find it
challenging using the English language. Learning associated factors aggravated by
insufficient logistics support and cognitive demands are among those echoed by the
respondents’ as their core concerns pertinent to the curriculum implementation.
Accounting things holistically, there is a need to re-engineer the existing instructional
delivery practices for this curriculum.