世界发展银行-Unlocking-the-Potential-of-the-Bangsamoro-People-through-the-Alternative-Learning-System_56页_2mb

报告摘要

Summary of "Unlocking the Potential of the Bangsamoro People through the Alternative Learning System"

Core Content

This document provides an analysis of the Alternative Learning System (ALS) in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), focusing on the challenges and opportunities for improving education delivery for out-of-school youth and adults (OSYA). It highlights the importance of ALS in the context of the new Bangsamoro autonomy and the need for reform to enhance its effectiveness and reach.

Main Findings

Learner Characteristics

Only 5% of OSYA aged 16–30 in BARMM participated in ALS in 2018, compared to the national average of 13%.
35% of ALS enrollees in BARMM graduated, which is about half of the national average.
The A&E exam pass rate in BARMM was 20 percentage points lower than the national average.
ALS learners in BARMM have lower reading and math skills and socioemotional skills compared to the national average.
Less than half of ALS facilitators in BARMM provided skills training in 2018.
Females face significant challenges in gaining family support for both formal schooling and ALS participation.

System Challenges

There is a severe shortage of ALS facilitators in BARMM, with a 1,800:1 ratio of OSYA to facilitators.
10% of current facilitators will retire in the next five years.
Low funding and insufficient resources (e.g., learning modules, supplies, facilities) hinder ALS delivery.
Per-learner spending on ALS has declined in real terms, despite increased per-pupil spending on basic education.

Operational Issues

Irregular practices are common among facilitators, including inconsistent monitoring and evaluation.
Limited training for both existing and incoming facilitators.
Low awareness and perceived value of ALS among OSYA.
Weak follow-up for dropouts, with 2 out of 3 never being contacted by school staff.

Key Programs and Components of ALS

Basic Literacy Program (BLP): Targets illiterate individuals.
Accreditation and Equivalency (A&E): Provides official certificates equivalent to formal diplomas.
ALS Education Skills Training (ALS-EST): Offers academic and practical skills training for immediate employment.
Learning Action Cell (CLC): Community-based learning centers that support ALS delivery.
Alternative Delivery Mode (ADM): Flexible learning methods that cater to non-traditional learners.
Recognition of Prior Learning (RPL): A mechanism to assess and certify prior learning and skills.
Modular Learning and Micro-Certification Systems: Suggested for future development through digitalization.

Policy Recommendations

A. Improve Overall Program Delivery

Utilize the BARMM Strategic Roadmap for Alternative Learning Modalities (ALM) as a guide for reforming ALS.
Align ALS with the K-12 curriculum to ensure coherence and relevance.

B. Enhance Teacher Training and Capacity Building

Provide high-quality training for both existing and incoming facilitators, focusing on pedagogical approaches and new K-12 curriculum.
Implement localized peer-learning programs for continuous professional development.

C. Strengthen Outreach to OSYA

Use more accurate data for community mapping and advocacy.
Develop targeted strategies to increase enrollment and participation among OSYA.

D. Address Irregular Practices

Intensify on-site supervision and monitoring.
Conduct regular program audits and involve third-party stakeholders (e.g., civil society, local communities).
Leverage technology for improved program oversight and data collection.

E. Improve National ALS Delivery

Increase national public spending on ALS to address system-wide bottlenecks.
Support the implementation of ALS Version 2.0 and harmonize it with formal education and ADM.

F. Strengthen ALS for Future

Develop Recognition of Prior Learning (RPL) to customize learning plans based on prior skills.
Provide career consultation for ALS learners to support informed decision-making.
Explore digitalization of modular learning and micro-certification systems, drawing from international best practices.

Conclusion

The ALS in BARMM plays a crucial role in providing a second chance for OSYA to access education and improve their socio-economic prospects. However, the system faces significant challenges in terms of quality, resources, and delivery efficiency. Addressing these challenges is essential to reduce the OSYA population and enhance educational outcomes. The report emphasizes the need for immediate reforms in teacher training, program delivery, and resource allocation, while also advocating for long-term strategies that integrate digital learning, RPL, and career support to ensure the sustainability and effectiveness of the ALS system in BARMM.

References

Aker, J. C., & Sawyer, M. (2017)
Heckman, J. J., et al. (2011; 2012)
Rajasekaran, R., & Reyes, A. (2019)
Thomas, D. M., et al. (2019)
OECD (2019)
Blunch, L., & Pörntner, K. (2011)
Aker, J. C., & Ksoll, K. (2015)
Banerji, A., et al. (2017)
Sawada, M., et al. (2017)
Hanemann, M. (2017)
Singh, R., Idris, M., & Maysoun, S. (2018)
Yamauchi, T., Igarashi, T., Tenazas, N., & Tiongco, D. (2016)
Igarashi, T. (2018)

Key Figures and Data

2018 ALS Enrollment: 840,000 nationally; 25,000 in BARMM.
OSYA Share in BARMM: 45% of 16–30 year-olds; double the national average.
OSYA Share in 25–30 Age Group: 60% in BARMM, surpassing those who completed JHS.
ALS Facilitator to OSYA Ratio: 1,800:1 in BARMM (highest in the country).
ALS Performance: A&E pass rate in BARMM lagged behind the national average by 20 percentage points.

Abbreviations

Abbreviation	Full Form
A&E	Accreditation and Equivalency
ALS	Alternative Learning System
BLP	Basic Literacy Program
CLC	Community Learning Center
DEP	Department of Education
EST	Education Skills Training
K-12	Kindergarten to Grade 12
LF	Learning Facilitator
LAC	Learning Action Cell
LFS	Labor Force Survey
LIS	Learner Information System
MTF	Mindanao Trust Fund
RPL	Recognition of Prior Learning
STEP	Skills Toward Employment and Productivity
TESDA	Technical Education Skills Development Authority
TVET	Technical and Vocational Education and Training
WB	World Bank

Figures and Tables

Figure 1: Research Framework for the ALS-BARMM Study.
Figure 2: Map of the ALS-BARMM Snapshot Survey.
Figure 3: Net Enrollment Rate Trend in BARMM and Nationwide (2009–2017).
Figure 4: School Completion Rate Trend in BARMM and Nationwide (2009–2017).
Figure 5: Comparison of OSYA using LFS and Listahanan.
Figure 6: Trends in ALS Performance Nationwide.
Figure 7: Share of A&E passers among those who took exams.
Figure 8: Share of learners by ALS program in BARMM and Nationwide.
Figure 9: Age of learners by program and gender.
Figure 10: Distribution of learners by age and marital status.
Figure 11: Marital status of learners by gender.
Figure 12: Educational levels before ALS.
Figure 13: Reasons for dropping out of school.
Figure 14: Share of learners considering dropping out.
Figure 15: Reasons for enrolling in ALS.
Figure 16: ALS enrollment, completion, and pass rates.
Figure 17–21: Reading, math, and socioemotional skills of ALS learners.
Figure 22–26: Support for career choices, training, and funding.
Figure 27–31: Facilitator training, resources, and budget allocation.
Figure 32–36: Monitoring, irregular practices, and system components.

Tables

Table 1: Summary of ALS-BARMM Snapshot Survey samples.
Table 2: Summary of out-of-school population nationwide and in BARMM.
Table 3: Estimated OSYA, ALS participants, and participation rates.
Table 4: ALS enrollment, completion, and completion rate in BARMM and nationally.
Table 5: Profiles of ALS learners in BARMM.

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